Keywords
Abstract
Ushbu maqolada mustaqil topshiriqlarning ilmiy-metodik tasnifi B.Blum taksonomiyasi asosida tahlil qilingan va ularning oltita tarbiyaviy funksiyasi (ta’limiy, rivojlantiruvchi, tarbiyaviy, motivatsion, ijodiy, metakognitiv) ochib berilgan. Finlyandiya, Singapur, Yaponiya, Janubiy Koreya, Buyuk Britaniya va AQSh tajribalari qiyosiy tahlil qilingan. J.Xetti (d=0,15–0,55), R.Marzano (d=1,61) va OECD PISA 2022 meta-tahlillari mustaqil topshiriqlar samaradorligini xalqaro miqyosda isbotlagan. O‘zbekiston maktablari uchun “Mustaqil bilim olish laboratoriyasi” integrative modelining ilmiy asoslari taqdim etilgan.
References
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