GENERATIV SUN’IY INTELLEKT ASOSIDA INGLIZ TILINI O‘QITISH: OLIY TA’LIM TIZIMIDA XORIJIY INNOVATSION YONDASHUVLAR TAHLILI
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Ushbu maqolada generativ sun’iy intellekt texnologiyalarining oliy ta’lim muassasalarida ingliz tilini o‘qitish jarayoniga tatbiq
etilishi bo‘yicha ilg‘or xorijiy tajribalar tahlil qilinadi. Tadqiqotda sun’iy intellekt asosida ta’limni shaxsga yo‘naltirish,
kommunikativ kompetensiyani rivojlantirish hamda o‘qitish jarayonini raqamlashtirishga qaratilgan innovatsion yondashuvlar
ilmiy-nazariy jihatdan yoritiladi. Shuningdek, xorijiy ta’lim tizimlarida generativ sun’iy intellektdan foydalanishning pedagogik
samaradorligi va uni milliy ta’lim tizimiga moslashtirish imkoniyatlari asoslab beriladi.
1. Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. London: Longman, pp. 32–45.
2. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard
University Press, pp. 79–91.
3. Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: Longman,
pp. 18–34.
4. Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology
and Distance Learning, 2(1), 3–10, pp. 5–8.
5. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and
Learning. Boston: Center for Curriculum Redesign, pp. 64–78.
6. Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century. London: UCL
Institute of Education Press, pp. 101–116.
7. Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press, pp. 27–41.
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