MAKTAB O'QUVCHILARINING KOGNITIV FAOLLIGINI RIVOJLANTIRISHDA RAQAMLI PEDAGOGIKA: NEYROPEDAGOGIK MODEL
DOI:
https://doi.org/10.67227/g45nv218Kalit so‘zlar:
raqamli texnologiya, kognitiv faollik, kognitiv yuklama, neyropedagogika, kognitiv nazorat, tizimli model, qobiliyatlar interferensiyasi, pedagogik shart-sharoitlar.Abstrak
Mazkur tadqiqotda raqamli ta’lim muhitida o‘quvchilar kognitiv faolligini rivojlantirishning neyropedagogik modeli ishlab chiqildi, raqamli texnologiyalarning o‘quvchilar diqqati, xotirasi va kognitiv nazoratiga ta’sirini ifodalovchi zamonaviy pedagogik va neyropedagogik yondashuvlar tizimlashtirildi. Raqamli ta’lim muhitida multimedia vositalari hamda interaktiv platformalarni qo‘llashning o‘quvchilar bilish jarayonlariga ijobiy va salbiy ta’sir etuvchi pedagogik-psixologik omillari tasniflanib, kognitiv yuklamani nazorat qilish va o‘quvchilarning bilish faolligini muvozanatli rivojlantirishga xizmat qiluvchi yaxlit pedagogik shart-sharoitlar aniqlandi.
Tadqiqot jarayonida neyropedagogika hamda raqamli ta’lim texnologiyalariga oid 30 dan ortiq mahalliy va xorijiy ilmiy manbalar, monografiyalar hamda sharhlar tizimli qiyosiy-mantiqiy tahlil qilindi hamda o‘quvchilarning kognitiv faoliyatiga raqamli ma’lumotning ta’siri va kognitiv yuklamani baholashda tizimli yondashuv metodologiyasidan foydalanildi.
Tadqiqot jarayonida mualliflar tomonidan raqamli texnologiyalarning o‘quvchilar kognitiv faoliyatiga ratsional ta’sir mexanizmini ifodalovchi tashqi omillar, pedagogik shart-sharoitlar va ichki neyrokognitiv jarayonlarning uzviy bog‘liqligini ta’minlaydigan besh komponentli tizimli model ishlab chiqildi. Raqamli texnologiyalar diqqatni jamlash va muammolarni hal qilish ko‘nikmalarini oshirishi, biroq nazoratsiz kontent va me’yorning buzilishi kognitiv yuklamaning keskin ortishiga hamda diqqatning pasayishiga olib kelishi nazariy jihatdan asoslab berildi.
Raqamli texnologiyalarning o‘quvchilar kognitiv faolligiga ta’siri ularning pedagogik maqsadga muvofiq tashkil etilishiga bog‘liq bo‘lib, ularni maqsaddan kelib chiqqan holda va me’yor asosida qo‘llash o‘quv jarayoni sifatini oshiradi. Bunda o‘qituvchilar tomonidan pedagogik nazoratning ta’minlanishi o‘quvchilar bilish faolligini optimallashtirishning bosh omili hisoblanadi.
Yuklashlar
Havolalar
1. O‘zbekiston Respublikasi Prezidentining 2020-yil 5-oktabrdagi PF-6079-sonli “Raqamli O‘zbekiston – 2030 strategiyasini tasdiqlash to‘g‘risida”gi Farmoni.
2. O‘zbekiston Respublikasi Prezidentining 2020-yil 6-oktabrdagi PQ-4851-sonli “Axborot texnologiyalari sohasida ta’lim tizimini yanada takomillashtirish, ilmiy tadqiqotlarni rivojlantirish va ularni IT-industriya bilan integratsiya qilish chora-tadbirlari to‘g‘risida”gi qarori.
3. O‘zbekiston Respublikasi Prezidentining 2022-yil 11-maydagi PF-134-sonli “2022–2026-yillarda maktab ta’limini rivojlantirish bo‘yicha milliy dasturni tasdiqlash to‘g‘risida”gi Farmoni.
4. Alter, A. (2017). Irresistible: The Rise of Addictive Technology and the Business of Keeping Us Hooked. Penguin Random House.
5. Anderson, D. R., & Pempek, T. A. (2005). Television and Very Young Children. American Behavioral Scientist, 48(5), 505–522. DOI: 10.1177/0002764204271506.
6. Boot, W. R., Blakely, D. P., & Simons, D. J. (2011). Do Action Video Games Improve Perception and Cognition? Frontiers in Psychology, 2, Article 226. DOI: 10.3389/fpsyg.2011.00226.
7. Carr, N. G. (2011). The Shallows: What the Internet Is Doing to Our Brains. W. W. Norton & Company.
8. Christakis, D. A., Zimmerman, F. J., DiGiuseppe, D. L., & McCarty, C. A. (2004). Early Television Exposure and Subsequent Attentional Problems in Children. Pediatrics, 113(4), 708–713. DOI: 10.1542/peds.113.4.708.
9. Clemente-Suárez, V. J., Beltrán-Velasco, A. I., Herrero-Roldán, S., Rodriguez-Besteiro, S., Martínez-Guardado, I., Martín-Rodríguez, A., & Tornero-Aguilera, J. F. (2024). Digital Device Usage and Childhood Cognitive Development: Exploring Effects on Cognitive Abilities. Children, 11(11), Article 1299. DOI: 10.3390/children11111299.
10. DiPietro, J. A. (2000). Baby and the Brain: Advances in Child Development. Annual Review of Public Health, 21(1), 455–471. DOI: 10.1146/annurev.publhealth.21.1.455.
11. Fuhrmann, D., Knoll, L. J., & Blakemore, S. J. (2015). Adolescence as a Sensitive Period of Brain Development. Trends in Cognitive Sciences, 19(10), 558–566. DOI: 10.1016/j.tics.2015.07.008.
12. Glinsky, A. S. (2007). Razvitie poznavatel'noy aktivnosti uchashchikhsya s primeneniem akmeologicheskogo podkhoda (Development of Cognitive Activity of Students Using the Acmeological Approach). Candidate dissertation. Omsk State Pedagogical University. (In Russian).
13. Green, C. S., & Bavelier, D. (2003). Action Video Game Modifies Visual Selective Attention. Nature, 423(6939), 534–537. DOI: 10.1038/nature01647.
14. Green, C. S., Gulyamov, D. R., & Bavelier, D. (2012). Learning, Attentional Control and Action Video Games. Current Biology, 22(6), 197–206. DOI: 10.1016/j.cub.2012.02.012.
15. Greenfield, S. (2015). Mind Change: How Digital Technologies Are Leaving Their Mark on Our Brains. Random House.
16. Gulyamov, D. R., & Nurboev, Q. M. (2020). Bosh miya tashkil etilishini hisobga olgan o‘qitish metodi: Neyropedagogik binar ma’ruza. Pedagogika va Psixologiyada Innovatsiyalar, 2(Special Issue 2), 1077–1083. DOI: 10.26739/2181-9513-2020-SI-2.
17. Gulyamov, D. R., Abdusalomova, M. S., & Kholboyeva, Y. T. (2025). Activating the Cognitive Process of Schoolchildren Through a Gender-Based Approach to Learning. International Journal of Multicultural and Multireligious Understanding, 12(5), 15–28. DOI: 10.18415/ijmmu.v12i5.6812.
18. Linebarger, D. L., & Walker, D. (2005). Infants’ and Toddlers’ Television Viewing and Language Outcomes. American Behavioral Scientist, 48(5), 624–645. DOI: 10.1177/0002764204271505.
19. Loh, K. K., & Kanai, R. (2016). How Has the Internet Reshaped the Human Brain? The Neuroscientist, 22(5), 506–520. DOI: 10.1177/1073858415595005.
20. Melekhina, S. I. (2005). Razvitie poznavatel'noy aktivnosti shkol'nikov v protsesse uchebnoy proektnoy deyatel'nosti (Development of Cognitive Activity of Schoolchildren in the Process of Educational Project Activity). Candidate dissertation. Yaroslavl State Pedagogical University. (In Russian).
21. Morozova, Y., & Rozhnenko, O. (2021). The Use of Innovative Technologies to Enhance the Cognitive Activity of Students. E3S Web of Conferences, 273, Article 12110. DOI: 10.1051/e3sconf/202127312110.
22. Nuraini, J., Belkacem, A. N., & Lakas, A. (2023). On Enhancing Students’ Cognitive Abilities in Online Learning Using Brain Activity and Eye Movements. Education and Information Technologies, 28(4), 4363–4397. DOI: 10.1007/s10639-022-11372-2.
23. Orben, A., & Przybylski, A. K. (2019). The Association Between Adolescent Well-Being and Digital Technology Use. Nature Human Behaviour, 3(2), 173–182. DOI: 10.1038/s41562-018-0506-1.
24. Ornstein, A. (2006). The Frequency of Hands-On Experimentation and Student Attitudes Toward Science: A Statistically Significant Relation. Journal of Science Education and Technology, 15(3), 285–297. DOI: 10.1007/s10956-006-9015-5.
25. Parkes, A., Sweeting, H., Wight, D., & Henderson, M. (2013). Do Television and Electronic Games Predict Children’s Psychosocial Adjustment? Longitudinal Research Using the UK Millennium Cohort Study. Archives of Disease in Childhood, 98(5), 341–348. DOI: 10.1136/archdischild-2011-301508.
26. Przybylski, A. K., & Weinstein, N. (2017). A Large-Scale Test of the Goldilocks Hypothesis: Quantifying the Relations Between Digital-Screen Use and the Mental Well-Being of Adolescents. Psychological Science, 28(2), 204–215. DOI: 10.1177/0956797616678438.
27. Robal, T. (2019). Spontaneous Webcam Instance for User Attention Tracking. 2019 Portland International Conference on Management of Engineering and Technology (PICMET), 1–8. DOI: 10.23919/PICMET.2019.8893867.
28. Sharma, K., Giannakos, M., & Dillenbourg, P. (2020). Eye-Tracking and Artificial Intelligence to Enhance Motivation and Learning. Smart Learning Environments, 7(1), Article 13. DOI: 10.1186/s40561-020-00122-x.
29. Sinha, T. (2014). “Your Click Decides Your Fate”: Leveraging Clickstream Patterns from MOOC Videos to Infer Students’ Information Processing & Attrition Behavior. arXiv. DOI: 10.48555/arXiv.1407.7143.
30. Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257–285. DOI: 10.1207/s15516709cog1202_4.
31. Swing, E. L., Gentile, D. A., Anderson, C. A., & Walsh, D. A. (2010). Television and Video Game Exposure and the Development of Attention Problems. Pediatrics, 126(2), 214–221. DOI: 10.1542/peds.2009-1508.
32. Turkle, S. (2011). Alone Together: Why We Expect More from Technology and Less from Each Other. Basic Books.
33. Twenge, J. M., & Campbell, W. K. (2018). Associations Between Screen Time and Lower Psychological Well-Being Among Children and Adolescents: Evidence from a Population-Based Study. Preventive Medicine Reports, 12, 271–283. DOI: 10.1016/j.pmedr.2018.10.003.
34. Vedechkina, M., & Borgonovi, F. (2021). A Review of Evidence on the Role of Digital Technology in Shaping Attention and Cognitive Control in Children. Frontiers in Psychology, 12, Article 611155. DOI: 10.3389/fpsyg.2021.611155.
