Iqtisodiy fanlarni o`rganishda qo`llaniladigan metodlar va ularni tanlash metodari
Keywords:
Iqtisodiy ta‘lim, problem-asosli o‗qitish, kooperativ strategiya, flipped classroom, UDL, ADDIE, universitet–sanoat hamkorligi..Abstract
Ushbu maqola iqtisodiy fanlarni o‗qitishda samaradorlikni oshirish
uchun ta‘lim maqsadlari, talaba profili va resurslar o‗rtasida konstruktiv moslikni yaratish
zarurligini tahlil qiladi. An‘anaviy ma‘ruza nazariy asoslarni ixcham yoritishi mumkin
bo‗lsa-da, problem-asosli va kooperativ strategiyalar analitik hamda metakognitiv
ko‗nikmalarni chuqurlashtiradi. Flipped classroom modeli, video segmentlarini 8–10
daqiqa va ―embedded quiz‖lar bilan birga qo‗llaganda, o‗quv natijalarini sezilarli darajada
yaxshilaydi. Universitet–sanoat hamkorliklari nazariyani real bozor tajribasi bilan bog‗lab,
bitiruvchilarning bandlik salohiyatini oshiradi. Universal Design for Learning (UDL)
yondashuvi kognitiv va til xilma-xilligini e‘tiborga olib, ko‗pkanalli resurslar orqali
inklyuziv o‗qish muhitini yaratadi. Metodlar majmuasini ADDIE sikli bo‗yicha, SKT
xaritasidan boshlab baholash va re-dizayngacha iterativ rejalash, darsni doimiy
takomillashtiradi va mehnat bozorida raqobatbardosh kompetensiyalarni shakllantiradi.
References
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4-nashr).
McGraw-Hill/Open University Press.
Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the
research. ASEE National Conference Proceedings, 6219-6231.
Durmuşoğlu, H., & Sakalli Demirok, M. (2025). Effects of flipped classrooms on the
academic achievements, individualised education plan competencies and quality of
related preparation of pre-service teachers. Behavioral Sciences, 15(4), 438.
https://doi.org/10.3390/bs15040438 PMC
Kuş, M. (2025). Effectiveness of the flipped classroom model in higher education: A
meta-analysis study. Journal of Computer and Education Research, 13(25), 628-653.
https://doi.org/10.18009/jcer.1625784 ResearchGate
Leung, A., Moldovan, L., & Ata, M. (2023). Teaching economics in higher education
with Universal Design for Learning. International Review of Economics Education, 44,
https://doi.org/10.1016/j.iree.2023.100273 IDEAS
Folomieieva, N., Koriakin, O., Matsenko, L., Siaska, I., & Fed, I. (2024). Problem
based learning in higher education: A path towards training innovative and competent
specialists.
Amazonia
Investiga,
(77),
-217.
https://doi.org/10.34069/AI/2024.77.05.15 ResearchGate
Higher Education Policy Institute. (2024). Problem-based learning and student
outcomes in higher education (HEPI Report 2024-07). HEPI. TandF Online
O‘Flaherty, J., & Phillips, C. (2025). The flipped classroom: A meta-analysis of effects
on student performance across disciplines and education levels. Educational Research
Review, 40, 100526. ScienceDirect
Allied Business Academies. (2024). Cooperative and problem-based learning in
business education: A multi-institutional study. Academy of Educational Leadership
Journal, 28(1), 45-60. TandF Online
National Centre for Universities and Business. (2023). State of University–Business
Collaboration Report 2023. NCUB.
Springer Nature. (2024). Data-challenge pedagogy and graduate employability:
Evidence from European business schools. Journal of Applied Economics Education,
(2), 123-145. ResearchGate
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs: The
Four Levels (3-nashr). Berrett-Koehler.
