BO‘LAJAK O‘QITUVCHILARDA AXBOROTNING ISHONCHLILIGINI ANIQLASH KOMPETENSIYASINI SHAKLLANTIRISH
Keywords:
bo‘lajak o‘qituvchi, axborotning ishonchliligi, axborotni verifikatsiya qilish, axborot kompetensiyasi, media savodxonlik, axborot savodxonligi, tanqidiy fikrlash.Abstract
Globallashuv va raqamli transformatsiya jarayonlari natijasida axborot manbalarining mislsiz darajada ko‘payishi, ijtimoiy tarmoqlar va raqamli platformalarning keng tarqalishi, shuningdek, sun’iy intellekt asosida yaratilayotgan kontent hajmining ortishi pedagoglarning axborotni tanlash, verifikatsiya qilish va uning haqqoniyligini baholash kompetensiyasiga bo‘lgan ehtiyojni kuchaytirmoqda. Tadqiqotda axborotning ishonchliligini aniqlash kompetensiyasi bo‘lajak o‘qituvchining axborot manbasini identifikatsiya qilish, muallif va manbaning nufuzini baholash, dalillarning asoslanganligini tekshirish, turli manbalarni o‘zaro qiyoslash, fakt va subyektiv fikrni farqlash hamda yolg‘on, manipulyativ va dezinformatsion axborotni aniqlash qobiliyatlarining yaxlit majmuasi sifatida talqin etiladi. Jahon tajribasi tahlili mazkur kompetensiyani rivojlantirishda media va axborot savodxonligi, tanqidiy fikrlash, faktcheking, raqamli savodxonlik hamda kompetensiyaga asoslangan ta’lim yondashuvlarining muhimligini ko‘rsatadi. Shuningdek, tadqiqotda sun’iy intellekt vositalaridan foydalanish sharoitida axborotning kelib chiqishi, aniqligi va verifikatsiya qilinishi masalalariga alohida e’tibor qaratiladi. Natijada bo‘lajak o‘qituvchilarda axborotning ishonchliligini mustaqil baholash kompetensiyasini shakllantirish ularning kasbiy tayyorgarligini takomillashtirish, ta’lim jarayonida sifatli va ishonchli axborotdan foydalanish hamda o‘quvchilarning media-axborot savodxonligini rivojlantirishning muhim pedagogik sharti ekanligi asoslanadi.
References
1. UNESCO. Media and Information Literacy: Curriculum for Teachers. – Paris: United Nations Educational, Scientific and Cultural Organization, 2011.
2. UNESCO. Think Critically, Click Wisely! Media and Information Literacy Curriculum for Educators and Learners. – Paris: UNESCO, 2021.
3. UNESCO. Guidance for Generative AI in Education and Research. – Paris: UNESCO, 2023.
4. OECD. 21st-Century Readers: Developing Literacy Skills in a Digital World. – Paris: OECD Publishing, 2021.
5. European Commission. DigComp 2.2: The Digital Competence Framework for Citizens. – Luxembourg: Publications Office of the European Union, 2022.
6. Council of Europe. Digital Citizenship Education Handbook. – Strasbourg: Council of Europe Publishing, 2019.
7. Hobbs R. Digital and Media Literacy: A Plan of Action. – Washington, DC: Aspen Institute, 2010.
8. Wineburg S., McGrew S. Lateral Reading and the Nature of Expertise: Reading Less and Learning More When Evaluating Digital Information. – Stanford History Education Group, 2017.
9. Wineburg S., McGrew S. Lateral Reading: Reading Less and Learning More When Evaluating Digital Information // Stanford History Education Group Working Paper. – Stanford, 2017.
10. Wardle C., Derakhshan H. Information Disorder: Toward an Interdisciplinary Framework for Research and Policy Making. – Strasbourg: Council of Europe, 2017.
