STEAM TEXNOLOGIYALARI ASOSIDA ISHLAB CHIQILGAN O‘QITISH METODIKASI.

Maqolada o‘quvchilarning algoritmlash va dasturlash kompetensiyalarini rivojlantirish muammosi raqamli jamiyat sharoitida tahlil qilindi. STEAM (Science, Technology, Engineering, Art, Mathematics) texnologiyalarining ta’lim jarayoniga integratsiyalash imkoniyatlari hamda ularning amaliy ahamiyati o‘rganildi. An’anaviy o‘qitish metodlarining amaliy ko‘nikmalarni shakllantirishdagi cheklovlari aniqlandi. Algoritmik tafakkur, muammoni yechish va ijodiy fikrlashni rivojlantirishga yo‘naltirilgan innovatsion o‘qitish metodikasi taklif etildi. Mazkur metodika kompetensiyaviy yondashuv, integrativ ta’lim, loyiha asosida o‘qitish, muammoli vaziyatlar yaratish hamda fanlararo integratsiya asosida ishlab chiqildi. Real hayotiy masalalar, muhandislik loyihalari, modellashtirish, robototexnika elementlari va vizual dasturlash muhitlaridan foydalanish orqali o‘quv jarayoni tashkil etildi. Tajriba-sinov ishlari natijasida o‘quvchilarning algoritmik tafakkuri, jamoada ishlash ko‘nikmalari va dasturlash kompetensiyalarining sezilarli darajada oshishi baholandi. Statistik tahlillar eksperimental guruhlarda o‘zlashtirish ko‘rsatkichlari nazorat guruhlariga nisbatan yuqori ekanligini isbotladi. Taklif etilgan metodika umumta’lim muassasalarida informatika va dasturlash fanlarini samarali o‘qitish hamda zamonaviy raqamli kompetensiyalarni rivojlantirish uchun samarali pedagogik yechim sifatida asoslandi.

The article analyzes the problem of developing students' algorithmic and programming competencies in the digital society. The possibilities of integrating STEAM (Science, Technology, Engineering, Art, Mathematics) technologies into the educational process and their practical significance are studied. The limitations of traditional teaching methods in the formation of practical skills are identified. An innovative teaching methodology aimed at developing algorithmic thinking, problem solving and creative thinking is proposed. This methodology was developed on the basis of a competency-based approach, integrative learning, project-based learning, creating problem situations and interdisciplinary integration. The educational process was organized using real-life problems, engineering projects, modeling, robotics elements and visual programming environments. As a result of experimental work, a significant increase in students' algorithmic thinking, teamwork skills and programming competencies was assessed. Statistical analysis proved that the mastery indicators in experimental groups were higher than in control groups. The proposed methodology was justified as an effective pedagogical solution for the effective teaching of computer science and programming in secondary schools and the development of modern digital competencies.