SUN’IY INTELLEKT ASOSIDAGI TA’LIM PLATFORMALARIDA INDIVIDUAL TA’LIM TRAYEKTORIYALARINI SHAKLLANTIRISH MEXANIZMLARI
{$ Etel}:
sun’iy intellekt, individual ta’lim trayektoriyasi, moslashuvchan ta’lim, o‘quvchi modeli, bilim izlash, tavsiya tizimi, metodologiya, ta’lim platformasi, personalizatsiya, bilim grafi.Abstrak
Sun’iy intellekt (SI) asosidagi ta’lim platformalarining tez rivojlanishi har bir o‘quvchining ehtiyoji, tayyorgarlik darajasi va o‘rganish sur’atiga moslashtirilgan individual ta’lim trayektoriyalarini shakllantirish imkonini yaratmoqda. Ushbu maqolada SI asosidagi platformalarda individual ta’lim trayektoriyalarini shakllantirish mexanizmlarining metodologik asoslari tadqiq etiladi. Tadqiqot maqsadi — ushbu mexanizmlarni tizimlashtirish va O‘zbekiston sharoitiga moslashtirilgan yaxlit qatlamli metodologik ramkani ishlab chiqishdir. Tadqiqot integrativ hujjatli tahlil va konseptual sintez usullariga tayangan holda 2011–2025-yillarda nashr etilgan ilmiy manbalar, xalqaro hamda milliy rasmiy statistik ma’lumotlar va me’yoriy hujjatlarni qamrab oldi. Tahlil natijasida individual trayektoriyani shakllantirish yopiq moslashuv halqasi sifatida talqin qilindi hamda uning to‘rt asosiy komponenti — o‘quvchi modeli (bilim izlash), domen modeli (bilim grafi), moslashuv va qaror qatlami hamda moslashuvchan fikr-mulohaza — ajratildi. Qoidaga asoslangan tizimlar, bilim izlash (BKT/DKT), mustahkamlovchi o‘qitish (RL) va generativ SI yondashuvlari qiyosiy tahlil qilinib, ular yetuklikning uzluksiz bosqichlarini tashkil etishi ko‘rsatildi. Shuningdek, o‘quvchi modelini quruvchi asosiy ma’lumot manbalari (klik-oqim, baholash natijalari, xAPI/LRS yozuvlari) hamda bilim grafi asosidagi trayektoriya izchilligi tahlil qilindi. Rasmiy ma’lumotlarga ko‘ra, O‘zbekiston hukumatining sun’iy intellektga tayyorlik indeksida 2024-yilda 70-o‘rinni egallab, bir yilda 17 pog‘onaga ko‘tarildi, “Vizyon” ko‘rsatkichida esa 100 balni qo‘lga kiritdi; bu esa mamlakatda SI asosidagi shaxsiylashtirilgan ta’limni joriy etish uchun keng imkoniyat yaratadi. Natijada ma’lumot, o‘quvchi modeli, domen modeli, moslashuv va pedagogik qatlamlarni hamda ko‘ndalang “boshqaruv va axloq” yo‘nalishini o‘z ichiga olgan qatlamli metodologik ramka taklif etildi. Maqolaning ilmiy yangiligi individual trayektoriya shakllantirish mexanizmlarini yaxlit tizimga keltirib, ularni O‘zbekiston raqamli ta’lim konteksti bilan uyg‘unlashtirishdadir. Olingan natijalar oliy ta’lim muassasalari, platforma ishlab chiquvchilar va ta’lim siyosati bilan shug‘ullanuvchilar uchun amaliy ahamiyatga ega.
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