Vaqif C\u0259f\u0259rov
Az\u0259rbaycan D\u00f6vl\u0259t Pedaqoji Universiteti,
E-mail: ajafarov-vagif77@gmail.com<\/p>\n\n\n\n
Abstract.<\/strong> The urgency if the subject has been based in the article. The works on the subject have been analyzed and the teacher`s teaching mastery problem has been clarified from different points of view. The essence and subject of pedagogical skill has been given. The ways, opportunities and requirements have been commented for teacher`s reaching pedagogical skill. The definitions of pedagogical skill have been given. The scientific novelty, theoretical and practical significance of the article have been commented.<\/p>\n\n\n\n Keywords:<\/strong>\u00a0pedagogical mastery of history teacher, pedagogical ethics, pedagogical tact, information and communication technologies, self-education, self-bringing up.<\/em><\/p>\n\n\n\n XXI \u0259srin x\u00fcsusiyy\u0259tl\u0259rin\u0259 uy\u011fun olaraq elm v\u0259 texnikan\u0131n s\u00fcr\u0259tli inki\u015faf\u0131 t\u0259hsil\u0259 d\u0259 \u00f6z t\u0259sirini g\u00f6st\u0259rmi\u015fdir. \u0130nformasiya kommunikasiya texnologiyalar\u0131n\u0131n t\u0259lim\u0259 daxil edilm\u0259si il\u0259 tarix m\u00fc\u0259lliminin pedaqoji f\u0259aliyy\u0259tind\u0259 bir s\u0131ra d\u0259yi\u015fiklikl\u0259r etmi\u015fdir. Bel\u0259 ki, tarix m\u00fc\u0259llimi t\u0259kc\u0259 \u00f6z f\u0259nnini d\u0259rind\u0259n bilm\u0259kl\u0259 b\u0259rab\u0259r, m\u00fcasir t\u0259hsilin t\u0259l\u0259bin\u0259 g\u00f6r\u0259 \u0130KT-nin imkanlar\u0131ndan istifad\u0259 etm\u0259yi bacarmal\u0131d\u0131r. Bu da t\u0259liminin s\u0259m\u0259r\u0259li t\u0259\u015fkilin\u0259 b\u00f6y\u00fck t\u0259sir g\u00f6st\u0259r\u0259c\u0259kdir. Qeyd etm\u0259liyik ki, t\u0259lim m\u00fc\u0259lliml\u0259 \u015fagirdl\u0259rin qar\u015f\u0131l\u0131ql\u0131 f\u0259aliyy\u0259tidir. Bu qar\u015f\u0131l\u0131ql\u0131 pedaqoji f\u0259aliyy\u0259td\u0259 m\u00fc\u0259llimin pedaqoji ustal\u0131\u011f\u0131, pedaqoji \u00fcnsiyy\u0259ti, pedaqoji qabiliyy\u0259tl\u0259ri, pedaqoji etikas\u0131 \u00f6z\u00fcn\u00fc bilavasit\u0259 g\u00f6st\u0259rir. Yuxar\u0131da sadalad\u0131\u011f\u0131m\u0131z anlay\u0131\u015flar\u0131n h\u0259r birinin \u00f6z\u00fcn\u0259m\u0259xsus x\u00fcsusiyy\u0259tl\u0259ri vard\u0131r. Bu anlay\u0131\u015flara dair \u00e7oxlu \u0259s\u0259r v\u0259 t\u0259dqiqat i\u015fl\u0259ri yaz\u0131lm\u0131\u015fd\u0131r. Bu anlay\u0131\u015flar\u0131n h\u0259r birin\u0259 ayr\u0131ca problem kimi yana\u015f\u0131lm\u0131\u015f v\u0259 m\u00fcxt\u0259lif aspektl\u0259rd\u0259n t\u0259dqiq edilmi\u015fdir. Qeyd etm\u0259liyik ki, pedaqoji ustal\u0131q, pedaqoji \u00fcnsiyy\u0259t, pedaqoji etika v\u0259 m\u00fc\u0259llimin dig\u0259r x\u00fcsusiyy\u0259tl\u0259rin\u0259 aid h\u0259m metodik, h\u0259m d\u0259 pedaqoji \u0259d\u0259biyyatda \u0259h\u0259miyy\u0259tli fikirl\u0259r vard\u0131r. Pedaqoji \u0259d\u0259biyyatda \u201cpedaqoji ustal\u0131q\u201d v\u0259 \u201cmetodik ustal\u0131q\u201d anlay\u0131\u015flar\u0131na rast g\u0259linir. B\u0259zi aliml\u0259r, o c\u00fcml\u0259d\u0259n V.A.Kan-Kalik, M.V.Skatkin v\u0259 ba\u015fqalar\u0131n\u0131n q\u0259na\u0259tin\u0259 g\u00f6r\u0259 haqq\u0131nda deyil\u0259n anlay\u0131\u015flar m\u0259zmunca bir-birin\u0259 yax\u0131nd\u0131r, amma mahiyy\u0259ti eyni deyildir. G\u00f6st\u0259rilir ki, \u201cpedaqoji ustal\u0131q\u201d \u201cmetodik ustal\u0131q\u201d anlay\u0131\u015f\u0131 il\u0259 m\u00fcqayis\u0259d\u0259 daha geni\u015fdir. Bu bax\u0131mdan dey\u0259 bil\u0259rik ki, h\u0259qiq\u0259t\u0259n bu anlay\u0131\u015flar aras\u0131nda yax\u0131nl\u0131q olsa da, aralar\u0131nda m\u00fc\u0259yy\u0259n f\u0259rql\u0259r m\u00f6vcuddur. Metodik ustal\u0131q pedaqoji ustal\u0131\u011fa daxildir v\u0259 onun \u00fczvi t\u0259rkib hiss\u0259sidir. Onu dey\u0259 bil\u0259rik ki, tarix m\u00fc\u0259lliminin pedaqoji v\u0259 metodik ustal\u0131\u011f\u0131 v\u0259hd\u0259t t\u0259\u015fkil edir, onun t\u0259rkib hiss\u0259sidir. Metodik \u0259d\u0259biyyatda, o c\u00fcml\u0259d\u0259n tarixin t\u0259drisi metodikas\u0131nda tarix m\u00fc\u0259lliminin pedaqoji ustal\u0131\u011f\u0131 problemi t\u0259dqiq edilmi\u015fdir. Tarix\u00e7i-metodist olan A.A.Vagin, Murzayev V.S, F.P.Korovkinin, N.J.Zaporojetsin t\u0259dqiqatlar\u0131nda bunu g\u00f6rm\u0259k olur. Onu qeyd etm\u0259liyik ki, respublikam\u0131z\u0131n tarix\u00e7i-metodistl\u0259ri t\u0259r\u0259find\u0259n bu m\u0259s\u0259l\u0259 t\u0259dqiq edilmi\u015fdir.<\/p>\n\n\n\n X\u00fcsusil\u0259, respublikan\u0131n ba\u015f metodisti, professor M.M.\u018fmirov \u201cTam orta m\u0259kt\u0259bd\u0259 tarixin f\u0259al\/interaktiv t\u0259limi metodikas\u0131\u201d (1) \u0259s\u0259rind\u0259 tarix m\u00fc\u0259lliminin d\u0259rs zaman\u0131 f\u0259aliyy\u0259ti, tarix m\u00fc\u0259lliminin pedaqoji qabiliyy\u0259ti v\u0259 pedaqoji ustal\u0131\u011f\u0131 bar\u0259d\u0259 \u0259h\u0259miyy\u0259tli fikirl\u0259r yazm\u0131\u015fd\u0131r. \u018fs\u0259rin \u201cTarix m\u00fc\u0259llimi M\u00fc\u0259lliml\u0259rin d\u0259rs klinik m\u00fc\u015fahid\u0259si\u201dadl\u0131 b\u00f6lm\u0259si tarix m\u00fc\u0259lliminin pe\u015f\u0259 qabiliyy\u0259ti, ustal\u0131\u011f\u0131na h\u0259sr edilmi\u015fdir v\u0259 burada \u0259h\u0259miyy\u0259tli fikirl\u0259r s\u00f6yl\u0259nmi\u015fdir. Bu-rada m\u00fc\u0259llif tarix m\u00fc\u0259lliminin pedaqoji ustal\u0131\u011f\u0131 bar\u0259d\u0259 qeyd edir: \u201cPedaqoji ustal\u0131q tarix m\u00fc\u0259llimind\u0259 pe\u015f\u0259y\u0259 d\u0259rin maraq \u0259sas\u0131nda praktik f\u0259aliyy\u0259t prosesind\u0259 formala\u015f\u0131r v\u0259 insan\u0131n t\u0259bii anatomik-f\u0131zioloji v\u0259 psixi x\u00fcsusiyy\u0259tl\u0259ri il\u0259 ba\u011fl\u0131d\u0131r. Bunlar g\u0259l\u0259c\u0259k m\u00fc\u0259llimd\u0259 h\u0259l\u0259 m\u0259kt\u0259bd\u0259 t\u0259hsil m\u00fcdd\u0259tind\u0259 v\u0259 ictimai-f\u0259aliyy\u0259ti prosesind\u0259 for-mala\u015fd\u0131r\u0131lmal\u0131d\u0131r\u201d. (1, s.643) Pedaqogika elmind\u0259 pedaqoji ustal\u0131q problemin\u0259 dair N.Kaz\u0131mov, M.\u0130lyasov, H.\u018fliyev, F.R\u00fcst\u0259mov, R.M\u0259mm\u0259dov, \u018f.H\u0259s\u0259nov v\u0259. dig\u0259r pedaqoqlar bir s\u0131ra \u0259s\u0259rl\u0259r yazm\u0131\u015f v\u0259 pedaqoji ustal\u0131q problemin\u0259 m\u00fcxt\u0259lif aspektl\u0259rd\u0259n yana\u015fm\u0131\u015flar. Rus pedaqolar\u0131ndan V.\u0130.Pisarenko, S.B.Elkanov v\u0259 dig\u0259rl\u0259rinin pedaqoji ustal\u0131q problemin\u0259 dair \u0259h\u0259miyy\u0259tli \u0259s\u0259rl\u0259ri vard\u0131r. Pedaqoji us-tal\u0131q probleminin i\u015fl\u0259nm\u0259 s\u0259viyy\u0259sini \u00f6yr\u0259nm\u0259k \u00fc\u00e7\u00fcn yuxar\u0131da sadalad\u0131\u011f\u0131m\u0131z pedaqoqlar\u0131n bir ne\u00e7\u0259sinin \u0259s\u0259rini n\u0259z\u0259rd\u0259n ke\u00e7ir\u0259c\u0259yik. H\u0259r \u015feyd\u0259n \u0259vv\u0259l bilavasit\u0259 m\u00fc\u0259llimin pedaqoji ustal\u0131\u011f\u0131na, daha sonra t\u0259limin s\u0259m\u0259r\u0259liliyinin y\u00fcks\u0259ldilm\u0259sin\u0259 dair \u0259s\u0259rl\u0259ri n\u0259z\u0259rd\u0259n ke\u00e7ir\u0259c\u0259yik. V.\u0130.Pisarenko v\u0259 \u0130.Y.Pisarenkonun \u201cPedaqoji etika\u201d \u0259s\u0259rini (2) n\u0259z\u0259rd\u0259n ke\u00e7ir\u0259k. Z\u0259nnimc\u0259, m\u00fc\u0259lliml\u0259rin v\u0259 pedaqoji fak\u00fclt\u0259l\u0259rd\u0259 t\u0259hsil alan t\u0259l\u0259b\u0259l\u0259rin pedaqoji ustal\u0131\u011fa yiy\u0259l\u0259nm\u0259l\u0259rind\u0259 bu kitab\u0131n \u00f6z\u00fcn\u0259m\u0259xsus rolu v\u0259 \u0259h\u0259miyy\u0259ti vard\u0131r. Pedaqoji etika pedaqoji ustal\u0131q m\u0259s\u0259l\u0259l\u0259ri il\u0259 son d\u0259r\u0259c\u0259 s\u0131x \u0259laq\u0259lidir. M\u0259hz pedaqoji etikaya, pedaqoji m\u0259d\u0259niyy\u0259t\u0259 yiy\u0259l\u0259nm\u0259k v\u0259 praktik f\u0259aliyy\u0259t g\u00f6st\u0259rm\u0259k \u0259sas\u0131nda pedaqoji ustal\u0131q formala\u015f\u0131r. N\u0259tic\u0259d\u0259, ustad m\u00fc\u0259llim h\u0259m t\u0259lim prosesini, h\u0259m sinifd\u0259nk\u0259nar t\u0259lim v\u0259 t\u0259rbiy\u0259 i\u015fl\u0259rini s\u0259m\u0259r\u0259li \u015f\u0259kild\u0259 qurur. \u201cPedaqoji etika\u201d kitab\u0131 il\u0259 yax\u0131ndan tan\u0131\u015f olmaq \u0259sas\u0131nda pedaqoji ustal\u0131q \u00fc\u00e7\u00fcn z\u0259ruri olan bilik v\u0259 bacar\u0131qlara yiy\u0259l\u0259nm\u0259k m\u00fcmk\u00fcnd\u00fcr. Kitaba yaz\u0131lm\u0131\u015f \u00f6n s\u00f6zd\u0259 qeyd olunur: \u201cU\u015faqlarla ilk g\u00f6r\u00fc\u015f\u00fcn nec\u0259 bir t\u0259\u0259ss\u00fcrat oyadaca\u011f\u0131 m\u00fc\u0259llim \u00fc\u00e7\u00fcn az \u0259h\u0259miyy\u0259t da\u015f\u0131m\u0131r. Ax\u0131 onun g\u0259l\u0259c\u0259k qar\u015f\u0131l\u0131ql\u0131 m\u00fcnasib\u0259tl\u0259rinin xarakteri bu ilk g\u00f6r\u00fc\u015fd\u0259n \u00e7ox as\u0131l\u0131d\u0131r. Lakin b\u00fct\u00fcn m\u00fc\u0259lliml\u0259r bu qar\u015f\u0131l\u0131ql\u0131 m\u00fcnasib\u0259tl\u0259rin idar\u0259 olunmas\u0131n\u0131n m\u00fcr\u0259kk\u0259b texnikas\u0131na yiy\u0259l\u0259nibl\u0259rmi? Onlar\u0131n ham\u0131s\u0131 \u00f6z-\u00f6zl\u0259rini m\u00fc\u015fahid\u0259 etm\u0259k bacar\u0131\u011f\u0131na yiy\u0259l\u0259nibl\u0259rmi, emosiyaya qap\u0131lm\u0131rlar ki, \u00f6z f\u0259aliyy\u0259tl\u0259rini a\u011fl\u0131n v\u0259 irad\u0259nin q\u00fcvv\u0259tl\u0259nm\u0259sin\u0259 s\u0259rf ed\u0259r\u0259k, ba\u015f qald\u0131rm\u0131\u015f ixtilaflar\u0131n h\u0259llinin m\u00fcmk\u00fcn yollar\u0131n\u0131 se\u00e7\u0259 bilirl\u0259rmi? M\u0259kt\u0259bd\u0259 v\u0259 t\u0259hsil orqanlar\u0131ndak\u0131 \u00e7oxillik i\u015f v\u0259 x\u00fcsusi t\u0259dqiqatlar biz\u0259 imkan vermi\u015fdir ki bel\u0259 bir n\u0259tic\u0259y\u0259 g\u0259l\u0259k. M\u00fc\u0259lliml\u0259r ali m\u0259kt\u0259nl\u0259rd\u0259 pedaqoji etikaya yiy\u0259l\u0259nm\u0259k say\u0259sind\u0259 yax\u015f\u0131 psixoloji-pedaqoji haz\u0131rl\u0131\u011fa malik olurlar\u201d (2, s.3). Pedaqoji etikan\u0131n kateqoriyalar\u0131ndan s\u00f6z a\u00e7\u0131lark\u0259n, m\u00fc\u0259llim v\u0259 \u015fagird m\u00fcnasi-b\u0259tl\u0259rinin xarakteri, m\u00fc\u0259llimin pedaqoji kollektivd\u0259ki m\u00f6vqeyi v\u0259 yeri, m\u00fc\u0259llim v\u0259 valideyl\u0259r aras\u0131ndak\u0131 qar\u015f\u0131l\u0131ql\u0131 m\u00fcnasib\u0259tl\u0259r, m\u00fc\u0259llim v\u0259 m\u0259kt\u0259b r\u0259hb\u0259rl\u0259ri aras\u0131ndak\u0131 qar\u015f\u0131l\u0131ql\u0131 m\u00fcnasib\u0259tl\u0259r v\u0259.s m\u0259s\u0259l\u0259l\u0259r \u00fcz\u0259rind\u0259 dayanmaq n\u0259z\u0259rd\u0259 tutulur. S.B.Elkanovun \u201cG\u0259l\u0259c\u0259k m\u00fc\u0259llimin pe\u015f\u0259 \u00f6z\u00fcn\u00fct\u0259rbiy\u0259sinin \u0259saslar\u0131\u201d (3) kitab\u0131 m\u00fc\u0259lli-min pedaqoji ustal\u0131\u011f\u0131n\u0131n mahiyy\u0259tini \u00f6yr\u0259nm\u0259k bax\u0131m\u0131ndan m\u00fch\u00fcm \u0259s\u0259rdir. Bu kitabda n\u0259z\u0259rd\u0259 tutulmu\u015f m\u00f6vzular\u0131n bir \u00e7oxu birba\u015fa pedaqoji ustal\u0131qla \u0259laq\u0259dard\u0131r.<\/p>\n\n\n\n Bu \u0259s\u0259rd\u0259 a\u015fa\u011f\u0131dak\u0131 m\u0259s\u0259l\u0259l\u0259r\u0259 ayd\u0131nl\u0131q g\u0259tirilir: m\u00fc\u0259llimin pe\u015f\u0259 \u00f6z\u00fcn\u00fct\u0259rbiy\u0259sinin mahiyy\u0259ti, \u00f6z\u00fcn\u00fct\u0259rbiy\u0259 proses v\u0259 f\u0259aliyy\u0259t kimi, g\u0259l\u0259c\u0259k m\u00fc\u0259llimin pe\u015f\u0259 \u00f6z\u00fcn\u00fct\u0259rbiy\u0259sinin m\u0259zmunu v\u0259 s. \u201cG\u0259l\u0259c\u0259k m\u00fc\u0259llimin pe\u015f\u0259 \u00f6z\u00fcn\u00fct\u0259rbiy\u0259sinin m\u0259zmunu\u201d f\u0259slin\u0259 \u201cPsixofiziki t\u0259bi\u0259tin t\u0259kmill\u0259\u015fdirilm\u0259si\u201d, \u201cPedaqoji ustal\u0131\u011fa yiy\u0259l\u0259nm\u0259 prosesind\u0259 \u00f6z\u00fcnut\u0259kmill\u0259\u015fdirm\u0259\u201d, \u201cG\u0259l\u0259c\u0259k m\u00fc\u0259llimin \u015f\u0259xsiyy\u0259tinin sosial keyfiyy\u0259tinin t\u0259rbiy\u0259 olunmas\u0131\u201d v\u0259 \u201cG\u0259l\u0259c\u0259k m\u00fc\u0259llimin estetik \u00f6z\u00fcn\u00fct\u0259rbiy\u0259si\u201d yar\u0131mf\u0259sill\u0259ri daxildir. G\u00f6rd\u00fcy\u00fcm\u00fcz kimi, kitabda pedaqoji ustal\u0131q m\u0259s\u0259l\u0259l\u0259ri d\u0259 diqq\u0259t m\u0259rk\u0259zind\u0259 dayanm\u0131\u015fd\u0131r. Bel\u0259 ki, \u201cG\u0259l\u0259c\u0259k m\u00fc\u0259llimin pe\u015f\u0259\u00f6z\u00fcn\u00fct\u0259rbiy\u0259sinin m\u0259zmunu\u201d f\u0259slin\u0259 \u201cPedaqoji ustal\u0131qda aktyorluq s\u0259n\u0259tinin elementl\u0259ri\u201d, \u201cG\u0259l\u0259c\u0259k m\u00fc\u0259llimin pe\u015f\u0259 \u00f6z\u00fcn\u00fct\u0259rbiy\u0259sinin m\u0259zmunu\u201d adlanan f\u0259sl\u0259 is\u0259 \u201cPedaqoji ustal\u0131\u011fa yiy\u0259l\u0259nm\u0259 prosesind\u0259 \u00f6z\u00fcn\u00fct\u0259kmill\u0259\u015fdirm\u0259\u201d yar\u0131mf\u0259sli daxildir. Pedaqoji ustal\u0131\u011fa aid olan yar\u0131mf\u0259sill\u0259ri n\u0259z\u0259rd\u0259n ke\u00e7ir\u0259rk\u0259n bir s\u0131ra m\u0259s\u0259l\u0259l\u0259rl\u0259 rastla\u015f\u0131r\u0131q. \u201cPedaqoji ustal\u0131qda aktyorluq s\u0259n\u0259tinin elementl\u0259ri\u201d adl\u0131 yar\u0131mf\u0259sild\u0259 deyilir: \u201cAktyor kimins\u0259 obraz\u0131n\u0131 yarad\u0131r, rol oynay\u0131r. M\u00fc\u0259llim is\u0259 he\u00e7 kimin rolunu oynam\u0131r. O, \u00f6z rolunda ya\u015fay\u0131r v\u0259 \u00f6z rolunu oynay\u0131r. O, yaln\u0131z \u00f6z\u00fc olmal\u0131d\u0131r. Odur ki, \u00e7ox vaxt aktyorun s\u0259n\u0259ti il\u0259 m\u00fc\u0259llimin i\u015fi aras\u0131ndak\u0131 f\u0259rqli c\u0259h\u0259tl\u0259r bar\u0259d\u0259 fikir y\u00fcr\u00fcdul\u00fcr v\u0259 deyil\u0259nl\u0259rd\u0259 m\u00fc\u0259yy\u0259n h\u0259qiq\u0259t vard\u0131r. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Professor Nur\u0259ddin Kaz\u0131movun \u201cPedaqoji ustal\u0131\u011f\u0131n probleml\u0259ri\u201d \u0259s\u0259ri (4) pedaqoji ustal\u0131q v\u0259 onun mahiyy\u0259ti m\u0259s\u0259l\u0259l\u0259rini \u00f6yr\u0259nm\u0259k \u00fc\u00e7\u00fcn \u0259h\u0259miyy\u0259tlidir. \u018fs\u0259rd\u0259 pedaqoji ustal\u0131\u011f\u0131n\u0131n \u00fcmumi m\u0259s\u0259l\u0259ri, ustad m\u00fc\u0259llim f\u0259aliyy\u0259tinin planla\u015fd\u0131r\u0131lmas\u0131, t\u0259hsilin m\u0259qs\u0259di v\u0259 pedaqoji ustal\u0131q f\u0259sill\u0259ri verilmi\u015fdir. Kitab\u0131n \u201cpedaqoji ustal\u0131\u011f\u0131n \u00fcmumi m\u0259s\u0259l\u0259l\u0259ri\u201d b\u00f6lm\u0259sind\u0259 m\u00fc\u0259llif pedaqoji ustal\u0131\u011f\u0131n \u0259h\u0259miyy\u0259tini a\u00e7\u0131qlay\u0131r. M\u00fc\u0259llif qeyd edir ki, \u201cpedaqoji ustal\u0131q n\u0259 fitri istedad n\u0259 d\u0259 anadang\u0259lm\u0259 bir x\u00fcsusiyy\u0259t deyildir. Ona nail olma\u011f\u0131n \u0259n etibarl\u0131 yolu \u015f\u0259xsi z\u0259hm\u0259tdir, qar\u015f\u0131ya \u00e7\u0131xan h\u0259r c\u00fcr \u00e7\u0259tinliy\u0259 sin\u0259 g\u0259rm\u0259k, onu aradan qald\u0131rma\u011fa qadir olmaqd\u0131r. Bu \u00e7\u0259tinlikl\u0259rd\u0259n \u00fc\u00e7\u00fcn\u00fc burada n\u0259z\u0259r\u0259 \u00e7arpd\u0131rmaq olar. \u018fslind\u0259 onlar\u0131 \u00e7\u0259tinlik adland\u0131rmaq da d\u00fczg\u00fcn deyildir. \u00c7\u00fcnki m\u00fc\u0259llimin g\u00fcnd\u0259lik g\u00f6rm\u0259li oldu\u011fu i\u015fl\u0259rdir: 1. pedaqoji ustal\u0131\u011f\u0131n sirl\u0259rini ara\u015fd\u0131ran m\u00f6vcud \u0259d\u0259biyyatla tan\u0131\u015f olma\u011fa can atmaqd\u0131r. 2. Pedaqoji ustal\u0131q sahibl\u0259rinin i\u015f t\u0259cr\u00fcb\u0259sinim\u00fc\u015fahid\u0259 edib \u00f6yr\u0259nm\u0259y\u0259 \u00e7al\u0131\u015fmaqd\u0131r. 3. \u00d6z i\u015f t\u0259cr\u00fcb\u0259sini daim t\u0259hlil etm\u0259y\u0259, n\u00f6qsanlar\u0131n\u0131 v\u0259 u\u011furlar\u0131n\u0131 \u00fcz\u0259 \u00e7\u0131xarma\u011fa, s\u0259b\u0259l\u0259rini ara\u015fd\u0131r\u0131b, i\u015f \u00fcslubunu t\u0259kmill\u0259\u015fdirm\u0259y\u0259 s\u0259y g\u00f6st\u0259rm\u0259kdir.\u201d (4, s.3) G\u00f6r\u00fcnd\u00fcy\u00fc kimi, m\u00fc\u0259llif m\u00fc\u0259lliml\u0259rin pedaqoji ustal\u0131\u011fa yiy\u0259l\u0259nm\u0259nin \u0259n optimal yolunu h\u0259r daim \u00f6z\u00fcn\u00fc t\u0259kmill\u0259\u015fdirm\u0259kd\u0259 g\u00f6r\u00fcr. Bel\u0259 olan t\u0259qdird\u0259 h\u0259r bir m\u00fc\u0259llim pedaqoji proses zaman\u0131 \u00f6z\u00fcnd\u0259 olan q\u00fcsurlar\u0131 ara\u015fd\u0131r\u0131r v\u0259 aradan qald\u0131r\u0131lmas\u0131 \u00fc\u00e7\u00fcn s\u0259y g\u00f6st\u0259rm\u0259lidir. N\u0259tic\u0259d\u0259, m\u00fc\u0259llim y\u00fcks\u0259k pedaqoji ustal\u0131\u011fa nail olmu\u015f olur. Eyni zamanda kitabda pedaqoji ustal\u0131\u011fa bel\u0259 t\u0259rif verilir. \u201cPedaqoji ustal\u0131q-bilikl\u0259rin, pe\u015f\u0259 bacar\u0131qlar\u0131n\u0131n, \u015f\u0259xsi keyfiyy\u0259tl\u0259rin v\u0259 t\u0259cr\u00fcb\u0259nin qovu\u015fmas\u0131 dem\u0259kdir.\u201d (4, s.5). Professor R.H.M\u0259mm\u0259dzad\u0259nin pedaqoji ustal\u0131q sah\u0259sind\u0259 bir s\u0131ra t\u0259dqiqat \u0259s\u0259rl\u0259ri vard\u0131r. Onun t\u0259dqiqat \u0259s\u0259rl\u0259rind\u0259n biri \u201cM\u00fc\u0259llimin pe\u015f\u0259 etikas\u0131\u201d adl\u0131 kitab\u0131d\u0131r (5). Burada m\u0259kt\u0259b islahat\u0131 bax\u0131m\u0131ndan pedaqoji etikan\u0131n b\u0259zi d\u00fcnya g\u00f6r\u00fc\u015f probleml\u0259rin\u0259 ayd\u0131nl\u0131q g\u0259tirilir. Bu m\u0259qs\u0259dl\u0259 pedaqoji etika elmi-n\u0259z\u0259ri etikan\u0131n t\u0259rkib hiss\u0259si kimi n\u0259z\u0259rd\u0259n ke\u00e7irilir, pedaqoji etikan\u0131n predmetin\u0259 v\u0259 v\u0259zif\u0259l\u0259rin\u0259 m\u00fcnasib\u0259t bildirilir. M\u00fc\u0259llif eyni zamanda pedaqoji etikan\u0131n ba\u015fl\u0131ca kateqoriyalar\u0131n\u0131 diqq\u0259t m\u0259rk\u0259zin\u0259 g\u0259tirir. B\u00fct\u00fcn bunlarla yana\u015f\u0131, m\u00fc\u0259llimin pe\u015f\u0259 s\u0259viyy\u0259sinin t\u0259kmill\u0259\u015fm\u0259sind\u0259 metodik i\u015fin rolu da ayd\u0131nla\u015fd\u0131r\u0131l\u0131r. Bu zaman dig\u0259r m\u0259s\u0259l\u0259l\u0259rl\u0259 yana\u015f\u0131 m\u0259kt\u0259bd\u0259 m\u00fc\u0259lliml\u0259rin pe\u015f\u0259 ustal\u0131\u011f\u0131n\u0131n t\u0259kmill\u0259\u015fm\u0259sinin metodlar\u0131 v\u0259 t\u0259\u015fkilati formalar\u0131 da n\u0259z\u0259rd\u0259n ke\u00e7irilir. \u201cM\u00fc\u0259llifin q\u0259na\u0259tin\u0259 g\u00f6r\u0259, m\u00fc\u0259llim v\u0259 t\u0259rbiy\u0259\u00e7il\u0259rin pe\u015f\u0259 ustal\u0131\u011f\u0131n\u0131n t\u0259kmill\u0259\u015fdirilm\u0259si onlar\u0131n reproduktiv v\u0259 produktiv f\u0259aliyy\u0259tinin t\u0259\u015fkili v\u0259 idar\u0259 olunmas\u0131na y\u00f6n\u0259ldilmi\u015f problem-axtar\u0131\u015f xarakterli metodlar\u0131n \u0259laq\u0259li \u015f\u0259kild\u0259 istifad\u0259sini t\u0259l\u0259b edir. M\u00fc\u0259llif m\u00fc\u0259lliml\u0259rin pe\u015f\u0259 ustal\u0131\u011f\u0131n\u0131 t\u0259kmill\u0259\u015fdirm\u0259k, elmin nailiyy\u0259tl\u0259rin\u0259, qabaqc\u0131l t\u0259cr\u00fcb\u0259y\u0259 yiy\u0259l\u0259nm\u0259k \u00fc\u00e7\u00fcn a\u015fa\u011f\u0131dak\u0131 metodlar\u0131n imkanlar\u0131ndan faydalanma\u011f\u0131 g\u00f6st\u0259rir: \u201c\u015fifahi-s\u00f6zl\u00fc (m\u0259ruz\u0259, \u00e7\u0131x\u0131\u015f, m\u00fchazir\u0259, disput, na\u011f\u0131l, s\u00f6hb\u0259t, t\u0259hlil, f\u0259aliyy\u0259tin \u015f\u0259xsi t\u0259hlili v\u0259 s.); \u0259yani (d\u0259rsin metodik i\u015fl\u0259m\u0259si, konspekt, slaydlar, fotolar, videoyaz\u0131lar, d\u0259rsin v\u0259 d\u0259rsd\u0259nk\u0259nar t\u0259dbirl\u0259rin kino \u00e7\u0259kili\u015fi, \u0259yani v\u0259saitl\u0259r); praktik (pedaqoji m\u0259s\u0259l\u0259l\u0259rin h\u0259lli, \u0259m\u0259li oyunlar.)\u201d (5, s.87). G\u00f6r\u00fcnd\u00fcy\u00fc kimi, m\u00f6vcud \u0259d\u0259biyyat\u0131 n\u0259z\u0259rd\u0259n ke\u00e7ir\u0259rk\u0259n m\u00fc\u0259llimin pedaqoji ustal\u0131q problemi m\u00fcxt\u0259lif aspektl\u0259rd\u0259n ara\u015fd\u0131r\u0131lm\u0131\u015fd\u0131r. Pedaqoji ustal\u0131qda t\u0259kc\u0259 m\u00fc\u0259llimin bilikl\u0259ri deyil, eyni zamanda onun pe\u015f\u0259 etikas\u0131, pedaqoji qabiliyy\u0259tl\u0259ri, \u00f6z\u00fcn\u00fct\u0259hsili, \u00f6z\u00fcn\u00fcnt\u0259rbiy\u0259si m\u00fch\u00fcm rol oynay\u0131r.<\/p>\n\n\n\n Pedaqoji ustal\u0131q problemi h\u0259m xarici, h\u0259m yerli \u0259d\u0259biyyatm\u0131zda elmipedaqoji, psixoloji, n\u0259z\u0259ri v\u0259 praktik c\u0259h\u0259td\u0259n \u00f6yr\u0259nilmi\u015fdir. M\u0259qal\u0259nin elmi yeniliyi ondad\u0131r ki, tarix m\u00fc\u0259lliminin pedaqoji ustal\u0131\u011f\u0131na yeni aspektl\u0259rd\u0259n yana\u015f\u0131lm\u0131\u015fd\u0131r. N\u0259z\u0259ri c\u0259h\u0259td\u0259n pedaqoji ustal\u0131q probleminin mahiyy\u0259ti v\u0259 m\u0259zmunu n\u0259z\u0259rd\u0259n ke\u00e7irilmi\u015fdir. Praktik \u0259h\u0259miyy\u0259tin\u0259 g\u0259ldikd\u0259, m\u00fcasir d\u00f6vr\u00fcm\u00fcz\u00fcn tarix m\u00fc\u0259lliml\u0259ri m\u0259qal\u0259nin t\u0259cr\u00fcbi n\u0259tic\u0259l\u0259rind\u0259n istifad\u0259 ed\u0259 v\u0259 ya faydalana bil\u0259r. Hal-haz\u0131rda m\u00fc\u0259llimin pedaqoji ustal\u0131\u011f\u0131n\u0131n m\u00fcasir probleml\u0259ri il\u0259 ba\u011fl\u0131 t\u0259dqiqatlar apar\u0131lmaqdad\u0131r.<\/p>\n\n\n\n \u0130stifad\u0259 olunmu\u015f \u0259d\u0259biyyat \/ References<\/p>\n\n\n\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 1. \u018fmirov M.M. Tam orta m\u0259kt\u0259bd\u0259 tarixin f\u0259al\/interaktiv t\u0259limi metodikas\u0131. Bak\u0131: Yeni n\u0259\u015fr, 2011.<\/em> Vaqif C\u0259f\u0259rovAz\u0259rbaycan D\u00f6vl\u0259t Pedaqoji Universiteti,E-mail: ajafarov-vagif77@gmail.com Abstract. The urgency if the subject has been based in the article. The works on the subject have been analyzed… <\/p>\n","protected":false},"author":1,"featured_media":840,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[32],"tags":[],"class_list":["post-774","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-mtt"],"_links":{"self":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/774","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=774"}],"version-history":[{"count":0,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/774\/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=774"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=774"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=774"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 2. \u041f\u0438\u0441\u0430\u0440\u0435\u043d\u043a\u043e \u0412.\u0418., \u041f\u0438\u0441\u0430\u0440\u0435\u043d\u043a\u043e \u0418.\u042e. \u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0430\u044f \u044d\u0442\u0438\u043a\u0430. M.: \u041d\u0430\u0440. \u0430\u0441\u0432\u0435\u0442\u0430, 1984.<\/em>
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 3. \u0415\u043b\u043a\u0430\u043d\u043e\u0432 \u0421.\u0411. \u041e\u0441\u043d\u043e\u0432\u044b \u043f\u0440\u043e\u0444\u0435\u0441\u0441\u0438\u043e\u043d\u0430\u043b\u044c\u043d\u043e\u0433\u043e \u0441\u0430\u043c\u043e\u0432\u043e\u0441\u043f\u0438\u0442\u0430\u043d\u0438\u044f \u0431\u0443\u0434\u0443\u0449\u0435\u0433\u043e \u0443\u0447\u0438\u0442\u0435\u043b\u044f. M.: \u041f\u0440\u043e\u0441\u0432\u0435\u0449\u0435\u043d\u0438\u0435, 1989.<\/em>
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4. Kaz\u0131mov M.N. Pedaqoji ustal\u0131\u011f\u0131n probleml\u0259ri. Bak\u0131: \u00c7a\u015f\u0131o\u011flu, 2009.<\/em>
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5. M\u0259mm\u0259dzad\u0259 R.H. M\u00fc\u0259llimin pe\u015f\u0259 etikas\u0131. Bak\u0131: Maarif, 1992.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"