INKLYUZIV ARALASH TA’LIMDA KORREKTIV QAYTA ALOQA: TALABALAR TUSHUNISHI VA FAOLLIGIGA TA’SIRI
Keywords:
inklyuziv ta’lim, korrektiv qayta aloqa, aralash ta’lim, til o‘rganish, talaba faolligi,Abstract
Mazkur tezisda aralash (blended) til ta’limi sharoitida inklyuziv korrektiv qayta aloqaning talabalarning o‘quv materialini tushunishi va ta’lim jarayonidagi faolligiga ta’siri nazariy-metodologik jihatdan tahlil qilinadi. Korrektiv qayta aloqa xatoni ko‘rsatish vositasi emas, balki talabaga xatoni anglash, tuzatish, qayta ishlash va keyingi faoliyatda qo‘llash imkonini beruvchi shakllantiruvchi pedagogik mexanizm sifatida qaraladi. Inklyuziv yondashuv Universal Design for Learning (UDL) tamoyillari asosida turli formatdagi — yozma, og‘zaki, audio, video, vizual va metalingvistik feedbackdan foydalanishni nazarda tutadi. Tahlil natijasida samarali feedback aniq, o‘z vaqtida, konstruktiv, tushunarli, multimodal va keyingi faoliyatga yo‘naltirilgan bo‘lishi kerakligi aniqlandi.
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