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O‘qitish jarayoni pedagogning o‘rgatuvchilik faoliyatini va
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| bet | 3/23 | | Sana | 07.06.2024 | | Hajmi | 132,91 Kb. | | #261263 |
Bog'liq 114533 2- МАВЗУ.1-дарсO‘qitish jarayoni pedagogning o‘rgatuvchilik faoliyatini va ta’lim oluvchilarning maxsus tashkil etilgan bilish faoliyatini o‘z ichiga oladi. Shu o‘rinda bu jarayonlarning tahliliga e’tibor qarataylik. Ta’limda o‘qituvchining boshqaruvchilik roli o‘z kasbining ijtimoiy asoslaridan kelib chiqib, ajdodlarining boy tajribasini, insoniyatning asrlar davomidagi bilish, mehnat, muloqot, umumiy aloqalar, estetik hamda axloqiy qarashlar jarayonida qo‘lga kiritgan yutuqlarni egallashni shart qilib ko‘yadi.
Didaktika va metodika mustahkam aloqa hamda o‘zaro bog‘liqliklikda joylashadi. Didaktika o‘qitishning umumiy qonuniyatlarini o‘rganadi. Aniq bir predmetni o‘qitishning o‘ziga xos xususiyatlari xususiy metodikalarda ishlab chiqiladi.
Xususiy didaktika – muayyan o‘quv fanlarini o‘qitish qonuniyatlari, usullari, vositalari, shakllari va yo‘llarini o‘rgatuvchi metodika (tadris) fanlari ham pedagogika fanlari turkumining asosiy sohalaridan biri bo‘lib hisoblanadi. U umumiy didaktika yutuqlari asosida rivojlanadi va uning nazariy umumlashmalariga asoslangan holdagina takomillashib boradi. Muayyan bir fanga tadbiq etilgan didaktik qonuniyatlar, o‘sha predmetning umumiy jihatlarini qonunlashtiradi va ularda o‘qitishning universal jihatlari namoyon bo‘ladi.1
The word ‘didactic’ finds its way into English from the Greek ‘to teach’. In English, however, its meaning has come to have a particular loading. Being didactic means to spell things out xplicitly but perhaps a little too laboriously, or to present a view of what’s true or right or moral but in a way which might at times appear dogmatic. The focus of didactic teaching is on what the teacher does rather than what the learner does. The balance of agency thus weighs heavily towards the teacher’s side. The teacher is in command of knowledge. Their mission is to transmit this knowledge to learners, and learners, it is hoped, dutifully absorb the knowledge laid before them by the teacher.
However, even in the didactic mode, in the most authoritarian of transmission pedagogies, the learner’s subjectivity is never entirely extinguished. Not even a St Benedict would want or believe this. Learners are never entirely passive, readers and listeners never read and hear texts without their own experience bringing to bear a peculiar reading or hearing. Received knowledges, no matter how insistent and dogmatic, are always open to some degree of reinterpretation. Indeed, as Gunther Kress points out, all representation or processes of meaning making are transformative (Kress 2000). Representation is an act of appropriation of the world which never leaves the world precisely the way it was, be that representation to another in the form of communication or representation to oneself in consciousness.
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