CONTEXTUAL TEACHING MODELS AND DIDACTIC ELEMENTS IN EDUCATION

dc.contributor.author	Boltayeva Zilola Safayevna
dc.date.accessioned	2025-12-29T11:53:14Z
dc.date.issued	2025-04-25
dc.description.abstract	The article presents the opinions and views of foreign scientists on the types, content, relevance, didactic elements and models of conceptual teaching in the center of pedagogical skills. It is especially revealed from a scientific point of view that the contextual teaching model is an integral part of the modern pedagogical process and is a tool that ensures that education is practice-oriented.
dc.format	application/pdf
dc.identifier.uri	https://americanjournal.org/index.php/ajrhss/article/view/2887
dc.identifier.uri	https://asianeducationindex.com/handle/123456789/17963
dc.language.iso	eng
dc.publisher	American Journals Publishing
dc.relation	https://americanjournal.org/index.php/ajrhss/article/view/2887/2723
dc.rights	https://creativecommons.org/licenses/by-nc/4.0
dc.source	American Journal of Research in Humanities and Social Sciences; Vol. 35 (2025); 104-106
dc.source	2832-8019
dc.subject	Pedagogue, listener, inclusive education, project, experience, simulation, reflection, motivation, feedback, contextualism, constructivism, contextual learning, cognitive research, constructivist approach.
dc.title	CONTEXTUAL TEACHING MODELS AND DIDACTIC ELEMENTS IN EDUCATION
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion
dc.type	Peer-reviewed Article

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