{"id":35868,"date":"2024-06-12T09:20:19","date_gmt":"2024-06-12T04:20:19","guid":{"rendered":"https:\/\/www.bukhari.uz\/?p=35868"},"modified":"2024-06-12T09:20:19","modified_gmt":"2024-06-12T04:20:19","slug":"ta%ca%bclim-va-tarbiya-jarayonini-tashkillashtirishda-kibermakon-imkoniyatlari","status":"publish","type":"post","link":"https:\/\/bukhari.uz\/?p=35868&lang=oz","title":{"rendered":"TA\u02bcLIM VA TARBIYA JARAYONINI TASHKILLASHTIRISHDA KIBERMAKON IMKONIYATLARI"},"content":{"rendered":"

Insoniyat tomonidan yaratilgan har qanday kashfiyot yoki ixtiro shaxs kamoloti, uning moddiy va ma\u02bcnaviy ehtiyojlarini qondirishga qaratilgan. Bugungi kibermakon taraqqiyoti natijasida biz birgina tugmani bosish orqali e-mail, audio, video, ijtimoiy tarmoqlar kesimida har qanday ma\u02bclumotni uzatish, qabul qilish imkoniyatiga ega bo\u02bbldik. Albatta, bunda inson omili, aql zakovati, intellektual salohiyati muhim o\u02bbrin tutadi. Ya\u02bcni dunyoni o\u02bbzgartirgan inson aql-zakovati asosida ilm-ma\u02bcrifat turishi ham oddiy haqiqat. Inson ilmni ta\u02bclim va tarbiya orqali oladi. Shu sababli unga erishish yo\u02bblini topish, bilim olishga xizmat qiluvchi mexanizmlarni ishlab chiqishga intilish insoniyat tarixining ajralmas qismidir. Shu nuqtayi nazardan qaraganda, ushbu maqolada ta\u02bclim-tarbiya jarayonini tashkil qilishda kibermakon imkoniyatlari qay darajada muhim ahamiyat kasb etayotgani ko\u02bbrib chiqiladi.<\/span><\/p>\n

Mavzu doirasida ko\u02bbplab ilmiy tadqiqotlar olib borilmoqda. Xususan, raqamli ommaviy axborot vositalari ta\u02bcsirida zamonaviy ta\u02bclimdagi o\u02bbzgarishlar tahlili, ya\u02bcni axborotni tushunishga qaratilgan yangi yondashuvlarning kirib kelayotganini ko\u02bbrsatuvchi tadqiqotlar (G\u00e1lik, S. (2017), ta\u02bclimni tarbiyaga bog\u02bblab tashkillashtirish zarurligi, kibermakon ustuvor bo\u02bblib borayotgan bugungi dunyoda undan boshqa variant yo\u02bbqligini asoslovchi ilmiy-nazariy xulosalar (Sadeghi S.H. 2019.)ni keltirib o\u02bbtish mumkin. Ammo bu kabi tadqiqotlarda ta\u02bclim va tarbiya jarayonini tashkillashtirishda kibermakon imkoniyatlarini ochib beruvchi omillar ijtimoiy-falsafiy yondashuvda ishlab chiqilmagan.<\/span><\/p>\n

Ta\u02bclim-tarbiya tizimi taraqqiyotiga kibermakon ta\u02bcsir doirasi analiz va sintez metodi asosida tahlil etilib, ular o\u02bbrtasidagi institutsional tizim samaradorligiga olib boruvchi korrelyatsion aloqadorlik koeffitsenti oddiylikdan umumiylikga qarab o\u02bbtish qonuniyati orqali ochib berilgan.<\/span><\/p>\n

XX asrning ikkinchi yarmidan tezlashgan, XXI asr taraqqiyotidagi drayver sifatida maydonga chiqqan \u201cinternet\u201d fenomeni, o\u02bbzidan ko\u02bbplab \u201ctarixiy izlar\u201d qoldirmoqda. Shulardan biri kibermakondir. Kibermakon tarixiy rivojlanish natijasi bo\u02bblib, barcha sohalar singari ta\u02bclim-tarbiya tizimiga ham ta\u02bcsirini o\u02bbtkazdi. Ya\u02bcni internetning kengayishi ta\u02bclim olish yo\u02bblidagi geografik to\u02bbsiqlarni yo\u02bbqqa chiqardi. Xususan, 1990-yillarga kelib internetning paydo bo\u02bblishi bilan kompyuterga asoslangan yangi ta\u02bclim shakli paydo bo\u02bbldi.\u00a0 \u201cVirtual ta\u02bclim\u201d[3:122] deb nomlanuvchi maxsus tizimda ta\u02bclim va tarbiya integratsiyasi kibermakonga bog\u02bblandi. Bu ob\u02bcyektiv jarayon natijasi o\u02bblaroq, ko\u02bbplab virtual ta\u02bclim imkoniyatlarini ochishga qaratilgan konsepsiyalarni yuzaga keltirdi. Quyida kibermakon omili bilan bog\u02bbliq ayrim ilmiy-amaliy tadqiqot natijalarini ko\u02bbrib chiqamiz:<\/span><\/p>\n

Norvegiyalik professor Stale Angen Rye nazariyasida:<\/span><\/div>\n
\u2212\u00a0 global onlayn ta\u02bclimning \u201cta\u02bclim sifati\u201dga ta\u02bcsiri va uning xalqaro rivojlanish darajasidagi konteksti o\u02bbrganiladi;<\/span><\/div>\n
\u2212 oliy ta\u02bclimning magistr yo\u02bbnalishida onlayn ta\u02bclimni qo\u02bbllash effekti va uni qamrab olish geografiyasi ko\u02bbrib chiqiladi;<\/span><\/div>\n
\u2212 global onlayn ta\u02bclimni oliy ta\u02bclim standartlari, xalqaro rivojlanish darajasi, iqtisodiy foydalilik ko\u02bbrsatkichi empirik isbotlanadi;<\/span><\/div>\n
\u2212 onlayn ta\u02bclim samaradorligini aniqlash bo\u02bbyicha olib borilgan ilmiy tadqiqotning empirik qismi Yevropa va Afrikadan kelgan talabalar ishtirokidagi \u201cInternetga asoslangan magistrlik dasturi\u201d misolida ko\u02bbrib chiqilgan [5:6-14].<\/span><\/div>\n

Bolgariyalik olimlar (S.N.Stoyanov, T.A.Glushkova, A.G.Stoyanova-Doycheva, I.K.Krasteva) tomonidan DeLC (Tarqatilgan elektron ta\u02bclim markazi) joriy etildi. Tadqiqotchilar VES (Virtual ta\u02bclim maydoni) nomli elektron ta\u02bclim dasturini ishlab chiqdi. VESni yaratishda Plovdiv universitetining matematika va informatika fakultetida aralash va mustaqil ta\u02bclim oluvchi talabalar, tajriba ob\u02bcyekti sifatida tanlandi.<\/span><\/p>\n

Bolgariyalik olimlar taqdim etgan konsepsiya mazmun-mohiyatiga ko\u02bbra ViPS turli domenlarga moslashtirilishi kerak. VES \u2212 bu ta\u02bclimga ViPS moslashuvi. Bu tizim mustaqil, aralash, umrbod va inklyuziv ta\u02bclim kabi elektron o\u02bbqitishning turli shakllarini o\u02bbziga qamrab oladi.<\/span><\/p>\n

Yuqorida keltirilgan konsepsiyada keltirib o\u02bbtilgan ViPS loyihasi joriy domen uchun muhim bo\u02bblgan real ob\u02bcyektlarning virtualizatsiyasini ta\u02bcminlashi kerak. Shu jihatdan loyihada virtual dunyoda real jismoniy dunyoning mohiyatini aks ettirish maqsad qilinadi. Unda jarayonlar, foydalanuvchilar, ob\u02bcyektlar va ular o\u02bbrtasidagi o\u02bbzaro ta\u02bcsir dinamik ravishda shaxsiylashtirilgan va kontekstdan xabardor tarzda amalga oshiriladi. Ushbu virtualizatsiya jarayonida tegishli raqamli taqdimotlar ikki qismda olib boriladi. Birinchisida, jismoniy ob\u02bcyektlarning muhim o\u02bbziga xos atributlari modeli ko\u02bbrilsa, ikkinchisida ob\u02bcyekt uchun ba\u02bczi qo\u02bbshimcha atributlar modeli, ya\u02bcni uning jismoniy makondagi hodisalar, vaqt, makon va joylashuv sifatida mavjudligini tavsiflaydi [6:47-54].<\/span><\/p>\n

Rowan University (AQSH) olimlaridan Anna Sun va Xiufang Chenlar kibermakon globallashuvi davrida ta\u02bclim integratsiyasi istiqbollarini prognoz qilib, onlayn ta\u02bclim samaradorligini asoslashga qaratilgan ilmiy-nazariy tadqiqot olib bordi. Ular sifatli kontent tahlili yondashuvidan foydalangan holda, onlayn o\u02bbqitish birinchi navbatda nazariyalar, amaliyotlar va baholashning funksionallashuvini taqozo etishini isbotladi [7:157-190]. Tadqiqotchilar xulosasiga ko\u02bbra, onlayn ta\u02bclim zamon talabi, ammo uni virtuallashtirish, shaxslararo integratsiyani hosil qilishda ko\u02bbplab mexanizmlar bir vaqtda ishlashi kerak. Masalan, onlayn ta\u02bclimda o\u02bbqituvchilar va talabalar mavzular va tajribalar bo\u02bbyicha ma\u02bclumotni sintez qilsa, sezilarli darajalariga ko\u02bbra farq qiladigan nuqtasini topishi, uni tanqidiy baholashi, ta\u02bclim o\u02bbzgaruvchanligi bog\u02bblab amalga oshirishi kerak [1].<\/span><\/p>\n

\u201cBizga masofaviy ta\u02bclim nima uchun kerak?\u201d savoli doirasida tadqiqot olib borgan Moore va Kearsley uning quyidagi sabablarini aniqladi: 1) masofaviy ta\u02bclimda ilm olishdagi tenglik masalasida imkoniyatlar oshadi; 2) virtual ta\u02bclim beruvchi sub\u02bcyektlar (professor-o\u02bbqituvchilar)ga bo\u02bblgan talabni qondirish, ular orasidan malakalilarini ajratib olish imkoniyatini yaratadi; 3) ta\u02bclim berish resurslarining iqtisodiy samaradorligini oshirishga erishiladi; 4) mavjud ta\u02bclim tuzilmalarini modernizatsiya qilib borishga sharoit yaratiladi va natijada sifat o\u02bbzgarishlariga erishiladi; 5) ta\u02bclimda tizim salohiyati oshadi; 6) yoshlar o\u02bbrtasidagi tengsizlik muvozanatini yo\u02bbqotishga erishiladi; 7) muayyan maqsadli auditoriyaga ta\u02bclim komponentlarini oshirib borish imkoniyati paydo bo\u02bbladi; 8) maqsadli yo\u02bbnalishlar uchun favqulodda treninglar o\u02bbtkazishga sharoit yaratiladi; 9) yangi fanlar bo\u02bbyicha ta\u02bclim imkoniyatlarini kengaytirishga erishish mumkin; 10) ta\u02bclimni ish va oilaviy hayot bilan uyg\u02bbunlashtirish mumkin; 11) ta\u02bclim tajribasiga xalqaro tajribani integratsiyalashga olib keladi [4].<\/span><\/p>\n

Nazarimizda Anna Munoz, Victor Lopez-Cabrera, Katty Lagos-Ortiz kabi tadqiqotchilar tomonidan ishlab chiqilgan \u201cVirtual ta\u02bclimni boshqarish\u201d konsepsiyasi kibermakonda onlayn ta\u02bclimni tashkillashtirish, boshqarish va nazorat qilish mexanizmida bir qator qulaylik yaratadi. Ulardan quyidagilarni keltirib o\u02bbtishimiz mumkin:<\/span><\/div>\n
birinchidan, onlayn ta\u02bclim \u2212 oliy ta\u02bclim muassasalari uchun qulay va yangi bozorlarni ochish uchun potensial imkoniyat yaratadi;<\/span><\/div>\n
ikkinchidan, bu tizim orqali ko\u02bbplab o\u02bbquvchilar ish, o\u02bbqish va oilaviy mas\u02bculiyatida muvozanatlashtirilgan, moslashuvchan tizim vujudga keladi;<\/span><\/div>\n
uchinchidan, universitetlarning onlayn dasturlari tomonidan qo\u02bbllanadigan turli texnologiyalarni rivojlantirishda keng imkoniyat yaratiladi;<\/span><\/div>\n
to\u02bbrtinchidan, onlayn muhitdagi anonimlik tabiati yo\u02bbqolib, oflayn darslarga borishni istamaydigan talabalarga \u2212 onlayn ta\u02bclimda qatnashish imkoni beriladi;<\/span><\/div>\n

beshinchidan, onlayn ta\u02bclim orqali yangilangan texnologiyalar, dasturiy ta\u02bcminot resurslari o\u02bbqituvchilar, talabalar va universitet ma\u02bcmurlariga onlayn tajribalari bo\u02bbyicha ma\u02bclumot va fikr-mulohazalarni to\u02bbplash imkonini beradi. Bu boradagi fikrlarimizni\u00a0 Bell va Fedeman tomonidan olib borilgan tadqiqot natijalari ham tasdiqlaydi [2:165-185].<\/span><\/p>\n

Yuqorida keltirilgan tadqiqot natijalaridan kelib chiqqan holda kibermakon omilida \u201conlayn ta\u02bclim\u201d imkoniyatlarini tadrijiy taraqqiyotga bog\u02bblash zarurati quyidagi kriteriyalarga bog\u02bbliq deb hisoblaymiz:<\/span><\/p>\n

    \n
  1. Onlayn ta\u02bclimda talabalar auditoriyasini qamrab olish orqali iqtisodiy xarajatlarni kamaytirish, talabalar orasidagi tabaqalanish, tengsizlik, jismoniy imkoniyati cheklangan insonlarga xizmat ko\u02bbrsatish qulayligi bo\u02bbyicha ko\u02bbplab sharoitga ega ekaniga qaramasdan, hanuz hal etilishi lozim bo\u02bblgan muammolar mavjud. Xususan, onlayn ta\u02bclimda talabaning vaqt yuqotishini bartaraf etish masalasi ochiq qolmoqda. Ya\u02bcni talabalar oflayn ta\u02bclimga nisbatan onlayn materiallarni o\u02bbrganishga ko\u02bbproq vaqt sarflamoqda.<\/span><\/li>\n
  2. Onlayn ta\u02bclimda qit\u02bcalararo integratsiya muhim omil bo\u02bblib, uni to\u02bbg\u02bbri tashkillashtirish, boshqarish va nazorat qilish dolzarb hisoblanadi. Chunki virtual jarayon qanday formatda kechishidan qat\u02bci nazar, talaba yoshlarning har biri bilan o\u02bbzaro aloqa o\u02bbrnatish, kibermakon vositalari (masalan, internet) samaradorligini ta\u02bcminlash zarurligi kun tartibiga chiqaveradi.<\/span><\/li>\n
  3. Kiber ta\u02bclim integratsiyasida funksionallashuv tendensiyasi oshib bormoqda. Bu o\u02bbz navbatida ijtimoiy hayot elementlari orasida virtuallashuv jarayonlarini tezlashishiga olib keladi. Inson omili chekinib, virtual ong darajasi oshadi.<\/span><\/li>\n
  4. Onlayn ta\u02bclim platformalarini texnik va texnologik jihatdan takomillashtirish kerak. Chunki virtual muloqotning bugungi webinar.ru, zoom, skype kabi platformalarga e\u02bctibor qaratsak, texnik uzilishlar, mega kuchlanish tezligining pastligi, trafik, ya\u02bcni moliyaviy xarajatlarning ko\u02bbpligi va sifat ko\u02bbrsatkichlarining qoniqarsizligi ko\u02bbzga tashlanadi.<\/span><\/li>\n<\/ol>\n
    Foydalanilgan adabiyotlar:<\/strong><\/span><\/div>\n
      \n
    1. \n
      Allen I.E., & Seaman J. (2013). Changing course: Ten years of tracing online education in the United States. \u2013 San-Francisco: CA: Babson Survey research group and quahog research group LLC.<\/span><\/div>\n<\/li>\n
    2. \n
      Bell B.S., Fedeman J.E. (2013). E-learning in postsecondary education. The future of children. \u211623 (1). \u2212 P. 165-185.<\/span><\/div>\n<\/li>\n
    3. \n
      Laguardia J., Casanova A., Machado R.A. experi\u00eancia de aprendizagem on-line em um curso de qualifica\u00e7\u00e3o profissional em sa\u00fade. Trab Educ Sa\u00fade, 2010. \u21168 (1). \u2212 P. 97-122.<\/span><\/div>\n<\/li>\n
    4. \n
      Moore M., Kearsley G. (2012). Distance education: A systems view of online learning (3rd ed.). Belmont CA: Wadsworth.<\/span><\/div>\n<\/li>\n
    5. \n
      Rye S.A. The educational space of global online higher education\/\/Geoforum. \u211615. 2014. \u2013 P. 6-14.<\/span><\/div>\n<\/li>\n
    6. \n
      Stoyanov S.N., Glushkova T.A., Stoyanova-Doycheva A.G., Krasteva I.K. The virtual education space: Concept, architecture, application\/\/ Informatics and education. \u21169. Volume: 36 (9), 2021. \u2212 P. 47-54.<\/span><\/div>\n<\/li>\n
    7. \n
      Sun A., Chen X. Online education and its effective practice: A research review \/\/ Journal of information technology education. \u211615. 2016. \u2013 P. 157-190.<\/span><\/div>\n<\/li>\n<\/ol>\n
      SOHIBA YAZDONOVA,<\/span><\/strong><\/div>\n
      Samarqand davlat universiteti dotsenti<\/span><\/strong><\/div>\n","protected":false},"excerpt":{"rendered":"

      Insoniyat tomonidan yaratilgan har qanday kashfiyot yoki ixtiro shaxs kamoloti, uning moddiy va ma\u02bcnaviy ehtiyojlarini qondirishga qaratilgan. Bugungi kibermakon taraqqiyoti natijasida biz birgina tugmani bosish orqali e-mail, audio, video, ijtimoiy tarmoqlar kesimida har qanday ma\u02bclumotni uzatish, qabul qilish imkoniyatiga ega bo\u02bbldik. Albatta, bunda inson omili, aql zakovati, intellektual salohiyati muhim o\u02bbrin tutadi. Ya\u02bcni dunyoni o\u02bbzgartirgan …<\/p>\n","protected":false},"author":1,"featured_media":35869,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[639],"tags":[],"yoast_head":"\nTA\u02bcLIM VA TARBIYA JARAYONINI TASHKILLASHTIRISHDA KIBERMAKON IMKONIYATLARI - Imom Buxoriy xalqaro ilmiy-tadqiqot markazi<\/title>\n<meta name=\"description\" content=\"TA\u02bcLIM VA TARBIYA JARAYONINI TASHKILLASHTIRISHDA KIBERMAKON IMKONIYATLARI\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/bukhari.uz\/?p=35868&lang=oz\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"TA\u02bcLIM VA TARBIYA JARAYONINI TASHKILLASHTIRISHDA KIBERMAKON IMKONIYATLARI - Imom Buxoriy xalqaro ilmiy-tadqiqot markazi\" \/>\n<meta property=\"og:description\" content=\"TA\u02bcLIM VA TARBIYA JARAYONINI TASHKILLASHTIRISHDA KIBERMAKON IMKONIYATLARI\" \/>\n<meta property=\"og:url\" content=\"https:\/\/bukhari.uz\/?p=35868&lang=oz\" \/>\n<meta property=\"og:site_name\" content=\"Imom Buxoriy xalqaro ilmiy-tadqiqot markazi\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/bukharicenter\/\" \/>\n<meta property=\"article:published_time\" content=\"2024-06-12T04:20:19+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/bukhari.uz\/wp-content\/uploads\/2024\/06\/kibermakonda.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"660\" \/>\n\t<meta property=\"og:image:height\" content=\"371\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Markaz\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@www_bukhari_uz\" \/>\n<meta name=\"twitter:site\" content=\"@www_bukhari_uz\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Markaz\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"7 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/bukhari.uz\/?p=35868&lang=oz\",\"url\":\"https:\/\/bukhari.uz\/?p=35868&lang=oz\",\"name\":\"TA\u02bcLIM VA TARBIYA JARAYONINI TASHKILLASHTIRISHDA KIBERMAKON IMKONIYATLARI - 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