Ключевые слова
Аннотация
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.
Библиографические ссылки
Zimmerman B.J. Self-Regulated Learning and Academic Achievement // Educational Psychologist. – 1990. – Vol. 25, No. 1. – P. 3–17.
Bloom B.S. Taxonomy of Educational Objectives. – New York: David McKay, 1956. – 207 p.
Zimmerman B.J. Becoming a Self-Regulated Learner // Theory into Practice. – 2002. – Vol. 41, No. 2. – P. 64–70.
Hattie J. Visible Learning: A Synthesis of Over 800 Meta-Analyses. – London: Routledge, 2009. – 392 p.
Marzano R.J. The Art and Science of Teaching. – Alexandria: ASCD, 2007. – 233 p.
Sahlberg P. Finnish Lessons 2.0. – New York: Teachers College Press, 2015. – 240 p.