BOLALAR ADABIYOTINI O‘QITISHDA YOSHGA DOIR XUSUSIYATLARNI HISOBGA OLISH: MATN QIYINLIGI EMAS, JAVOB TURI MASALASI
Keywords:
bolalar adabiyoti, yoshga doir xususiyatlar, o‘quvchi javobi, o‘qish bosqichlari, o‘qishga munosabat, PIRLS, matn tanlovi, adabiyot metodikasi, yaqin rivojlanish zonasi, boshlang‘ich va o‘rta bo‘g‘in.Abstract
Bolalar adabiyotini o‘qitishda yoshga moslik masalasi odatda matn qiyinligi orqali hal qilinadi: sinfga qarab asar hajmi, lug‘at boyligi va tuzilishi tanlanadi. Maqolada bu yondashuv yetarli emasligi asoslanadi. Rivojlanish psixologiyasi va o‘qish bo‘yicha empirik tadqiqotlar ko‘rsatishicha, hal qiluvchi o‘zgaruvchi matnning qiyinligi emas, bolaning shu yoshda bera oladigan javob turidir. Makkenna va hammualliflarining AQShda 1–6-sinflarning taxminan 18 ming o‘quvchisini qamragan tadqiqotida maktabga kelgan paytda ijobiy bo‘lgan munosabat boshlang‘ich ta’lim oxiriga kelib befarqlik tomon siljigani, bu siljish esa ayniqsa o‘quv maqsadidagi o‘qishda kuchli ekani qayd etilgan. Nootens va hammualliflarining 5–8-sinflar bo‘yicha tadqiqotida tushish asta-sekin emas, bitta o‘tish nuqtasida sodir bo‘lgan: 6-sinfdan 7-sinfga o‘tishda o‘rtacha ko‘rsatkich 2,65 dan 2,17 ga tushgan, bo‘sh vaqtdagi o‘qishga munosabat esa o‘quv o‘qishidan yuqoriligicha qolgan. O‘zbekiston uchun masala amaliy ahamiyatga ega: PIRLS 2021 tadqiqotida mamlakat 4-sinf o‘quvchilarining o‘rtacha ko‘rsatkichi 437 ballni tashkil etgan, shkala markazi esa 500 balldir. Maqolada yosh bosqichlari, javob turi, matn tanlovi va topshiriq turini bog‘lovchi mezonli jadval taklif etiladi.
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