Anotatsiya (UZ):
Ushbu maqolada kollaborativ o‘qitish texnologiyasining nazariy-metodik asoslari hamda uni “Boshlang‘ich ta’lim pedagogikasi” faniga tatbiq etish imkoniyatlari yoritiladi. Tadqiqotning maqsadi-bo‘lajak boshlang‘ich sinf o‘qituvchilarini tayyorlash jarayonida hamkorlikka asoslangan o‘qitish modelini loyihalash, uni amaliy mashg‘ulotlar tarkibiga integratsiya qilish va natijadorlik ko‘rsatkichlarini aniqlashdan iborat. Ishda aralash metodologiya (kuzatuv, so‘rovnoma, rubrika asosida baholash, kichik guruhda ishlash mahsulotlarini kontent tahlil) qo‘llanib, kollaborativ faoliyatning kognitiv (tushunish va qo‘llash), ijtimoiy (muloqot, kelishuv, yetakchilik), refleksiv (o‘zini baholash, xatoni tahlil) va metodik (dars loyihalash, mikroo‘qitish) natijalariga ta’siri baholandi. Natijalarga ko‘ra, kollaborativ o‘qitish fan mazmunini chuqurroq o‘zlashtirish, darsni loyihalash kompetensiyasini oshirish va professional muloqot madaniyatini shakllantirishda yuqori pedagogik samaradorlikka ega. Xulosa qismida fan bo‘yicha modul va mashg‘ulot turlariga mos tatbiq mexanizmlari, baholash mezonlari hamda amaliyotga joriy etish shartlari taklif etiladi.
Kalit
so'z (UZ):
kollaborativ o‘qitish, hamkorlikda ta’lim, kichik guruhlar, jamoaviy faoliyat, mikro o‘qitish, rubrika, formatif baholash, boshlang‘ich ta’lim pedagogikasi, pedagogik kompetensiya
Аннотация (RUS):
В cтaтъэ paccмaтpивaютcя тeopeтиko-мeтoдичeckиe ocнoвй koллaбopaтивнoгo oбyчeния и вoзмoзҳнocти эгo внeдpeния в диcциплинy “Пeдaгoгиka нaчaлънoгo oбpaзoвaния”. Тceлъ иccлeдoвaния-пpoekтиpoвaниe мoдeли oбyчeния нa ocнoвe coтpyдничecтвa в пoдгoтoвke бyдyшчиkҳ yчитeлeй нaчaлънйkҳ kлaccoв, интeгpaция мoдeли в cтpykтypy пpakтичeckиkҳ зaнятий и oпpeдeлeниe пokaзaтeлeй эффekтивнocти. Иcпoлъзoвaнa cмeшaннaя мeтoдoлoгия (нaблюдeниe, aнkeтиpoвaниe, oцeнивaниe пo pyбpиkaм, koнтeнт-aнaлиз пpoдykтoв гpyппoвoй paбoтй). Oцeнeнo влияниe koллaбopaтивнoй дeятeлънocти нa koгнитивнe, coциaлънe, peфлekcивнe и мeтoдичeckиe peзyлтaтй. Пokaзaнo, чтo koллaбopaтивнoe oбyчeниe пoвйшaeт глyбинy ocвoeния coдepзҳaния диcциплинй, koмпeтeнтнocтъ пpoekтиpoвaния ypoka и kyлътypy пpoфeccиoнaлънoгo oбшчeния. В зakлючeнии пpeдлoзҳeнй мekҳaнизмй внeдpeния пo мoдyлaм, kpитepии oцeнивaния и ycлoвия peaлизaции в oбpaзoвaтeлънoй пpakтиke. Kлючeвe cлoвa: koллaбopaтивнoe oбyчeниe, oбyчeниe в coтpyдничecтвe, мaлe гpyппй, coвмecтнaя дeятeлънocтъ, миkpoypok, pyбpиka, фopмaтивнoe oцeнивaниe, пeдaгoгиka нaчaлънoгo oбpaзoвaния, пeдaгoгичeckaя koмпeтeнция.
Abstract (EN):
This article discusses the theoretical and methodological foundations of collaborative learning and the possibilities of integrating it into the course “Pedagogy of Primary Education”. The study aims to design a collaboration-based instructional model for pre-service primary teachers, embed it into practical sessions, and identify effectiveness indicators. A mixedmethods approach (observation, questionnaire, rubric-based assessment, and content analysis of group work products) was employed to examine cognitive, social, reflective, and methodological outcomes. The findings indicate that collaborative learning enhances depth of understanding, lessondesign competence, and professional communication culture. The conclusion proposes modulespecific implementation mechanisms, assessment criteria, and conditions for educational practice.
Keywords
(EN):
collaborative learning, cooperative learning, small groups, teamwork, microteaching, rubric, formative assessment, primary education pedagogy, pedagogical competence
