NARRATIV PEDAGOGIKANING ANTROPOLOGIK VA AKSIOLOGIK ASOSLARI TARIX TA’LIMIDA
Kalit so'zlar
narrativ pedagogika; antropologiya; aksiologiya; tarixiy ong; empatiya; qadriyatlar; dalilga tayanish; multiperspektivlik.Annotasiya
Tadqiqotimizda narrativ pedagogikaning antropologik va aksiologik poydevori tarix ta’limi kontekstida asoslanadi. Antropologik yondashuvda inson “hikoya qiluvchi mavjudot” sifatida talqin etilib, shaxsning tajriba, xotira va identiteti narrativ shakllanish jarayonida qurilishi ko‘rsatiladi; aksiologik yondashuv esa tarixiy ta’limdagi ma’naviy-me’yoriy koordinatalar — qadriyatlar, mas’uliyat va adolat, ko‘p ovozli xotira, vakillik va hurmat etikasini — didaktik qarorlar bilan bog‘laydi. Hermenevtik va analitik-sintetik tahlil asosida Vygotskiy, Bruner, Rikoer, Rüsen, MakIntayr, Seixas va Wineburg ishlari sintez qilinib, narrativning dalilga tayanish, ko‘p nuqtai nazarni uyg‘unlashtirish, “masofali empatiya”ni shakllantirish va tarixiy ongni rivojlantirishdagi mexanizmlari yoritiladi. Natijalar shuni ko‘rsatadiki, insonparvar va qadriyatlarga sezgir narrativ muhitda o‘qituvchi til va hikoya kompozitsiyasini ma’lumotni faktologik uzatishdan ko‘ra, ahloqiy-e’tirof, murosali muloqot va daliliy javobgarlikni tarbiyalovchi amaliyotga aylantiradi. Xulosa sifatida tarix darslarini antropologik-aksiologik jihatdan kalibrlash, baholash mezonlarini narrativ yaxlitlik, daliliy asos, multiperspektivlik va etik vakillikka yo‘naltirish hamda raqamli hikoyalashda sitata va kontekst intizomini kuchaytirish tavsiya etiladi.
Manbalar
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