KIRISH: so‘nggi yillarda oliy ta’limda kredit-modul tizimining joriy etilishi hamda masofaviy va aralash ta’lim shakllarining keng qo‘llanilishi natijasida talabalarning mustaqil ta’limga ajratilgan soatlar hajmi sezilarli darajada oshdi. An’anaviy ta’limda bilim asosan o‘qituvchi yo‘l-yo‘rig‘i bilan o‘zlashtirilgan bo‘lsa, hozirgi sharoitda o‘quv yuklamasining 50–60 foizi mustaqil ta’lim orqali egallanishi talab etiladi. Bu holat talabaning o‘z vaqtini, diqqatini va kognitiv imkoniyatlarini samarali boshqarish qobiliyati – ya’ni metakognitiv ko‘nikmalar masalasini dolzarb pedagogik muammoga aylantirmoqda. Ayniqsa, pedagogika yo‘nalishi talabalari uchun metakognitiv ko‘nikmalar bir vaqtning o‘zida shaxsiy va kasbiy jihatdan muhim: ular o‘z bilish faoliyatini boshqarish orqali dasturlarni muvaffaqiyatli o‘zlashtiradi va kelajakda o‘quvchilarning metakognitiv rivojlanishini ta’minlaydi. MAQSAD: mazkur maqolaning maqsadi pedagogika oliy ta’lim muassasalari talabalarida mustaqil ta’lim jarayonida metakognitiv ko‘nikmalarni (rejalashtirish, kuzatish, baholash, refleksiya) rivojlantirishning nazariy asoslari va amaliy metodlarini tahlil qilish, shuningdek, o‘qituvchining bilvosita roli va baholash vositalarini yoritib berishdan iborat. MATERIALLAR VA METODLAR: maqolada metakognitsiya bo‘yicha xorijiy (J. Flavell, A. Brown, D. Hacker, B. Zimmerman), MDH va mahalliy (B. Xodjayev, E. Rasulov, G. Gubina, A. Karpov va boshqalar) olimlarning ilmiy ishlari tahlil qilindi. Shuningdek, mustaqil ta’limni tashkil etish shakllari (auditoriyaga tayyorgarlik, auditoriyadan tashqari ish, axborot-resurs markazlarida o‘qish) va metakognitiv ko‘nikmalarni rivojlantiruvchi metodlar (SMART maqsadlar, o‘rganish jurnali, xatolarni tahlil qilish, “o‘ylab gapirish” texnikasi, Pomodoro usuli, konsepsiya xaritasi) batafsil izohlandi. MUHOKAMA VA NATIJALAR: mustaqil ta’limda o‘qituvchining bevosita ishtiroki kam bo‘lsa-da, metakognitiv bosqich (scaffolding), formatik fikr-mulohaza, metakognitiv muhokama mashg‘ulotlari, shaxsiy namuna (modelling) va portfolio kabi vositalar orqali talabaning metakognitiv rivojlanishiga hissa qo‘shish mumkin. Metakognitiv ko‘nikmalarni baholashda an’anaviy testlardan farqli ravishda metakognitiv so‘rovnoma, “o‘ylab gapirish” yozuvi tahlili, o‘rganish jurnali sifat tahlili va akademik natijalar bilan korrelyatsiya kabi vositalar samarali ekanligi ko‘rsatilgan. Tadqiqotlar shuni tasdiqlaydiki, metakognitiv strategiyalarni qo‘llaydigan talabalar mustaqil ta’limda yuqori natijalarga erishadi, aks holda vaqtning 50% dan ortig‘i samarasiz sarflanadi. XULOSA: metakognitiv ko‘nikmalar – bu talabaga “baliq” berish emas, balki “baliq tutish”ni o‘rgatishning eng chuqur shaklidir. Ular bilimlarni faqat o‘zlashtirishga emas, balki qanday o‘rganishni o‘rganishga yo‘naltiradi. Metakognitiv ko‘nikmalari rivojlangan talaba o‘qituvchisiz ham o‘rgana oladigan, xatolaridan saboq chiqaradigan va butun hayoti davomida o‘z bilimini yangilay oladigan mustaqil shaxsdir. Shu sababli, pedagogika oliygohlarida metakognitiv yondashuv nafaqat o‘qitish metodi, balki o‘quv dasturining mazmuniy qismiga aylanishi kerak.
INTRODUCTION: the introduction of the credit-module system and the expansion of distance and blended learning in higher education have significantly increased the number of hours allocated to students’ independent learning. In the traditional model, knowledge was acquired mainly under the direct guidance of a teacher, whereas today about 50–60% of the study load must be mastered independently. This situation brings to the fore the issue of metacognitive skills – the ability to effectively manage one’s time, attention, and cognitive resources. For students of pedagogy, metacognitive skills are doubly important: they help them successfully complete their own studies and, in the future, enable them to foster metacognitive development in their own pupils. PURPOSE: the purpose of this article is to analyze the theoretical foundations and practical methods of developing metacognitive skills (planning, monitoring, evaluation, reflection) in pedagogy students during independent learning, as well as to highlight the indirect role of the teacher and the tools for assessment. MATERIALS AND METHODS: the article analyzes the scientific works of foreign (J. Flavell, A. Brown, D. Hacker, B. Zimmerman) and local (B. Khodjayev, E. Rasulov, G. Gubina, A. Karpov, etc.) researchers on metacognition. The forms of organizing independent learning (preparation for classroom sessions, extracurricular work, learning in information resource centers) and methods for developing metacognitive skills (SMART goals, learning log, error analysis, think-aloud technique, Pomodoro technique, concept mapping) are described in detail. DISCUSSION AND RESULTS: it is shown that although the teacher does not directly participate in the student’s independent work, they can contribute to metacognitive development through metacognitive scaffolding, formative feedback, metacognitive discussion sessions, personal modelling, and portfolios. For assessing metacognitive skills, the following tools are proposed: metacognitive questionnaire, analysis of think-aloud protocols, qualitative analysis of learning logs, and correlation with academic outcomes. Research confirms that students who apply metacognitive strategies achieve higher results; otherwise, more than 50% of their study time is spent ineffectively. CONCLUSION: metacognitive skills represent the deepest form of teaching not “to give a fish” but “to teach how to fish.” They focus not merely on acquiring knowledge, but on learning how to learn independently and effectively throughout life. A student with well-developed metacognitive skills can learn without a teacher, learn from mistakes, and constantly update their knowledge. Therefore, in pedagogical higher education institutions, the metacognitive approach should become not just a teaching method, but an integral part of the curriculum.
ResearcherUz