Vol. 3 No. 3 (2026), Articles
Vol. 3 No. 3 (2026)

BOSHLANG’ICH SINF O‘QUVCHILARINING IJTIMOIY FAOLLIGINI RIVOJLANTIRISHNI BOSHQARISH

Articles
Published 2026-10-01
Nurullayeva Ugulxon Ergashboyevna
Turan International University “Gumanitar fanlar va pedagogika” kafedrasi o‘qituvchisi, Pedagogika fanlari bo yicha falsafa doktori (PhD)
Abdusattorova Shaxzoda Qaxramon qizi
Turan International University, S.BT-22-07 guruh talabasi
PDF

Keywords

: ijtimoiy faollik, boshlang‘ich ta’lim, o‘quvchi, pedagogik boshqaruv, hamkorlik, tashabbuskorlik, ijtimoiy-emotsional ta’lim, interfaol metodlar.

Abstract

Mazkur maqolada boshlang‘ich sinf o‘quvchilarining ijtimoiy faolligini rivojlantirishni samarali boshqarishning pedagogik asoslari tahlil qilinadi. Ijtimoiy faollik boshlang‘ich ta’lim bosqichida o‘quvchining jamoada muloqot qilishi, tengdoshlari bilan hamkorlik qilishi, turli tadbirlarda faol ishtirok etishi, tashabbus ko‘rsatishi, o‘z fikrini erkin ifodalashi va jamoaviy qarorlar qabul qilish jarayonida ishtirok etishi bilan tavsiflanadi. Tadqiqotda ijtimoiy faollikni rivojlantirishda hamkorlikdagi ta’lim, interfaol metodlar, guruhli topshiriqlar, loyiha faoliyati, rolli o‘yinlar, rag‘batlantirish, refleksiya va pedagogik monitoringning ahamiyati yoritilgan. Shuningdek, o‘qituvchining boshqaruvchi emas, balki tashkilotchi, yo‘naltiruvchi va pedagogik qo‘llab-quvvatlovchi sifatidagi roli asoslab beriladi. Zamonaviy ijtimoiy-emotsional ta’lim yondashuvlari o‘quvchilarning ijobiy munosabatlari, ijtimoiy xulqi va ta’lim jarayonidagi ishtirokini rivojlantirish bilan bog‘liqligi ko‘rsatilgan.

PDF

References

1. UNESCO. What You Need to Know About Social and Emotional Learning. – Paris: UNESCO, 2024.

2. UNESCO. Mainstreaming Social and Emotional Learning in Education Systems: Policy Guide. – Paris: UNESCO, 2024.

3. Cipriano C., Strambler M.J., Naples L.H. et al. The State of Evidence for Social and Emotional Learning: A Contemporary Meta-Analysis of Universal School-Based SEL Interventions // Child Development. – 2023. – Vol. 94, No. 5. – P. 1181–1204.

4. Takizawa Y., Bambling M., Matsumoto Y. et al. Effectiveness of Universal School-Based Social-Emotional Learning Programs in Promoting Social-Emotional Skills, Attitudes Towards Self and Others, Positive Social Behaviors, and Improving Emotional and Conduct Problems among Japanese Children: A Meta-Analytic Review // Frontiers in Education. – 2023. – Vol. 8.

5. Hu Y., Godor B.P., Nederhand M. et al. Programs and Practices Influencing Socio-Emotional Learning in Primary Schools: A Meta-Analysis. – 2026.

6. Durlak J.A., Mahoney J.L., Boyle A.E. What We Know, and What We Need to Find Out About Universal, School-Based Social and Emotional Learning Programs for Children and Adolescents: A Review of Meta-Analyses and Directions for Future Research // Psychological Bulletin. – 2023.

7. CASEL. What We Know and What We Need to Find Out About Universal, School-Based Social and Emotional Learning Programs. – 2023.

8. Hattie J. Visible Learning for Teachers: Maximizing Impact on Learning. – London: Routledge, 2012.