ࡱ> MOJKLq`tbjbjqPqP;::`%" (((2!}}}8~l~64^DF\"~~~WWW}CCCCCCC$"GhI@Cu(W>WWWC ~~2D---W4 ~(~}C-W}C--J3(9~: _L} 5B?.D0^D5II9I(9WW-WWWWWCCWWW^DWWWW646464I}646464}<^.  17-MavzuMavzu: Korreksion faoliyatning asosiy tamoyillari  17.1 Texnologik model Maruzaga ajratilgan soat-2 Magistrantlar soni 2 nafarOquv mashgulotining shakliMaruza: Malumotli maruzaMaruza rejasi1.Umumiy orta talim maktablarini pedagogik tashxislash va korreksiyalash yollari 2.Boshlangich sinf oquvchilarini pedagogik tashxislash va korreksiyalash yollari 3.Talabalarni pedagogik tashxislash va korreksiyalash yollariMashgulotning maqsadi: Magitrantlarda korreksiyalashga va tashxis etishga doir bilimlarni yanada oshirish.Pedagogik vazifalarOquv faoliyati natijalari:1.Umumiy orta talim maktablarini pedagogik tashxislash va korreksiyalash yollari haqida malumot beriladi. 2.Boshlangich sinf oquvchilarini pedagogik tashxislash va korreksiyalash yollarini tushuntiriladi. 3.O`smirlar, Talabalarni pedagogik tashxislash va korreksiyalash yollarini orgatiladi.1.Umumiy orta talim maktablarini pedagogik tashxislash va korreksiyalash yollarini bilib oladilar. 2.Boshlangich sinf oquvchilarini pedagogik tashxislash va korreksiyalash yollarini o`zlashtiradilar. 3.O`smirlar, Talabalarni pedagogik tashxislash va korreksiyalash yollari haqida hulosa chiqadilar.Talim metodiMaruza, grafik organayzerlar: Toifalash jadvali va blits sorov metodlari. Talimni tashkil etish shakliMalumotli maruzaDidaktik vositalarMaruza matni, taqdimotOqitish shart-sharoitiMaxsus texnik vositalar bilan jihozlangan xonaMonitoring va baholashOz-ozini nazorat qilish, savol-javob 17-Mavzu Korreksion faoliyatning asosiy tamoyillari17.2. Maruzaning texnologik kartasi Ish bosqichlari va vaqtiFaoliyat mazmuniOqituvchiTalaba1-bosqich. Oquv mashgulotiga kirish (Davat bosqichi) (5 minut)Talabalarni mavzuning nomlanishi, rejadagi masalalar bilan tanishtiradi (1-2-ilova).Tinglashadi, yozib borishadi. Mavzuni yoritishda foydalanilgan adabiyotlar royhati slaydlar yordamida korsatiladi (3 ilova).Adabiyotlar royhati bilan tanishib olishadi2-bosqich. Asosiy (Anglash bosqichi) (55 minut)2.1. Umumiy orta talim maktablarini pedagogik tashxislash va korreksiyalash yollari (4-5-6-7-ilova)Rejaning asosiy mohiyatini ozlashtiradi.2.2. Boshlangich sinf oquvchilarini pedagogik tashxislash va korreksiyalash yollari (8-9-10-11-ilova).Reja haqida asosiy malumotlarni daftarlariga qayd etib borishadi2.3. O`smirlar, Talabalarni pedagogik tashxislash va korreksiyalash yollari beradi. (12-13-14-15-16-17-ilova).Reja haqida malumotga ega boladilar3-bosqich. Yakuniy (Fikrlash bosqichi) (20 minut)3.1. Magistrantning mavzu yuzasidan tasavvurlarini aniqlashtirish maqsadida slayd yordamida nazorat savollari taqdim etiladi (18, 19-ilova)Magistrant dars davomida olgan bilimlari asosida savollarga javob beradilarAniq tasavvurlar shakllanmagan qismlarini qayta tushuntiradi Oz fikrlarini boyitadi va toldiradi 1-ilova  2-ilova  3-ilova  4-ilova  4A-ilova 5-ilova  6-ilova  5-ilova 7-ilova  8-ilova  9-ilova  10-ilova Korreksiyaning asosiy tamoyillari  7A-ilova 11-ilova   12-ilova  13-ilova  SHAPE \* MERGEFORMAT  14-ilova  15-ilova  16-ilova  17-ilova  FSMU texnologiyasi 18-ilova Talabalarning e tiborlariga taqdim etiladigan sxema!Tushunchalar(F)(S)(M)(U)1.Profilaktikalash2.Korreksiyalash3.ReabilizatsiyalashIzoh: shartli belgilar quyidagi mazmunni anglatadi: (F)  fikringizni bayon eting; (S)  fikringizni asoslovchi biron sabab k> rsating; (M)  k> rsatilgan sababning asosli ekanligini isbotlovchi misol keltiring; (U) fikringizni umumlashtiring 19-ilova      PAGE  PAGE 9 17-Mavzu: Korreksion faoliyatning asosiy tamoyillari Reja: 1.Umumiy orta talim maktablarini pedagogik tashxislash va korreksiyalash yollari 2.Boshlangich sinf oquvchilarini pedagogik tashxislash va korreksiyalash yollari 3.Osmirlar, talabalarni pedagogik tashxislash va korreksiyalash yollari Foydalanish uchun adabiyotlar: Babanskiy Y.K. Metodi obucheniya v sovremennoy obsheobrazovatelnoy shkole. Moskva: Prosvesheniye, 1985. Lerner I.Y. Didakticheskiye osnovi metodov obucheniY. Moskva: Pedagogika, 1981. Pedagogika // Ucheb. posobiye dlya studentov pedagogicheskix vuzov i pedagogichskix kolledjey. Pod red. P.I.Pidkasistogo. Moskva: Pedagogicheskoye obshestvo Rossii, 200. Rijkov V.N. Didaktika. Moskva: Yuniti-dana, 2004. 5. Sayidaxmedov N.S. Metodi obucheniya shkolnikov mexanizirovannomu trudu v xlopkovodstve. Tashkent: Ukituvchi, 1991. 6. Sayidahmedov N.S. Yangi pedagogik texnologiyalar.  Toshkent: Moliya, 2003. 7. Pedagogika nazariyasi va tarixi. 1-qism. Pedagogika nazariyasi / M.X.Toxtaxodjayeva va boshqalar. Prof. M.X.Toxtaxodjayevaning umumiy tahriri ostida.  Toshkent:  Iqtisod-moliya , 1996. 8. >2>B>@F520 H.B. >@@5:F8>==0O ?5403>38:0 8 A?5F80;L=0O ?A8E>;>38O. !;>20@L.  >A:20, 5403>38:0, 1999. 9. Psixik rivojlanishida muammolari bo`lgan bolalar. O.N. Usanova.  M.: Pedagogika, 1995. 10. Defektologiya va logopediya asoslari 3.V.S. Rahmonova.  T.: O qituvchi, 1990. 11. YoIdoshev J.G., Shirinov M.K, Ochilov F.I. Pedagogik diagnostika T.: Ozbekiston faylasuflari milliy jamiyati nashriyoti, 2014. Pedagogik lugatda korreksiya tushunchasi (yunoncha correctiio tuzatish) pedagogik uslub va tadbirlardan iborat maxsus tizimi yordamida anomal bolalarning psixik va jismoniy rivojlanish kamchiliklarini tuzatish (qisman yoki toliq) sifatida tushunilishi takidlab otiladi. Diagnostikakorreksion,korreksion-rivojlantiruvchi,korreksionprofilaktik faoliyatlar bilan bir qatorda tarbiyaviy va korreksion-oqitish, psixokorreksion faoliyatni ham amalga oshirilishini taminlaydi. Korreksion pedagogikaning asosini anomal bolalarni har tomonlama, fiziologik va psixologik o rganish tashkil etib, uning vazifalari sirasiga quyidagilar kiradi: 1) rivojlanishida turli kamchiliklar bogan bolaning nuqsonlarini tuzatish va korreksion-kompensatorli imkoniyatlarini aniqlash; 2) differensatsiyali oqitish va tarbiyalashni amalga oshirish maqsadida anomal bolalarning muammolarini hal etish; 3) anomal bolalarni aniqlash va hisobga olish; 4) rivojlanish anomaliyasini erta diagnostika qilish metodlarini ilmiy jihatdan ishlab chiqish; 5) bolalarda rivojlanish nuqsonlarini tuzatish, yoqotish yoki kamaytirish boyicha chora-tadbirlarni ishlab chiqish; 6) anomal bolalikning oldini olish boyicha profilaktik choratadbirlar tizimini ishlab chiqish; 7) anomal bolani rivojlantirish va uni ijtimoiylashtirish jarayonining samaradorligini oshirish. Diagnostika korreksion, korreksion-rivojlantiruvchi, korreksionprofilaktik faoliyatlar bilan bir qatorda tarbiyaviy va korreksion-oqitish, psixokorreksion faoliyatni ham amalga oshirilishini taminlaydi. Rivojlanishida nuqsoni bolgan bolalar bilan korreksion ishlar quyidagi vonalishlarda olib boriladi: Bolalarning rivojlanishi va xulqidagi nuqsonlar tabiati va mohiyatini aniqlash, ularning yuzaga kelishi sabablari va sharoitlarini organish. 2.Rivojlanishi va xulqida nuqsonlar bo`lgan bolalar bilan korreksionpedagogik faoliyatning tashkil etish va rivojlanishi tarixini o rganish. 3. Bolalarning rivojlanish va xulqidagi nuqsonlarning oldini olishga xizmat qiluvchi ijtimoiy-pedagogik shart-sharoitlar va psixofiziologik rivojlanishi etimologiyasi (sabab-oqibatli asoslari)ni aniqlash. 4. Rivojlanishida kamchilik va xulqida nuqsonlar bo`lgan bolalarga korreksion-pedagogik tasir ko'rsatish texnologiyasi, shakl, metod va vositalarini ishlab chiqish. 5. Ommaviy umumiy orta ta lim manbalari sharoitlarida rivojlanishi va xulqida nuqsonlar bo`lgan bolalarning umumiy va maxsus ta limi mazmunini tahlil qilish. 6. Bolalarni reabilitatsiya qilish va himoyalash markazlari, maxsus muassasalarining maqsadi, vazifa va asosiy yonalishlarini aniqlash. 7. Anomal bolalar bilan koreksion-pedagogik faoliyatni tashkil etuvchi oqituvchilarni tayyorlashda zarur oquv-metodik bazasini yaratish. Talimni tashxislash bu didaktik jarayon kechadigan barcha sharoitlarni oydinlashtirish, uning natijalarini belgilash sanaladi. Didaktik tashxisning maqsadi > quv jarayonida kechadigan barcha jihatlarni uning mahsuli bilan bog liq holda, > z vaqtida aniqlash, baholash va tahlil qilishdan iborat 1. Insonparvarlik tamoyili 2. Bolalarni kompleks o rganish tamoyili 3. Bolani har tomonlama va yaxlit organish tamoyili 7.Rivojlanishida mavjud bo`lgan chetlanishlar darajasiga kora differensatsivalashtirilgan ta limni tashkil etish tamovili 6. Malum turdagi patologivali bolalarni boshqa bolalar guruhlaridan ajratish yondashuv tamoyili 5. Sifativ-miqdoriy yondashuv 4. Bolani dinamik organish tamoyili 8. Yoshi tamoyili PMPKning tarkibida quyidagi mutaxassislar faoliyat korsatadilar: pedagog, psixolog, shifokor, psixiatr, nevropatolog, otolaringolog, ortoped, oftalmologlar, oligofrenopedagog, surdopedagog, tiflopedagog hamda logoped. PMPK ishlariga defektologik talim va anomal bolalar bilan ishlashda amaliy tajribaga ega mutaxassis rahbarlik qiladi. Boshlangich talim yoshidagi oquvchilami pedagogik diagnostika va korreksiyalash, asosan, quyidagi tarkibda amalga oshiriladi. Diagnostika va korreksiyalashning maqsadi hamda vazifalarini togri belgilab olish bolada muloqot konikmalarini shakllantira boshlashdan, yangi pedagogik muhitda adaptatsiyaga orgatishdan boshlanadi. Boshlangich talim yoshidagi bolalaming tarbiyalanganlik darajasiga, ularning kelgusi hayotdagi yoriqnomalariga, avvalo, oila tarbiyasi katta tasir korsatadi. \ Boshlang`ich talim yoshidagi (PD)pedagogik diagnostika va (PK)pedagogik korreksiya tarkibi PDvaPK maqsadi; PDvaPK mazmuni; PDvaPK shakllari; PDvaPK metodlari; PDvaPK vositalari; PDvaPK natijalari 0smirlik davrida oquv fanlarini turli oqituvchilar tomonidan oqitish munosabati yuzaga keladi. Bu orqali ularda kattalar shaxsi va faoliyatini baholashning yangi mezonlari shakllana boshlaydi. Masalan, bilimli, talabchan, haqqoniy, oquv materialini qiziqarli va tushunarli yol bilan yetkaza oladigan oqituvchilami ajratmaydilar, balki ularni koproq hurmat qiladilar, yaxshi koradilar va ular bilan boladigan munosabatlariga ham katta etibor beradilar. 10-15 yoshli bolalaming faoliyat motivlarida ham ozgarishlar amalga oshadi. Ilk osmirlik davrida kopchilik yoshlar ozlariga shaxsiy xarakteristika beradilar. Katta bolgan sari ularning oz-oziga bergan bahosi differensial xarakterda (xulqatvor, ijtimoiy vaziyatlarda ozini tutishi va ayrim xatti-harakatlar) namoyon bola boshlaydi. Talabalar bilan talim-tarbiya ishlarini rejalashtirishda ularning oziga xos xususiyatlarini hisobga olish zarur. Ayrim hollarda ichki va tashqi vositalar, omillar tasiri ostida uning ruhiy dunyosiga umidsizlik, ruhiy parokandalik kayfiyati, istiqbolga ishonmaslik, ikkilanish, hadiksirash kabi salbiy his-tuygular namoyon boladi. 0 z shaxsiyatiga nisbatan ichki ishonmaslik, oqishga nisbatan esa salbiy munosabatning kelib chiqishi talaba ruhiyatida keskin tushkunlikni keltirib chiqarishi mumkin. Buning oqibatida ayrim yoshlar ota zararli oqimlarga - aqidaparastlik, terrorchilik illatlariga qoshilib qolishi, giyohvandlik, ichkilik, qimorbozlik, turli jinoyat ishlari kabi jirkanch yoilarga kirib qolishlari mumkin. 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hEShESCJmH sH hESCJaJmH sH hEShESCJaJmHCsHCh&hEShESCJ"55/505T5U5V5{5|5788{;|;};;;;;;;gd 2gd $7$8$H$a$gd ) $7$8$H$a$gdygd $7$8$H$a$gdB6$a$gdES$a$gd ;;;;;;;;;<TVXlnp︰u_QQh&OJQJ^JmHCsHC+h h&5CJOJQJ^JaJmHCsHC%h&5CJOJQJ^JaJmHCsHCh0h&mH sH h0h&5OJQJmHCsHCUh h&mHCsHCh&mHCsHCh&CJOJQJaJmHCsHC(h h&CJOJQJ^JaJmHCsHC"h&CJOJQJ^JaJmHCsHCh&h0h&5mHCsHC quvchilarning BKMni tashxislash turlari Tekshirish Bosqichlar  quvchilarning bilim darajasini oldindan aniqlash Har bir mavzuni > zlashtirish jarayonidagi joriy tekshirish  quvchilarning BKMni yaxlit b> lim yoki kursning alohida mavzusi b> yicha davriy tekshirish  quvchilarning BKMini oraliq tekshirish  quvchilarning ta lim jarayonining barcha bosqichlarida egallangan BKMni yakuniy tekshirish  quvchilarning BKMini tekshirish bosqichlari Nazorat uchun savollar. 1.Boshlang ich ta lim yoshidagi o quvchilami diagnostika va korreksiya qilish tarkibi o z ichiga nimalami oladi? 2. 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