Keywords
pedagogik kategoriya
hamjamiyatga xizmat orqali o‘qitish
o‘zini o‘zi belgilash nazariyasi
volontyorlik motivatsiyasi
tajribaviy ta‘lim
refleksiya
ixtiyoriylik prinsipi.
How to Cite
Abstract
Ushbu maqolada talabalar volontyorlik faoliyatining ijtimoiy-pedagogik mohiyati va uning kategoriyaviy-nazariy asoslari tahlil qilindi. “Volontyorlik” tushunchasining huquqiy va pedagogik talqinlari o‘rtasidagi farq aniqlandi, uning ikki tomonlama - tashqi ijtimoiy va ichki shaxsiy-rivojlantiruvchi tabiati asoslandi. Volontyorlik va hamjamiyatga xizmat orqali o‘qitish tushunchalarining aynanlashtirilishi mumkin emasligi ko‘rsatildi. Tadqiqotning nazariy-metodologik poydevori sifatida o‘zini o‘zi belgilash nazariyasi, volontyorlik motivatsiyasining funksional yondashuvi va tajribaviy ta‘lim nazariyasi integratsiyalashtirildi. Natijada talabalar volontyorlik faoliyatining shaxsiy, ijtimoiy va kasbiy darajalarda namoyon bo‘luvchi uch qatlamli tuzilishi aniqlandi hamda "volontyorlik tajribasining pedagogik sifatini boshqarish" tadqiqotning markaziy kategoriyasi sifatida asoslab berildi.References
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