XORIJIY TAJRIBALAR ASOSIDA TALABALARGA “INFORMATIKANING NAZARIY ASOSLARI” KURSINI O‘QITISHNING DASTURIY TA’MINOTINI TAKOMILLASHTIRISH MODELI
Kalit so‘zlar:
raqamli ta’lim, Informatikaning nazariy asoslari, dasturiy ta’minot, xorijiy tajriba, JFLAP, Web-CAT, Intelligent Tutoring Systems, mantiqiy xatolar, algoritmik xatolar, semantik tahlil, adaptiv ta’lim, pedagogik feedback, diagnostika.Abstrak
Ushbu maqolada oliy ta’lim muassasalarida “Informatikaning nazariy asoslari”
kursini o‘qitishda foydalaniladigan dasturiy ta’minotni xorijiy tajriba asosida
takomillashtirishning ilmiy-metodik asoslari tadqiq etiladi. Tadqiqotning dolzarbligi
zamonaviy raqamli ta’lim muhitida avtomatlashtirilgan baholash vositalari talabaning
yakuniy natijasini aniqlash bilan cheklanib, uning mantiqiy va algoritmik fikrlashidagi
xatolarning kelib chiqish sabablarini yetarli darajada ochib bermasligi bilan izohlanadi.
Xorijiy tajribadan JFLAP, Web-CAT va Intelligent Tutoring Systems yondashuvlari tanlab
olinib, ularning funksional, didaktik va diagnostik imkoniyatlari qiyosiy tahlil qilindi.
Tahlil asosida “Informatikaning nazariy asoslari” kursiga moslashtirilgan diagnostik-
adaptiv dasturiy ta’minotning konseptual modeli ishlab chiqildi. Model topshiriqlar
bazasi, talaba modeli, bilimlar bazasi, xatolar klassifikatori, semantik tahlil moduli,
adaptiv feedback generatori va o‘qituvchi analitikasi komponentlaridan tashkil topadi.
Taklif etilayotgan modelda talaba javobini sintaktik, strukturaviy va semantik
darajalarda tahlil qilish, xatoni sababiga ko‘ra tasniflash hamda individual pedagogik
qayta aloqa berish mexanizmi nazarda tutiladi. Maqolada modelning ilmiy yangiligi,
pedagogik shart-sharoitlari va tajriba-sinov orqali tekshirish mezonlari ham asoslanadi.
Библиографические ссылки
1. Rodger S. H., Finley T. J. JFLAP: An Interactive Formal Languages and Automata Package. – Jones & Bartlett
Learning, 2006.
2. Cavalcante R., Finley T., Rodger S. H. A Visual and Interactive Automata Theory Course with JFLAP 4.0 //
SIGCSE Bulletin. – 2004. – DOI: 10.1145/1028174.971349.
3. Dermevald D., Isotani S. Use of Feedback in Intelligent Tutoring Systems: A Systematic Literature Review //
Interactive Learning Environments. – 2025. – DOI: 10.1080/10494820.2025.2565681.
4. Unraveling the Mechanisms and Effectiveness of AI-Assisted Feedback in Education: A Systematic Literature Review // Computers and Education Open. – 2025. – Vol. 9. – Article 100284. – DOI: 10.1016/j.caeo.2025.100284.
5. Létourneau A., Deslandes Martineau M., Charland P., Karran J. A., Boasen J., Léger P. M. A Systematic Review of
AI-Driven Intelligent Tutoring Systems (ITS) in K-12 Education // npj Science of Learning. – 2025. – Vol. 10. – Article 29. –
DOI: 10.1038/s41539-025-00320-7.
6. Rodger S. H., Lim J., Reading S. Increasing Interaction and Support in the Formal Languages and Automata
Theory Course // ITiCSE. – 2007. – DOI: 10.1145/1268784.1268803.
7. Rodger S. H. Learning Automata and Formal Languages Interactively with JFLAP // ITiCSE Working Group
Reports. – 2006. – DOI: 10.1145/1140124.1140270.
8. Edwards S. H., Pérez-Quiñones M. A. Web-CAT: A Web-Based Center for Automated Testing. – Virginia Tech.
9. Moodle Documentation. Quiz and Assessment Functionality [Electronic resource]. – Moodle.org.
10. Duke University. CompSci 334: Formal Language and Automata with Applications. – Spring 2026: Syllabus.
