Simulyatsion ta’lim muhitida kompetensiyalarni shakllantirishning pedagogik modeli

Mazkur maqolada oliy ta’lim jarayonida simulyatsion ta’lim muhitidan foydalanish asosida talabalarning kasbiy va fan kompetensiyalarini shakllantirishning pedagogik modeli nazariy-metodik jihatdan asoslanadi. Tadqiqotda simulyatsiya tushunchasining didaktik mazmuni, uning virtual laboratoriya, trenajyor, amaliy ssenariy, raqamli modellashtirish va refleksiv baholash bilan bog‘liqligi ochib beriladi. Kompetensiyaviy, faoliyatga yo‘naltirilgan, shaxsga yo‘naltirilgan, tizimli, refleksiv va raqamli yondashuvlar modelning metodologik asosi sifatida belgilanadi. Taklif etilayotgan model maqsadli, mazmuniy, jarayonli, texnologik, diagnostikbaholash va natijaviy bloklardan tashkil topib, talabaning bilimni egallashidan uni kasbiy vaziyatda qo‘llash, xatoni tahlil qilish, qaror qabul qilish va real amaliyotga transfer qilishgacha bo‘lgan uzluksiz didaktik siklni nazarda tutadi. Maqolada simulyatsion muhitda kompetensiyalarni shakllantirish mezonlari, darajalari, pedagogik shart-sharoitlari hamda o‘qituvchi va talaba faoliyatining o‘zaro bog‘liqligi yoritilgan.

This article provides a theoretical and methodological justification for a pedagogical model aimed at developing students’ professional and subjectspecific competencies in higher education through the use of a simulation-based educational environment. The study explores the didactic content of the concept of simulation and identifies its relationship with virtual laboratories, simulators, practical scenarios, digital modeling, and reflective assessment. Competency-based, activity-oriented, learner-centered, systemic, reflective, and digital approaches are identified as the methodological foundations of the model. The proposed model consists of target, content, process, technological, diagnostic-assessment, and outcome blocks and is designed as a continuous didactic cycle that progresses from students’ acquisition of knowledge to its application in professional situations, analysis of errors, decision-making, and transfer of acquired competencies to realworld practice. The article also examines the criteria and levels for assessing competency development in a simulation-based educational environment, the pedagogical conditions necessary for effective competency formation, and the interrelationship between teacher and student activities.