Ключевые слова
Аннотация
The professional effectiveness of a physical education teacher depends not only on subject-specific competence but also on the teacher's own moral conduct and aesthetic expressiveness, which directly influence learners through personal example. Humanistic educational theory has long argued that learning is most effective when it engages the whole person and responds to individual needs and values rather than imposing uniform, externally directed content [1].
Библиографические ссылки
Rogers, C. R. (1969). Freedom to learn: A view of what education might become. Columbus, OH: Charles E. Merrill.
Dewey, J. (1934). Art as experience. New York: Minton, Balch & Company.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: Longman.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives. Handbook II: Affective domain. New York: David McKay.
Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain. Washington, DC: Gryphon House.
Law of the Republic of Uzbekistan “On Education”, No. O‘RQ-637, 23 September 2020.
Yoʼldoshev, J. Gʼ., & Usmonov, S. A. (2004). Fundamentals of pedagogical technology [Pedagogik texnologiya asoslari]. Tashkent.