Научный журнал «Инновации. Наука. Образование» Индексация в ринц н Инновации. Наука. Образование
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Номер 51 февраль 2022 года
| Инновации. Наука. Образование
phenomena and conceptions and it should be intended to the formalisation and development of their personal and subjective qualities. According to Nasraddin Tusi “paying extensive attention to the intellect, competence, determining the profession and science that a pupil has inclination to and training him in this profession is of great importance... A pupil engaged in the profession that he has the ability on will yield a result in a short term, become a great master, otherwise the effort given would be in vain, life would be spent for nothing” [6]. Based on these principles of Nasraddin Tusi, the Russian scientist, Doctor of Psychological Science, Professor, I.S.Yakimanskaya mentioned that individuality of each pupil should be the bearer of the experience gained by that person (subject). In the organisation of a learner’s education process “The effort should be firstly given to the determination of pupil’s natural potential for his formation as individuality” [11, 12]. Despite all methods have developmental feature, not all developmental methods are considered personality-centered method. Personality-centered education is focued on the personality of a pupil, determines his peculiarity, self-assessment, personal experience etc., and thereafter is adjusted with the subject of education. Therefore, the subject to be taught is set against to the subjective experience of a learner and developed as subjective experience by virtue of pedagogical technologies. Conventionally, the existing models of personality-centered pedagogy can be grouped as pedagogical, social-pedagogic, methodological and psychological: Social-pedagogical model set the purpose of performing the society’s (principal ideology) order on the education system and each learner to be the bearer of a culture according to its requirements. In the methodological model, educational technologies of scientific knowledge on the subject are preferred. This principle realizes individual approach by virtue of subject differentiation in the education. The purpose of differentiating subjects substantiates the determination of the following directions: 1. Preference of the studying person to different materials in relation with the subject of the subject. 2. Revealing the interests on in-depth study of the selected material. 3. Development and direction of the learner’s activity interests on the subject. Differentiation process of the subject is set by considering the scientific content of the scientific cognition based on the traditional rules of cognition. 73 Научный журнал «Инновации. Наука. Образование» Индексация в РИНЦ н жүктеу/скачать 22,11 Mb. Достарыңызбен бөлісу:
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