KIRISH: ushbu maqolada tasviriy san’atni o‘qitishda hamkorlik texnologiyasidan foydalanishning nazariy va amaliy jihatlari tahlil qilinadi. Hamkorlikda o‘qitish usullari o‘quvchilarning ijodiy faoliyatini faollashtirish, jamoada ishlash ko‘nikmalarini shakllantirish, dars jarayonini interfaol tashkil etishda muhim pedagogik vosita sifatida qaraladi. Maqolada tasviriy san’at darslarida hamkorlik texnologiyasining imkoniyatlari, uning o‘quvchilarning tasviriy tafakkuri va estetik didini shakllantirishga ta’siri yoritilgan. Shuningdek, ushbu texnologiya yordamida o‘qitish metodikasini takomillashtirish yo‘llari asoslab berilgan. MAQSAD: zamonaviy ta'lim tizimida o'quvchilarning ijodiy salohiyatini rivojlantirish, mustaqil va tanqidiy fikrlashni shakllantirish muhim vazifalardan biridir. Bu jarayonda tasviriy san’at fani o‘quvchilarda estetik didni, tasviriy madaniyatni, ijodiy tafakkurni rivojlantirib borishi bilan alohida ahamiyat kasb etadi. Biroq, an'anaviy o'qitish usullari har doim ham o'quvchilarning faol ishtirokini ta'minlay olmaydi. MATERIALLAR VA METODLAR: shu bois, ta’lim jarayoniga ilg‘or pedagogik texnologiyalarni, xususan, hamkorlik texnologiyasini joriy etish zarurati tug‘iladi. Hamkorlik texnologiyasi talabalarning guruhlarda ishlashi, fikr almashishi va birgalikda ijodiy yechim topishiga asoslanadi. Tasviriy san’at darslarida ushbu texnologiyadan foydalanish o‘quvchilarning darsga qiziqishini oshirish, ijodiy faolligini faollashtirish, o‘qitish usullarini samarali tashkil etishga xizmat qiladi. Ushbu ishda ushbu masala o'rganilgan - hamkorlik texnologiyasidan foydalangan holda tasviriy san'atni o'qitish metodikasini takomillashtirish masalasi. MATERIALLAR VA METODLAR: ushbu tadqiqot 5–6-sinf o‘quvchilariga tasviriy san’atni o‘rgatish samaradorligini oshirish uchun hamkorlikdagi texnologiyalar, raqamli va interfaol vositalardan foydalanish imkoniyatlarini aniqlashga qaratilgan. Tadqiqot jarayoni umumiy o‘rta ta’lim maktablarida pedagogik eksperimental, kuzatish, tahlil va taqqoslash usullaridan foydalangan holda olib borildi. Tadqiqot materiali sifatida 5–6-sinflar uchun tasviriy san’at bo‘yicha joriy o‘quv dasturlari, dars ishlanmalari, raqamli o‘quv resurslari, interfaol doskalar, grafik planshetlar, multimedia taqdimotlari va oddiy grafik muharrirlar tanlab olindi. NATIJALAR VA MUHOKAMA: o‘quvchilarning ijodiy ishlarini pedagogik kuzatish, tahlil qilish, taqqoslashdan foydalanildi.Tajribali o‘rganish davomida raqamli va hamkorlikdagi usullar an’anaviy o‘qitish usullari bilan solishtirildi. Natijalar shuni ko‘rsatdiki, raqamli va interaktiv texnologiyalar hamda hamkorlik texnologiyasi asosida tashkil etilgan darslar o‘quvchilarning ijodiy faolligi, tasviriy fikrlashi, darsga qiziqishini sezilarli darajada oshiradi. Natijalar Raqamli va interaktiv texnologiyalar tasviriy san’at o‘qitish samaradorligini oshirishga yordam beradi. Bu texnologiyalar yordamida o‘quvchilarning ijodiy qobiliyatlari, san’atga bo‘lgan qiziqishi, tasviriy madaniyati yuksaladi. Ayniqsa, 5–6-sinflar kabi o‘rta maktab o‘quvchilari uchun raqamli vositalar dars jarayonini qiziqarli, tushunarli va faol ishtirok etadigan tarzda tashkil etish imkonini beradi.
INTRODUCTION: this article analyzes the theoretical and practical aspects of using collaborative technology in teaching fine arts. Collaborative teaching methods are considered as an important pedagogical tool for activating students' creative activity, developing teamwork skills, and interactively organizing the lesson process. The article highlights the possibilities of collaborative technology in fine art classes, its impact on the formation of students' visual thinking and aesthetic taste. It also substantiates ways to improve teaching methodology using this technology. AIM: the development of students' creative potential, the formation of independent and critical thinking is one of the important tasks of the modern education system. In this process, the science of fine arts acquires special significance, since it develops students’ aesthetic taste, visual culture, and creative thinking. However, traditional teaching methods do not always ensure active student participation. MATERIALS AND METHODS: therefore, it is necessary to introduce advanced pedagogical technologies into the educational process, in particular, collaboration technology. Collaborative technology is based on students working in groups, sharing ideas and finding creative solutions together. Collaborative technology is based on students working in groups, sharing ideas and finding creative solutions together. The research process was carried out in secondary schools using pedagogical experimental, observational, analytical and comparative methods. The research materials included current curricula, lesson plans, digital learning resources, interactive whiteboards, graphics tablets, multimedia presentations and simple graphic editors for grades 5-6 in fine arts. RESULTS AND DISCUSSION: pedagogical observations, analysis and comparison of students' creative works were used. The pilot study compared digital and collaborative methods with traditional teaching methods. The results showed that classes organized on the basis of digital, interactive and collaboration technologies significantly increase students' creative activity, visual thinking and interest in the lesson. CONCULITION: digital and interactive technologies contribute to improving the effectiveness of education in the field of fine arts. With the help of these technologies, students’ creative abilities and interest in art and fine culture will increase. Especially for high school students, for example 5-6 grades, digital tools allow you to organize the learning process in an interesting, understandable and active way.
ResearcherUz