Inklyuziv ta’lim va gospital pedagogikani rivojlantirishda pedagogning tashkilotchilik madaniyati: nazariy va amaliy aspektlar
DOI:
https://doi.org/10.5281/zenodo.20742660Ключевые слова:
inklyuziv ta’lim, gospital pedagogika, tashkilotchilik madaniyati, pedagogik kompetensiya, boshqaruv komponenti, kommunikativ madaniyat, metodik moslashuvchanlik, psixologik sezgirlik, refleksiv amaliyotchi, UDL, TPACK, yaqin rivojlanish zonasi, ekologik tizimlar modeliАннотация
Mazkur maqolada inklyuziv ta’lim va gospital pedagogika sharoitida pedagogning tashkilotchilik madaniyati
ko‘p qirrali ilmiy-nazariy hodisa sifatida tadqiq etiladi. Tadqiqot doirasida tashkilotchilik madaniyatining konseptual tuzilishi
beshta o‘zaro bog‘liq komponent – boshqaruv, kommunikativ, metodik, psixologik sezgirlik va refleksiv yondashuv
komponentlari asosida ilmiy tavsiflanadi. L. S. Vygotskiyning yaqin rivojlanish zonasi nazariyasi, U. Bronfenbrennerning
ekologik tizimlar modeli, M. Ainscow va T. Booth inklyuziya indeksi, shuningdek UNESCO hamda UNICEF xalqaro ta’lim
strategiyalari asosida pedagogning tashkilotchilik madaniyatining nazariy modeli taklif etiladi. Inklyuziv muhitda individual
yondashuvni ta’minlash, gospital sharoitda ta’limni tibbiy reabilitatsiya jarayoni bilan uyg‘unlashtirish, ko‘p mutaxassisli
hamkorlikni muvofiqlashtirish va raqamli ta’lim texnologiyalaridan (adaptive learning, TPACK modeli, UDL tamoyillari)
samarali foydalanish masalalari keng va chuqur yoritiladi. Xulosalar asosida pedagoglarni tayyorlash va ularning malakasini
oshirishga doir ilmiy asoslangan amaliy tavsiyalar ishlab chiqiladi
Библиографические ссылки
1. O‘zbekiston Respublikasi Prezidentining 2020-yil 13-oktabrdagi “Alohida ta’lim ehtiyojlari bo‘lgan bolalarga ta’lim-tarbiya
berish tizimini yanada takomillashtirish chora-tadbirlari to‘g‘risida”gi PQ-4860-son Qarori. - Toshkent: Huquqiy
ma’lumotlar milliy bazasi, 2020.
2. UNICEF. Every Child Learns: UNICEF Education Strategy 2019-2030. - New York: UNICEF, 2019. - 72 p.
3. Mavlonova R., Vohidova N., Rahmonqulova N. Pedagogika nazariyasi va tarixi. - Toshkent: Fan va texnologiya, 2010.
- 348 b.
4. Muslimov N.A. Innovatsion ta’lim texnologiyalari. - Toshkent: Muharrir, 2015. - 210 b.
5. Azizxo‘jayeva N.N. Pedagogik texnologiyalar va pedagogik mahorat. - Toshkent: O‘qituvchi, 2003. - 192 b.
6. Ochilov M., Ochilova N. Oliy maktab pedagogikasi. - Toshkent: Nosirlik yog‘dusi, 2008. - 264 b.
7. UNESCO. The Salamanca Statement and Framework for Action on Special Needs Education. - Paris: UNESCO,
1994. – 50 p.
8. United Nations. Convention on the Rights of Persons with Disabilities (CRPD), A/RES/61/106. - New York: UN General
Assembly, 2006.
9. Vygotsky L.S. Mind in Society: The Development of Higher Psychological Processes / Ed. by M. Cole, V. John-Steiner,
S. Scribner, E. Souberman. - Cambridge, MA: Harvard University Press, 1978. - 159 p.
10. Bronfenbrenner U. The Ecology of Human Development: Experiments by Nature and Design. - Cambridge, MA: Harvard
University Press, 1979. - 330 p.
11. Booth T., Ainscow M. Index for Inclusion: Developing Learning and Participation in Schools. 3rd ed. - Bristol: Centre for
Studies on Inclusive Education (CSIE), 2011. - 114 p.
12. UNESCO. Education 2030: Incheon Declaration and Framework for Action for the Implementation of Sustainable
Development Goal 4. - Paris: UNESCO, 2015. - 84 p.
13. Mitchell D. What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies. 2nd
ed. - London; New York: Routledge, 2014. - 362 p.
14. Barrera I., Ficarra J. Strategic Co-Teaching in Your School: Using the Co-Design Model. - Baltimore: Paul H. Brookes
Publishing, 2015. - 218 p.
15. CAST. Universal Design for Learning Guidelines, Version 2.2. - Wakefield, MA: CAST, 2018. URL: http://udlguidelines.
cast.org (murojaat sanasi: 20.04.2025).
16. Schön D.A. The Reflective Practitioner: How Professionals Think in Action. - New York: Basic Books, 1983. - 374 p.
17. European Hospital and Healthcare Federation (HOPE). Hospital Education: A European Perspective. - Brussels:
HOPE, 2021. - 46 p.
18. World Health Organization (WHO). The Ottawa Charter for Health Promotion. - Geneva: WHO, 1986.
19. Reimers F., Schleicher A., Saavedra J., Tuominen S. Supporting the Continuation of Teaching and Learning During the
COVID-19 Pandemic. Annotated Resources for Online Learning. - Paris: OECD, 2020. - 38 p.
20. Friend M., Cook L. Interactions: Collaboration Skills for School Professionals. 8th ed. – New York: Pearson Education,
2017. – 304 p.
21. Mishra P., Koehler M.J. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge //
Teachers College Record. - 2006. - Vol. 108, No. 6. - P. 1017-1054. DOI: 10.1111/j.1467-9620.2006.00684.
Загрузки
Опубликован
Выпуск
Раздел
Лицензия
Copyright (c) 2026 MAKTABGACHA VA MAKTAB TA’LIMI JURNALI
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
