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SHARQ ALLOMALARINING DIDAKTIK QARASHLARI
Toshpo
‘
latova Shaxnoza Shuhratovna
Gadayeva Mohigul Muxamedovna
Sadullayev Umidjon Shokir o’g’li
Osiyo Xalqaro Universiteti
“Tarix va filologiya” kafedrasi, Tarix fani o’qituvchilari.
https://doi.org/10.5281/zenodo.14543338
Annotatsiya.
Ushbu maqolada Sharq olimlarining didaktik qarashlari asosida tarix faniga
qiziqtirish metodikasini o‘rganishga bag‘ishlangan. Tarix fani o‘quvchilarning tafakkurini
rivojlantirish, ularning tarixiy tafakkurini shakllantirishda muhim ahamiyatga ega bo‘lib,
an’anaviy va zamonaviy didaktik usullarni o‘zgartirishni talab qiladi. Maqolada Sharq
olimlarining tarixiy bilimlar, ta’lim va tarbiya haqidagi fikrlarini tahlil qilib, ularning metodik
jihatlari haqida so‘z boradi. O‘quvchilarning tarix fani bilan qiziqishlarini oshirishda didaktik
usullarni to‘g‘ri qo‘llash, motivatsiya yaratish, va ijodiy yondashuvlarning ahamiyati ko‘rsatib
o‘tiladi. Shu bilan birga, maqolada tarix faniga qiziqtirishda o‘qituvchilarning roli, o‘quv
jarayonida zamonaviy texnologiyalarni qo‘llashning ahamiyati ham o‘rganiladi.
Kalit so‘zlar:
Sharq olimlari, didaktika, tarix fani, metodika, qiziqtirish, o‘quvchilar,
motivatsiya, ta’lim, o‘qituvchi, zamonaviy texnologiyalar.
DIDACTIC VIEWS OF EASTERN SCIENTISTS
Abstract.
This article is devoted to the study of the methodology of interest in history based
on the didactic views of Eastern scholars. History is of great importance in developing students'
thinking, forming their historical thinking, and requires changing traditional and modern didactic
methods. The article analyzes the views of Eastern scholars on historical knowledge, education
and upbringing, and discusses their methodological aspects. The importance of the correct use of
didactic methods, creating motivation, and creative approaches in increasing students' interest in
history is shown. At the same time, the article also studies the role of teachers in interest in history,
the importance of using modern technologies in the educational process.
Keywords:
Eastern scholars, didactics, history, methodology, interest, students,
motivation, education, teacher, modern technologies.
ДИДАКТИЧЕСКИЕ ВОЗЗРЕНИЯ ВОСТОЧНЫХ УЧЕНЫХ.
Аннотация.
Данная статья посвящена изучению методов интереса к истории,
основанных на дидактических взглядах восточных ученых. Наука история имеет важное
значение для развития мышления учащихся, формирования их исторического мышления и
требует изменения традиционных и современных дидактических методов. В статье
анализируются мнения восточных ученых об исторических знаниях, образовании и
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воспитании, говорится об их методологических аспектах. Показана важность
правильного использования дидактических методов, создания мотивации и творческих
подходов в повышении интереса учащихся к истории. При этом в статье
рассматривается роль учителей в формировании интереса к истории, важность
использования современных технологий в образовательном процессе.
Ключевые слова:
учёные Востока, дидактика, история, методика, интерес,
студенты, мотивация, образование, учитель, современные технологии.
Tarix fani — bu insoniyatning o‘tganini, uning madaniy, ijtimoiy, siyosiy va iqtisodiy
hayotini o‘rgatadigan muhim fanlardan biridir. Tarixni o‘rganish orqali jamiyat o‘z ildizlarini
anglaydi, madaniy merosini qadrlaydi va kelajakni shakllantirishda muhim tajribalar oladi. Shu
bilan birga, tarix faniga o‘quvchilarni qiziqtirish, ularni faning mazmuni va ahamiyatiga nisbatan
ijobiy munosabatni shakllantirish o‘qituvchining ustaligiga bog‘liq. Ushbu maqolada Sharq
allomalarining didaktik qarashlari asosida tarix faniga qiziqtirish metodikasining asosiy
yo‘nalishlari ko‘rib chiqiladi.
Sharq allomalari, ayniqsa o‘rta asrlar va XV-XVI asrlarda yashagan mutafakkirlar, ilm-
fan, ta'lim-tarbiya va pedagogikaga oid bir qator muhim qarashlarga ega bo‘lishgan. Ulardan
ko‘plari tarixiy voqealarni o‘rganishda, yoshlarni ilmga qiziqtirishda va ilmiy izlanishlarni davom
ettirishda qanday metodlarni qo‘llash kerakligini batafsil o‘rganganlar. Ularning didaktik
qarashlari bizga zamonaviy o‘quv jarayonini tashkil etishda foydali ko‘rsatmalar beradi.
1. Ilmning Ahamiyatini Ta'kidlash
Sharq allomalari ilmning insoniyat hayotidagi o‘rni va ahamiyatiga alohida urg‘u
berishgan. Masalan, Ibn Sino (Avicenna) ilmni insonning shaxsiy rivojlanishidagi eng muhim
vosita deb bilgan. Uning fikricha, ilmga qiziqish va uni o‘rganish insonning dunyoqarashini
kengaytiradi va unga hayotning turli jabhalarida muvaffaqiyatga erishish imkoniyatini beradi.
Tarix fanini o‘rganish orqali o‘quvchilar o‘z tarixini anglab, kelajakka nisbatan mas'uliyatli
munosabatda bo‘lishadi.
2. Talabalarni Mustaqil O‘rganishga Yo‘naltirish
Al-Farobiyning didaktik qarashlari bo‘yicha, ta'lim jarayoni faqat ma'lumotlarni berish
bilan cheklanmasligi kerak, balki talabalar mustaqil fikrlashga va ilmiy izlanishlarga undirilishi
kerak. Tarix fani, o‘z navbatida, talabalarni o‘tmish voqealarini tahlil qilish, ulardan dars olish va
o‘tmishdagi xatolardan xulosa chiqarish orqali mustaqil fikrlashga yo‘naltiradi.
3. Tajriba Orqali O‘rgatish
Sharq mutafakkirlari o‘z asarlarida ilmni nafaqat kitobdan, balki amaliyotdan ham
o‘rganish zarurligini ta'kidlashgan.
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Bu metod tarixni o‘rganishda ham qo‘llanilishi kerak. O‘quvchilarni tarixiy yodgorliklarga
sayohat qilish, muzeylarga borish, tarixiy voqealar va shaxslar haqida maxsus tadbirlar o‘tkazish
orqali o‘rganishga undash muhimdir.
Tarix Faniga Qiziqtirish Metodikasi
Tarix fani o‘quvchilarda nafaqat bilimlarni, balki tarixiy tafakkur va madaniy ongni
rivojlantirishi kerak. Tarixga qiziqishni oshirish uchun bir qator metodik usullarni qo‘llash zarur.
1. Interfaol O‘qitish Usullari
Tarixni o‘rganish jarayonida interfaol o‘qitish usullari, ya'ni guruhli ishlar, munozaralar,
tarixiy simulyatsiyalar, rol o‘ynash va boshqa faoliyatlar o‘quvchilarning faolligini oshiradi.
Bunday metodlar orqali talabalar tarixiy voqealarni o‘zlari tahlil qilishadi va o‘tmishdagi
shaxslarning qarorlarini o‘z joyida anglashadi.
2. Hikoya va She'rlar Orqali O‘rgatish
Sharq allomalari tarixni o‘rgatishda hikoyalar, afsonalar va she'rlarning muhim o‘rin
tutishini ko‘rganlar. Tarixiy voqealarni she'r yoki hikoya shaklida o‘rganish o‘quvchilarni yanada
ko‘proq jalb etadi va ularning tasavvurlarini rivojlantiradi. Misol uchun, o‘quvchilarga "Alisher
Navoiy"ning she'rlari orqali uning davri va xalqining tarixini tushuntirish mumkin.
3. Tarixiy Musobaqalar va Tanlovlar
Tarixga qiziqtirishning yana bir samarali usuli bu tarixiy musobaqalar va tanlovlardir. Bu
tanlovlarda o‘quvchilar o‘tmishdagi voqealar haqida bilimlarini sinab ko‘rishlari mumkin.
Musobaqalar o‘quvchilarning qiziqishini oshiradi, ular o‘zaro raqobat qilib, tarixni o‘rganishda
yanada faol ishtirok etadilar.
4. Texnologiyalarni Qo‘llash
Zamonaviy texnologiyalar yordamida tarix fanini o‘rgatish o‘quvchilarni yanada
qiziqtiradi. Virtual sayohatlar, tarixiy video va film materiallaridan foydalanish, interaktiv kartalar
va tizimlar orqali tarixni o‘rganish ilg‘or metodlardan hisoblanadi.
5. Tarixiy Kontekstni O‘rgatish
Tarixiy voqealarni faqat faktlar bilan emas, balki ularning ijtimoiy, iqtisodiy va siyosiy
kontekstini tushuntirish orqali o‘rganish zarur. Bu usul orqali o‘quvchilar tarixiy voqealarning
sabablarini, oqibatlarini va ularning zamonaga ta'sirini yaxshiroq anglashadi
Sharq allomalarining didaktik qarashlari tarix faniga qiziqtirish metodikasining asosiy
yondoshuvlari va prinsiplari haqida gapiradigan bo'lsak, tarix fanining o'qitilishi Sharq allomalari
tomonidan kengaytirilgan ko'plab pedagogik g'oyalar va usullarni o'z ichiga oladi. Ular
o'quvchilarni tarixga qiziqtirish va ularni o'rganish jarayonida faol ishtirok etishga undash uchun
turli xil metodikalarni ishlab chiqqanlar. Sharq allomalari tomonidan ilgari surilgan ba'zi asosiy
didaktik qarashlar va tarix fani metodikasiga oid tavsiyalar quyidagicha bo'lishi mumkin:
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1. O'quvchi shaxsini e'tiborga olish
Sharq allomalari, ayniqsa, tarixni o'qitishda o'quvchining individual xususiyatlarini,
qiziqishlari va ehtiyojlarini hisobga olish zarurligini ta'kidlaganlar. Ular o'quvchining fikrini
mustahkamlash va uning tarixga bo'lgan qiziqishini oshirish uchun shaxsiy yondoshuvni
rivojlantirishni afzal ko'rganlar.
Misol
: Abu Nasr Forobiy o'zining "Ahloqiy fanlar" asarida insonning tabiatiga va uning
imkoniyatlariga mos ravishda o'quvchilarga tarixiy bilimlarni taqdim etishni taklif qiladi. Bu, tarix
fanini o'quvchilarga yaqinroq qilish uchun, ularga tarixi o'ziga xos hikoya shaklida taqdim etishni
o'z ichiga oladi.
2. Tarixiy faktlarni tushuntirish va ularga asoslangan hikoyalar
Sharq allomalari tarixni o'qitishda faktlar va tafsilotlarni oddiy va tushunarli shaklda
taqdim etishga ahamiyat berishgan. Ular tarixiy voqealarni o'quvchining tasavvuriga oson
tushunarli qilish uchun hikoyalar, afsonalar yoki qadimiy matnlar orqali o'rgatishni yoqlaganlar.
Misol
: Ibn Xaldun tarixni o'rgatishda kishilarning amaliy faoliyatlarini va jamiyatlarni
tushuntirishga katta ahamiyat berar edi. U tarixni faqat voqealar ketma-ketligi sifatida emas, balki
insoniyatning ijtimoiy va iqtisodiy rivojlanish jarayoni sifatida qaragan.
3. Aqliy va ruhiy rivojlanishning birligi
Sharq allomalari tarix fanini o'qitishda o'quvchining nafaqat bilimlarini, balki uning aqliy
va ruhiy jihatdan ham rivojlanishini ta'kidlaganlar. Tarixni o'rganish faqat faktlarni yodlash emas,
balki o'quvchini tanqidiy fikrlashga, tarixiy voqealarni tahlil qilishga va ulardan o'rgangan
saboqlarni hayotga tatbiq etishga o'rgatish lozim edi.
Misol
: Al-Forobiy va Ibn Sino ilm-fan va tarixni o'rgatish jarayonida insonni ma'naviy
rivojlanishga erishish uchun foydalanish zarurligini ta'kidlagan. Ular tarixi o'rgatishda shaxsni
axloqiy va fikr yuritish nuqtai nazaridan ham shakllantirishni maqsad qilganlar.
4. Amaliyotga yo'naltirish
Sharq allomalari, tarixni o'rgatishda amaliyotni muhim deb hisoblashgan. Tarix fanini
o'rgatishda faqat nazariy bilimlar bilan cheklanib qolmasdan, o'quvchini amaliy ko'nikmalarni
egallashga, tarixiy voqealarni o'z hayotiga tatbiq qilishga undash zarurligini ta'kidlaganlar.
Misol
: Ulug'bekning astronomiya va matematikani o'qitishdagi metodikasi tarix fani bilan
bog'liq bo'lib, ilmiy bilimlarni amaliyotga tatbiq etishni qo'llab-quvvatlagan.
5. Muqaddas va tarixiy merosga hurmat
Sharq allomalari tarix fanini o'rgatishda qadimiy va diniy merosga hurmatni rivojlantirishni
maqsad qilganlar. Ular tarixni nafaqat ilmiy maqsadlarda, balki axloqiy, diniy va ma'naviy
jihatlardan ham o'rganish zarurligini ta'kidlaganlar.
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Misol
: Al-G’azoliy tarixni o'rgatishda, tarixning insoniyatning ruhiy va axloqiy
taraqqiyotidagi ahamiyatini ko'rsatish zarurligini ta'kidlagan. U tarixiy voqealarning diniy va
ahloqiy darslar bilan bog'lanishini ta'kidlagan.
Xulosa.
Sharq allomalarining didaktik qarashlari tarix fanini o'rgatishda o'quvchini faqat
bilimga ega bo'lish bilan cheklamasdan, uni ma'naviy, axloqiy, va amaliy jihatdan ham
rivojlantirishga qaratilgan. Tarixga bo'lgan qiziqishni oshirish uchun ular o'quvchini voqealar bilan
yaqinlashtirish, tafakkurini kengaytirish va amaliy ko'nikmalarni rivojlantirishga urg'u berishgan.
Bu yondoshuvlar zamonaviy pedagogika va metodika uchun ham muhim va foydali bo'lib
qolmoqda.
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