Zamonaviy o‘quv jarayonini takomillashtirishda pedagogning shaxsiy va kasbiy o‘zini-o‘zi rivojlantirshning fraktal metodikasi
Аннотация
В данной статье представлены теоретические и методологические предпосылки становления и развития фрактальной педагогики. Также рассматривается и дается научное обоснование принципам фрактальной педагогики, ее особенностей. Результатом исследования является определение структуры личностно-профессионального саморазвития педагога (мотивационный, проектировочный, деятельностно-практический, рефлексивный, эмоционально-волевой компоненты).Представленное исследование рассматривается как вариант осмысления проблемы личностно-
профессионального саморазвития педагога с новых позиций. Фрактальная методология, применимая для проблемы саморазвития педагога, может служить фундаментом для проведения различных психолого-педагогических исследований в их перспективе.
Ushbu maqolada fraktal pedagogikaning shakllanishi va rivojlanishining nazariy va uslubiy shartlari keltirilgan. Bundan tashqari, fraktal pedagogika tamoyillarini, uning xususiyatlari va tamoyillarini ilmiy asoslash ko‘rib chiqilgan. Maqolada o‘qituvchining shaxsiy va kasbiy o‘zini-o‘zi rivojlantirish jarayonini o‘rganish uchun yangi (fraktal) yondashuv ko‘rsatilgan. Tadqiqot natijasi o‘qituvchining shaxsiy va kasbiy o‘zini-o‘zi rivojlantirish tuzilmasini (motivatsion, loyihalash, amaliy-faoliyat, reflektor, hissiy va irodali komponentlar) aniqlashdan iborat. Keltirilgan tadqiqot o‘qituvchining shaxsiy va kasbiy o‘zini-o‘zi rivojlantirish muammosini yangicha nuqtai nazardan tushunish varianti sifatida qaraladi. O‘qituvchi o‘zini-o‘zi rivojlantirish muammosiga qo‘llaniladigan fraktal metodika ularning istiqbolida turli psixologik-pedagogik tadqiqotlar o‘tkazish uchun asos bo‘lib xizmat qiladi.
In the article is presented theoretical and methodological prerequisites for the formation and development of fractal pedagogy. In addition, the scientific justification of fractal pedagogy principles,its features and principles are considered and given. The research is to determine the structure of personal and professional self-development of teacher (motivational, design, activity-practical, reflexive, emotional volitional components).The presented research is considered as a variant of understanding the problem of personal and professional selfevelopment of a teacher from a new perspective. Fractal methodology applicable to the problem of self-development of the teacher can be the Foundation for various psychological and pedagogical research in their perspective.
Ushbu maqolada fraktal pedagogikaning shakllanishi va rivojlanishining nazariy va uslubiy shartlari keltirilgan. Bundan tashqari, fraktal pedagogika tamoyillarini, uning xususiyatlari va tamoyillarini ilmiy asoslash ko‘rib chiqilgan. Maqolada o‘qituvchining shaxsiy va kasbiy o‘zini-o‘zi rivojlantirish jarayonini o‘rganish uchun yangi (fraktal) yondashuv ko‘rsatilgan. Tadqiqot natijasi o‘qituvchining shaxsiy va kasbiy o‘zini-o‘zi rivojlantirish tuzilmasini (motivatsion, loyihalash, amaliy-faoliyat, reflektor, hissiy va irodali komponentlar) aniqlashdan iborat. Keltirilgan tadqiqot o‘qituvchining shaxsiy va kasbiy o‘zini-o‘zi rivojlantirish muammosini yangicha nuqtai nazardan tushunish varianti sifatida qaraladi. O‘qituvchi o‘zini-o‘zi rivojlantirish muammosiga qo‘llaniladigan fraktal metodika ularning istiqbolida turli psixologik-pedagogik tadqiqotlar o‘tkazish uchun asos bo‘lib xizmat qiladi.
In the article is presented theoretical and methodological prerequisites for the formation and development of fractal pedagogy. In addition, the scientific justification of fractal pedagogy principles,its features and principles are considered and given. The research is to determine the structure of personal and professional self-development of teacher (motivational, design, activity-practical, reflexive, emotional volitional components).The presented research is considered as a variant of understanding the problem of personal and professional selfevelopment of a teacher from a new perspective. Fractal methodology applicable to the problem of self-development of the teacher can be the Foundation for various psychological and pedagogical research in their perspective.