Professional ta’lim muassasalarida o‘quvchilarning stressga bardoshliligini rivojlantirishning pedagogik modeli
DOI:
https://doi.org/10.5281/zenodo.20622448Ключевые слова:
stressga bardoshlilik, pedagogik model, professional ta’lim, emotsional intellekt, coping strategiyalari, psixologik barqarorlik, refleksiya, interaktiv metodlarАннотация
Ushbu maqolada professional ta’lim muassasalarida o‘quvchilarning stressga bardoshliligini rivojlantirish
muammosi ilmiy-pedagogik jihatdan tahlil qilinadi. Tadqiqot Hans Selye tomonidan asoslangan “Umumiy adaptatsion
sindrom” nazariyasi hamda Richard Lazarus va Susan Folkman tomonidan ishlab chiqilgan kognitiv baholash va coping
strategiyalari konsepsiyasiga tayanadi. Tadqiqot natijasida maqsadli, mazmuniy, jarayon va baholash komponentlarini o‘z
ichiga olgan to‘rt bosqichli pedagogik model taqdim etiladi. Tajriba-sinov ishlari ishlab chiqilgan modelning samaradorligini
isbotlab, o‘quvchilarning stressga bardoshlilik ko‘rsatkichlari sezilarli darajada oshganligini tasdiqladi. Maqola natijalari
professional ta’lim tizimida psixologik barqarorlikni rivojlantirishga qaratilgan pedagogik amaliyot va siyosat uchun muhim
yo‘nalishlarni belgilab beradi.
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