KIRISH: jahon miqyosida bo‘lajak mutaxassis, jumladan pedagog kadrlarni tayyorlash jarayonida ta’lim va ishlab chiqarish amaliyotining uyg‘unligini ta’minlash, ta’lim mazmunini san’atshunoslik asosida va hayotiy tajribalarga asoslangan o‘quv materiallari asosida tizimlashtirish, bo‘lajak tasviriy san’at o‘qituvchilarini san’atshunoslik asosida kasbiy kompetentligini tarkib toptirishning tasviriy san’at texnologiyalarini rivojlantirishni talab etadi. Bolonya jarayoni mutaxassislar tayyorlash mazmunini integratsiyalash va ta’limdagi hamkorlikni rivojlantirishning ustuvor yo‘nalishi sifatida bitiruvchilarda umumiy va maxsus, shu jumladan, bo‘lajak tasviriy san’at o‘qituvchilarini san’atshunoslik asosida kasbiy kompetensiyalarni rivojlantirishni taqozo etmoqda. AQSh, Germaniya, Angliya, Rossiya, Yaponiya kabi davlatlarda bo‘lajak tasviriy san’at o‘qituvchilarini tayyorlashga yo‘naltirilgan o‘quv jarayoni kasbiy bilim va malakalarni tarkib toptirish bilan birga, yuksak san’atshunoslik asosida kasbiy kompetentlikni rivojlantirishga asoslangan holda tashkil etilishi muhim vazifa etib belgilangan. MAQSAD: bo‘lajak tasviriy san’at o‘qituvchilarining kasbiy-madaniy kompetentligini shakllantirishning mazmun-mohiyati hamda sifatli ta’lim berish va о‘z navbatida pedagogning kasbiy mahoratini shakllantirish. MATERIALLAR VA METODLAR: muzey pedagogikasi bilan talabalar amaliyot yoki muzeylarga ekskursiya qilish, bu bilan bog ‘liq seminar mashg‘ulotlarini o‘tkazish jarayonida duch keladilar. Oliy ta’lim muassasalarida muzey pedagogikasi fani o‘tilmaydi va shu bois talabalarning bu boradagi bilim va ko‘nikmalari ham unchalik yuqori bo‘lmaydi. Biroq muzeylarga tashrif buyuruvchilar yoki bu yerda bilimlarini oshirishga intiluvchi talabalarga muzey pedagogikasi asosida ta’sir ko‘rsatishi, ularni turistik faoliyatga yo‘naltirishi mumkin. Shu bois oliy ta’lim muassasalarida o‘tilayotgan ayrim fanlarni muzeylarda o‘tish, seminar mashg ‘ulotlarini ko‘proq muzey eksponatlari bilan bog ‘lab, o‘rganish orqali olib borish yoki amaliyot jarayonlarini muzeylarga biriktirish samarali hisoblanadi. MUHOKAMA VA NATIJALAR: ushbu maqolada bo‘lajak tasviriy san’at o‘qituvchilarini san’atshunoslik asosida kasbiy kompetentligini shakllantirish texnologiyalarini ishlab chiqishga alohida ehtiyoj mavjud. Hozirgacha respublikamizda bo‘lajak tasviriy san’at o‘qituvchilarini san’atshunoslik asosida kasbiy kompetentligini shakllantirish texnologiyalarini takomilashtirish samarali yo‘llarini ishlab chiqishga harakat qilinayotgan bo‘lsa, ham mazkur jarayonni bosqichma-bosqich amalga oshirish, har bosqichda qo‘llaniladigan ta’lim shakl, metod va vositalarini loyihalashning yaxlit tizimi yaratilishi lozim. XULOSA: xulosa qilib aytadigan bo‘lsak «Muzey pedagogikasi» bo‘lajak tasviriy san’at o‘qituvchilarini kasbiy-madaniy kompetentligini shakllantirishning muhim omillaridan biri bo‘lib ularning qoblyatini oshirishda bir vosita bo‘lib xizmat qiladi, bundan tashqari o‘z sohasini rivojlantishda hamda kelajak avlodga yetkazishda muhim ahamyatga ega zero muzeylar bizni taxiriximizni eslatib turuvchi omil bo‘lib, tarixsiz kelajak yo‘q.
INTRODUCTION: in the process of training future specialists, including pedagogical personnel, on a global scale, it is necessary to ensure the coherence of education and production practice, systematize the content of education on the basis of art history and educational materials based on life experiences, and develop visual arts technologies to form the professional competence of future teachers of fine arts on the basis of art history. The Bologna process, as a priority area for integrating the content of specialist training and developing cooperation in education, requires the development of general and special, including future teachers of fine arts, professional competencies on the basis of art history. In countries such as the USA, Germany, England, Russia, and Japan, it has been established as an important task that the educational process aimed at training future visual arts teachers be organized in a way that, along with the acquisition of professional knowledge and skills, develops professional competence based on high art studies. AIM: the essence of forming the professional and cultural competence of future teachers of fine arts, as well as providing quality education and, in turn, forming the professional skills of the teacher. MATERIALS AND METHODS: students encounter museum pedagogy during internships or excursions to museums, as well as during related seminars. Museum pedagogy is not taught in higher education institutions, and therefore students' knowledge and skills in this area are not very high. However, museum pedagogy can influence visitors to museums or students who seek to improve their knowledge here, directing them to tourist activities. Therefore, it is effective to conduct some subjects taught in higher education institutions in museums, to conduct seminars by connecting them with museum exhibits and studying them, or to attach practical processes to museums. DISCUSSION AND RESULTS: this article highlights the need to develop technologies for the formation of professional competence of future teachers of fine arts based on art history. Although efforts have been made in our republic to develop effective ways to improve technologies for the formation of professional competence of future teachers of fine arts based on art history, it is necessary to implement this process step by step and create a comprehensive system for designing educational forms, methods and tools used at each stage. CONCLUSION: in conclusion, "Museum Pedagogy" is one of the important factors in the formation of the professional and cultural competence of future teachers of fine arts, serving as a tool for improving their skills, and in addition, it is of great importance in developing its field and passing it on to future generations, because museums are a factor that reminds us of our past, and there is no future without history.
ResearcherUz