Productive competence is a key concept in contemporary educational theory, referring to the ability to apply effectively knowledge, skills, and personal attributes to achieve meaningful outcomes in real-world contexts. This article examines productive competence as a multidimensional construct consisting of cognitive, operational, motivational, and reflective components. The cognitive component involves conceptual understanding, while the operational component relates to practical skills and strategies for task performance. Motivational aspects support sustained engagement and self-regulation, and reflective processes enable evaluation and adaptation. The article highlights the interrelated nature of these components and emphasizes that productive competence extends beyond isolated skills to integrated, context-sensitive performance. This conceptual analysis provides a foundation for curriculum design, instruction, and assessment.
| Mualliflar | Musurmonova, Saodat, Мусурмонова, Саодат, Musurmonova, Saodat |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-04-25 |
| Jild | 4 |
| Son | 4/S |
| Betlar | 102-105 |
| Til | O‘zbek |
| DOI | 10.47689/2181-3701-vol4-iss4/s-pp102-105 |
DOI: 10.47689/2181-3701-vol4-iss4/s-pp102-105 · Maqolaning asl sahifasi
produktiv kompetensiya, oliy ta’lim, kompetensiyaga asoslangan ta’lim, kognitiv va amaliy ko‘nikmalar, talaba motivatsiyasi, refleksiv o‘qitish, natijaga asoslangan baholash, o‘quv dasturlarini ishlab chiqish, продуктивная компетентность, высшее образование, компетентностное обучение, когнитивные и практические навыки, мотивация студентов, рефлексивное обучение, оценивание на основе результатов, разработка учебных программ, Productive competence, higher education, competence-based learning, cognitive and practical skills, student motivation, reflective learning, performance-based assessment, curriculum development
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