DIAGNOSTIC-CORRECTIVE ACTIVITY AS A PEDAGOGICAL CATEGORY: A CONCEPTUAL ANALYSIS
Annotatsiya
This thesis examines the concept of «diagnostic-corrective activity» as an independent pedagogical category. An etymological, structural-functional and comparative analysis of the concept is conducted within the framework of contemporary pedagogical science. The necessity of designating diagnostic-corrective activity as a distinct dimension of teachers' professional competency is substantiated.
Kalit soʻzlar:
Iqtiboslar
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