In English O’zbek tilida

Didactics Term originating from the Greek noun ‘teaching’ and stemming from the German tradition of theorizing classroom learning and teaching. It is a singular noun spelt in the plural form, indicating that connotations to the somewhat pejorative English word ‘didactic’ (e.g. text overburdened with instructive matter or oversimplifying way of teaching) are not intended. Didactics serves as a major theory in teacher education and curriculum development, especially in the German-speaking and Scandinavian countries, as well as in the Russian Federation. (Source: Seel 2012). In French, German, and Scandinavian educational contexts there is a marked tendency to 23 include educational practice as part of the concept of didactics where the term is viewed as the theory and practice of teaching and learning. In a simplified way, the concern of didactics can be described as follows: what should be taught and learned (the content aspect); how do we teach and learn (the aspects of transmitting and learning); and to what purpose or intention should something be taught and learned (the goal/aims aspect). (Source: Kridel 2010). See also ‘Pedagogy’.	Didaktika atamasi yunoncha "ta'lim" so'zidan kelib chiqqan va nemis nazariyasi an'anasidan kelib chiqadi sinfda o'rganish va o'qitish. Bu birlik ot ko‘plik shaklida yozilib, ma’nolarini bildiradi bir oz tahqirlovchi inglizcha "didaktik" so'zi (masalan, ibratli masala bilan ortiqcha yuklangan matn yoki o'qitishning haddan tashqari soddalashtirilgan usuli) nazarda tutilmagan. Didaktika o'qituvchida asosiy nazariya bo'lib xizmat qiladi ta'lim va o'quv dasturlarini ishlab chiqish, ayniqsa nemis tilida so'zlashuvchi va Skandinaviya mamlakatlari kabi shuningdek, Rossiya Federatsiyasida. (Manba: Seel 2012). Frantsuz, nemis va skandinaviya tillarida ta'lim kontekstlariga nisbatan sezilarli tendentsiya mavjud 23 kontseptsiyasining bir qismi sifatida ta'lim amaliyotini o'z ichiga oladi atama nazariya sifatida qaraladigan didaktika va o'qitish va o'rganish amaliyoti. Soddalashtirilgan tarzda, Didaktikaning tashvishini quyidagicha ta'riflash mumkin: nimani o'rgatish va o'rganish kerak (tarkib aspekt); biz qanday o'rgatamiz va o'rganamiz (aspektlari uzatish va o'rganish); va qanday maqsadda yoki niyat biror narsani o'rgatish va o'rganish kerak ( maqsad/maqsad aspekti). (Manba: Kridel 2010). Shuningdek qarang: “Pedagogika”.
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