OLIY TA’LIMDA HAYOT FAOLIYATI XAVFSIZLIGINI TA’MINLAŞGA OID KASBIY KOMPETENSIYANI ŞAKLLANTIRIŞDAGI TIZIMIY MUAMMOLAR VA ULARNI BARTARAF ETIŞNING PEDAGOGIK YÖLLARI

Using the “Life Safety” course as an example, the article identifies eight systemic problems in developing the professional competence of future specialists in ensuring life safety at higher education institutions and substantiates ten pedagogical ways to overcome them. The problems are interpreted not as isolated methodological shortcomings but as mismatches in the chain “goal – content – method – tool – environment – assessment”. The pedagogical ways rest on J. Biggs’s constructive alignment, A.A. Verbitsky’s contextual learning theory and D. Kolb’s experiential learning theory. For each problem its practical consequence, the direction of resolution and the expected result are given, together with a sample of designing learning outcomes in the cognitive, affective and psychomotor domains. The article draws on the works of L. Anderson, D. Krathwohl, S. Freeman, Z. Ji, J. Reason, G. Miller, D. Schön, P. Black, D. Wiliam and others. The proposed system can serve as a practical guide for course instructors and curriculum developers.

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