ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
591
JAHON PEDAGOG MUTAXASISLARI FAOLIYATIDA “QOBILIYATI” VA
“PEDAGOGIK QOBILIYAT” TUSHUNCHALARINI MILLIY MENTALITET BILAN
BOG’LAGAN HOLDA TALABALAR PEDAGOGIK MAHORATINI OSHIRISH
VOSITALARI USTIDA ISHLASH.
Xilola Isaqova
https://doi.org/10.5281/zenodo.8031438
Annotatsiya.
Ushbu maqolada jahon pedagog mutaxasislari faoliyatida “qobiliyati” va
“pedagogik qobiliyat” tushunchalarini milliy mentalitet bilan bog’lagan holda talabalar
pedagogik mahoratini oshirish vositalari ustida ishlash ahamiyati ko’rib chiqilgan.
Kalit so’zlar:
xalqaro tashkilotlar, oʼqitish texnologiyalari, taʼlim-tarbiya sifatini
takomillashtirish, hamkorlik pedagogikasi, taʼlimning kollaborativ va kooperativ texnologiyalari.
WORKING ON THE MEANS OF IMPROVING THE PEDAGOGICAL SKILLS
OF STUDENTS, LINKING THE CONCEPTS OF “ABILITY” AND “PEDAGOGICAL
ABILITY” WITH THE NATIONAL MENTALITY IN THE ACTIVITIES OF WORLD
PEDAGOGICAL SPECIALISTS.
Abstract.
This article examines the importance of working on the means of improving the
pedagogical skills of students, linking the concepts of “ability” and “pedagogical ability” with
the national mentality in the activities of World pedagogical specialists.
Keywords:
international organizations, teaching technologies, improving the quality of
education and training, cooperation pedagogy, collaborative and cooperative technologies of
Education.
РАБОТА НАД СРЕДСТВАМИ ПОВЫШЕНИЯ ПЕДАГОГИЧЕСКОГО
МАСТЕРСТВА УЧАЩИХСЯ, СВЯЗЫВАЯ ПОНЯТИЯ” ОДАРЕННОСТЬ “И”
ПЕДАГОГИЧЕСКАЯ ОДАРЕННОСТЬ " В ДЕЯТЕЛЬНОСТИ МИРОВЫХ
ПЕДАГОГОВ С НАЦИОНАЛЬНЫМ МЕНТАЛИТЕТОМ.
Аннотация.
В данной статье рассматривается значение работы над средствами
повышения педагогического мастерства учащихся в деятельности мировых педагогов,
связывающих понятия “одаренность” и “педагогическая одаренность” с национальным
менталитетом.
Ключевые слова:
международные организации, Технологии обучения, повышение
качества образования, педагогика сотрудничества, коллаборативные и кооперативные
технологии обучения.
Dunyoda xalqaro tashkilotlar hamda dunyoning aksariyat davlatlari tomonidan taʼlim
barqaror taraqqiyotni taʼminlaydigan asosiy kuch sifatida eʼtirof etilib, 2030 yilgacha belgilangan
yangi taʼlim kontseptsiyasida “oʼqitish sifatini baholash jarayoni va vositalarini takomillashtirish,
erishilgan natijalarni aniqlash imkonini beruvchi mexanizmlarni amaliyotga joriy etish” dolzarb
vazifa etib belgilandi. Аyniqsa, hamkorlik pedagogikasi asosida taʼlim-tarbiya sifatini
loyihalashtirish, oʼquv dialogi asosida taʼlim jarayonini individuallashtirish, hamkorlikda oʼqitish
texnologiyalarini ishlab chiqish va amaliyotga tatbiq etishning metodik tizimini
takomillashtirishga alohida eʼtibor qaratilmoqda.
Jahonda hamkorlik pedagogikasi asosida taʼlim-tarbiya sifatini takomillashtirish boʼyicha
amalga oshirilayotgan ilmiy izlanishlarda oʼquv-tarbiya jarayoni natijaviyligiga alohida eʼtibor
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
592
qaratilib, hamkorlik pedagogikasi asosida shaxsiy-insonparvarlik yondashuviga asoslangan
oʼqitish modellarini ishlab chiqish zarurligiga asosiy urgʼu berilmoqda. Аyniqsa, hamkorlik
pedagogikasi asosida taʼlim-tarbiya sifatini takomillashtirishning metodik shart-sharoitlarini
aniqlashtirish, hamkorlikda oʼqitishning kontseptual gʼoyalarini amaliyotga tatbiq etishga oid
ilmiy jihatdan asoslangan taklif va tavsiyalarni ishlab chiqishga alohida eʼtibor qaratilmoqda. Shu
bilan birga, taʼlimning kollaborativ va kooperativ texnologiyalarini ishlab chiqish, oila, maktab
integratsiyasini taʼminlashning pedagogik mexanizmlarini takomillashtirish muhim ahamiyat kasb
etmoqda.
Respublikamizda amalga oshipilayotgan ijtimoiy-iqtisodiy islohotlar pivojlangan
demokratik davlat barpo etish talablariga mos ravishda yoshlarning taʼlimi va tarbiyasi sifatini
oshirish, oʼquv jarayoniga taʼlimning zamonaviy shakllari va usullarini joriy etish vazifasini
qoʼyadi. Mazkur vazifani amalga oshirish shaxsga yoʼnaltirilgan taʼlim strategiyasi talablariga
koʼra, hamkorlik pedagogikasi asosida taʼlim-tarbiya sifatini takomillashtirishni taqozo etmoqda.
Oʼzbekiston Respublikasini yanada rivojlantirish boʼyicha Harakatlar strategiyasida “Umumiy
oʼrta taʼlim sifatini tubdan yaxshilash, informatika, matematika, fizika, kimyo, biologiya, ayniqsa,
chet tillar kabi boshqa muhim va fundamental fanlarni chuqurlashtirilgan tarzda oʼrganish” vazifa
etib
belgilandi.
Natijada hamkorlik pedagogikasi asosida taʼlim-tarbiya sifatini
takomillashtirishning ustuvor yoʼnalishlarini aniqlashtirish, oila va maktab faoliyatini
integratsiyalashning pedagogik taʼminotini ishlab chiqish alohida zarurat kasb etishini
koʼrsatmoqda.
Ona tili oʼqitish metodikasining bosh vazifasi oʼquvchilarning oʼzbek tili lugʼat boyligini
toʼliq oʼzlashtirib olishlarini taʼminlashdir.
Til va nutq tafakkur bilan uzviy bogʼlanadi. Fikr nutqda shakllanadi va reallashadi. Tilni
egallash va nutq oʼstirish bilan oʼquvchining fikrlash qobiliyati ham oʼsadi.
Bilish nazariyasiga koʼra analitik-sintetik ishlar yordamida til ustida kuzatishdan umumiy
xulosa chiqarishga, nazariy taʼrif va qoidaga, shular asosida, yana ogʼzaki va yozma tarzidagi
nutqiy aloqaga , toʼgʼri yozuv va toʼgʼri talaffuzga oʼtiladi. Oʼquvchilar jonli nutqiy aloqaga toʼgʼri
talaffuz va toʼgʼri yozuvni elementar nazariy maʼlumotlar asosida amaliy egallash orqali
kirishadilar. Ular til materiallarini kuzatish, tahlil qilish orqali elementar nazariy qoidalar
chiqaradilar. oʼrgangan, oʼzlashtirilgan nazariy qoidalarni amaliyotga ongli ravishda tadbiq
etadilar.
Pedagogika fani oʼquvchilarni har tomonlama rivojlantirish va ularni tarbiyalash
masalalarini ilmiy tomondan ishlab beradi. Ona tili oʼqitish metodikasi pedagogika fani
yangiliklariga, uning yuqorida qayd etilgan masalalarni ilmiy tomondan ishlab bergan
maʼlumotlariga asoslanadi.
Ona tili metodikasini umumiy pedagogika bilan bogʼlash ayniqsa boshlashgʼich sinflarda
muhimdir.
Ona tili oʼqitish metodikasi taʼlim jarayonini tashkil etish shakllarini va usullarini
yuqoridagi maqsadlarni amalga oshirishga yoʼnaltiriladi.
Til fikrni shakllantirish va bayon qilish, taassurot, his, kechinmalarni ifodalashda muhim
oʼrin tutadi. Til jamiyat aʼzolarining bir-biri bilan oʼzaro aloqasi uchun xizmat qiladigan vositadir.
Bu vosita qanchalik takomillashsa, fikr shunchalik aniq, taʼsirchan ifodalanadi.
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
593
Til muhim tarbiya vositasidir. Badiiy adabiyotlarni, gazeta, jurnallarni oʼqigan bola oʼzida
eng yaxshi hislatlarni tarbiyalab boradi. Muomala madaniyatini egallaydi.
Ona tili boshlangich sinfda asosiy oʼrinni egallar ekan, har bir oʼquvchida ona tiliga
qiziqish va muhabbatni tarbiyalash zarur.
Ona tili metodikasi umumiy pedagogika bilan ham oʼzaro bogʼlanadi.
Kichik yoshdagi oʼquvchilarning kollektiv va shaxsiy oʼquv faoliyatida zarur boʼlgan koʼp
odat va koʼnikmalari hali tarbiyalanmagan boʼladi. Tashkilotchilik, kollektiv ishiga tez kirishish,
eʼtibor bilan eshitish, oʼqish va yozish, aktiv va mustaqil ishlash, barcha ishlarni puxta va
saranjom, iloji boricha, chiroyli bajarish kabi koʼnikma va odatlar oʼqituvchi va maktab tomonidan
amalga oshiriladigan umumpedagogik tadbirlar sistemasini tashkil etadi. Tarbiyaning shunga
oʼxshash nazariy va amaliy masalalarini pedagogika ishlab beradi. Oʼqituvchi pedagogik talablarni
amalga oshirsagina, ona tilini oʼrgatishda oʼziga xos prinsplarni ishlab chiqa oladi.
Ona tili oʼqitish metodikasi oʼzbek tilini amaliy va maʼlum qismini nazariy egallashni
nazarda tutadi, shuning uchun ham lingvistikaga oid tushunchalar (fonetika va fonologiya,
leksikologiya va frazeologiya, soʼz yasalishi va etimologiya, grammatika – morfologiya va
sintaksis, stilistika, shuningdek, orfoepiya, grafika, orfografiya) metodikaning muhim asosi
hisoblanadi.
Demak, ona tili oʼqitish jarayoniga taʼlimning zamonaviy shakllari va usullarini joriy etish
orqali Bo`lajak pedagoglarning pedagogik qobiliytlari rivojlantiriladi. Taʼlim-tarbiya sifatini
takomillashtirishda taʼlim-tarbiya jarayonlarini tizimli loyihalashtirish va pedagogik qoʼllab-
quvvatlash, qayta aloqaning intensivligini taʼminlash, pedagogik tizimning ochiqligi, dinamikligi,
statistikligi, oʼquvchilarning oʼz-oʼzini rivojlantirishi, intellektual, hissiy, axloqiy, madaniy,
jismoniy imkoniyatlarini faollashtirishga erishish lozim.
Uzoq yillar olib borilgan tadqiqotlar pedagogik qobiliyatlar murakkab va ko’p qirrali
psixologik bilimlardan iboratligini ko’rsatib berdi. Ana shu tadqiqot ma’lumotlaridan foydalani,
pedagogik qobiliyatlar tuzilishida muhim o’rin egallaydigan qator komponentlar /tarkibiy qismlar/
ni ajratib ko’rsatish mumkin:
Didaktik qobiliyatlar – bu bolalarga o’quv materialini aniq va ravshan tushuntirib, oson
qilib yetkazib berish, bolalarda fanga qiziqsh uyg’otib, ularda mustaqil faol fikrlashni uyg’ota
biladigan qobiliyatlardir.
Didaktik qobiliyatga ega bo’lgan Talaba zarurat tug’ilganda qiyin o’quv materialini –
osonroq, murakkabrog’ini soddaroq, tushunish qiyin bo’lganini tushunarliroq qilib o’quvchilarga
moslashtirib bora oladi.Talabaning manna shu xislatlarini bilib olgan o’quvchilar odatda:
«Talabaning eng muxim tomoni ham uning hamma narsani aniq-ravshan va tushunarli qilib
berishidada. Bunday Talabaning qo’lida maza qilib o’qiging keladi»; «Unisi esa hyech narsaga
yaramaydigan Talaba, hyecham aniq tushuntirib bera olmas edi»; «O’quv materialini oldida tirik
odamlar emas, balki qandaydir mexanizmlar bordek, zerikarli va noaniq – mujmal qilib
tushuntiradi. Biz bunday Bo`lajak pedagoglarni yoqtirmaymiz»-deydilar.
Hozirgi tushunchamizdagi kasbiy maxorat shunchaki bilimlarni osonroq, hammabob va
tushunarli qilib o’quvchilar ongiga yetkazib berish qobiliyatinigina emas, balki shu bilan birga
o’quvchilarning mustaqil ishlarini, ularning bilish faolligini oqilona va moxirlik bilan boshqarib,
ularni kerakli, tomonga yo’naltirib turishdan iborat qobilyatni ham o’z ichiga oladi.
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
594
Mana shu qobiliyatlar asosida o’quvchilar psixologiyasiga xos doimiy ustanovka
/yo’naltirish/ yetadi. Qobiliyatli pedagog o’quvchilarning tayyorlik darajasini, ularning taraqqiyot
darajasini hisobga olgan holda bolalarning nimani bilishi va nimani bilmasligini, nimalarni
allaqachon esdan chiqarganliklarini tasavvur qila oladi.
Ko’pchilik Bo`lajak pedagoglarga, ayniqsa xafsalasiz Bo`lajak pedagoglarga, o’quv
materiali oddiygina va hyech qanday aloxida tushuntirish hamda izoh berishni talab
qilmaydigandek tuyuladi.
Bunday Bo`lajak pedagoglar o’quvchilarni emas, balki birinchi galda o’zlarini nazarda
tutib ish olib boradilar. Shuning uchun ham o’quv materialini o’ziga qarab tanlaydilar. Qobiliyatli,
tajribali Bo`lajak pedagoglar esa o’zlarini o’quvchi o’rniga qo’yib, kattalar uchun aniq-ravshan va
tushunarli bo’lgan material o’quvchilar uchun noaniq va tushunarsiz bo’lishi mumkin degan nuqtai
nazarda bo’ladila. Materialni bayon etish jarayonida qobiliyatli Talaba turli o’quvchilarning
qanday tushunayotganliklari va zarur bo’lganda dars bayonotiga alohida e’tibor berishga
intilayotganliklari kabi qator belgilariga qarab to’g’ri tasavvur qilib, xulosa chiqara oladi.
Ana shunday pedagogik qobiliyatni aniqlash uchun psixolog N.F.Gonobolin juda qulay test
tavsiya etadi. Bu testga ko’ra bilish xarakteridagi matnda Talabaning fikri buyicha ayrim
sinfo’quvchilari uchun qiyin deb hisoblangan qismlarni alohida ko’rsatib, nima uchun bu
qismlarning qiyinligini tushuntirib berish, shundan so’ng esa matnni o’quvchilarga yengil va
ularning o’zlashtirishlari uchun qulay qilib qayta tuzish tavsiya etiladi.
Qobiliyatli Talaba shu bilan bir qatorda materialni o’zlashtirish, o’quvchilarga biroz nafas
olib o’zlariga kelib olishlari va o’z diqqat -e’tiborlarini bir joyga qo’yib, ayrim qo’zg’alishlarni
«sundirib» boshqalarini esa jadallashtirib, ularning bushashganligni, sustligini va loqaydliligini
yengishlari uchun zamin tayyorlash zarurligini ham nazarda tutadi. Bunday Talaba zarur sharoit
yaratilmaguncha darsni boshlamaydi. Haddan tashqari shiddat bilan boshlangan dars
o’quvchilarda himoya qiluvchi tormozlanishni vujudga keltirib, miya faoliyati tormozlanadi,
Talabaning so’zlari yetarlicha idrok qilinmaydi.
Akademik qobiliyatlar – matematika, fizika, biologiya, ona tili, adabiyot, tarix va boshqa
shu kabi fanlarga xos qobiliyatlardir.
Qobiliyatli Talaba o’z fanini faqat kurs hajmidagi emas balki atroflicha keng, chuo’ur bilib,
bu soxada erishilgan yutuqlar va kashfiyotlarni doimiy ravishda kuzata borib, o’quv materialini
mutlaqo erkin egallab, unga kata qiziqish bilan qaraydi hamda ozgina bo’lsada tadqiqot ishlarini
olib boradi.
Ko’pchilik tajribali pedagoglarning aytishlaricha, Talaba o’z Fani buyicha yuksak bilim
saviyasiga erishish, boshqalarni qoyil qilib xayratda qoldirish, o’quvchilarda katta qiziqish uyg’ota
olish uchun u yuksak madaniyatli, har tomonlama mazmunli, keng erudisiyali /bilimdon/ odam
bo’lmog’i lozim.
Bunday Bo`lajak pedagoglar haqida o’quvchilar «Maxmud aka xudi professorning
o’ziginasi-ya. Biz uning bilmagan birorta soxasi bormikin deb tez-tez uylab turamiz. Darslarga u
butun vujudi bilan kirishib ketadi» deydilar. Ba’zan o’quvchilar o’z Talabasi haqida «Baqir-chaqir
qiladi-yu, ammo zarracha bilimi yo’q» deb butunlay teskarisini aytsalar juda alam qiladi.
Perseptiv qobiliyatlar – bu o’quvchining, tarbiyalanuvchining ichki dunyosiga kira bilish,
psixologik kuzatuvchanlik, o’quvchi shaxsining vaqtinchalik psixik holatlari bilan bog’liq nozik
tomonlarini tushuna bilishdan iborat qobiliyatlardir.
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
595
Qobiliyatli Talaba bolalarning har qanday mayda-chuyda xatti-harakatlarida, erkin
ifodalanadigan ayrim holatlarida hamda ularning ichki dunyosida yuzaga keladigan o’zgarishlarni
sezdirmasdan ilib oladi. Ana shunday hollarda o’quvchilar: «Muhabbat opa kimningdir
kayfiyatida o’zgarishlar bo’lsa yoki kimdir dars tayyorlamasdan kelgan bo’lsa ko’ziga qaraboq
bilib oladi», «Bizning Talabamiz xech qayoqqa qaramasa ham, hamma narsani ko’rib turadi»
deydilar.
Nutq qobiliyati – kishining o’z to’yg’u-xislarini nutq yordamida, shu bilan birga mimika
va pantomimika yordamida aniq va ravshan qilib ifodalab berish qobiliyatidir. Bu Talabalik
kasbiga muxim qobiliyatlardandir. Chunki Talabadan o’quvchilarga axborot asosan ikkinchi
signal tizimi – nutq orqali beriladi. Bunda mazmun jihatdan uning ichki va tashqi xususiyatlari
nazarda tutiladi.
Darsda qobiliyatli Talabaning nutqi hamma vaqt o’quvchilarga qaratilgan bo’ladi. Talaba
yangi materialni tushuntiradimi, o’quvchining javobini sharhlab beradimi, o’quvchilar javobini,
ularning xatti-harakatlari yoki xulq-atvorini ma’qullaydimi yoki tanbeh beradimi, xullas, nima
qilishidan qat’iy nazar uning nutqi hamma vaqt o’zining ishonchliligi, jozibadorligi kabi ichki
quvvat bilan alohida ajralib turishi lozim. Talaba nutqi, uning talaffuzi aniq-ravshan, oddiy va
o’quvchilar uchun tushunarli bo’lishi kerak. Beriladigan axborotlari shunday tuzilishi kerakki,
bunda o’quvchilarning fikru-zikri va diqqat-e’tiborini yuqori darajada faollashtiradigan bo’lsin.
Buning uchun esa Talaba o’rtaga savol tashlab, asta-sekinlik bilan o’quvchilarni to’g’ri javobga
olib keladi, o’quvchilarning diqqat-e’tiborini faollashtiruvchi /«Bunda ayniqsa, ziyrak bo’ling!»,
«Uylang, yana uylab ko’ring!»/ kabi so’z va iboralarni o’z me’yorida ishlatadi.
Talaba nutqi jumlalarni, murakkab og’zaki izohlarni, qyin atamalarni va zarurati bo’lmasa,
turli ta’riflarni ishlatmasligi lozim. Shu bilan birga Talaba shuni ham hisobga olishi kerakki,
Talabaning lunda-lunda bo’lib chiqqan qisqa nutqi ko’p hollarda o’quvchilarga tushunarsiz bo’lib
qolar ekan. Talabaning o’z o’rnida ishlatilgan hazil aralash va xayrixohlik bildiruvchi arzimagan
kinoyali nutqi o’quvchilarni juda jonlantirib, o’quvchilar tomonidan o’tu yaxshi qabul qilinar
ekan.
Qobiliyatli Talabaning nutqi jonli, obrazli, aniq-ravshan intonasiyali va ifodali, emosiyaga
boy, dona-dona bo’lib, bunda stilistik va grammatik xatolar mutlaqo bo’lmasligi loizm. Bir xil
ohangdagi ezma nutq o’quvchilarni juda tez toliqtirib, ularni zeriktiradi va bexafsala qilib quyadi.
Shu bilan birga bunday nutq I.P.Pavlovning fiziologik ta’limotiga ko’ra doimiy ta’sir etuvchan
qo’zg’ovchiga aylanib, katta bosh miya yarim sharlar pustida tormozlanish jarayonini yuzaga
keltirib, o’quvchini ezma va uyquchan qilib quyadi. Nutq tezligi ko’p jihatdan Talabaning
individual psixologik xususiyatga bog’liq. Ayrim Talabalar tez gapirsalar boshqalari sekin
gapiradilar. Ammo Talaba o’quvchilarning bilimlarni egallab olishlari uchun eng qulay tezlikdagi
nutq-o’rtacha jonli nutq ekanligini edan chiqarmasligi lozim.
Shoshqaloq nutq bilim o’zlashtirishga xalaqit berib, bolalarni tez toliqtiradi,
muhofazaqiluvchi tormozlanishni yuzaga keltiradi. O’ta sekin lanjlik va zerikishga olib keladi.
Nutqning balandligi – qattiq gapirish ham xudi shu singari xollarga olib keladi. Xaddan tashqari
qattiq, keskin, baqirib gapirish o’quvchilarning asabiga tegib, ularni tez toliqtirib, muhofaza
qiluvchi tormozlanishni yuzaga keltiradi. Mana shu yerda Sharq mutafakkirlaridan Nasriddin
Tusiyning «…Talaba nutqi hyech qachon va hyech qayerda zaharxandali, qo’pol yoki qattiq
bo’lishi mumkin emas. Dars paytida Talabaning o’zini tuta olmasligi ishni buzishi mumkin…»
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
596
degan nasihatini keltirishimiz juda o’rinli bo’lardi. Talabaning bush, sekin ovozi yomon eshitiladi.
Nutqi imo-ishoralar, turli keskin harakatlar o’quvchilarni jonlantiradi. Bu tariqa imo-ishora va
harakatlar tajribali Talabalarda o’z me’yorida ishlatiladi. Lekin bir xildagi tajribali harakatlarning
xaddan tashqari ko’p bo’lishi kishining asabiga tegadi.
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