Pedagogik odob-axloq va talaba xulq – madaniyatini shakllantirishning asosiy omillari

PEDAGOGIK ODOB-AXLOQ VA TALABA XULQ – MADANIYATINI SHAKLLANTIRISHNING ASOSIY OMILLARI

Jobborova Gulnoza Kadamovna
Alisher Navoiy nomidagi Toshkent davlat o‘zbek tili va adabiyoti universiteti, Ijtimoiy-gumanitar fanlar kafedrasi katta o‘qituvchisi gulnoza.jobborova@inbox.ru

ANNOTATSIYA

Ushbu maqolada shaxs kamolotining muhum ahamiyatlari va bu jarayonni tashkil etishda e’tibor qaratish kerak bo‘lgan holatlar haqida so‘z yuritilgan bo‘lib, ta’lim-tarbiya jarayonida o‘qituvchi zimmasidagi masuliyat, axloq-odob, fikr tarbiyasi orqali talabala yoshlarni ma’naviy axloqiy jihatdan tarbiya eta olish masalalar yoritib o‘tilgan. Maqolada ma’rifatparvar olimlar asaridagi g‘oyalar asosida fikrlari tahlil qilingan bo‘lib, olimninig axloqga bergan ta’rifi mazmuni tahlil qilinar ekan axloq ilmini mukammal bilgan inson bu dunyodagi vazifasi aslida nima ekanligi hamda yaratgan oldidagi vaziafisini anglab yetishi haqidagi g‘oya ilgari surilgan hamda axloqiy kategoriyalar sanab o‘tilganda yoshlar tarbiyasida muallimning zimmasidagi ma’suliyat ko‘rsatib o‘tilgan. xalq og‘zaki ijodi namunalariga, pandnomalar, diniy manbalar, sharq allomalari hayotiga bag‘ishlangan ilmiy-ommabop, avtobiografik asarlar, matbuot, ommaviy axborot materiallariga murojaat qiladi va axloq esa aqliy, huquqiy, diniy, iqtisodiy va siyosiy bilimlar zamirida shakllanadi. Ushbu maqolada mana shu tarbiya uchala tarbiya yo‘nalishlarining har biriga alohida to‘xtalib o‘tilgan bo‘lib, shaxsning komil inson bo‘lib shakllanishida har bir yo‘nalishning muhim ahamiyati aniq ko‘rsatib o‘tilgan.
Kalit so‘zlar: Ta’lim-tarbiya, odob-axloq, komil inson, xulq, axloq tarbiyasi, shaxs kamoloti, madaniyat, tafakkur, mustaqil fikrlash.

ABSTRACT

This article discusses the important significance of personality maturation and the circumstances that should be paid attention to in the organization of this process, and covers the issues of responsibility, morality and opinion of the teacher in the educational process, the ability to spiritually educate young people through the education of thought. The article analyzes the thoughts of enlightened scientists on the basis of ideas in the work of enlightened scientists, analyzes the content of the definition given by the scientist to morality, and shows the responsibility of the teacher in youth education when the idea that a person who knows the science of morality perfectly understands what his task in this world is actually, and refers to