Oʻzbekcha
KATTA AVLOD TAJRIBASI ASOSIDA O‘QUVCHILAR TA’LIM-TARBIYASINING INNOVATSION PEDAGOGIK MEXANIZMLARI
Jurnal
Zamonaviy fan: innovatsion yondashuvlar va yosh tadqiqotchilarning dolzarb izlanishlari
Nashr
Zamonaviy fan: innovatsion yondashuvlar va yosh tadqiqotchilarning dolzarb izlanishlari
Annotatsiya
Maqolada xalqaro, MDH va milliy manbalar asosida katta avlodning hayotiy hamda kasbiy tajribasini o‘quvchilar ta’lim-tarbiyasiga kiritish shartlari tahlil qilindi. Integrativ tahlil asosida tajribani saralash, avlodlararo hamkorlikni tashkil etish, refleksiya va natijani baholashni birlashtiruvchi to‘rt komponentli mexanizm taklif etildi. Katta avlod tajribasi avtomatik ravishda tarbiyaviy mazmunga aylanmasligi, u pedagogik maqsad, yoshga moslik, daliliy ishonchlilik va o‘zaro hurmat mezonlari asosida vositalanishi zarurligi asoslandi. Model maktab, oila va mahalla hamkorligida mentorlik, hayotiy hikoya, qo‘shma loyiha hamda raqamli hikoyachilikni tizimli qo‘llashga yo‘naltirilgan
Kalit so‘zlar
avlodlararo ta’lim
katta avlod tajribasi
maktab-oila-mahalla hamkorligi
mentorlik
pedagogik mexanizm
refleksiya
Русский
В статье на основе международных, национальных источников и публикаций стран СНГ проанализированы условия включения жизненного и профессионального опыта старшего поколения в обучение и воспитание учащихся. Интегративный анализ позволил предложить четырехкомпонентный механизм, объединяющий отбор опыта, организацию межпоколенческого сотрудничества, рефлексию и оценивание результатов. Обосновано, что жизненный опыт приобретает воспитательное значение только после педагогического опосредования с учетом цели, возраста учащихся, достоверности и взаимного уважения. Модель ориентирована на системное использование наставничества, жизненных историй, совместных проектов и цифрового сторителлинга во взаимодействии школы, семьи и махалли
межпоколенческое обучение
наставничество
опыт старшего поколения
педагогический механизм
рефлексия
семьи и махалли
сотрудничество школы
English
Drawing on international, CIS, and national sources, the article examines the conditions for integrating older generations’ life and professional experience into student education. An integrative analysis informed a four-component mechanism combining experience selection, intergenerational cooperation, reflection, and outcome assessment. The analysis shows that lived experience does not become educational content automatically; it requires pedagogical mediation based on a clear purpose, age appropriateness, factual reliability, and mutual respect. The proposed model supports the systematic use of mentoring, life stories, collaborative projects, and digital storytelling through school-family-mahalla cooperation
intergenerational learning
mentoring
older generations’ experience
pedagogical mechanism
reflection
school-family-mahalla cooperation
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