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Мақолада ўқув материалини яхшироқ ўзлаштириш учун талабаларнинг тасаввуридан қандай фойдаланиш кераклиги муҳокама қилинади. Кўпгина ўқитувчилар бу вазифани иккинчи даражали ёки жуда сермашаққат вазифа деб ҳисоблашади. Аудиториянинг ҳиссий реакциясини қўзғатиш учун ўқитувчи янги мавзу ўтаётганда ҳиссий кўтаринкиликка нима сабаб бўлиши мумкинлигини ўзи учун аниқлаб олиши керак. Ёрқин тимсоллар ўрганилаётган мавзу ёдда қолишига кўмаклашади, ҳайратланиш туйғуси қизиқишни кучайтиради, қизиқиш эса ўз навбатида тадқиқот қилишга туртки беради.
| selected citations These citations are derived from selected sources. This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically). | 0 | |
| popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network. | Average | |
| influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically). | Average | |
| impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network. | Average |
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| downloads | 6 |

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