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I mavzu. Didaktika pedagogik ta’lim nazariyasi sifatida(1-dars) I. Reja
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| bet | 22/23 | | Sana | 07.06.2024 | | Hajmi | 132,91 Kb. | | #261263 |
Bog'liq 114533 2- МАВЗУ.1-дарсeducational paradigm
Paradigm (from the Greek. Paradigm examples - examples ma'noloarini) - The theory has been accepted as a sample of the solution of scientific problems. For example, in most cases, the problems related to the theory of the birth of achievements in the theory of differential equations to be solved or students - young people in the spirit of national independence on the basis of ideas, solutions etc.
Positivist R.Berkman scientific methodology to support the concept of paradigm was the first to describe the policy. But an American scientist science historian G.Kun's "The Structure of Scientific revelyusiyalar" in the concept of paradigm, after declaring a new meaning and importance. G.Kun in the process of development of the theory of scientific revelyusiya paradigm offers a number of concepts, and at least a certain period within the scientific community and serve as an example of solving the problem and is recognized by the majority of the scientific theory understood.
According to G.Kun paradigms lead to exchange scientific revelyusiyaga and the unity of the scientific community. That is why the scientific community to recognize the paradigm consists of scientists. Paradigm or that the main problems in the sphere of science, textbooks and scientific works (classical) finds expression in the works. G.Kun such as Aristotle's dialectic, Ptalemey astronomy and Newtonian mechanics
Demak, A.Navoiyning komil inson haqidagi ta’limoti, Abu Nasr Farobiyning fozil odamlar shahri haqidagi ta’limoti, Al – Xorazmiyning sonlar nazariyasida buyuk inqilob (“O” – nol sonini arab raqamlariga (1,2,3,4,5,6,7,8,9) qo‘shib pozitsion sanoq sistemasini kashf qilganligi) yasaganligi, ayniqsa “algoritm” terminining fanga iste’molga kiritilishi, V.Q.Qobilovning algoritmlash nazariyasi va shu kabi ta’limotlar ham paradigmaga misol bo‘la olar ekan.
Ilmiy namunani universal qonunlar orqali konkret hodisalarga tadbiq etish asosida fan rivojlanadi. Masalan, kibernetika, informatika, sinergetika, globalistika, suniy tafakkur, ijtimoiy psixologiya, fanlari.
“XII asrdan boshlanib XX asr oxirida ko‘plab o‘quv yurtlarida juft – guruhli ta’lim shakllari: bilim – tajriba – o‘quvchi (talaba)lar modeli asosida amalga oshirilgan.
Mazkur paradigma guruhli deb nomlanib, talabalarning o‘quv faoliyati doirasida o‘z – o‘zini anglash, talabalarning ilk vaqtlarini samarali o‘tkazish, qayta aloqa sifati va sonini orttirish, didaktik materiallar sifatini yaxshilash, talabalarning o‘z – o‘zini boshqarish tizimini kengaytirish, rivojlangan ta’lim tizimini joriy etish, yangi kurslarni loyihalash, o‘quv rejasi mazmunini takomillashtirish, talabalarning o‘quv imkoniyatlari va muvaffaqiyatlarini orttirish, talabalarni baholashda qulay imkoniyatlarga erishishga xizmat qilgan.
Zamonaviy pedagogik texnologiyaga asoslangan paradigma to‘liq interfaol ta’lim jarayonidan iborat [Boltaev N., Narimov Sh., Abdalova S. Pedagogik texnologiyalarni amalga oshirish usullari // Ta’lim texnologiyalari. – Toshkent: 2006. - №3. – B. 6-7].
Demak, paradigma – ilmiy faoliyatning muayyan bir bosqichida aniq ilmiy tadqiqotni olib borishda foydalanish uchun nazariy metodologik asosdan iboratdir.
Paradigmaning epistimologik jihati fundamental bilimlar, qadriyatlar, ishonchlar va texnikaviy usullar majmuasi, ilmiy faoliyatining namunasi sifatida qabul qilinadi.
Ijtimoiy paradigma muayyan ilmiy jamoa tomonidan qabul qilingan bo‘lib, uning yaxlitligi va chegaralari aniq.
Paradigmalarning almashishi ilmiy inqirozlar asosida ro‘y beradi. Bu jarayonda boqiy olamda sodir bo‘layotgan hodisalar mohiyatini teran anglay olish, tafakkurning rivoj topishi, ilmiy jamoalarning faolligi muhim ahamiyat kasb etadi. Bundan tashqari yangi paradigmalarning shakllanishi va evolyusiyasiga e’tiborli ta’sir etadi.
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