MATEMATIKA DARSLARIDA NOSTANDART MASALALARDAN FOYDALANISH METODIKASI
DOI:
https://doi.org/10.67227/xk478184Kalit so‘zlar:
didaktik vosita, mantiqiy tafakkur, nostandart masalalar, noan’anaviy topshiriqlar, pedagogik tajriba, o‘quv yutuqlari, yechim aniqligi.Abstrak
Maktab matematika ta’limida o‘quvchilarning mantiqiy tafakkurini faollashtirish va masala yechishga qiziqishini barqaror oshirish masalasi dolzarbdir, chunki an’anaviy mashqlar har doim ham mustaqil mulohaza yuritishni yetarli darajada rag‘batlantira olmaydi. Tadqiqotning maqsadi nostandart masalalardan tizimli foydalanish asosida matematika darslari metodikasining samaradorligini tekshirishdan iborat. 2026-yilda uch bosqichli pedagogik tajriba o‘tkazildi: aniqlovchi pretest, shakllantiruvchi intervensiya va nazorat posttesti. Tajriba hamda nazorat guruhlarida o‘lchov vositasining ichki ishonchliligi Cronbach α = 0,78 ko‘rsatkichi bilan tasdiqlandi. Ma’lumotlar tavsifiy statistika, guruhlararo Student t-testi va Cohen d effekt hajmi yordamida tahlil qilindi. Kirish testi tenglashtirilgach, tajriba guruhining ballari 60,8 ± 7,6 dan 78,6 ± 8,1 ga ko‘tarildi, nazorat guruhida esa 57,9 ± 7,4 dan 58,2 ± 7,9 ga o‘zgardi. Mantiqiy tafakkur indeksi tajriba guruhida 62,1 ± 6,5 dan 79,1 ± 7,2 ga yetdi, masala yechish aniqligi esa 64,0 % dan 84,7 % ga oshdi. Guruhlararo farq statistik jihatdan ishonchli bo‘lib, p < 0,001 va Cohen d = 0,80 natijasi o‘rtacha-yuqori amaliy samarani ko‘rsatdi. Xulosa sifatida, nostandart masalalarni bosqichma-bosqich qo‘llash matematika darslarida tahlil qilish, dalillash va mustaqil yechim topish ko‘nikmalarini kuchaytirishi aniqlandi. Tadqiqotning ilmiy hissasi sifatida ushbu yondashuv uchun uch bosqichli didaktik ketma-ketlik va baholash mezonlari aniqlashtirildi.
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