BOSHLANG‘ICH SINF O‘QUVCHILARIDA KOGNITIV FAOLLIKNI RIVOJLANTIRISHDA MULTIMODAL TA’LIMNING O‘RNI
Article Sidebar
Main Article Content
Аннотация:
Ushbu maqolada boshlang‘ich sinf o‘quvchilarining kognitiv faolligini rivojlantirish jarayonida multimodal ta’limning didaktik va psixologik ahamiyati ilmiy tahlil etiladi. Tadqiqot multimodal yondashuvning idrok, diqqat, xotira, assotsiativ fikrlash kabi bilish jarayonlariga ta’sirini aniqlashga qaratilgan bo‘lib, chet tilini o‘qitishda vizual, audial, kinestetik va raqamli modalitetlarning o‘zaro integratsiyalashuvi orqali o‘quvchi faolligini oshirish mexanizmlarini ochib beradi. Natijalar multimodal ta’lim boshlang‘ich sinf o‘quvchilarining motivatsiyasi, tilni idrok etish tezligi, nutqiy faoliyat va mantiqiy fikrlashini sezilarli darajada faollashtirishini ko‘rsatadi. O‘rganilgan ma’lumotlar zamonaviy lingvodidaktik yondashuvlar, kognitiv psixologiya tamoyillari hamda chet tili o‘qitishning amaliy metodlari bilan uzviy bog‘liqdir.
Article Details
Как цитировать:
Библиографические ссылки:
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford University Press.
Mayer, R. E. (2001). Multimedia Learning. Cambridge University Press.
Bruner, J. (1990). Acts of Meaning. Harvard University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman.
Harmer, J. (2015). The Practice of English Language Teaching. Pearson Education.
Qodirova, M. (2021). Boshlang‘ich ta’limda lingvodidaktik yondashuvlar. Toshkent davlat pedagogika universiteti nashriyoti.
Alikulova, Z. (2022). Multimodal ta’limning boshlang‘ich sinf didaktikasidagi o‘rni. Ta’lim va innovatsiyalar jurnali, №3, 45–52.
Shamsutdinova, D. (2020). Multimediya vositalaridan foydalanish metodikasi. Samarqand: SamDU nashriyoti.
Kress, G., & Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication. Oxford University Press.
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241–267.
Marzano, R. (2004). Classroom Instruction That Works. ASCD Publications.
O‘zbekiston Respublikasi Xalq ta’limi vazirligi. (2019). Boshlang‘ich ta’lim konsepsiyasi. Toshkent.
OECD. (2018). The Future of Education and Skills 2030. OECD Publishing.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Ghazal, L. (2019). Multimodal learning environments in young learners’ language acquisition. Journal of Early Childhood Education Studies, 12(2), 60–75.
Damirovna, E. S., Oktamovna, E. F., Khumoyun, E., & Yulduz, E. (2023). Psycholinguistic conditions in vocabulary acquisition. International Journal on Integrated Education, 2(3), 23–25.
Эгамбердиева Ф. НЕЙРОПЕДАГОГИКА КАК НАУКА: КОНЦЕПЦИИ, ЗАДАЧИ И ПЕРСПЕКТИВЫ //Oriental renaissance: Innovative, educational, natural and social sciences. – 2025. – Т. 5. – №. 20. – С. 171-176.