Dars tahlillari va ularni amaliyotga qo`llash

Dars kuzatish va tahlil qilish orqali o`quvchilarning umumiy tayyorgarligi, bilim olishdagi faoliyati, o`quv faniga bo`lgan qiziqishi, diqqat bilan ishlashi, matn, xarita, jadval, asboblar bilan mustaqil ishlay bilishi, o`qituvchiga bo`lgan munosabati aniqlanadi. Shu bilan birga o`qituvchining faoliyati ham tahlil qilinadi. Chunonchi, o`qituvchining o`quv dasturi materiallarini bilish darajasi, yangi mavzuni tushuntirish jarayonida asosiy fikrni ajratib olishi, ilmiylik va soddalik, ko`rgazmalilik tamoyillariga rioya qilishi, dars maqsadini to`g`ri qo`yishi, dars jarayonini to`g`ri rejalashtirishi, darsda hamkorlikka erisha olishi, bilim va ko`nikmalarni o`zlashtirishni nazorat etishi, o`quvchilar bilan yakka va jamoada ishlashni tashkil eta bilishi, dars mobaynida vaqtdan unumli foydalanishi va pedagogik muomala madaniyatini egallaganlik darajasi kabi jihatlar inobatga olinadi.

 

O`qituvchining darsini bir necha marta kuzatish va tahlil qilish, uning pedagogik mahorati, ish tizimi, o`quvchilarining o`zlashtirishi, bilim darajasi kabi sohaviy va kasbiy layoqati yuzasidan xulosa chiqarish imkonini beradi.

 

Ta`kidlash joizki, umumiy o`rta ta`lim maktab o`qituvchilarining darslarini tahlil qilishda  ko`pincha kuzatuvchilar darsga yaxlit tizim sifatida qaramay ko`proq tashqi jihatlariga baho beradilar, darsning mazmun-mohiyati xususida yuzaki mulohaza yuritadilar. Shuningdek, dars tahlilida o`qituvchining ko`rsatmali qo`llanmadan foydalanishi, didaktik kartochkalar bilan ishlashi va hokazolar aytiladi-yu, ammo ulardan nima maqsadda, qaysi vaziyatda foydalanilgani, qanchalik samara berganligi, vaqt taqsimotiga to`g`ri amal qilinganligi, o`quvchilarning yosh xususiyatlarini hisobga olgan-olmaganligi kabi masalalar to`g`risida fikr yuritilmaydi. Bundan tashqari yana bir jiddiy kamchilik o`qituvchining o`zini o`zi tahlil qilishiga e`tibor qaratmaslikdir. O`zini-o`zi tahlil qilish tamoyili o`qituvchining o`z faoliyatidagi yutuq va kamchiliklarini aniqlash va  bartaraf etishga oid   maqsadli yo`lni belgilab olishiga asos bo`ladi. O`qituvchilar aksariyat hollarda dars jarayonida quyidagi xato va kamchiliklarga yo`l qo`yadilar. Jumladan:

  • dars maqsadi bilan o`quvchilarni tanishtirmaslik;
  • interfaol metodlardan samarasiz foydalanish;
  • dars jarayonida barcha o`quvchilarning ishtirokini ta`minlay olmaslik;
  • o`quvchilar bilan yakka va jamoa  tartibda ishlashga erisha olmaslik;
  • o`quvchilarning mustaqil ishlashini ta`minlamaslik.
  • o`quvchilar bajargan ishlarini vaqtida baholamaslik;
  • o`qituvchi nutqining ravon ta`sirchan emasligi;
  • mavzuni amaliyot bilan bog`lab tushuntirmaslik;
  • mavzuni ilmiy va amaliy nuqtai nazardan tushuntirishga e`tibor bermaslik;
  • sinf doskasi, darslik, o`quvchi daftari, qo`shimcha adabiyotlardan foydalanishning tizimli  yo`lga qo`yilmaganligi;
  • O`quvchilarga beriladigan savollarning muammoli tarzda  tuzilmaganligi kabilar.

Darslar  aniq maqsad asosida kuzatilishi  va tahlil qilinishi lozim. Shundagina natijasi  samarali bo`ladi va o`quv jarayoni yuzasidan aniq xulosa chiqarish imkonini beradi.    Dars tahlilida tizimsizlik, aniq bir maqsadning yo`qligi, darsga tasodifan qatnashish, darsni chuqur tahlil qila olmaslik, o`qituvchiga amaliy yordam ko`rsata olmaslik  esa darslar sifatining va saviyasining pasayib ketishiga olib keladi.

 

Darslarni tahlil qilish faqatgina metodik ahamiyatga ega bo`lmay, balki maktabda o`quv-tarbiya jarayoniga rahbarlik va nazoratning muhim shakllaridan biridir. O`qituvchi  darsini kuzatish va tahlil qilish amaliyotining tizimli amalga oshirilishi darslarni qiyoslash va yo`l qo`yilgan xatolarning bartaraf etilganligini aniqlash imkoniyatini beradi. O`qituvchilarning  o`zaro dars kuzatishi tajriba almashinuv jarayoni bo`lib, dars  o`tayotgan o`qituvchi bor mahoratini ishga solib, yuqori ishchanlik bilan faoliyat ko`rsatsa, tahlil qiluvchi o`qituvchi esa taklif va mulohazalar berish orqali tajribasini boyitadi,  metodik malakasini oshiradi.

 

Dars tahlili o`quv  mashg`ulotini kuzatish, o`rganish shaklida olib boriladi. Shu o`rinda savol tug`iladi. O`qituvchining darsi kim tomonidan kuzatilishi lozim? Qanday maqsad bilan kuzatiladi va tahlil qilinadi? O`qituvchining darsi  viloyat XTB, tuman, xalq ta`limi bo`limi, ta`lim muassasalari rahbarlari, xodimlari, metodistlar va  o`qituvchilar tomonida kuzatiladi va tahlil qilinadi.

 

Buning uchun, eng avvalo, darsga kirishdan  maqsad nimadan iborat ekanligini aniqlab olish zarur. Dars quyidagi maqsadda kuzatiladi va tahlil qilinadi:

  • ta`lim va tarbiya jarayoni  sifatini aniqlash;
  • o`qituvchining pedagogik mahoratini oshirishga yordam berish;
  • ilg`or ish usullari va metodlarini  o`rganish va ommalashtirish;
  • o`qituvchilarning o`zaro tajriba almashishi;
  • o`quvchilarning bilimi va tarbiyalanganlik darajasini aniqlash;
  • ilmiy-tadqiqot ishlarini amalga oshirish;
  • o`quvchilarning bilish faoliyatini o`rganish;
  • dars jarayonida yuzaga kelishi mumkin bo`lgan xato va kamchiliklarning oldini olish, o`qituvchiga amaliy  va metodik yordam ko`rsatish;
  • ta`lim-tarbiya jarayonida o`quvchilar psixologik xususiyatlarini   o`ziga xosligini e`tiborga olish;
  • darsda o`quvchilarni faollashtirish va mavzuni o`zlashtirishlarini e`tiborga olinganligi.

Dars — o`quv jarayonining juda ko`p ta`lim-tarbiya qirralarini hal qiluvchi asos hisoblanadi. Shunga ko`ra darsni kuzatuvchi va  tahlil qiluvchilardan maxsus tayyorgarlik ko`rish talab etiladi.

Darsni tahlil qilish quyidagi  bosqichlarda amalga oshiriladi.

1.Darsni kuzatishga tayyorgarlik.

2.Darsning borishini kuzatish.

3.O`z-o`zini tahlil qilishni ta`minlash.

4.Dars tahlili va takliflar berish.

 

Darsni  tahlil qilishda quyidagilarga e`tibor qaratish tavsiya etiladi.

  1. Darsni kuzatishdan oldingi   tayyorgarlik:
  • dars kuzatishdan ko`zlanayotgan maqsad va vazifalarni shakllantirish;
  • kuzatiladigan darsni aniq belgilab olish;
  • dars kuzatish tuzilmasini tayyorlash;
  • kerakli materiallarni tayyorlash; o`qituvchi bilan suhbatlashish.
  1.  Darsning maqsadlarini tahlil qilishda:
  • o`quv fani va mavzuning o`ziga  xos tomonlari, o`quvchilar yoshi va bilim darajasi e`tiborga olingan holda ta`lim-tarbiya maqsadining to`g`ri va asosli qo`yilganligi;
  • o`quvchilarning tayyorgarligi, o`rganilayotgan mavzu bo`yicha darslar tizimidagi aynan shu darsning o`rnini hisobga olgan holda maqsad qo`yilishining to`g`riligi va asoslanganligi;
  • dars asosiy g`oyasining to`g`ri qo`yilishi va  o`quvchilarga  maqsadning yetkazilishi, maqsadga erishish darajasi.
  1. Dars tuzilmasi va darsning tashkil qilinishini tahlil qilishda:
  • dars tuzilmasining dars maqsadlariga mosligi;.
  • darsning turi, strukturasining puxta o`ylanganligi;
  • dars bosqichlarining mantiqiy ketma- ketliligi va bir- biri bilan bog`liqligi;
  • dars bosqichlari uchun vaqtning to`g`ri taqsimlanganligi;
  • o`qitish shakllarining to`g`ri tanlanganligi;
  • dars rejasining mavjudligi va uning o`qituvchi tomonidan bajarilishini tashkil qilish;
  • dars jihozlari. O`qituvchi va o`quvchilarning mehnatini unumli tashkil qilish.
  1. Dars mazmunini tahlil qilishda.
  • dars mazmunining Davlat ta`lim standarti talablariga mosligi;
  • materiallarning ishonchliligi, to`liqligi, tushunarliligi;
  • bayon qilinayotgan materialning ilmiy darajasi;
  • darsning tarbiyaviy yo`nalishi, ta`limiy ta`sir darajasi;
  • darsni hayot, mehnat tarbiyasi va kasbga yo`naltirish bilan bog`lash;
  • o`quvchilar tomonidan yangi bilimlarni qabul qilishdagi qiyinchiliklarni bartaraf etish;
  • yangi materialning asosiy g`oyasini ajratish. Yangi tushunchalarni shakllantirish. Tayanch bilimlarning muhimligini ko`rsatish.
  1. O`quvchilarning mustaqil ishlarini tashkil qilish
  • Mashq va topshiriqlarning xususiyatlari, mustaqil ishlarning turlari, murakkablik darajasi, o`quvchilar tayyorgarlik darajasining hisobga olinganligi;
  • o`qituvchi tomonidan tushuntirish ishlarining olib borilishi;
  • o`qituvchining yordami. Yangi materialning o`zlashtirilganlik darajasi;
  • yangi mavzuning oldingi mavzular bilan bog`langanligi. Takrorlash (tashkil qilish, shakllari, usullari, hajmi).
  1. Dars o`tish metodikasini tahlil qilish

O`qitishning metod, vosita  va usullarini tanlashda o`quv materialining mazmuniga, dars maqsadlariga, sinfning imkoniyatlariga mos tanlanganligi va asoslanganligi. O`qituvchi tomonidan darsning har bir bosqichida metod, usullarni to`g`ri qo`llaganligi, ishlatilayotgan metod va usullarning xilma- xilligi. Ko`rgazmali qurollar, tarqatma materiallar, texnika vositalaridan samarali foydalanilganligi. O`qituvchining metodik qurollanganligini  va pedagogik texnikasini baholash.

 

  1. O`quvchilarning  darsdagi intizomi va ish faoliyatini  tahlil qilish

Sinfga umumiy baho berish.  Sinfning diqqati va faolligi. Fanga bo`lgan qiziqishi. O`quvchilarning dars bosqichlaridagi layoqati.

O`quvchilarning mustaqil o`quv faoliyatini tashkil qilish. O`quv faoliyati shakllaridan foydalanishning samaradorligi va maqsadga muvofiqligini baholash. Umumta`lim va maxsus ko`nikma hamda malakalarni shakllantirish. Yagona talablarning bajarilishi. Iqtidorli va qoloq o`quvchilar bilan yakka tartibda ishlash. Umumiy va yakka ishlash  faoliyatni birgalikda olib borish. Sinfning intizomi va intizomni saqlash usullari.

 

  1. O`qituvchining o`quvchilar bilan muloqati.

Pedagogik etikasi, nutqi, ahloqiy va psixolagik iqlimning tashkil etilishi.

 

  1. O`quvchilar bilimini baholash

O`kuvchilarga berilgan bilim, ko`nikma va malakaning sifati. Mustahkam va chuqur bilim berilishi.Т’oya va materiallarning asosiy tomonlarini ko`rsata olishi, amaliy ko`nikmalarning egallaganlik darajasi.

Tekshirish turlari.  Baholarning jamlanganligi.

 

  1. Uy vazifasini tahlil qilish

Uy vazifasini berishdan maqsad va hajmi.  Sinfda bajarilgan ish bilan uyga berilgan vazifaning hajmi.  Uyga berilgan vazifaning xususiyati (ijodiy, takrorlash, mustahkamlash, rivojlantirish),  uy vazifasini berishda o`qituvchining izohi.

 

Darsni tahlil qilishni  quyidagi turlarga   bo`lish mumkin:

  1. Ilmiy tahlil.
  2. Psixologik tahlil.
  3. Metodik  tahlil.
  4. Didaktik  tahlil.
  5. Umumpedagogik  tahlil.

 

Ilmiy tahlil-berilayotgan bilimlarning  ilmiy –nazariy  jihatini, o`quvchi  bajarayotgan  mustaqil ishning maqsadga muvofiqligini  aniqlash    demakdir .

Dars  kuzatuvchi har bir   rahbar darsning  ilmiy  tahlilida  asosan  quyidagilarga  e`tibor berishi maqsadga  muvofiq bo`ladi :

  1.  O`qituvchining  ilmiy  jihatdan (o`zi  mutaxassis bo`lgan fanni ilmiy  asosda  chuqur bilishi ) qurollanganligi.
  2.  Shu  kungi darsga  ilmiy  jihatdan  tayyorgarlik  holati.
  3.  O`z  mutaxassisligiga oid  eng  yangi ilmiy –nazariy axborotlar bilan qurollanib  borishi.
  4. Dars jarayonida  ilmiy  qoida va ta`riflarning to`g`ri  bayon  etilishi  hamda  ilmiy  atamalarning  o`quvchilarga  singdirib borilishi.
  5. Darsda  ta`limning  o`ziga  xos  xususiyatlarining hisobga  olinishi.
  6.  Darslik  materiallarining  qo`shimcha adabiyot  materiallari  bilan boyitilishi.
  7. O`quvchi bajarayotgan  laboratoriya , amaliy  hamda  mustaqil  ishlarning  ilmiy  yo`nalish  bo`yicha maqsadga  muvofiqligi.
  8.  O`quvchilar  xulosasining  ilmiy  jihatdan  to`g`ri , qisqa  va mukammal bayon  etilishi  hamda   uni  o`qituvchi  tomonidan nazorat qilinishi.
  9.  Dars  davomida , yangi  mavzuni  bayon etish  jarayonida  ta`lim- tarbiya bilan  bog`lanishi.
  10. O`qituvchi  va o`quvchilarning  ilmiy nutq  madaniyati.

 

Metodik tahlil – o`qituvchining  dars  jarayonida  qo`llagan  usullarining  maqsadga  muvofiq  ekanligi  ta`limning turiga va o`ziga xos  xususiyatlariga  qarab  belgilanadi. O`quv  materiallarini  o`quvchilarga  bayon qilish  va tushuntirish     jarayonida  qo`llanilgan  usullarning  shu  materialga  mosligi  yoki  mos emasligi  metodik  tahlil   davomida  aniqlanadi.

 

Shuni alohida  ta`kidlash  lozimki, o`qituvchi  darsda  qo`llagan  usullarning  samaradorligi, rang-barangligi, namunaviyligi  uning  o`tgan, yangi  mavzu  materialini  o`quvchilarning  qay  darajada   o`zlashtirib  olganliklari bilan belgilanadi. Shu boisdan  har bir dars kuzatuvchi (o`qituvchi, direktor , ilmiy  bo`lim mudiri, inspektor yoki metodist ) dars  tahlilining bu turiga  alohida  e`tibor  bilan  qarashi kerak.

 

Dars metodlarini tahlil qilishda quyidagilarni  hisobga olish  maqsadga muvofiqdir:

  1. Dars  jarayonidagi  o`qituvchi  va o`quvchilar   faoliyatining  tashkiliy shakllariga  ko`ra:
  2. a)   hikoya  usuli;
  3. b)  og`zaki  bayon  usuli;
  4. v)  suhbat  usuli.

 

  1. O`quvchilarning  o`zlashtirishiga  ko`ra:
  2. a)   o`qituvchilarning  so`zlash  usuli;
  3. b)   ko`rsatmali qurollardan foydalanish  usuli;
  4. v)   darslik, konturli  karta, diagramma yoki  jadvallar  bilan  ishlash usuli;
  5. g)   laboratoriya asboblari  bilan ishlash usuli;
  6. d) texnika vositalaridan (informatika elektron hisoblash texnikasi, kinofilm, diafilm, radio, televizor kabilar) foydalanish  usuli;
  7. ye) sinf  doskasidan, geografiya, tarix yoki  zoologiyaga  tegishli  bo`lgan   turli  kartalardan  foydalanish  usuli  kabilar.

Didaktik  tahlil – ta`lim  turlari  samaradorligi  va uni  belgilovchi  qonunlar  va  qoidalarning  darsda  qanchalik  to`g`ri  hamda  mukammal  bajarilganligini  tahlil  qilish demakdir.

 

Darsni  didaktik jihatdan   tahlil qilishda  quyidagilarga  e`tibor  berish  o`rinli bo`ladi:

  1. O`qituvchi bayonining sinf  o`quvchilari  jamoasiga  to`la  tushunarli  bo`lishi  va bu  bayonning  izchil  ravishda  o`quvchi  ongiga  yetib borishi.
  2. O`qituvchi fikrining  ma`naviy-ma`rifiy  tarbiya  talabiga mos  bo`lganligi.
  3. Barcha o`quvchilarning  o`qituvchi  berayotgan  materialini  ongli ravishda  o`zlashtirishlari.
  4. O`qituvchi  bayonida  rivojlantiruvchi  va muammoli  ta`limning  mavjudligi.
  5. O`qituvchi  fikrining  izchiligi.
  6. Dars  jarayonida yoki yangi  mavzuni  bayon  qilishda  ko`rsatmali  qurollardan, tarqatma  materiallar  va texnika  vositalaridan  foydalanishning   maqsadga muvofiqligi yoki nomuvofiqligi.
  7. Ekskursiya, tajriba, laboratoriya  va amaliy  ishlarning  maqsadga yo`naltirilgan     holda  o`tishga  erishilganligi.
  8. Darslik bilan  ishlashning  to`g`ri bo`lishi.
  9. Misollarning  ta`lim-tarbiya   birligi  mazmunida  yo`nalishi.
  10. Darsni  ma`lum  bir  tizimda  olib borilishi  kabilar.

 

Umumiy  pedagogik  tahlil – darsdagi hamma jihatlarning qisqa va yengil ko`rinishidagi tahlilidir.

Darsni umumiy pedagogik jihatdan tahlil qilganda quyidagilarni hisobga olish maqsadga muvofiqdir:

  1. O`quv xonasi yoki  sinf xonasining  dars o`tishga  tayyorgarlik holati  (dars  jihozlari).
  2. O`quv xonasi yoki  sinf xonasining  sanitariya- gigiyena holati.
  3. Dars mavzusi  va uning  ta`limiy, tarbiyaviy maqsadi.
  4. O`qituvchining  mazkur darsga ilmiy-metodik va pedagogik  jihatdan  tayyorlanganligi    darajasi.
  5. O`qituvchining  darsni tashkil etish  va dars bosqichlaridan  to`g`ri  foydalanishi.
  6. O`qituvchining  o`quvchilarga  ta`lim –tarbiya  berishida  pedagogik  jihatdan  namunali  shaxs  darajasiga  ko`tarila  olganligi.
  7. O`quvchilar  bilimiga  qo`yiladigan  bahoning  adolatli  va  izohli bo`lishi.
  8. O`quvchilarning darsdagi faolligi,  intizomi,  mustaqil fikr yuritishi hamda mazkur  fan  asoslarini  o`zlashtirib  olganlik darajasi.
  9. O`quvchilarning   darsga  munosabati  va hurmat bilan  qarashi.
  10. O`qituvchining darsdagi  boshqaruvchilik roli  va ish  uslubi.
  11. O`qituvchining  dars mavzusini  ta`lim-  tarbiyaga  bog`lashi.
  12. Dars jarayonida  yoki yangi mavzuni  bayon  qilishda  o`lkashunoslik  materiallaridan   foydalanishi.
  13. Darsda  o`quvchilarning  sifat  o`zlashtirishi.
  14. O`qituvchining  darsdagi  ta`limiy  va tarbiyaviy  maqsadiga  to`liq  erisha olganligi.
  15. O`qituvchining  ilmiy, metodik va  umumpedagogik  jihatdan  yordamga ehtiyoji kabilar.

 

Darsni psixologik-pedagogik jihatdan tahlil qilish tizimi:

  1. Darsning aniq maqsad va vazifalarga bog`liq ravishda tuzilishiga psixologik baho berish.
  2. a) darsning mavzusi, maqsad va vazifalari:
  3. b) darsning tuzilishi va uning psixologik jihatdan maqsadga muvofiqligi.
  4. Darsning mazmuniga psixologik jihatdan baho berish:
  5. a) o`quv materiallarining sifati (tasvirlovchi, tushuntiruvchi, ko`rgazmalilik, aniqlik, mavhumlik va umumlashganlik darajasi);
  6. b) o`quvchining bilish faoliyatini rivojlantirish, o`quv axborotini idrok etishi (obrazli, og`zaki mantiqiy xotirani, xayoliy tafakkurni, hayotini). U qanday his-tuyg`ularni uyg`otadi?
  7. v) mazkur material o`quvchilar bilish faoliyatining yosh xususiyatlariga, ularning hayotiy tajribasi va bilimlari darajasiga mos kelishi;
  8. g) o`qituvchining murakkab o`quv materialini mazkur yoshdagi o`quvchilarning idrok etishi uchun qulay, tushunarli va qiziqarli uyushtirish (bayon qilishning ravshanligi va oddiyligi, yorqin misollar, o`xshatishlar, qiyoslashlarning mavjudligi, ko`rgazmali materiallardan foydalanishi, hayot bilan bog`lashi).
  9. d) o`rganilayotgan materialning tarbiyaviy ta`siri (axloqiy, estetik va h.k.). O`qituvchi uning tarbiyaviy imkoniyatlarini qay darajada amalga oshiradi?

 

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