Keywords
How to Cite
Abstract
Ushbu maqolada umumta'lim maktablari o'quvchilarini texnologiya darslarida kasbga yo'llash masalalari tahlil qilingan. O'zbekistondagi ta'lim islohotlari doirasida texnologiya fanlarini o'qitish va kasbiy yo'naltirish jarayonlarining samaradorligini oshirish, zamonaviy yondashuvlar, xususan STEAM ta'lim strategiyalarini joriy etish imkoniyatlari ko'rib chiqilgan. Tadqiqot natijalariga ko'ra, maktab, oila va mahalla hamkorligida o'quvchilarning kasb tanlashga ongli yondashuvini shakllantirish, zamonaviy axborot texnologiyalaridan foydalanish, amaliy mashg'ulotlar o'tkazish va kasbiy yo'naltirishning ilmiy-pedagogik asoslarini takomillashtirish bo'yicha tavsiyalar ishlab chiqilgan.
References
1. Rasulov, B. (2022). Kasbga yo'naltirishning zamonaviy usullari. Zenodo. https://doi.org/10.5281/zenodo.5919902
2. O'zbekiston Respublikasi Prezidentining Farmoni. (2019). Xalq ta'limi tizimini boshqarish tizimini takomillashtirish bo'yicha qo'shimcha chora-tadbirlar to'g'risida. PF-5712. Tashkent: O'zbekiston Respublikasi qonun hujjatlari to'plami.
3. Mahmudov, M. (2021). Kasbga yo'naltirishning ilmiy-pedagogik asoslari. Namangan: NamDU.
4. Lee, S. (2021). Examining the Impact of STEAM Education Reform on Teachers' Perceptions about STEAM in Uzbekistan. Asia-Pacific Science Education, 7(1), 34-54.
5. Lee, S., & Kim, H. (2021). STEAM ta'lim islohotlari va O'zbekistonda o'qituvchilarning STEAM haqidagi tushunchalari. Brill.
6. Karimjonov, R. (2021). Rustam Karimjonov: O'zbekistonda ta'lim va texnologiyalarga kirish bo'yicha yetakchi. AACSB International.
7. Department for Education. (2023). Independent review of careers guidance in schools and further education and skills providers. GOV.UK.
8. Dodd, V., & Hanson, J. (2021). Increasing students' career readiness through career guidance: measuring the impact with a validated measure. British Journal of Guidance & Counselling.
9. Abdullayev, A. (2021). Ta'lim sohasida internet-texnologiyalaridan foydalanish. ResearchGate.
This work is licensed under a Creative Commons Attribution 4.0 International License.
