INTERAKTIV INTELLEKTUAL ELEKTRON TA’LIM RESURSLARI ORQALI DASTURLASH KO‘NIKMALARINI SHAKLLANTIRISH METODIKASI

KIRISH: mazkur maqolada interaktiv intellektual elektron ta’lim resurslari orqali talabalarning dasturlash ko‘nikmalarini shakllantirish metodikasi ilmiy-metodik jihatdan yoritiladi. algoritmik fikrlash, kod yozish, debug, muammoni yechish va refleksiv tahlil komponentlari asosida dasturlash kompetensiyasi tahlil qilinadi. MAQSAD: tadqiqotning maqsadi — interaktiv-intellektual elektron ta’lim resurslari yordamida talabalarda dasturlash ko‘nikmalarini rivojlantirish, mustaqil ta’limni qo‘llabquvvatlash va kompetentlikni shakllantirishdir. MATERIALLAR VA METODLAR: metodik tizim nazariy modullar, interaktiv mashqlar, amaliy kod muhiti, avtomatik tekshirish tizimi, xatolar bo‘yicha feedback, individual tavsiyalar va monitoring bloklarini o‘z ichiga oladi. tadqiqotda nazariy tahlil, pedagogik eksperiment va learning analytics metodlari qo‘llanildi. NATIJALAR VA MUHOKAMA: natijalar shuni ko‘rsatdiki, interaktiv elektron resurslar talabalarda algoritmik fikrlashni rivojlantiradi, kod yozish sifatini oshiradi, debug va muammoli vaziyatlarda yechim topish ko‘nikmalarini mustahkamlaydi. an’anaviy metodlar esa mustaqil kod yozish va xatolarni aniqlashda yetarli samaradorlik bermaydi. XULOSA: taklif etilgan bosqichli metodika oliy ta’limda dasturlash fanini o‘qitish sifatini oshirish, talabalarning mustaqil ta’limini qo‘llab-quvvatlash va zamonaviy dasturlash kompetentligini shakllantirishda muhim amaliy ahamiyatga ega.

INTRODUCTION: this article explores the methodology of developing programming skills among students through interactive intellectual e-learning resources. programming competence is analyzed through components such as algorithmic thinking, coding, debugging, problem-solving, and reflective analysis. PURPOSE: the aim of the study is to enhance programming skills, support independent learning, and foster competence using interactive e-learning systems. MATERIALS AND METHODS: the methodological system includes theoretical modules, interactive exercises, practical coding environments, automated testing, error feedback, individualized recommendations, and monitoring blocks. methods applied include theoretical analysis, pedagogical experimentation, and learning analytics. RESULTS AND DISCUSSION: findings indicate that interactive e-learning resources effectively develop algorithmic thinking, improve code quality, strengthen debugging, and enhance problem-solving skills. traditional methods, however, fail to sufficiently support independent coding and error detection. CONCLUSION: the proposed step-by-step methodology is an effective tool for improving programming education in higher institutions, supporting students’ independent learning, and shaping modern programming competence.