This article examines the features of the introduction of humane pedagogy in the educational systems of Uzbekistan, Kazakhstan and Georgia. The key achievements and problems arising in the adaptation of a humane and personal approach in various socio-economic and cultural conditions are analyzed. Special attention is paid to the influence of traditional pedagogical methods on the perception of humane pedagogy, as well as the main obstacles such as lack of qualified personnel, financing and resistance of the system.
| Mualliflar | Jonikulov , Islombek, Yekabsons , Alexandra, Жоникулов , Исломбек, Екабсонс , Александра, Jonikulov , Islombek, Yekabsons , Aleksandra |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2025-02-20 |
| Jild | 6 |
| Son | 2/S |
| Betlar | 278-285 |
| Til | Rus |
| DOI | 10.47689/2181-1415-vol6-iss2/s-pp278-285 |
DOI: 10.47689/2181-1415-vol6-iss2/s-pp278-285 · Maqolaning asl sahifasi
гуманная педагогика, образовательные реформы, Узбекистан, Казахстан, Грузия, инклюзивное образование, личностно-ориентированное обучение, Шалва Амонашвили, традиционные педагогические методы, подготовка учителей, инновационные образовательные технологии, humane pedagogy, educational reforms, Uzbekistan, Kazakhstan, Georgia, inclusive education, personality-oriented learning, Shalva Amonashvili, traditional pedagogical methods, teacher training, innovative educational technologies, insonparvar pedagogika, ta'lim islohotlari, O'zbekiston, Qozog'iston, Gruziya, inklyuziv ta'lim, shaxsga yo'naltirilgan ta'lim, Shalva Amonashvili, an'anaviy pedagogik usullar, o'qituvchilar tayyorlash, innovatsion ta'lim texnologiyalari
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