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Buxoro Xalqaro
Universiteti

10-tom, 1-son, b. 152–158, Nashr: 2026-10-07

INKLYUZIV TA'LIM SHAROITIDA BOSHLANG'ICH SINF O'QUVCHILARINING AXBOROT MADANIYATINI SHAKLLANTIRISHNING PEDAGOGIK SHART-SHAROITLARI

ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ ИНФОРМАЦИОННОЙ КУЛЬТУРЫ УЧАЩИХСЯ НАЧАЛЬНЫХ КЛАССОВ В УСЛОВИЯХ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ

PEDAGOGICAL CONDITIONS FOR DEVELOPING INFORMATION CULTURE AMONG PRIMARY SCHOOL STUDENTS IN INCLUSIVE EDUCATION

  • Norqobilova Durdona Ural qizi — Axborot texnologiyalari va menejment universiteti, Pedagogika kafedrasi assistent o’qituvchisi

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Annotatsiya

Maqolada inklyuziv ta'lim sharoitida boshlang'ich sinf o'quvchilarining axborot madaniyatini shakllantirish muammosi pedagogik nazariya va amaliyot birligida tadqiq etilgan. Tadqiqotning maqsadi - mazkur jarayonning samaradorligini ta'minlovchi pedagogik shart-sharoitlar tizimini nazariy jihatdan asoslash, uning struktur-funksional modelini ishlab chiqish va diagnostik apparatini yaratishdan iborat. Tadqiqotda tizimli, kompetensiyaviy, shaxsga yo'naltirilgan, faoliyatga asoslangan hamda ta'limning universal dizayni (UDL) yondashuvlari metodologik asos qilib olindi. Nazariy tahlil, modellashtirish, kontent-tahlil, pedagogik kuzatish, so'rovnoma, ekspert baholash va tajriba-sinov metodlari qo'llanildi. Natijada axborot madaniyati motivatsion-qadriyatli, kognitiv, amaliy-faoliyatli va refleksiv komponentlarning yaxlit birligi sifatida talqin qilinib, muallif ta'rifi ilgari surildi; oltita o'zaro bog'liq pedagogik shart-sharoit aniqlandi; olti mezon va uch darajali diagnostik matritsa ishlab chiqildi. Tadqiqotning ilmiy yangiligi axborot madaniyatini shakllantirishning inklyuziv-differensial modelini asoslashda hamda "yagona maqsad - ko'p yo'lli erishish" tamoyilini boshlang'ich ta'lim amaliyotiga tatbiq etish mexanizmini ochib berishda namoyon bo'ladi. Olingan natijalar boshlang'ich sinf o'qituvchilarini tayyorlash va malakasini oshirish tizimida, o'quv-metodik ta'minotni takomillashtirishda qo'llanilishi mumkin.

Аннотация

В статье проблема формирования информационной культуры учащихся начальных классов в условиях инклюзивного образования исследуется в единстве педагогической теории и практики. Цель исследования - теоретически обосновать систему педагогических условий, обеспечивающих эффективность данного процесса, разработать её структурно-функциональную модель и диагностический аппарат. Методологическую основу составили системный, компетентностный, личностно-ориентированный, деятельностный подходы и подход универсального дизайна обучения (UDL). Применялись теоретический анализ, моделирование, контент-анализ, педагогическое наблюдение, анкетирование, экспертная оценка и педагогический эксперимент. В результате информационная культура трактуется как целостное единство мотивационно-ценностного, когнитивного, практико-деятельностного и рефлексивного компонентов; предложено авторское определение; выявлены шесть взаимосвязанных педагогических условий; разработана диагностическая матрица из шести критериев и трёх уровней. Научная новизна состоит в обосновании инклюзивно-дифференцированной модели формирования информационной культуры и раскрытии механизма реализации принципа «единая цель - множество путей» в практике начального образования.

Abstract

The article examines the problem of developing the information culture of primary school pupils in inclusive education within the unity of pedagogical theory and practice. The aim of the study is to provide a theoretical justification for a system of pedagogical conditions ensuring the effectiveness of this process, to design its structural-functional model, and to develop its diagnostic apparatus. Systemic, competence-based, learner-centred, activity-based and Universal Design for Learning (UDL) approaches served as the methodological foundation. Theoretical analysis, modelling, content analysis, pedagogical observation, questionnaires, expert evaluation and pedagogical experiment were applied. As a result, information culture is interpreted as an integral unity of motivational-value, cognitive, practical-activity and reflective components, and the author's definition is proposed; six interrelated pedagogical conditions are identified; and a diagnostic matrix comprising six criteria and three levels is developed. The scientific novelty lies in substantiating an inclusive-differentiated model of information culture development and in revealing the mechanism for implementing the principle of "a single goal achieved through multiple pathways" in primary education practice. The findings may be applied in the preparation and in-service training of primary school teachers and in improving educational and methodological support.

Kalit so'zlar: inklyuziv ta'lim, boshlang'ich ta'lim, axborot madaniyati, axborot kompetensiyasi, raqamli kompetentlik, axborot-ta'lim muhiti, pedagogik shart-sharoit, differensial yondashuv, ta'limning universal dizayni, axborot xavfsizligi, refleksiya

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