TOSHKENT DAVLAT PEDAGOGIKA UNIVERSITETI ILMIY AXBOROTLARI 2021/ 6 - SON
147
MONITORING AND DIAGNOSTICS WORK IN MODERN
PEDAGOGY
Chorieva D. A. - teacher of the Tashkent State Pedagogical University
Annatation
. This article provides for a number of priority measures to ensure
the quality of education, among which the main place is occupied by the creation of a
system of quality control of education. Their use in preschool educational institutions
can be seen in the fact that the problems of building an objective picture of the state
of the managed system and changes in it, as well as
in the fact that during the
intensive development of education, teachers face difficulties updating the content of
the pedagogical process, choosing and implementing new generation programs.
Key words:
the concept of "monitoring", quality control of education, control
and diagnostic work, derived from the Latin monitoring, the functions of observation,
control, warning, pedagogical monitoring.
Ta‘limning hozirgi bosqichida ta‘lim tizimining eng muhim tarkibiy va
funksional tarkibiy qismi bu ma‘lum darajadagi bilimlarni o‗zlashtirishning ―foydali‖
bo‗lishining yakuniy mahsulotlaridagi ta‘lim samaradorligini baholashdir.
Ta‘lim sifatini ta‘minlash bo‗yicha bir qator ustuvor choralar ko‗zda tutilgan,
ular orasida ta‘lim sifatini nazorat qilish tizimini yaratish asosiy o‗rinni egallaydi.
«Monitoring» tushunchasi bir qator sohalarda:
iqtisodiyot, sotsiologiya va
pedagogikada ko‗rib chiqiladi, bu uning keng qo‗llanilishini ko‗rsatadi.
Ichki pedagogikada pedagogik monitoring muammolarini tadqiq qilish paydo
bo‗ldi, ular tomonidan V.I.Andreyev, V.P.Bespalko, M.B.Guzayrov, V.A.Kalney,
A.N.Mayorov, S.E.Shishov shug'ullangan.
―Pedagogik diagnostika‖ tushunchasi nemis o‗qituvchisi Karlxaynts
Ingenkamp tomonidan taklif etilgan, u ―mohiyatiga ko‗ra, pedagogik faoliyat barcha
pedagogik faoliyat kabi ko‗p yillar davom etadi. Doimiy ravishda dars berganlar har
doim o‗z harakatlarining natijalarini aniqlashga harakat qilishgan‖.
Zamonaviy pedagogikada monitoring va diagnostika
ishlari hali ham kam
uchraydi,
ammo
ulardan
maktabgacha
ta‘lim
muassasasida
foydalanish
boshqariladigan tizimning holati va undagi o‗zgarishlarning obyektiv manzarasini
ko‗rishga imkon beradi.
Tajriba shuni ko‗rsatadiki, ko‗plab maktabgacha
tarbiya muassasalari
rahbarlari pedagogik monitoring va uni amalda qo'llash texnologiyasi to'g'risida aniq
tasavvurga ega.
Muammolar shuningdek, ta‘limning jadal rivojlanishi davrida o‗qituvchilar
pedagogik jarayonning
mazmunini yangilashda, yangi avlod dasturlarini tanlash va