{"id":368,"date":"2024-07-20T19:45:18","date_gmt":"2024-07-20T15:45:18","guid":{"rendered":"https:\/\/pedaqoq.az\/?p=368"},"modified":"2024-07-26T00:14:23","modified_gmt":"2024-07-25T20:14:23","slug":"pedaqogika-s%c9%99xsiyy%c9%99tin-inkisafi-haqqinda-elmdir","status":"publish","type":"post","link":"https:\/\/pedaqoq.az\/?p=368","title":{"rendered":"PEDAQOG\u0130KA — \u015e\u018fXS\u0130YY\u018fT\u0130N \u0130NK\u0130\u015eAFI HAQQINDA ELMD\u0130R"},"content":{"rendered":"\n
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Hikm\u0259t \u018fL\u0130ZAD\u018f<\/strong>
pedaqoji elml\u0259r doktoru, BDU-nun professoru<\/em><\/p>\n<\/div><\/div>\n\n\n\n

M\u00fcasir d\u00f6vrd\u0259 pedaqogika yeni pedaqoji t\u0259f\u0259kk\u00fcr m\u00fcst\u0259visind\u0259 inki\u015faf edir<\/strong><\/p>\n\n\n\n

T\u0259hsilin n\u0259z\u0259ri-metodoloji \u0259saslar\u0131n\u0131 t\u0259dqiq ed\u0259n pedaqogika bir elm kimi t\u0259dqiqat obyekti olan insan\u0131n (oxu: \u015fagirdin) t\u0259lim-t\u0259rbiy\u0259sinin c\u0259miyy\u0259tin inki\u015faf s\u0259viyy\u0259sin\u0259 uy\u011fun h\u0259yata ke\u00e7irilm\u0259si \u00fc\u00e7\u00fcn daim axtar\u0131\u015flar apar\u0131r. D\u00f6vr\u00fcm\u00fcz t\u0259hsil islahatlar\u0131 il\u0259 \u0259lam\u0259tdard\u0131r. Yeni pedaqoji t\u0259f\u0259kk\u00fcr\u00fcn yaranmas\u0131 bir t\u0259r\u0259fd\u0259n t\u0259hsilin inki\u015faf\u0131, dig\u0259r t\u0259r\u0259fd\u0259n yeni m\u00fc\u0259llim kadrlar\u0131n\u0131n haz\u0131rlanmas\u0131 bax\u0131m\u0131ndan m\u00fch\u00fcm \u0259h\u0259miyy\u0259t k\u0259sb ed\u0259n pedaqogikan\u0131n \u00f6z m\u0259zmununu daha da t\u0259kmill\u0259\u015fdirm\u0259sini t\u0259l\u0259b edir. Pedaqoq aliml\u0259r problemi prizman\u0131n bu buca\u011f\u0131 axar\u0131nda m\u0259naland\u0131r\u0131r v\u0259 pedaqogika f\u0259nni \u00fczr\u0259 yeni-yeni d\u0259rslik v\u0259 d\u0259rs v\u0259saitl\u0259ri haz\u0131rlayaraq, c\u0259miyy\u0259tin inki\u015faf\u0131nda n\u0259hay\u0259tsiz rol oynayan t\u0259hsilin n\u0259z\u0259ri-metodoloji \u0259saslar\u0131n\u0131 \u0259n son pedaqoji t\u0259dqiqatlar\u0131n n\u0259tic\u0259l\u0259ri il\u0259 daha da z\u0259nginl\u0259\u015fdirirl\u0259r. Bu bax\u0131mdan, bu g\u00fcnl\u0259rd\u0259 oxuculara t\u0259qdim edil\u0259n, professor M\u0259cid \u0130smixanovun v\u0259 professor H\u0259s\u0259n Bayramovun birg\u0259 haz\u0131rlad\u0131qlar\u0131 \u201cPedaqogika\u201d d\u0259rs v\u0259saiti yeni m\u0259zmunu il\u0259 f\u0259rql\u0259nir.<\/p>\n\n\n\n

Pedaqogika yeni pedaqoji t\u0259f\u0259kk\u00fcr m\u00fcst\u0259visind\u0259<\/strong><\/p>\n\n\n\n

M\u00fcasir d\u00f6vrd\u0259 pedaqogika yeni pedaqoji t\u0259f\u0259kk\u00fcr m\u00fcst\u0259visind\u0259 inki\u015faf edir. M\u00fc\u0259llifl\u0259r d\u0259rs v\u0259saitind\u0259 pedaqoji reall\u0131qlara bu istiqam\u0259td\u0259n yana\u015faraq insan\u0131n \u015f\u0259xsiyy\u0259t kimi formala\u015fmas\u0131n\u0131n qanunauy\u011funluqlar\u0131n\u0131n v\u0259 s\u0259m\u0259r\u0259li yollar\u0131n\u0131n a\u015fkara \u00e7\u0131xar\u0131lmas\u0131n\u0131 pedaqogikan\u0131n m\u00f6vzusu kimi d\u0259y\u0259rl\u0259ndirirl\u0259r. Pedaqoji probleml\u0259rin h\u0259llind\u0259 pedaqogikan\u0131n m\u00f6vzusunun nec\u0259 qoyulmas\u0131 m\u00fch\u00fcm metodoloji \u0259h\u0259miyy\u0259t k\u0259sb edir. Vaxtil\u0259 pedaqogika \u00f6z m\u0259zmununu insan\u0131 yeni bilikl\u0259rl\u0259 silahland\u0131rmaq \u00fcz\u0259rind\u0259 qururdu. Bel\u0259 bir d\u00f6vrd\u0259 t\u0259lim prosesind\u0259 insan\u0131n (oxu: \u015fagirdin) taleyi subyekt-obyekt m\u00fcnasib\u0259tl\u0259ri \u00e7\u0259r\u00e7iv\u0259sind\u0259 h\u0259ll olunurdu. M\u00fcasir t\u0259hsil konsepsiyalar\u0131nda \u015f\u0259xsiyy\u0259tin inki\u015faf\u0131 prioritetdir. Bu bax\u0131mdan, d\u0259rs v\u0259saitinin m\u00fc\u0259llifl\u0259rinin pedaqogikan\u0131n m\u00f6vzusunu \u015f\u0259xsiyy\u0259tin formala\u015fmas\u0131 kontekstind\u0259 d\u0259y\u0259rl\u0259ndirm\u0259si bir t\u0259r\u0259fd\u0259n yeni pedaqoji t\u0259f\u0259kk\u00fcr\u00fcn t\u0259l\u0259bl\u0259ri, dig\u0259r t\u0259r\u0259fd\u0259n \u015f\u0259xsiyy\u0259tin inki\u015faf yollar\u0131n\u0131n m\u00fcasir t\u0259hsil konsepsiyalar\u0131 m\u00fcst\u0259visind\u0259 axtar\u0131lmas\u0131 bax\u0131m\u0131ndan x\u00fcsusi \u00f6n\u0259m da\u015f\u0131y\u0131r v\u0259 d\u0259rs v\u0259saitind\u0259 pedaqoji reall\u0131qlar bu m\u00fcst\u0259vid\u0259 t\u0259hlil olunur. M\u0259s\u0259l\u0259n, m\u00fc\u0259llifl\u0259rin pedaqogikan\u0131n kateqoriyalar\u0131n\u0131n m\u00fc\u0259yy\u0259n edilm\u0259sind\u0259 bu m\u0259ram\u0131 a\u00e7\u0131q-ayd\u0131n g\u00f6r\u00fcn\u00fcr. Onlar \u201cpedaqoji proses\u201d, \u201ct\u0259rbiy\u0259\u201d, \u201c\u00f6z\u00fcn\u00fct\u0259rbiy\u0259\u201d, \u201cyenid\u0259nt\u0259rbiy\u0259\u201d, \u201ct\u0259hsil\u201d v\u0259 \u201ct\u0259lim\u201d il\u0259 yana\u015f\u0131 pedaqogikan\u0131n kateqoriyalar blokuna \u201c\u015f\u0259xsiyy\u0259tin inki\u015faf\u0131\u201d anlay\u0131\u015f\u0131n\u0131 daxil etmi\u015fl\u0259r. M\u00fc\u0259llifl\u0259rin bu t\u0259qdimat\u0131nda pedaqogikan\u0131n anlay\u0131\u015flar bloku \u0259z\u0259m\u0259tli g\u00f6r\u00fcn\u00fcr.<\/p>\n\n\n\n

Pedaqogikan\u0131n n\u0259z\u0259ri-metodoloji m\u0259s\u0259l\u0259l\u0259rin\u0259 h\u0259sr olunmu\u015f I hiss\u0259d\u0259 m\u00fc\u0259llifl\u0259r pedaqogikan\u0131n sah\u0259l\u0259ri, pedaqogikan\u0131n dig\u0259r elml\u0259rl\u0259 qar\u015f\u0131l\u0131ql\u0131 \u0259laq\u0259si haqq\u0131nda z\u0259ruri m\u0259lumatlar verm\u0259kl\u0259 yana\u015f\u0131, pedaqoji t\u0259dqiqatlar v\u0259 onun metodlar\u0131n\u0131 da m\u00fcasir t\u0259dqiqat metodologiyas\u0131n\u0131n t\u0259l\u0259bl\u0259ri bax\u0131m\u0131ndan izah etmi\u015fl\u0259r. Pedaqoji t\u0259dqiqatlar v\u0259 onun metodlar\u0131 b\u00f6lm\u0259sind\u0259 t\u0259dqiqat\u0131n metodologiyas\u0131 m\u0259s\u0259l\u0259sinin mahiyy\u0259tini \u201ct\u0259dqiqat zaman\u0131 r\u0259hb\u0259r tutulan metodoloji prinsipl\u0259rin m\u0259cmusu\u201d kimi d\u0259y\u0259rl\u0259ndir\u0259n m\u00fc\u0259llifl\u0259r didaktik yana\u015fma, f\u0259aliyy\u0259t, sistemlilik v\u0259 \u015f\u0259xsiyy\u0259t prinsipl\u0259rini ir\u0259li s\u00fcrm\u00fc\u015fl\u0259r. M\u0259s\u0259l\u0259ni bel\u0259 qoymaqla, m\u00fc\u0259llifl\u0259r, t\u0259dqiqat metodlar\u0131n\u0131 \u015f\u0259xsiyy\u0259ti sistemli \u015f\u0259kild\u0259, t\u0259lim-t\u0259rbiy\u0259 prosesind\u0259, f\u0259aliyy\u0259td\u0259 \u00f6yr\u0259nm\u0259nin z\u0259ruriliyini a\u00e7\u0131qlay\u0131rlar. Bu yana\u015fma m\u00fcasir t\u0259hsil konsepsiyalar\u0131 bax\u0131m\u0131ndan m\u00fch\u00fcm metodoloji \u0259h\u0259miyy\u0259t k\u0259sb edir. \u015e\u0259xsiyy\u0259tin inki\u015faf etdirilm\u0259si \u00fc\u00e7\u00fcn onun \u00f6yr\u0259nilm\u0259si m\u00fch\u00fcmd\u00fcr. T\u0259dqiqat metodlar\u0131n\u0131 bu istiqam\u0259td\u0259n d\u0259y\u0259rl\u0259ndir\u0259n m\u00fc\u0259llifl\u0259r, daha sonra t\u0259dqiqat metodikas\u0131n\u0131n m\u0259rh\u0259l\u0259l\u0259rini a\u00e7\u0131qlay\u0131r v\u0259 t\u0259dqiqat metodlar\u0131n\u0131n \u201cempirik\u201d, \u201cn\u0259z\u0259ri\u201d, \u201cempirik-n\u0259z\u0259ri\u201d v\u0259 \u201criyazi, statistik, sosioloji\u201d olmaqla d\u00f6rd qrupunu ay\u0131rd etmi\u015fl\u0259r. M\u00fc\u0259llifl\u0259rin t\u0259qdimat\u0131nda t\u0259klif edil\u0259n t\u0259dqiqat metodlar\u0131 \u015f\u0259xsiyy\u0259tin \u00f6yr\u0259nilm\u0259si bax\u0131m\u0131ndan adekvatd\u0131r.<\/p>\n\n\n\n

B\u0259z\u0259n el\u0259 d\u00fc\u015f\u00fcn\u00fcrl\u0259r ki, t\u0259dqiqat metodlar\u0131 ancaq t\u0259dqiqat\u00e7\u0131lar \u00fc\u00e7\u00fcn z\u0259ruridir. Bel\u0259 d\u00fc\u015f\u00fcn\u0259nl\u0259r unudurlar ki, h\u0259r bir m\u00fc\u0259llim t\u0259dqiqat\u00e7\u0131 olmal\u0131, \u00f6z \u015fagirdini \u00f6yr\u0259nm\u0259k v\u0259 inki\u015faf etdirm\u0259k \u00fc\u00e7\u00fcn bu metodlardan istifad\u0259 etm\u0259lidir. \u015eagirdin \u015f\u0259xsiyy\u0259t kimi inki\u015faf\u0131 bax\u0131m\u0131nda bu, olduqca m\u00fch\u00fcmd\u00fcr. <\/p>\n\n\n\n

M\u00fc\u0259llifl\u0259r I b\u00f6lm\u0259d\u0259 pedaqogika elminin v\u0259 pedaqoji fikrin inki\u015faf tarixin\u0259 q\u0131sa ekskurs etmi\u015f, q\u0259dim d\u00f6vrd\u0259n ba\u015flayaraq m\u00fcasir d\u00f6vr\u0259 q\u0259d\u0259r h\u0259m d\u00fcnyada, h\u0259m d\u0259 Az\u0259rbaycanda pedaqoji fikrin inki\u015faf\u0131n\u0131n z\u0259ruri postulatlar\u0131n\u0131 lakonik v\u0259 m\u0259zmunlu \u015f\u0259kild\u0259 a\u00e7\u0131qlam\u0131\u015f, f\u0259ls\u0259fi-pedaqoji c\u0259r\u0259yanlar haqq\u0131nda z\u0259ruri m\u0259lumatlar vermi\u015fl\u0259r. Fikrimizc\u0259, yeni haz\u0131rlanan m\u00fc\u0259llim kadrlar\u0131n\u0131n t\u0259hsilin z\u0259ngin tarixi il\u0259 tan\u0131\u015f olmas\u0131 z\u0259ruri \u0259h\u0259miyy\u0259t k\u0259sb edir. T\u0259hsilin tarixi t\u0259hsilin m\u00fcasir n\u0259z\u0259riyy\u0259si v\u0259 t\u0259cr\u00fcb\u0259sinin \u00f6z\u0259yini t\u0259\u015fkil edir.  <\/p>\n\n\n\n

\u015e\u0259xsiyy\u0259tin inki\u015faf\u0131 pedaqoji v\u0259zif\u0259 kimi<\/strong><\/p>\n\n\n\n

\u015e\u0259xsiyy\u0259tin inki\u015faf\u0131 v\u0259 t\u0259rbiy\u0259si m\u0259s\u0259l\u0259l\u0259ri b\u00fct\u00fcn d\u00f6vrl\u0259rd\u0259 pedaqogikan\u0131n t\u0259dqiq etdiyi probleml\u0259rin episentrind\u0259 olmu\u015fdur. Amma inki\u015faf anlay\u0131\u015f\u0131n\u0131n m\u0259zmununun nec\u0259 d\u0259rk edilm\u0259sind\u0259n as\u0131l\u0131 olaraq, m\u0259s\u0259l\u0259y\u0259 yana\u015fma t\u0259rzi h\u0259mi\u015f\u0259 \u00f6z m\u00fcxt\u0259lifliyi il\u0259 f\u0259rql\u0259nmi\u015fdir. Lakin \u201ct\u0259lim prosesind\u0259 \u015fagird h\u0259tta yaln\u0131z bilik \u0259ld\u0259 ed\u0259nd\u0259 bel\u0259 inki\u015faf edir\u201d m\u00fcdd\u0259as\u0131 bu g\u00fcn art\u0131q pedaqoji aksioma kimi q\u0259bul edilir. Bu inki\u015faf \u015fagirdin f\u0259rdi-psixoloji keyfiyy\u0259tl\u0259rind\u0259n as\u0131l\u0131 olur. Amma \u015fagirdin f\u0259rdi-psixoloji keyfiyy\u0259tl\u0259rini inki\u015faf etdirm\u0259kl\u0259 onun daha \u00e7ox bilik \u0259ld\u0259 etm\u0259sin\u0259 nail olmaq m\u00fcmk\u00fcnd\u00fcr. Psixoloji t\u0259dqiqatlara \u0259saslanan m\u00fcasir t\u0259hsil konsepsiyalar\u0131nda m\u0259s\u0259l\u0259y\u0259 bu istiqam\u0259td\u0259n yana\u015f\u0131l\u0131r. M\u00fc\u0259llifl\u0259r d\u0259rs v\u0259saitind\u0259 bu yana\u015fmaya uy\u011fun olaraq, bioloji, sosioloji, biososioloji inki\u015faf konsepsiyalar\u0131n\u0131 r\u0259hb\u0259r tutaraq, \u015f\u0259xsiy\u0259t v\u0259 \u015f\u0259xsiyy\u0259tin inki\u015faf\u0131  anlay\u0131\u015f\u0131n\u0131 izah edirl\u0259r. Bu zaman insan\u0131n zehni, psixi, m\u0259n\u0259vi, \u0259m\u0259k, fiziki v\u0259 s. inki\u015faf\u0131n\u0131 \u00f6n\u0259 \u00e7\u0259kir, inki\u015fafa dair bax\u0131\u015flar\u0131 v\u0259 n\u0259z\u0259riyy\u0259l\u0259ri t\u0259hlil edir, \u015f\u0259xsiyy\u0259tin inki\u015faf\u0131nda irsiyy\u0259tin, m\u00fchitin, t\u0259rbiy\u0259nin \u0259h\u0259miyy\u0259tini a\u00e7\u0131qlay\u0131r v\u0259 \u015f\u0259xsiyy\u0259tin inki\u015faf\u0131 prosesind\u0259 insan\u0131n \u015f\u0259xsi f\u0259all\u0131\u011f\u0131n\u0131n m\u00fch\u00fcm rol oynad\u0131\u011f\u0131n\u0131 vur\u011fulay\u0131rlar.<\/p>\n\n\n\n

\u015e\u0259xsiyy\u0259tin inki\u015faf\u0131 \u00f6m\u00fcr boyu davam edir. M\u00fcxt\u0259lif ya\u015f d\u00f6vrl\u0259rind\u0259 bu inki\u015faf \u00f6z\u00fcn\u0259m\u0259xsusluqlar\u0131 il\u0259 f\u0259rql\u0259nir. M\u0259s\u0259l\u0259y\u0259 bu kontekstd\u0259n yana\u015fan m\u00fc\u0259llifl\u0259r \u015f\u0259xsiyy\u0259tin inki\u015faf\u0131n\u0131n ya\u015f d\u00f6vrl\u0259rinin x\u00fcsusiyy\u0259tl\u0259rini bu b\u00f6lm\u0259d\u0259 a\u00e7\u0131qlay\u0131rlar. D\u0259rs v\u0259saiti ali t\u0259hsilin bakalavriat s\u0259viyy\u0259sind\u0259 m\u00fc\u0259llimlik ixtisas\u0131 \u00fczr\u0259 haz\u0131rlanan t\u0259l\u0259b\u0259l\u0259r \u00fc\u00e7\u00fcn n\u0259z\u0259rd\u0259 tutuldu\u011funa g\u00f6r\u0259 onlar m\u0259kt\u0259b, yeniyetm\u0259 v\u0259 erk\u0259n g\u0259nclik ya\u015f\u0131n\u0131n x\u00fcsusiyy\u0259tl\u0259rinin izah\u0131na \u00fcst\u00fcnl\u00fck vermi\u015fl\u0259r.<\/p>\n\n\n\n

Pedaqoji proses, onun s\u0259ciyy\u0259vi c\u0259h\u0259tl\u0259ri, texnologiyas\u0131 v\u0259 yenil\u0259nm\u0259si b\u00f6lm\u0259sind\u0259 d\u0259 m\u00fc\u0259llifl\u0259r \u015f\u0259xsiyy\u0259tin inki\u015faf\u0131 m\u0259s\u0259l\u0259sin\u0259 \u00f6n\u0259m vermi\u015fl\u0259r. Bu, onlar\u0131n pedaqoji prosesi \u201ct\u0259rbiy\u0259, t\u0259hsil, t\u0259lim v\u0259 \u015f\u0259xsiyy\u0259tin inki\u015faf\u0131 prosesl\u0259rinin m\u0259cmusu\u201d kimi d\u0259y\u0259rl\u0259ndirm\u0259si fikrind\u0259 ayd\u0131n g\u00f6r\u00fcn\u00fcr v\u0259 onlar pedaqoji proses haqq\u0131nda m\u0259s\u0259l\u0259l\u0259ri pedaqoji prosesin s\u0259ciyy\u0259vi c\u0259h\u0259tl\u0259ri, pedaqoji prosesin m\u0259rh\u0259l\u0259l\u0259ri v\u0259 texnologiyalar\u0131, pedaqoji sistemin yenil\u0259\u015fm\u0259si (innovasiya) v\u0259 optimalla\u015fd\u0131r\u0131lmas\u0131 kontekstind\u0259n qiym\u0259tl\u0259ndirirl\u0259r.         <\/p>\n\n\n\n

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M\u00fc\u0259llim pedaqoji prosesin apar\u0131c\u0131 q\u00fcvv\u0259sidir.  Pedaqoji prosesin u\u011furlar\u0131 da, u\u011fursuzluqlar\u0131 da onun f\u0259aliyy\u0259tinin n\u0259tic\u0259si kimi d\u0259y\u0259rl\u0259ndirilir. Pedaqoji t\u0259cr\u00fcb\u0259d\u0259 h\u0259mi\u015f\u0259 qabaqc\u0131l m\u00fc\u0259lliml\u0259rl\u0259 yana\u015f\u0131 adi m\u00fc\u0259lliml\u0259r d\u0259 olub. Bu, t\u0259biidir. Adi m\u00fc\u0259lliml\u0259r t\u0259cr\u00fcb\u0259 toplad\u0131qca, yenilikl\u0259r\u0259 a\u00e7\u0131q olub, onlar\u0131 \u00f6z t\u0259cr\u00fcb\u0259sind\u0259 aprobasiya ed\u0259-ed\u0259 qabaqc\u0131l m\u00fc\u0259llim\u0259 \u00e7evril\u0259 bilirl\u0259r. Lakin onlara bunun yolunu g\u00f6st\u0259rm\u0259k laz\u0131md\u0131r.<\/p>\n<\/blockquote>\n\n\n\n

M\u00fcasir t\u0259hsil konsepsiyalar\u0131 bu g\u00fcn m\u00fc\u0259lliml\u0259rin \u201c\u00e7iyinl\u0259rin\u0259\u201d daha a\u011f\u0131r \u201cy\u00fck\u201d qoyub. \u018fg\u0259r \u0259vv\u0259ll\u0259r bilik verm\u0259k m\u00fc\u0259llimin \u0259sas v\u0259zif\u0259si idis\u0259, m\u00fcasir d\u00f6vrd\u0259 o \u015f\u0259xsiyy\u0259ti inki\u015faf etdirm\u0259lidir. Bu, \u00e7\u0259tin, m\u00fcr\u0259kk\u0259b, xalq \u00fc\u00e7\u00fcn, onun inki\u015faf\u0131 \u00fc\u00e7\u00fcn taley\u00fckl\u00fc v\u0259zif\u0259dir. M\u00fc\u0259lliml\u0259r bunu bilm\u0259lidirl\u0259r, indi onlar\u0131n t\u0259lim-t\u0259rbiy\u0259 funksiyalar\u0131 yeni m\u0259zmun k\u0259sb edir. D\u0259rs v\u0259saitinin m\u00fc\u0259llifl\u0259ri m\u0259s\u0259l\u0259y\u0259 bu kontekstd\u0259n yana\u015faraq, m\u00fc\u0259llimin t\u0259rbiy\u0259edici, stimulla\u015fd\u0131r\u0131c\u0131, idar\u0259etm\u0259 funksiyalar\u0131 il\u0259 yana\u015f\u0131 inki\u015fafetdirici funksiyas\u0131na x\u00fcsusi diqq\u0259t yetirirl\u0259r. M\u00fc\u0259llimin inki\u015fafetdirici funksiyas\u0131n\u0131n ay\u0131rd edilm\u0259si onun qabiliyy\u0259tl\u0259rin\u0259 yenid\u0259n bax\u0131lmas\u0131n\u0131 t\u0259l\u0259b edir. Bu bax\u0131mdan, m\u00fc\u0259llifl\u0259r haql\u0131 olaraq  m\u00fc\u0259llimin akademik, didaktik, konstruktiv, t\u0259\u015fkilat\u00e7\u0131l\u0131q qabiliyy\u0259tl\u0259ri il\u0259 yana\u015f\u0131, \u015fagirdin inki\u015faf\u0131 bax\u0131m\u0131ndan m\u00fch\u00fcm \u0259h\u0259miyy\u0259t k\u0259sb ed\u0259n perseptiv, suqqestiv (t\u0259lqinedici),  \u00fcnsiyy\u0259t (kommunikativ) qabiliyy\u0259tl\u0259rini ay\u0131rd edirl\u0259r. Sonrak\u0131 hiss\u0259l\u0259rd\u0259 bu yana\u015fma inki\u015faf etdirilir, pedaqoji \u00fcnsiyy\u0259t m\u0259s\u0259l\u0259l\u0259ri diqq\u0259t m\u0259rk\u0259zin\u0259 g\u0259tirilir, m\u00fc\u0259llimin pedaqoji \u00fcslublar\u0131 a\u00e7\u0131qlan\u0131r, demokratik \u00fcslub \u0259m\u0259kda\u015fl\u0131\u011fa \u0259saslanan \u00fcslub kimi m\u0259naland\u0131r\u0131l\u0131r. M\u00fc\u0259llimin \u015f\u0259xsi keyfiyy\u0259tl\u0259ri, pedaqoji ustal\u0131\u011f\u0131, etik davran\u0131\u015f qaydalar\u0131 \u015f\u0259xsiyy\u0259tin inki\u015faf\u0131 kontekstind\u0259n t\u0259hlil edilir.<\/p>\n\n\n\n

Didaktikan\u0131n inki\u015fafetdirici funksiyas\u0131<\/strong><\/p>\n\n\n\n

H\u0259l\u0259 q\u0259dim d\u00f6vrl\u0259rd\u0259, ilk m\u0259kt\u0259bl\u0259r yarananda, ilk m\u00fc\u0259lliml\u0259r biliyi \u015fagird\u0259 \u00f6t\u00fcrm\u0259yin yollar\u0131n\u0131 axtar\u0131b tapanda didaktika \u00f6z\u00fcn\u00fcn praktik t\u0259c\u0259ss\u00fcm\u00fcn\u00fc tapma\u011fa ba\u015flay\u0131b. Amma bu, h\u0259qiq\u0259tdir ki, q\u0259dim d\u00f6vrl\u0259rd\u0259n etibar\u0259n, m\u0259kt\u0259bin pedaqoji t\u0259cr\u00fcb\u0259si m\u00fct\u0259f\u0259kkirl\u0259rin, maarifp\u0259rv\u0259r insanlar\u0131n, t\u0259cr\u00fcb\u0259li m\u00fc\u0259lliml\u0259rin didaktik fikirl\u0259ri il\u0259 z\u0259nginl\u0259\u015fib, cilalan\u0131b, t\u0259kmill\u0259\u015fib. Bu fikirl\u0259r bir t\u0259r\u0259fd\u0259n didaktikan\u0131n bir elm kimi formala\u015fmas\u0131, dig\u0259r t\u0259r\u0259fd\u0259n didaktik t\u0259f\u0259kk\u00fcr\u00fcn t\u0259\u015f\u0259kk\u00fcl tapmas\u0131 \u00fc\u00e7\u00fcn n\u0259z\u0259ri-metodoloji baza rolu oynay\u0131b. M\u00fc\u0259lliml\u0259r \u00f6z t\u0259cr\u00fcb\u0259l\u0259rind\u0259 bu fikirl\u0259rd\u0259n yararlan\u0131blar.<\/p>\n\n\n\n

T\u0259hsilin tarixin\u0259 diqq\u0259t etdikd\u0259, m\u0259lum olur ki, \u0259srl\u0259rin s\u00fczg\u0259cind\u0259n ke\u00e7\u0259n bu fikirl\u0259r m\u0259zmunu etibar\u0131 il\u0259 h\u0259m \u00f6yr\u0259dici, h\u0259m t\u0259rbiy\u0259edici, h\u0259m d\u0259 inki\u015fafedici xarakter da\u015f\u0131m\u0131\u015fd\u0131r. T\u0259hsil\u0259 yana\u015fmadan as\u0131l\u0131 olaraq, bu funksiyalar bu v\u0259 ya dig\u0259r formada qabaqc\u0131l m\u00fc\u0259lliml\u0259rin t\u0259cr\u00fcb\u0259sind\u0259 \u00f6z t\u0259c\u0259ss\u00fcm\u00fcn\u00fc tapm\u0131\u015fd\u0131. Didaktika is\u0259 bir elm kimi Y.A.Komenskinin sistemli t\u0259hsil n\u0259z\u0259riyy\u0259sinin m\u00fcst\u0259visind\u0259 yaranm\u0131\u015fd\u0131. Savads\u0131zl\u0131\u011f\u0131n l\u0259\u011fvin\u0259 istiqam\u0259tl\u0259n\u0259n, ham\u0131ya h\u0259r \u015feyi \u00f6yr\u0259tm\u0259k f\u0259ls\u0259f\u0259sin\u0259 \u0259saslanan bu \u201cDidaktika\u201d \u00f6yr\u0259dici v\u0259 t\u0259rbiy\u0259edici funksiyalara daha b\u00f6y\u00fck \u00f6n\u0259m vermi\u015fdi. D\u00f6vr\u00fcn t\u0259l\u0259bl\u0259ri \u00e7\u0259r\u00e7iv\u0259sind\u0259 \u00f6z\u00fcn\u00fc obrazl\u0131 des\u0259k, rahat hiss ed\u0259n \u201cKomenski didaktikas\u0131\u201d XX \u0259srin ortalar\u0131nda yenil\u0259nm\u0259y\u0259 ehtiyac duydu. Bu ehtiyac \u201cDidaktika\u201dn\u0131n inki\u015fafetdirici funksiya qanadlar\u0131nda p\u0259rvazlanmas\u0131na r\u0259vac verdi. M\u00fc\u0259llifl\u0259r \u201cDidaktika\u201dn\u0131n mahiyy\u0259tini bu istiqam\u0259td\u0259 d\u0259y\u0259rl\u0259ndirm\u0259y\u0259 nail olmu\u015flar. Onlar f\u0259al v\u0259 interaktiv t\u0259lim metodlar\u0131n\u0131n izah\u0131na geni\u015f yer ver\u0259r\u0259k, haql\u0131 olaraq, onlar\u0131 \u0259qli inki\u015faf\u0131n \u0259sas vasit\u0259si kimi d\u0259y\u0259rl\u0259ndirmi\u015fl\u0259r. Maraql\u0131d\u0131r ki, onlar bu \u0259z\u0259m\u0259tli v\u0259zif\u0259nin yerin\u0259 yetirilm\u0259si bax\u0131m\u0131ndan t\u0259lim texnologiyalar\u0131n\u0131n \u0259h\u0259miyy\u0259tin\u0259 x\u00fcsusi \u00f6n\u0259m vermi\u015f v\u0259 bu m\u0259qs\u0259dd\u0259n \u00e7\u0131x\u0131\u015f ed\u0259r\u0259k, d\u0259rs v\u0259saitind\u0259 \u0259n\u0259n\u0259vi, proqramla\u015fd\u0131r\u0131lm\u0131\u015f, problemli, f\u0259al, oyun, distant, komp\u00fcter v\u0259 t\u0259dqiqat xarakterli, modul t\u0259lim texnologiyalar\u0131 haqq\u0131nda oxucuya z\u0259ruri m\u0259lumat vermi\u015fl\u0259r.<\/p>\n\n\n\n

T\u0259limin t\u0259\u015fkili formalar\u0131n\u0131n da m\u00fc\u0259llifl\u0259r t\u0259r\u0259find\u0259n inki\u015fafetdirici xarakterinin a\u00e7\u0131qlanmas\u0131 maraq do\u011furur. \u018fvv\u0259lc\u0259 t\u0259limin t\u0259\u015fkili formalar\u0131n\u0131n tarixin\u0259 ekskurs edilir, f\u0259rdi, sinif-d\u0259rs, qar\u015f\u0131l\u0131ql\u0131, standart, Dalton-plan, laborator-briqada, Tramp plan\u0131, d\u0259r\u0259c\u0259l\u0259r\u0259 b\u00f6l\u00fcnm\u0259y\u0259n sinifl\u0259r, y\u00fckl\u0259nm\u0259 v\u0259 b. t\u0259lim formalar\u0131 haqq\u0131nda \u0259trafl\u0131 m\u0259lumatlar ver\u0259n m\u00fc\u0259llifl\u0259r d\u0259rsin tipl\u0259rini v\u0259 m\u0259rh\u0259l\u0259l\u0259rini ay\u0131rd edir, sonra onlar\u0131 f\u0259al (interaktiv) t\u0259lim texnologiyalar\u0131 bax\u0131m\u0131ndan ayr\u0131-ayr\u0131l\u0131qda t\u0259hlil edirl\u0259r. Bu yana\u015fma onlar\u0131n d\u0259rsin inki\u015fafetdirici xarakterini a\u00e7mas\u0131 \u00fc\u00e7\u00fcn geni\u015f imkan vermi\u015fdir. Maraql\u0131d\u0131r ki, izah edil\u0259n m\u0259s\u0259l\u0259l\u0259rin praktik xarakter da\u015f\u0131mas\u0131n\u0131n \u0259h\u0259miyy\u0259tini y\u00fcks\u0259k qiym\u0259tl\u0259ndir\u0259n m\u00fc\u0259llifl\u0259r ayr\u0131-ayr\u0131 d\u0259rs tipl\u0259rinin m\u0259rh\u0259l\u0259l\u0259rini inki\u015fafetdirici t\u0259lim prizmas\u0131ndan isah etmi\u015fl\u0259r. D\u0259rs v\u0259saitind\u0259 t\u0259lim n\u0259tic\u0259l\u0259rinin qiym\u0259tl\u0259ndirilm\u0259si d\u0259 m\u00fcasir t\u0259lim konsepsiyalar\u0131n\u0131n t\u0259l\u0259bl\u0259ri \u00e7\u0259r\u00e7iv\u0259sind\u0259 t\u0259hlil olunur.<\/p>\n\n\n\n

T\u0259rbiy\u0259edici funksiyan\u0131n inki\u015fafetdirici xarakteri<\/strong><\/p>\n\n\n\n

F\u0259al t\u0259lim ke\u00e7\u0259n \u0259srin 60-c\u0131 ill\u0259rind\u0259 B.Blumun t\u0259lim m\u0259qs\u0259dl\u0259ri taksonomiyas\u0131 il\u0259 aktualla\u015fd\u0131 v\u0259 t\u0259limin inki\u015fafetdirici funksiyas\u0131 prioritet oldu. Lakin B.Blumun taksonomiyas\u0131 m\u0259kt\u0259bin t\u0259rbiy\u0259 institutu kimi \u00f6n\u0259mli funksiyas\u0131 olan t\u0259rbiy\u0259edici funksiyan\u0131n arxa plana ke\u00e7m\u0259sini \u015f\u0259rtl\u0259ndirdi. Koqnitiv xarakter da\u015f\u0131yan bu taksonomiyada yaln\u0131z \u0259qli inki\u015faf \u00f6n\u0259 \u00e7\u0259kilir. Halbuki, \u015f\u0259xsiyy\u0259tin inki\u015faf\u0131n\u0131 t\u0259kc\u0259 intellektual inki\u015fafla m\u0259hdudla\u015fd\u0131rmaq olmaz. XX \u0259srin sonlar\u0131nda b\u00f6y\u00fck Az\u0259rbaycan alimi \u018fbd\u00fcl \u018flizad\u0259nin \u00fc\u00e7 t\u0259rkibli t\u0259lim m\u0259qs\u0259dl\u0259ri taksonomiyas\u0131 (t\u0259hsil — inki\u015faf — m\u0259d\u0259niyy\u0259t) pedaqoji ictimaiyy\u0259t\u0259 t\u0259qdim edildi. Bu taksonomiya \u015f\u0259xsiyy\u0259tin h\u0259rt\u0259r\u0259fli inki\u015faf\u0131na istiqam\u0259tl\u0259nir. T\u0259hsil, inki\u015faf v\u0259 m\u0259d\u0259niyy\u0259t bu taksonomiyada bir-biri il\u0259 qar\u015f\u0131l\u0131ql\u0131 \u0259laq\u0259d\u0259 olan paradiqmalar kimi pedaqoji prosesin, obrazl\u0131 des\u0259k, onur\u011fa s\u00fctunu kimi m\u0259naland\u0131r\u0131l\u0131r. M\u00fc\u0259llifl\u0259r d\u0259rs v\u0259saitind\u0259 t\u0259rbiy\u0259 m\u0259s\u0259l\u0259l\u0259rini bu kontekstd\u0259n d\u0259y\u0259rl\u0259ndirir, t\u0259rbiy\u0259 \u015fagirdd\u0259 t\u0259kc\u0259 m\u0259n\u0259vi keyfiyy\u0259tl\u0259rin formala\u015fmas\u0131 kimi deyil, \u015f\u0259xsiyy\u0259tin formala\u015fmas\u0131 v\u0259 inki\u015faf\u0131 kontekstind\u0259n t\u0259qdim edilir. D\u0259rs v\u0259saitind\u0259 t\u0259rbiy\u0259 prosesinin x\u00fcsusiyy\u0259tl\u0259ri v\u0259 m\u0259rh\u0259l\u0259l\u0259ri, t\u0259rbiy\u0259nin m\u0259qs\u0259d v\u0259 m\u0259zmunu, qanunauy\u011funluqlar\u0131, prinsipl\u0259ri, metodlar\u0131 da bu istiqam\u0259td\u0259 a\u00e7\u0131qlan\u0131r.<\/p>\n\n\n\n

T\u0259bii ki, m\u0259kt\u0259bd\u0259 t\u0259rbiy\u0259 i\u015fl\u0259ri sinif r\u0259hb\u0259ri t\u0259r\u0259find\u0259n sinifd\u0259nxaric v\u0259 m\u0259kt\u0259bd\u0259nk\u0259nar t\u0259rbiy\u0259 i\u015fl\u0259rinin t\u0259\u015fkili vasit\u0259si il\u0259 yarad\u0131lm\u0131\u015f t\u0259rbiy\u0259edici m\u00fchitd\u0259 h\u0259yata ke\u00e7irilir. M\u0259s\u0259l\u0259y\u0259 bu istiqam\u0259td\u0259n yana\u015fan m\u00fc\u0259llifl\u0259r sinif r\u0259hb\u0259rinin v\u0259zif\u0259l\u0259rini, i\u015finin m\u0259zmunu v\u0259 onun planla\u015fd\u0131rmas\u0131n\u0131, sinifd\u0259nxaric v\u0259 m\u0259kt\u0259bd\u0259nk\u0259nar i\u015fl\u0259rin forma v\u0259 metodlar\u0131n\u0131 a\u00e7\u0131qlay\u0131rlar. T\u0259rbiy\u0259 i\u015finin h\u0259yata ke\u00e7irilm\u0259si \u00fc\u00e7\u00fcn, ilk n\u00f6vb\u0259d\u0259, sinifd\u0259 t\u0259rbiy\u0259edici m\u00fchitin formala\u015fmas\u0131 z\u0259ruridir. Bu m\u00fcdd\u0259a bu g\u00fcn art\u0131q pedaqoji aksiomaya \u00e7evrilib. Sinifd\u0259 t\u0259rbiy\u0259edici m\u00fchitin yaranmas\u0131 sinif kollektivinin formala\u015fmas\u0131ndan as\u0131l\u0131d\u0131r. M\u00fc\u0259llifl\u0259r bu m\u0259qs\u0259dl\u0259 sinif kollektivinin formala\u015fmas\u0131 m\u0259s\u0259l\u0259l\u0259rin\u0259 d\u0259rs v\u0259saitind\u0259 geni\u015f yer vermi\u015f, kollektivin funksiyalar\u0131n\u0131, inki\u015faf m\u0259rh\u0259l\u0259l\u0259rini, kollektivd\u0259 \u00f6z\u00fcn\u00fcidar\u0259nin t\u0259\u015fkili m\u0259s\u0259l\u0259l\u0259rini m\u00fcasir d\u00f6vr\u00fcn t\u0259l\u0259bl\u0259ri \u00e7\u0259r\u00e7iv\u0259sind\u0259 izah etmi\u015fl\u0259r v\u0259 \u0259n \u0259sas\u0131 kollektivi \u015fagird \u015f\u0259xsiyy\u0259tinin inki\u015faf\u0131na t\u0259sir ed\u0259n q\u00fcvv\u0259 kimi qiym\u0259tl\u0259ndirmi\u015fl\u0259r. Bu yolla f\u0259rdin \u015f\u0259xsiyy\u0259t\u0259 \u00e7evrilm\u0259sind\u0259 kollektivin q\u00fcdr\u0259tini g\u00f6st\u0259r\u0259 bilmi\u015fl\u0259r.  <\/p>\n\n\n\n

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T\u0259rbiy\u0259 i\u015fl\u0259rini yaln\u0131z m\u0259kt\u0259bd\u0259 h\u0259yata ke\u00e7irm\u0259kl\u0259 y\u00fcks\u0259k s\u0259m\u0259r\u0259 \u0259ld\u0259 etm\u0259k inand\u0131r\u0131c\u0131 g\u00f6r\u00fcnm\u00fcr. M\u00fc\u0259llifl\u0259r bu m\u0259ntiq\u0259 \u0259saslanaraq, m\u0259kt\u0259b, ail\u0259 v\u0259 ictimaiyy\u0259tin birg\u0259 i\u015finin h\u0259yata ke\u00e7irilm\u0259sini \u015f\u0259xsiyy\u0259tin inki\u015faf\u0131 kontekstind\u0259 pedaqoji s\u0259m\u0259r\u0259liliyin \u0259ld\u0259 olunmas\u0131 yolu kimi m\u0259naland\u0131raraq, onlar\u0131n birg\u0259 i\u015finin formalar\u0131n\u0131, sinifd\u0259nxaric v\u0259 m\u0259kt\u0259bd\u0259nk\u0259nar t\u0259rbiy\u0259 i\u015fl\u0259rinin m\u0259zmununu a\u00e7\u0131qlaya bilmi\u015fl\u0259r.<\/p>\n<\/blockquote>\n\n\n\n

T\u0259bii ki, m\u00fcasir d\u00f6vrd\u0259 m\u0259kt\u0259bin idar\u0259 edilm\u0259si \u015fagirdin inki\u015faf\u0131 bax\u0131m\u0131ndan yeni m\u0259zmun da\u015f\u0131mal\u0131d\u0131r. D\u0259rs v\u0259saitind\u0259 m\u00fc\u0259llifl\u0259r m\u0259kt\u0259bin idar\u0259 edilm\u0259si v\u0259 ona r\u0259hb\u0259rliyin \u00fcmumi \u0259saslar\u0131n\u0131 bu m\u00fcst\u0259vid\u0259 d\u0259y\u0259rl\u0259ndir\u0259r\u0259k, m\u0259kt\u0259b\u0259 r\u0259hb\u0259rliyin prinsipl\u0259rini m\u0259kt\u0259bin idar\u0259 edilm\u0259sinin funksiyalar\u0131n\u0131, idar\u0259etm\u0259d\u0259 m\u0259qs\u0259d qoyulu\u015fu v\u0259 planla\u015fd\u0131rma, m\u0259kt\u0259bdaxili n\u0259zar\u0259t, m\u0259kt\u0259b r\u0259hb\u0259rliyi v\u0259 kollegial idar\u0259etm\u0259, metodiki xidm\u0259tin t\u0259\u015fkili, m\u00fc\u0259lliml\u0259rin ixtisasart\u0131rmas\u0131 v\u0259 attestasiyas\u0131 m\u0259s\u0259l\u0259l\u0259rin\u0259 toxunmu\u015f, onlar\u0131 \u015f\u0259xsiyy\u0259tin inki\u015faf\u0131 kontekstind\u0259 a\u00e7\u0131qlaya bilmi\u015fl\u0259r. <\/p>\n\n\n\n

D\u0259rs v\u0259saitinin m\u0259ziyy\u0259tl\u0259ri \u00e7oxdur. M\u00fc\u0259llifl\u0259r — professor M\u0259cid \u0130smixanov v\u0259 professor H\u0259s\u0259n Bayramov pedaqoji m\u0259s\u0259l\u0259l\u0259ri \u015f\u0259xsiyy\u0259tin inki\u015faf\u0131 istiqam\u0259tind\u0259 h\u0259ll etm\u0259y\u0259 \u00e7al\u0131\u015fm\u0131\u015f v\u0259 \u00f6z m\u0259qs\u0259dl\u0259rin\u0259 nail olmu\u015flar. Bu, onlar\u0131n pedaqoji m\u0259s\u0259l\u0259l\u0259ri m\u00fcasir t\u0259lim konsepsiyalar\u0131 axar\u0131nda izah etm\u0259l\u0259rin\u0259 imkan yaratm\u0131\u015fd\u0131. \u0130nan\u0131r\u0131q ki, d\u0259rs v\u0259saiti t\u0259yinat\u0131na uy\u011fun olaraq ali m\u0259kt\u0259bl\u0259rd\u0259 zaman\u0131n \u00e7a\u011f\u0131r\u0131\u015flar\u0131na cavab ver\u0259 bil\u0259n y\u00fcks\u0259kixtisasl\u0131 m\u00fc\u0259llim kadrlar\u0131n\u0131n haz\u0131rlanmas\u0131 i\u015find\u0259 m\u00fch\u00fcm \u0259h\u0259miyy\u0259t k\u0259sb ed\u0259c\u0259kdir.<\/p>\n

<\/a>\"image_print\"<\/a><\/div>","protected":false},"excerpt":{"rendered":"

Hikm\u0259t \u018fL\u0130ZAD\u018fpedaqoji elml\u0259r doktoru, BDU-nun professoru M\u00fcasir d\u00f6vrd\u0259 pedaqogika yeni pedaqoji t\u0259f\u0259kk\u00fcr m\u00fcst\u0259visind\u0259 inki\u015faf edir<\/p>\n","protected":false},"author":2,"featured_media":371,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[27],"tags":[],"class_list":["post-368","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pr"],"_links":{"self":[{"href":"https:\/\/pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/368","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/pedaqoq.az\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/pedaqoq.az\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=368"}],"version-history":[{"count":3,"href":"https:\/\/pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/368\/revisions"}],"predecessor-version":[{"id":401,"href":"https:\/\/pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/368\/revisions\/401"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/pedaqoq.az\/index.php?rest_route=\/wp\/v2\/media\/371"}],"wp:attachment":[{"href":"https:\/\/pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=368"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=368"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=368"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}