YAPON OLIMA AYOLLARINING TA’LIM SIFATINI BAHOLASH TAJRIBASIDAN FOYDALANISH ISTIQBOLLARI
DOI:
https://doi.org/10.47390/ydif-y2026v2i15/n16Kalit so‘zlar:
ta’lim sifati, baholash, Yaponiya, ayol pedagog-olimalar, ichki sifat kafolati, tashqi sifat kafolati, Lesson Study, performans baholash, portfolio, rubrika, formativ baholash, pedagogik refleksiya, adaptatsiya.Annotasiya
Mazkur tezisda Yaponiyadagi ayol pedagog-olimalar tomonidan rivojlantirilgan ta’lim sifatini baholashga oid ilmiy-amaliy yondashuvlarni O‘zbekiston oliy ta’lim tizimi sharoitida qo‘llash istiqbollari qiyosiy-pedagogik nuqtai nazardan tahlil qilingan. Tadqiqotda ta’lim sifatini faqat nazorat va yakuniy natijani qayd etish vositasi sifatida emas, balki o‘quv natijalari, o‘qitish jarayoni, pedagog kasbiy rivojlanishi, ichki sifat kafolati va institutsional refleksiyani o‘zaro bog‘laydigan integrativ mexanizm sifatida talqin qilishga ustuvorlik berildi. Ayaka Nodaning ichki va tashqi sifat kafolati, Yoshimi Okumuraning maktabni o‘z-o‘zini baholash, dars tadqiqoti va o‘quv dasturini boshqarishni birlashtiruvchi yondashuvi, Kanae Nishiokaning autentik va performans baholash, Kanako Kusanagi hamda Kiyomi Akitaning “Lesson Study” orqali pedagogik refleksiya va hamkorlikdagi ekspertizani kuchaytirishga oid qarashlari konseptual jihatdan umumlashtirildi. Natijada O‘zbekiston oliy ta’limi uchun “natija–jarayon–refleksiya–takomillashtirish” sikliga asoslangan, formativ baholash, portfolio, rubrika, o‘zaro dars kuzatuvi, talaba fikri va ichki sifat monitoringini uyg‘unlashtiruvchi adaptiv mexanizm taklif etildi. Ushbu yondashuvni tatbiq etish baholashning shaffofligi, akademik mas’uliyat, pedagogik qarorlarni dalilga tayangan holda qabul qilish va ta’lim sifatini uzluksiz takomillashtirish madaniyatini rivojlantirishga xizmat qilishi asoslandi.
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