The article examines the design and content of domestic and foreign textbooks from the perspective of developing students’ reading comprehension skills. It is noted that foreign textbooks pay more attention to the development of students’ cognitive and metacognitive activity, while domestic manuals retain the reproductive nature of learning. Scientifically based conclusions are presented on the need to include elements of strategic and reflexive reading in the structure of domestic textbooks.
| Mualliflar | Umarov , Bahrom, Умаров , Бахром, Umarov , Bahrom |
|---|---|
| Jurnal | Тамаддун нури |
| Nashr sanasi | 2025-12-29 |
| Jild | 12 |
| Son | 75 |
| Betlar | 350-352 |
| Til | O‘zbek |
| DOI | 10.69691/aktrmh17 |
DOI: 10.69691/aktrmh17 · Maqolaning asl sahifasi
textbook, reading comprehension, meaningful reading, cognitive strategies, metacognitive activity, international experience, methodological framework, didactics of reading., учебник, понимание прочитанного, осмысленное чтение, познавательные стратегии, метакогнитивная деятельность, международный опыт, методическая основа, дидактика чтения.
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