АДАПТИВНЫЕ ТЕХНОЛОГИИ ПРОФЕССИОНАЛЬНОГО ОБУЧЕНИЯ И ИХ НАУЧНОЕ ОБОСНОВАНИЕ

Аннотация

asoslari yoritilgan. Adaptiv yondashuvning ikki asosiy talqini sohaga moslashtirish va yondashuvlar, matematika va kimyo fanlarini uyg asoslab berilgan. metakognitiv yondashuv, MMC modeli FIELD-ORIENTED ADAPTIVE TEACHING TECHNOLOGIES AND THEIR SCIENTIFIC FOUNDATIONS Yusupova Yashnar Feruz qizi PhD Student, Namangan State University yusupovayashnar@gmail.com Annotation This article explores the scientific foundations of profession-oriented adaptive teaching technologies. It analyzes dual meanings of adaptation: subject-specific alignment (e.g., chemistry) and individualized learning. The role of digital platforms such as ALEKS, blended learning strategies, metacognitive approaches, and interdisciplinary integration between mathematics and chemistry is substantiated with examples. Keywords: adaptive teaching, digital platform, blended learning, chemistry, mathematics, metacognitive approach, MMC model. 833 P mavzusidagi Respublika ilmiy-amaliy anjuman materiallari. Namangan 2025-yil. yusupovayashnar@gmail.com A Adaptiv o qitish texnologiyalari bu talabaning ehtiyojlari va yo nalishiga moslab ta lim berishga xizmat qiluvchi usul va vositalar majmuasidir Adaptiv atamasi bu yerda ikki ma noda qo llanilishi mumkin:1) ta lim mazmunini aynan kimyo sohasi ehtiyojlariga moslashtirish (ya ni, sohaga yo naltirish), 2) har bir talabaning individual bilim darajasi va sur atiga mos ravishda moslashish (shaxsiy adaptivlik). Zamonaviy raqamli texnologiyalar bu ikkala maqsadga erishishda katta yordam bermoqda. Xususan, onlayn moslas talabalarning bilim darajasini avtomatik baholab, ularga mos murakkablik va ketma-ketlikda masalalar taqdim etadi. Masalan, ALEKS dasturlaridan bi mastering learning egallash) tamoyiliga asoslanadi yo Raqamli adaptiv platformalar va mustahkamlash u bajariladi. Bu jarayonda , kompyuterli modellashtirish muhitlari (ACE) va avtomatlashtirilgan baholash tizimlari (AAS) kabi texnologiyalar muhim r uchun, Italiya universitetlaridan onlayn-ilovalar bilan boyitilgan kurs atilgan yakuniy baholashda sezilarliijobiy siljish qayd etilib, metodikaning samaradorligi tasdiqlangan [3] .Bu kabi muvaffaqiyatning 834 P mavzusidagi Respublika ilmiy-amaliy anjuman materiallari. Namangan 2025-yil. ilmiy asosi shundaki, har bir talabaning qiziqish va ehtiyojlarig motivatsiyasi va ishtiroki yuqori metakognitiv yondashuv va qiyoslash va tahlil qilish matematik modellashtirish jara ham, matematik apparatni ham birgalikda ishlatishi talab qilinadi. Matematik modellashtirish sikli (MMC) jarayonni soddalashtirib matematik modelga talaba faqat matematik formulalargagina tayanib qolmasdan, - masalani yechishda qoqilmoqda, buning sababi ular faqat matematik yechim sxemasiga texnologiyasining ilmiy asoslaridan biri talabaning fikrlashini moslashuvchan qilish, rish. Bunday maqsadlarga erishish uchun darslarda reflektiv tahlil (yechim bosqichlarini talabalarga tahlil qildirish), xatolar ustida birgalikda ishlash va yechim topishdagi turli yondashuvlarni muhokama qilish kabi . talaba markazlashtirilgan qilishga xizmat qiladi. Bunda talabaning faolligi oshadi, u oladi. Natijada darsga ajratilgan vaqtdan samarali foydalanilib, har bir talaba maksimal [2] . 1. ALEKS Corporation. (2023). *ALEKS - Assessment and Learning in Knowledge Spaces*. https://www.aleks.com 2. Every Learner Everywhere. (2022). *Adaptive Learning Tools for Higher Education*. https://www.everylearnereverywhere.org 3. ERIC Institute of Education Sciences. (2022). *Blended and Adaptive Learning Reports*. https://files.eric.ed.gov 4. Royal Society of Chemistry. (2021). *Mathematics in Chemistry Education: Modelling and Pedagogical Strategies*. https://edu.rsc.org 5. National Center for Biotechnology Information. (2021). *Personalized Learning and Motivation*. https://pmc.ncbi.nlm.nih.gov 835