Dasturiy-metodik ta’minot vositasida talabalarda dasturlashga oid kasbiy kompetentlikni rivojlantirish metodikasi

Maqolada talabalarda dasturlashga oid kasbiy kompetentlikni rivojlantirishning dasturiy-metodik ta’minotga asoslangan metodikasi tahlil qilingan. Dasturlashni o'rganishdagi qiyinchiliklarning ilmiy tabiati xalqaro tadqiqotlar asosida yoritilgan. Diagnostik-motivatsion, nazariy-kognitiv, amaliy-operatsion, loyihaviyintegrativ va refleksiv-baholash bosqichlaridan iborat besh bosqichli metodik model taklif etilgan. Har bir bosqichning didaktik mazmuni ochib berilgan, debugging faoliyatining alohida metodik komponent sifatidagi o'rni asoslangan. Kompetentlikni kompleks baholash mezonlari ishlab chiqilgan. Dasturlash ta'limini nazariy bilim uzatishdan amaliy-loyihaviy faoliyatga asoslangan modelga o'tkazish zarurligi ko'rsatib berilgan.

The article examines a methodology for developing students' professional competence in programming, grounded in software-methodological support. The scientific nature of difficulties in learning programming is discussed based on international research. A five-stage methodological model is proposed, comprising diagnostic-motivational, theoretical-cognitive, practical-operational, project-integrative, and reflective-evaluative stages. The didactic content of each stage is described, and the role of debugging as an independent methodological component is substantiated. Complex criteria for assessing competence are developed. The need to shift programming education from theoretical knowledge transmission toward a model grounded in practical, project-based activity is demonstrated.