BO‘LAJAK PEDAGOGLARNING IJODKORLIK KO‘NIKMALARINI RIVOJLANTIRISHDA QIYOSIY PEDAGOGIK TAJRIBANING IMKONIYATLARI
Kalit so‘zlar:
ijodiy tafakkur, pedagogik ta’lim, komparativistik yondashuv, bo‘lajak o‘qituvchi, fenomenga asoslangan o‘qitish, jugyō kenkyū, Bildung konsepsiyasi, STEAM integratsiyasi, institutsional adaptatsiya, didaktik transformatsiya.Abstrak
Ushbu maqolada bo‘lajak o‘qituvchilarda ijodiy tafakkurni rivojlantirishga oid
xorijiy pedagogik tajribalar — Finlyandiya, Singapur, Yaponiya, Germaniya va AQSh
misolida — komparativistik yondashuv asosida tahlil qilingan. Tadqiqot har bir
mamlakat tajribasini alohida tavsiflash o‘rniga, ularni yagona tahlil parametrlari —
maqsad, mazmun, metod, o‘qituvchi roli, talaba faoliyati, baholash va natija mezonlari
— bo‘yicha qiyoslashga asoslangan. Tahlil natijasida mazkur tajribalar ikki qutb bo‘ylab
joylashishi aniqlangan: institutsional nazoratni saqlagan holda ijodkorlikni maqsadli
rivojlantiruvchi model (Singapur, qisman Yaponiya) va yuqori avtonomiyaga
asoslangan tabiiy-organik rivojlanish modeli (Finlyandiya, Germaniya, AQSh).
O‘zbekiston oliy pedagogik ta’limining institutsional-madaniy xususiyatlarini hisobga
olgan holda, xorijiy tajribalarning moslik darajasi uch toifaga — to‘liq mos keluvchi,
qisman mos keluvchi va transformatsiya orqali moslashtirilishi lozim bo‘lgan
tajribalarga ajratilgan. Tadqiqot xulosasiga ko‘ra, Singapur tajribasining institutsional
muvofiqlashtiruvchi mexanizmini, Yaponiyaning jamoaviy takomillashtirish prinsipini
va G‘arb modellaridan tanlab olingan avtonomiya elementlarini uyg‘unlashtiruvchi
integrativ-moslashtirilgan yondashuv O‘zbekiston sharoiti uchun metodologik jihatdan
eng maqbul yechim hisoblanadi.
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