QO‘SHMA DARS (CO-TEACHING) MODELI: MAXSUS PEDAGOG–MATEMATIKA O‘QITUVCHISI TANDEMI SAMARASI
Abstract
Maqolada aqli zaif o‘quvchilar (intellektual rivojlanishi cheklangan — ID) uchun matematika ta’limida ko‘shma dars (co-teaching) modelining didaktik, psixologik va tashkiliy afzalliklari tahlil qilinadi. Tadqiqotning metodologik asosi hamkorlikda o‘qitish nazariyasi, ijtimoiy-madaniy rivojlanish konsepsiyasi, kognitiv yuklamani boshqarish tamoyillari hamda universal dizayn (UDL) yondashuviga tayangan. Empirik qismida maktab-internat sharoitida 10 haftalik kuzatuv, dars videografiyasi, formatif baholash jadvallari va o‘quvchi mahsulotlari tahlili amalga oshirildi; sinflar maxsus pedagog–matematika o‘qituvchisi tandemi bilan dars bergan eksperimental guruh va odatiy dars bo‘lgan taqqoslovchi guruhga ajratildi. Natijalar o‘quvchilarning amaliy hisob malakalari, dars davomida diqqat barqarorligi, matematik tilni qo‘llash chastotasi hamda xulqiy ko‘rsatkichlarida sezilarli ijobiy siljishlarni ko‘rsatdi; ayniqsa parallel va stansiyalar bo‘yicha ko‘shma dars shakllari funksional matematika komponentlarini o‘zlashtirishga qulay muhit yaratgani aniqlandi. Muhokama bo‘limida hamkor-o‘qituvchilar rollari, birgalikda rejalashtirish va diferensial baholash protokollarining ahamiyati ochib berilib, ID sinflarida ko‘shma dars barqarorligini ta’minlovchi omillar hamda cheklovlar baholandi. Xulosa tarzida qo‘shma dars modeli o‘quvchi idrokini qo‘llab-quvvatlash, topshiriqni segmentlash, til va ko‘rgazmalilikni uyg‘unlashtirish orqali matematik kompetensiyalarni kuchaytirishi, shu bilan birga maktab miqyosida vaqt va resursni boshqarish, formal hamkorlikdan haqiqiy pedagogik sinergiyaga o‘tish mexanizmlarini talab etishi qayd etiladi.
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