SUN’IY INTELLEKT ASOSIDAGI ADAPTIV DIDAKTIK MUHITDA REFLEKSIV-PEDAGOGIK KOMPETENTLIKNI RIVOJLANTIRISHNING DIDAKTIK MEXANIZMLARI
DOI:
https://doi.org/10.67227/qdsk9p60Kalit so‘zlar:
didaktik mexanizm, refleksiv-pedagogik kompetentlik, sun’iy intellekt, ALACT modeli, sokratik muloqot, simulyatsiya, o‘quv analitikasi.Abstrak
Maqolada sun’iy intellekt asosidagi adaptiv didaktik muhitda bo‘lajak o‘qituvchilarning refleksiv-pedagogik kompetentligini rivojlantirishning to‘rtta didaktik mexanizmi — diagnostik-analitik, sokratik-interaktiv, simulyativ-refleksiv va korreksion-rivojlantiruvchi mexanizmlar tahlil qilingan. Ularning F. Korthagenning ALACT sikliga mosligi, spiral sikl sifatida ishlash mantiqi hamda vaqt bo‘yicha taqsimotining talaba darajasiga bog‘liqligi asoslab berilgan.
Yuklashlar
Havolalar
1. Беспалько В. П. Слагаемые педагогической технологии. – М.: Педагогика, 1989. – 192 с.
2. Кларин М. В. Инновационные модели обучения в зарубежных педагогических поисках. – М.: Арена, 1994. – 222 с.
3. Korthagen F. A. J., Kessels J., Koster B., Lagerwerf B., Wubbels T. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. – Mahwah, NJ: Lawrence Erlbaum Associates, 2001. – 312 p. – DOI: 10.4324/9781410600523.
4. Baker R. S. J. d., Yacef K. The State of Educational Data Mining in 2009: A Review and Future Visions // Journal of Educational Data Mining. – 2009. – Vol. 1, № 1. – P. 3–17. – URL: https://jedm.educationaldatamining.org/index.php/JEDM/article/view/8.
5. Schön D. A. The Reflective Practitioner: How Professionals Think in Action. – New York: Basic Books, 1983. – 374 p. – DOI: 10.4324/9781315237473.
6. VanLehn K. The Relative Effectiveness of Human Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems // Educational Psychologist. – 2011. – Vol. 46, № 4. – P. 197–221. – DOI: 10.1080/00461520.2011.611369.
7. Zimmerman B. J. Becoming a Self-Regulated Learner: An Overview // Theory Into Practice. – 2002. – Vol. 41, № 2. – P. 64–70. – DOI: 10.1207/s15430421tip4102_2.
8. Vygotsky L. S. Mind in Society: The Development of Higher Psychological Processes. – Cambridge, MA: Harvard University Press, 1978. – 159 p. – DOI: 10.2307/j.ctvjf9vz4.
9. Roll I., Wylie R. Evolution and Revolution in Artificial Intelligence in Education // International Journal of Artificial Intelligence in Education. – 2016. – Vol. 26, № 2. – P. 582–599. – DOI: 10.1007/s40593-016-0110-3.
10. Koedinger K. R., Corbett A. T. Cognitive Tutors: Technology Bringing Learning Sciences to the Classroom // The Cambridge Handbook of the Learning Sciences / ed. by R. K. Sawyer. – Cambridge: Cambridge University Press, 2005. – P. 61–78. – DOI: 10.1017/CBO9780511816833.006.
11. Siemens G. Connectivism: A Learning Theory for the Digital Age // International Journal of Instructional Technology and Distance Learning. – 2005. – Vol. 2, № 1. – P. 3–10. – URL: http://www.itdl.org/Journal/Jan_05/article01.htm.
12. Flavell J. H. Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry // American Psychologist. – 1979. – Vol. 34, № 10. – P. 906–911. – DOI: 10.1037/0003-066X.34.10.906.
13. Карпов А. В. Психология рефлексивных механизмов деятельности. – М.: Институт психологии РАН, 2004. – 422 с.
14. Zawacki-Richter O., Marín V. I., Bond M., Gouverneur F. Systematic Review of Research on Artificial Intelligence Applications in Higher Education – Where Are the Educators? // International Journal of Educational Technology in Higher Education. – 2019. – Vol. 16. – Art. 39. – DOI: 10.1186/s41239-019-0171-0.
