SHARQ VA G'ARB PEDAGOGIKA AN'ANALARIDA MUAMMOLI O'QITISH KONSEPSIYALARINING QIYOSIY TAHLILI

KIRISH: ushbu maqolada sharq va g‘arb pedagogik an’analarida muammoli ta’lim (PBL) konsepsiyalarining nazariy qiyosiy tahlili keltiriladi. turli ta’lim paradigmalari doirasida muammoli o‘qitishning talqini, tuzilishi va metodologik asoslaridagi farqlar yoritiladi. tadqiqot konstruktivizm, sotsiokultural nazariya va konfutsiylik pedagogikasiga tayangan. MAQSAD: tadqiqotning maqsadi — sharq va g‘arb pedagogikasida PBL konsepsiyalarining o‘ziga xosliklarini aniqlash va ularni integratsiyalash orqali zamonaviy ta’lim samaradorligini oshirishdir. MATERIALLAR VA METODLAR: nazariy tahlil, qiyosiy pedagogik yondashuv va falsafiy umumlashtirish metodlari qo‘llanildi. NATIJALAR VA MUHOKAMA: natijalar shuni ko‘rsatdiki, g‘arb pedagogikasida kognitiv mustaqillik, izlanish va tanqidiy fikrlashga urg‘u beriladi, sharq an’analarida esa boshqariladigan tafakkur, axloqiy tarbiya va ijtimoiy uyg‘unlik bilan integratsiya qilinadi. XULOSA: sharq va g‘arb yondashuvlarini uyg‘unlashtirish zamonaviy ta’lim tizimlarining samaradorligini oshirishga xizmat qiladi.

INTRODUCTION: this article presents a theoretical comparative analysis of problembased learning (PBL) concepts within eastern and western pedagogical traditions. differences in interpretation, structure, and methodological foundations of problem-oriented teaching across educational paradigms are examined. the research is grounded in constructivism, socio-cultural theory, and confucian pedagogy. PURPOSE: the aim of the study is to identify distinctive features of PBL in eastern and western pedagogy and explore how their integration can enhance modern education. MATERIALS AND METHODS: methods included theoretical analysis, comparative pedagogical approach, and philosophical generalization. RESULTS AND DISCUSSION: findings indicate that western pedagogy emphasizes cognitive autonomy, inquiry, and critical thinking, whereas eastern traditions integrate guided cognition with moral development and social harmony. CONCLUSION: integrating eastern and western approaches can improve the effectiveness of contemporary educational systems.