KINO SAN’ATI TA’LIMIDA RAQAMLI TRANSFORMATSIYA: PEDAGOGIK YONDASHUVLAR VA NAZARIY ASOSLAR
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Ushbu tadqiqotda kino san’ati ta’limidagi raqamli transformatsiya dolzarb pedagogik muammo sifatida ko‘rib chiqiladi.
Tadqiqotda san’at ta’limini multimedia orqali o‘qitish nazariyasi, konstruktivistik yondashuvlar hamda TPACK modeli asosida
qayta tashkil etish zarurligi asoslab beriladi.. Shuningdek, tadqiqotda sun’iy intellekt va algoritmik tizimlar yordamida
shakllanayotgan yangi ta’limiy va badiiy amaliyot sifatida generativ kino tushunchasi ilgari suriladi.
1. Manovich, L. (2001). The Language of New Media. Cambridge, MA: MIT Press, pp. 366–368.
2. Shanken, E. A. (2009). Art and Electronic Media. London: Phaidon Press, pp. 319–320.
3. Mayer, R. E. (2014). Multimedia Learning (2nd ed.). Cambridge: Cambridge University Press.
4. Papert, S. (2019). Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books.
5. Dewey, J. (2005). Art as Experience. New York: Perigee Books (originally published 1934 by Minton, Balch & Company).
6. Paul, C. (2023). Digital Art. London: Thames & Hudson.
7. Mishra, P. & Koehler, M. J. (2016). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.
Teachers College Record, 108(6), 1017–1054.
8. Kress, G. & Van Leeuwen, T. (2001). Multimodal Discourse: The Modes and Media of Contemporary Communication.
London: Arnold, pp. 151–152.
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