Kalit so‘zlar
Abstrak
Ushbu maqolada ustoz-shogird munosabatining taʼlim oluvchining kasbiy kompetensiyasini rivojlantirishdagi o‘rni nazariy-tahliliy yondashuv asosida o‘rganilgan.
Tadqiqotning maqsadi anʼanaviy ustoz-shogird tajribasini zamonaviy mentorlik, ijtimoiy o‘rganish, yaqin rivojlanish zonasi va amaliyot hamjamiyati nazariyalari bilan bog‘lab, taʼlim tashkilotlarida qo‘llash mumkin bo‘lgan pedagogik modelni ishlab chiqishdan iborat. Manbalarni konseptual tahlil qilish, qiyoslash va pedagogik modellashtirish usullaridan foydalanildi. Tahlil ustozning vazifasi bilimni tayyor holda uzatish bilan cheklanmasligini ko‘rsatdi. Samarali hamkorlikda ustoz kasbiy faoliyat namunasini ko‘rsatadi, murakkab vazifalarni bosqichlarga ajratadi, kuzatuv va mashq uchun imkon yaratadi, dalillarga tayangan fikr-mulohaza beradi hamda shogirdning mustaqilligini izchil kengaytiradi. Maqolada tashxis, maqsadni kelishish, namuna va hamkorlikdagi amaliyot, mustaqil faoliyat, refleksiya va rivojlanish rejasidan iborat besh bosqichli model taklif etildi. Model natijalarini baholash uchun kasbiy bilim, amaliy bajarish sifati, refleksiya, masʼuliyat va mustaqil qaror qabul qilish mezonlari belgilandi. Xulosa sifatida ustoz-shogird tizimining samaradorligi munosabatning rasmiy mavjudligiga emas, balki aniq maqsad, muntazam muloqot, kuzatiladigan faoliyat, sifatli qayta aloqa va bosqichma-bosqich mustaqillikka bog‘liq ekani asoslandi.
References
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