INTERAKTIV MULTIMEDIYALI DARSLAR ORQALI TALABALARDA ESTETIK DIDNI RIVOJLANTIRISH METODLARI

Mazkur maqolada oliy ta’lim talabalarida estetik didni rivojlantirishda interaktiv multimediyali ta’lim texnologiyalarining samaradorligi o‘rganilgan. Tadqiqotning maqsadi interaktiv metodlar asosida tashkil etilgan darslarning talabalarning estetik idroki, emotsional sezgirligi va ijodiy faoliyatiga ta’sirini aniqlashdan iborat. Tadqiqot kvazi eksperimental dizayn asosida tashkil etilib, tajriba va nazorat guruhlari faoliyati qiyosiy tahlil qilindi. Natijalar shuni ko‘rsatdiki, interaktiv multimediyali darslar qo‘llanilgan tajriba guruhida estetik didning kognitiv, emotsional, ijodiy va aksiologik komponentlari sezilarli darajada rivojlangan. Xususan, talabalarning estetik tahlil qilish qobiliyati, go‘zallikni anglash va baholash ko‘nikmalari hamda ijodiy yondashuvi oshgani kuzatildi. Nazorat guruhida esa bunday o‘zgarishlar kam darajada namoyon bo‘ldi. Tadqiqot natijalari interaktiv multimediyali ta’lim texnologiyalari talabalarda estetik didni shakllantirish va rivojlantirishda samarali pedagogik vosita ekanligini tasdiqlaydi. Mazkur yondashuvni ta’lim jarayoniga keng joriy etish shaxsning har tomonlama, xususan, axloqiy-estetik jihatdan rivojlanishiga xizmat qiladi.

This article examines the effectiveness of interactive multimedia educational technologies in developing aesthetic taste among university students. The purpose of the study is to determine the impact of lessons organized through interactive methods on students’ aesthetic perception, emotional sensitivity, and creative activity. The study was conducted using a quasi-experimental design with a comparative analysis of experimental and control groups. The results showed that in the experimental group, where interactive multimedia lessons were applied, the cognitive, emotional, creative, and axiological components of aesthetic taste significantly improved. In particular, students’ abilities in aesthetic analysis, understanding and evaluation of beauty, as well as creative approaches, increased. In the control group, such changes were observed to a lesser extent. The findings confirm that interactive multimedia technologies are an effective pedagogical tool for developing students’ aesthetic taste.