TIZIMLI FIKRLASHNI MUTTAXASSISLIK FANLARI ASOSIDA RIVOJLANTIRISH METODIKASI

KIRISH: maqolada texnika oliygohlari talabalarida ixtisoslashgan fanlarni o'rganish jarayonida tizimli fikrlashni rivojlantirishning nazariy va metodologik asoslari ko'rib chiqiladi. Unda ta'limning raqamli transformatsiyasi va texnik tizimlarning tobora murakkablashib borishi sharoitida zamonaviy muhandisning asosiy kompetensiyasi sifatida tizimli yondashuvni rivojlantirish zarurligi asoslanadi. Loyihaga asoslangan o'qitish, fanlararo aloqalar va raqamli ta'lim texnologiyalarini integratsiyalashga asoslangan tizimli fikrlashni rivojlantirish metodologiyasi taklif qilingan. Tizimli fikrlashning tarkibiy qismlari (analitik, sintetik, bashoratli va aks ettiruvchi), shuningdek, uni samarali rivojlantirish uchun pedagogik shart-sharoitlar ochib berilgan. Pedagogik tajriba natijalari taqdim etilgan bo'lib, bu eksperimental guruhlardagi talabalarda tizimli fikrlashni rivojlantirish darajasining oshganligini tasdiqlaydi. Tadqiqotning amaliy ahamiyati ishlab chiqilgan metodologiyani texnik universitetlarning o'quv jarayoniga tatbiq etish imkoniyatidadir. MАQSАD: maqolaning asosiy maqsadi — ixtisoslashgan fanlarni o‘rganishda tizimli fikrlashni rivojlantirishning nazariy va metodologik asoslarini tahlil qilish hamda uni ta’lim jarayoniga tatbiq etish imkoniyatlarini ko‘rsatish. MАTERIАLLАR VА METODLАR: tadqiqotda loyihaga asoslangan o‘qitish, fanlararo integratsiya va raqamli ta’lim texnologiyalaridan foydalanildi. Analitik, sintetik, bashoratli va aks ettiruvchi fikrlash komponentlari asosida pedagogik model ishlab chiqildi. MUHOKАMА VА NАTIJА: eksperimental guruhlarda o‘tkazilgan pedagogik tajriba natijalari tizimli fikrlash darajasining oshganligini ko‘rsatdi. Talabalarda analitik va sintetik yondashuvlar mustahkamlandi, bashoratli fikrlash ko‘nikmalari rivojlandi va aks ettiruvchi tahlil qobiliyati shakllandi. XULOSА: tizimli fikrlashni rivojlantirish metodologiyasi texnika oliygohlarida ixtisoslashgan fanlarni o‘rganish jarayonida samarali vosita bo‘lib, zamonaviy muhandislik ta’limida kompetensiyaga asoslangan yondashuvni kuchaytiradi.

INTRODUCTION: this article examines the theoretical and methodological foundations for developing systems thinking in students of technical universities while studying specialized disciplines. It substantiates the need to develop a systems approach as a key competency of a modern engineer in the context of the digital transformation of education and the increasing complexity of technical systems. A methodology for developing systems thinking based on the integration of project-based learning, interdisciplinary connections, and digital educational technologies is proposed. The structural components of systems thinking (analytical, synthetic, predictive, and reflective) are revealed, as well as the pedagogical conditions for its effective development. The results of a pedagogical experiment are presented, confirming an increase in the level of systems thinking development in students in the experimental groups. The practical significance of the study lies in the possibility of implementing the developed methodology in the educational process of technical universities. PURPOSE: the primary objective of the article is to analyze the theoretical and methodological foundations of developing systems thinking in the study of specialized subjects and to demonstrate the possibilities of its implementation in the educational process. MATERIALS AND METHODS: the study utilized project-based learning, interdisciplinary integration, and digital educational technologies. A pedagogical model was developed based on analytical, synthetic, predictive, and reflective thinking components. DISCUSSION AND RESULTS: the results of the pedagogical experiment conducted in experimental groups showed an increase in the level of systems thinking. Students strengthened their analytical and synthetic approaches, developed predictive thinking skills, and formed reflective analysis abilities. CONCLUSION: the methodology for developing systems thinking is an effective tool in the process of studying specialized subjects at technical universities and reinforces the competence-based approach in modern engineering education.