boshlang‘ichta’limda tarbiyaning amaliy masalalari

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svg ppt/media/image55.svg ppt/media/image57.svg ppt/media/image50.svg ppt/media/image40.svg ppt/media/image5.svg ppt/media/image30.svg ppt/media/image28.svg ppt/media/image22.svg ppt/media/image18.svg ppt/media/image16.svg ppt/media/image13.svg ppt/media/image11.svg ppt/media/image9.svg ppt/media/image42.svg ppt/media/image1.png ppt/media/image10.png ppt/media/image12.png ppt/media/image13.png ppt/media/image15.png ppt/media/image17.png ppt/media/image18.png ppt/media/image19.png ppt/media/image21.png ppt/media/image22.png ppt/media/image23.png ppt/media/image24.png ppt/media/image25.png ppt/media/image26.png ppt/media/image27.png ppt/media/image28.png ppt/media/image29.png ppt/media/image3.png ppt/media/image30.png ppt/media/image31.png ppt/media/image32.png ppt/media/image33.png ppt/media/image34.png ppt/media/image35.png ppt/media/image36.png ppt/media/image38.png ppt/media/image39.png ppt/media/image4.png ppt/media/image5.png ppt/media/image6.png ppt/media/image7.png ppt/media/image8.png ppt/media/image9.png ppt/slides/_rels/slide1.xml.rels ppt/slides/_rels/slide10.xml.rels ppt/slides/_rels/slide11.xml.rels ppt/slides/_rels/slide12.xml.rels ppt/slides/_rels/slide13.xml.rels ppt/slides/_rels/slide14.xml.rels ppt/slides/_rels/slide15.xml.rels ppt/slides/_rels/slide16.xml.rels ppt/slides/_rels/slide17.xml.rels ppt/slides/_rels/slide18.xml.rels ppt/slides/_rels/slide19.xml.rels ppt/slides/_rels/slide2.xml.rels ppt/slides/_rels/slide3.xml.rels ppt/slides/_rels/slide4.xml.rels ppt/slides/_rels/slide5.xml.rels ppt/slides/_rels/slide6.xml.rels ppt/slides/_rels/slide7.xml.rels ppt/slides/_rels/slide8.xml.rels ppt/slides/_rels/slide9.xml.rels [content_types].xml _rels/.rels docprops/custom.xml reja : 1 2 3 boshlang ‘ ich ta’limda t arbiya jarayonining mazmuni boshlang ‘ ich ta’limda t arbiya jarayoni tamoyillari boshlang ‘ ich ta’limda t arbiya jarayoni metodlari. 1. idealizm bu tamoyillga ko‘ra, ta’lim jarayonida tarbiyalanuvchi shaxs eng oliy, ezgu va foydali ideal maqs

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adlar hamda g‘oyalar asosida tarbiyalanishi kerak. bu borada g‘arb faylasuflari aflotun, aristotel, sitseron va sharq faylasuflaridan abu nasr farobiy, imom buxoriy, alisher navoiy kabilar ideal g‘oyalar va maqsadlarni insonni to‘g‘ri tarbiyalovchi asoslar deb bilishgan. misol uchun, aflotunning g‘oyasiga ko‘ra har bir shaxs ezgulik idealiga asosan tarbiyalanishi kerak yoki abu nasr farobiyning qarashlariga ko‘ra har bir shaxs fazilatli idealiga binoan tarbiyalanishi lozim. tarbiya jarayoni tamoyillari pedagogik tarbiya jarayonida o‘ziga xos tamoyillar ishlab chiqilgan va ular insoniyatning ijtimoiy tajribasidan o‘tganligi bilan ahamiyatli hisoblanadi. bunda tamoyillar deganda tarbiyalanuvchini yo‘naltiruvchi asosiy maqsad-muddaolar va yo‘naltirishlar nazarda tutiladi. pedagog olimlar tarbiya jarayonida quyidagi asosiy tamoyillarga qat’iy amal qilishni alohida ta’kidlashadi: o’rta maxsus, kasb-hunar v a oliy ta’lim muassasalarida, shuningdek, ishlab chiqarishda faoliyat ko’rsatayotgan va band bo’lmagan yoshlar orasida amalga oshiriladi to’rtinchi bosqich shu jihatdan o’zbekiston ta’lim jarayonida amalga oshiriladigan tarbiya mazmunining asosiy xususiyatlarini quyidagilar tashkil etadi: umumiy o’rta ta’lim davri, bu bosqich ham quyidagi ikki davrga …

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yonida amalga oshiriladigan tarbiya mazmunining asosiy xususiyatlarini quyidagilar tashkil etadi: bu bosqichda oilalarda amalga oshiriladi va unda quyidagi ikki davrga e’tibor qaratiladi: a) homilalik davri (bunda homilali ayollar ma’naviy jihatdan muhofaza qilinadi, chunki bolaning ma’naviy olami homila davrida rivojlanishi ma’lum); b) bola tug’ilganidan 3 yoshgacha bo’lgan davr ( bunda 3 yoshgacha bola turli ruhiy zo’riqishlardan, tahdidlardan, illatlardan himoya etiladi ) . b irinchi bosqich o ‘ zbekistonning hozirgi sharoitida tarbiya jarayonini uzluksiz ma’naviy tarbiya konsepsiyasi asosida amalga oshirish belgilangan. bu borada o ‘ zbekiston respublikasi vazirlar mahkamasining 2019 yil 31 dekabrdagi 1059-sonli “uzluksiz ma’naviy tarbiya konsepsiyasini tasdiqlash va uni amalga oshirish chora-tadbirlari to ‘ g ‘ risida”gi q arori qabul qilindi. mazkur konsepsiyaga asosan pedagogika fanida shaxsni aqliy, jismoniy, ruhiy-ma’naviy, mehnat va estetik tarbiyasini ma’naviy tarbiya tushunchasi asosida amalga oshirish belgilandi. bu hodisa ta’lim jarayonida uzluksiz tarzda amalga oshirilib, pedagogika fanida yangicha yondashuv hisoblanadi. olivia wilson tarbiya jarayonining mazmuni inson …

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n . 2 . realizm . tarbiya jarayonining mazkur tamoyili asosiy negizlardan biri hisoblanadi. unga ko‘ra, tarbiyalanuvchi shaxsga haqiqiy bilimlar va tajribalar uzatilishi, uning ongi va axloqida amaliy hayot hamda faoliyatida qo‘l keluvchi haqiqatlar va qadriyatlar berilishi kerak. e’tibor berilsa, bu borada haqiqiy bilim, tajriba, haqiqat va qadriyat tarbiya jarayonining reallik tamoyili asosini tashkil etadi. buning ma’nosi s huki , shaxs tarbiya jarayonida nafaqat ijtimoiy shakllantiriladi, balki u hayot va faoliyatga tayyorlantiriladi. 3. pragmatizm tarbiya jarayonining mazkur tamoyili aniqlik va real imkoniyatlardan kelib chiqishga asoslanadi. unga ko‘ra, tarbiyalanuvchi shaxs bugungi kun va kelajakdagi faoliyatga moslashtirilib voyaga yetkaziladi. unda tarbiyalanuvchi shaxs hayotiy muammolarning yechimini mustaqil topa oluvchi kishi sifatida voyaga yetkaziladi va u har qanday murakkab vaziyat, holat hamda davrlarga tayyor shaxs sifatida tarbiyalanadi. uzluksiz ma’naviy tarbiya konsepsiyasida (2019 yil 31 dekabr) tarbiya jarayonining e ng muhim tamoyillari sifatida quyidagilar belgilangan: uzluksizlik; tadrijiylik; ilmiylik; ijtimoiylik. thanks! www.reallygreatsite.com korreksiya pedagogika innovatsiya idealizm …

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