PEDAGOGIKA OLIY TA`LIM MUASSASALARIDAGI BO`LAJAK O`QITUVCHILARNI VALEOLOGIK KOMPETENTLIGINI RIVOJLANTIRISHNING PEDAGOGIK XUSUSIYATLARI

KIRISH: hozirgi globallashuv sharoitida ta’lim tizimida nafaqat bilim berish, balki sog‘lom turmush tarzini shakllantirish, shaxsning jismoniy va ruhiy salomatligini mustahkamlash muhim ahamiyat kasb etmoqda. Shu nuqtai nazardan, pedagogika oliy ta’lim muassasalarida tahsil olayotgan bo‘lajak o‘qituvchilarda valeologik kompetentlikni rivojlantirish dolzarb pedagogik masalalardan biridir. Valeologiya inson salomatligini saqlash, mustahkamlash va rivojlantirish qonuniyatlarini o‘rganuvchi fan sifatida ta’lim jarayonida muhim o‘rin egallaydi. Bo‘lajak o‘qituvchilarning valeologik kompetentligi nafaqat ularning shaxsiy sog‘lig‘ini saqlashga, balki kelajakda o‘quvchilarda sog‘lom turmush tarzini shakllantirishga xizmat qiladi. Pedagogik jarayonda valeologik yondashuvni qo‘llash o‘qituvchilarning kasbiy faoliyatida sog‘lom muhit yaratish, psixologik barqarorlikni ta’minlash hamda ta’lim samaradorligini oshirishga yordam beradi. Shu bois pedagogika oliy ta’lim muassasalarida bo‘lajak o‘qituvchilarning valeologik kompetentligini shakllantirishning pedagogik xususiyatlarini o‘rganish muhim ilmiy-amaliy ahamiyatga ega. MAQSAD: pedagogika oliy ta’lim muassasalarida bo‘lajak o‘qituvchilarning valeologik kompetentligini rivojlantirishning pedagogik xususiyatlarini aniqlash hamda sog‘lom turmush tarzini shakllantirishga qaratilgan samarali pedagogik yondashuvlarni asoslash. MATERIALLAR VA METODLAR: tadqiqot jarayonida pedagogika, psixologiya va valeologiya sohasiga oid ilmiy manbalar, normativ-huquqiy hujjatlar hamda ilmiy maqolalar o‘rganildi. Tadqiqotda quyidagi metodlardan foydalanildi: ilmiy-nazariy tahlil; pedagogik kuzatuv; taqqoslash va umumlashtirish; anketa va so‘rovnoma usullari; pedagogik tajriba-sinov ishlari. Mazkur metodlar orqali pedagogika oliy ta’lim muassasalarida tahsil olayotgan talabalar orasida valeologik bilim, ko‘nikma va malakalarining shakllanish darajasi tahlil qilindi. NATIJA VA MUHOKAMA: tadqiqot natijalari shuni ko‘rsatdiki, bo‘lajak o‘qituvchilarning valeologik kompetentligini rivojlantirishda quyidagi pedagogik xususiyatlar muhim ahamiyat kasb etadi. Valeologik bilimlarning tizimli berilishi – talabalar salomatlikni saqlash va mustahkamlashga oid nazariy bilimlarga ega bo‘lishi zarur. Sog‘lom turmush tarzini shakllantirishga yo‘naltirilgan ta’lim muhiti – ta’lim jarayonida sport, gigiyena, psixologik barqarorlik va to‘g‘ri ovqatlanish madaniyati targ‘ib qilinishi lozim. Interfaol pedagogik texnologiyalardan foydalanish – treninglar, muammoli vaziyatlar, loyihaviy faoliyat orqali talabalar faol ishtirokini ta’minlash. Shaxsiy namuna prinsipi – bo‘lajak o‘qituvchi sog‘lom turmush tarziga amal qilishi orqali o‘quvchilarga ijobiy ta’sir ko‘rsatadi. Muhokamalar jarayonida aniqlanishicha, valeologik kompetentlikni rivojlantirish o‘qituvchilarning kasbiy tayyorgarligini mustahkamlab, ularning pedagogik faoliyatida samaradorlikni oshiradi. XULOSA: pedagogika oliy ta’lim muassasalarida bo‘lajak o‘qituvchilarning valeologik kompetentligini rivojlantirish ta’lim jarayonining muhim tarkibiy qismi hisoblanadi. Tadqiqot natijalariga ko‘ra, valeologik bilimlarni tizimli ravishda o‘qitish, sog‘lom turmush tarzini targ‘ib qiluvchi pedagogik muhit yaratish va interfaol metodlardan foydalanish orqali talabalarning valeologik kompetentligini samarali rivojlantirish mumkin. Bu esa kelajakda o‘qituvchilarning o‘quvchilarda sog‘lom turmush tarzini shakllantirishga qaratilgan faoliyatini yanada samarali tashkil etishga xizmat qiladi.

INTRODUCTION: in the conditions of modern globalization, the education system is required not only to provide knowledge but also to form a healthy lifestyle and strengthen the physical and psychological health of individuals. In this regard, the development of valeological competence among future teachers studying in pedagogical higher education institutions is one of the urgent pedagogical tasks. Valeology, as a science that studies the laws of maintaining, strengthening, and developing human health, occupies an important place in the educational process. The valeological competence of future teachers serves not only to preserve their personal health but also to form healthy lifestyle habits among students in the future. The application of a valeological approach in the pedagogical process helps to create a healthy educational environment, ensure psychological stability, and increase the effectiveness of educational activities. Therefore, studying the pedagogical features of forming valeological competence among future teachers in pedagogical higher education institutions has important scientific and practical significance. AIM: to identify the pedagogical features of developing valeological competence among future teachers in pedagogical higher education institutions and to substantiate effective pedagogical approaches aimed at forming a healthy lifestyle. MATERIALS AND METHODS: during the research process, scientific sources, normative-legal documents, and scientific articles related to pedagogy, psychology, and valeology were studied. The following research methods were used: scientific-theoretical analysis, pedagogical observation, comparison and generalization, questionnaire and survey methods, and pedagogical experimental work. Through these methods, the level of formation of valeological knowledge, skills, and abilities among students of pedagogical higher education institutions was analyzed. RESULTS AND DISCUSSION: the research results showed that the following pedagogical features are important in developing valeological competence among future teachers. Systematic provision of valeological knowledge – students should acquire theoretical knowledge about maintaining and strengthening health. Creating an educational environment aimed at forming a healthy lifestyle – the educational process should promote sports activities, hygiene, psychological stability, and a culture of proper nutrition.The use of interactive pedagogical technologies – trainings, problem situations, and project-based activities ensure active participation of students. The principle of personal example – a future teacher who follows a healthy lifestyle positively influences students.The discussions revealed that the development of valeological competence strengthens the professional training of teachers and increases the effectiveness of their pedagogical activity. CONCLUSION: the development of valeological competence among future teachers in pedagogical higher education institutions is an important component of the educational process. According to the research results, systematic teaching of valeological knowledge, the creation of a pedagogical environment promoting a healthy lifestyle, and the use of interactive methods make it possible to effectively develop students’ valeological competence. This, in turn, contributes to the more effective organization of teachers’ activities aimed at forming a healthy lifestyle among students.