KO‘P MADANIYATLI TA’LIM MUHITIDA AKADEMIK YUTUQ VA O‘QUV MOTIVATSIYASINI MUVOZANATLASHDA MADANIYATGA MOS TA’LIM YONDASHUVINING METODIK ASOSLARI
Keywords:
madaniyatga mos ta’lim, o‘quv motivatsiyasi, akademik yutuq, ko‘p madaniyatli ta’lim muhiti, oliy ta’lim, metodik yondashuv.Abstract
Ko‘p madaniyatli oliy ta’lim muhitida talabalarning akademik yutug‘ini ta’minlash masalasi faqat o‘quv mazmuni yoki baholash tizimi bilan cheklanmaydi. Amaliyot shuni ko‘rsatadiki, o‘quv natijalarining barqarorligi talabalarning o‘quv motivatsiyasi, o‘ziga ishonchi va ta’lim jarayonidagi faol ishtiroki bilan bevosita bog‘liqdir. Ayniqsa, turli madaniy va ijtimoiy tajribaga ega talabalar jamlangan auditoriyalarda an’anaviy, yagona yondashuvga asoslangan o‘qitish modellari barcha talabalar uchun bir xil samarani bermaydi. Shu sababli madaniyatga mos ta’lim (Culturally Responsive Teaching) yondashuvi akademik yutuq va o‘quv motivatsiyasi o‘rtasidagi muvozanatni ta’minlashda muhim metodik vosita sifatida qaralmoqda. Mazkur maqolada akademik yutuq va o‘quv motivatsiyasining nazariy talqini, ularning o‘zaro bog‘liqligi hamda madaniyatga mos ta’lim yondashuvining ko‘p madaniyatli oliy ta’lim muhitidagi metodik ahamiyati chuqur tahlil qilinadi.
References
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press.
Ladson-Billings, G. (2009). The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass.
Deci, E. L.,&Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Council of Europe. (2001). Common European Framework of Reference for Languages. Strasbourg.
Council of Europe. (2020). CEFR Companion Volume. Strasbourg.
