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CONCLUSION
Teaching aids can be classified variously on the basis of various criteria. Some of them are (a) on the basis of the way/load of preparation: The materials which require little time for preparation, e.g. flash cards, magazine cut-outs pictures, puppets, etc. and the materials which require more time and effort for preparation, e.g. the magnet board, wall posters the portable blackboard, white board, etc. are included under this criterion; (b) on the basis of their producer: Producers can be either business persons who prepare the materials for commercial purpose or teachers who prepare them for the classroom purpose; (c) on the basis of their complexity: Technical materials which involve some kind of machinery or electricity, e.g. OHP, movies, video, tapes, TV, cassettes, radio, etc. are complex and other than technical ones, e.g. pictures, puppets, and so on are simple.
Similarly, some other criteria are (d) on the basis of their nature: There are different types of materials on the basis of their nature, e.g. flat or two dimensional (e.g. pictures), three dimensional (e.g. puppets), moving that shows something dynamic and still that shows something static; (e) on the basis of sense (s) involved: Teaching materials are either visual, e.g. realia, pictures, photographs, posters, maps, charts, diagrams, drawings, magazines, cut-outs, pin men, puppets, etc. or audio-visual, e.g. TV, video, language laboratory, multi-media computer, etc. or audio, e.g. radio broadcast taped materials, etc. in which we involve our senses to observe; (f) on the basis of their purpose: On the basis of their purpose, teaching materials are classified into different categories, e.g. reading materials, listening materials, speaking materials, writing materials and multi skill materials; (g) on the basis of whether they are used to display other materials or they are displayed themselves: Display devices are those by means of which other materials can be displayed, e.g. blackboard, pocket chart, etc. Display devices may be the same for different times, for different lessons and also for the students of different times, for lessons and also for students of different levels. Materials to be displayed are the materials shown to the students. Such materials are different for the students of different levels or age groups. After a brief review of the related literature, a gap has been spelled out in the earlier research studies. Specifically, this paper tried to explore what supplementary teaching materials the English teachers of community schools in Nepal were using in addition to the prescribed materials in secondary level.
REZYUME
Xulosa qilib shuni aytish mumkinki, kurs ishida o‘quvchiga yo‘naltirilgan o’qitish usulining xususiyatlari, qo‘llanilishi, farqi, ijobiy va salbiy tomonlari keng yaratilgan. O‘quvchiga yo‘naltirilgan o‘qitish usullari faoliyatining diqqatini O‘qituvchidan o‘quvchilarga qaratadi. Bu usullarga quyidagilar kiradi: Faol ta’lim – bunda o‘quvchilar dars davomida muammolarni yechish, savollarga javob berish, o‘zlari uchun savollarni shakllantirish, muhokama qilish, tushuntirish, bahslashish yoki breynstorm qilish.
O‘qituvchi va o‘quvchiga yo‘naltirilgan uslub o‘rtasidagi asosiy farq shundaki, o‘qituvchiga yo‘naltirilgan uslubda o‘quvchining diqqati to‘liq o‘quvchiga qaratiladi, o‘quvchiga yo‘naltirilgan sinfda esa o‘quvchilar ham, o‘qituvchilar ham bir xil e’tiborga ega bo’ladilar.
O‘qituvchiga asoslangan sinfda o‘qituvchi haddan tashqari gapiradimva talabalar tinglashda davom etadilar. Faoliyat haqida gap ketganda, o‘qituvchi va o‘quvchilarning o‘zaro teng munosabatda bo‘lishiga va bir biri bilan hamkorlik qilishga imkon beruvchi o‘qituvchiga yo‘naltirilgan uslub bilan ishlaydigan sinfdan farqli o’laroq, o‘qituvchi va o‘quvchilar hamkorligi tavsiya etilmaydi.
O‘qituvchi va o‘quvchiga yo‘naltirilgan uslub o‘rtasidagi o‘xshashliklar
• O‘qituvchiga yo‘naltirilgan uslub va o‘quvchiga yo‘naltirilgan uslub O‘qituvchilar o‘zlarining sinfdagi o‘qitish va o‘qitish jarayonini talabalar bilan birga olib borishda foydalanadigan ikkita usuldir.
• Shunday ekan, bu ikkala uslub ham o‘qituvchilar, o‘quvchilar va bilim berish jarayonini o‘z ichiga oladi.
O‘qituvchiga yo‘naltirilgan uslubda asosiy e’tibor o‘qituvchiga qaratiladi va bunday sinf o‘quvchilarning ifodasini va muloqotini rag’batlantirmaydi, o‘quvchiga qaratilgan sinf esa o‘z diqqatini O‘qituvchi va o‘quvchi o‘rtasida keng taqsimlaydi, bu esa hamkorlik, muloqot va o‘zini namoyon qilish imkonini beradi.
O‘quvchilarga yo‘naltirilgan o‘qitish usuli uchun ishlatilishi mumkin bo‘lgan bir nechta faoliyat misollari mavjud:
1.Guruh loyihalari bilan hamkorlikni rivojlantirish
2.O‘quvchilarga tarkibni rivojlantirishga imkon berish
3.Bosqichli taqdimotlar
4.Musobaqalar o‘tkazish
5.Munozara o‘tkazish
6.Muammoni qo‘yish
7.Role-play bajarish
8.Brainstorming qilish
9.Ko‘rgazmali darslar o‘tishiga ruxsat berish
O‘qituvchilar juda muhim rol o‘ynaydi va samarali o‘quvchilarga qaratilgan ta’limni o‘tkazish uchun ko‘p harakat qiladi. Ta’lim oluvchiga yo‘naltirilgan O‘qituvchi bo’lish har bir O‘qituvchining maqsadi bo‘lishi kerak, lekn har bir komponentda o‘quvchini yo‘naltirish zarur yoki amaliy emas. O‘qituvchilar o‘z kurslari har bir component bilan barcha toifalarda eng yuqori standartda bo‘lishini kutmasliklari kerak.
Talabalarga yo‘naltirilgan ta’lim mashhurligiga qaramay, tanqidchilardan holi emas. Talabalarga yo‘naltirilgan ta’limning asosiy tanqidi uning individual o‘quvchiga qaratilganligidir. Bundan tashqari,uni amalga oshirishda ba’zi qiyinchiliklar mavjud, ya’ni uni amalga oshirish uchun zarur bo‘lgan resurslar, talabalar va xodimlarning e’tiqod tizimi va talabalarning ushbu atama bilan yaxshi tanish emasligi.
Biroq, ta’lim oluvchiga yo‘naltirilgan usulning asosiy ahamiyati shundaki, hamkorlik qilish, qo‘llab – quvvatlash va hamkorlik qilish jihati bor, bunda barcha talabalar o‘rganishda qiyinchlik tug’diradi, shuningdek, o‘z darajasida qo‘llab – quvvatlanadi, bu jihat hatto juda zarurdir, jamiyatda sinfdan tashqarida.
Talabalar o‘z – o‘zini rag‘batlantadilar va o‘rganishdan zavqlanadilar, chunki bu ular faol shug’ullanadilar va ular o‘zlari uchun qulay bo‘lgan mavzularni hech qanday qiyinchliksiz yoki muvaffaqqiyatsizlikka uchramasdan tanlaydilar, chunki ular en yaxshi tushunadigan narsalarni oladilar.
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