Nail\u0259 A\u011fayeva,
G\u0259nc\u0259 D\u00f6vl\u0259t Universiteti
e-mail: n_aghayeva@mail.ru<\/p>\n\n\n\n
Keywords:<\/strong> national education, family education, educational system, psychology of a child. Abstract<\/strong>. The article is investigates the role of a family in national education, also analysis and showed the roles and the importance of a father, a mother, a member of a family in a contemporary education process. The new feature and application of this character learned to Azerbaijani children the national proudness, unity, honor, fanaticism to motherland. The article is necessary for each young family and pedagogue. Different models, notes have a great educational importance.<\/p>\n\n\n\n Pedaqoji \u0259d\u0259biyyatda \u201cd\u0259rsd\u0259nk\u0259nar i\u015f\u201d v\u0259 \u201cm\u0259kt\u0259bd\u0259nk\u0259nar i\u015f\u201d ifad\u0259l\u0259ri tez-tez i\u015fl\u0259dilir. B\u0259zil\u0259ri bu ifad\u0259l\u0259ri sinonim anlay\u0131\u015flar kimi ba\u015fa d\u00fc\u015f\u00fcrl\u0259r. Halbuki aralar\u0131nda m\u00fc\u0259yy\u0259n ox\u015far c\u0259h\u0259tin olmas\u0131 h\u0259min anlay\u0131\u015flar\u0131 eynil\u0259\u015fdirm\u0259y\u0259 \u0259sas vermir. Ox\u015far c\u0259h\u0259t budur ki, h\u0259r iki halda t\u0259rbiy\u0259 i\u015fi ya d\u0259rs\u0259 q\u0259d\u0259r, ya d\u0259rsd\u0259n sonra h\u0259yata ke\u00e7irilir. F\u0259rqli c\u0259h\u0259tl\u0259r i\u015f\u0259 ondan ibar\u0259tdir ki, d\u0259rsd\u0259nk\u0259nar i\u015f \u2013 m\u0259hz m\u0259kt\u0259bin apard\u0131\u011f\u0131 t\u0259lim-t\u0259rbiy\u0259 prosesinin z\u0259ruri t\u0259rkib hiss\u0259sidir. Bu i\u015fi d\u0259rsd\u0259n \u0259vv\u0259l, yaxud sonra ya pedaqoji kollektivin \u00fczvl\u0259ri, ya da \u015fagird \u00f6z\u00fcn\u00fcidar\u0259 t\u0259\u015fkilatlar\u0131 t\u0259\u015fkil edib h\u0259yata ke\u00e7irirl\u0259r. M\u0259kt\u0259bd\u0259nk\u0259nar t\u0259dbirl\u0259r is\u0259 d\u0259rs \u00e7\u0259r\u00e7iv\u0259sind\u0259n k\u0259narda m\u0259kt\u0259bl\u0259 \u0259laq\u0259 z\u0259minind\u0259 m\u0259hz m\u0259kt\u0259bd\u0259nk\u0259nar t\u0259rbiy\u0259 m\u00fc\u0259ssis\u0259l\u0259ri \u2013 u\u015faq v\u0259 g\u0259ncl\u0259rin yarad\u0131c\u0131l\u0131q saraylar\u0131 v\u0259 evl\u0259ri, u\u015faq idman m\u0259kt\u0259bl\u0259ri v\u0259 sair bel\u0259 m\u00fc\u0259ssis\u0259l\u0259rin \u00f6zl\u0259ri t\u0259r\u0259find\u0259n apar\u0131lan i\u015fl\u0259rdir (1). D\u0259rsd\u0259n v\u0259 m\u0259kt\u0259bd\u0259nk\u0259nar t\u0259dbirl\u0259r ki\u00e7ik ya\u015fl\u0131 m\u0259kt\u0259blil\u0259rin asud\u0259 vaxt\u0131n\u0131n s\u0259m\u0259r\u0259li t\u0259\u015fkilin\u0259 \u015f\u0259rait yaratmaqla onlar\u0131 xo\u015fag\u0259lm\u0259z t\u0259sad\u00fcfi hadis\u0259l\u0259rd\u0259n v\u0259 m\u00fc\u0259yy\u0259n sosial qruplar\u0131n m\u0259nfi t\u0259sirind\u0259n qoruyur. T\u0259dqiqatdan ayd\u0131n olur ki, \u015fagirdin sosialla\u015fmas\u0131nda zaman\u0131n x\u00fcsusi yeri var. Onlar\u0131n \u0259sas istiqam\u0259tl\u0259rind\u0259n biri \u015fagirdin asud\u0259 vaxt\u0131 il\u0259 ba\u011fl\u0131d\u0131r. M\u0259hz asud\u0259 vaxt\u0131n s\u0259m\u0259r\u0259li t\u0259\u015fkili ki\u00e7ik ya\u015fl\u0131 m\u0259kt\u0259blil\u0259rl\u0259 apar\u0131lan sosial pedaqoji i\u015fin \u0259sas m\u0259zmun elementl\u0259rind\u0259n biridir. \u0130ngilis aliml\u0259ri (M.Doel, S.\u015eardlov) t\u0259r\u0259find\u0259n bu fakt\u0131n m\u00fc\u0259yy\u0259nl\u0259\u015fm\u0259si biz\u0259 onu dem\u0259y\u0259 imkan verir ki, ilk n\u00f6vb\u0259d\u0259 ki\u00e7ik ya\u015fl\u0131 m\u0259kt\u0259blil\u0259rin asud\u0259 vaxt \u0259rzind\u0259 f\u0259aliyy\u0259ti \u00f6yr\u0259nm\u0259li v\u0259 apar\u0131lm\u0131\u015f t\u0259dqiqatlarda bu problem sosial pedaqoji \u00f6l\u00e7\u00fcl\u0259rl\u0259 t\u0259hlil olunmal\u0131d\u0131r. M\u00fc\u015fahid\u0259l\u0259r g\u00f6st\u0259rir ki, \u015fagirdl\u0259rin c\u0259miyy\u0259t\u0259 zidd qruplar\u0131n\u0131n yaranmas\u0131 v\u0259 formala\u015fmas\u0131 zaman\u0131 ya\u015fl\u0131 \u015f\u0259xsl\u0259r, dem\u0259k olar ki, i\u015ftirak etmir. Ancaq cinay\u0259t qruplar\u0131n\u0131n yaranmas\u0131 gedi\u015find\u0259, h\u0259r d\u00f6rd\u00fcnc\u00fc haldan birind\u0259 ya\u015fl\u0131 \u015f\u0259xsl\u0259r i\u015ftirak edirl\u0259r. Onlar \u0259ks\u0259r hallarda qrupun t\u0259\u015fkilat\u00e7\u0131s\u0131 v\u0259 lider rolunda \u00e7\u0131x\u0131\u015f edirl\u0259r, yaln\u0131z b\u0259zi hallarda qrupun h\u0259yat\u0131nda t\u0259sad\u00fcfi \u00fczv kimi i\u015ftirak edirl\u0259r. M\u00fct\u0259x\u0259ssisl\u0259r bu m\u0259s\u0259l\u0259d\u0259n dan\u0131\u015fark\u0259n qeyri-formal antisosial v\u0259 cinay\u0259tkar u\u015faq qruplar\u0131n\u0131n ya\u015f x\u00fcsusiyy\u0259tl\u0259rin\u0259 diqq\u0259ti c\u0259lb edirl\u0259r. Onlar\u0131n az hiss\u0259si 7-13 ya\u015f\u0131nda o\u011flan v\u0259 q\u0131zlardan ibar\u0259tdir. Bel\u0259likl\u0259, ki\u00e7ik ya\u015fl\u0131 m\u0259kt\u0259blil\u0259rd\u0259 x\u0131rda o\u011furluq hallar\u0131 a\u015fkarland\u0131\u011f\u0131 hallarda yeniyetm\u0259 v\u0259 g\u0259ncl\u0259rin t\u00f6r\u0259tdikl\u0259ri cinay\u0259tl\u0259rin b\u00f6y\u00fck \u0259ks\u0259riyy\u0259ti qrup hal\u0131nda ba\u015f verir. U\u015faq cinay\u0259tkarl\u0131\u011f\u0131n\u0131n pedaqoji profilaktikas\u0131 yollar\u0131n\u0131 t\u0259hlil ed\u0259nd\u0259, ilk n\u00f6vb\u0259d\u0259, asud\u0259 vaxt problemi diqq\u0259ti c\u0259lb edir. Asud\u0259 vaxt problemin\u0259 h\u0259sr edilmi\u015f t\u0259dqiqatlar\u0131n, dem\u0259k olar ki, ham\u0131s\u0131nda onun s\u0259m\u0259r\u0259li t\u0259\u015fkili yollar\u0131 \u0259sas\u0259n bir meyar bax\u0131m\u0131ndan \u2013 asud\u0259 vaxt\u0131n m\u0259zmununa g\u00f6r\u0259 t\u0259hlil olunur. Asud\u0259 vaxt\u0131n m\u0259zmunlu t\u0259\u015fkili pedaqoji n\u00f6qteyi-n\u0259z\u0259rd\u0259n d\u0259 x\u00fcsusi \u0259h\u0259miyy\u0259t\u0259 malikdir. Lakin asud\u0259 vaxt\u0131n m\u0259zmunu, \u00f6z\u00fc-\u00f6zl\u00fcy\u00fcnd\u0259 onun istiqam\u0259tini bilavasit\u0259 m\u00fc\u0259yy\u0259n etmir. Asud\u0259 vaxt\u0131 \u0259sas\u0259n sosial pedaqoji \u00f6l\u00e7\u00fcl\u0259rl\u0259 \u00fcnsiyy\u0259t fenomeni kimi t\u0259hlil etm\u0259k laz\u0131md\u0131r. Son zamanlar f\u0259ls\u0259f\u0259 v\u0259 soiologiya elml\u0259rind\u0259 d\u0259 \u201casud\u0259 vaxt sosiumu\u201d anlay\u0131\u015f\u0131 yaranm\u0131\u015fd\u0131r. Bu sosiumda ba\u015fl\u0131ca yeri ba\u015fqa adamlar \u2013 \u015fagirdin dostlar\u0131 v\u0259 yolda\u015flar\u0131 tuturlar. \u015eagirdin \u00f6z asud\u0259 vaxt\u0131n\u0131 kiminl\u0259 ke\u00e7irm\u0259si m\u0259s\u0259l\u0259si ilk bax\u0131\u015fda b\u0259lk\u0259 d\u0259 adi g\u00f6r\u00fcn\u00fcr, \u0259slind\u0259 is\u0259 sosial pedaqoji i\u015fin k\u00f6k\u00fc m\u0259hz h\u0259min m\u0259s\u0259l\u0259nin h\u0259lli il\u0259 bil\u0259vasit\u0259 ba\u011fl\u0131d\u0131r. X\u00fcsusil\u0259 ki\u00e7ik ya\u015fl\u0131 m\u0259kt\u0259blil\u0259rin \u00fczv olduqlar\u0131 qeyri formal qruplar\u0131n h\u0259yat\u0131nda k\u00fctl\u0259vi sosial-psixoloji hadis\u0259l\u0259r, x\u00fcsusil\u0259 t\u0259qlid m\u00fch\u00fcm yer tutur. Bu qruplarda ki\u00e7ik ya\u015fl\u0131 m\u0259kt\u0259blil\u0259r bir-birl\u0259rini asanl\u0131qla t\u0259qlid edirl\u0259, bir-biri vasit\u0259sil\u0259 qeyri-adi \u015feyl\u0259ri asanl\u0131qla m\u0259nims\u0259yirl\u0259r, moda, q\u0259rib\u0259 b\u0259z\u0259k \u0259\u015fyalar\u0131, qeyri adi rituallar v\u0259 s. il\u0259 \u0259trafdak\u0131lardan se\u00e7ilm\u0259y\u0259 \u00e7al\u0131\u015f\u0131rlar. Qeyri formal qruplar\u0131n sosial-psixoloji simas\u0131 da \u201casud\u0259 vaxt sosiumunda\u201d bil\u0259vasit\u0259 v\u0259 ya dolay\u0131s\u0131 il\u0259 \u0259ks olunur. Buradan is\u0259 elmi-\u0259m\u0259li bax\u0131mdan m\u00fch\u00fcm pedaqoji n\u0259tic\u0259 \u00e7\u0131x\u0131r.<\/p>\n\n\n\n Ki\u00e7ik ya\u015fl\u0131 m\u0259kt\u0259blil\u0259rin \u00fcnsiyy\u0259t t\u0259labat\u0131n\u0131n t\u0259min edilm\u0259sind\u0259 sinif r\u0259hb\u0259rl\u0259rinin v\u0259 yolda\u015flar\u0131n\u0131n rolunun art\u0131r\u0131lmas\u0131 neqativ sosial t\u0259sirl\u0259rin neytralla\u015fd\u0131r\u0131lmas\u0131n\u0131n ba\u015fl\u0131ca yoludur. \u018fks\u0259r pedaqoqlar d\u0259rsd\u0259nk\u0259nar i\u015fin m\u0259kt\u0259b t\u0259cr\u00fcb\u0259sind\u0259 geni\u015f yay\u0131lm\u0131\u015f formalar\u0131n\u0131 3 qrupa b\u00f6l\u00fcrl\u0259r: f\u0259rdi i\u015f, qrup hal\u0131nda i\u015f, k\u00fctl\u0259vi i\u015f. F\u0259rdi i\u015f dedikd\u0259 ki\u00e7ik ya\u015fl\u0131 m\u0259kt\u0259blil\u0259rin \u00f6z arzusu v\u0259 mara\u011f\u0131na \u0259sas\u0259n m\u00fcst\u0259qil sur\u0259td\u0259 yerin\u0259 yetirdiyi i\u015fl\u0259r n\u0259z\u0259rd\u0259 tutulur. Bel\u0259 i\u015fl\u0259r\u0259 misal olaraq sinifd\u0259nxaric oxunu, ki\u00e7ik ya\u015fl\u0131 m\u0259kt\u0259blil\u0259rin \u0259d\u0259bi yarad\u0131c\u0131l\u0131qla, idmanla, r\u0259sml\u0259 m\u0259\u015f\u011ful olmas\u0131n\u0131, m\u00fc\u0259yy\u0259n musiqi al\u0259tind\u0259 \u00e7alma\u011f\u0131 \u00f6yr\u0259nm\u0259sini, \u0259yani v\u0259sait haz\u0131rlanmas\u0131n\u0131 v\u0259 s g\u00f6st\u0259rm\u0259k olar. Qrup hal\u0131nda i\u015f formas\u0131ndan istifad\u0259nin m\u00fcmk\u00fcnl\u00fcy\u00fc d\u0259 ki\u00e7ik ya\u015fl\u0131 m\u0259kt\u0259blil\u0259rd\u0259 sosial pedaqoji c\u0259h\u0259td\u0259n bir ne\u00e7\u0259 parametrl\u0259r \u00fczr\u0259 faydal\u0131 istiqam\u0259tin formala\u015fmas\u0131na real imkanlar yarad\u0131r. Bel\u0259likl\u0259, ibtidai sinif \u015fagirdi bu zaman h\u0259m kollektiv\u00e7iliy\u0259, h\u0259m ictimai m\u00fcnasib\u0259tl\u0259r sistemin\u0259, h\u0259m ictimai f\u0259all\u0131\u011fa, h\u0259m d\u0259 qar\u015f\u0131l\u0131ql\u0131 m\u0259n\u0259vi fayda ver\u0259n \u00fcnsiyy\u0259t t\u0259labat\u0131n\u0131n \u00f6d\u0259nilm\u0259si prosesin\u0259 qo\u015fulur. Ki\u00e7ik ya\u015fl\u0131 m\u0259kt\u0259blil\u0259rl\u0259 sosial pedaqoji i\u015fin apar\u0131lmas\u0131nda d\u0259rsd\u0259n v\u0259 m\u0259kt\u0259bd\u0259nk\u0259nar t\u0259dbirl\u0259r prosesind\u0259 onlarla sosial reablitasiya i\u015finin h\u0259yata ke\u00e7irilm\u0259si d\u0259 vacib m\u0259s\u0259l\u0259l\u0259rd\u0259n say\u0131l\u0131r. Sosial reablitasiya i\u015fi x\u00fcsusi t\u0259\u015fkilatlarda q\u00fcsur v\u0259 \u00e7at\u0131\u015fmazl\u0131qlar\u0131 aradan qald\u0131rmaql, yaxud z\u0259ifl\u0259tm\u0259kl\u0259 sosiumunh\u0259yat\u0131na qo\u015fulmaq \u00fc\u00e7\u00fcn \u015fagirdl\u0259r\u0259 adekvat \u015f\u0259raitinin yarad\u0131lmas\u0131d\u0131r. Sosial pedaqoji i\u015fin bu n\u00f6v\u00fc sosialla\u015fman\u0131n xo\u015fag\u0259lm\u0259z \u015f\u0259raitinin qurbanlar\u0131 olan \u0259lill\u0259r\u0259, g\u00f6rm\u0259, e\u015fitm\u0259, nitq q\u00fcsurlar\u0131, fiziki inki\u015faf \u00e7at\u0131\u015fmazl\u0131qlar\u0131 olan, h\u0259m\u00e7inin a\u011f\u0131ldank\u0259m, psixi inki\u015faf l\u0259ngim\u0259l\u0259ri olan u\u015faqlara, b\u0259zi kateqoriyadan olan qanun pozucular\u0131na t\u0259tbiq edilir. Sosial pedaqoji i\u015fin \u0259n m\u00fch\u00fcm aspekti ail\u0259 v\u0259 yax\u0131n \u0259trafla apar\u0131lan i\u015fdir. \u00c7\u00fcnki sosial pedaqoqun b\u00fct\u00fcn s\u0259yl\u0259rinin taleyi xeyli d\u0259r\u0259c\u0259d\u0259 \u015fagirdin ail\u0259sinin onu m\u00fcdafi\u0259 edib tamamlamas\u0131ndan as\u0131l\u0131d\u0131r. M\u0259hz sosial reablitasiya i\u015finin k\u00f6m\u0259yi il\u0259 \u015f\u0259xsiyy\u0259t x\u00fcsusiyy\u0259tl\u0259ri, \u0259xlaq v\u0259 qanun pozucularla sosial m\u0259zmunlu h\u0259yat v\u0259 f\u0259aliyy\u0259t\u0259 uy\u011funla\u015fma i\u015fi yerin\u0259 yetirir. Elm v\u0259 sosial pedaqoji i\u015f t\u0259cr\u00fcb\u0259si t\u0259sdiq edir ki, qanun pozucular\u0131 aras\u0131nda m\u00fcxt\u0259lif q\u00fcsur v\u0259 inki\u015faf anomaliyalar\u0131na malik \u00e7oxsayl\u0131 insanlar oldu\u011fu \u00fc\u00e7\u00fcn ist\u0259r m\u0259kt\u0259bd\u0259 t\u0259lim zaman\u0131, ist\u0259rs\u0259 d\u0259 m\u0259kt\u0259b m\u0259kan\u0131ndan k\u0259narda bu \u015fagirdl\u0259rl\u0259 sosial reablitasiya i\u015fi o zaman s\u0259m\u0259r\u0259li apar\u0131la bil\u0259r ki, psixoloji v\u0259 pedaqoji t\u0259dbirl\u0259r kompleks h\u0259yata ke\u00e7irilsin. T\u0259dqiqat zaman\u0131 biz G\u0259nc\u0259 \u015f\u0259h\u0259r x\u00fcsusi internat m\u0259kt\u0259bind\u0259 \u0259qli v\u0259 fiziki c\u0259h\u0259td\u0259n q\u00fcsurlu u\u015faqlarla apar\u0131lan t\u0259lim-t\u0259rbiy\u0259 i\u015fl\u0259ri il\u0259 tan\u0131\u015f olduq. M\u0259lumat \u00fc\u00e7\u00fcn qeyd etm\u0259liyik ki, respublikam\u0131zda bu tip m\u0259kt\u0259bl\u0259r f\u0259aliyy\u0259t g\u00f6st\u0259rir. Yax\u015f\u0131 m\u00fc\u0259llim olmaq \u00fc\u00e7\u00fcn bacard\u0131qca daha \u00e7ox t\u0259dris \u00fcsullar\u0131 il\u0259 tan\u0131\u015f olmaq vacib \u015f\u0259rtl\u0259rd\u0259ndir. Bu, m\u00fc\u0259lliml\u0259r\u0259 \u00f6z yana\u015fma metodlar\u0131n\u0131 \u00fcz\u0259 \u00e7\u0131xartma\u011fa, hans\u0131n\u0131n s\u0259m\u0259r\u0259li, hans\u0131n\u0131n is\u0259 effektsiz oldu\u011funu \u00f6yr\u0259nm\u0259y\u0259 \u015f\u0259rait yarad\u0131r. Dil \u00f6yr\u0259n\u0259nl\u0259r h\u0259mi\u015f\u0259 m\u00fc\u0259llim\u0259 ehtiyac duymurlar. T\u0259dqiqat prosesind\u0259 biz qeyd olunan istiqam\u0259td\u0259 bir m\u0259s\u0259l\u0259ni d\u0259 ara\u015fd\u0131rma\u011fa \u00e7al\u0131\u015fm\u0131\u015f\u0131q: sosialla\u015fman\u0131n m\u00fcxt\u0259lif m\u0259rh\u0259l\u0259l\u0259rind\u0259 u\u015fa\u011f\u0131n inki\u015faf\u0131ndak\u0131 anomaliyan\u0131 t\u00f6r\u0259d\u0259n faktorlar\u0131n a\u015fkarlanmas\u0131 problemi. T\u0259dqiqat G\u0259nc\u0259 \u015f\u0259h\u0259r x\u00fcsusi internat m\u0259kt\u0259bind\u0259 v\u0259 valideyn himay\u0259sind\u0259n m\u0259hrum olan qar\u0131\u015f\u0131q tipli u\u015faq evind\u0259 apar\u0131lm\u0131\u015fd\u0131r. T\u0259dqiqata 82 \u015fagird c\u0259lb olunmu\u015fdur. H\u0259m \u015fagirdl\u0259rl\u0259 (I-IV sinif), h\u0259m m\u00fc\u0259lliml\u0259rl\u0259, h\u0259m d\u0259 valideynl\u0259rl\u0259 sosioloji sor\u011fular ke\u00e7irilmi\u015fdir. \u015eagirdl\u0259rin v\u0259 valideynl\u0259rin t\u0259rc\u00fcmeyi-hal\u0131 \u00f6yr\u0259nilmi\u015fdir. G\u0259nc\u0259 \u015e\u0259h\u0259r Statistika \u0130dar\u0259sind\u0259n, narkoloji dispanserd\u0259n v\u0259 dig\u0259r \u0259laq\u0259dar t\u0259\u015fkilatlardan m\u00fcvafiq m\u0259lumatlar\u0131n toplanmas\u0131 apar\u0131lan t\u0259dqiqat\u0131n s\u0259m\u0259r\u0259liliyin\u0259 v\u0259 \u0259ld\u0259 olunan m\u0259lumatlar\u0131n d\u0259qiqliyin\u0259 fayda vermi\u015fdir. Onlar dili m\u00fcxt\u0259lif yollarla, evd\u0259 kitab oxumaqla, CD, videodisk izl\u0259m\u0259kl\u0259, komp\u00fcter proqramlar\u0131 dinl\u0259m\u0259kl\u0259, dig\u0259rl\u0259ri is\u0259 sad\u0259c\u0259 dilin daim i\u015fl\u0259dildiyi yerl\u0259rd\u0259 ya\u015famaq v\u0259 \u00fcnsiyy\u0259td\u0259 olmaqla \u00f6yr\u0259nirl\u0259r. T\u0259hsilalanlar t\u0259hsil alma\u011fa, x\u00fcsusil\u0259 d\u0259 ali m\u0259kt\u0259bl\u0259rd\u0259 t\u0259hsill\u0259rini art\u0131rma\u011fa, yenilikl\u0259ri \u00f6yr\u0259nm\u0259y\u0259 maraql\u0131d\u0131rlar. \u018flb\u0259tt\u0259, m\u00fc\u0259llim arzu etm\u0259z ki, d\u0259rsi s\u0131x\u0131c\u0131, yorucu ke\u00e7sin, lakin daim \u00e7ox nitq s\u00f6yl\u0259y\u0259rs\u0259, qrupu yaln\u0131z \u00f6z s\u00f6hb\u0259tl\u0259ri il\u0259 m\u0259\u015f\u011ful ed\u0259rs\u0259, \u0259yl\u0259nc\u0259li \u015f\u0259kild\u0259 \u00e7atd\u0131rarsa, n\u0259tic\u0259d\u0259 onlar\u0131n diqq\u0259tini yay\u0131nd\u0131rm\u0131\u015f olar, t\u0259l\u0259b\u0259l\u0259r daha az bilik qazanar v\u0259 t\u0259dqiqatla m\u0259\u015f\u011ful olmazlar. Yuxar\u0131da qeyd olunanlar d\u0259rs prosesin\u0259, \u015f\u00fcbh\u0259siz t\u0259tbiq oluna bil\u0259r. Dil \u00f6yr\u0259nilm\u0259sin\u0259 mara\u011f\u0131n yaranmas\u0131nda m\u00fc\u0259llimin rolu \u0259v\u0259zsizdir. M\u00fc\u0259llim h\u0259r bir d\u0259rsd\u0259 daim se\u00e7im h\u00fcququ edir, o, n\u0259yis\u0259 t\u0259tbiq etm\u0259yi, n\u0259yis\u0259 etm\u0259m\u0259yi q\u0259rarla\u015fd\u0131r\u0131r. Yax\u015f\u0131 m\u00fc\u0259llim olmaq \u00fc\u00e7\u00fcn bacard\u0131qca daha \u00e7ox t\u0259dris \u00fcsullar\u0131 il\u0259 tan\u0131\u015f olmaq vacib \u015f\u0259rtl\u0259rd\u0259ndir. Bu, m\u00fc\u0259lliml\u0259r\u0259 \u00f6z yana\u015fma metodlar\u0131n\u0131 \u00fcz\u0259 \u00e7\u0131xartma\u011fa, hans\u0131n\u0131n s\u0259m\u0259r\u0259li, hans\u0131n\u0131n is\u0259 effektsiz oldu\u011funu \u00f6yr\u0259nm\u0259y\u0259 \u015f\u0259rait yarad\u0131r. Dil \u00f6yr\u0259n\u0259nl\u0259r h\u0259mi\u015f\u0259 m\u00fc\u0259llim\u0259 ehtiyac duymurlar. Onlar dili m\u00fcxt\u0259lif yollarla, evd\u0259 kitab oxumaqla, CD, videodisk izl\u0259m\u0259kl\u0259, komp\u00fcter proqramlar\u0131 dinl\u0259m\u0259kl\u0259, dig\u0259rl\u0259ri is\u0259 sad\u0259c\u0259 dilin daim i\u015fl\u0259dildiyi yerl\u0259rd\u0259 ya\u015famaq v\u0259 \u00fcnsiyy\u0259td\u0259 olmaqla \u00f6yr\u0259nirl\u0259r. T\u0259hsilalanlar t\u0259hsil alma\u011fa, x\u00fcsusil\u0259 d\u0259 ali m\u0259kt\u0259bl\u0259rd\u0259 t\u0259hsill\u0259rini art\u0131rma\u011fa, yenilikl\u0259ri \u00f6yr\u0259nm\u0259y\u0259 maraql\u0131d\u0131rlar.<\/p>\n\n\n\n \u018flb\u0259tt\u0259, m\u00fc\u0259llim arzu etm\u0259z ki, d\u0259rsi s\u0131x\u0131c\u0131, yorucu ke\u00e7sin, lakin daim \u00e7ox nitq s\u00f6yl\u0259y\u0259rs\u0259, qrupu yaln\u0131z \u00f6z s\u00f6hb\u0259tl\u0259ri il\u0259 m\u0259\u015f\u011ful ed\u0259rs\u0259, \u0259yl\u0259nc\u0259li \u015f\u0259kild\u0259 \u00e7atd\u0131rarsa, n\u0259tic\u0259d\u0259 onlar\u0131n diqq\u0259tini yay\u0131nd\u0131rm\u0131\u015f olar, t\u0259l\u0259b\u0259l\u0259r daha az bilik qazanar v\u0259 t\u0259dqiqatla m\u0259\u015f\u011ful olmazlar. Yuxar\u0131da qeyd olunanlar d\u0259rs prosesin\u0259, \u015f\u00fcbh\u0259siz t\u0259tbiq oluna bil\u0259r. Dil \u00f6yr\u0259nilm\u0259sin\u0259 mara\u011f\u0131n yaranmas\u0131nda m\u00fc\u0259llimin rolu \u0259v\u0259zsizdir. M\u00fc\u0259llim h\u0259r bir d\u0259rsd\u0259 daim se\u00e7im h\u00fcququ edir, o, n\u0259yis\u0259 t\u0259tbiq etm\u0259yi, n\u0259yis\u0259 etm\u0259m\u0259yi q\u0259rarla\u015fd\u0131r\u0131r. Yax\u015f\u0131 m\u00fc\u0259llim olmaq \u00fc\u00e7\u00fcn bacard\u0131qca daha \u00e7ox t\u0259dris \u00fcsullar\u0131 il\u0259 tan\u0131\u015f olmaq vacib \u015f\u0259rtl\u0259rd\u0259ndir. Bu, m\u00fc\u0259lliml\u0259r\u0259 \u00f6z yana\u015fma metodlar\u0131n\u0131 \u00fcz\u0259 \u00e7\u0131xartma\u011fa, hans\u0131n\u0131n s\u0259m\u0259r\u0259li, hans\u0131n\u0131n is\u0259 effektsiz oldu\u011funu \u00f6yr\u0259nm\u0259y\u0259 \u015f\u0259rait yarad\u0131r. Dil \u00f6yr\u0259n\u0259nl\u0259r h\u0259mi\u015f\u0259 m\u00fc\u0259llim\u0259 ehtiyac duymurlar. Onlar dili m\u00fcxt\u0259lif yollarla, evd\u0259 kitab oxumaqla, CD, videodisk izl\u0259m\u0259kl\u0259, komp\u00fcter proqramlar\u0131 dinl\u0259m\u0259kl\u0259, dig\u0259rl\u0259ri is\u0259 sad\u0259c\u0259 dilin daim i\u015fl\u0259dildiyi yerl\u0259rd\u0259 ya\u015famaq v\u0259 \u00fcnsiyy\u0259td\u0259 olmaqla \u00f6yr\u0259nirl\u0259r. T\u0259hsilalanlar t\u0259hsil alma\u011fa, x\u00fcsusil\u0259 d\u0259 ali m\u0259kt\u0259bl\u0259rd\u0259 t\u0259hsill\u0259rini art\u0131rma\u011fa, yenilikl\u0259ri \u00f6yr\u0259nm\u0259y\u0259 maraql\u0131d\u0131rlar. \u018flb\u0259tt\u0259, m\u00fc\u0259llim arzu etm\u0259z ki, d\u0259rsi s\u0131x\u0131c\u0131, yorucu ke\u00e7sin, lakin daim \u00e7ox nitq s\u00f6yl\u0259y\u0259rs\u0259, qrupu yaln\u0131z \u00f6z s\u00f6hb\u0259tl\u0259ri il\u0259 m\u0259\u015f\u011ful ed\u0259rs\u0259, \u0259yl\u0259nc\u0259li \u015f\u0259kild\u0259 \u00e7atd\u0131rarsa, n\u0259tic\u0259d\u0259 onlar\u0131n diqq\u0259tini yay\u0131nd\u0131rm\u0131\u015f olar, t\u0259l\u0259b\u0259l\u0259r daha az bilik qazanar v\u0259 t\u0259dqiqatla m\u0259\u015f\u011ful olmazlar. Yuxar\u0131da qeyd olunanlar d\u0259rs prosesin\u0259, \u015f\u00fcbh\u0259siz t\u0259tbiq oluna bil\u0259r. Dil \u00f6yr\u0259nilm\u0259sin\u0259 mara\u011f\u0131n yaranmas\u0131nda m\u00fc\u0259llimin rolu \u0259v\u0259zsizdir. M\u00fc\u0259llim h\u0259r bir d\u0259rsd\u0259 daim se\u00e7im h\u00fcququ edir, o, n\u0259yis\u0259 t\u0259tbiq etm\u0259yi, n\u0259yis\u0259 etm\u0259m\u0259yi q\u0259rarla\u015fd\u0131r\u0131r. Yax\u015f\u0131 m\u00fc\u0259llim olmaq \u00fc\u00e7\u00fcn bacard\u0131qca daha \u00e7ox t\u0259dris \u00fcsullar\u0131 il\u0259 tan\u0131\u015f olmaq vacib \u015f\u0259rtl\u0259rd\u0259ndir. Bu, m\u00fc\u0259lliml\u0259r\u0259 \u00f6z yana\u015fma metodlar\u0131n\u0131 \u00fcz\u0259 \u00e7\u0131xartma\u011fa, hans\u0131n\u0131n s\u0259m\u0259r\u0259li, hans\u0131n\u0131n is\u0259 effektsiz oldu\u011funu \u00f6yr\u0259nm\u0259y\u0259 \u015f\u0259rait yarad\u0131r. Dil \u00f6yr\u0259n\u0259nl\u0259r h\u0259mi\u015f\u0259 m\u00fc\u0259llim\u0259 ehtiyac duymurlar. Onlar dili m\u00fcxt\u0259lif yollarla, evd\u0259 kitab oxumaqla, CD, videodisk izl\u0259m\u0259kl\u0259, komp\u00fcter proqramlar\u0131 dinl\u0259m\u0259kl\u0259, dig\u0259rl\u0259ri is\u0259 sad\u0259c\u0259 dilin daim i\u015fl\u0259dildiyi yerl\u0259rd\u0259 ya\u015famaq v\u0259 \u00fcnsiyy\u0259td\u0259 olmaqla \u00f6yr\u0259nirl\u0259r. T\u0259hsilalanlar t\u0259hsil alma\u011fa, x\u00fcsusil\u0259 d\u0259 ali m\u0259kt\u0259bl\u0259rd\u0259 t\u0259hsill\u0259rini art\u0131rma\u011fa, yenilikl\u0259ri \u00f6yr\u0259nm\u0259y\u0259 maraql\u0131d\u0131rlar. \u018flb\u0259tt\u0259, m\u00fc\u0259llim arzu etm\u0259z ki, d\u0259rsi s\u0131x\u0131c\u0131, yorucu ke\u00e7sin, lakin daim \u00e7ox nitq s\u00f6yl\u0259y\u0259rs\u0259, qrupu yaln\u0131z \u00f6z s\u00f6hb\u0259tl\u0259ri il\u0259 m\u0259\u015f\u011ful ed\u0259rs\u0259, \u0259yl\u0259nc\u0259li \u015f\u0259kild\u0259 \u00e7atd\u0131rarsa, n\u0259tic\u0259d\u0259 onlar\u0131n diqq\u0259tini yay\u0131nd\u0131rm\u0131\u015f olar, t\u0259l\u0259b\u0259l\u0259r daha az bilik qazanar v\u0259 t\u0259dqiqatla m\u0259\u015f\u011ful olmazlar. Yuxar\u0131da qeyd olunanlar d\u0259rs prosesin\u0259, \u015f\u00fcbh\u0259siz t\u0259tbiq oluna bil\u0259r. Dil \u00f6yr\u0259nilm\u0259sin\u0259 mara\u011f\u0131n yaranmas\u0131nda m\u00fc\u0259llimin rolu \u0259v\u0259zsizdir. M\u00fc\u0259llim h\u0259r bir d\u0259rsd\u0259 daim se\u00e7im h\u00fcququ edir, o, n\u0259yis\u0259 t\u0259tbiq etm\u0259yi, n\u0259yis\u0259 etm\u0259m\u0259yi q\u0259rarla\u015fd\u0131r\u0131r. Yax\u015f\u0131 m\u00fc\u0259llim olmaq \u00fc\u00e7\u00fcn bacard\u0131qca daha \u00e7ox t\u0259dris \u00fcsullar\u0131 il\u0259 tan\u0131\u015f olmaq vacib \u015f\u0259rtl\u0259rd\u0259ndir. Bu, m\u00fc\u0259lliml\u0259r\u0259 \u00f6z yana\u015fma metodlar\u0131n\u0131 \u00fcz\u0259 \u00e7\u0131xartma\u011fa, hans\u0131n\u0131n s\u0259m\u0259r\u0259li, hans\u0131n\u0131n is\u0259 effektsiz oldu\u011funu \u00f6yr\u0259nm\u0259y\u0259 \u015f\u0259rait yarad\u0131r. Dil \u00f6yr\u0259n\u0259nl\u0259r h\u0259mi\u015f\u0259 m\u00fc\u0259llim\u0259 ehtiyac duymurlar. Onlar dili m\u00fcxt\u0259lif yollarla, evd\u0259 kitab oxumaqla, CD, videodisk izl\u0259m\u0259kl\u0259, komp\u00fcter proqramlar\u0131 dinl\u0259m\u0259kl\u0259, dig\u0259rl\u0259ri is\u0259 sad\u0259c\u0259 dilin daim i\u015fl\u0259dildiyi yerl\u0259rd\u0259 ya\u015famaq v\u0259 \u00fcnsiyy\u0259td\u0259 olmaqla \u00f6yr\u0259nirl\u0259r. Bu da, x\u00fcsusil\u0259 d\u0259 ali m\u0259kt\u0259bl\u0259rd\u0259 t\u0259hsill\u0259rini art\u0131rma\u011fa, yenilikl\u0259ri \u00f6yr\u0259nm\u0259y\u0259 maraql\u0131d\u0131rlar. \u018flb\u0259tt\u0259, m\u00fc\u0259llim arzu etm\u0259z ki, d\u0259rsi s\u0131x\u0131c\u0131, yorucu ke\u00e7sin, lakin daim \u00e7ox nitqin \u00f6yr\u0259nilm\u0259sin\u0259 mara\u011f\u0131n yaranmas\u0131nda m\u00fc\u0259llimin rolu \u0259v\u0259zsizdir. M\u00fc\u0259llim h\u0259r bir d\u0259rsd\u0259 daim se\u00e7im h\u00fcququ edir.<\/p>\n\n\n\n \u0130stifad\u0259 olunmu\u015f \u0259d\u0259biyyat \/ References<\/p>\n\n\n\n Nail\u0259 A\u011fayeva,G\u0259nc\u0259 D\u00f6vl\u0259t Universitetie-mail: n_aghayeva@mail.ru Keywords: national education, family education, educational system, psychology of a child.\u041a\u043b\u044e\u0447\u0435\u0432\u044b\u0435 \u0441\u043b\u043e\u0432\u0430: \u0441\u043e\u0446\u0438\u0430\u043b\u044c\u043d\u043e\u0435 \u0432\u043e\u0441\u043f\u0438\u0442\u0430\u043d\u0438\u0435, \u0441\u0435\u043c\u0435\u0439\u043d\u043e\u0435 \u0432\u043e\u0441\u043f\u0438\u0442\u0430\u043d\u0438\u0435, \u0441\u0438\u0441\u0442\u0435\u043c\u0430 \u0432\u043e\u0441\u043f\u0438\u0442\u0430\u043d\u0438\u044f, \u0434\u0435\u0442\u0441\u043a\u0430\u044f \u043f\u0441\u0438\u0445\u043e\u043b\u043e\u0433\u0438\u044f.… <\/p>\n","protected":false},"author":1,"featured_media":840,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[26],"tags":[],"class_list":["post-762","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pedagogy"],"_links":{"self":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/762","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=762"}],"version-history":[{"count":0,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/762\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/media\/840"}],"wp:attachment":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=762"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=762"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=762"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\u041a\u043b\u044e\u0447\u0435\u0432\u044b\u0435 \u0441\u043b\u043e\u0432\u0430:<\/strong> \u0441\u043e\u0446\u0438\u0430\u043b\u044c\u043d\u043e\u0435 \u0432\u043e\u0441\u043f\u0438\u0442\u0430\u043d\u0438\u0435, \u0441\u0435\u043c\u0435\u0439\u043d\u043e\u0435 \u0432\u043e\u0441\u043f\u0438\u0442\u0430\u043d\u0438\u0435, \u0441\u0438\u0441\u0442\u0435\u043c\u0430 \u0432\u043e\u0441\u043f\u0438\u0442\u0430\u043d\u0438\u044f, \u0434\u0435\u0442\u0441\u043a\u0430\u044f \u043f\u0441\u0438\u0445\u043e\u043b\u043e\u0433\u0438\u044f.<\/p>\n\n\n\n\n