This article analyzes the theoretical and practical foundations of using problem-based technologies to engage students with disabilities in the study of history. During the research, traditional and problem-based teaching methods were compared. Experimental trials revealed that problem-based technologies significantly enhance students’ skills in thinking, questioning, engaging in communication, and drawing independent conclusions. The author views problem-based approaches not only as a means of delivering knowledge but also as a tool for fostering social integration and a culture of critical thinking.
| Mualliflar | Yuldoshev, Salimjon, Rasulov , Botirjon, Юлдошев, Салимжон, Расулов , Ботиржон, Yuldoshev, Salimjon, Rasulov , Botirjon |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2025-03-15 |
| Jild | 6 |
| Son | 2 |
| Betlar | 133-138 |
| Til | O‘zbek |
| DOI | 10.47689/2181-1415-vol6-iss2-pp133-138 |
DOI: 10.47689/2181-1415-vol6-iss2-pp133-138 · Maqolaning asl sahifasi
tarix ta’limi, imkoniyati cheklangan o‘quvchilar, muammoli texnologiyalar, interfaol metod, mustaqil fikrlash, maxsus ta’lim, обучение истории, учащиеся с ограниченными возможностями, проблемные технологии, интерактивные методы, самостоятельное мышление, специальное образование, history education, students with disabilities, problem-based technologies, interactive methods, independent thinking, special education
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