TARIX O‘QITUVCHISINING NUTQ MADANIYATI VA HIKOYALASH MAHORATI — NARRATIV YONDASHUVNING ASOSI
Kalit so'zlar
narrativ pedagogika, nutq madaniyati, hikoyalash mahorati, tarixiy tafakkur, empatiya, dalilga tayanish, raqamli hikoyalash.Annotasiya
Mazkur tezisda tarix o‘qituvchisining nutq madaniyati va hikoyalash mahorati narrativ yondashuvning markaziy omili sifatida tahlil qilinadi. Tadqiqot narrativ pedagogika, tarixiy tafakkur va tasavvur ko‘nikmalarining o‘zaro bog‘liqligini yoritadi hamda o‘qituvchi nutqining mazmuniy aniqligi, uslubiy aniqligi va etik mas’uliyatini didaktik natijalarga bog‘laydi. Vygotskiy, Bruner va Rikoer qarashlari asosida hikoya matnining vaqt, sababiyat va ijtimoiy kontekstni tartibga soluvchi tuzilma ekanligi ko‘rsatiladi. Empirik-adabiyotiy sintez natijasida quyidagi tezis ilgari suriladi: nutq madaniyatining yuqori darajasi tarixiy manbalar bilan asoslangan, ko‘p pozitsiyani uyg‘unlashtirgan va “masofali empatiya”ni tarbiyalovchi hikoya yaratish imkonini beradi; bu esa o‘quvchida dalilga tayanadigan narrativ tafakkur, intellektual halollik va axloqiy sezgirlikni shakllantiradi. Tadqiqotda metodik jihatdan dars dizayni, mulohaza va qayta hikoyalash sikllari, og‘zaki va raqamli hikoyalash formatlarida nutq va hikoya sifati uchun mezonlar taklif qiladi.
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