{"id":984,"date":"2023-12-18T22:31:00","date_gmt":"2023-12-18T18:31:00","guid":{"rendered":"https:\/\/pedaqoq.az\/?p=984"},"modified":"2024-08-19T22:52:57","modified_gmt":"2024-08-19T18:52:57","slug":"pedaqoji-t%c9%99nqid-gunumuzun-vacib-t%c9%99l%c9%99bl%c9%99rind%c9%99n-biri-kimi","status":"publish","type":"post","link":"https:\/\/pedaqoq.az\/?p=984","title":{"rendered":"Pedaqoji t\u0259nqid g\u00fcn\u00fcm\u00fcz\u00fcn vacib t\u0259l\u0259bl\u0259rind\u0259n biri kimi"},"content":{"rendered":"\n
\"\"<\/figure>
\n

\u018fnv\u0259r ABBASOV
<\/strong>
Bak\u0131 Slavyan Universitetinin prorektoru, pedaqogika \u00fczr\u0259 f\u0259ls\u0259f\u0259 doktoru, dosent, \u018fm\u0259kdar m\u00fc\u0259llim<\/em><\/p>\n<\/div><\/div>\n\n\n\n

Bu g\u00fcn \u00f6lk\u0259mizd\u0259 h\u0259yata ke\u00e7iril\u0259n t\u0259hsil islahatlar\u0131 m\u00fcxt\u0259lif aspektd\u0259 olan innovasiyay\u00f6n\u00fcml\u00fc t\u0259hsil quruculu\u011fu t\u0259dbirl\u0259ri il\u0259 m\u00fc\u015fayi\u0259t olunur. B\u00fct\u00f6vl\u00fckd\u0259 t\u0259hsilalanlar\u0131n inki\u015faf\u0131n\u0131 m\u0259qs\u0259d\u0259 \u00e7evir\u0259n bu t\u0259dbirl\u0259r \u00f6zl\u00fcy\u00fcnd\u0259 h\u0259m yarand\u0131\u011f\u0131 d\u00f6vrd\u0259, h\u0259m d\u0259 b\u00f6y\u00fck t\u0259hsil t\u0259cr\u00fcb\u0259l\u0259rinin sistemli mexanizml\u0259rin\u0259 \u00e7evrilm\u0259kl\u0259 t\u0259sdiq v\u0259 ya inkar\u0131n\u0131, ba\u015fqa s\u00f6zl\u0259, d\u0259y\u0259rl\u0259ndirilm\u0259sini g\u00f6zl\u0259yir. Bu, h\u0259m d\u0259 m\u00fcxt\u0259lif innovasiyalar \u015f\u0259raitind\u0259 ist\u0259r n\u0259z\u0259ri, ist\u0259rs\u0259 d\u0259 praktik xarakterli pedaqoji u\u011furlar\u0131n m\u0259ntiqi n\u0259tic\u0259si olaraq meydana \u00e7\u0131x\u0131r. Ona g\u00f6r\u0259 d\u0259 bel\u0259 bir missiyan\u0131 yerin\u0259 yetir\u0259 bil\u0259c\u0259k pedaqoji t\u0259nqid bar\u0259sind\u0259 m\u00fczakir\u0259l\u0259r s\u0259ngimir, onun yarad\u0131lmas\u0131, t\u0259sbit olunmas\u0131 d\u00f6vr\u00fc olaraq m\u00fczakir\u0259 obyektin\u0259 \u00e7evrilir. \u0130lkin ara\u015fd\u0131rmalar da onu g\u00f6st\u0259rir ki, c\u0259miyy\u0259t \u00fcmumi inki\u015faf\u0131n \u0259sas atributuna \u00e7evril\u0259n, t\u0259hsilin keyfiyy\u0259tinin y\u00fcks\u0259ldilm\u0259si bax\u0131m\u0131ndan elmi-n\u0259z\u0259ri prinsipl\u0259r\u0259 s\u00f6yk\u0259n\u0259n v\u0259 m\u0259sul bir yana\u015fma m\u0259d\u0259niyy\u0259tini ehtiva ed\u0259n pedaqoji t\u0259nqidin olmas\u0131n\u0131 bir z\u0259rur\u0259t kimi t\u0259l\u0259b edir. Bu, h\u0259m d\u0259 m\u0259rhum professor \u018fjd\u0259r A\u011fayevin t\u0259birinc\u0259 demi\u015f olsaq, t\u0259hsil sistemi, t\u0259hsil strukturlar\u0131, t\u0259hsil m\u0259zmunu, t\u0259lim metodlar\u0131 v\u0259 dig\u0259r praktik n\u0259tic\u0259l\u0259rd\u0259n ibar\u0259t olan \u201ct\u0259hsil\u015f\u00fcnasl\u0131q\u201d v\u0259 ya \u201cpedaqogika\u015f\u00fcnasl\u0131q\u201d kimi t\u0259hsil elml\u0259rinin inki\u015faf etdirilm\u0259si bax\u0131m\u0131ndan da  \u0259h\u0259miyy\u0259tli hesab edilir.<\/p>\n\n\n\n

Ara\u015fd\u0131rmalardan bel\u0259 n\u0259tic\u0259y\u0259 g\u0259lm\u0259k olur ki, pedaqoji t\u0259nqid v\u0259 t\u0259nqidi pedaqogikaya elmi m\u0259nb\u0259l\u0259rd\u0259 yana\u015f\u0131 i\u015fl\u0259n\u0259n anlay\u0131\u015flar kimi m\u00fcraci\u0259t olunur. \u00dcmumi c\u0259h\u0259t ondan ibar\u0259tdir ki, pedaqoji t\u0259nqid d\u0259, t\u0259nqidi pedaqogika da  \u0259n\u0259n\u0259vi t\u0259hsil modell\u0259rin\u0259 yarad\u0131c\u0131 yana\u015fma\u011f\u0131 v\u0259 yenilikl\u0259r\u0259 a\u00e7\u0131q olma\u011f\u0131, inkl\u00fcziv v\u0259 \u0259dal\u0259tli \u00f6yr\u0259nm\u0259 m\u00fchitini t\u0259\u015fviq edir. Onlara t\u0259hsil sah\u0259sind\u0259 getdikc\u0259 daha \u00e7ox \u0259h\u0259miyy\u0259t da\u015f\u0131yan anlay\u0131\u015flar kimi yana\u015f\u0131l\u0131r. B\u0259lk\u0259 d\u0259, el\u0259 o s\u0259b\u0259bd\u0259ndir ki, b\u0259zi hallarda bu anlay\u0131\u015flar eyni m\u0259nada i\u015fl\u0259nir, onlar t\u0259hsilalanlar\u0131n formala\u015fmas\u0131 v\u0259 inki\u015faf\u0131nda xidm\u0259ti olan sah\u0259l\u0259r kimi d\u0259y\u0259rl\u0259ndirilir. H\u0259tta b\u0259zi xarici dild\u0259 olan m\u0259nb\u0259l\u0259rd\u0259 pedaqoji t\u0259nqidin t\u0259nqidi pedaqogika anlam\u0131nda i\u015fl\u0259nm\u0259sin\u0259 v\u0259 izah edilm\u0259sin\u0259 d\u0259 rast g\u0259lm\u0259k m\u00fcmk\u00fcnd\u00fcr. Lakin t\u0259nqidi pedaqogika (critical pedagogy) v\u0259 pedaqoji t\u0259nqid (pedagogical criticism) x\u00fcsusi ifad\u0259 t\u0259rzin\u0259 v\u0259 semantikaya malik olan f\u0259rqli anlay\u0131\u015flar olmaqla \u00f6z\u00fcn\u0259m\u0259xsus funksiyalar da\u015f\u0131y\u0131r. M\u0259nb\u0259l\u0259rd\u0259 t\u0259nqidi pedaqogika x\u00fcsusi t\u0259hsil v\u0259 ictimai h\u0259r\u0259kat f\u0259ls\u0259f\u0259si kimi \u015f\u0259rh olunur. O \u00f6z f\u0259aliyy\u0259tind\u0259 t\u0259nqidi n\u0259z\u0259riyy\u0259 v\u0259 \u0259laq\u0259li \u0259n\u0259n\u0259l\u0259rd\u0259n ba\u015flayaraq t\u0259hsil v\u0259 m\u0259d\u0259niyy\u0259tin \u00f6yr\u0259nilm\u0259si sah\u0259sin\u0259 q\u0259d\u0259r b\u00fct\u00fcn konsepsiyalar\u0131 inki\u015faf etdirir v\u0259 t\u0259tbiqin\u0259 nail olur. Bu pedaqogikan\u0131n Braziliya alimi Paulo Freire t\u0259r\u0259find\u0259n b\u00fcn\u00f6vr\u0259sinin qoyulmas\u0131 XX \u0259srin \u0259vv\u0259ll\u0259rin\u0259 t\u0259sad\u00fcf edir. Braziliyal\u0131 alim, pedaqoq v\u0259 filosof Paulo Freire \u201cM\u0259zlumlar\u0131n pedaqogikas\u0131\u201d \u0259s\u0259ri il\u0259 onun banisi kimi tan\u0131n\u0131r.<\/p>\n\n\n\n

\n

HA\u015e\u0130Y\u018f:<\/strong> Paulo Reglus Neves Freire  XX \u0259srd\u0259 ya\u015fam\u0131\u015f pedaqoq v\u0259 filosof, t\u0259nqidi pedaqogikan\u0131n yarad\u0131c\u0131s\u0131 kimi tan\u0131nm\u0131\u015fd\u0131r. T\u0259hsil, pedaqogika v\u0259 f\u0259ls\u0259f\u0259 sah\u0259l\u0259rind\u0259 20-d\u0259n \u00e7ox kitab yazm\u0131\u015fd\u0131r. O, 1968-ci ild\u0259 yazd\u0131\u011f\u0131 \u201cM\u0259zlumlar\u0131n pedaqogikas\u0131\u201d \u0259s\u0259ri il\u0259 t\u0259nqidi pedaqogikan\u0131n \u0259sas\u0131n\u0131 qoymu\u015fdur.<\/p>\n<\/blockquote>\n\n\n\n

\u018fslind\u0259 t\u0259nqidi pedaqogika ayr\u0131ca  bir pedaqogika kimi \u00f6z\u00fcn\u0259 xas olan prinsipl\u0259ri il\u0259 f\u0259rql\u0259nir. Bel\u0259 ki, bu pedaqogika, ilk n\u00f6vb\u0259d\u0259, t\u0259l\u0259b\u0259l\u0259rin s\u0259lahiyy\u0259tl\u0259rini art\u0131rmaq v\u0259 onlar\u0131n h\u0259yat t\u0259cr\u00fcb\u0259l\u0259rini m\u0259rk\u0259zl\u0259\u015fdirm\u0259kl\u0259 daha demokratik v\u0259 \u0259dal\u0259tli t\u0259hsil sistemi yaratma\u011f\u0131 h\u0259d\u0259fl\u0259yir. \u0130st\u0259nil\u0259n t\u0259lim \u015f\u0259raitind\u0259 onun t\u0259tbiqi m\u00fcmk\u00fcn hesab edilir. N\u0259z\u0259riyy\u0259 il\u0259 praktikan\u0131n \u0259laq\u0259liliyinin n\u0259z\u0259r\u0259 al\u0131nmas\u0131 onun \u0259sas t\u0259l\u0259bl\u0259rind\u0259n biri hesab olunur.<\/p>\n\n\n\n

T\u0259nqidi pedaqogikan\u0131n dig\u0259r m\u00fch\u00fcm prinsipl\u0259rind\u0259n biri d\u0259 dialoqlardan istifad\u0259 olunmas\u0131d\u0131r. Dialoq t\u0259nqidi yana\u015fmalar m\u00fcst\u0259visind\u0259 h\u0259m m\u00fc\u0259lliml\u0259r\u0259, h\u0259m d\u0259 \u015fagirdl\u0259r\u0259\/t\u0259l\u0259b\u0259l\u0259r\u0259 bir-birind\u0259n \u00f6yr\u0259nm\u0259kl\u0259 fikir v\u0259 m\u00fclahiz\u0259l\u0259rini, g\u0259l\u0259c\u0259k perspektivl\u0259ri m\u00fczakir\u0259 etm\u0259y\u0259 imkan yarad\u0131r. Yaranmaqda olan m\u00fcasir t\u0259hsil \u0259n\u0259n\u0259l\u0259rini daha avtoritar v\u0259 iyerarxiyaya meyilli olan \u0259n\u0259n\u0259vi t\u0259hsil modelind\u0259n f\u0259rql\u0259ndirir.<\/p>\n\n\n\n

T\u0259nqidi pedaqogikada d\u00fc\u015f\u00fcnc\u0259 v\u0259 f\u0259aliyy\u0259tin olmas\u0131 vacib hesab edilir. T\u0259hsilalanlar \u00f6z t\u0259cr\u00fcb\u0259l\u0259ri, yerl\u0259\u015fdikl\u0259ri sosial v\u0259 m\u0259d\u0259ni kontekstl\u0259r \u00fcz\u0259rind\u0259 t\u0259nqidi \u015f\u0259kild\u0259 d\u00fc\u015f\u00fcnm\u0259y\u0259 h\u0259v\u0259sl\u0259ndirilir. Onlar\u0131n m\u00f6vcud t\u0259hsil strukturlar\u0131na yarad\u0131c\u0131 m\u00fcnasib\u0259t b\u0259sl\u0259m\u0259l\u0259ri, t\u0259klifl\u0259rin daha optimal olmas\u0131 \u00fc\u00e7\u00fcn z\u0259ruri \u015f\u0259raitin yarad\u0131lmas\u0131 bir t\u0259l\u0259b kimi qar\u015f\u0131ya qoyulur. Bununla \u015fagirdl\u0259rd\u0259\/t\u0259l\u0259b\u0259l\u0259rd\u0259 sosial v\u0259 siyasi m\u0259s\u0259l\u0259l\u0259rd\u0259n x\u0259b\u0259rdar v\u0259 sosial \u0259dal\u0259t\u0259 sadiq olan t\u0259nqidi \u015f\u00fcurun inki\u015faf\u0131na imkan yarana bilir.<\/p>\n\n\n\n

Pedaqoji t\u0259nqid n\u0259dir?<\/strong><\/p>\n\n\n\n

Pedaqoji t\u0259nqid elmi-pedaqoji yarad\u0131c\u0131l\u0131\u011f\u0131n bir n\u00f6v\u00fc olub geni\u015f m\u0259nada t\u0259hsil prosesinin, pedaqoji, metodik \u0259s\u0259rl\u0259rin izah\u0131, t\u0259hlili, d\u0259y\u0259rl\u0259ndirilm\u0259si, el\u0259c\u0259 d\u0259 t\u0259hsil prosesind\u0259 maraql\u0131 olan t\u0259r\u0259fl\u0259rin yarad\u0131c\u0131 f\u0259aliyy\u0259tini ara\u015fd\u0131raraq qiym\u0259tl\u0259ndirilm\u0259si, g\u0259l\u0259c\u0259k inki\u015faf \u00fc\u00e7\u00fcn t\u00f6vsiy\u0259l\u0259r verilm\u0259si il\u0259 m\u0259\u015f\u011ful olur. Pedaqoji t\u0259nqidin ba\u015fl\u0131ca v\u0259zif\u0259si m\u00fcasir pedaqoji v\u0259 elmi-pedaqoji yarad\u0131c\u0131l\u0131q prosesl\u0259rini izl\u0259m\u0259k, el\u0259c\u0259 d\u0259 klassik pedaqoji fikr\u0259 m\u00fcasir d\u00f6vr\u00fcn t\u0259l\u0259bi bax\u0131m\u0131ndan qiym\u0259t verm\u0259kd\u0259n ibar\u0259tdir.<\/p>\n\n\n\n

Pedaqoji t\u0259nqid h\u0259m\u00e7inin pedaqogika\u015f\u00fcnasl\u0131q elminin bir sah\u0259si kimi ba\u015fa d\u00fc\u015f\u00fcl\u00fcr. \u018fg\u0259r biz pedaqoji elml\u0259r sistemin\u0259 daxil olan sah\u0259l\u0259ri xarakterin\u0259 g\u00f6r\u0259 \u00fcmumil\u0259\u015fdirilmi\u015f \u015f\u0259kild\u0259 qrupla\u015fd\u0131rsaq, he\u00e7 \u015f\u00fcbh\u0259siz, burada h\u0259m tarixi, h\u0259m n\u0259z\u0259ri, h\u0259m d\u0259 m\u00fcnasib\u0259tl\u0259rd\u0259n ibar\u0259t olan yana\u015fmalar\u0131 ayd\u0131n t\u0259s\u0259vv\u00fcr ed\u0259 bil\u0259rik. Bu is\u0259 pedaqogika\u015f\u00fcnasl\u0131q, yaxud pedaqogika elminin pedaqogika tarixi, pedaqogika n\u0259z\u0259riyy\u0259si v\u0259 pedaqoji t\u0259nqidd\u0259n ibar\u0259t infrastruktur elementl\u0259rini ayd\u0131n g\u00f6rm\u0259y\u0259 imkan verir.<\/p>\n\n\n\n

\n

HA\u015e\u0130Y\u018f:<\/strong> Yeri g\u0259lmi\u015fk\u0259n, h\u0259l\u0259 \u00f6t\u0259n \u0259srin 90-c\u0131 ill\u0259rinin \u0259vv\u0259ll\u0259rind\u0259 Az\u0259rbaycan\u0131n g\u00f6rk\u0259mli pedaqoq aliml\u0259rind\u0259n professorlar B\u0259\u015fir \u018fhm\u0259dov v\u0259 \u018fjd\u0259r A\u011fayevl\u0259 olan m\u00fczakir\u0259l\u0259ri yax\u015f\u0131 xat\u0131rlay\u0131ram. Onlar pedaqogika elminin infrastruktur m\u0259s\u0259l\u0259l\u0259rin\u0259 v\u0259 pedaqoji t\u0259nqid bar\u0259sind\u0259 deyil\u0259n fikirl\u0259r\u0259 pozitiv m\u00f6vqed\u0259n yana\u015f\u0131rd\u0131lar. Sonralar bu m\u0259s\u0259l\u0259l\u0259rl\u0259 ba\u011fl\u0131 pedaqoq aliml\u0259rimizd\u0259n professor F\u0259rrux R\u00fcst\u0259mov, dosentl\u0259rd\u0259n Vidadi B\u0259\u015firov, \u0130lham \u018fhm\u0259dov v\u0259 ba\u015fqalar\u0131n\u0131n ara\u015fd\u0131rmalar aparmas\u0131 v\u0259 fikirl\u0259r s\u00f6yl\u0259m\u0259si  problemin \u0259h\u0259miyy\u0259tini a\u00e7\u0131q-ayd\u0131n g\u00f6st\u0259rm\u0259kl\u0259 yana\u015f\u0131, onun h\u0259l\u0259 d\u0259 g\u00fcnd\u0259md\u0259 qalmas\u0131n\u0131 s\u00fcbut etm\u0259kd\u0259dir.<\/p>\n<\/blockquote>\n\n\n\n

Pedaqoji t\u0259nqid n\u0259 \u00fc\u00e7\u00fcn laz\u0131md\u0131r?<\/strong><\/p>\n\n\n\n

Pedaqoji t\u0259nqid t\u0259hsilin effektiv olmas\u0131n\u0131 v\u0259 \u015fagirdl\u0259rin\/t\u0259l\u0259b\u0259l\u0259rin \u00f6yr\u0259nm\u0259 v\u0259 inki\u015faf ehtiyaclar\u0131n\u0131 \u00f6d\u0259m\u0259sini t\u0259min etm\u0259k \u00fc\u00e7\u00fcn laz\u0131md\u0131r. Pedaqogika t\u0259limin metod v\u0259 prinsipl\u0259rin\u0259 istinad edir, t\u0259nqid is\u0259 bu metod v\u0259 prinsipl\u0259rin effektivliyini m\u00fc\u0259yy\u0259n etm\u0259k \u00fc\u00e7\u00fcn onlar\u0131n t\u0259hlilini v\u0259 qiym\u0259tl\u0259ndirilm\u0259sini n\u0259z\u0259rd\u0259 tutur. Pedaqoji t\u0259nqidl\u0259 m\u0259\u015f\u011ful olmaqla, pedaqoqlar t\u0259kmill\u0259\u015fdirm\u0259li olduqlar\u0131 sah\u0259l\u0259ri m\u00fc\u0259yy\u0259n ed\u0259 v\u0259 t\u0259l\u0259b\u0259l\u0259rin ehtiyaclar\u0131na daha yax\u015f\u0131 xidm\u0259t etm\u0259k \u00fc\u00e7\u00fcn t\u0259dris t\u0259cr\u00fcb\u0259l\u0259rind\u0259 d\u0259yi\u015fiklikl\u0259r apara bil\u0259rl\u0259r. Bundan \u0259lav\u0259, pedaqoji t\u0259nqid k\u00f6hn\u0259lmi\u015f v\u0259 ya s\u0259m\u0259r\u0259siz t\u0259dris metodlar\u0131n\u0131 m\u00fc\u0259yy\u0259n v\u0259 onlar\u0131 daha effektiv \u00fcsullarla \u0259v\u0259z etm\u0259y\u0259 k\u00f6m\u0259k ed\u0259 bil\u0259r. N\u0259hay\u0259t, pedaqoji t\u0259nqid t\u0259hsilin b\u00fct\u00fcn t\u0259hsilalanlar \u00fc\u00e7\u00fcn aktual, c\u0259lbedici v\u0259 effektiv qalmas\u0131n\u0131 t\u0259min etm\u0259k \u00fc\u00e7\u00fcn laz\u0131md\u0131r.<\/p>\n\n\n\n

Pedaqoji t\u0259nqid pedaqogika n\u0259z\u0259riyy\u0259sinin daha m\u00fcasir elementl\u0259rl\u0259 yenil\u0259\u015fm\u0259sin\u0259 t\u00f6hf\u0259 verm\u0259kl\u0259 \u0259v\u0259zsiz rola malik bir sah\u0259 kimi \u00e7\u0131x\u0131\u015f edir. Pedaqogika n\u0259z\u0259riyy\u0259\u00e7il\u0259ri pe\u015f\u0259kar pedaqogika t\u0259nqid\u00e7il\u0259rin\u0259 daha inamla istinad edir, onlar\u0131n t\u0259klifl\u0259ri \u0259sas\u0131nda obyektiv d\u0259yi\u015fiklikl\u0259r aparmaqdan \u00e7\u0259kinmirl\u0259r.<\/p>\n\n\n\n

Pedaqoji t\u0259nqid h\u0259m\u00e7inin pedaqogika tarixini \u00f6z\u00fcn\u00fcn q\u0259na\u0259tl\u0259ri il\u0259 z\u0259nginl\u0259\u015fdirir. H\u0259m\u00e7inin b\u00f6y\u00fck bir d\u00f6vr\u0259 m\u0259xsus pedaqoji proses, yaxud t\u0259dqiqatlar bar\u0259sind\u0259 \u00fcmumil\u0259\u015fdirm\u0259l\u0259r apararaq obyektiv fikirl\u0259r s\u00f6yl\u0259yir, konkret d\u00f6vr, m\u0259rh\u0259l\u0259 \u00fc\u00e7\u00fcn z\u0259ruri olan x\u00fcsusiyy\u0259tl\u0259ri m\u00fc\u0259yy\u0259nl\u0259\u015fdirir. B\u00fct\u00fcn bu yana\u015fmalar\u0131n n\u0259tic\u0259sind\u0259  pedaqogika tarixinin yeni s\u0259hif\u0259l\u0259ri yaran\u0131r.<\/p>\n\n\n\n

Pedaqoji t\u0259nqidin tarixi k\u00f6kl\u0259ri<\/strong><\/p>\n\n\n\n

Pedaqoji t\u0259nqid haqq\u0131nda olan fikirl\u0259rin bir qismi d\u0259 onun m\u00f6vcud olmamas\u0131, yarad\u0131lmas\u0131n\u0131n z\u0259ruriliyi il\u0259 ba\u011fl\u0131d\u0131r. H\u0259m d\u0259 bu yana\u015fmalar\u0131n meydana g\u0259lm\u0259si v\u0259 sistemli \u015f\u0259kild\u0259 xidm\u0259t g\u00f6st\u0259rm\u0259m\u0259si, bilavasit\u0259 onun haz\u0131rk\u0131 islahaty\u00f6n\u00fcml\u00fc f\u0259aliyy\u0259tl\u0259rimizin t\u0259l\u0259bl\u0259rin\u0259 cavab verm\u0259m\u0259si il\u0259 \u0259laq\u0259dard\u0131r. Bel\u0259 ki, Az\u0259rbaycan t\u0259hsilind\u0259ki  s\u00fcr\u0259tli innovativ yenilikl\u0259r, c\u0259miyy\u0259tin t\u0259l\u0259bat\u0131na uy\u011fun apar\u0131lan d\u0259yi\u015fiklikl\u0259r \u00f6z n\u00f6vb\u0259sind\u0259 subyektiv m\u00fclahiz\u0259l\u0259rd\u0259n k\u0259nar elmi-n\u0259z\u0259ri \u0259saslara s\u00f6yk\u0259n\u0259n m\u00fcnasib\u0259tl\u0259r, reaksiyalar t\u0259l\u0259b edir. Pedaqoji prosesin z\u0259nginl\u0259\u015fdirilm\u0259sin\u0259 v\u0259 inki\u015faf\u0131na ard\u0131c\u0131l v\u0259 sistemli \u015f\u0259kild\u0259 xidm\u0259t g\u00f6st\u0259rm\u0259li olan pedaqoji t\u0259nqid hadis\u0259sinin ba\u015f verm\u0259m\u0259si narahatl\u0131q yarad\u0131r.<\/p>\n\n\n\n

\u018fslind\u0259 is\u0259 pedaqoji t\u0259nqid daha mobil v\u0259 \u00e7evik yana\u015fmalar\u0131 il\u0259 pedaqoji  proses\u0259 m\u00fcnasib\u0259t bildirm\u0259li, h\u0259r zaman onun inki\u015faf\u0131n\u0131 y\u00f6nl\u0259ndirm\u0259lidir. H\u0259r add\u0131mda \u201cpedaqoji t\u0259nqid pedaqogika tarixi v\u0259 n\u0259z\u0259riyy\u0259sinin z\u0259nginl\u0259\u015fm\u0259sin\u0259 material verm\u0259lidir\u201d (F\u0259rrux R\u00fcst\u0259mov).<\/p>\n\n\n\n

Pedaqoji t\u0259nqid \u00f6z\u00fcn\u00fcn b\u00fct\u00fcn koordinatlar\u0131 il\u0259 bu g\u00fcn m\u00fczakir\u0259 olunsa da, onu yeni, bu g\u00fcn\u00fcn hadis\u0259si hesab etm\u0259k olmaz. Pedaqoji t\u0259nqid zaman-zaman pedaqoji prosesin yaranmas\u0131 il\u0259 birg\u0259 t\u0259\u015f\u0259kk\u00fcl tapm\u0131\u015fd\u0131r. Onun tarixi k\u00f6kl\u0259ri q\u0259dim Yunan\u0131stana gedib \u00e7\u0131x\u0131r. Platon v\u0259 Aristotel kimi filosoflar f\u0259rdin inki\u015faf\u0131na, \u0259qli v\u0259 \u0259xlaqi f\u0259zil\u0259tl\u0259rin t\u0259bli\u011fin\u0259 diqq\u0259t yetir\u0259n t\u0259hsil haqq\u0131nda ideyalar ir\u0259li s\u00fcrm\u00fc\u015fl\u0259r. Pedaqoji t\u0259nqid b\u0259\u015f\u0259riyy\u0259tin tarixi boyu h\u0259r bir d\u00f6vrd\u0259 t\u0259hsil\u0259 yeni ideyalar v\u0259 yana\u015fmalar b\u0259x\u015f etmi\u015fdir.<\/p>\n\n\n\n

Pedaqoji proses ba\u015f ver\u0259n zaman m\u0259ntiqi olaraq ona m\u00fcnasib\u0259tl\u0259r d\u0259 yaranm\u0131\u015fd\u0131r ki, bunlar \u00f6zl\u0259ri pedaqoji t\u0259nqidin elementl\u0259ri kimi indi d\u0259 d\u0259y\u0259rini qoruyub saxlamaqdad\u0131r. V\u0259 pedaqoji prosesin m\u00fcxt\u0259lif zamanlarda inki\u015faf\u0131 il\u0259 b\u0259rab\u0259r, pedaqoji t\u0259nqidin parametrl\u0259ri pill\u0259-pill\u0259 inki\u015faf ed\u0259r\u0259k formala\u015fm\u0131\u015fd\u0131r.<\/p>\n\n\n\n

Art\u0131q \u00f6t\u0259n \u0259srin \u0259vv\u0259ll\u0259rind\u0259n etibar\u0259n yeni m\u0259rh\u0259l\u0259y\u0259 q\u0259d\u0259m qoyan pedaqoji elml\u0259rin inki\u015faf\u0131 il\u0259 birg\u0259 pedaqoji t\u0259nqid d\u0259 f\u0259aliyy\u0259tini davam etdirir. Az\u0259rbaycanda pedaqoji elmin inki\u015faf tarixini \u0259hat\u0259li \u015f\u0259kild\u0259 \u00f6yr\u0259n\u0259n istedadl\u0131 pedaqoq alim, professor F\u0259rrux R\u00fcst\u0259mov \u00f6z\u00fcn\u00fcn \u201cAz\u0259rbaycan pedaqogika\u015f\u00fcnasl\u0131\u011f\u0131\u201d adl\u0131 \u0259s\u0259rind\u0259 bel\u0259 q\u0259na\u0259t\u0259 g\u0259lir ki, \u201c20-ci ill\u0259rd\u0259 pedaqoji fikir m\u0259zmunca yeni m\u0259rh\u0259l\u0259y\u0259 daxil oldu. Yaranmaqda olan yeni pedaqogika elminin n\u0259z\u0259ri probleml\u0259ri, metodoloji m\u0259s\u0259l\u0259l\u0259ri, x\u00fcsusil\u0259 pedaqoji c\u0259r\u0259yanlar\u0131n t\u0259snifat\u0131 il\u0259 ba\u011fl\u0131 m\u00fcxt\u0259lif fikirl\u0259r pedaqoji t\u0259nqidin t\u0259dqiqat v\u0259 diskussiya  predmetin\u0259 \u00e7evrildi\u201d. V\u0259 bel\u0259c\u0259 inki\u015faf etm\u0259kd\u0259 olan pedaqoji prosesl\u0259 yana\u015f\u0131, praktik olaraq m\u00fcnasib\u0259tl\u0259r fonunda \u00f6z\u00fcn\u00fc g\u00f6st\u0259r\u0259n, pedaqoji t\u0259nqidi simvoliz\u0259 ed\u0259n m\u00fcxt\u0259lif s\u0259viyy\u0259li t\u0259hlill\u0259r, yana\u015fmalar formala\u015fd\u0131. Lakin t\u0259hlill\u0259rin d\u0259rin olmamas\u0131, orada t\u0259svir\u00e7iliyin \u00fcst\u00fcnl\u00fck t\u0259\u015fkil etm\u0259si, \u00fcmumil\u0259\u015fdirm\u0259l\u0259rin z\u0259ifliyi pedaqoji t\u0259nqidin g\u00fcc\u00fcn\u0259, effektliliyin\u0259 t\u0259sir g\u00f6st\u0259rdi. Bu is\u0259 bilavasit\u0259 pedaqoji t\u0259nqidin \u00fcmumi prinsipl\u0259rinin, elmi-n\u0259z\u0259ri \u0259saslar\u0131n\u0131n formala\u015fmamas\u0131 il\u0259 ba\u011fl\u0131 idi. H\u0259qiqi olan is\u0259 bu idi ki, daim m\u00fcsb\u0259t\u0259  do\u011fru  d\u0259yi\u015fm\u0259kd\u0259 olan pedaqoji proses pedaqogika tarixi v\u0259 pedaqogika n\u0259z\u0259riyy\u0259si kimi elm sah\u0259l\u0259rinin inki\u015faf\u0131n\u0131 t\u0259l\u0259b etm\u0259kl\u0259 yana\u015f\u0131, onlar\u0131n \u0259laq\u0259 v\u0259 birliyini t\u0259min ed\u0259n pedaqoji t\u0259nqidin elmi \u0259sasda formala\u015fmas\u0131na  ehtiyac duyurdu. Onun obyektivlik tribunas\u0131ndan  s\u00f6yl\u0259nil\u0259n t\u0259klifl\u0259rind\u0259n qidalanmaq ist\u0259yirdi.<\/p>\n\n\n\n

Pedaqoji t\u0259nqidin v\u0259zif\u0259l\u0259ri<\/strong><\/p>\n\n\n\n

Pedaqoji t\u0259nqid daha \u00e7ox pedaqoji al\u0259mi d\u0259rk etm\u0259k v\u0259 t\u0259hsilin keyfiyy\u0259tini art\u0131rmaq m\u0259qs\u0259dil\u0259 t\u0259hsil prosesl\u0259rinin, t\u0259cr\u00fcb\u0259l\u0259rinin v\u0259 m\u0259hsullar\u0131n\u0131n sistemli \u00f6yr\u0259nilm\u0259si il\u0259 m\u0259\u015f\u011ful olur. Son d\u00f6vrl\u0259rd\u0259 texnologiyalar\u0131n inki\u015faf\u0131, qloballa\u015fma v\u0259 sosial d\u0259yi\u015fiklikl\u0259r n\u0259tic\u0259sind\u0259 t\u0259hsil sisteml\u0259rinin m\u00fcr\u0259kk\u0259bl\u0259\u015fm\u0259si, ciddi sosial fenomen\u0259 \u00e7evrilm\u0259si  pedaqoji t\u0259nqidin \u00fcz\u0259rin\u0259 d\u00fc\u015f\u0259n m\u0259suliyy\u0259ti daha da art\u0131rm\u0131\u015fd\u0131r.<\/p>\n\n\n\n

Pedaqoji t\u0259nqid mahiyy\u0259t etibar\u0131 il\u0259 pedaqogika\u015f\u00fcnasl\u0131\u011f\u0131n t\u0259hsil t\u0259cr\u00fcb\u0259l\u0259rinin, n\u0259z\u0259riyy\u0259l\u0259rinin v\u0259 materiallar\u0131n\u0131n t\u0259hlili v\u0259 qiym\u0259tl\u0259ndirilm\u0259si il\u0259 m\u0259\u015f\u011ful olan  bir sah\u0259sidir. O, t\u0259hsilin m\u00fcxt\u0259lif aspektl\u0259rini t\u0259nqidi \u015f\u0259kild\u0259 ara\u015fd\u0131raraq t\u0259dris v\u0259 \u00f6yr\u0259nm\u0259ni t\u0259kmill\u0259\u015fdirm\u0259k m\u0259qs\u0259di da\u015f\u0131y\u0131r. Onun bir s\u0131ra b\u0259zi v\u0259zif\u0259l\u0259rini a\u015fa\u011f\u0131dak\u0131 kimi qeyd etm\u0259k olar.<\/p>\n\n\n\n

1. T\u0259hsil proqramlar\u0131n\u0131n (kurikulumlar\u0131n) t\u0259hlili. T\u0259dris olunan material\u0131n uy\u011funlu\u011fu, d\u00fczg\u00fcnl\u00fcy\u00fc v\u0259 \u0259hat\u0259liliyinin qiym\u0259tl\u0259ndirilm\u0259si \u00fc\u00e7\u00fcn kurikulumun m\u0259zmunu v\u0259 strukturu diqq\u0259tl\u0259 n\u0259z\u0259rd\u0259n ke\u00e7irilir. H\u0259m\u00e7inin effektiv t\u0259lim n\u0259tic\u0259l\u0259rini t\u0259\u015fviq etm\u0259k \u00fc\u00e7\u00fcn kurikulumun ard\u0131c\u0131ll\u0131\u011f\u0131n\u0131n v\u0259 t\u0259\u015fkilinin qiym\u0259tl\u0259ndirilm\u0259si apar\u0131l\u0131r.<\/p>\n\n\n\n

2. T\u0259dris metodlar\u0131n\u0131n t\u0259dqiqi. T\u0259dris metodlar\u0131 dedikd\u0259 m\u00fcxt\u0259lif t\u0259dris metodlar\u0131n\u0131n v\u0259 t\u0259lim strategiyalar\u0131n\u0131n t\u0259hlili n\u0259z\u0259rd\u0259 tutulur. Buraya interaktiv t\u0259lim m\u0259\u015f\u011f\u0259l\u0259l\u0259ri, m\u00fchazir\u0259 \u0259sasl\u0131 t\u0259dris, sor\u011fuya \u0259saslanan \u00f6yr\u0259nm\u0259 v\u0259 ya layih\u0259\u0259sasl\u0131 \u00f6yr\u0259nm\u0259 kimi m\u00fcxt\u0259lif yana\u015fmalar\u0131n effektivliyinin qiym\u0259tl\u0259ndirilm\u0259si daxildir. H\u0259m\u00e7inin bu metodlar\u0131n m\u00fcxt\u0259lif f\u0259nl\u0259r, ya\u015f qruplar\u0131 v\u0259 \u00f6yr\u0259nm\u0259 s\u0259viyy\u0259l\u0259ri \u00fc\u00e7\u00fcn uy\u011funlu\u011fu n\u0259z\u0259rd\u0259 tutulur.<\/p>\n\n\n\n

3.  M\u00fcasir t\u0259hsil prosesl\u0259rinin mahiyy\u0259tinin d\u0259rk olunmas\u0131. V\u0259ziyy\u0259ti \u00f6yr\u0259nm\u0259k v\u0259 g\u0259l\u0259c\u0259k f\u0259aliyy\u0259tl\u0259ri m\u00fc\u0259yy\u0259nl\u0259\u015fdirm\u0259k m\u0259qs\u0259dil\u0259 pedaqoji prosesl\u0259r v\u0259 t\u0259cr\u00fcb\u0259l\u0259rl\u0259 ba\u011fl\u0131 apar\u0131lm\u0131\u015f monitorinq v\u0259 qiym\u0259tl\u0259ndirm\u0259l\u0259rin n\u0259tic\u0259l\u0259rini t\u0259hlil edir, d\u00f6vri olaraq \u00fcmumil\u0259\u015fdirm\u0259l\u0259r apar\u0131r, strateji add\u0131mlar \u00fc\u00e7\u00fcn t\u0259klifl\u0259r verir. T\u0259hsil sah\u0259si \u00fczr\u0259 \u0259d\u0259biyyat\u0131n t\u0259l\u0259b\u0259l\u0259r\u0259, m\u00fc\u0259lliml\u0259r\u0259 v\u0259 dig\u0259r maraql\u0131 t\u0259r\u0259fl\u0259r\u0259 t\u0259sirini ara\u015fd\u0131r\u0131r, t\u0259hsil sisteminin \u015fagirdl\u0259ri\/t\u0259l\u0259b\u0259l\u0259ri g\u0259l\u0259c\u0259y\u0259 nec\u0259 haz\u0131rlad\u0131\u011f\u0131n\u0131 qiym\u0259tl\u0259ndirir.<\/p>\n\n\n\n

4. Qiym\u0259tl\u0259ndirm\u0259 t\u0259cr\u00fcb\u0259l\u0259rinin d\u0259y\u0259rl\u0259ndirilm\u0259si. Burada t\u0259hsilalanlar\u0131n \u00f6yr\u0259nm\u0259sini qiym\u0259tl\u0259ndirm\u0259k \u00fc\u00e7\u00fcn istifad\u0259 olunan metodlar\u0131n ara\u015fd\u0131r\u0131lmas\u0131, o c\u00fcml\u0259d\u0259n qiym\u0259tl\u0259ndirm\u0259l\u0259rin \u0259dal\u0259tliliyinin, etibarl\u0131l\u0131\u011f\u0131n\u0131n, d\u00fczg\u00fcnl\u00fcy\u00fcn\u00fcn v\u0259 s. qiym\u0259tl\u0259ndirilm\u0259si n\u0259z\u0259rd\u0259 tutulur. H\u0259m\u00e7inin onlar\u0131n bilik v\u0259 bacar\u0131qlar\u0131n\u0131n daha h\u0259rt\u0259r\u0259fli ba\u015fa d\u00fc\u015f\u00fclm\u0259sin\u0259 k\u00f6m\u0259k ed\u0259n alternativ qiym\u0259tl\u0259ndirm\u0259 yana\u015fmalar\u0131 da \u0259hat\u0259 olunur.<\/p>\n\n\n\n

5. T\u0259dris materiallar\u0131n\u0131n qiym\u0259tl\u0259ndirilm\u0259si. T\u0259dris material\u0131 kimi d\u0259rslikl\u0259rin, t\u0259dris v\u0259saitl\u0259rinin v\u0259 dig\u0259r t\u0259dris materiallar\u0131n\u0131n n\u0259z\u0259rd\u0259n ke\u00e7irilm\u0259si d\u0259 pedaqoji t\u0259nqidin v\u0259zif\u0259sin\u0259 daxil olunan m\u0259s\u0259l\u0259l\u0259rd\u0259ndir. Orada t\u0259qdim olunan m\u0259lumat\u0131n d\u00fczg\u00fcnl\u00fcy\u00fcn\u00fcn, istifad\u0259 edil\u0259n dilin v\u0259 g\u00f6r\u00fcnt\u00fcl\u0259rin uy\u011funlu\u011funun qiym\u0259tl\u0259ndirilm\u0259si, m\u00fcxt\u0259lif perspektivl\u0259rin v\u0259 t\u0259cr\u00fcb\u0259l\u0259rin t\u0259msil olunmas\u0131 \u0259sas \u015f\u0259rtl\u0259r kimi diqq\u0259t m\u0259rk\u0259zind\u0259 saxlan\u0131l\u0131r. Materiallar\u0131n b\u00fct\u00fcn t\u0259hsilalanlar \u00fc\u00e7\u00fcn \u0259l\u00e7atanl\u0131\u011f\u0131n\u0131n v\u0259 inkl\u00fczivliyinin m\u00fcmk\u00fcnl\u00fcy\u00fc vacib \u015f\u0259rt kimi g\u00f6t\u00fcr\u00fcl\u00fcr.<\/p>\n\n\n\n

6. Sinif idar\u0259\u00e7iliyi. Sinif idar\u0259\u00e7iliyin\u0259 m\u00fc\u0259lliml\u0259rin m\u00fcsb\u0259t v\u0259 inkl\u00fcziv \u00f6yr\u0259nm\u0259 m\u00fchitini nec\u0259 qurdu\u011funu, \u015fagird\/t\u0259l\u0259b\u0259 davran\u0131\u015f\u0131n\u0131 nec\u0259 idar\u0259 etdiyini v\u0259 t\u0259hsilalanlar\u0131 f\u0259all\u0131\u011fa nec\u0259 t\u0259\u015fviq etdiyini, el\u0259c\u0259 d\u0259 sinif idar\u0259etm\u0259 \u00fcsullar\u0131n\u0131n motivasiyas\u0131 v\u0259 t\u0259lim n\u0259tic\u0259l\u0259rin\u0259 t\u0259sirini qiym\u0259tl\u0259ndirm\u0259k daxildir.<\/p>\n\n\n\n

7. Sosial-m\u0259d\u0259ni amill\u0259rin n\u0259z\u0259r\u0259 al\u0131nmas\u0131. Pedaqoji t\u0259nqid t\u0259hsilin ba\u015f verdiyi sosial-m\u0259d\u0259ni konteksti n\u0259z\u0259r\u0259 al\u0131r. Burada t\u0259hsil t\u0259cr\u00fcb\u0259l\u0259ri v\u0259 materiallar\u0131n\u0131n m\u00fcxt\u0259liflik, b\u0259rab\u0259rlik v\u0259 sosial \u0259dal\u0259t m\u0259s\u0259l\u0259l\u0259rini nec\u0259 \u0259ks etdirdiyini v\u0259 h\u0259ll etdiyini ara\u015fd\u0131rmaq, h\u0259m\u00e7inin ictimai normalar\u0131n, d\u0259y\u0259rl\u0259rin t\u0259dris v\u0259 \u00f6yr\u0259nm\u0259y\u0259 t\u0259sirini n\u0259z\u0259r\u0259 almaq \u0259sas g\u00f6t\u00fcr\u00fcl\u00fcr.<\/p>\n\n\n\n

8. Pedaqoji innovasiyalar\u0131n sosial d\u0259yi\u015fiklikl\u0259r\u0259 uy\u011fun apar\u0131lmas\u0131n\u0131, onlar\u0131n m\u00fcasir \u015fagirdl\u0259r\u0259\/t\u0259l\u0259b\u0259l\u0259r\u0259 uy\u011funlu\u011funu m\u00fc\u0259yy\u0259nl\u0259\u015fdirir v\u0259 \u015f\u0259rh edir, pedaqoji ictimaiyy\u0259ti ondan istifad\u0259y\u0259 t\u0259\u015fviq edir v\u0259 s.<\/p>\n\n\n\n

Pedaqoji t\u0259nqid bu v\u0259zif\u0259l\u0259ri yerin\u0259 yetirm\u0259kl\u0259 t\u0259kmill\u0259\u015fdirilm\u0259li sah\u0259l\u0259ri m\u00fc\u0259yy\u0259n etm\u0259k, t\u0259hsil i\u015f\u00e7il\u0259ri aras\u0131nda m\u0259nal\u0131 dialoqu asanla\u015fd\u0131rmaq v\u0259 daha effektiv t\u0259hsil t\u0259cr\u00fcb\u0259l\u0259rinin inki\u015faf\u0131na k\u00f6m\u0259k etm\u0259k m\u0259qs\u0259dini yerin\u0259 yetir\u0259 bil\u0259r.<\/p>\n\n\n\n

\u00d6lk\u0259mizd\u0259 apar\u0131lan t\u0259hsil islahatlar\u0131, quruculuq i\u015fl\u0259ri, bilavasit\u0259 pedaqoji t\u0259nqid\u0259 olan \u0259n\u0259n\u0259vi m\u00fcnasib\u0259tl\u0259rin d\u0259yi\u015fm\u0259si onun m\u0259qs\u0259d v\u0259 v\u0259zif\u0259l\u0259rinin, f\u0259aliyy\u0259tinin obyektivliyini t\u0259min ed\u0259 bil\u0259n elmi prinsipl\u0259rinin m\u00fc\u0259yy\u0259nl\u0259\u015fdirilm\u0259sini t\u0259l\u0259b edir.<\/p>\n\n\n\n

Pedaqoji t\u0259nqidin prinsipl\u0259ri<\/strong><\/p>\n\n\n\n

Pedaqoji t\u0259nqid t\u0259hsil m\u0259qs\u0259dl\u0259rin\u0259 \u00e7atmaqda pedaqoji yana\u015fmalar\u0131n effektivliyini, aktuall\u0131\u011f\u0131n\u0131 v\u0259 t\u0259sirini qiym\u0259tl\u0259ndirm\u0259k m\u0259qs\u0259di da\u015f\u0131y\u0131r. Pedaqoji t\u0259nqid \u00f6z f\u0259aliyy\u0259tini bir s\u0131ra elmi prinsipl\u0259r \u0259sas\u0131nda davam etdirir ki, onlardan b\u0259zil\u0259ri a\u015fa\u011f\u0131dak\u0131lardan ibar\u0259tdir.<\/p>\n\n\n\n

1. T\u0259hsil prosesin\u0259 uy\u011funluq. Pedaqoji t\u0259nqid t\u0259hsil t\u0259cr\u00fcb\u0259l\u0259rinin t\u0259hsilalanlar\u0131n m\u0259qs\u0259dl\u0259ri, ehtiyaclar\u0131 v\u0259 g\u00f6zl\u0259ntil\u0259ri, el\u0259c\u0259 d\u0259 daha geni\u015f ictimai v\u0259 m\u0259d\u0259ni kontekstl\u0259rl\u0259 uy\u011funla\u015fd\u0131r\u0131lmas\u0131n\u0131 n\u0259z\u0259rd\u0259n ke\u00e7irir. O, t\u0259hsil m\u0259zmununun, metodlar\u0131n\u0131n v\u0259 materiallar\u0131n\u0131n \u00f6yr\u0259n\u0259nl\u0259r \u00fc\u00e7\u00fcn uy\u011fun v\u0259 m\u0259nal\u0131 olub-olmad\u0131\u011f\u0131n\u0131 ara\u015fd\u0131r\u0131r.<\/p>\n\n\n\n

2. T\u0259lim n\u0259tic\u0259l\u0259rinin n\u0259z\u0259r\u0259 al\u0131nmas\u0131. Pedaqoji t\u0259nqid n\u0259z\u0259rd\u0259 tutulan t\u0259lim n\u0259tic\u0259l\u0259rin\u0259 diqq\u0259t yetirir v\u0259 t\u0259tbiq edil\u0259n pedaqoji strategiyalar\u0131n bu n\u0259tic\u0259l\u0259rin \u0259ld\u0259 olunmas\u0131na effektiv k\u00f6m\u0259k edib-etm\u0259diyini qiym\u0259tl\u0259ndirir. O, \u00f6yr\u0259nm\u0259 m\u0259qs\u0259dl\u0259rinin ayd\u0131n, \u00f6l\u00e7\u00fcl\u0259 bil\u0259n v\u0259 m\u00fcvafiq s\u0259viyy\u0259d\u0259 oldu\u011funu m\u00fc\u0259yy\u0259nl\u0259\u015fdirir.<\/p>\n\n\n\n

3. S\u00fcbutlar\u0131n t\u0259dqiqata \u0259saslanmas\u0131. Pedaqoji t\u0259nqid t\u0259hsil t\u0259cr\u00fcb\u0259l\u0259rinin effektivliyini qiym\u0259tl\u0259ndirm\u0259k \u00fc\u00e7\u00fcn t\u0259dqiqata \u0259saslanan s\u00fcbutlara v\u0259 empirik m\u0259lumatlara istinad edir. T\u0259nqid v\u0259 qiym\u0259tl\u0259ndirm\u0259 prosesini m\u0259lumatland\u0131rmaq \u00fc\u00e7\u00fcn t\u0259hsil t\u0259dqiqatlar\u0131n\u0131n n\u0259tic\u0259l\u0259rini, n\u0259z\u0259riyy\u0259l\u0259ri v\u0259 \u0259n yax\u015f\u0131 t\u0259cr\u00fcb\u0259l\u0259ri \u0259sas g\u00f6t\u00fcr\u00fcr.<\/p>\n\n\n\n

4. Yana\u015fmalar\u0131n \u015fagird\/t\u0259l\u0259b\u0259 m\u0259rk\u0259zli olmas\u0131. Pedaqoji t\u0259nqid \u015fagirdl\u0259rin\/t\u0259l\u0259b\u0259l\u0259rin ehtiyaclar\u0131n\u0131, maraqlar\u0131n\u0131 v\u0259 t\u0259cr\u00fcb\u0259l\u0259rini prioritetl\u0259\u015fdirir. Pedaqoji yana\u015fmalarda \u015fagirdl\u0259rin\/t\u0259l\u0259b\u0259l\u0259rin m\u00fcxt\u0259lif \u00f6yr\u0259nm\u0259 \u00fcslublar\u0131n\u0131, qabiliyy\u0259tl\u0259rini v\u0259 imkanlar\u0131n\u0131 n\u0259z\u0259r\u0259 al\u0131b-almad\u0131\u011f\u0131n\u0131 yoxlay\u0131r, f\u0259al i\u015ftirak, t\u0259nqidi d\u00fc\u015f\u00fcnc\u0259 v\u0259 m\u0259nal\u0131 \u00f6yr\u0259nm\u0259 t\u0259cr\u00fcb\u0259l\u0259rini t\u0259\u015fviq edir.<\/p>\n\n\n\n

5. Davaml\u0131 t\u0259kmill\u0259\u015fdirm\u0259. Pedaqoji t\u0259nqid t\u0259hsil t\u0259cr\u00fcb\u0259l\u0259rind\u0259 davaml\u0131 t\u0259kmill\u0259\u015fdirm\u0259 ehtiyac\u0131n\u0131 q\u0259bul edir. O, m\u00fc\u0259lliml\u0259ri \u00f6z\u00fcn\u00fcqiym\u0259tl\u0259ndirm\u0259 il\u0259 m\u0259\u015f\u011ful olma\u011fa, r\u0259y alma\u011fa v\u0259 t\u0259dris metodlar\u0131n\u0131n effektivliyini art\u0131rmaq \u00fc\u00e7\u00fcn laz\u0131mi d\u00fcz\u0259li\u015fl\u0259r aparma\u011fa istiqam\u0259tl\u0259ndirir.<\/p>\n\n\n\n

6. Etik m\u00fclahiz\u0259l\u0259rin n\u0259z\u0259r\u0259 al\u0131nmas\u0131. Pedaqoji t\u0259nqid t\u0259hsild\u0259 etik m\u00fclahiz\u0259l\u0259ri d\u0259 n\u0259z\u0259r\u0259 al\u0131r. O, pedaqoji t\u0259cr\u00fcb\u0259l\u0259rin \u00f6yr\u0259n\u0259nl\u0259rin h\u00fcquq v\u0259 l\u0259yaq\u0259tin\u0259 h\u00f6rm\u0259t edib-etm\u0259diyini, inkl\u00fczivliyi v\u0259 b\u0259rab\u0259rliyi t\u0259\u015fviq edib-etm\u0259diyini, m\u00fcsb\u0259t \u00f6yr\u0259nm\u0259 m\u00fchitini d\u0259st\u0259kl\u0259diyini qiym\u0259tl\u0259ndirir.<\/p>\n\n\n\n

Bu prinsipl\u0259r t\u0259hsilin c\u0259lbedici, effektiv v\u0259 m\u0259nal\u0131l\u0131\u011f\u0131n\u0131 m\u00fc\u0259yy\u0259n etm\u0259k \u00fc\u00e7\u00fcn pedaqoji t\u0259cr\u00fcb\u0259l\u0259rd\u0259n istifad\u0259 olunmas\u0131na imkan yarad\u0131r. H\u0259m\u00e7inin m\u00fc\u0259lliml\u0259r\u0259 t\u0259dris metodlar\u0131n\u0131 t\u0259kmill\u0259\u015fdirm\u0259k v\u0259 t\u0259hsilin keyfiyy\u0259tini art\u0131rmaq \u00fc\u00e7\u00fcn \u0259sasland\u0131r\u0131lm\u0131\u015f q\u0259rarlar q\u0259bul etm\u0259y\u0259 k\u00f6m\u0259k edir.<\/p>\n\n\n\n

N\u0259tic\u0259<\/strong><\/p>\n\n\n\n

Biz bu m\u0259qal\u0259d\u0259 pedaqoji t\u0259nqidin b\u0259zi m\u0259s\u0259l\u0259l\u0259ri bar\u0259d\u0259 dan\u0131\u015fd\u0131q. \u00d6lk\u0259mizd\u0259 apar\u0131lan t\u0259hsil sah\u0259sind\u0259ki quruculuq i\u015fl\u0259ri ona diqq\u0259tin art\u0131r\u0131lmas\u0131n\u0131, pedaqoji t\u0259nqidin pedaqogika\u015f\u00fcnasl\u0131q elminin bir t\u0259kib hiss\u0259si kimi \u00f6yr\u0259nilm\u0259sini v\u0259 t\u0259tbiqini t\u0259l\u0259b edir. Bunun \u00fc\u00e7\u00fcn pedaqoji t\u0259nqidl\u0259 ba\u011fl\u0131 strateji add\u0131mlar\u0131n m\u00fc\u0259yy\u0259nl\u0259\u015fdirilm\u0259si, m\u00fcxt\u0259lif t\u0259hsil m\u00fc\u0259ssis\u0259l\u0259rind\u0259 pedaqoji prosesin keyfiyy\u0259t s\u0259viyy\u0259sini m\u00fc\u0259yy\u0259n ed\u0259n v\u0259 onun inki\u015faf\u0131n\u0131 d\u0259st\u0259kl\u0259y\u0259n m\u00fczakir\u0259 v\u0259 diskussiyalar\u0131n ke\u00e7irilm\u0259si t\u0259klif olunur.<\/p>\n

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

\u018fnv\u0259r ABBASOVBak\u0131 Slavyan Universitetinin prorektoru, pedaqogika \u00fczr\u0259 f\u0259ls\u0259f\u0259 doktoru, dosent, \u018fm\u0259kdar m\u00fc\u0259llim Bu g\u00fcn \u00f6lk\u0259mizd\u0259<\/p>\n","protected":false},"author":2,"featured_media":985,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[23],"tags":[],"class_list":["post-984","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-anva"],"_links":{"self":[{"href":"https:\/\/pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/984","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=984"}],"version-history":[{"count":3,"href":"https:\/\/pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/984\/revisions"}],"predecessor-version":[{"id":988,"href":"https:\/\/pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/984\/revisions\/988"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/pedaqoq.az\/index.php?rest_route=\/wp\/v2\/media\/985"}],"wp:attachment":[{"href":"https:\/\/pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=984"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=984"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=984"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}