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Buxoro Xalqaro
Universiteti

9-tom, 1-son, b. 258–261, Nashr: 2026-09-14

OLIY TA’LIM TALABALARIDA TANQIDIY FIKRLASH KO‘NIKMALARINI RIVOJLANTIRISHNING PEDAGOGIK PSIXOLOGIK OMILLARI

ПЕДАГОГИЧЕСКИЕ И ПСИХОЛОГИЧЕСКИЕ ФАКТОРЫ РАЗВИТИЯ КРИТИЧЕСКОГО МЫШЛЕНИЯ У СТУДЕНТОВ ВЫСШЕЙ ШКОЛЫ

PEDAGOGICAL AND PSYCHOLOGICAL FACTORS IN DEVELOPING UNIVERSITY STUDENTS CRITICAL THINKING SKILLS

  • Nasimova Zarina Isomiddin qizi — Buxoro davlat universiteti doktoranti · ORCID: 0009-0003-7846-2301

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Annotatsiya

Maqolaning maqsadi oliy ta’lim talabalarida tanqidiy fikrlashni rivojlantiruvchi pedagogik va psixologik omillarni yaxlit tizim sifatida asoslashdir. Tadqiqot integrativ nazariy tahlil, tushunchalarni qiyoslash, omillarni kategoriyalash va pedagogik modellashtirish usullariga tayandi. Natijada tanqidiy fikrlashning barqaror rivoji olti o‘zaro bog‘liq shart bilan izohlandi: metakognitiv nazorat, psixologik xavfsizlik, mazmunli muammoli vazifa, dialog va argumentatsiya, dalillar bilan ishlash hamda formativ baholash. Har bir omilning psixologik mexanizmi, kuzatiladigan ko‘rsatkichi va o‘qituvchi faoliyatidagi amaliy ifodasi aniqlashtirildi. Tahlil tanqidiy fikrlashni alohida mashq yoki bir martalik metod emas, balki vazifa, muloqot, baholash va refleksiya uyg‘unligida shakllanuvchi ko‘nikmalar tizimi sifatida tashkil etish zarurligini ko‘rsatdi. Taklif etilgan omillar matritsasi o‘quv mashg‘ulotini loyihalash, diagnostik mezonlarni tanlash va pedagogik ta’sirning zaif bo‘g‘inlarini aniqlashda qo‘llanishi mumkin.

Аннотация

Цель статьи - обосновать педагогические и психологические факторы развития критического мышления студентов как целостную систему. Использованы интегративный теоретический анализ, сопоставление понятий, категоризация факторов и педагогическое моделирование. Выделены шесть взаимосвязанных условий: метакогнитивный контроль, психологическая безопасность, содержательная проблемная задача, диалог и аргументация, работа с доказательствами и формативное оценивание. Для каждого фактора уточнены психологический механизм, наблюдаемый показатель и практическое действие преподавателя. Результаты показывают, что критическое мышление следует развивать не как отдельное упражнение, а как систему навыков, формирующуюся во взаимосвязи учебной задачи, общения, оценивания и рефлексии. Предложенная матрица может применяться при проектировании занятий и выборе диагностических критериев.

Abstract

This article substantiates pedagogical and psychological factors that develop university students’ critical thinking as an integrated system. The study used integrative theoretical analysis, conceptual comparison, factor categorization, and pedagogical modelling. Six interdependent conditions were identified: metacognitive control, psychological safety, meaningful problem tasks, dialogue and argumentation, evidence use, and formative assessment. For each factor, the psychological mechanism, observable indicator, and practical teaching action were specified. The findings show that critical thinking should not be treated as an isolated exercise; it develops through the alignment of task design, interaction, assessment, and reflection. The proposed factor matrix can support lesson design, diagnostic criterion selection, and identification of weak links in pedagogical intervention.

Kalit so'zlar: tanqidiy fikrlash, oliy ta’lim, metakognitsiya, psixologik xavfsizlik, argumentatsiya, formativ baholash

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