INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE 

"MODERN PSYCHOLOGY AND PEDAGOGY: PROBLEMS AND SOLUTION"

 

2-part, 2-639 pages.

 

Committee List for 

2021-2022

 

Members Of The Editorial Board:

1.   Dame Sally Davis (Chief Medical Officer).

2.   Sir Bruce Keogh (medical director of the National Health Service).

3.   David Livingstone (congregationalist pioneer medical missionary in South Africa–Charing Cross Hospital).

4.   Norman Morris (Obstetrician and healthcare reformer).

5.   Albert Neuberger (chemical pathologist).

6.   William Kitchen Parker (physician and zoologist).

7.   Sir Andrew Pollard (Chief Investigator on the Oxford–AstraZeneca COVID-19 vaccine).

8.   Sir Rodney Robert Porter (Nobel Laureate, Physiology and Medicine)

9.   Ann Redgrave (orthopaedic surgery).

CONTENT

Arzimatova Inoyatkhon Madimarovna ART AS A FACTOR OF AESTHETIC EDUCATION	11
Ulasheva Umida BO’LAJAK BOSHLANG’ICH SINF O’QITUVCHILARINI IQTISODIY TARBIYALASHNING HOZIRGI HOLATI	14
Abdullayeva Dinora, Fayzullayeva Gulhayo PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF HEALTHY THINKING IN STUDENTS	17
Abdullayeva Sanobar Berdiyevna, Xoliyorov Jamshid Nusratulla ugli KREDIT TIZIMIDA “ZAMONAVIY AXBOROT TEXNOLOGIYaLARI” ASOSIDA TA’LIM JARAYoNINI TAShKIL ETISh VA UNING SIFATINI TA’MINLAShDA INNOVASION METODLAR	21
Abdurahimova Marjona PHRASEOLOGICAL UNITS EXPRESSING “RESPECT” IN ENGLISH AND UZBEK LINGUO- CULTURES	27
Abduraximova Shahnoza Abdurashitovna NEW TEACHING METHODS OF VOCABULARY TO ADVANCED LEARNERS	32
Arabov Jasur Olimboyevich, Ramazonova Ruxsora Shuxratovna FIZIK MASALALARNI ISHLASHDA ILG`OR PEDAGOGIK TEXNOLOGIYALARDAN FOYDALANISH	37
Axrorov Xushvaqt PRINCIPLES OR FUNDAMENTALS OF THE DIDACTIC EDUCATIONAL PROCESS THROUGH THE TEACHING ENGLISH LANGUAGE	41
Azimova Tamara Abrorovna, Bozorboyev Behro’zbek Baxodir o’g’li YURIDIK VA JISMONIY SHAXSLAR PUL MABLAG’LARINI BANK HISOB VARAG’IGA, JAMG’ARMALAR QO’YISHGA JALB QILISH BO’YICHA PASSIV OPERATSIYALAR.	49
Azimova Umirkhon Odilovna SOME CHALLENGES OF TEACHING RECEPTIVE SKILLS	56
Boboeva Rano Raximovna METHOD OF ASSESSMENT OF THE EFFECT OF SILIBOR AND RUTAN ON THE LIVER BILIARY FUNCTION IN EXPERIMENTAL ACUTE HEPATITIS	60
Boboyev Faxriyor Baxtiyorovich, Boboxonov Lochinbek Yunusali o’g’li, Umrzoqov Nurbek Otabek o’g’li O’RTA OSIYONING ARABLAR  TOMONIDAN  FATX ETILISHI	63
Boltaboyev Omonboy Yo‘ldosh o‘g‘li XARAKTER YARATISHDA XAT VOSITASINING PSIXOLOGIK FUNKSIYASI	70
Bozorov Asadbek Ilhom o’g’li SOLIQ TIZIMIDA ZAMONAVIY AXBOROT TEXNOLOGIYALARI VA DASTURIY MAXSULOTLARNI JORIY ETISH MUOMMOLARI VA YECHIMLARI	75
Egamnazarova Feruza Alimovna THE SIGNIFICANCE OF CONGUCTING THE CLASSES BY GAME –BASED APPROACH	78
Ergasheva Nazokat Erkin qizi, Ergasheva Aziza Erkin qizi PECULIARITIES OF USING GAMES IN THE PROCESS OF TEACHING ENGLISH	84
Gapparova Alfiya Narimonovna	88

 

CHALLENGES IN TEACHING METHODS OF SPEAKING SKILLS FOR EFL STUDENTS
Giyazova Nozima Bayazovna, Tolibova Aziza Tulkin kizi THE ROLE OF “INFLUENCER MARKETING” IN THE AGE OF HIGH TECHNOLOGY	94
Hasanova Nargiza, Ahrorova Sitora, Abdurahimova Barchinoy INDIVIDUAL DIFFERENCES IN PSYCHOLOGY	98
Igamova Shakhinya Zikrillaevna, Jamilova E’zoza Vahobjonovna THE ROLE OF THE STATE IN THE INNOVATIVE DEVELOPMENT OF INDUSTRIAL ENTERPRISES	104
Islomova Muattar Bozor kizi PROBLEMS OF THEORY AND PRACTICE OF SYNTHETIC STYLISTICS IN UZBEK COMPOUND SENTENCES	109
Joldasbayeva Dilnoza Konisbayevna PROFESSOR A.M.MUXIN TOMONIDAN YARATILGAN SINTAKTIK ALOQALAR	114
Khudayberganova Zulfiya Sultonmakhmud qizi THE ROLE OF INNOVATIVE TECHNOLOGIES IN LEARNING ENGLISH	119
Mahmudova Odina Obiddin qizi Asadullayeva Durdona Shuxratilla qizi HADIS ILMLARIDA TOBEINLARNING O’RNI	123
Majidov Olimjon Salimovich PROFESSIONAL TA’LIM TIZIMIDA DUAL TA’LIMINI TASHKIL ETISH KO’RSATMALARI	128
Mamatqulova Marjona THE DEVELOPMENT OF SPEAKING IN THE CONTEXT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE	132
Mashhura Ahmadjonova Akramjon qizi BOSHLANG‘ICH TA’LIM SIFATINI BAHOLASH VA TAKOMILLASHTIRISHDA XALQARO TADQIQOT DASTURLARINING O‘RNI: MUAMMO VA YECHIMLAR	138
Mirzayev Nurshodbek MOTIVATION AS A TOOL OF LEARNING FOREIGN LANGUAGES	142
Mukhidinova Jasmina Jasuriddinovna DURING THE EPIDEMIC, REMOTE LEARNING HAD SEVERAL UNIQUE CHARACTERISTICS	149
Mustafayeva Fazilat Abdusalomovna MAKTABGACHA TA’LIM TASHKILOTLARIDA PEDAGOGIK JARAYONNI TASHKIL ETISH	152
Muzrapova Shahnoza Saydullayevna O‘ZBEKISTONDA MOLIYAVIY HISOBOTLARNING XALQARO STANDARTLARINI AMALIYOTDA QO‘LLASHDAGI MUAMMOLAR VA ULARNI BARTARAF ETISH YO‘LLARI	160
Pozilova Odina PSYCHOLINGUISTIC BASES OF DEVELOPMENT OF CREATIVE ACTIVITY OF HIGH SCHOOL STUDENTS IN THE PROCESS OF ENGLISH LANGUAGE TEACHING	173
Ravshanova Nafisa Rahmiddinovna GORIZONTGA QIYA OTILGAN JISM HARAKATI	178
Safarov Alisher Ibrohim o’g’li KORXONALARDA BUXGALTERIYA HISOBI VA TAHLILINI TAKOMILLASHTIRISH	180
Salomov Ramazon DEVELOPING STUDENTS CRITICAL THINKING THROUGH LITERATURE READING	187

 

Sayfullaeva Madina Ismatovna, Mansurova Makhliyo OPPORTUNITIES TO REVIVE TOURISM AFTER PANDEMIC	193
Shodiyeva Lutfiya INNOVATIVE CLUSTER OF PEDAGOGICAL EDUCATION: COMMON GOALS AND SPECIFIC INTERESTS	199
Shodmanov Dostonbek THE DEVELOPMENT OF SPEAKING IN THE CONTEXT OF TEACHING ENGLISH AS A FOREIGN LANGUAGE	203
Shohmurod Berdiqulov TURLI DARAJADAGI TALABALARDA SO’Z BOYLIGINI OSHIRISHNI O’RGATISHNING KOMMUNIKATIV METODLARI	209
Shohrux Saidmurodov MILLIY BURJUAZIYANING SHAKLLANISHI VA UNING TURKISTON O'LKASI IQTISODIYOTIGA TA'SIRI	214
Shukurova Nodira Nazimovna INNOVATIVE TEACHING METHODS OF VOCABULARY FOR ESP LEARNERS	219
Sodiqova GulshodaYusufovna GORIZONTGA QIYA OTILGAN JISM HARAKATI	225
Tillayeva Nodira MAKTAB O'QUVCHILARINING IJTIMOIY MOSLASHUVINING PSIXOLOGIK XUSUSIYATLARI	231
To’liyeva Shoira Ilhomovna O’ZBEK TILI VA UNING DAVLAT TILI SIFATIDAGI MAVQEI	236
Toshmatov Ulugʻbek Qadirjon oʻgʻli, Jamoliddinova Xurshidabonu Toʻychiboy qizi HAZRAT MIR ALISHER NAVOI, SULTAN OF PROPERTY, FOUNDER OF TURKISH LANGUAGES, BRIGHT REPRESENTATIVE OF UZBEK LITERATURE.	239
Tugalova Laylo HOW TO TEACH THE PRONUNCIATION PROBLEMS OF UZBEK LEARNERS OF FOREIGN LANGUAGES	243
Turdiyev Jaxongir Djura o‘g‘li KORXONALARDA BOSHQARUV HISOBI VA HISOBOTI TIZIMINI TAKOMILLASHTIRISH	248
Ubaydullaeva Nafisa Murodjonovna USE OF INTERDISCIPLINARY COMMUNICATIONS IN ENGLISH LEARNING	260
Vahobova Feruzakhon Bakhtiyorjon qizi, Abdullayev Behruz Abdunazar o‘g‘li KORXONA BUDJETINI TUZISH MUAMMOLARI VA UNI BOSHQARUV HISOBIDAGI O’RNI	264
Xasanov Mahmudjan Abduraxmanovich, Karimova Umida Erkinovna MORPHOPHONOLOGY IN THE ENGLISH LANGUAGES	274
Xikmatov Diyorbek VIRTUAL REALITY AS A NEW METHOD OF TEACHING FOREIGN LANGUAGE	279
Xomidova Xurshidaxon Mamirovna ONA TILINI O`QITISHNING UMUMDIDAKTIK VA O`ZIGA XOS PRINSIPLARI	284
Yoqubjonova Mexrinoz Yaxyojon qizi TOG’AY  MURODNING  “OTAMDAN  QOLGAN  DALALAR” ASARINING  SEMANTIK GRAMMATIK  XUSUSIYATLARI	296
Yunusov Ismat Inogomovich, Niyazov Sunnat Sagdullayevich	300

 

DEVELOPMENT OF ELECTRONIC RESOURCES IN THE COURSE OF AUTOMATION OF TECHNOLOGICAL PROCESSES
Алиева Ш.Б ТАЛАБАЛАРГА РУС ТИЛИНИ ЎРГАТИШДА ПЕДАГОГИК ТЕХНОЛОГИЯЛАРНИНГ АҲАМИЯТИ	302
Арипова Дилнозахон Вахобжон кизи СЕМАНТИЧЕСКОЕ ПОЛЕ «СЕМЬЯ» В РУССКОЙ И УЗБЕКСКОЙ ИДИОМАТИКЕ	309
Бозоров Зайниддин Аширович ТАЛАБА-ЁШЛАРДА ФУҚАРОЛИК МАДАНИЯТНИ РИВОЖЛАНТИРИШДА ТАЪЛИМ ИНТЕГРАЦИЯСИНИНГ ТУТГАН ЎРНИ	312
Бутаева Мохинур Акрам қизи ЗИЁРАТ, ЗИЁРАТГОҲЛАР ВА ҚАДАМЖОЛАР ТЎҒРИСИДАГИ ҚАРАШЛАР	318
Гулчеҳра Ғаффарова, Йўлдошев Авазбек Абдурашид ўғли КЛАСТЕР ТУШУНЧАСИНИНГ ФАЛСАФИЙ МОҲИЯТИ	322
Есенбаев Садык ИЗОБРАЗИТЕЛЬНОЕ ИСКУССТВО 20-30-Х ГОДОВ МУЗЕЯ ИМЕНИ И.САВИЦКОГО	329
Закиров Азамжон Алимджанович, Шаназаров Шерзод Фарход угли ПЕРСПЕКТИВЫ ПРИМЕНЕНИЯ НОВЫХ ТЕХНОЛОГИЙ ДОБЫЧИ ВЫСОКОВЯЗКИХ НЕФТЕЙ	332
Мавланов Фахраддин Хакимович, Атаханов Алибек Бахтиёр ўғли ИСТИҚБОЛЛИ МЕХАНИК УЗАТМА	337
Равшанова Гулрухсор Зохидовна БОШЛАНҒИЧ ТАЪЛИМ ДИДАКТИКАСИ	343
Салимов Саламат КАРАКАЛПАКСКОЕ ЮВЕЛИРНОЕ ИЗДЕЛИЕ.	350
Усманов Илхомжон Икромжанович НОРМЫ РАСХОДА ТОПЛИВА И СМАЗОЧНЫХ МАТЕРИАЛОВ АВТОМОБИЛЬНЫМ ПОДВИЖНЫМ СОСТАВОМ	353
Файзиева Динара Махмудовна ЗНАЧИМОСТЬ ИНОСТРАННОГО ЯЗЫКА В ПОДГОТОВКЕ БУДУЩИХ СПЕЦИАЛИСТОВ В НЕЯЗЫКОВЫХ ВУЗАХ	366
Х.Х. Джураева СПОРТИВНАЯ ТЕРМИНОЛОГИЯ  СОВРЕМЕННОГО  РУССКОГО ЯЗЫКА	371
Hakimjonova Ruxshona Jahongirovnaб Хакимжонова Рухшона Жахонгировна СРАВНИТЕЛЬНЫЙ АНАЛИЗ ЛЕКСИЧЕСКИХ ВАРИАЦИИ В АМЕРИКАНСКОМ И БРИТАНСКОМ АНГЛИЙСКИМ, ВКЛЮЧАЯ ИСТОРИЮ ЯЗЫКА	375
Шаназаров Шерзод Фарход угли ПРОБЛЕМЫ ПРИМЕНЕНИЯ НОВЫХ ТЕХНОЛОГИЙ ПРИ ДОБЫЧЕ ВЫСОКОВЯЗКИХ НЕФТЕЙ (НА ПРИМЕРЕ МЕСТОРОЖДЕНИЙ СУРХАНДАРЬИНСКОГО РЕГИОНА)	382
Ережепова Гулбахар Тажетовна, Жумамуратова Жулдиз Тлеклесовна HIMOYALANGAN  JOYLARDA BОDRING YETISHTIRSH  TEXNOLOGIYASINI URGANISH	387
Abdullayeva Zulfiya Komiljanovna MAKTABGACHA YOSHDAGI BOLALARGA BERILADIGAN TA’LIM MAZMUNI	392
Abduxoliqov Bonazar	396

 

ENGLISH OR GLOBAL ENGLISH: TEACHING DILEMMAS IN LANGUAGE SKILLS DEVELOPMENT
Bakayeva M.A THE IMPACT OF TAX AND CUSTOMS PRIVILEGES ON THE PROSPERITY OF THE POPULATION	404
Borotov Mirzoxid PHONOSTYLISTIC PECULIARITIES OF ENGLISH-LANGUAGE COMIC BOOKS	407
Buranova Xayriniso Shodiyeva BIOLOGIYA FANINING MAZMUNI, VAZIFALARI VA O`RGANISH METODLARI	418
Chuyanova Zarina Erkinovna THE PROBLEM OF TRANSLATION OF POLITICAL PHRASEOLOGICAL UNITS FROM ENGLISH INTO UZBEK	422
Dauletova Akmaral Najimatdinovna THE ANALYSIS OF THE STYLISTIC POTENTIAL OF TENSE-ASPECT VERBAL FORMS IN MODERN ENGLISH BY GEORGE YULE	426
G.G.Uzakova SEMANTIC FEATURES OF NEGATIVE PRONOUNS IN UZBEK AND ENGLISH LANGUAGES	430
Gafurova Sh. K, Shukrullaeva Sh MODERN TOOLS OF THE QUALITY MANAGEMENT IN HIGHER EDUCATIONAL INSTITUTIONS	435
Jalilova Nazokat Axmed qizi BOLALARDA O’NG VA CHAP MIYA YARIMSHARLARINING RIVOJLANISHIDA NEYRODIDAKTIK O’YINLAR VA MARKAZLARDAGI IJODIY FAOLLIKNING AHAMIYATI	442
Jumanova Dilnoza Ismoilovna MAKTABGACHA TALIM TASHKILOTLARIDA SO’LOMLASHTIRISH ISHLARI	445
M.Kh. Urakova, M.Sh.Negmatov ISSUES OF DEVELOPING INVESTMENT ATTRACTION IN MODERN CONDITIONS	451
Mardonova Shohsanam Komiljonovna ABDULLA ORIPOV SHE’RIYATIDA MILLAT RUHI IFODASI	456
Mirza Mamajonov, Khilolaxon Shermatova,Tursunoy Mukhtorova ON ONE BOUNDARY PROBLEM FOR A PARABOLIC-HYPERBOLIC EQUATION OF THE THIRD ORDER, WHEN THE CHARACTERISTIC OF THE FIRST ORDER OPERATOR IS PARALLEL TO THE YORDINATE AXIS	460
Muzaffarova Nilufarxon Dilmurodjon qizi ONA TILIM – MILLATIM FAXRI	465
Arziyeva Nargiza Sayfullayevna, Navruz-zoda Zebiniso   MANAGEMENT SYSTEMS OF SMALL BUSINESS ENTERPRISES	468
Nazarova Kamuna ONA TILI VA SAVODXONLIK O‘QITISH DARSLARIDA O‘QUVCHILARNI MANTIQIY TOPSHIRIQLAR USTIDA O‘QITISH METODIKASINING NAZARIY ASOSOLARI	474
Nosirova Madina Mo‘min qizi ARASTU IJODIDA NOTIQLIK SAN’ATI VA AXLOQSHUNOSLIKNING O‘ZARO BOG‘LIQLIGI	478
Nurmatova Xurshida Narzullayevna O’ZBEK TILINI O’QITISHDA ZAMONAVIY TEXNOLOYIYALARNING O’RNI	484
Ochilova Nigora Ruzimuratovna THE IMPORTANCE OF THE NATIONAL IDEA IN THE DEVELOPMENT OF YOUTH CONSCIOUSNESS	488

Odinayeva Nigina Furqatovna, Xudoyberdiyev Xojiakbar Muxammadsobir o'g'li                            492

ANALYSIS OF THE LABOR MARKET TO MEET THE DEMAND FOR HIGHLY QUALIFIED PERSONNEL

Olamova Mamura Umarovna Ma’murova Diyora Alisher qizi O’ZBEKONA MILLIY TARBIYA METODLARI	498
Omonova Nigina  Kamoliddin qizi O‘ZBEKISTON RESPUBLIKASI IQTISODIYOT TARMOQLARIDA RAQAMLI IQTISODIYOTNI QO‘LLASHINING ASOSIY YO‘NALISHLARI	502
Ozodaxon Boqixonova TUPROQNING BIOLOGIK FAOLLIGIDA MIKROORGANIZMLAR ROLI	509
Rasulova Shoira Yunus qizi MAKTABGACHA YOSHDAGI BOLALARDA MUSIQIY DUNYOQARASHNI SHAKLLANTIRISHDA SA`NAT MARKAZINING AHAMIYATI	514
Safarova Nargiza Rahimova, Adasheva Matluba, Usmonova Adiba MAKTABGACHA YOSHDAGI BOLALARNI TO`G`RI TALAFFUZGA O`RGATISH	518
Shodmonova Manzura  Zokirovna MAKTABGACHA YOSHDAGI BOLALARDA AXLOQIY MUNOSABATLARNING RIVOJLANISHIDA IJOBIY OBRAZLARNING AHAMIYATI	522
Sobirova Shahlo Jamshidovna THE USAGE OF STYLISTIC DEVICES: METAPHOR, METONYMY, HYPERBOLE IN UZBEK AND ENGLISH HUMOROUS TEXTS	525
Suyunov Abduvakil CREATIVE WAYS TO USE AUTHENTIC MATERIALS FOR TEACHING ENGLISH	530
Tairova Ma’suma Muhammedrisaevna, Shukurova Mumina Sadikovna THEORETICAL BASIS AND PRACTICAL EXPRESSION OF MARKETING EFFICIENCY ASSESSMENT	536
Xontemirova Kamola Erkinovna DEMONOLOGIK VA MIFOLOGIK PERSONAJLARNING O’ZBEK VA INGLIZ TILLARIDA QIYOSIY O’RGANILISHI	541
Zakirova D.Y COMMUNICATIVE LANGUAGE TEACHING	546
Zakirova D.Y CRITICAL THINKERS COMPETENCES	549
Бўриев Исроил Исмоилович АНТРОПОЛОГИЧЕСКИЕ ПРОБЛЕМЫ В ФИЛОСОФИИ АЗИЗУДДИНА НАСАФИ	555
Курбанов С.Б, Курбанов.Б.   ТАЪЛИМ ТЕХНОЛОГИЯСИНИ ЖОРИЙ ЭТИШ ТАЛАБАНИ ФАОЛЛАШТИРИШ МЕЗОНИ СИФАТИДА	561
Тешабаева Одина Насридиновна, Cодиков Нажибулло Асадулло угли ОРГАНИЗАЦИОННО-ЭКОНОМИЧЕСКИЕ ОСНОВЫ ФИНАНСИРОВАНИЯ БЮДЖЕТНЫХ ОРГАНИЗАЦИЙ СТРАНЫ	565
Halimova Parvina Umid qizi XOLID HUSAYNIYNING “MING QUYOSH SHU`LASI” ROMANIDAGI AYOL OBRAZI	571
Kuliboev Azamat Shonazarovich RULES AND STEPS OF ACCOUNTING POLICY IN STATE MEDICAL INSTITUTIONS	575

 

Moʻminova Zebuniso MARK TVEYN QALAMIGA MANSUB " SHAHZODA  VA KAMBAG'AL ( " PRINCE AND PAUPER " )  ASARIDAGI ANTRPONIMLARNI INGLIZ TILIDAN O`ZBEK TILIGA TARJIMA QILISH MUOMMOLARI	581
Mаmаyusupоvа Сhаrоsхоn Аlishеrоvnа MАKTАBGАСHА YОSHDАGI BОLАLАRNI MАKTАB TА`LIMIGА TАYYОRLАSHDА INTЕRFАОL USULLАRDАN FОYDАLАNISH	585
Nurutdinova Malikaxon Sharabovna ATAMA VA ATAMASHUNOSLIK	589
Sadikova Dildora Yoqubjon qizi UMUMTA‘LIM MAKTABLARIDA KASB-HUNARGA YO‘NALTIRISH VA PSIXOLOGIK- PEDAGOGIK XIZMAT SAMARADORLIGINI OSHIRISH MUAMMOLARI VA YECHIMLARI	593
Turakulov Normirzo Rakhimberdievich A MODERN APPROACH TO INCREASING QUALITY EFFICIENCY IN PRIMARY EDUCATION	597
Yerbayeva Kamila O'ZBEKISTON TARIXI DARSLIKLARIDA QADIMGI VA O'RTA ASRLARDAGI DAVLATLAR TARIXI	600
Ахмедова Шахноза ПРОБЛЕМЫ МУЗЫКАЛЬНОГО ИСПОЛНИТЕЛЬСТВО	605
Бутаева Мохинур Акрам қизи ЗИЁРАТ, ЗИЁРАТГОҲЛАР ВА ҚАДАМЖОЛАР ТЎҒРИСИДАГИ ҚАРАШЛАР	611
Зиявутдинова Хумора Шермаматовна ШАРҚ МУТАФАККИРЛАРИ АСАРЛАРИДА ИНСОН ҚАДР-ҚИММАТИ ВА ЗЎРАВОНЛИК МАСАЛАЛАРИНИНГ ЁРИТИЛИШИ	615
Ойбек Турдимаматович Нурматов ЎЗБЕКИСТОННИНГ  ХАЛҚАРО ТАШКИЛОТЛАР БИЛАН АЛОҚАСИ	623
Халиллаева Наргиза, Зульфия Давронова О ФИЗИОЛОГИЧЕСКОЙ И ФУНКЦИОНАЛЬНОЙ ХАРАКТЕРИСТИКИ ПОЛУГЛАСНЫХ ВО ФРАНЦУЗСКОМ ЯЗЫКЕ	629
Khudoyorov Noibjon Marufjonovich THE ROLE OF MUSEUMS IN THE DEVELOPMENT OF TOURISM IN THE REPUBLIC OF UZBEKISTAN	633
Mamatqobilov Rasul Erkin o'g'li ISSIQLIK O'TKAZUVCHANLIK TENGLAMASI UCHUN QO'YILGAN BIR FAZALI STEFAN MASALASINI SONLI YECHISH	637

             

ART AS A FACTOR OF AESTHETIC EDUCATION

 

https://doi.org/10.5281/zenodo.6466087

 

Arzimatova Inoyatkhon Madimarovna

Associate Professor of Fergana State University,

Candidate of Philosophical Sciences

 

Annotation: This article discusses the fact that art is the most important form of aesthetic approach to reality, its role in the aesthetic education of the younger generation.

Keywords: art, aesthetic education, social life, aesthetic culture, harmonious human being, universe, subject-object, aesthetic feeling, aesthetic taste, aesthetic dream.

 

Among the means of aesthetic education, art plays an important role. Art is the most important form of aesthetic approach to reality. The level of aesthetic culture of a society depends in many respects on the level of development of art, how much it plays an important role in social life.

Civil society has set itself the goal of successfully solving the tasks related to the upbringing of a harmoniously developed person, the formation of a broad outlook, high morals, aesthetic culture. The scientific and technological revolution has made great changes not only in human life, but also in the system of their upbringing, revealing new aspects of the old problems in human education and making rational and emotional balance a very urgent problem. This includes the issue of seeing art as a unique tool of education.

In many works on the theory of aesthetic education (Plato, Aristotle, Schiller, Gegel, Russian revolutionary democrats, etc.) art is given such a place. Recent research on art and personality structure provides a new basis for a careful study of the distinctive features of art as an important tool in human education. The process of studying the impact of art on the individual requires the use of modern methods and approaches, including the idea of system and structure, in modeling two complex dynamic systems - the artistic image and some aspects of personality relationships.

In recent years, a number of researchers have begun to use the term “model” to describe the specific features of the depiction of an entity in art. For example, the German aesthetic scientist H. Redeker writes: creates a picture, similar to what literature shows in front of his eyes ”[1].

Art assimilates the universe in its relation to man, in turn, the object of art, as a product of man's relation to the universe, manifests itself in all its clarity. These relationships are specific to the subject-object relationship, through which all aspects of human activity take place. Analyzing the creative principles in the work of M. Gin Nekrasov, he made some interesting observations: "It's very difficult to separate each of them, to divide them into parts"[2].

Art uses all its means of artistic expression to convince people that the reality perceived through art is the same in real life. As Dostoevsky points out, in a real artist, the characters are "almost real." Emphasizing this feature, M.S. Kagan connects it with the specific features of art modeling existence. "Artistic imagery models," he writes, "unlike scientific models, do not simply interpret the universe, but rather coexist with the 'illusioned being' that exists and is so perceived by us"[3]. In art it is a peculiar form of illusion, in which the model itself is taken as an interchangeable object. At the same time, the acceptance of art by listeners, spectators and students always preserves a sense of norealism, the illusion of art models.

Art, as a means of aesthetic education, is aimed at each person, to form a sense of a broad and open view of the world, to directly observe the subtleties, to create creativity in the way of high dreams and hopes. If science serves to develop a person's professional activity, art develops his all-round natural ability, teaches him to perceive the world as a whole. While art also helps you get a career, it does help you get stuck in a narrow profession. Compared to other forms of social consciousness, art has a greater and more effective effect on the all-round, harmonious development of the human person.

As the most important means of aesthetic education, art involves not only the perception of artistic values, but also their creation. The active participation of members of society, especially the younger generation, in the creation of artistic values leads to the development of their aesthetic tastes and needs, the stimulation of creative abilities.

Aesthetic theory, which is the basis of aesthetic knowledge, is also of great importance in the system of means of aesthetic education. Aesthetic theory affects components of aesthetic consciousness such as aesthetic feeling, aesthetic taste, aesthetic desire. Aesthetic feeling, aesthetic taste, aesthetic desire are strengthened under the influence of aesthetic theory. A person’s aesthetic views become his beliefs, expanding his scope of knowledge.

Aesthetic education can achieve the intended results and success only if it is based on the purpose, system of methods of general educational activity, the combination of external and internal factors in the formation of aesthetic culture of the individual, the specific features of educational activity. The system of aesthetic education leads to the expected results only when it is integrated in the family and school, production communities, ideological institutions, the media, cultural institutions, socio-political and public organizations. The interaction of family, school and educational institutions in aesthetic education also brings good results.

Aesthetic education is aimed at educating a socially active, versatile and harmoniously developed person. Further formation of the aesthetic consciousness of the citizens of the independent state of Uzbekistan is an urgent task of aesthetic education, which serves to further enhance the artistic culture of society, the further development of aesthetic needs and values.

It is possible to correctly understand the essence of this process on the basis of identifying the factors of aesthetic maturity of the person, understanding the nature of their interrelationship. In this sense, the factors that ensure the aesthetic maturity of an individual are diverse in terms of the mechanisms and nature of their influence on him.

 

REFERENCES:

 

1.   1.Redker X. Refrain and action. Dialectics of realism in godly creativity. M. 1971. p.79.

2.   2.Gin M. From fact to image and plot. M., 1971. p.71.

3.   3.Kagan M.S. Lectures on Marxist-Leninist aesthetics. s.333.

             

BO’LAJAK BOSHLANG’ICH SINF O’QITUVCHILARINI IQTISODIY

TARBIYALASHNING HOZIRGI HOLATI

 

https://doi.org/10.5281/zenodo.6466091

 

Ulasheva Umida

 

Hozir mamlakatlar о’rtasidagi iqtisodiy raqobat - fan, texnika va texnologiya soxasidagi raqobatga aylandi. Demak, raqobat intellektual mohiyat kasb etib, ta‘lim sohasidagi raqobatga aylanmoqda, desak xato bо’lmaydi. Shuning uchun ham butun dunyoda malakali mutaxassis kadrlar tayyorlashga, buning uchun esa о’quv jarayonini samarali tashkil etishga alohida diqqat-e’tibor qaratilmoqda.

So’ngi yillarda respublikamizda uzluksiz ta’lim tizimida iqtisodiy ta’limtarbiya asoslarini joriy qilish borasida dadil qadamlar tashlandi. Tarixga nazar tashlab, shunga amin bo’lamiz-ki, respublikamiz mustaqillikka aylangunga qadar iqtisodiy ta’lim olishga faqat shu yo’nalishdagi oliy o’quv yurtlarida tahsil olayotgan talabalargina molik bo’lgan bo’lsalar, bugun oiladan boshlab, tarmoq akademiyalariga qadar bo’lgan uzluksiz ta’lim tizimining barcha bo’g’inlarida iqtisodiy ta’lim tarbiya joriy etildi.

Uzluksiz ta’lim tizimi ilk bolalik yoshidan boshlanib, to shaxs sifatida kamol topguncha bo’lgan davrni o’z ichiga olishi ko’zda tutilib, bo’lajak boshlang’ich sinf o’quvchilarida iqtisodiy bilimlar “ Ilk iqtisodiy tarbiya”, “ Iqtisodiy bilim asoslari”, “ Iqtisodiyot asoslari” dasturiga ko’ra amalga oshiriladi.

Iqtisodiy ta’lim-tarbiya yo’nalishi pedagogika fanining yangi, to’liq o’rganilmagan sohasi sirasiga kirgani bois, uzluksiz ta’lim tizimining barcha bosqichlarida u bilan bog’liq hal etilishi zarur bo’lgan muommolar mavjud. Bunda asosiy e’tibor respublikamizda olib borilayotgan ta’lim islohatlari ko’zda tutgan maqsad va vazifalarni amalga oshirish, uzluksiz ta’lim tizimining bosqichlarida ta’lim oluvchilarining iqtisodiy tarbiyasini takomillashtirishi zarur. OTM da ta’lim oluvchilarga bosqichlararo uzviylikda iqtisodiy tarbiya berish muommosi ham, shu nuqtai nazardan qaralganda ilmiy yechimini kutayotgan muhim vazifalardandir. Ta’lim oluvchilarga aqliy, axloqiy, huquqiy, istetik bilimlar uyg’unligida iqtisodiy bilim berish vatanparvarlik, mehnatsevarlik hislari qatorida ularda intizomlilik, tejamkorlik va atrof-muhitga ma’suliyat hissini ham tarbiyalash ahamiyatlidir.  Shaxs kamolida iqtisodiy tarbiyaning g’oyat muhimligi sharq va g’arb olim, shoir, mutaffakirlari tomonidan e’tirof etilgan va ular merosidan munosib joy egallagan. Bo’lajak boshlang’ich sinf o’qituvchilarida  mehnatsevarlik, to’g’riso’zlik, savdodagi hallollik, ma’suliyat va allomalarining fikrlarini o’rganish, tavsiyalaridan foydalanish o’rinlidir. Misol uchun iqtisodiy fikrlar g’arb olimlari J.J.Russo, I.G.Pestalotssi, Y.A. Komenskiy, A.S.Makarenko asarlarida o’z ifodasini topgan. Bu pedagoglarning mehnat ta’limi negizida talabalarga ilk iqtisodiy bilim berishga qaratilgan ko’p fikrlarni tahlil etish zarur va o’rinlidir.

Jan-Jak Russo yosh bolalarni kichik yoshdanoq mehnat qilishga jalb etish, ularga mehnat qilish ko’nikma va malakalarni o’rgatish kelgusida hayot uchun, yashash uchun kurashchanlik xislatlarini tarbiyalashini e’tirof etadi. U uch turdagi tarbiya va uch turdagi o’qituvchi mavjudligiga urg’u beradi. Jan-Jak Russo bu o’qituvchilar tabiat, insonlar va predmetlar ekanligini ta’kidlab, tarbiyaning qaysi turi tanlashidan qat’iy nazar, bu o’qituvchilar ozod va baxtli insonlarni tarbiyalay olishini bildiradi. U inson mehnatining iqtisodiy jihatlari to’g’risida “ Har bir inson u boy yoki kambag’al, kuchli yoki kuchsizligidan qat’iy nazar tabiatdan ishyoqmasdir. Mehnat qilish jamiyatda inson bajarishi shart bo’lgan vazifadir…” degan fikrni bayon etadi. Uning fikricha, hayot kechirish uchun mehnat qilishga majbur bo’lgan kambag’al kishilarni qo’shimcha tarbiyalashga ortiqcha ehtiyoj yo’q , chunki bu insonlarning eng yaxshi o’qituvchisi-mehnatdir. Shu nuqtai nazardan qaralganda o’quvchilarni qo’shimcha iqtisodiy tarbiyalash kerak degan ilgari surgan Jan-Jak Russo, asosiy e’tiborni qo’l mehnati, ya’ni hunarmandchilikka qaratish zarurligini bildirgan.

I.G.Pestalotssi tabaqalangan tarbiya berish tarafdori bo’lib, o’zining mashhur  “Oqqush qo’shig’i” asarida talabalarga ularni o’rab turgan muhit va sharoitdan kelib chiqqan holda bilim, ko’nikma va malaka berishni zarur deb hisoblagan. U ushbu asarda yo’qsil oilalarnng bolalari avvalo mehnat qilishga o’rganishlari zarurligi, bu ularni kelgusida  qashshoqlikdan olib chiquvchi yagona omil ekanini bayon etgan. U ta’lim dargohida talabalarga pul ortidan  “quvish” ni emas, balki boshlang’ich iqtisodiy bilim va ko’nikmalarni berish orqali iqtisodiy mustaqillikka erishish malakasini egallashni o’rgatish zarurligini ta’kidlagan.

Angliya, Germaniya, Yaponiya, AQSH kabi taraqqiy etgan davlatlarning ta’lim muassasalari o’quv rejalariga, o’quvchilarni kundalik hayotga tayyorlash maqsadida pul ishlab topish, uni saqlash, mol-mulk yig’ish, daromadli biznes, tejamkorlik, vaqtni foydali sarflash, irodani mustahkamlash, sog’liqqa e’tibor berish , foydali kasbni tanlash  va iqtisodiy bilim berish maqsadiga yonaltirilgan “ iqtisodiy pedagogika “ fani kiritildi. Ushbu fan uchun alohida o’quv dasturi va uslubiy tavsiyalar yaratilgani ham ma’lum va olimlar bugun alohida o’quv dasturi va uslubiy tavsiyalar yaratilgani ham ma’lum va olimlar bugun shiddat bilan o’zgarayotgan iqtisodiy hayotda faol harakatlanish uchun “ tejamkor inson” ega bo’lishi lozim bo’lgan tushuncha, tasavvur, bilim va malakalar, shuningdek, ularda pulga, mulkka bo’lgan to’g’ri munosabatni shakllantirish imkoniyatlarini bayon etganlar.

Amerkalik mutaxassislar bolalarga kichik yoshdan, ya’ni boshlang’ich sinflardan ilk iqtisodiy mahsulotlari, giginik vositalar, kiyim-kechak hamda boshqa shu kabi vositalarni tanlash, sotib olish, ulardan foydalanishni bilishi muhim deb hisoblaydilar va bunga umumiy o’rta ta’lim maktabni ma’sul deb biladilar. Bolalarga ular to’g’risida nafaqat ma’lumot berish, balki ularda kelgusida asqotadigan bilimlarni tarbiyalash kerakligini ta’kidlaydilar.

Faylasuf B.N.Feldman talabalarda pulga bo'lgan munosabatni to'g'ri shakllantirishda foydalanish mumkin bo'lgan olti maslahatni bayon etgan:

-           Talabalarni tejamkorlikka o’rgatish;

-           Ularga mayda sarf-harajatlar uchun pul berish;

-           Ularga uy-ro’zg’or ishlariga jalb qilish; puldan jazolash yoki o’z maqsadi yo’lida biron tomonga og’dirish vositasi sifatida foydalanmaslik;

-           Oilaning moliyaviy ahvolini boladan yashirmaslik’

-           O’z mashg’uloti va ishlari to’g’risida bola bilan o’rtoqlashish.

Germanyada yoshlik chog’idan pul topish va uni sarflash malakasiga ega bo’lishi, xuddi ko’chada yo’lni kesib o’tish qoidalarini bilish kabi oddiy va muhim sanaladi. Shu bois bola son sanoqni ilk bor o’zlashtira boshlagan zahoti ularga mayda sarf-xarajatlar uchun haftalik pul ajratiladi. Ota-onalar va bolalar o’rtasidagi bunday “ iqtisodiy munosabatlar” 4 asosiy qoidaga asoslanadi.

1.Kundalik harajatlarga berilgan pullarni bolalar o’z istaklariga ko’ra muzqaymoq o’yinchoq va boshqalarga sarflashiga ruxsat etiladi.

2.   Kundalik harajat pullari 4-6 yoshdagi bolalarga haftasiga, 10 yoshdan keyin esa har oyda, faqat belgilangan kunda beriladi. Bolalarga avans tariqasida ota-onalarda qo’shimcha pul undirishga izn berilmaydi.

3.   Bolalarga beriladigan pul miqdori oilaning moliyaviy imkoniyati va kattalarning umumiy kelishuviga asosan tayinlanadi. Sinchkov bolalar ba’zan ota-onalaridan tayinlagan pul miqdorini inflatsiya va pul qadrsizlanishi nuqtayi-nazaridan qayta ko’rib chiqishni talab qiladilar.

4.   Kundalik xarajat pullari bolalarni jazolash yoki rag’batlantirish vositasi bo’la olmaydi.

             

PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF HEALTHY

THINKING IN STUDENTS

 

https://doi.org/10.5281/zenodo.6465106

 

Abdullayeva Dinora

SamSIFL, “International language and literature” 2-course Fayzullayeva Gulhayo

SamSIFL, “International language and literature” 2-course

 

Abstract: This article discusses the concept and essence of "healthy thinking" and the role of healthy thinking in the formation of a firm life position in students. It also discusses the pedagogical and psychological features of the development of healthy thinking and the pedagogical conditions for the development of healthy thinking in students.

Keywords: Thinking, healthy thinking, personality, student, pedagogical environment, communication, teaching process, attitude.

 

INTRODUCTION

The pedagogical conditions for the development of healthy thinking in students are, first of all, the creation of a healthy family environment and a healthy learning environment. The rapid movement of society towards renewal also requires the formation of a new way of thinking in the younger generation. In the formation of healthy thinking in students, each person's self-awareness, selfdevelopment, the ability to freely choose their own future, as well as to make a radical turn in the minds and thinking of people, to make any reforms in the minds of citizens, is important in choosing the path of transmission through the mind and heart.

 

METHODOLOGY

Free thinking in citizens through the ability of each future generation to reconcile their personal interests with the interests of society, to eliminate indifference and indifference to what is happening in society, and to form a healthy spiritual need It is everyone's duty to think, to achieve intellectual independence. The question of the role of each student of common sense in the development of the individual, that is, the next generation, has always been in the focus of thinkers living in different times and places. In particular, Abu Nasr alFarabi, in his book The City of Noble People, thinks about human thinking: “As long as he is able to think of his own nature, he can be wise. As a result, if his offspring comes to his senses, then he will become intelligent by his actions. Maybe he can be intelligent, he can be intelligent, he can think with his offspring.If a person has an intellect, then he can also have an intellect. ” Our ancestor Abu Nasr alFarabi, as a well-rounded, thoughtful person, can be an example to all modern readers. According to Farobi, man can build his world with his sane mind, but on the contrary, evil and perverse thinking can harm the whole society with his imagination. The pedagogical conditions for the development of healthy thinking in students are very important, first of all, to bring them up with beautiful and healthy thoughts, in particular, to develop in them a healthy mindset towards society, people, homeland and family. is an important part of pedagogical education, including the task.

In fact, the first secret of everyone's health is in our minds, and there is nothing that is not subject to our minds. One must have faith in life and goodness. Whoever believes will win. The author expresses the possibility of the power of confidence in a person to form a firm position in life through the following ideas: Confidence is a spiritual power, thanks to which the impossible becomes possible. Confidence opens the door to miraculous powers. In the process of education, the teacher should develop selfconfidence in his students and help them psychologically in this regard as well. As a result, students are nurtured with a sense of belonging. It does not stop at innovating, benefiting society through common sense.

 

RESULTS

In the "Philosophy: Encyclopedic Dictionary" the concept of "thinking" is defined as follows: "Thinking (Arabic - thinking, mental cognition) - defining the general, important features of objects and events, the internal, necessary relationships between them, the law a rational stage of cognition that reflects connections ”. Although a number of studies have been conducted by scientists of our country on thinking and its manifestations (creative, logical, artistic-aesthetic, ethical, ecological, independence, historical), but healthy among secondary school students the problem of developing thinking has not been studied separately. This is probably due to the fact that common sense applies to all forms of thinking.

Pedagogical aspects of common sense are being studied in our country. Because the concept of “healthy thinking” needs to be fully understood so that all students and young people can think for themselves. For example, according to the scientific and pedagogical definition of healthy thinking, the following are important links - the concept of healthy thinking, the concept of the necessary social environment, the concept of pedagogical purpose and outcome, a healthy lifestyle.

If healthy thinking is properly developed by teachers, it will not only lead to a healthy country and society, but also to a healthy family and a healthy lifestyle in which children grow up in a healthy family environment. serves as a superior. Common sense is the thoughts, consciousness, consciousness, emotions, morals, aesthetic views, ideas, aspirations of people aimed at maintaining their health (physical, spiritual - emphasis is ours). -Actions and they are the result. Foreign researchers have focused on shedding light on some aspects of common sense. In particular, according to K. Jung, in order to think healthy, it is necessary to master the ways of thinking, understanding, which determine the archetypal characteristics of the individual (images, ideas, motives in the imagination).

 

DISCUSSION

That is, one should control one's thinking in a healthy way. The more the students' cultural outlook influences rational thinking, the less the influence of irrationality. Common sense is based on an understanding of how to understand reality. A self-aware person understands his inner world, his imagination, is not afraid of it and does not hesitate to express it, his thoughts and actions are focused on the situation "now and here". The development of common sense requires a systematic and broader description of this pedagogical and psychological knowledge. If a teacher is a sane person, he or she can educate his or her students to be sane. In fact, education begins in the family. A healthy lifestyle and a healthy competitive education system are the most important conditions for young people to have a healthy mindset.

Unless students are able to concentrate, they will not be able to observe reality and their place in it. The ability to concentrate and set the necessary symbols helps to visualize objects in a practical and intellectual way. Common sense allows you to gain knowledge about specific mental states that need to be controlled by a person. To think about protest, inappropriate protest, you need to know what a protest mood is, how it is structured, what causes it, and how it manifests itself. Common sense requires knowledge of the basics of personality psychology, emotional and volitional qualities. Reflexive (external and self-assessment) skills play an important role in the development of healthy thinking. A person corrects his behavior by evaluating his negative thoughts, feelings, and experience in the whole from the outside.

 

CONCLUSION

In short, the development of the inner world of each student, the development of spiritual consciousness, contributes to a full understanding of the concept of healthy thinking. Of course, the environment and the family environment are important in creating the pedagogical conditions for the development of healthy thinking in students. Reading helps students get rid of bad thoughts, misconceptions, and symbols, and prevents them from recurring in the mind. In this situation, the reader adapts to the situation, even if the negative emotions are repeated, a bad impression does not occur. Common sense serves to develop in the student a purpose in life and a firm position based on the formation of an individual and realistic attitude to social reality. The next generation with a healthy mindset can be the real future of the country, the builder of a healthy society.

 

REFERENCES:

 

1Adabiyot: Abu Nasr Farobiy. Fozil odamlar shahri. — T.: Yangi asr avlodi, 2016

2Исматуллаева, Г. Э. Sog„lom tafakkur tushunchasi haqida // Молодой ученый. — 2020. —. 449-451-b

 

             

KREDIT TIZIMIDA “ZAMONAVIY AXBOROT TEXNOLOGIYaLARI”

ASOSIDA TA’LIM JARAYoNINI TAShKIL ETISh VA UNING SIFATINI TA’MINLAShDA INNOVASION METODLAR.

 

https://doi.org/10.5281/zenodo.6464653

 

Abdullayeva Sanobar Berdiyevna

SamDTI Informatika, informasion texnologiyalar kafedrasi assistenti

Xoliyorov Jamshid Nusratulla ugli

SamDTI pediatriya fakulteti 123 gurux talabasi

 

Annotasiya: Ushbu mavzuda oliy ta’lim yo’nalishida  talabalarga kredit tizimi asosida ta’lim jarayonlarini tashkil etish va uning sifatini ta’minlashdagi innovasion metodlar - bu zamonaviy axborot texnologiyalaridan unumli foydalanishning samarasi ekanligi yoritib berilgan. Mavzuda ta’lim jarayonida  axborot kommmunikasiya texnologiyalaridan foydalanish, undagi muammo va ularning yechimlari, axborot kommunikasiya texnologiyalaridan foydalanish orqali ta’lim sifatini oshirishda foydalaniladigan dasturiy vositalar, turlari  va  elektron  ta’lim  uchun  kontentlar  yaratishda foydalaniladigan dasturiy vositalari hamda elektron ta’lim jarayonini tashkil qilishdagi kompyuter dasturlari imkoniyatlari keltirilgan.

 

Ishning maqsadi: Oliy ta’limda o’quv jarayonini tashkil etishning demokratik tizimi namunasi hisoblangan kredit tizimida (YeSTS)  ta’lim jarayonlarini tashkil etish va uning sifatini ta’minlash - o’qituvchi va talabaning hamkorlikda ishlashida muhim omil hisoblangan innovasion metodlar hamda zamonaviy axborot texnologiyalaridan unumli foydalanishning samarasi ekanligini yoritib berishdan iborat. (“Biz ta’lim tarbiya tizimining barcha bo’g’inlari faoliyatini bugungi zamon talablari asosida takomillashtirishni o’zimizning birinchi darajali vazifamiz deb bilamiz.” Sh.M. Mirziyoyev)

Ishning vazifasi: Ta’lim muassasalari pedagog xodimlarining yangi, ilg’or pedagogik texnologiyalar, jumladan o’qitishning zamonaviy interfaol usullarini bilishi, uning uchun tegishli ma’lumotlarni o’rganishi, tahlil qilishi va umumlashtirishi, amaliyotda qo’llay olishi bugungi kunning ijtimoiy ahamiyat kasb etuvchi talabidir.

Material va uslublar: Ta’lim xizmati bozorida zamonaviy raqobatning mavjudligi ta’lim muassasalari oldiga juda katta vazifalarni qo’yganligi bois, hozirgi davr taraqqiyoti barcha  sohalar uchun raqobatbardosh kadrlarni ta’lim muassasalari tomonidan tayyorlanishini  talab etayotganligi sababli, kadrlar sifati, ularning raqobatbardoshligini  ta’minlash avvalam bor ta’lim muassasasiga, undagi ta’lim sifatiga ta’lim standartlariga, professor - o’qituvchilar salohiyatiga, ta’lim jarayonining tashkil etilishi va innovasion ta’lim usullariga bog’liq. Oliy ta’limning normativ-huquqiy asoslari va qonunchilik normalari, ilg’or ta’lim texnologiyalari va pedagogik mahorat, ta’lim jarayonlarida axborot-

kommunikasiya texnologiyalarini qo’llash, amaliy xorijiy til, tizimli tahlil va qaror qabul qilish asoslari, maxsus fanlar negizida ilmiy va amaliy tadqiqotlar, texnologik taraqqiyot va o’quv jarayonini tashkil etishning zamonaviy uslublari bo’yicha sunggi yutuqlar, pedagogning kasbiy kompetentligi va kreativligi, global Internet tarmog’i, multimedia tizimlari va masofadan o’qitish usullarini o’zlashtirish bo’yicha yangi bilim, ko’nikma va malakalarini shakllantirishni nazarda tutadi.

Kredit-modul tizimining joriy etilishi o’qituvchi va talabaning hamkorlikda ishlashida muhim omil hisoblanadi. Modulli ta’limda pedagog tinglovchining o’zlashtirish jarayonini tashkil etadi, boshqaradi, maslahat beradi, tekshiradi. Talaba esa yo’naltirilgan obyekt tomon mustaqil harakat qiladi. Eng katta urg’u ham talabalarning mustaqil ta’lim olishiga qaratiladi. O’quv jarayonida mustaqil ta’lim olishning ahamiyati ortadi va bu kelajakda mutaxassislarning mustaqilligi, ijodiy tashabbuskorligi hamda faolligini oshirishga olib keladi. Kredit-modul tizimida universitet talabalari har doim o’qituvchi va kursdoshlaridan yordam hamda maslahat olish imkoniyatiga ega bo’ladi. Bu esa o’zaro hamjihatlikni mustahkamlaydi va jamoada ishlash ko’nikmalarini shakllantirishga xizmat qiladi.

Kredit-modul o’qitish tizimiga o’tish oliy o’quv yurti professoro’qituvchilariga bo’lgan majburiyat hamda talabni ham oshiradi. Yuqorida ta’kidlab o’tilganidek, modulli o’qitish tizimi bilan o’qituvchi nafaqat axborot beruvchi va nazorat qiluvchi funksiyalarini, balki maslahatchi hamda muvofiqlashtiruvchilik vazifalarini ham bajaradi. Pedagogik jarayonda o’qituvchining yetakchilik roli saqlab qolinadi.

Ta’limning kredit tizimi talabalar almashinuvini oshiradi. Chunki bitta universitetda olingan kreditlar ikkinchisida hisobga olinadi va talabalar kredit yo’qotmasdan bir universitetdan boshqasiga o’tishi mumkin. Aynan ushbu tizim o’zbekistonlik talabalarning ilg’or xorijiy universitetlarda o’qishini davom ettirishiga hamda murakkab byurokratik to’siqlarni olib tashlashga imkoniyat yaratadi.

Ammo shuni ham qayd etish lozimki, har qanday xalqaro tajribani ko’rko’rona, o’z qadriyatlarimizni hisobga olmasdan turib, to’g’ridan-to’g’ri tatbiq etish, uning har bir elementini chuqur tahlil qilmasdan, ilmiy asoslarga tayangan holda amalga oshirilmas ekan, kelajakda ma’lum bir salbiy holatlarning yuzaga kelishini ham unutmaslik kerak.

Ya’ni ushbu tizim bizning dunyoqarashimiz, shart-sharoit, barkamol insonni voyaga yetkazishga qaratilgan qadriyatlarimizga to’la-to’kis mos keladi, degani ham emas. Shu sababli, o’quv jarayonining faol elementlari hisoblanmish professor-o’qituvchi va talabaning ham bu boradagi qarashlarini o’zgartirishimiz, mazkur tizim talablarini ularga singdirishimiz, o’ziga xos madaniyatni shakllantirishimiz darkor. Zero, mehnat bozori talabiga mos kadrlarni tayyorlamas ekanmiz, raqobatda o’z o’rnimizni, mavqyeimizni yo’qotishimiz muqarrar ekanligini his qilishimiz lozim. Ammo, oldimizda bundan yaxshiroq yo’l ham, tanlov ham yo’q. Nega deganda, barcha rivojlangan mamlakatlarning oliy ta’lim muassasalari ushbu yo’ldan yurib, yuqori natijalarni qo’lga kiritmoqda. An’anaviy oliy ta’lim tizimimiz dunyoda tan olinmaganidan keyin, biz ilg’or standart va tizimlarni oliy ta’lim muassasalariga tatbiq etishga majburmiz. Shunday ekan, yangilikka intilish, oliy ta’lim tizimini tubdan qayta isloh qilish bo’yicha boshlangan harakatlarni davom ettirish har tomonlama to’g’ri qarordir. Oliy ta’lim tizimida o’quv sifatini ta’minlash va uning samaradorligini oshirishda axborot texnologiyalaridan foydalanish, oliy o’quv yurtlarida uni keng joriy etishning ahamiyati katta Hozirgi sharoitda oliy ta’lim tizimining rivojlanib borayotganligi, oliy o’quv yurtlari o’rtasidagi integrasiyaning mavjudligi ham axborot texnologiyalari tufaylidir.

Hozirgi davrda yangi texnologiyalarkun sayin rivojlanib, axborotlashtirish jarayoni tez sur’atlar bilan o’sib borayotgan vaktda ta’lim sohasida axborot resurslarini  tashkil  etish  va  undan ta’lim  tizimida  foydalanishga  katta e’tibor  qaratilmoqda.

Interaktiv metodlar - bu jamoa bo’lib fikrlashdan iborat deb yuritiladi, ya’ni pedagogik ta’sir etish usullari bo’lib, ta’lim mazmunining tarkibiy qismi hisoblanadi. Bu metodlarning o’ziga xosligi shundaki, ular faqat pedagog va talabalarning birgalikda faoliyat ko’rsatishi orqali amalga oshiriladi. Interaktiv metodlardan foydalanish innovasion faoliyatdir. Innovasion faoliyatni eng muhim masalalardan biri - o’qituvchi shaxsi: u novator, sermahsul ijodiy shaxs, keng qamrovli qiziqish, ichki dunyosi boy, pedagogik yangilikka o’ch bo’lishi lozim. Innovasion texnologiyalar pedagogik jarayon hamda o’qituvchi va talaba faoliyatiga yangilik, o’zgarishlar kiritish bo’lib, uni amalga oshirishda asosan interaktiv metodlardan to’liq foydalaniladi. AKTdan ta’lim jarayonida foydalanish – ta’lim berishda optimal va qulay

shart-sharoit yaratadi. Hozirgi kunda barcha sohalar kabi o’quv jarayonida ham kompyuter va axborot texnologiyalaridan samarali foydalanish bugungi kunning muhim masalalaridan biri bo’lib qolmoqda. Ayniqsa, davlatimiz tomonidan qolaversa hurmatli Prezidentimiz Sh.M.Mirziyoyev sayh harakatlari tufayli ta’lim jarayonini axborotlashtirish va hamda o’quv jarayonida axborot telekommunikasion texnologiyalaridan samarali foydalanish yuzasidan ko’plab tadbirlar amalga oshirilmoqda.

Mul’timediya tushunchasi 90 yillar boshida hayotimizga kirib keldi. Mul’timedia bu informatikaning dasturiy va texnikaviy vositalari asosida audio, video, matn, grafika va animasiya effektlari asosida o’quv materiallarini o’quvchilarga yetkazib berishni mujassamlangan xoldagi ko’rinishidir. Multimedia (multimedia - ko’p muhitlilik) - bu kompyuter texnologiyasining turli xil fizik ko’rinishiga ega bo’lgan (matn, grafika, rasm, tovush, animasiya, video va b.q.) va turli xil tashuvchilarda mavjud bo’lgan (magnit va optik disklar, audio va video-lentalar va b.q.) axborotdan foydalanish bilan bog’lik sohasidir. Multimedia foydalanuvchiga fantastik (virtual haqiqiy) dunyoni yaratishda juda ajoyib imkoniyatlarni yaratib beradi, bunda foydalanuvchi chekkadagi sust kuzatuvchi rolini bajarmasdan, balki u yerda avj olayotgan hodisalarda faol ishtirok yetadi; shu bilan birga muloqat foydalanuvchi uchun odatlangan tilda - birinchi navbatda tovushli va videoobrazlar tilida bo’lib o’tadi.

Multimedia- bu zamonaviy kompyuterli axborot texnologiyalari bo’lib, matn, tovush, video tasvir, grafik tasvir va animasiyani (multiplekasiyani) yaxlit kompyuter tizimiga birlashtirish imkonini yaratadi. Multimedia amaliyotdagi ish tartibi - bu apparat-dasturiy muhit bo’lib, kompyuterga axborotni kiritish, ishlov berish, saqlash, uzatish va matn, chizmalar, videotasvir, tovush hamda nutqlarni insonga zarur va qulay holatda yetkazishdir. Birinchidan - foydalanuvchiga albatta interfaollikni taqdim etadigan, ya’ni inson va kompyuter o’rtasida buyruqlar va javoblar almashinuvini ta’minlab, dialog muhitini yaratadigan dasturiy mahsulot. Ikkinchidan, turli video va audio effektlar ishlatiladigan muhit. U tomoshabinga o’zicha u yoki bu ilovani tanlash imkonini beruvchi videofilmni eslatadi. Multimedia mahsuloti - tarkibida musiqa taraladigan, videokliplar, animasiya, rasmlar va slaydlar galereyasi, turli ma’lumotlar bazalari va boshqalar kirishi mumkin bo’lgan interfaol, komp’yuterda ishlangan mahsulotdir. Multimedia texnologiyasi axborotni bir vaqtning o’zida insonga tushunarli, ko’p shakllar (jumladan, nutq, rasm, chizma, tasvir, musiqa, raqam va harflar) kombinasiyasida havola qila oladi. Bu texnologiya axborotni qidirish, nusxa olish va boshqa biror komp’yuterga ko’rsatilgan shaklda, ko’chirib o’tkaza oladi hamda ularning hohlagan kombinasiyasini yarata oladi.

Undan tashqari multimedia texnologiyasidan foydalanuvchi o’zi dizayn bilan shug’ullana olishiga imkon beradi, shuningdek statik (harakatsiz) va dinamik (harakatlanuvchi) tasvirlarni yaratishi hamda o’z ijodiy ishining natijalarini aloqa kanallari orqali tashqi muhitga tarqatishi mumkin.

Multimedia tizimlarining jadallik bilan rivojlanishiga shaxsiy kompyuterlarning imkoniyatlarini kengayganligi va texnik, dasturiy vositalarining rivojlanishi sabab bo’ldi. Oxirgi yillarda kompyuterning tezligi va xotira qurilmalarning sig’imi keskin oshdi, shuningdek grafik imkoniyatlari kengayib, tashqi xotira qurilmalarining texnik ko’rsatgichlari yaxshilandi. Multimedia texnologiyalarining rivojlanishiga videotexnika yo’nalishi, lazer disklar, shuningdek yozish texnikasining hamda tovush va tasvirni hosil qilish texnologiyalarining rivojlanishi katta hissa qo’shdi. Axborotlarni xotirada ixcham (zich) joylash va saqlash maqsadida tez va samarali o’zgartirish usullarini yaratilishi ham muhim ahamiyat kasb etdi. Multimedianing texnik - dasturiy vositalari. Multimedia vositalari- bu apparat va dasturlar to’plami bo’lib, u insonga o’zi uchun tabiiy bo’lgan turli-tuman muhitlarni: tovush, video, grafika, matnlar, animasiya va boshqalarni ishlatgan u xolda kompyuter bilan muloqot qilish imkonini beradi.

Ta’lim jaraѐnida internet tarmog’idan foydalanish natijasida butun jahon kompyuter tarmoqlari majmuidan, ya’ni yagona standart asosida faoliyat ko’rsatuvchi jahon global kompyuter tarmog’idan foydalanish imkoniyatiga ega bo’lamiz. Internet (internet) - minglab lokal va mintaqaviy kompyuter tarmoqlarni birlashtiruvchi axborot tizimi hisoblanadi. WWW (World Wide Web) – butun dunѐ o’rgamchak to’ri hisoblanib, Internet resurslarini tashkil etish va undan foydalanishni ta’minlab beradi.

 ZiyoNET ta’lim tarmog’i - www.ziyonet.uzZiyoNET ta’lim tarmog’ining missiyasi - internet tarmog’ida milliy ta’lim axborot resurslarini shakllantirish va rivojlantirish uchun qulayshart-sharoitlaryaratishdir.

ZiyoNET ta’lim taromog’ining asosiy vazifalari: texnologik maydonchani (portalni) yaratish va unda elektron ta’lim resurslarini shakllantirish hamda birlashtrish uchun uni rivojlantirish; internet-texnologiyalar vositasi sifatida axborot resurslariga keng, xavfsiz va bepul kirishni ta’minlash yoshlarni, o’quv muassasalarini va boshqa manfaatdor aholi qatlamlarini birlashtiruvchi virtual hamjamiyat yaratishdir. Zamonaviy aloqa va axborot texnologiyalari tizimini keng ko’lamda rivojlantirish mamlakatimiz va jamiyatimizning taraqqiyot darajasini ko’tarishga xizmat qilmoqda, bu hozirgi kunda o’z samarasini ko’rsatmoqda.

Zamonaviy sharoitda innovasion xarakterga ega vositalarning qo’llanilishi ularning texnologik-didaktik imkoniyati talabalarning o’quv-bilish faolligini oshirish bilan birga, o’qitish sifatini yaxshilab, samaradorligini oshirishga yordam beradi. Bugungi kunda har bir OTMda tashkil etilayotgan o’qitish jarayonida kompyuter, skaner, videoko’z, videokamera, proyektor, elektron doska, modem, telefon, internet, multimedia, mikrofon, karnay (kolonka), vebkamera, CD-ROM kabi texnik vositalar, ma’lumotlar ombori (bazasi) va vebinar texnologiyalar kabi innovasion xarakterga ega vositalar samarali qo’llanilmoqda va bu zamonaviy axborot texnologiyalarining qo’llanilishi ta’lim jarayonlarini samarali tashkil etish va ularning sifatini ta’minlashda yuqori samara berayotganligini xulosa sifatida aytish mumkin.

Xulosa: Agar kredit-modul tizimi to’g’ri va to’liq joriy etilsa, u mamlakatimiz oliy ta’lim tizimiga juda katta ijobiy xususiyatlarni olib kirishini kutish mumkin. Shundagina o’qitishning kredit texnologiyasi yordamida yuksak ma’naviyatli, ijodkor, noodatiy fikrlaydigan, innovasiya va tashabbuslarga boy mutaxassislarni yetishtirishga erishiladi.

 

ADABIYOTLAR:

 

1.                      Usmanov B.Sh., Xabibullayev R.A. «Oliy o’quv yurtlarida o’quv jarayonini kredit-modul tizimida tashkil etish» O’quv qo’llanma, Toshkent, 2020 yil

2.                      Aripov M. Internet va elektron pochta asoslari.- T.; 2000 yil

3.                      Ishmuxamedov R., Abdukodirov A., Pardayev A. Ta’limda innovasion texnologiyalar (ta’lim muassasalari pedagog-o’qituvchilari uchun amaliy tavsiyalar). - T.: “Iste’dod” jamg’armasi, 2008y.

             

PHRASEOLOGICAL UNITS EXPRESSING “RESPECT” IN ENGLISH AND

UZBEK LINGUO-CULTURES

 

https://doi.org/10.5281/zenodo.6465078

 

Abdurahimova Marjona

SamSIFL, “International language and literature” 2-course

 

Abstract: There are three classification principles of phraseological units. The most popular is the synchronic (semantic) classification of phraseological units by V.V. Vinogradov. He developed some points first advanced by the Swiss linguist Charles Bally and gave a strong impetus to a purely lexicological treatment of the material. It means that phraseological units were defined as lexical complexes with specific semantic features and classified accordingly. His classification is based upon the motivation of the unit that is the relationship between the meaning of the whole and the meanings of its component parts.

Keywords: linguo-culture, linguo-cultural property, equivalence, phraseological unit, synchronous classification, affectivity.

 

The degree of motivation is correlated with the rigidity, indivisibility and semantic unity of the expression that is with the possibility of changing the form or the order of components and of substituting the whole by a single word though not in all the cases.

According to Vinogradov’s classification all phraseological units are divided into phraseological fusions, phraseological unities and phraseological combinations. Phraseological fusion is a semantically indivisible phraseological unit which meaning is never influenced by the meanings of its components

It means that phraseological fusions represent the highest stage of blending together. The meaning of components is completely absorbed by the meaning of the whole, by its expressiveness and emotional properties.

Once in a blue moon – very seldom;  To cry for the moon – to demand unreal; Under the rose – quietly.

Sometimes phraseological fusions are called idioms under which linguists understand a complete loss of the inner form. To explain the meaning of idioms is a complicated etymological problem (tit to tat means “to revenge”, but no one can explain the meaning of the words tit and tat).

Phraseological unity is a semantically indivisible phraseological unit the whole meaning of which is motivated by the meanings of its components [2; 245].

In general, phraseological unities are the phrases where the meaning of the whole unity is not the sum of the meanings of its components but is based upon them and may be understood from the components. The meaning of the significant word is not too remote from its ordinary meanings. This meaning is formed as a result of generalized figurative meaning of a free word-combination. It is the result of figurative metaphoric reconsideration of a word-combination.

To come to one’s sense –to change one’s mind; To come home – to hit the mark; To fall into a rage – to get angry.

Phraseological unities are characterized by the semantic duality. One can’t define for sure the semantic meaning of separately taken phraseological unities isolated from the context, because these word-combinations may be used as free in the direct meaning and as phraseological in the figurative meaning.

Phraseological combination (collocation) is a construction or an expression in which every word has absolutely clear independent meaning while one of the components has a bound meaning [2; 246].

It means that phraseological combinations contain one component used in its direct meaning while the other is used figuratively.

To make an attempt – to try;

To make haste – to hurry;

To offer an apology – to beg pardon.

Some linguists who stick to the general understanding of phraseology and refer to it communicational units (sentences) and winged words, define the fourth type of phraseological units.

Phraseological expression is a stable by form and usage semantically divisible construction, which components are words with free meanings

East or West, home is best; Marriages are made in heaven; Still waters run deep.

Phraseological expressions are proverbs, sayings and aphorisms of famous politicians, writers, scientists and artists. They are concise sentences, expressing some truth as ascertained by experience of wisdom and familiar to all. They are often metaphoric in character and include elements of implicit information well understood without being formally present in the discourse.

Prof. A.I. Smirnitsky worked out structural classification of phraseological units, comparing them with words. He points out one-top units which he compares with derived words because derived words have only one root morpheme. He also points out two-top units which he compares with compound words because in compound words we usually have two root morphemes.

Among one-top units he points out three structural types:

a)  units of the type “to give up” (verb + postposition type);   To back up –

to support;

To drop out – to miss, to omit.

b) units of the type “to be tired”. Some of these units remind the Passive Voice in their structure but they have different prepositions with them, while in the

Passive Voice we can have only prepositions «by» or «with»:

To be tired of;  To be surprised at.

There are also units in this type which remind free word-groups of the type “to be young”:

To be akin to;  To be aware of.

The difference between them is that the adjective “young” can be used as an attribute and as a predicative in a sentence, while the nominal component in such units can act only as a predicative. In these units the verb is the grammar centre and the second component is the semantic centre:

c)  prepositional-nominal phraseological units:  On the doorstep - quite near;  On

the nose – exactly.

These units are equivalents of unchangeable words: prepositions, conjunctions, adverbs, that is why they have no grammar centre, their

semantic centre is the nominal part.

Among two-top units A.I. Smirnitsky points out the following structural types:

a)                     attributive-nominal such as:  A month of Sundays; A millstone round one’s neck.

Units of this type are noun equivalents and can be partly or perfectly idiomatic (if the expression is idiomatic, then we must consider its components in the aggregate, not separately). In partly idiomatic units (phrasisms) sometimes the first component is idiomatic: high road; in other cases the second component is idiomatic: first night.

In many cases both components are idiomatic: red tape, blind alley, bed of nail, shot in the arm and many others.

b)                    verb-nominal phraseological units:  To read between the lines; To sweep

under the carpet.

The grammar centre of such units is the verb, the semantic centre in many cases is the nominal component: to fall in love. In some units the verb is both the grammar and the semantic centre: not to know the ropes.  These units can be perfectly idiomatic as well: to burn one’s boats, to vote with one’s feet, to take to the cleaners’ etc.

c)                     phraseological repetitions, such as:

Now or never;

Part and parcel (integral part).

Such units can be built on antonyms: ups and downs, back and forth; often they are formed by means of alliteration: cakes and ale, as busy as a bee. Components in repetitions are joined by means of conjunctions. These units are equivalents of adverbs or adjectives and have no grammar centre. They can also be partly  or  perfectly  idiomatic: cool  as  a  cucumber (partly), bread  and butter (perfectly).

Phraseological units the same as compound words can have more than two tops (stems in compound words): To be a shadow of one’s own self, At one’s own sweet will.

Phraseological units can be classified as parts of speech. This classification was suggested by I.V. Arnold. Here we have the following groups:

a)  nominal phrases or noun phraseologisms denoting an object, a person or a living being:

Bullet train;

The root of the trouble.

b) verbal phrases or verb phraseologisms denoting an action, a state or a feeling:

To sing like a lark;

To put one’s best foot forward.

c)  adjectival phrases or adjective phraseologisms denoting a quality:    As

good as gold; Red as a cherry.

d) adverbial phrases or adverb phraseological units, such as:    From head to foot;    Like a dog with two tails.

e)  prepositional phrases or preposition phraseological units:    In the course of; On the stroke of.

f)   conjunctional phrases or conjunction phraseological units:

As long as; On the other hand.

g) interjectional phrases or interjection phraseological units:     Catch me!;     Well, I never!

In I.V.Arnold’s classification there are also sentence equivalents, proverbs, sayings and quotations: “The sky is the limit”, “What makes him tick”, “I am easy”.

Proverbs are usually metaphorical: “Too many cooks spoil the broth”, while sayings are as a rule non-metaphorical: “Where there is a will there is a way” [1; 172].

REFERENCES

 

1.                      www.ziyonet.uz 

2.                      www.phraseology.com

             

NEW TEACHING METHODS OF VOCABULARY TO ADVANCED LEARNERS

 

https://doi.org/10.5281/zenodo.6464737

 

Abduraximova Shahnoza Abdurashitovna

Teacher At The Uzbek State University Of Physical Education And Sport

 

Abstract:  Present article discuss the new innovative teaching methods of vocabulary to advanced level students. It explains the how to teach vocabulary to advanced level students. 

Keywords: advanced learners, memory and storage systems, dealing with meaning, using language 

 

As we know advanced learners can generally communicate well, having learnt all the basic structures of the language. However, they need to broaden their vocabulary to express themselves more clearly and appropriately in a wide range of situations 

Advanced learners can generally communicate well, having learnt all the basic structures of the language. However, they need to broaden their vocabulary to express themselves more clearly and appropriately in a wide range of situations.  Students might even have a receptive knowledge of a wider range of vocabulary, which means they can recognise the item and recognise its meaning. Nevertheless, their productive use of a wide range of vocabulary is normally limited, and this is one of the areas that need greater attention. Traditionally, the teaching of vocabulary above elementary levels was mostly incidental, limited to presenting new items as they appeared in reading or sometimes listening texts. This indirect teaching of vocabulary assumes that vocabulary expansion will happen through the practice of other language skills, which has been proved not enough to ensure vocabulary expansion. 

Nowadays it is widely accepted that vocabulary teaching should be part of the syllabus, and taught in a well-planned and regular basis. Some authors, led by Lewis (1993) argue that vocabulary should be at the centre of language teaching, because ‘language consists of grammaticalised lexis, not lexicalised grammar’.  

There are several aspects of lexis that need to be taken into account when teaching vocabulary. The list below is based on the work of Gairns and Redman (1986): 

·Boundaries between conceptual meaning: knowing not only what lexis refers to, but also where the boundaries are that separate it from words of related meaning (e.g. cup, mug, bowl).

·Polysemy: distinguishing between the various meaning of a single word form with several but closely related meanings (head: of a person, of a pin, of an organisation).

·Homonymy: distinguishing between the various meaning of a single word form which has several meanings which are NOT closely related ( e.g. a file: used to put papers in or a tool).

·Homophyny:understanding words that have the same pronunciation but different spellings and meanings (e.g. flour, flower).

 Synonymy: distinguishing between the different shades of meaning that synonymous words have (e.g. extend, increase, expand).

Affective meaning: distinguishing between the attitudinal and emotional factors (denotation and connotation), which depend on the speakers attitude or the situation. Socio-cultural associations of lexical items is another important factor.

Style, register, dialect: Being able to distinguish between different levels of formality, the effect of different contexts and topics, as well as differences in geographical variation.

Translation: awareness of certain differences and similarities between the native and the foreign language (e.g. false cognates).

Chunks of language: multi-word verbs, idioms, strong and weak collocations, lexical phrases.

Grammar of vocabulary: learning the rules that enable students to build up different forms of the word or even different words from that word (e.g. sleep, slept, sleeping; able, unable; disability).

Pronunciation: ability to recognise and reproduce items in speech.  

The implication of the aspects just mentioned in teaching is that the goals of vocabulary teaching must be more than simply covering a certain number of words on a word list. We must use teaching techniques that can help realise this global concept of what it means to know a lexical item. And we must also go beyond that, giving learner opportunities to use the items learnt and also helping them to use effective written storage systems.  

MEMORY AND STORAGE SYSTEMS 

Understanding how our memory works might help us create more effective ways to teach vocabulary. Research in the area, cited by Gairns (1986) offers us some insights into this process. 

It seems that learning new items involve storing them first in our short-term memory, and afterwards in long-term memory. We do not control this process consciously but there seems to be some important clues to consider. First, retention in short-term memory is not effective if the number of chunks of information exceeds seven. Therefore, this suggests that in a given class we should not aim at teaching more than this number. However, our long-term memory can hold any amount of information. 

Research also suggests that our ‘mental lexicon’ is highly organised and efficient, and that semantic related items are stored together. Word frequency is another factor that affects storage, as the most frequently used items are easier to retrieve. We can use this information to attempt to facilitate the learning process, by grouping items of vocabulary in semantic fields, such as topics (e.g. types of fruit). 

Oxford (1990) suggests memory strategies to aid learning, and these can be divided into:  creating mental linkages: grouping, associating, placing new words into a

context; applying images and sounds: using imagery, semantic mapping, using

keywords and representing sounds in memory; reviewing well, in a structured way; employing action: physical response or sensation, using mechanical

techniques. 

The techniques just mentioned can be used to greater advantage if we can diagnose learning style preferences (visual, aural, kinesthetic, tactile) and make students aware of different memory strategies. 

Meaningful tasks however seem to offer the best answer to vocabulary learning, as they rely on students’ experiences and reality to facilitate learning. More meaningful tasks also require learners to analyse and process language more deeply, which should help them retain information in long-term memory.  

Forgetting seems to be an inevitable process, unless learners regularly use items they have learnt. Therefore, recycling is vital, and ideally it should happen one or two days after the initial input. After that, weekly or monthly tests can check on previously taught items. 

The way students store the items learned can also contribute to their success or failure in retrieving them when needed. Most learners simply list the items learnt in chronological order, indicating meaning with translation. This system is far from helpful, as items are de-contextualised, encouraging students to over generalise usage of them. It does not allow for additions and refinements nor indicates pronunciation.  

Teachers can encourage learners to use other methods, using topics and categories to organise a notebook, binder or index cards. Meaning should be stored using English as much as possible, and also giving indication for pronunciation. Diagrams and word trees can also be used within this topic/categories organisation. The class as a whole can keep a vocabulary box with cards, which can be used for revision/recycling regularly.  

Organising this kind of storage system is time-consuming and might not appeal to every learner. Therefore adapting their chronological lists to include headings for topics and a more complete definition of meaning would already be a step forward. 

DEALING WITH MEANING 

In my opinion the most important aspect of vocabulary teaching for advanced learners is to foster learner independence so that learners will be able to deal with new lexis and expand their vocabulary beyond the end of the course. Therefore guided discovery, contextual guesswork and using dictionaries should be the main ways to deal with discovering meaning. 

Guided discovery involve asking questions or offering examples that guide students to guess meanings correctly. In this way learners get involved in a process of semantic processing that helps learning and retention.  

Contextual guesswork means making use of the context in which the word appears to derive an idea of its meaning, or in some cases, guess from the word itself, as in words of Latin origin. Knowledge of word formation, e.g. prefixes and suffixes, can also help guide students to discover meaning.  Teachers can help students with specific techniques and practice in contextual guesswork, for example, the understanding of discourse markers and identifying the function of the word in the sentence (e.g. verb, adjective, noun). The latter is also very useful when using dictionaries.  

Students should start using EFL dictionaries as early as possible, from Intermediate upwards.  With adequate training, dictionaries are an invaluable tool for learners, giving them independence from the teacher.  As well as understanding meaning, students are able to check pronunciation, the grammar of the word (e.g. verb patterns, verb forms, plurality, comparatives, etc.), different spelling (American versus British), style and register, as well as examples that illustrate usage. 

 USING LANGUAGE 

Another strategy for advanced learners is to turn their receptive vocabulary items into productive ones. In order to do that, we need to refine their understanding of the item, exploring boundaries between conceptual meaning, polysemy, synonymy, style, register, possible collocations, etc., so that students are able to use the item accurately.  

We must take into account that a lexical item is most likely to be learned when a learner feels a personal need to know it, or when there is a need to express something to accomplish the learner’s own purposes. Therefore, it means that the decision to incorporate a word in ones productive vocabulary is entirely personal and varies according to each student’s motivation and needs. 

Logically, production will depend on motivation, and this is what teachers should aim at promoting, based on their awareness of students needs and preferences. Task-based learning should help teachers to provide authentic, meaningful tasks in which students engage to achieve a concrete output, using appropriate language for the context.  

 

REFERENCES:

 

1.   Allen, V. (1983) Techniques in teaching vocabulary. OUP.

2.   Gairns, R. Redman, S.(1986)  Working with words. CUP.

3.   Hill, J. (1999) ‘Collocational competence’ English Teaching Professional, 11, pp. 3-6.

4.   Lewis, M. (1993) The lexical approach. LTP.

5.   Lewis, M. (1997) Implementing the lexical approach. LTP

6.   Oxford, R.(1990) Language learning strategies. Newbury House.

7.   Richards, J. (1985) The context of language teaching. CUP.

8.   Scrivener, J. (1994) Learning teaching. Heinemann.

9.   Thornbury, S. (1998) ‘The lexical approach: a journey without maps’.

MET, 7 (4), pp. 7-13

10.                      Willis, J. (1996) A framework for task-based learning. Longman.

             

FIZIK MASALALARNI ISHLASHDA ILG`OR PEDAGOGIK TEXNOLOGIYALARDAN FOYDALANISH

 

https://doi.org/10.5281/zenodo.6465962

 

Arabov Jasur Olimboyevich

Buxoro davlat universiteti Fizika-matematika fakulteti Fizika kafedrasi o’qituvchisi.

Ramazonova Ruxsora Shuxratovna

Buxoro Davlat Universiteti Fizika-matematika fakulteti Fizika kafedrasi  1-4 FIZ-18 guruh  talabasi.

 

 Annotatsiya: Fizikadan masalalar yechish texnologiyasi fanini o`qitishdan maqsad – fizik masalalarning turlari, yechish metodi, masala yechish darslarini tashkil etish, masala yechishning tarbiyaviy ahamiyati kabi muammolarga tegishli alohida mavzular kiritilgan bo`lib, mashg`ulotlarni o`tishda masalalar yechish metodikasiga alohida e`tibor qaratilishi nazarda tutiladi. Bo`lajak fizika o`qituvchisi nazariy bilimga ega bo`lishi bilan birga o`qitish metodikasini ham puxta egallagan bo`lishi zarur, jumladan masalalar yechish metodikasini ham etarli darajada o`zlashtirgan bo`lishi talab etiladi. Har bir fizika o`qituvchisi fizik masalalar yechish metodikasini mukammal bilgandagina o`z o`quvchilarida fizika faniga bo`lgan qiziqishni shakllantira oladi va ularga chuqur bilim bera oladi.  

Kalit so’zlar: Yangi pedagogik texnologiya, innovatsion texnologiya,  axborot  vositalari, interfaol, noan’anaviy  dars,  ko’rgazma  qurollari.

 

Mamlakatimiz mustaqillikka erishgach Respublika ta’lim sohasida tub o’zgarishlar sodir bo’ldi va bu sohada yangidan-yangi islohotlar olib borilmoqda. Umumiy o’rta ta’lim o’quv fanlari dasturlari, o’quv adabiyotlari butunlay  yangidan qayta qarab chiqildi va kerakli o’zgartirishlar kiritildi. Jumladan  fizikani o’qitish  uslubida ham qator tajribalar to’plandi. Biroq bu sohada hal qilinishi kerak bo’lgan muammolarimiz ham yo’q emas. Buni oliy o’quv  yurtlariga  kirish  imtihonlarini  topshirish  natijalaridan  aniqlash  mumkin. 

Bugungi kun fizika o’qituvchisi oldida  turgan  dolzarb  muammolardan  biri ta’limning ilg`or pedagogik texnologiyalarini  loyihalash va uni o’qitish  amaliyotida qo’llashdir. Fizika o’qituvchisi o’quvchilarga fizika fanidan zaruriy bilimlarni beribgina  qolmay, ularda fanga  nisbatan qiziqish uyg’ota  olishlari kerakki, natijada   bu  sohada yaxshi mutaxassis, yetuk kadrlar yetishib chiqishiga erishilsin. O’qituvchi o’tgan har bir dars boshqa  darsdan  farq qilishi,  bugungi o’tiladigan  dars  kechagisiga  nisbatan mukammal  bo’lishi  kerak.  

Ma’lumki, fizika o`qitishda nazariy va amaliy metodlar mavjud. Amaliy metodlar ichida fizikadan masalalar yechishning ahamiyati salmoqlidir. Masala yechish jarayonida o`quvchilarga bilim berish bilan birga o`quvchilar qobiliyatlarini rivojlantirish, o`quvchilarga tarbiya berish kabi muhim masalalar hal qilinadi. 

Fizikadan masalalar echish jarayonida o`quvchilarning mantiqiy fikrlashlari kengayadi, ijodiy qobiliyatlari rivojlanadi. Fizik hodisalarning tub mohiyatini kengroq tushunadilar, fizikadagi qonunlarning amalda qo`llanilishini chuqurroq anglaydilar. Ko‘pgina fizik o‘lchov asboblarining vazifasi, tuzilishi, ishlash prinsiplari bilan tanishadilar, ular bilan ishlash ko‘nikma va malakalariga ega bo‘ladilar. Shuningdek, masalalar o‘quvchilarda mehnatsevarlik, jur’atlilik, iroda va xarakterni tarbiyalaydi. 

Ko‘pgina metodik adabiyotlarning tahliliga ko‘ra, mantiqiy xulosalar, matematik amallar va fizikadagi qonunlar hamda metodlarga asoslangan holda yoki eksperiment yordamida yechiladigan muammo, odatda fizik masala deyiladi. Fizik masalada qo‘yilgan muammoni hal etish, masala yechishdan iboratdir.

 

Fizika fanida masalalarning klassifikatsiyasi. 

 Fizikadan masalalar to‘plamlarida berilgan hamma masalalarni turli asoslarga ko‘ra klassifikatsiyalanadi. Masalan, masalalarning murakkablik darajasiga ko‘ra, sodda masalalar, qiyinroq masalalar, masala shartida, darslikda va darsda ko‘rib chiqilgan masalalarda tavsiflanganiga nisbatan kamroq tanish bo‘lgan holat tavsiflangan masalalar, o‘quvchilar yangi bilimlar olish uchun foydalanish mumkin bo‘lgan masalalardir.  

Masalalar mazmuniga qarab, mexanikaga, molekulyar fizikaga, elektrga doir va hakozo bo‘lishi mumkin. Bunday bo‘linish shartli ekanini bilamiz, chunki ko‘pincha bitta masalaning shartida fizikaning bir nechta bo‘limlaridagi ma’lumotlardan foydalaniladi. Shuningdek, politexnik mazmunga ega bo‘lgan, ijodiy qobiliyatlarni rivojlantirishga qaratilgan, tarixiy xarakterdagi ma’lumotlarni o‘z ichiga olgan masalalarga klassifikatsiyalanadi.  

Yechish usullariga ko‘ra masalalar: sifat, eksperimental, grafik va ijodiy masalalarga bo‘linadi. Bunday bo‘linish ham shartlidir, chunki eksperimental masalalarni echishda ham og‘zaki mulohazalardan ham, grafikdan ham, hisoblash ishlaridan ham foydalanamiz. Biroq bu masalalarning har biri mazmun va murakkablik jihatidan xilma-xildir. Bu masalalarning echimlari aniq bir maqsadga qaratilgan bo‘lib, echilish usullariga ega. Bu masalalarning har bir turlari uchun alohida adabiyotlar mavjud. Shunday bo‘lsada, bu masalalar ustida qisqacha to‘xtalib o‘tamiz.

Sifat masalalari

Fizik qonunlarga, fizik formulalarga tayangan holda, mantiqiy fikrlash orqali hal qilinadigan masalalar sifat masalalar deyiladi. Bunday tipdagi masalalarda arifmetik hisoblash ishlari bajarilmaydi.

Sifat masalalarning metodik afzalliklari ko‘pdir. Fizik qonunlarga asoslangan, mantiqiy xulosalar chiqarishdan iborat bo‘lgan bu masalalarni echish metodi, fikrlashning ajoyib maktabi bo‘lib xizmat qiladi. Sifat masalalar o‘quvchilarga fizik hodisalar va ularning qonuniyatlarini aniq tushuntirib beradi, nazariy bilimlarni amalda qo‘llashga o‘rgatadi, hisoblash masalalariga nisbatan to‘g‘ri munosabatni tarbiyalaydi, har qanday masalani yechishni, uning fizik mazmunini tahlil qilishdan boshlashga o‘rgatadi. Darsda o‘tilgan materialni mustahkamlash maqsadida sifatga oid masalalar beriladi. Fizikaning gidrodinamika bo‘limida asosan sifat masalalar echilishi bizga ma’lum. Bu bo‘limda miqdoriy masalalar deyarli echilmaydi. Sifat masalalar tematikasi, mazmuni va murakkabligi jihatdan xilma-xildir, ya’ni sifatga oid sodda va murakkab masalalar bo‘ladi. Sifat masalalarning namunalari va ularni echish metodlari adabiyotlarda to‘liq keltirilgan.

 

Eksperimental masalalar

Nazariyani amaliyot bilan bog‘lashning eng samarali usullaridan biri eksperimental masalalar echishdir. Eksperimental masalalarning xarakterli xususiyati shundaki, ularni echishda laboratoriya yoki demonstratsion eksperimentlardan foydalaniladi. Eksperimental masalalarni echish jarayonida o‘quvchilarning faolligi va mustaqilligi oshadi. Chunki ular masala echish uchun kerakli ma’lumotlarni darslikdan, masalalar to‘plamidan tayyor holda olmasdan, balki o‘zlari bajaradigan fizik o‘lchashlardan oladilar. Eksperimental masalalarning yana bir afzalligi shundaki, bu masalalarni etarlicha fikrlamasdan turib echib bo‘lmaydi. Ya’ni tajribada sodir bo‘ladigan hodisalarni o‘quvchilar keng muhokama qilib olishlari kerak. CHunki eksperimental masalalarda, laboratoriya ishlaridagidek nazariya berilmaydi, ishni bajarish tartibi ko‘rsatilmaydi. Kerakli asbob-uskunalar, materiallar berilib, topilishi kerak bo‘lgan ma’lumot so‘ralishi bilan kifoyalanadi. YUqorida aytganimizdek o‘quvchilar qator fikr va mulohazalardan, eksperimentda qanday fizik hodisa yotganini, qanday fizik qonun ifodalanayotganligini bilib oladilar.

 

ADABIYOTLAR RO’YXATI:

 

1.            A.A. Rasulev, M.M. Haydarov “ O’qitishning interfaol metodlari ” o’quv- uslubiy qo’llanma,T.2015.

2.            P. Habibullayev, A. Boydedayev, A. Bahromov, K. Suyarov, J. Usarov,

1.                     M. Yo’ldosheva “Fizika” 9-sinf darslik. Toshkent-2019.

2.                     B.E Niyozxonova Fizika darslarida internet axborot resurslaridan foydalanishning tashkiliy -uslubiy jihatlari.// “Ta’lim muassasalarida aniq fanlarni o’qitishning dolzarb muammolari” . Resp.ilmiy-amaliy anjumani. Buxoro: 19.05. 2017. - 229 bet.

3.                     Ниёзхонова Б.Э., Файзиев Ш.Ш., Махсуд М., Махмудова ^ . Умумтаълим             мактабларида       физикани   укитишда   инновацион технологияларнинг урни // Academic research in educational sciences № 12 С 1116-1120

             

PRINCIPLES OR FUNDAMENTALS OF THE DIDACTIC EDUCATIONAL

PROCESS THROUGH THE TEACHING ENGLISH LANGUAGE

 

https://doi.org/10.5281/zenodo.6465066

 

Axrorov Xushvaqt

SamSIFL, “International language and literature” 2-course

 

Abstract: The present article aims to share the results obtained by the investigation of how the Developmental Didactics can help the organization of the teaching of Sociology aiming at promoting the full development of students in transition phase. It was carried out through a Didactic Formative Intervention, in higher education and constituted by adolescent students. From this investigative effort, didactic principles emerged that aim to guide the organization of a teaching that aims at the simultaneous development of the teacher and the students in the relationships they establish in the classroom through pedagogical practices. More than mere prescriptive propositions, these principles represent the result of a theoretical elaboration on the teaching-learning-development processes validated by practice in a particular concrete reality.

Keywords: theoretical thinking, didactics of development, didactic methods, Cultural-historical theory, dialectical logic.

 

INTRODUCTION: Several researches in the educational context of Uzbekistan have already pointed out that teachers in the country look forward to teaching methodologies and practices that are capable enough of sustaining them through the challenges in the classroom. This article shares the results of a number of researches of DidacticFormative Intervention [10] that were outlined in accordance with the Cultural

Historical Theory and the Developmental Education. The context was Uzbekistan High School and its adolescents, i.e. transitional age youths. The systematic study sought to identify which developmental processes are most likely and adequate for the transitional stage. Subsequently, as a possible synthesis, propositions of teaching organization were established and materialized in the form of principles and didactic actions that serve as guidelines for the teaching practice.

Didactic principles that guide the Developmental Education Although an extensive number of authors [4; 5; 6] have already schematized didactic principles from the perspective of the Cultural Historical Theory, it is worth mentioning that, in

the context of this article, the propositions consist in the formulation of feasible principles for High School in University students. Thus, they are situated both historically and socially.

According to the literature, there are four principles that guide the didactic action in the allotted conjuncture: 1. the class seen as a process of forming concepts; 2. teaching as an activity that promotes crisis; 3. the teaching practice and its capability of forming new interests; 4. teaching in order to develop the intellectual abilities of an awareness of itself.

 

LITERATURE REVIEW

The class seen as a process of forming concepts. The formation of concepts and the conceptual thinking must be established as primary goals of teaching practices and the professor‟s teaching activities. The transitional period offers unique conditions for the development of thought during adolescence. The formation of concepts is central to the revolutionary transformations that occur to an adolescent‟s superior psychic abilities. Besides finding in adolescence a favorable stage for development, they are capable of transforming the psychic structure and of subordinating the psychological functions that are elementary to the intellect. Being the first principle and teaching goal, the formation of concepts crosses all other principles and systematized didactic guiding actions. In addition, all other principles are connected to this one and find in it its feasibility. The formation of concepts and the subsequent development of theoretical thinking stand for the establishment of superior abilities of perceiving reality. Those new abilities transform the psychic structure. Furthermore, they are responsible for enabling the student to assign sense for the reality he/she observes and in which he/she is inserted, by appropriation of the concept‟s meanings. The ability that must be developed in order to motivate teaching practice, in what concerns theoretical thinking, relies on the formation of concepts. A similar process occurs in the child when the verbal thinking finds in the formation of the word meaning a fundamental. In other words, the ability to analyze, understand and intervene in reality holds scientific concepts as its instruments, and this is why the occurrence of one is closely linked to another. Such ability is contingent on the theoretical thought. As theoretical instruments that represent the results of human work, concepts are essentially social. They are the outcome of a long historical process that has enabled the formation of its most diverse types in each historical moment. Their appropriation enriches the social experience of subjects, especially students, and this movement amplifies the meanings that attribute sense to their reality. In investigating children‟s development, Vygotsky expressed that concepts are not formed by copying the characteristics and elements of the external reality to the interior of the subject‟s mind. On the contrary, they are the result of a “long and complex process in the evolution of children‟s thought”, being essentially social. According to these findings, every set of principles and didactic actions systematized herein, aims to establish the class principle as a formative process of the concepts. Every environment and didactic actions are organized with this goal.

 

RESEARCH METHODOLOGY

Every period of human development is marked by some process of crisis. The adolescence stands out for its collection of relevant crises and the intensity of the development processes that are in action in this period. The threshold experience of crisis is also the experience of recognition that a subject has concerning the limits to his/hers ability in providing solution to problems and challenges. Furthermore, the crisis is a development factor because it represents a problem with a solution located in a superior level in relation to the knowledge already acquired and the abilities previously developed by the subject. Thus, to solve a crisis implies to reach a set of new knowledge and abilities, namely, to transform potential knowledge and abilities into real ones. Crisis is a distinct element that enables development and promotes the necessary reasons and interests for confrontation. Solving a crisis by means of appropriation of new cognitive-social content and also by elaboration/transformation of mechanisms of conduct is a sign of development.

 

ANALYSIS AND RESULTS

The fundamental fuel for every development process lies in the subject‟s inherent reasons and interests. This means that there can be no ongoing development process without having, in its basis, the outbreak of new interests and/or the reorganization of old ones. In order to reach a potential learning and develop, one relies deeply on the existence of some kind of interest. Therefore, a phenomenon that marks the transitional period is the internalization of new interests. This is based upon the need of confrontation with a new pattern of social relationship the adolescent experiments in this stage. In other words, it is fitting that the teacher considers setting up an environment that offers the means for expanding and developing students‟ interests. The increased participation in social situations is dialectically related to the development of conceptual thinking, resulting in the expansion of the adolescent‟s interest for something beyond his/her immediate experience. This condition is positively transformed in an environment that supports good learning processes and that enables the development of new abilities and interests. The use of problematization stands out as a remarkable didactic instrument. In this third proposition, problematization holds its importance as long as it can be used as a motivational tool. Problem situations are created and organized by the teacher, and they offer the student an external method of internalizing and developing interest for the study and the appropriation of school knowledge. Problematizations must be organized in a way so as to make sure that students are capable of providing an adequate solution to challenges, by applying scientific and school knowledge.

The development of consciousness as a superior psychological function has a social origin, linked to the development of perception, the formation of concepts and the conceptual thinking. Vygotsky demonstrates that socialized language has a fundamental participation in the organization and formation of thought. By socializing their internal language, children simultaneously take conscience of their own thought and start to form verbal thinking. Afterwards, in the transitional stage, verbalized thinking plays a decisive role in developing logical thinking, by converting concrete reality to an object of knowledge. It must be noted that in both moments the process of consciousness development is intimately connected to the elaboration of thought in language. Every didactic strategy designed to require from the student the appropriation of knowledge from the verbal application of meanings and senses elaborated in the classroom enables the realization of thought. The development of intellectual abilities of an awareness of itself can only occur if the student recognizes the cultural heritage of his/her society and participates in its expression, by appropriation.

The verbal elaboration of these meanings and senses is a safe way for appropriation. Didactic actions serving as guidelines for the Developmental Education The systematization of didactic principles has also permitted the systematization of five didactic actions that integrate them: 1. diagnosis as starting point and process of teaching-learning-development, 2. problematization as a generator of contradiction: propelling crisis and the emergence of interests, and being the driving force for the formation of concepts, 3. collective activity, 4. the patent consciousness in the intentional use of conceptual meanings and 5. generalization as an objectification of the concept for itself.

 

 

Table.1. Didactic-pedagogical basis

As long as the teacher recognizes the set of real and potential abilities of his/her students, it becomes possible the intentional planning of teaching activities that will offer the best conditions for the learning to occur, enabling development. The abilities that comprise the Zone of Proximal and Real Development are not immediately evident and are continuously moving and transforming. From the initial diagnosis the teacher is able to recognize the knowledge and abilities already mastered by the students, and then plan the teaching activities. Then, with continuous diagnosis, the teacher can enhance the possibilities of potential abilities and knowledge becoming real ones. Problematization is a strategy that enables continuous diagnosis both in the form of adequate questions (idem) and problem situations. It is the teacher‟s duty to permanently evaluate changes in interests and patterns in students, since these alterations are a sign of developmental processes in action.

Problematization as a generator of contradiction: propelling crisis and the emergence of interests, and being the driving force for the formation of concepts

Vygotsky elucidates how adolescence is a period of “crisis and thought maturation”. A typical feature of the transitional period is the establishment of new patterns of social relationships and needs, when old abilities developed during childhood prove no longer to be enough, and to fulfill the demands of this new context. This tense contradiction raises crisis, which for its turn generates great possibilities for the occurrence of developmental processes.

The recognition of the crisis‟ potential for development plays a key role for the conception of teaching practices. These are understood as processes intentionally planned to provoke critical situations. Teaching issues, a feature of the problematization strategy, are devised in order to demand a command of knowledge and abilities more sophisticated than the one the student carries in a given moment. This generates motivation in learning a new content and favors the development of the theoretical thinking. Problematizations act in the abilities circumscribed in the students‟ Zone of Proximal Development (ZPD), highlighting the importance for continuous diagnosis, strategy previously described in this article.

The strategy of collective activity is a transformative element in the transitional age, and there are especially two reasons for this. First, because it takes advantage of the interests that are already present in students, i.e. to be in close contact with its peers, by bringing them closer to the aims of education and the teaching practice. This enables the teacher to bring up students‟ interests while instigating them to participate in activities, habits and knowledge acquisition. The second reason makes reference to the relevance of collective activities in formation processes of feelings, qualities and values. Collective activities comprise opportunities of being in action and relation to the historical and cultural elements that must be internalized. This appropriation allows the formation of the conceptual thinking and, by doing so, transforms the psychic structure of the subject, while modifying old interests and establishing new standards of conduct. When mingled to the whole of the teaching practice, collective activities represent a strategy that act as a driving force for processes of appropriation and development.

Consciousness refers to the intentional use of appropriate conceptual meanings; namely, to make a transference “from the course of action to the language system, recreating it in the imagination in a way that is possible to express it in words”. Consciousness results from the dialectical relation between the activity elaborated in the concrete reality, the internalized elements and the establishment of personal senses. This process enables the capacity of intentional use of appropriate conceptual

meanings. Vygotsky demonstrates that, in what concerns the process of internalization, the possibility of understanding meanings walks hand in hand with language, either in its social use as a means of communication or in its individual application as a mode of thinking. Thus, the socialization of thought by language becomes “the decisive factor for the development of logical thinking in the transitional age”. Furthermore, the development of formation of concepts and of the conceptual thought becomes possible through the intentional use of the personal senses elaborated by study and the internalization of scientific and school knowledge.

 

CONCLUSION

The concept modifies the complete thinking system of an adolescent by equipping him/her with tools of in-depth knowledge and reality comprehension, as well as tools for self-comprehension. This is achieved by showing the student the logical structures in action. The concept can be characterized as a phenomenon of thought, particularly because it has a generalized meaning. The student can develop the ability of intentional use by understanding his/her reality – that is, its generalization –, through the critical experience of recognition of his/her own limits, through facing problem situations and also through the awareness of concepts‟ meanings. The concept has already an existence by itself, independently of student‟s appropriation, but once it attains the superior ability of generalizing its meaning, it becomes an instrument of the student‟s thinking, achieving an existence for itself. By being able to generalize, the student extrapolates the limits of reproduction of a memorized meaning, becoming able to understand his/her reality and also the phenomenon he observes, mediated by scientific concepts. In general, these principles and didactic actions, although presented separately, constitute a set of practices that are deeply guided by the Cultural Historical Theory. They allow the successful establishment of a teacher‟s practice-theory unit with the aim of promoting students‟ learning and development.

 

REFERENCES:

 

1.                      H.C. Wang (2004). Nature of Science and Technology Knowledge. Life Technology Education, 37, 7, 66-75.

2.                      C.H. Wang (2009). Concept and Development of CIPP Evaluation Model. Tzu-Chi University Journal of the Educational Research, 5, 1-27. M.Y. Shih (2012). Student Learning-Centered Teaching and Learning: TBL. Evaluation Bimonthly, 38, 29-32. C.T. Wu (1993). Educational Evaluation. Taipei: Nang Hong.

3.                      M.F. Lin (1995). Developing the Professional Capabilities of STS Teachers by Green House Effect STS Module Development, unpublished, master's thesis, Department of Education, National Taiwan Normal University. Y.K. Chen (2005). Impact of the "Problem-oriented Learning" Teaching and Learning Model on the Self-learning and Learning Motivations for Learning Science of the 2nd Year Students of Junior High School, unpublished, master's thesis, Graduate Institute of Education, National Chung Yuan Christian University. P-212.

4.                      C.C. Huang (2011). Considerations on Educational Integration of Three Metropolitans, Taiwan Education Monthly Review. 1, 1, 1-2.

5.                      Y.L. Hsieh (2010). A Case Study of Applying Primary School Ecology Teaching Material Garden in Teaching and Learning of Nature and Life. P-234 .

6.                      L. K. Michaelsen, A. B. Knight, and L. D. Fink (2004). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. VA: Stylus. P-432

7.                      D.L. Stufflebeam, and A.J. Shinkfield (1985). Systemic evaluation. Boston: Kluwer-Nijhoff. P 12-15

8.                      D.L. Stufflebeam, and T. Kellaghan(Eds.)(2003). International handbook of educational evaluation. Dordrecht: Kluwer Academic. Ying-Wei Wang, Ying-Wei Wang, and Jyh-Gang Hsieh (2010). Introducing Team-Based Learning. J Med Education. P 44-54

9.                      Abdikhalikovna, Khayitova Feruza. "Principles of Toponyms (Place Names) Classifications." International Journal of Multicultural and Multireligious Understanding 7.6 (2020): 73-79.

10.                 Abdikhalikovna, Khayitova Feruza. "Innovative techniques of teaching vocabulary at the intermediate level." Евразийский научный журнал 4 (2017).

             

YURIDIK VA JISMONIY SHAXSLAR PUL MABLAG’LARINI BANK HISOB

VARAG’IGA, JAMG’ARMALAR QO’YISHGA JALB QILISH BO’YICHA PASSIV OPERATSIYALAR

 

https://doi.org/10.5281/zenodo.6465448

 

Azimova Tamara Abrorovna

Bozorboyev Behro’zbek Baxodir o’g’li

Denov tadbirkorlik va pedagogika instituti Iqtisodiyot(tarmoqlar va sohalar bo’yicha) yo’nalishi talabalari

 

Annotation: This article describes the passive operations of legal entities and individuals to attract funds to bank accounts, deposits.

Keywords: Bank, passive operations, deposit, bank resources, legal entity, physical person.

Аннотация: В данной статье описаны пассивные операции юридических и физических лиц по привлечению денежных средств на банковские счета, во вклады.

Ключевые слова: Банк, пассивные операции, депозит, банковские ресурсы, юридическое лицо,физическое лицо.

Annotatsiya: Ushbu maqolada yuridik va jismoniy shaxslar pul mablag’larini bank hisob varag’iga, jamg’armalar qo’yishga jalb qilish bo’yicha passiv operatsiyalar haqida yoritib berilgan.

Kalit so’zlar: Bank, passiv operatsiyalar, depozit,bank resurslari, yuridik shaxs,jismoniy shaxs.

 

Tijorat banklari, boshqa xo’jalik subyektlari kabi o’zining xo’jalik va tijorat faoliyatini ta’minlash uchun ma’lum miqdorda pul mablag’lriga, ya’ni resurslariga ega bo’lishlari lozim. Iqtisodiyot rivojlanishining zamonaviy talablarida bank resurslarini tashkil etish muammosi bank faoliyatini bir maromda olib borish uchun birinchi darajali hisoblandi. Buni shunday izohlash mumkin, ya’ni iqtisodiyotning bozor modeliga o’tishi bilan bank ishida davlat monopoliyasi tugatiladi, ikki bosqichli bank tizimini shakllantirishida bank resurslari xarakteri ijobiy tomonga o’zgaradi. Undan tashqari, uning aktiv operatsiyalari obyekti orqali aniqlanadigan bank faoliyatining ko’lami, ular joylashtiradiganresurslar hajmi, miqdori, jalb qilingan mablag’lar summasiga bog’liq bo’ladi. Bunday holat resurslarni jalb qilish bo’yicha banklar o’rtasida raqobatni ketirib chiqaradi. Bankning asosiy vazifalaridan biri bo’sh pul mablag’larini mumkin qadar ko’proq jalb qilish va ularni boshqa foyda keltiruvchi optimal aktivlarga joylashtirishdan iborat.

Bank resurslari banklar tomonidan amalga oshiriladigan passiv operatsiyalari orqali tashkil topadi va bank balansining passiv qismida yuritiladi. Bank resurslarini ikki katta guruhga bo’lish mumkin. Bular, qilingan depozitlar, boshqa majburiyatlar va sotib olingan resurslardir. Bu resurslar bankning aktiv operatsiyalarini amalga oshirishda sohalarga joylashtiriladi. Bankning passiv va aktiv operatsiyalari o’zaro chambarchas bog’liq bo’lganligi sababli passivlarning tarkibi va xarakteri ko’p jihatdan banklarning aktiv operatsiyalarini amalga oshirishda o’z ifodasini topadi. Shu bilan birga resurslar xarakteriga banklarning kreditlash siyosatining o’zgarishi ham ta’sir qiladi.

Bank resurlarining asosiy qismini bank mijozlarining mablag’lari tashkil qiladi. Bank boshqa kapitallarni jalb qilish uchun bank o’z kapitalining yetarli darajasi miqdorini ko’rsatish lozim.

Tijorat banki o’z mijozlarining bo’sh turgan mablag’larini qarzga olish bilan bir vaqtnig o’zida bu mablag’larni o’z vaqtida qaytarilishini ta’minlash majburiyatini ham oladi, shuning uchun bank barqaror likvidlikka ega bo’lishi kerak. Ishonchlilik va likvidlilik tamoyillari tijorat banki mavjudligining zarur shartlaridan bo’lib, ular aholining bo’sh turgan pul mablag’larining bankka sari oqimini ta’minlaydi. Undan tashqari bankning ahvoli moliyaviy jihatdan kam samarali bo’lgan holatda mijolar o’z mablag’larini qaytarib olishlariga ishonch hosil qilishlariga zamin yaratadi.

Bank resurslarining shakllanishi va aylanishi uzluksiz jarayonni tashkil qiladi va bu esa o’z mablag’larini qaytarib olishlariga ishonch hosil qiloshlariga zamin yaratadi.

Jalb qilingan mablag’lar aktiv operatsiyalarni, avvalo kredit operatsiyalarini amalga oshirish uchun pul resurslariga bo’lgan ehtiyoj qoplaydi. Ularning roli juda katta bo’lib, bank resurslarining 70%dan ortig’ini tashkil qiladi. Yuridik va jismoniy shaxslarning vaqtinchalik bo’sh mablag’laridan foydalanish orqali, tijorat banklari ular yordamida xalq xo’jaligining va aholining qo’shimcha aylanma mablag’larga bo’lgan ehtiyojini qondiradi, pullarni kapitalga aylanishiga yordam beradi.

Banklar mablag’larni jalb qilish imkoniyatlari chegaralangan bo’lib, barcha mamlakatlarda bu jarayon Markaziy bank tomonidan tartibga solinib turadi. Jalb qilingan mablag’lar tijorat banklari kredit resurslarining asosiy qismini tashkil qiladi.

O’zbekiston Respublikasi Markaziy banki bank kapitali bilan jalb qilingan mablag’lar orasidagi nisbatni bir qator zaruriy me’yorlar yordamida tartibga soladi. Bu quyidagi normativlar: kapital yetarliligi, bir kredit oluvchiga to’g’ri keladigan maksimal risk miqdori, aholidan jalb qilingan depozitlarning maksimal miqdori va boshqalar O’zbekiston Respublikasi Markaziy banki yo’riqnomasiga muvofiq, aholidan pul omonatlarini jalb qilish miqdori bankning o’z kapitali miqdori bilan chegaralanadi.

Hozirgi kunda banklar amaliyotida mavjud me’yoriy hujjatlardagi asosan:

1.Davlat ixtisoslashtirilgan banklar bazasida tashkil topgan tijorat banklari uchun jalb qilinadigan mablag’lar hajmi o’z kapitalining 25 barobaridan oshmasligi kerak;

2. Yopiq turdagi aksioner banklar uchun 20 barobardan oshmasligi; 3. Ochiq turdagi aksioner banklar uchun 15 barobardan oshmasligi kerak.

Rejali iqtisodiyot davrida banklarda bo’sh turgan mablag’larini jalb qilishdan manfaatdorlik yo’q edi,  chunki banklarning aktiv  operatsiyalari miqdori jalb qilingan mablag’lar miqdoriga qarab emas, balki kredit qo’yilmalar bo’yicha rag’batlantirish bilan banklar shug’ullanmas edilar. Aksariyat hollarda yirik loyihalarni amalga oshirish uchun bank ssudalari o’rniga ko’proq byudjet mablag’lari jalb qilinar edi. Shu bois muddatli omonatlarni o’rta va uzoq muddatli kredit manbalari sifatida jamg’arishga ehtiyoj bo’lmagan.

Ikki pog’onali bank tizimiga o’tilishi, iqtisodiy mustaqil tijorat banklarining tashkil topishi,  banklarning o’z-o’zini moliyalashtirish tamoyiliga o’tishi, passivlar va aktivlar muvofiqligiga erishish muammosi bank faoliyatida dolzarb masalalarga aylandi. Bozor munosabatlarining rivojlantirish bank resurslarining ham turli-tumanlashuviga olib keldi.

Banklar jalb qiladigan mablag’lar tarkibi turlicha bo’ladi. Ularning asosiy turlariga quyidagilar kiradi: bank mijozlar bilan ishlash jarayonida jalb qilingan mablag’lar (depozitlar), o’z qarz majburiyatlarini chiqarish yo’li bilan mablag’larni to’plash (depozit va jamg’arma sertifikatlarini, veksellar, obligatsiyalar) va banklararo kredit vositasida boshqa kredit tashkilotlaridan olinadigan va O’zbekiston Respublikasi Markaziy bankidan olinadigan ssuda mablag’lari va boshqalar kiradi. Xalqaro bank amaliyotida jalb qilingan resurslar ularni yig’ish usuliga qarab quyidagi guruhlarga bo’linadi:

1.  Depozitlar;

2.  Nodepozit resurslar.

Jalb qilingan mablag’larni asosiy qismini depozitlar tashkil qiladi. Banklarda maqsadlarni amalga oshirish uchun pul mablag’larini qo’yilmalarga jalb qilish operatsiyalari depozit operatsiyalari deyiladi. Depozitlar faqatgina omonatchiga emas, shu bilan birga bankka ham manfaatlidir. Ko’pgina depozitlar orqali bankning ssuda kapitali shakllanadi, keyinchalik esa bank turli xo’jalik sohalarini qulay shartlar asosida kreditlaydi. Depozit va kredit foizlari orasidagi farq bo’sh pul mablag’larini jalb qilish va ssuda kapitalini joylashtirish borasidagi bank marzasi (mukofoti) bo’lib hisoblanadi.

Bankning “Oltin qoidasi”ga ko’ra, bank moliyaviy talablarining hajmi va muddati bank majburiyatlari miqdori va muddatiga mos kelishi kerak. Bu qoidaga rioya qilib, banklar joriy schotlar bo’yicha qoldiqlarni kredit resursi sifatida ishlata olmaydilar, chunki mijozlar ularni xohlagan vaqtda talab qilib olishlari mumkin. Vaholanki, mijozlar, odatda, o’z mablag’larining hammasini birdaniga olishmayi, shuning uchun, bankning naqd pul rezervi omonatlarga nisbatan shakllanadi.

Bundan tashqari, aksariyat bank operatsiyalari naqd pulsiz ko’rinishda amalga oshiriladi. Kassa zaxiralari ko’rinishida bo’lmagan  naqd pullar bank likvidligini oshiradi va u boshqa mijozlarga yoki bankka kredit sifatida yo’naltirilishi mumkin. Kassa zaxiralaridan tashqari tijorat banklari tomonidan depozitlardan kredit resursi sifatida foydalanishda boshqa cheklovlar bo’lib, u O’zbekiston Respublikasi Markaziy banki tomonidan o’rnatiladigan majburiy zaxiralar shaklida ifodalanadi.

Depozitlar hisobvaraqalari turlicha bo’lishi mumkin va ularning tasniflanishi asosida qo’yilmalar manbai, ularning maqsadli yo’naltirilganligi, daromadlilik darajasi va boshqa shu kabi mezonlar yotadi, ammo aksariyat hollarda mezon sifatida pul qo’yuvchi toifasi va qo’yilmani olish shakllari inobatga olinadi.

Pul qo’yuvchilar toifasidan kelib chiqqan holda, depozitlar quyidagilarga bo’linadi:

1. Yuridik shaxslar (korxonalar, tashkilotlar);

2.Jismoniy shaxslar ;

Mablag’larni olish shakliga ko’ra depozitlar quyidagilarga bo’linadi:

3.       Muddatli depozitlar mablag’lar;

4.       Talab qilib olingunga qadar depozitlar mablag’lar;

5.       Aholining jamg’arma qo’yilmalari.

O’z navbatida bu guruhlarning har biri turli belgilariga qarab tasniflanadi. Muddatli depozit mablag’lar ularning muddatidan kelib chiqib tasniflanadi;

6.       3 oy muddatgacha depozitlar;

7.       3 oydan 6 oygacha depozitlar;

8.       6 oydan 9 oygacha depozitlar;

9.       9 oydan 12 oygacha depozitlar;

10.  12 oydan yuqori bo’lgan depozit mablag’lar.

Bank tomonidan jalb qilingan mablag’larning yuqori likvidlik darajasini ushlab turish va ma’lum yuqori daromad olish ehtiyojini belgilab beruvchi mavjud qonun va tartibga soluvchi aktlardan kelib chiqib turli aktivlarga joylashtiriladi.

Talab qilib olinguncha qadar depozitlar- bu bankni oldindan ogohlantirmay mijoz tomonidan xohlagan vaqtda talab qilib olinadigan mablag’lardir.

Ularga joriy, hisob-kitob, byudjet va hisob –kitoblar amalga oshirishi yoki mablag’larni, boshqa banklarning vakillik hisobvarag’idagi qoldiqlarni kiritish mumkin. Talab qilinguncha depozitlar joriy hisob-kitoblar uchun mo’ljallangan. Bu hisobvaraqdagi mablag’lar harakati naqd pul, pul o’tkazish, boshqa hisobkitob hujjatlari bilan rasmiylashtirilishi mumkin. Bank likvidligi boshqarish nuqtayi nazaridan qaraganda joriy va byudjet hisobvaraqlari, kapital qo’yilmalarni moliyalashtirish bo’yicha hisobvaraqlar, maxsus hisobvaraqlar banklar uchun foydaliroq hisoblanadi. Chunki bu mablag’lar yuqori likvidlikka ega. Bu depozit turining asosiy kamchiligi – ular bo’yicha juda kam miqdorda foizlarning to’lanishi yoki umuman to’lanmasligidir. Bundan tashqari joriy va byudjet hisobvaraqa egalari o’zlarining statuslaridan kelib chiqib kredit olmaydilar, bu esa banklarga mablag’larni o’z rejalari asosida ishlatishga imkon bradi.

Talab qilib olguncha bo’lgan depozitlarga banklarning korrespondent banklarda ochilgan vakillik hisob varaqalaridagi mablag’larini ham kiritish mumkin. Bu hisobvaraqalar ular hisob-kitoblarni va to’lovlarni bir tomonlama tartibda yoki bir birlarining topshiriqlari bo’yicha amalga oshirish maqsadida ochilgan. Mazkur bankning boshqa bankda ochilgan vakillik hisobvarag’i “Nostro” scheti, mazkur bank boshqa bank uchun ochgan vakillik hisobvarag’i “Loro” scheti deb yuritiladi va bunday hisobvaraqlarini ochish banklararo imzolangan shartnomaga muvofiq amalga oshiriladi. Bu hisobvaraqalardan to’lovlar, qoidaga ko’ra, ulardagi mablag’lar hajmi chegarasida amalga oshirilishi kerak. Ular bo’yicha mavjud mablag’lardan ko’proq operatsiyalar o’tkazish zaruriyati tug’ilganda, vakilga alohida balans hisobvarog’idan overdraft krediti berilishi mumkin.

Talab qilib olinguncha bo’lgan depozitlarga kontokorrent hisobvarag’i mablag’larini ham kiritish mumkin.

Xalqaro bank amaliyotida talab qilib olinguncha yuqoridagi depozitlardan tashqari nau-hisobvaraqalar (uchinchi shaxs foydasiga hisob hujjalarini yozib berish), bank tomonidan belgilanadigan hisob cheklari ham kiritiladi.

Talab qilib oligungacha bo’lgan depozitlar quyidagi xususiyatlarga ega:

11.                      depozitning bu turida xohlagan vaqtda, xohlagan summada mablag’ni qo’yishi yoki olishi mumkin;

12.                      depozit muddati chegaralanmagan;

13.                      kam miqdorda foiz to’lanadi;

14.                      bu turdagi depozitlar bo’yicha Markaziy bankga o’tkaziladigan majburiy rezervlar salmog’i yuqori va h.k.

Tijorat banklarida jalb qilingan mablag’lar tarkibida talab qilib olinguncha depozitlar turlicha hajmga ega. Bu odatda, bank resurslarini shakllantirishning eng arzon manbaidir.  Mablag’larning yuqori harakatchanligi tufayli talab qiluvchi hisobvaraqalardagi qoldiq doimiy emas, ba’zida juda o’zgaruvchan. Hisobvaraq egasi istagan paytda mablag’larni olish ehtimoli bank oborotida yuqori likvid aktivlarning hissasi ko’proq bo’lishini talab qiladi. Bu esa kamroq likvidlikka ega bo’lgan, biroq yuqori daromad keltiruvchi aktivlarning hissasining qisqartirishi evaziga yuz beradi. Shu sababli banklar talab qilgungacha hisobvaraq egalariga past foiz to’laydilar yoki umuman to’lamaydilar. Biroq, talab qilguncha hisobvaraqalardagi mablag’larning yuqori darajadagi harakatchanligiga qaramasdan, ularning minimal, doimiy qoldig’ini aniqlash va ulardan barqaror kredit resursi sifatida foydalanish imkoniyatiga banklar ega bo’lmog’i lozim.

Muddatli depozitlar-bu banklar tomonidan ma’lum muddatga jalb qilinadigan depozitlardir. Bu turdagi depozitlar qo’yilgan muddatda o’zgarmas bo’lishi lozim va ular joriy to’lovlar uchun ishlatilmaydi. Muddatli qo’yilmalar mablag’larni shartnoma bo’yicha muddat va shartlarda to’liq bank ixtiyoriga berishni anglatadi, bu muddat tugashi bilan muddatli qo’yilma  xohlagan paytda egasi tomoonidan qaytarib olinishi mumkin. Muddatli qo’yilma bo’yicha to’lanadigan foiz hajmi depozit muddati, summasi va shartnoma pul qo’yuvchi tomonidan bajarilishiga bog’liqdir. Qo’yilmaning muddati va summasi qanchalik katta bo’lsa, foizi ham shunchalik yuqori bo’ladi. Yuqorida ta’kidlaganimizdek amaliyotda asosan 1, 3, 6, 9,12 oy  yoki yanada uzoqroq muddatga qo’yilmalar rasmiylashtiriladi. Bunday aniq chegaralar pul qo’yuvchilarni o’zlarining mablag’larini ratsional tashkil qilish va qo’yilmalar qo’yishga rag’batlantiradi, shuningdek banklarga o’zlarining likvidliklarini boshqarish uchun sharoit yaratadi. Pul qo’yuvchi tomonidan qo’yilma bo’yicha mablag’larni muddatidan oldin olinganda u shartnomada ko’rsatilgan foizlardan to’liq yoki qisman mahrum bo’lishi mumkin. Odatda bunday hollarda foizlar hajmigacha pasaytiriladi. Muddatli depozitlar depozitlarning boshqa turiga nisbatan bankka barqaror resurs bazasini ta’minlaydi. Shu bois tijorat banklari muddatli depozitlar salmog’ini ko’paytirishga harakat qilishlari lozim.

Muddatli depozitlar quyidagi xususiyatlarga   ega:

15.                      aniq muddatga ega va ular bo’yicha o’zgarmas (depozit siysatida

ko’rsatilgan) foiz to’lanadi;

16.                      joriy hisob-kitoblar uchun foydalanilmaydi;

17.                      mijoz tomonidan muddatidan oldin olinmasligi lozim aks holda foiz to’lash bo’yicha shartnoma shartlari bekor qilinadi va talab qilib olinguncha depozit miqdorida foiz to’lanishi mumkin;

18.mablag’lar sekin aylanadi, uzoq muddatli ssudalarga yo’naltiriladi; 19.majburiy rezerv normasi nisbatan past bo’lishi mumkin

 

Xulosa: Xulosa o’rnida shuni aytish lozimki, jamg’arma depozitlari aholiga pul jamg’armalarining to’planishi uchun xizmat qiladi. Jamg’arma depozitlarga pul mablag’larini jamg’arish yoki saqlash maqsadida shakllantirilgan qo’yilmalar kiradi. Ularning maxsus xususiyatli tomonlari – saqlashning rag’batlantirilishi va yuqori daromadlilik darajasi, ma’lum davr ichida jamg’arilib borishi kabilar hisoblanadi. Resurslar yordamida banklarining tashkiliy faoliyati amalga oshiriladi, kreditlar berish salohiyati to’lovlar yordamida amalga oshiriladi, banklarning daromadlari vujudga keltiriladi.

 

FOYDALANILGAN ADABIYOTLAR:

 

1. A15 Pul va banklar: O’quv qo’llanma | Sh.Z. abdullayeva; - T. : “Iqtisodiyot – Moliya”, 2018-yil

1.            2.Sh. Shodmonov, M. Raxmatov. Iqtisodiyot nazariyasi: Darslik. – T. :

“Zamin nashr”, 2021 –yil

2.            Ya 31 Bank auditi: Darlik | M. Yadgarova, R. Qurbonov; - T. : “IqtisodMoliya”,  2019-yil

 

             

SOME CHALLENGES OF TEACHING RECEPTIVE SKILLS

 

https://doi.org/10.5281/zenodo.6464834

 

Azimova Umirkhon Odilovna

Senior lecturer at the Uzbekistan State

University of Physical education and Sport

 

Abstract. Present article explains two types of receptive skills, differences between them, some main approaches of teaching receptive skills, teaching versus testing in receptive skills and others

Key words: receptive skills, differences between reading and listening, background knowledge, teaching approach

 

As we know reading and listening involve receiving information and so they are called the receptive skills. Speaking and writing are known as the productive skills because they involve producing words, phrases, sentences and paragraphs. Receptive skills are the ways in which people extract meaning from the discourse they see or hear. There are generalities about this kind of processing which apply to both reading and listening - and which will be addressed in this chapter - but there are also significant differences between reading and listening processes too, and in the ways we can teach these skills in the classroom. As the processes involved in both take place internally, it is difficult for teachers to gain access to what our learners are actually doing when they read or listen, and therefore to help them to improve in these areas. In this article we will explore the processes involved in reading and listening and some of the best ways to teach them. Processing language

Decoding is the process of converting language input (the visual sign in reading or the audio signal in listening) into meaning. Language processing therefore involves making links between the input and what the reader/listener already knows about the world (background knowledge) and about the language (linguistic knowledge). These knowledge systems, or schemata, are mental representations of information. They are not fixed, but constantly developing in response to new information. As the learner reads or listens, they actively match words, phrases and concepts to what they already know in order to comprehend and interpret what they read/hear.

This is why we often provide images or discussion questions before a reading or listening task; pre-reading/listening tasks activate the parts of the brain in which information relevant to the text is stored, and therefore facilitate successful processing. Such tasks are especially important when there are cultural differences that might cause processing issues. For example, to someone in the Englishspeaking world the topic of music festivals may activate images of Glastonbury, flooded tents and disgusting portaloos, whereas in many other countries a music festival may be a traditional, family-oriented event, so you will need to help learners understand these differences so they can achieve adequate comprehension of the text.

Although the processes involved in reading and listening are very similar, the contexts in which they happen are enormously different. This is mostly as a result of two basic restraints: temporal and permanence. For example, a learner can read at their own pace, and may read at different speeds depending on the task. On the other hand, listening happens in real-time, usually without the option to slow down at challenging parts or speed up for easier sections. Equally, a reader who is confused by a section of text can re-read it or look for clarification in earlier or later sections of the text, whereas the spoken word disappears into thin air as soon as it is uttered, and cannot be re-heard unless the context allows for the listener to ask the speaker to repeat what they had just said. These differences require the listener to remember, store in short-term memory, and analyse the previous section of speech while simultaneously listening to new sections.

The written sign and spoken signal are also very different. In written language, words are clearly separated by blank spaces, ideas into sentences, themes into paragraphs. The intonation used in speech acts as a form of punctuation, but there is often no clear division between word boundaries as they appear in connected speech, and words may sound different as a result of the sounds of other words in their immediate vicinity, adding to the challenges already faced by the listener.

Approaches to reading and listening instruction often hinge on an emphasis on either top-down or bottom-up processes. Top-down processing is the use of background knowledge to make sense of the text, while bottom-up processing is based on the input itself. These two approaches are essentially a pendulum that swings in and out of fashion every decade or so, but in reality there is no such thing as purely top-down or purely bottom-up processing. The human brain at all points makes use of both types of processing in order to reach the closest possible understanding. One thing that research has demonstrated is that what we as teachers do before asking learners to read or listen can have a massive impact on comprehension. Pre-teaching of grammar or vocabulary (bottom-up processing) is not particularly helpful, while the activation of appropriate schemata before reading or listening (top-down) is.

Another approach that has increased in popularity since the mid-1970s is skills or strategy-based approaches. Skills can be viewed as unconscious abilities that need to be developed over time, while strategies are conscious techniques meant to compensate for and overcome difficulties. So a reading strategy might be to skim read for general comprehension or to identify where certain information might be in the text, and a listening strategy might be to listen for differences in pitch that mark a change in topic. This approach views the learner as having an active role in reading/listening, as opposed to earlier approaches which viewed reading and listening as passive activities that our students would eventually learn to do well, given enough time. A strategy-based approach insists that the teacher’s role is to guide learners to become more efficient readers and listeners.

A final dichotomy in reading and listening instruction is that of teaching versus testing. Again, this is key to the development of receptive skills. The most common approach to receptive skills in the English classroom is to ask students to read/listen and answer comprehension questions. The problem with comprehension questions is that they actually only test what learners have understood rather than teaching them how to improve their reading/listening skills. This does not mean that comprehension questions have no place in the classroom; the key is in how teachers respond to answers. If students have answered a question incorrectly, this gives us insight into a potential processing issue, and should be seen as an opportunity to explore why this has occurred. It may be the result of an unknown word, difficult syntax, variation in the speech signal as a result of connected speech, or any number of other reasons. If we are to teach rather than simply test receptive skills, we must guide learners towards the answer by zooming in on that section of the texts and encouraging learners to identify where they went wrong, why that was the case, and what they might do in the future to avoid making a similar mistake.

In conclude, teaching receptive skills will always be a challenge, as we cannot know what processes our learners employ. However, by questioning and asking learners to provide evidence for answers given, we can help them gain insight into their own abilities and weaknesses and encourage them to develop strategies to become more effective and efficient readers and listeners.

             

REFERENCES:

 

1.                      Akinnaso, N. F. (1985). On the similarities between spoken and written language. Language and Speech, 28, 323–359.

2.                      Biber, D. (1982). On the investigation of spoken/written differences. Studia Linguistica, 40, 1–21. Burns, P. C., & Roe, B. D. (1993). Burns/Roe informal reading inventory: Preprimer to twelfth grade (4th ed.). Boston, MA: Houghton Mifflin.

3.                      Carlisle, J. F., & Felbinger, L. (1991). Profiles in listening and reading comprehension. Journal of Educational Research, 84, 345–354.

4.                      Curtis, M. E. (1980). Development of components of reading skill. Journal of Educational Psychology, 72, 656–669.

5.                      https://hongkongtesol.com/blog/2019/06/receptive-skills-englishteachers-how-teach-listening-and-reading

6.                      https://www.teachingenglish.org.uk/article/using-poems-developreceptive-skills

             

METHOD OF ASSESSMENT OF THE EFFECT OF SILIBOR AND RUTAN

ON THE LIVER BILIARY FUNCTION IN EXPERIMENTAL ACUTE HEPATITIS

 

https://doi.org/10.5281/zenodo.6466006

 

Boboeva Rano Raximovna

Bukhara Medical Institute, Assistant Professor of Otorhinolaryngology and Ophthalmology

 

Annotation. The experiment revealed high hepatoprotective and choleretic activity of rutan in hepatitis caused by tetrachloromethane. Rutane can be recommended in practical medicine as a means of pathogenetic treatment of hepatitis of various etiologies, including infectious toxic pathologies of the hepatopancreatobiliary system.

Keywords: tetrachloromethane, silibor, rutan.

The aim of the study: to study the method of comparative evaluation of the effect of Silibor and Rutane on liver biliary function in acute hepatitis caused by tetrachlomethane.

Materials and research methods

The choice of tetrachloromethane in the amount of hepatotoxin was due to the fact that it is a drug that frequently causes damage to the liver. The experiments were performed on 28 sexually mature white male rats with an initial weight of 160–220 g in adulthood. In the experiment, the animals were divided into 4 groups, 7 in each group. The first group consisted of healthy animals, and the animals in the remaining group were treated with a model of acute toxic hepatitis (OTG) using tetrachloromethane. Ssl 4 was administered subcutaneously at a dose of 0.25 ml / 100gr (in the form of a 50% oily solution) per day for 4 days. No treatment was given to the animals of the 1st group. 2gr animals received enough boiled water instead of medication. Animals of group 3 were given a dose of 25 mg / kg of Rutan once a day, and rats of group 4 were administered Silibor in the form of an aqueous solution of 80 ml / g for 6 days. Twenty-four hours after the last administration of the drug, the exocrine function of the liver and the chemical composition of bile were studied in all groups of animals using the methods we described

Research results and their discussion.

The results and experimental studies have shown that the drugs studied have a clear positive effect on biliary function of the liver in acute toxic hepatitis caused by tetrachloromethane. In acute toxic hepatitis, a clear positive effect is observed in the study of the effect of Rutan on the composition of the main constituents of bile compared with Silibor. In animals, the total amount of bile acids in bile was statistically significantly lower than that of intact rats by 26.6%. In rats treated with Silibor and Rutan, by contrast, it increased by 25.6% and 28.6%, respectively, and reached the level of practically healthy rats. Against this background, their bile cholesterol excretion was also restored under the influence of experimental pharmacotherapy. It is noteworthy that when treated with Rutan, the amount of cholesterol released does not differ statistically significantly from the value of healthy animals.When we studied the effect of these drugs on the excretion of bilirubin in bile, we found a similar positive effect of Silibor and Rutan pharmacotherapy. From the above experimental material, it can be seen that the experimental therapy with Rutan allowed to completely eliminate the disturbances of the exocrine function of the liver and the chemical composition of the grass in acute toxic hepatitis under the influence of tetrachloromethane.

Conclusion

1. Tetrachloromethane causes acute toxic hepatitis in rats, characterized by significant impairment of bile secretion function of the liver.

2.Experimental therapy by Silibor and Rutan has a clear corrective effect on the excretory function of the liver and the chemical composition of bile.

3. Rutane may be recommended as a choleretic agent for diseases of the hepatobiliary system.

 

LIST OF USED LITERATURE:

 

1.                      Bunyatyan N.D., Kalko E.A., Dorogovoz S.M., Konenko A.V. Chronopharmacological features of the action of hepatoprotectors in the experiment // Byulliten eksperimentalnoy biologii i meditsiny. 2018.-t.168.- № 6.s.712-715.

2.                      Pashko A.Yu., Dose zavisimov gepatotoksicheskoe deystvie paracetamola i ego korrektsiya kombinatsiey taurina s tsinka diaspartaton // Sbornik nauchnyx trudov // «BGMU: 90 let v avangarde meditsinskoy nauke i praktiki» MINS.-2014.-2014.

3.                      Oparin          A.G., Lavrova        N.V., Blagoveshchenskaya       A.V.

Hepatoprotectors: tactics of clinical application.//Vostochnoevropeyskiy zhurnal vnutrenney i semeynoy meditsiny.-2016.-№1.-S.75-81.

4.                      Gridchik I.E., Kurdyakov A.V., Maveev A.I. Experiments with the use of hepatoprotectant remaxol in the treatment of cirrhosis of the liver. Experimental and clinical pharmacology. -2015.-Tom78, №12.-S.11-14.

5.                      Bibik E.Yu., Shipilova N.V., Krivokolysko B.S. and soavt. Features of pharmacological properties of modern hepatoprotectors. Morphological almanac name V.G. Koveshnikova, -2019.-Volume 17, №4.-S.101-110.

6.                      Mixtiev S.N., Zinoveva E.N., Mextieva O.A. Lekarstvennыe porazheniya pecheni pri mnogokomponentnoy terapii komorbidnyx sostoyaniy. // Eksperimentalnaya i klinicheskaya gatroenterologiya.-2015.-№6.-S.71-77.

7.                      Salixov Sh.I., Kim R.Yu., Mavlyanov S.M. and dr. Determination of protivogrippoznoy activity of drugs on the basis of polyphenols from rastitelnogo syrya. // Medical Journal of Uzbekistan. 2007.-№ 5.-p.64-67.

8.                      Abdullaev N.X., Karimov X.Ya. Pechen pri intoxicationatsy hepatotropnymi yadami.Tashkent, «Meditsina», 1989.-180 p.

9.                      Dalimova S.N., Muhammadjanova G.M., Mavlyanov S.A. and dr. Vliyanie Rutana na funktsionalnoe sostoyanie mitochondriy pecheni pri xronicheskom porajenii pecheni // Jurnal teoreticheskoy i klinicheskoy meditsiny. 2007.-№ 2.-p.

 

             

O’RTA OSIYONING ARABLAR  TOMONIDAN  FATX ETILISHI.

 

https://doi.org/10.5281/zenodo.6465025

 

Boboyev Faxriyor Baxtiyorovich

Denov tadbirkorlik va pedagogika instituti talabasi Boboxonov Lochinbek Yunusali o’g’li

Denov tadbirkorlik va pedagogika instituti talabasi

Umrzoqov Nurbek Otabek o’g’li

Denov tadbirkorlik  va pedagogika  instituti talabasi

 

Annotatsiya: Ushbu maqolada O’rta Osiyoda arab  xalifaligi hukmronligining o’rnatilishi hamda olib borgan siyosati haqida ma’lumotlar keltiriladi. Ma’lumot o’rnida  aytib  o’tish  joizki, Arab xalifaligi VII-VIII asrlarda tashkil topgan davlat.  Davlat  asoschisi Muxammad (s.a.v) ning xalifalaridan biri  Abu Bakr Siddiq  hisoblanib, bu davlat 632-yildan  to 1258-yilgacha  mavjud bo’lgan.

Kalit so’zlar: badaviylar, islom,muslim, hijrat, Xuroson, Movarounnahr, Narshaxiy,Ubaydulloh ibn Ziyod, Qutayba ibn Muslim.

 

Jahon tarixida ulkan  iz qoldirgan davlatlardan biri- bu Arab xalifaligidir. Arab xalifaligi davri O’rta Osiyo, Eron, Afg’oniston, Yaqin va O’rta Sharq, Shimoliy Hindiston, Pireney yarimoroli va Shimoliy  Afrika xalqlarining ijtimoiy,iqtisodiy  hamda madaniy taraqqiyotida o’ziga  xos yuksalish davrini  belgilab berdi. Arab  istilochilari xususida shubhasiz eng asosiy  ma’lumotlarni arab, musulmon mualliflari berib o’tishgan. Shu xususda, jumladan alBalazuriyning  “Futuh al buldon’’( Mamlakatlarning fatx etilishi) , at Tabariyning   “Tarixi rasuli va muluk’’(Payg’ambarlar va podsholar tarixi) asarlari  alohida ahamiyat kasb etadi.

VI asning o’rtalariga qadar Arabiston  yarimorolida yashagan qabila, urug’larning  hayot  tarzi  qoloq bo’lib, ularning  mutlaq  ko’pchiligida  ibtidoiypatriarxal tuzum  munosabatlari  hukm surgan. Ko’chmanchi badaviy  urug’lari o’z  chorva  mollari uchun  yer-suv  hamda  o’tloq  qidirib  keng  sahrolar  bo’ylab  kezib  yurganlar. Faqatgina  yarimorolning  Qizil  dengizga tutash  Hijoz vohasi  va  janubiy  Yamanda ahvol  birmuncha  boshqacharoq  bo’lib, bu hududlarda  arab  qabilalari  asosan o’troq  hayot kechirgan, savdo-sotiq,hunarmandchilik ham  ancha rivoj  topgan  edi. Ayniqsa, Hijozning   bosh shahri – Makka xalqaro  karvon  savdosining  muhim  markazi  hisoblangan.  Tabariyning  ma’lumotlariga  qaraganda Makkada  doimiy  ravishda katta-katta  savdo  karvonlari  tashkil  qilinib, ular Misr,Vizantiya,Eronga tomon harakat qilgan. Savdo  karvonlari  yo’lida  joylashgan  Makkadan  tashqari  Yasrib ( keyinchalik  Madina), Toif, Xaybar kabi  shaharlar  ham  rivojlanib  borib, gavjum  savdo  markazlariga  aylangan edi. 

VI asrning  ikkinchi  yarmi, VII asrning  birinchi  yarmidagi  arab  ijtimoiy  hayoti  juda  murakkab  va  rang-barang  edi. Unda  urug’-aymog’lik munosabatlari  endigina  kurtak  ochib  kelayotgan  feodal munosabatlar  bilan  chatishib  ketgan  edi.  Aholi  orasida  ko’pxudolik  ya’ni butparastlik urf ga aylangan edi ( xususan,  Ka’bada  360  ta  but bo’lib, ularning  eng  yiriklari  Hubal  va  Lut  bo’lgan ).

Shunday  vaziyatda  islom  to’g’ri  va  haq  yo’lni  ko’rsatuvchi  din  sifatida  yuzaga  keldi. Islom – bu Alloh yagona deb  e’tirof  etib , unga  bo’ysunmoqlik va  butun  qalbi  bilan  Allohga  ixlos  qilish  hamda  Alloh  buyurgan  diniy  e’tiqodga  iymon keltirmaklikdir. Bu dinning asoschisi quraysh qabilisining  hoshimiylar urug’idan  chiqqan  Muhammad ibn  Abdulloh  ( 570-632) dir.Muhammad  payg’ambarning  ta’limotiga  ergashganlar  “muslim”( “musulmon”), ya’ni “itoatkorlar” deb  yuritishgan. O’z  payg’ambarlik  faoliyatini Muhammad (s.a.v)

Makka shahrida  boshlagan.  Makka  Arabiston  yaromorolining  g’arbiy  qismidagi  Hijoz  viloyatida  joylashgan  shahar  bo’lib, bu yerda  Ka’ba  joylashgan  edi. Diniy  ta’limotga  ko’ra  ka’bani  Odam  Ato  barpo qilgan  bo’lib, uni  Ibrohim  payg’ambar  o’z  o’g’li  Ismoil  bilan birga  qayta  qurgan  va  birinchi  haj  safarini  uyushtirgan.  Ka’baning  ichida  muqaddas  tosh  “Hajar  ul-asvod” o’rnatilgan. Islom ta’limoti aholining barcha qatlamlari manfaatlariga mos bo’lib, tez orada tarqala boshlaydi. Lekin yangi din tarafdorlarining ahvoli ularning e’tiqodlariga ko’ra og’irlashib borgach,Muhammad 622-yil 16-iyulida (ba’zi adabiyotlarda 15iyulda deyiladi) safdoshi   Abu Bakr bilan  Makkadan  Yasribga ko’chib boradi. Hijrat ( arabcha ko’chish) natijasida  Makkadan Yasribga ko’chib borganlar islom tarixida  “Muhojirlar”(ko’chib kelganlar), islom dinini qabul qilgan Yasribliklar esa “Ansorlar”(yordamchilar) deb nom  oladilar.Yasrib shahri Madina (payg’ambar shahri) nomi bilan ataladigan bo’ldi.Bu arab tilida “Hijrat”deb atalib, shu kundan boshlab musulmon olamida qabul qilingan hijriy yil hisobi boshlanadi. 

 Muhammad  binni Abdulloh  630-yilga kelib ko’p sonli arab qabilalarining islom bayrog’i ostida birlashuvi negizida yagona davlatga asos soladi. Muhammad(s.a.v.) 632-yil (hijriy 10-yil) 25-mayda vafot etgach uning yaqin safdoshlari Abu Bakr(632-634),so’ngra Umar (634-644),Usmon (644-656) va Ali (656-661) lar “xalifa”, ya’ni “o’rinbosar” deb  e’lon  qilinadi. Bu xalifalar  islom  tarixshunosligida  “xulafoiy  rashoddin”, ya’ni “xaq  yo’ldan  borgan sahih xalifalar” degan tabarruk nom bilan  shuhrat topadilar. Ular  xukmronlik qilgan  davrda Arabistonda islom dini to’la g’alaba  qozonib, tarixda ilk  bor markazlashgan  musulmon davlati – Arab xalifaligi  tashkil  topadi. Misr, Suriya,Falastin,Iroq,Vizantiya  va  Eron bo’ysundirilib,  islom  jaxon dinlaridan biriga aylanadi.

Arab xalifaligining istilochilik yurishlarida O’rta Osiyo  yerlarini bosib olish  va uning xalqlarini itoatga keltirish, bu hududda islom dinini yoyish aloxida o’rin tutadi. VII asr o’rtalariga kelib Eron hududlari  egallangach, endilikda xalifalik  e’tibori Xuroson va O’rta Osiyo yerlarini bosib olishga  qaratildi. Ularning O’rta Osiyoga  harbiy  yurishlari o’z  maqsad  va rejalari  bilan  ikki  davrga  bo’linadi. Birinchi  davr 650-651-yillarda  boshlanib, 705-yilga  qadar  davom  etadi. Ikkinchi davri  esa o’z  ichiga  705-715-yillarga  qadar  bo’lgan davrni  qamrab oladi.

Arablarning  O’rta  Osiyoga  dastlabki  yurishlari Ubaydulloh  ibn Ziyod  boshchiligida  651-yili  Marvni  egallashi  bilan  boshlanadi. So’ngra hozirgi Afg’onistonning shimoli, Eronning shimoli-sharqiy  qismi janubiy Turkmanistondan to Amudaryogacha bo’lgan hududlarni istilo etadilar. Ular bu hududlarni Xuroson deb ataydilar.Arablar bu yerlarda o’rnashib olgach, Amudaryodan shimoldagi boy viloyatlarni “Movarounnahr” ya’ni “daryoning narigi tomoni” deb ataydilar va ushbu hududlarni bosib olishga tayyorgarlik ko’radilar. Narshaxiy va arab muallifi  Yoqut  bergan  ma’lumotlarga  ko’ra, Muhammad  payg’ambarning  shaxsan o’zi Movarounnahrni  bo’ysundirishni muqaddas deb  hisoblagan  va islomga  e’tiqod qiluvchilarni  bu  muqaddas  ishga  da’vat  etgan. 652- yilda  arablar  Balx  shahrini  egallashga  muvaffaq  bo’ladilar. O’sha yili Amudaryodan o’tib  Movarounnahrga  hujum  qilish  rejasi  arablar  uchun  muvaffaqqiyatsiz  tugaydi. 

 Bu  davrda  Movarunnahrda feodal  tarqoqlik  hukmron  bo’lib, 15 dan  ortiq  kichik-kichik davlatlar  mavjud  bo’lib, ular o’rtasida  o’zaro  urushlar  bo’lib  turardi.Arablar  Amudaryo atrofidagi  hududlarga  bir  necha  bor  hujumlar  uyushtirib, bu  yerlarning  boyliklarini  talab,  o’ljalarni  qo’lga  kiritgach  ortga  qaytardilar. 

Xuroson  noibi  Abdulloh  ibn  Amir  652-yilda   Chag’aniyonni  egallashga  muvaffaq  bo’ladi. Bu esa  ilk  bor  Movarounnahr  yerlarinig  egallanishi  edi. Arab lashkarboshilari  Ziyod  ibn  Abu  So’fiyonning  654-yilda Maymurg’ga,  667-yilda

Chag’aniyonga, 673-yilda  uning  o’g’li  Ubaydulloh  ibn  Ziyodning

Amudaryodan  o’tib  Poykand   va  Romiton  yerlarini  egallashi,  so’ngra  Buxoro  hukmdorini yengib, o’z  foydasiga sulh  tuzib,  katta  xazina, boyliklarni  qo’lga  kiritishi  va nihoyat, 675-676- yillarda  Said  ibn Usmonning  yangidan Buxoro  va  Samarqand  tomon  qo’shin  tortib  kelishi – bular O’rta  Osiyo  hududlarini  egallash   borasidagi  dastlabki  harakatlar  edi. Manbalarning  guvoxlik  berishicha, Movarounnahrga yurish  qilishdagi  harbiy-siyosiy  tayyorgarliklardan  biri, xalifalikning  Basra  va Kufa  shaharlaridan  50 ming  arab  oilasi   ko’chib  keltirilishi  va  Xurosonning  turli shaharlariga  garnizon  sifatida  joylashtirilishi  bo’ldi.  

Narshaxiyning yozishicha, 673 yilning kuzida xalifa Muoviya І (661-680) farmoni bilan Ubaydulloh ibn Ziyod  Amudaryodan kechib o‘tib, Buxoro muzofotiga bostirib kiradi. Poykand va Romitanni egallab, Buxoro shaxrini qamalga oladi. Yordamga kelgan turklar va buxoroliklarning birlashgan qo‘shinlari jangda arablardan yengiladi, bir lak (yuz ming) dirxam xajmda boj to‘laydi. Bojdan tashqari arablar 4 ming asir, qurol, kiyim-kechak, oltin va kumush buyumlardan iborat ko‘p o‘ljalar bilan Marvga qaytadilar. 676 yil Xuroson noibi Said ibn Usmon boshliq arab qo‘shinlari yana Buxoroga bostirib kiradilar. Sug‘d, Kesh va Nasaf viloyatlaridan kelgan bir yuz yigirma mingli harbiy kuchga suyanib Buxoro malikasi Xutakxo’ton dushman bilan jang qilish uchun o‘z qo‘shinini safga tortadi. Buroq, sug‘dliklar vaximaga tushib Buxoroni o‘z taqdiriga tashlab, jang maydonidan chiqib ketadi. Natijada malika katta boj to‘lab, malikzoda va dexqon aslzodalardan iborat 80 nafarini garovga berib, yana sulx tuzishga majbur bo‘ladi. Said ibn Usmon Buxorodan Samarqand sari qo‘shin tortadi. Bir oydan oshiqroq davom etgan jangda sug‘dliklar yengilib, sulx tuzishga majbur bo‘ladi. Samarqandda u o‘ljalar bilan bir qatorda 30 ming nafar asir olib qaytadi. Yo‘lda u Termiz shaxrini egallaydi. ІX asr arab muarrixi Balazuriy va Narshaxiylarning yozishlaricha, garovga olib ketilgan 80 nafar Buxoro aslzodalari va’daga muvofiq Marvga qaytarib yuborilmay, Madinaga olib ketiladi. Said ibn Usmon ularning belidagi qilich va kamarlarini, egnidagi kimxob kiyimlarini yechtirib, oltin va kumushlarini tortib oladi. Ularga juldur kiyimlar kiygizib, sug‘orish ishlarida quldek ishlatadi. Erksevar buxoroliklar bunday xo‘rlikka chidamasdan, ular Said ibn Usmon saroyiga bostirib kirib, avval uni, so‘ngra o‘zlarini xalok qiladilar.  

Shunday qilib, arablarning Movarounnahrga tomon qilgan dastlabki yurishlari aslida ayrim sarkardalarning boylik orttirish niyatida o‘zboshimchalik bilan amalga oshirgan talonchiligidan iborat edi. shubxasiz, arablarning talonchilik yurishlariga qarshi kurashish maqsadida Movarounnahrning maxalliy xukmdorlari o‘rtasida harbiy ittifoq tuzish uchun urinishlar bo‘lgan. VІІ asrning 80-yillari boshida ular xatto Sirdaryo etagida Xorazm yaqinidagi shaxarlardan birida bir necha bor to‘planadi. Biroq ularning niyati amalga oshmaydi. Chunki, Movarounnahrning siyosiy tarqoqligi hamda maxalliy xokimlar o‘rtasidagi o‘zaro nizolar bunga halal beradi. 

 Umuman olganda  arablarning, yarim  asr  davomida  Xuroson  noiblari

Abdulloh  ibn  Amir, Ubaydulloh  ibn  Ziyod,  Sayyid  ibn  Usmon,  Salmo  ibn  Ziyod kabilar  tomonidan  uyushtirilgan hujumlari  talon-taroj  qilish o’lkadagi  harbiy-siyosiy  vaziyatni  o’rganish,  boyliklarini  o’zlashtirish  maqsadida  uyushtirilgan  edi.

O'lkamizni bosib olishning ikkinchi, hal qiluvchi bosqichi VIII asming birinchi choragiga to'g'ri keladi. Xususan, 704—yilda Qutayba ibn Muslimning Xuroson noibi etib tayinlanishi bilan uning zimmasiga butun O'rta Osiyo hududlarini uzil-kesil bosib olish vazifasi yuklanadi. Harbiy yurishni Qutayba 705 yilda Balx viloyati atroflarini zabt etishdan boshlaydi. Tez orada Chag‘oniyon xokimi jangsiz taslim bo‘ladi. Qutayba 707—yilda Amudaryodan o'tib Poykandni egallash sari harakatlanadi. Arablar mahalliy xalq qarshiligini yengib shaharni qo'lga kiritadilar, uning boyliklarini talaydilar. Yozma manbalarda bu shaxar “Madina at-tujjor”, ya’ni “savdogarlar shaxri”, ba’zan esa, qal’asining mustaxkamligi tufayli “jez shaxar” deb xam ataladi.  Qamal 50 kun davom etadi. Poykand egallanib, kattagina boj to‘lab, Qutayba bilan sulx tuzadilar. Qutayba Varqo ibn Nasl Bohiliy ismli o‘z qabiladoshini Poykandga amir qilib tayinlaydi va o‘zi Buxoro tomon askar tortadi. Biroq Qutayba Poykanddan besh farsax (30 km) uzoqlashmasdan, shaxarliklar qo‘zg‘olon ko‘taradilar. Poykand qayta egallanib, qurol tutishga qodir barcha erkak qirib tashlanadi. Shaxar vayron etiladi. Poykand fojeasidan keyin beshafqat Qutayba boshliq bu xavfli dushmanga zarba berib, uni daf qilish maqsadida Sug‘d podshosi Tarxun, Buxoro xukmdori Xunukxudot va Shopurkon xokimi Vardonxudot boshliq katta harbiy kuch hamda 40 ming lashkar bilan yordamga kelgan turklar Tarob va Romitan oralig‘ida to‘planadilar. Ittifoqchilar Qutayba qo‘shinini qurshovga oladilar. Undan xalos bo‘lish uchun Qutayba hiyla ishlatib, g‘alaba qozonadi. 707-709 yillar mobaynida u Buxoro va uning atroflariga bir necha bor xujumlar qiladi, ko‘plab yerlarni bosib oladi. Buxoro viloyatiga xokim qilib u buxorxudot Tuxshodani va unga amir qilib o‘z yaqinlaridan birini tayinlaydi. Amir buxorxudot ustidan anzorat qilib turish, Buxoroda qoldirilgan harbiy qismga askarboshi, axolidan soliq undirish va uni o‘z vaqtida xalifalikka yetkazib berish kabi vazifalarni bajarar edi. 710—yilda Qutayba mahalliy hukmdorlaming o'zaro kelishuvi va ittifoqiga izn bermay, So'g'dning bosh shahri - Samarqandni bosib olishga tayyorgarlik ko'radi. Shu orada Xorazm shohi Chag'on o'z ukasi Hurzod boshchiligida ko'tarilgan xalq qo'zg'olonidan qo'rqib, 711—yilda yordam so'rab Qutaybaga murojaat qiladi. Qutayba qulay vaziyatdan foydalanib Xorazmga yurish boshlaydi. Hurzod tormor qilinadi va o'ldiriladi. Biroq Xorazmshoh bundan hech narsa yutmaydi. Aksincha, u o'z mustaqilligini yo'qotib, xalifalikka tobe bo'lib, uning bojdoriga aylanadi. Chag'onning qo'shini Qutaybaning harbiy yurishlarida ishtirok etishga majbur etiladi. 710-712-yillarda Samarqand ixshidi Tarxun  va Xorazmshoh  Xurzod Qutayba bilan tinchlik sulhi tuzib unga yirik  miqdorda boj to’laydi. Ammo, Samarqand aholisining tovon to’lashga qarshilik  ko’rsatishi, norozilik natijasida Tarxunning taxtdan ketishi va o’limi, Sug’d  podshosi  va  Samarqand afshini  sifatida G’urak (709-708) ning  taxtga  o’tirishi arablarning Samarqandga hujumi uchun baxona  bo’lgan  edi. Shuningdek, Qutayba “Tarxunning o’limi  uchun qasd olaman”, deb  e’lon  qildi  va  Samarqandga  hujum  uyushtirdi. 712 yilda Qutayba arablardan tashqari Buxoro va Xorazm qo‘shinlari bilan Samarqandga tashlanadi.  G’urak Qutaybaga qarshi chiqdi. Kattaqo‘rg‘on va Karmana oralig‘idagi Arbinjon mavzeyida shidatli jang bo‘ladi. G’urak jangda yengiladi va Samarqandga chekinadi. So‘g‘diylar Shosh podshoxi, turklar xoqoni va Farg‘ona ixshidiga elchilar yuborib, yordam so‘raydilar. Ammo Qutayba yordamga kelayotgan kuchlarni birlashtirmaslikka xarakat qiladi. Ularning yo‘lini to‘sib, qo‘qqisdan xujum qiladi va tor-mor qiladi. Bu g‘alabadan so‘ng Qutayba Samarqandga xujumni kuchaytiradi. Arablar shaxar devori qarshisiga 300 manjaniqlar (tosh otadigan moslama) o‘rnatib, devorni teshishga kirishadilar. Qamal 1 oy davom etadi va Samarqand taslim bo‘ladi. G’urak bilan Qutayba o‘rtasida sulx tuziladi. Sulxga muvofiq G’urakning arablarga bir yo‘la 2 ming, yiliga esa 200 ming dirxam xisobida boj to‘lash, 30 ming nafar odam berish, shaxarda birorta xam Askar saqlamaslik, ichki shaxarni bo‘shatib, unda minbari bilan masjid bino qilish, otashparastlik ibodatxonasini buzib, butlarni topshirish kabi shartlarni bajarishi lozim bo‘ladi. Buning ustiga Samarqandning eng gavjum mavzesi - Afrosiyob kelgindi arab aholisi uchun turarjoy sifatida beriladi. Uning tub aholisi esa o'z joyidan mahrum etiladi.  Buning evaziga Qutayba G’urakni Samarqand, Kesh va Naqshabga xokim qilib tayin etadi.  

Mug‘ tog‘idan topilgan xujjatlardan ma’lum bo‘lishicha, Qutayba o‘zining keyingi yurishlarida Choch, Farg‘ona va Turk xoqonligidan iborat yana bir ittifoqning qarshiligiga duch keladi. Tabariyning yozishicha, 713 yilda Qutayba qo‘shin saflarini butlash maqsadida Buxoro, Kesh, Nasaf va Xorazm axolisidan 20 ming askar to‘plab berishni talab qiladi. Yig‘ilgan katta qo‘shin ikkiga ajratiladi. Uning Kesh, Nasaf va Xorazm qo‘shinlarining birlashmasidan iborat birinchi safi Choch viloyatiga, o‘zi boshliq asosiy kuch esa Ustrushona va Xo‘jand orqali Farg‘ona vodiysi tomon yo‘l oladi. Choch voxasi bosib olinib, Chochning poytaxti Madinat ash-Shosh, juda ko‘p qal’a va qo‘rg‘onlar xamda qishloqlarga o‘t qo‘yilib vayron etiladi. Qutayba Xo‘jand va Kosonni zabt etadi. 714 yilda u Choch va Turk xoqonligi kuchlarini ajratib, ularning birlashuviga yo‘l qo‘ymaslik maqsadida Isfijobga yurish qiladi. 715 yilning boshida esa Farg‘ona vodiysini uzil-kesil egallab, Qoshg‘argacha kirib boradi. O‘sha yili xalifa Volid vafot etadi. Uning o‘rniga Qutaybaning g‘animi Sulaymon taxtga o‘tiradi. Bundan norozi bo‘lgan Qutayba yangi xalifaga qarshi isyon ko‘taradi. Lekin u 715 yilda Farg‘onada arab askarlari tomonidan o‘ldiriladi. Shunday qilib, 10 yil ichida Movarounnaxr arablar tomonidan bosib olinsada, ammo xalq o‘zini mag‘lub xisoblamaydi.  

Shunday qilib, arablar qisqa muddat ichida Movarounnahr hududlarini  bosib  oldilarki, buning sabablari  quyidagicha  edi:

O’lkada hukm surayotgan  siyosiy  tarqoqlik  va mahalliy hukmdorlarning o’zaro kurashlari  arablarga  juda  qo’l  kelgan  edi. Chunki, parokanda va  siyosiy  jihatdan tarqoq hududlarni  alohida-alohida zabt  etish Qutayba uchun qulay edi.

O’zaro  birlashish harakatida  bo’lgan va  ittifoqchilik  uchun  harakat  qilgan mahalliy  hokimlar  orasiga  Qutayba turli  nayranglar  bilan raxna solishga erishgan edi.

Arablar o’zaro kurashayotgan hokimlarning biriga  ikkinchisini  yengish  uchun yordam  ko’rsatib, keyin  ularning  har  ikkisini  ham  birin-ketin bo’ysundirardi. Misol  uchun,  Sug’dni  zabt  etish  uchun Qutayba  arab qo’shini  bilan  bir  qatorda  Xorazm, Buxoro va  Nasafning  kuchlaridan foydalangan  edi.

Arablar  Movarounnahrga  qadar  juda  katta  hududlarni  bosib  olgan bo’lib, katta boylik  va  harbiy  zaxiralarga  ega  edilar. Arablar  qo’shiniga  muntazam  ravishda bosib  olingan  yerlar va ichki  viloyatlardan  yangi  harbiy  kuchlar  safarbar  qilinib turilar edi.

 

FOYDALANILGAN ADABIYOTLAR:

 

1.     Q.Usmonov, M.Sodiqov, S.Burxonova – O’zbekiston tarixi  T:Toshkent 2006

2.     R.Xoliqov, K.G’aniyev, M.Nasrullayev – O’zbekiston tarixi T:Samarqand

2019

3.     R.Murtazayeva, A.Odilov, A.Ermatov, K Soipova – O’zbekiston tarixi       T:Toshkent 2020 

             

XARAKTER YARATISHDA XAT VOSITASINING PSIXOLOGIK FUNKSIYASI

 

https://doi.org/10.5281/zenodo.6464411

 

Boltaboyev Omonboy Yo‘ldosh o‘g‘li

Qoraqalpoq davlat universiteti o‘qituvchisi

                                                              Nukus Uzbekistan

 

Annotatsiya: Ushbu maqolada Pirimqul Qodirovning “Avlodlar dovoni” romani badiiy psixologizm nuqtayi nazaridan tahlil qilingan. Xususan, romandagi xat vositasining xarakter yaratishdagi, qahramon, davr va muhit ruhiyatini ochib berishdagi psixologik funksiyasiga to’xtalib o’tilgan.

Kalit so‘zlar: Tarixiy roman, badiiy psixologizm, ruhiy tahlil, xat,  xarakter, ma’naviy qiyofa.

 

Hayotiy ziddiyatlarni qahramonning psixologiyasi, his tuygʻulari orqali ongidan oʻtkazib, xarakterni shakllantirishning bir vositasi- bu qahramonlarning yozgan xatlaridan foydalanishdir. Ayniqsa, tarixiy roman janrida xat shakli psixologik tahlilning usuli siifatida oʻrinli qoʻllaniladi.

“Avlodlar dovoni” romanida yozuvchi Humoyunni hamma qoʻli yetavermaydigan podshoh tarzida tasvirlabgina qolmay, balki uning ham hamma qatori oddiy, oq koʻngil, oliyjanob inson ekanligini uning xaloskori oddiy eshkakchi Nizomga yozgan xatida koʻrish mumkin. “Menga tugʻushganimdek aziz va muhtaram Nizomiddin! Xudodan iltijo qilurmenkim, bu xat sizning ilkingizga borib yetsin. Bizning boshimizga tushgan keying kulfatlardan xabaringiz bordir. Shular tufayli Sindda armon-u alam ichra yurganimda bir sabab bilan Hamida bonuga yozgan maktubingizdan xabar topdim. Aralashishim lozim boʻlmagan bu nozik muammoga faqat sizni qidirib topish niyatidagina aralashmoqdamen. Buning uchun meni ma’zur tuting. Maktubingizdagi rozlardan hijolat chekmang, chunki bu boralarda men sizni oʻzimdan yuz chandon musafforoq va maʻsumroq deb bilurmen”. (128-129-bet)

Bu xatni qahramonning maʻnan yetuk insonligiga, mardligiga bogʻlagan holda doʻstning doʻstga boʻlgan kuchli muhabbati tigʻiz birikib psixologik yoʻnalishda ochilgan.

Hozirgi oʻzbek romanlarida ruhiy tahlilning xat shakli faqat roman janrining paydo boʻlishi bilan emas, balki sharq mumtoz adabiyotimizdagi N.Ganjaviy,

A.Jomiy, A.Navoiy asarlaridagi, qolaversa, xalq ogʻzaki ijodidagi uzoq an’anadan ijodiy foydalanganligi natijasidir. Qahramonlar psixologiyasini xat shakli vositasida tahlil qilish orqali oʻtmish tarixdagi, ijtimoiy hayotdagi ahamiyatga molik masalalarni, tarixiy shaxslarning maʻnaviy olamini, e’tiqodini, vatanparvarligini, falsafiy-estetik koʻz qarashlarini psixologik yoʻnalishda ochadi.

“Hazratim, sizdan koʻrgan yaxshiliklarim haqqi Roja Mal Devaning asl niyatini oshkor qilmoqchimen. Men hozir uning saroy xizmatidamen. Shershohdan Mal Devaga maxfiy maktub kelganidan aniq xabarim bor. Roja Mal Deva Shershoh bilan yovlashishni istamaydir, bir ish qilib, uning koʻnglini olish va oʻz hokimyatini saqlab qolish harakatida. Shershoh Mal devaga odam yuborib: “Agar Humoyunni tutib bersangiz, koʻnglingizdagi ishni qilay, Alvarni ham, Noitni ham ixtiyoringizga beray” deb shart qoʻygan. Mal Deva bu shartni qabul qilgan. Siz bilan ittifoq tuzgani makru-hiyla, xolos”.(143-bet)

Psixologik tahlilning xat shakli faqat badiiylik funksiyasini bajarish emas, balki yuksak gʻoyaviy maqsad, fikriy teranlikning qirralarini ham ochib beradi.

Dunyo adabiyotida juda qadimdan mavjud boʻlgan ushbu ruhiy tahlil usuli O.Yoqubov, P.Qodirov asarlarida mahorat bilan qo’llanilib, qahramonlar ichki dunyosini ochishga yordam beradi.

“Osmonning tanho oftobi Hamida bonu! Ilgarigi Nizom boʻlsam, sizga bunday maktub yozolmas edim. Siz shu vaqtgacha mening ilkim yetmaydigan yuksaklikda yurar edingiz. Hozir taqdir meni ham oliy bir yuksaklikka koʻtardi. Balki eshitgandirsiz, Mirzo Humoyun meni oʻzlarining taxtlariga ravo koʻrdilar. Qani edi, Jamna boʻyidagi oʻsha sohilda, Zarafshon bogʻining chetida yana uchrashsak. Shu vaqtgacha aytishga jurʻat etolmagan muhabbatimni oshkor qilsam. Agar yulduzimiz bir-biriga toʻgʻri kelsa-yu, siz rozi boʻlsangiz, keyin toʻy tayyorligini boshlasak. Mirzo Humoyun bu ishda ham tantilik bilan koʻmak berishiga ishonchim komil. Sizni sogʻingan Nizom!” (101-bet)

Psixologik tahlilning xat shakli boshqa janrdagi asarlar yoki zamonaviy mavzudagi romanlarga nisbatan tarixiy romanlarga xos xususiyatdir. Bu degani tahlilning xat shakli roman janrining paydo boʻlishi bilan yuzaga kelgan psixologik tahlil vosita deb tushunmaslik kerak. Hozirgi roman janridagi xarakteristikaning bu vositasi xalq ogʻzaki ijodi dostonlari va mumtoz adabiyotdagi dostonchilk janridagi namunalarning an’anaviy davomidir. Ayniqsa, sevgi va muhabbat munosabatlarini xat vositasida berish an’anaviy usullardan biridir. Yuqorida misol qilib keltirilgan xat “Podsho Nizom”ga tegishlidir. Oddiy suvchi Nizom taqdir taqazosi bilan Humoyunning oʻrnida. Kimsan? Podshohi olam. Nizom choʻkib borayotgan Humoyunni qutqarib qolib, taqdirida podsho boʻlish qismati bor ekan. Nizom qalbi pok, samimiy muhabbat egasi. Yozuvchining sharoit va muhitni toʻgʻri tanlay bilish, toʻgʻri his qila bilish mahorati shundaki, Nizomga bogʻliq xat yozish epizodini aynan, uning podsho boʻlganidan keyingi holatida berilishi juda real chiqqan. Asarda xat epizodi boʻlmasdan oldingi voqealar rivojida berilganda edi. Bu narsa voqealarning mantiqiy rivojini oʻzgartirib asar syujetiga putur yetkazgan boʻlar edi. Chunki oddiy suvchi yigitning podsho saroyidagi bir qizga maktub yoʻllashi nooʻrin uydirma boʻlar va sharoitning realligiga putur yetgan boʻlardi. Yuqorida misol qilib keltirilgan xat Nizomning monologi shaklida berilgan. Ushbu xatning vazifasi oshiqning yoriga boʻlgan dil izhorini tasvirlashgina emas. “Podsho Nizom”ning ruhiyatidagi tartibsiz ichki kechinmalarni, “podsho”lik taxtiga oʻtirgan kishining insoniy qiyofasini yorita bilishdir.

Romandagi Nizom yordamchi obrazdir. Shu sababdan yozuvchi Nizom xarakterini shakllantiruvchi barcha voqealar tasvirini berib oʻtirmaydi. Asardagi Nizomga tegishli ikkinchi xat vositasi kitobxon koʻz oʻngida Nizomning toʻliq xarakterini namoyon qiladi.

“Unutilmas ogʻam Mirzo Humoyun!

Oʻzingiz ogʻir kulfatlarni boshdan kechirib yurgan kunlaringizda meni yod etib maxsus odam yuborganingiz majruh dilimga malham boʻldi. Sizning maktubingizni ham, Hamida bonuning javobini ham yigʻlab oʻqidim. Toj-u taxt qanday balo ekanki, hammamizga shuncha baxtsizlik keltirdi. Minbaʻd men shohlik dargohlariga qadam bosmaslikka ahd qildim… Oʻshanda shohlik gʻururiga berilib qilgan xatolarimdan hali ham pushaymonmen. Hamida bonuga yozgan xatim juda pok va samimiy edi. Faqat nopok odamlar shu tufayli Bonuning diliga ozor yetkazgan bo’lsalar, men uzr so’rayman. Yoshlik shoʻxliklari uchun shunchalik qattiq jazolandim. Hamida bonu oʻz javoblarida menga “ogʻa” deb murojaat qilibdirlar. Men ham Hamida bonuni qiyomatlik singlim deb bilurmen. Ikkovlaringizga chin dilimdan baxt tilayman”. (135-bet)

Romanda qo’llanilgan xat vositalari faqat qahramonlarning xarakter xususiyatlarini, ruhiy holatlarini ochish uchungina emas, balki milliy nizo va diniy adovatlardan iborat oʻsha zamonning ma’naviy qiyofasini ochish vazifasini ham bajargan. Yozuvchi romanda xat vositasidan juda koʻp oʻrinlarda foydalangan. Lekin asarda qahramonlar mansub bo’lgan sharoit va muhitning psixologik jarayonlarni tasvirlovchi xat usuli alohida ahamiyatga ega.

Yozuvchi xat vositasida Akbar xarakterining qirralarini ochish bilan birga otaligʻi boʻlmish “Xoni xonon” Bayramxon bilan boʻlgan munosabatlarini ham psixologik tasvirda ochishga muvaffaq boʻlgan.

“Mayin ipak qogʻozga yozilgan bu maktub Bayramxonga oʻylarini bosib yiqitadigan va odamlarni oqizib ketadigan dahshatli bir toshqinday ta’sir qildi. “Muhtaram Bayramxon janoblariga”- deb boshlangan birinchi satrdanoq kuchli toʻfon Bayramxonning “otaliq, vakili xoni-xonon” degan yuksak unvonlarini choʻktirib yuborganday tuyuldi.

Sizning boburiylar xonadoniga qirq yil davomida qilgan buyuk xizmatlaringiz olamga mashhurdir. Hazrat otam bilan biz sizning yaxshliklaringizni doim munosib ravishda taqdirlashga intildik, dargohimizda eng yuksak e’zozda boʻldingiz, koʻnglingiz tilagan koʻp narsalarga erishdingiz, biz yosh boʻlganimiz uchun toʻrt yildan beri vakili saltanat lavozimiga davlatni boshqardingiz.

Akbar “buning hammasi endi oʻtmishga aylanadi” degan ohang bilan yozgani Bayramxonni larzaga keltirdi. Nahotki buni Akbar oʻzi yozgan boʻlsa? Mohim enagami? Hamida begimmi? Yoʻq, mana satrlardan goʻyo Akbarning oʻz ovozi eshitila boshladi, Bayramxon bu ovozni tanidi:

“Otaliq lavozimida bizga bergan tarbiyangiz, oʻrgatgan saboqlaringiz umrbod yodimizdan chiqmagay. Bizning hammamiz Haq oldida boʻyin egurmiz, adolatni otamizdan ham baland qoʻymogʻimiz kerak” degan soʻzlaringiz xotiramga naqshlanib qolgan. Men shu e’tiqodga tayanib ish qilmoqdamen. Ming afsuski, soʻnggi paytlarda manfaatga berilgan gʻarazli odamlar sizni oʻrab oldi… boshqalarga lak-lak in’omlar berib sahovat koʻrgazdingiz, bizning shaxsiy xarajatlarimizdan mablagʻni tejab, mute qilib qoʻydingiz. Qaysi birini aytayki, yomon odamlarni e’zozlab, bizga eng yaqin kishilarni tuxmat bilan jazoladingiz”. (343-bet)

Kitobxon romanda keltirilgan ushbu xatni oʻqir ekan, uning(kitobxonning) qalbida Bayramxonga nisbatan nafrat hissi uygʻonadi. Yozuvchi xatni Bayramxon ko’nglidagi ruhiy iztiroblarni muallif tilidan oʻqib beradi. Ayni bunday berilishi esa, emotsionallikni yanada oshirgan. Bayramxonning xatni oʻqish jarayonidagi ruhiyatning avtor nutqi orqali aynan shu paytda berilishi hissiy tasvirning realligini ta’minlagan. Agarda Bayramxonning hissiy kechinmalari xat epizodidan keyin berilganda edi, unda yozuvchi bayonchilikka yoʻl qoʻygan boʻlar edi. “Bayramxonning “otaliq, vakili saltanat, xoni-xonon” degan yuksak unvonlarini choʻktirib yuborganday tuyuldi”, “Nahotki buni Akbar oʻzi yozgan boʻlsa? Mohim enagami? Hamida begimmi?” kabi ichki kechinmalar tasviri orqali kitobxon koʻz oʻngida Bayramxonning asl qiyofasi namayon boʻladi. Lekin yozuvchi Bayramxon tasvirida salbiy pozitsiyada turmaydi. Chunki yozuvchining yagona maqsadi Bayramxon xarakterining qirralariga e’tibor berish emas, balki Bayramxonni salbiy obraz darajasiga olib borgan sharoit psixologiyasini yaratishdir.

Biz ushbu maqolamizda P.Qodirovning “Avlodlar dovoni” tarixiy romanidagi  xat  vositasining psixologik funksiyasiga e’tibor berib, yozuvchining oʻziga xos uslubini, mahoratini baholashga harakat qildik. P.Qodirovning “Avlodlar dovoni” romanini “toʻgʻridan-toʻgʻri biror tarixiy maktabga mansub etib boʻlmaydi. Ularda xilma-xil romanchilik maktablarining tajribalari oʻziga xos tarzda mujassamlashgan”- deb baho bergan U.Normatov ming bora haqlidir.

 

ADABIYOTLAR:

 

1.             1.P.Qodirov. Humoyun va Akbar. –Toshkent: Sharq, 1997.

2.             H.Umurov. Badiiy ijod moʻjizalari. –Samarqand: Zarafshon, 1992.

3.             A.Zayniddinova.Tarixiy va badiiy haqiqat. Toshkent-1999.

 

             

SOLIQ TIZIMIDA ZAMONAVIY AXBOROT TEXNOLOGIYALARI VA

DASTURIY MAXSULOTLARNI JORIY ETISH MUOMMOLARI VA YECHIMLARI

 

https://doi.org/10.5281/zenodo.6464758

 

Bozorov Asadbek Ilhom o’g’li

Denov Tadbirkorlik va Pedagogika instituti

 

Annotatsiya: Ushbu maqolada soliq tizimida axborot texnologiyalarining shuningdek  dasturiy maxsulotlarning o’rni va ahamiyati, ularni keng joriy qilishda mavjud muommolar tahlili va ularning yechimlari yoritilgan. Tadqiqotlar natijasida aholining soliq to’lashdagi qator muommolari o’rganilgan va bu muommolarning yechimi sifatida elektron soliq to’lash tizimini joriy qilish deb qaralgan

Kalit So’zlar: Axborot texnologiyalari, dasturiy maxsulot , soliq tizimi, Soliq to’lovchilar,yuridik shaxslar,jismoniy shaxslar, soliq kodeksi  CLICK, PAYME, U-PAY  ilovalari

 

Soliq bu yuridik va jismoniy shaxslar tomonidan davlatga to’lanadigan majburiy to’lovdir. Soliq to’lashda aholini qiynaydigan bir qancha muommolar mavjud. Ushbu muommolar o’rganilganligi natijasida Davlat Soliq Qo’mitalaridagi qog’ozbozliklar, uzundan uzoq navbatlar va yo’qotiladigan vaqtlardir. Biz ushbu muommolarni bartaraf etishda va aholiga qator qulayliklar yaratish maqsadida aynan soliq tizimida elektron soliq to’lash tizimini joriy etishni eng maqbul yo’l deb topdik. Binobarin O’zbekiston Respublikasi mustaqilligining dastlabki yillaridanoq Davlat soliq  xizmati  organlarida  axborotkommunikatsiya  texnologiyalarini  joriy etish masalalariga jiddiy e’tibor qaratila boshlangan. O’zbekiston  Respublikasi  Vazirlar  Mahkamasining  1993  yil  3 avgustdagi  «O’zbekiston  Respublikasi  soliq  idoralarida  ma’lumotlarni  qayta ishlashning  yagona  kompyuter  tizimini  yaratish  to’g’risida»gi  388-sonli qarori  bilan  davlat  soliq  xizmati  organlarida  axborot  resurslari,  axborot texnologiyalari  va  aloqa  vositalarini  o’z  ichiga  olgan  axborot  tizimlarining shakllanishiga  asos  solingan  va  ushbu  tizim  orqali  soliq  ma’lumotlarini yig’ish, qayta ishlash, saqlash va ulardan foydalanish ishlari yo’lga qo’yilgan. Shu  bilan  birga,  axborot-texnologiya  ta’minoti  boshqarmasi  va  uning hududiy bo’linmalari tashkil etilgan. O’zbekiston  Respublikasi  Vazirlar  Mahkamasining  1995  yil  14 sentabrdagi  «O’zbekiston  Respublikasi  soliq  organlarining  moddiy texnika bazasini  mustahkamlash  va  uning  xodimlarini  ijtimoiy  himoya  qilishni kuchaytirish chora-tadbirlari to’g’risida»gi 359-sonli qarori bilan Davlat soliq qo’mitasi  qoshida  xo’jalik  hisobidagi  «Yangi  texnologiyalar  ilmiy-axborot markazi»  (YaТIAM)  tashkil  etilgan  va  soliq  ma’lumotlarini  qayta  ishlash uchun  zarur  bo’lgan  maxsus  dasturiy  mahsullarni  yaratish  ishlarini  tizimli ravishda tashkil etish imkoni yaratilgan.  Davlat  soliq  qo’mitasi  tomonidan  ishlab chiqilgan  kompleks  tadbirlarga  asosan  o’zaro  sifatli  elektron  axborot almashinuvini  joriy  etish,  davlat  soliq  xizmati  organlari  ishining samaradorligini  kuchaytirishga  qaratilgan  o’ttizga  yaqin  dasturiy  mahsullar amaliyotga  tatbiq  qilindi  hamda  soliq  to’lovchilarga  interaktiv,  ya’ni qog’ozsiz, masofadan turgan holda xizmatlar ko’rsatish yo’lga qo’yildi.

Soliq tizimini axborotlashtirish natijasida:

1.                      Soliq tizimini axborotlashtirish darajasining rivojlanishi soliq tizimi oldiga qo’yilgan vazifalarni to’liq  va tez bajarish uchun imkoniyat yaratdi.

2.                      Soliq  tizimida  axborot  texnologiyalardan  samarali  foydalanilgan  taqdirda axborot  almashuvining  tezlashishi  hisobiga  sarf-xarajatlar  (turli  xarajatlar:  material,  ish  kuchi,  qog’ozbozlik  va  h.k.)  keskin  qisqaradi  va  ish samaradorligi oshib, tizim faoliyati yaxshilanadi.

3.                      Soliq tizimida yangi axborot  texnologiyalaridan foydalanishning faollashuvi mamlakat bo’yicha  yangi  axborot  texnologiyalaridan foydalanishning  bir  qismi  hisoblanadi,  shuning  uchun  bu  jarayonda  soliq tizimining  faol  ishtirok  etishi  barcha  iqtisodiy  jihatdan  bog’liq  jarayonlar uchun katta samara beradi.

4.                      Soliqlarni  hisoblash,  to’plash  jarayoni  soddalashadi  va  davlat  budjetini to’ldirish tezlashadi.

Shu  tariqa  soliq  tizimida  axborot  texnologiyalarini  qo’llash  zaruriyativa dolzarbligi yuzaga keldi.

Quyida soliqlarni elektron to’lashda foydalaniladigan ilovalardan bir nechtasini keltirb o’tamiz. Payme, Click, Upay to'lov tizimlari orqali soliqlarni to'lash!

Jismoniy shaxs tomonidan to'lov tizimlari orqali soliqlar qanday to'lanadi?

Jismoniy shaxsning soliq to'lovlari Payme.uz , click.uz , u-pay.uz saytlarida joylashgan to'lov tizimlarining veb-saytlari orqali yoki ushbu to'lov tizimlarining Play Marketdan yuklab olinadigan tegishli mobil ilovalari orqali amalga oshirilishi mumkin.

To'lov tartibi barcha mobil to'lov tizimlarida bir xil. "Xizmatlar uchun to'lov" - "Soliqlarni to'lash" bo'limida soliq turini tanlash, o'z raqamingizni kiritish, to'lov miqdorini kiritish va "To'lash" tugmachasini bosish kifoya. Amaliyotni tugatgandan so'ng, sizga muvaffaqiyatli to'lov to'g'risida SMS-xabar keladi.

Xizmat ko'rsatuvchi bank tomonidan to'langan soliqlar to'g'risidagi ma'lumotlar avtomatik ravishda soliq organlarining axborot tizimiga kiradi va soliq to'lovchining shaxsiy kartalarida joylashtiriladi.

Shuningdek, amalga oshirilgan soliqlarni to'lash to'g'risidagi ma'lumotlarni "Jismoniy shaxslarning shaxsiy kartalari" elektron davlat xizmatidan foydalangan holda "elektron soliq xizmatlari" portalidagi jismoniy shaxsning soliq to'lovchisining shaxsiy kabinetida olish mumkin.

 

FOYDALANILGAN ADABIYOTLAR:

 

1.                      www.my.gov.uz

2.                      www.my.soliq.uz

3.                      O'zbekiston Respublikasi Soliq Kodeksi (yangi tahrir)

4.                      Lex.uz

             

THE SIGNIFICANCE OF CONGUCTING THE CLASSES BY GAME –BASED

APPROACH

 

https://doi.org/10.5281/zenodo.6464722

 

Egamnazarova Feruza Alimovna

Teacher At The Uzbek State University Of Physical Education And Sport

 

Abstract: Present article explains the significance of conducting the lessons with games. Games can also be a great way for students to develop relationships with others. He/she also learns the rules by interacting and interacting throughout the game.

Keywords: game, method, education, school, young generation, upbringing, labor activity, low-achieving students, didactic games 

As we know, playing games in English teaching is one of the effective ways to motivate children to work hard and cultivate their interests in learning English. With the recent development of English teaching, the roles of games in class have been discussed in different aspects. And more and more teachers use games in their teaching as they come to realize that playing games in English teaching is very important. 

Game-based approach is a kind of instructional activity, which integrates games into teaching for instructional goals. Through game-based approach, instructional goals achieved more easily. Under the teachers’ guide, students can learn knowledge and improve abilities. So, game-based approach in English teaching is also an important instructional method, which is used in teaching English for purpose of stimulating students’ learning interests and improving teaching effect. Someone points out that game-based approach in English teaching is playing dramatic conflict, in which students can master English knowledge and skills through interesting games. This one also states that game-based approach in English teaching should be dramatic, playable and instructional. Game-based approach aims at creating suitable context for students to learn and practice English with the application of interesting games and teamwork. According to other people, English game teaching refers to the method used by teachers in English instruction. However, there are some demerits of the game-based approach in its application. This thesis is to provide the game-based teaching method for English teachers in primary school. Children enjoy playing games and prefer to acquire knowledge in a relaxed environment. The concept of "game pedagogical technologies" includes a wide range of methods and methods of organizing the pedagogical process in the form of various pedagogical games.

The student will be able to use life images during the game, which in turn will serve as a basis for the transition to the next complex creative activity. And the importance of developing the imagination is self-evident, because without it, even the simplest human activity is impossible.

Play can also be a great way for students to develop relationships with other people. In addition, during the game they learn the rules by interacting and interacting, gaining experience of mutual understanding when playing with peers, explaining their actions and goals, making them other students learns to conduct in agreement with.

There is no need to explain how important such qualities are in a student's later life, especially at school, where the student joins a large group of peers, pays attention to the teacher's explanations in the classroom, and monitors his or her homework.

Thus, the differences between regular and creative games are as follows: in creative games, students' activity is focused on the implementation of the idea, the most important thing in regular games - to solve the problem, to follow the rules focused.

The question of the role of learning games in the classroom is very important for the methodology of science. It is unknown at this time what he will do after leaving the post. The role and duration of the game in the course of the lesson depends on many factors, which should be taken into account when planning the lesson. These factors include: the level of students' learning, the level of mastery of the information, the level of complexity of the material to be mastered, or the control of the material from other languages, and the specific goals and objectives of the lesson. 

The transition to adolescence is characterized by bright physical and spiritual growth, increased interest in learning, and a desire for self-esteem. Sports, movement, intellectual, role-playing games play a role in these processes. Creative and roleplaying games come first. This can be explained by the growing importance of communication in the life of a teenager.

Therefore, in the secondary level of education, the means to increase the effectiveness of the educational process are competitions, games. It's different from regular games in that there are elements of competition. For some students who are not interested in the subject, competitions can be a great way to stimulate interest.

Therefore, the use of such games in the classroom can have a significant effect on students who do not have a constant focus and interest in the subject.

The game looks carefree and light from the outside. In fact, it requires the player to expend maximum energy, to think, to behave, to act independently.

Playful forms of learning allow the use of all levels of learning, such as creative research. Creative research is a very effective way for students to learn. The game is multifunctional. We will focus only on the didactic, educational and developmental functions of games.

Didactic games - this term can be used directly in relation to games, because it is purposefully included in the section of didactics.

There is a sufficient number of classification and systematization of educational games in the methodological literature today, which meet certain classification criteria. For example, they may include:

-  Goals and objectives of educational games;

-  Forms of transfer;

-  methods of organization;

-  level of complexity;

-  The composition of the number of participants.

Depending on the form of the game, the games are divided into: subject, moving, plot or situational, role, competition-game, intellectual games (rebuses, crossword puzzles, quizzes), interactive (communicative, interactive) games.

Games are organized by computer and without a computer, written and oral, basic and non-basic, imitation-modeling and creative, and more.

All learning games are divided into simple (single) and complex (multiple) situations, depending on the level of complexity of their actions, and continuous and non-continuous, depending on the time of the event.

Depending on the number of participants, the games are divided into individual, pair, group, team and team. As you know, the first of these, one-onone games, demonstrates a one-to-one approach to students and the learner's "communication" with the source of the information. In other games, the partners can communicate with each other, for example, in the process of learning foreign languages, a stratified approach can be implemented as an individual.

There are several groups of games that develop students' intelligence and cognitive activity.

Group I - as object games, toys and object manipulation. Through toys, students learn about shapes, colors, sizes, materials, animals, people, and more.

Group II - creative, plot-role games, in which the plot is a form of intellectual activity.

"Lucky Coincidence", "Intelligence" and other similar intellectual games.

Information is a feature of learning, but it is also an important component of extracurricular activities.

Role-playing games are very important for young learners. They are characterized by the fact that the student, while playing, assumes a certain role and, as imagined, repeats the habits of a particular person and begins to perform actions.

Despite the variety of plots, there is only one thing hidden behind it - human activity and human relations in society.

During their play, young learners try to acquire the qualities of people that attract them in real life. That's why kids love roles that are about heroism, courage, and openness. Students begin to portray themselves in role-playing games, trying to express what they can't do in real life. For example, a low-achieving student assumes the role of a good learner. The advantage of such a game is that the student begins to set the requirements for becoming a good student. So, we can think of roleplaying as a way for a primary school student to be self-disciplined.

Group III games - used as a means of developing students's cognitive activity - are ready-made rules games, commonly referred to as didactic games.

As a rule, they require the student to solve the puzzle, find the riddle, and most importantly - to know the subject. The more skillfully the didactic game is structured, the more skillfully the didactic purpose is hidden. The knowledge acquired in the game is acquired by the student unknowingly, involuntarily, while playing.

Group IV games - games about construction, labor, engineering, design. These games reflect the professional activities of adults. In these games, students learn the process of creativity, they learn to plan their work, choose the necessary materials, critically evaluate the results of themselves and others, solve creative problems.

Being active at work increases your interest in learning.

Group V games are intellectual games - games, exercises that affect the mental environment. These games are based on competitions and show students the level of their preparation and ways to achieve perfection by comparing them, that is, increase their activity in learning.

However, teachers and leaders need to keep in mind that competitions require special preparation to increase their productivity, keeping in mind that competitions are an effective tool in organizing students’ play activities. Competitions should never be the goal, they should not be for the sake of one wish - to win first place, to win a prize. In this case, it shapes the negative aspects: selfishness, jealousy, and so on. The most important conditions for the success of student competitions are:

Organizing them as a team activity; for this, the conditions of the competition should be set for all participants, not for individual students;

Accurate calculation of results: Encouraging students to improve their results and assessing their success;

Assessment of educational effectiveness - the forms and skills of relationships that students learn during the competition; in this assessment, all participants in the game can win;

A teacher who is able to use all six types of play activities will have a wide range of ways to organize students' learning activities.

At a young school age, students enjoy didactic games (story, subject, competition). They include the following elements of the activity: play problem, game motives, problem-solving solutions related to learning activities. As a result, students gain new knowledge based on the content of the game. In contrast to the direct setting of learning problems, in a didactic game it presents the student as a playful problem. The solution lies in learning activities.

We will look at this in the following example. Students play a didactic game called We Are Tourists. It means teaching students to map the route of a group of tourists. Each student who marks it correctly will receive a tourist badge. The challenge for students is to play a tourist game.

The motive of the game is to choose the right route to get the tourist sign. This type of play is characterized by the fact that its form of activity is determined by adults and is presented to students in the form of rules of the game. The basic rules of the game "We are tourists" are as follows: "Listen carefully to the teacher who tells you the route and place it on your card. Once it's on the map, compare it to the sample."

It is important to note that there may be a shift in cognition during and after the game. For example, after the “We are tourists” game, students began to ask the teacher and other adults many questions, looking for relevant information in the books, that is, the problem presented to them as a game. became a matter of persecution. Students are not limited to information about the events, but actively try to learn new concepts related to play activities (compass, topographic signs, etc.).

The best didactic games are based on the principle of independent learning, that is, they are designed to guide students in the acquisition of knowledge and skills. As you know, learning consists of two components: gathering the necessary information and making the right decision. These components provide a didactic experience for students. But it takes time to gain experience. Enhancing students' "experience" is about teaching them to practice these skills independently. These include developmental games of a psychological nature: crossword puzzles, quizzes, puzzles, rebuses, cryptograms, and more.

Didactic games arouse students' interest in the subject, give each student the opportunity to develop individual skills, cultivate cognitive activity. The importance of didactic play is determined not by how students react, but by the effectiveness with which it is applied to each student in solving a problem.

The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the fact that the game program, along with simple didactic exercises, is goal-oriented. For example, in solving the problem of developing cognitive activity, the development of independent thinking of the student should be considered as a key   issue.

So, games can be used as a tool to facilitate and organize students' learning and work activities. In the learning process, play elements evoke positive emotions in students and increase their activity. Younger school-age students are more likely to complete work-related tasks with interest. Play helps students shape all aspects of their mental lives, problem-solving, and choices.

 

REFERENCES:

 

1.            Gurova L.L. Psychology of thinking. – M.: PER SE, 2005. – P. 47.

2.            Davydov V.V. Problems of developmental education: The experience of theoretical and experimental psychological research. - M .: Pedagogy, 1986. p. 72.

3.            Dyachenko O.M., Veraksa N.E. What does not happen in the world? – M.: Knowledge, 1994.

4.            Luk A.N. Thinking and creativity. - M.: Politizdat, 1976. - p. 39.

5.            Mukhina V.S. Age-related psychology. - M.: Academy, 2000. - p. 210.

6.            Reader on Developmental Psychology: Textbook for Students / Comp. L.M. Semenyuk; Ch. ed. DI. Feldstein. - M.: MODEK, 1998. - p. 210.

 

             

PECULIARITIES OF USING GAMES IN THE PROCESS OF TEACHING

ENGLISH

 

https://doi.org/10.5281/zenodo.6462766

 

Ergasheva Nazokat Erkin qizi, Ergasheva Aziza Erkin qizi

Students of the Gulistan State University

 

Annotation: Present article is about peculiarities of games and their role in teaching foreign languages. Types of game activities and their advantages in the process of teaching foreign languages are mentioned in the article. Besides some approaches of how to organize games are also suggested.

Key words: teaching foreign languages, using games in teaching, playing in pairs, motivating, language skills, cognitive styles.

 

The resolution of the President of Uzbekistan “On measures to further improve system of foreign languages teaching” dated from 10 December 2012 is being actively implemented in our republic.

This document serves as an important guideline in development of new textbooks for teaching foreign languages, introduction of advanced teaching methods using modern pedagogical and information-communication technologies, education of a new generation to foreign languages, cardinal improvement of the system of training of specialists, fluent in these languages, creation of conditions and opportunities for wide use of information resources by students.

Persistent works on raising awareness of the public concerning the essence and significance of the resolution, ensuring its execution are being carried out.

At present the most topical issues of reforms in the area of language teaching is in the creation of convenient methodology for learners of English and other foreign languages starting from the earliest days of education. As it was mentioned above English and other foreign languages are being taught from the first classes of public schools. Moreover, there are many preschool education establishments that give lessons on foreign languages in our country. In spite of the huge amount of preschool establishments that teach English as a foreign language there is still need for a consistent and continuing methodology that will ensure preparation of pupils’ foreign language skills before elementary education is started.

There are many statements about using games in teaching, e.g. games are not serious, these are only time-fillers, games could be used only outside a classroom, games are disruptive, or that children will use their mother tongue when playing a game and gain no benefit in English. But using games and activities in teaching very young English learners start from the attitude of children towards learning. As Brumfit claims, children learn through playing, they interact, so develop their language skills. “It is a commonplace that young children learn better through play or at least can be induced to go along with teaching that is tempered by “fun” activities.” [1]

When using games in teaching, it is necessary to understand what does the expression “game” means. Brumfit defines games as: “Games are activities governed by rules, which set up clearly defined goal. The achievement of these goals signals the end of the game.

Games involve a contest either between players or between the players and the goal, and games should lead to having fun. Games are for playing, and this element of play is crucial.”

Before using games and “fun” activities, it is needed to monitor the class and develop a clear understanding of the mechanics and effects of various activity types.

Some games are called “drill-like” where it is necessary to use some “fun” elements; on the other hand, some games allow children to use their mother tongue. The teacher could choose from various types or games where it is necessary to use some material or equipment, e.g. card games, board games, paper and pencil games, blackboard games or box games. Children could play games in pairs, in groups, in teams, with the whole class against the teacher. Playing in pairs involve more learners in oral interaction and demand that the children co-operate each other, so the language must be used flexibly, well within the child´s limits. By all means, it is a teacher who considers which game to use, what the right time to use it is, how to link it up with the syllabus, books or programme, and how each game will benefit children in different ways.

The focus of the games should be at speaking or listening, with major focus on pronunciation. [1]

Children naturally and universally engage in games and when they are involved in one they are eager to play, they create a powerful need to use the language by nature.

Playing a game is an authentic opportunity for language use for children. The natures of the games changes as children develop, ranging through ritual, competition, fantasy and luck. Games could be motivating for children, and the emphasis of motivation is on conflicting forces of “instrumental” motivation and “integrative” motivation, where the “instrumental” motivation focuses on developing of the competence in the language for reason; and the “integrative” motivation focuses on “establishing closer links with the language community within which the language is used.” For younger children learning a foreign language is the motivation deriving from parental and social attitudes weaker than that one from the classroom itself. In the classroom children have more opportunities to develop their knowledge of the foreign language because they could negotiate the meaning for being sure they understand properly what has been said, so they develop the language skills more rapidly. On the whole children like games with luck element which adds excitement to them and reduces the socially divisive nature of “clever” games. These games could become tiring when the same players are repeatedly winning, and reducing the level of involvement of players. The games could be driven by competition between players or cooperation, in some cases by both together. Many games are competitive whereunto it is important that co-operation encourages verbal negotiation.

Play is the crucial feature used in English lessons, encouraging all aspects of development. Physical development may be supported by using manipulative skills, TPR activities, drawing and running, jumping or dancing. Making decisions and solving problems or tasks benefits cognitive development. Language development involves participating, sharing and co-operating in natural and meaningful language-acquisition activities. It is good to work in a friendly atmosphere, where children play alongside with other pupils, are able to follow the instructions or lead; and this definitely contributes to social development. Children need to be encouraged during their work (according to my methodology by stickers they receive every lesson, by some sweets or just by praise commenting on their efforts) which makes them satisfied and pride contributing positively to emotional development. The last but not least, by taking into account some moral rules, being fair and helpful to the others, the concept of spiritual development is maintained.

Activities taking into account children’s differences need to be designed properly addressing this diversity and enabling each child to develop their abilities to the maximum. Learners with right-brain dominance who work well with movement or feelings need to be catered as well as left-brain learners showing talent for logic. Learners’ differences may involve their age, gender (boys prefer different kinds of activities than girls), intelligence, maturity, concentration span, specific learning difficulties, cognitive styles associated with mental development and capability to take a certain amount of information, learning styles, learner autonomy, the knowledge of L1 and an aptitude for languages, family background and socio-economic status, interests and preferences, spiritual development and beliefs, the group factor associated with group dynamics and the mood of children and the overall atmosphere.

 

REFERENCES:

 

1.                      Brumfit, Christopher, Jayne Moon, and Ray Tongue. Teaching English to Children: From Practice to Principle. London: Harper Collins Publishers, 1991.

2.                      Jalolov J.J., Makhkamova G.T.,. Ashurov Sh. S. English Language Teaching Methodology (theory and practice). Tashkent, 2015.

3.                      E. E Hamdamov. Technology Forming the Gnostic Competence of Future Teachers of Foreign Language, Bulletin of Gulistan State University: Vol-

1. 2021.

 

             

CHALLENGES IN TEACHING METHODS OF SPEAKING SKILLS FOR EFL

STUDENTS

 

https://doi.org/10.5281/zenodo.6464730

 

Gapparova Alfiya Narimonovna

Teacher At The Uzbek State University Of Physical Education And Sport

 

Abstract: Present article explains the challenges that the teachers face in teaching English speaking to the students. Speaking is perceived as the most fundamental skill to acquire since the onset of the communicative era is treated as the ultimate goal of language teaching, and its proper development has become the attention of both teachers and learners. However, it is also a commonly recognized fact that achieving proficiency in foreign language speaking is not an easy task.

Keywords:  challenges, teaching, speaking, EFL students.

 

Speaking is one of the four language skills (reading, writing, listening and speaking). It is the means through which learners can communicate with others to achieve certain goals or to express their opinions, intentions, hopes and viewpoints. In addition, people who know a language are referred to as ‘speakers’ of that language.

Furthermore, in almost any setting, speaking is the most 14 frequently used language skill. As Rivers (1981) argues, speaking is used twice as much as reading and writing in our communication. Speaking has usually been compared to writing, both being considered "productive skills", as opposed to the "receptive skills" of reading and listening. Speaking also is closely related to listening as two interrelated ways of accomplishing communication. Every speaker is simultaneously a listener and every listener is at least potentially a speaker (Oprandy, 1994: 153 & EL Menoufy, 1997: 9). Speaking has been classified to monologue and dialogue. The former focuses on giving an interrupted oral presentation and the latter on interacting with other speakers (Nunan.1989: 27).

Speaking can also serve one of two main functions: transactional (transfer of information) and interactional (maintenance of social relationships) (Brown and Yule, 1983: 3). Developing speaking skills is of vital importance in EFL/ESL programs. Nunan (1999) and Burkart & Sheppard (2004) argue that success in learning a language is measured in terms of the ability to carry out a conversation in the (target) language. Therefore, speaking is probably a priority for most learners of English (Florez, 1999). Speaking instruction is important because it helps students acquire EFL speaking skills thus converse spontaneously and naturally with native speakers. Furthermore, if the right speaking activities are taught in the classroom, speaking can raise general learners' motivation and make the English language classroom a fun and dynamic place to be (Nunan, 1999 & Celce-Murcia , 2001). In addition, speaking can support other language skills. Recent research has considered oral interaction as an important factor in the shaping of the learner's developing language (Gass & Varionis, 1994). For instance, it was proved that leraning speaking can help the development of reading competence (Hilferty, 2005), the development of writing (Trachsel & Severino, 2004) as well as the development of listening skills (Regina, 1997). Taking into account the importance of developing EFL speaking skills, it is vital to determine the speaking skills SL/ FL learners have to acquire in order to converse with native language speakers.

Nowadays, speaking is generally perceived as the most fundamental skill to acquire. Since the onset of the communicative era it has been treated as the ultimate goal of language training and its proper development has become the focus of attention on both teachers and learners. However, it is also a commonly recognized fact that achieving proficiency in foreign language speaking in classroom conditions is not an easy task. Even advanced learners often finish a language course with the conviction that they are not sufficiently prepared for speaking beyond the classroom.

According to Tarone, speaking is usually viewed as “the most complex and difficult skill to master”. Thus, the basic idea in any oral interaction is that the speaker has the objective of transmitting his ideas, feelings, attitudes and information to the hearer through speech. However, in such oral communication, any faulty production may lead to mismatches and misunderstandings which could derive from lack of the target language, difference in the background knowledge and socio-cultural diversity Olshtain and Celce-Murcia.

Consequently, in order to ensure proper interpretation by the hearer, Harmer listed some elements necessary for spoken production. According to him, “the ability to speak fluently presupposes not only knowledge of language features but also the ability to process information and language „on the spot”‟. Likewise, many prerequisites for speaking in another language were suggested by Celce-Murcia and Olshtain namely knowledge of vocabulary, knowledge of syntax and the ability to use discourse connectors.

In addition, speaking as a skill constitutes a real hurdle to overcome by both

the teacher and the learner. In other words, the teacher has to find appropriate procedures to help the learner with while the latter has to find a way to master the language. In this context, Brown and Yule state: “Spoken language production, learning to talk in the foreign language,   is often considered to be one of the most difficult aspects of language learning for the teacher to help the students with”.

This difficulty results basically from the character and inadequate frequency of speaking opportunities in the classroom in comparison to the abundance of natural varieties and genres of oral communication. Furthermore, Harmer has reported that students are often reluctant to speak because they are shy and are not predisposed to expressing themselves in front of other people, especially when they are being asked to give personal information or opinions. Students often feel worried about speaking badly and thus losing face in front of their classmates.

In fact, selecting the most appropriate types of spoken discourse for classroom practice in a particular language course is also a very hard. Additionally, Thornbury argues the decision must be appropriately made in order to make use the regular speaking practice in the classroom to go beyond. Moreover, Ur mentions some problems in teaching speaking including inhibition – fear of making mistakes, losing face, criticism, shyness; nothing to say – learners have problems with finding motives to speak, formulating opinions or relevant comments; low or uneven participation – often caused by the tendency of some learners to dominate in the group; mother-tongue use – particularly common in less  disciplined or less motivated classes, where learners find it easier or more natural to express themselves in their native language.

According to River, the main goal of teaching speaking is to develop the communicative efficiency. When learners try to express themselves there is a hesitation; cliché expressions which fill in pauses, much repetition and frequent indefiniteness as the speaker seeks the most convenient combination of element to express his intended meaning. These difficulties are due to a lack of interest in the subject, poor listening practice, deficient vocabulary, or lack of self-confidence and fear of making mistakes.

Lack of Interest in the Subject: One of the problems that the students felt really shy about is talking in front of other students; they suffer from fear of making mistakes and “losing face in front of their teacher and their peers”, as said by teacher. Speaking in front of other people needs courage, motivation from inside and outside such as a joyful atmosphere in the conversation and interesting topics. Another cause is that there are students who dominate and almost intimidate others with their better ability. In the class, where many students have good ability in English writing skill but when they should communicate in English, they fail to express their ideas verbally. They are afraid and anxious about saying something wrong or incomprehensible, especially when some students are not familiar with the topic. Most of the students in foreign language classrooms stay silent because they have "nothing to say ". This may be because the teacher has chosen a topic about which students know very little. Moreover; the common expiration second language learners use when they are imposed to participate in a given topic is "I have nothing to talk about", "I don’t know”, “no comment" or they keep silent.

Poor Listening Practice: Listening plays a major role in the interactions that occurs between two or more people. Student may have an experience in expressing himself in the foreign language in a conversation. Therefore, the student does not  comprehend sufficient elements in the message to be able to make further contribution to the discussion.

Deficient Vocabulary: Most of the students find difficulties in using the appropriate words when expressing their thoughts so they use the simple form of language. The teacher must be aware of this psychological factor and help his/her students to feel at ease while using the foreign language. Vocabulary refers to the words the students must understand to communicate effectively, but some learners have poor vocabulary.

Mother Tongue Use: Another problem that is faced is that the students used their native language rather than English to perform classroom tasks. This might happen because they want to communicate something important, and so they used the language they know best. They have difficulty saying them in English and because they do not want to lose face in front of their peers, they think that they better use their native language so that others can understand them. Foreign language students of the same mother tongue tend to use it outside and even inside the classroom because they feel more comfortable and less exposed to the target language.

Lack of Self Confidence and Fear of Making Mistakes: When a student speaks, it requires other students to have all eyes to him/her and exposure to the audience could often give students fright. They are also worried about making mistakes. In many classes, some students prefer to keep their ideas to themselves because they are afraid of being corrected by the teacher. However, students‟ mistakes must be corrected, but when the student is attempting to encode his thoughts he should be interrupted as little as possible. This problem reveals more when learners try to participate in the classroom but many factors stop them to do so.

Low Uneven Participation: There are some students who tend to be dominant and take almost the whole students‟ talk time. However, others prefer to speak only if they ensure that what they will say is correct, and some others keep silent, show no interest or participation all along the course. Harmer (2001) suggests streaming weak participators in groups and letting them work together. In such cases they will not hide behind the strong participators, and the teacher can achieve a high level of participation. Another factor that can create problem of participation 41 is the classroom arrangement that may not help students to perform some speaking activities. Low participation is due to the ignorance of teacher's motivation too. If the teacher does not motivate his learners, the talkative ones also will show no interest. So, increasing and directing student motivation is one of the teacher‟s responsibilities.

Pronunciation Problems: Many students had pronunciation problems and this is common because English and most other languages which used to be the native language have different sound system.

Lack of Motivation: Ellis states that learners‟ motivation and needs have always had a central place in language learning. Thus, sometimes many students lack the motivation to learn English because they consider it to be a difficult language.

Language is used in   our daily interactions to fulfil many different goals such as communicating information, ideas, beliefs, emotions and attitudes to one another. When using language for communication, both the interlocutor and the addressee are involved in two major processes: transmitting ideas and   interpreting the message produced. Thus, developing the oral skill is considered as one of the major building blocks in language learning as it requires a combination of knowledge of the target language with skills and strategies that enable to use it effectively. This skill is also very complicated as it relies not only on the teachers‟ competence in promoting knowledge and giving feedback on the oral outcome but needs as well the learners‟ willingness and acceptance of teachers‟ oral correction to refine their performance.

In conclude using English language for communication involves two major processes from the part of both the interlocutor and the addressee: transmitting ideas, beliefs, emotions and attitudes to one another and interpreting the message produced. Therefore, this study looked at the productive aspect of communication and focused mainly on how to develop EFL learners‟ spoken performance. The teacher has to play different roles in the classroom at the same time. Three roles if the teacher is trying to get students to speak fluently:

 

REFERENCES:

 

1.                      Ary D., Jacobs L. C., Sorensen C. K. (2010). Introduction to research in education (8th Edition).

2.                      Belmont C. A., Wadsworth D. (2006). Standar kompetensi dan kompetensi dasar Bahasa Inggris SMS/MA. Jakarta: Badan Standar Nasioal Pendidikan (BSPN).

3.                      Ellis R. (1986). Understanding second language acquisition. Oxford: Oxford University Press.

4.                      Harmer J. (2000). How to teach English. Essex: Pearson Education Ltd.

 

             

THE ROLE OF “INFLUENCER MARKETING” IN THE AGE OF HIGH

TECHNOLOGY

 

https://doi.org/10.5281/zenodo.6465932

 

Giyazova Nozima Bayazovna 

senior lecturer

Tolibova Aziza Tulkin kizi - student

Department of economics,

Bukhara State University, Bukhara, Republic of Uzbekistan

 

Abstract: “Influencer marketing” is marketing based on organizing a marketing campaign on social media through celebrities (Facebook and Instagram stars). It drives sales, which means sales of products increase, it informs about the brand. Influence marketing is not just for big brands and companies, but small brands can also grow their businesses through impact marketing campaigns.

Keywords: Marketing, influencer marketing, social network, brand, pandemy, blogger, tendency, influencer person, advertising, e – commerce.

The global coronavirus crisis has sparked new consumer behaviors and emotions. The social distance created by the pandemic has significantly changed behavioral trends while keeping more people at home. Consumers have turned to radio, television and other media sources for reliable information. They also spent most of their agendas by downloading game apps, spending more time on social media, and downloading more movies. At a time when the coronavirus is on the rise, it's important to pay attention to advertising. In the context of a long-running pandemic, influential marketing, which is not yet well known to many, has grown rapidly.

Influential marketing is marketing based on organizing a marketing campaign on social media through celebrities (Facebook and Instagram stars). The advantage of this method is that most ordinary people are usually interested in the lives of Facebook and Instagram stars and follow them. That’s why ordinary people rush to buy products that celebrities advertise. This marketing represents the link between the brand and the influential person. An influential celebrity displays the products and services of a particular brand on various social networks such as Instagram, YouTube, and Facebook.

Influential marketing is very relevant. It’s a marketing strategy aimed at collaborating with an influential person (because because so many people follow him, he’s a protagonist on the Internet, or in other words, an influential person.

Influential individuals are characterized by having a person who attracts thousands of followers on social media, so that he or she becomes a representative of his or her sector, and everything he or she says or does is important to “fans” who imitate him or her. Thus, the interaction of this person with a brand or company can lead to the following positive reactions:

•      increase website visits;

•      increase followers;

•      improve brand reputation;

•      increase its sales;

There are many examples of the benefits of using impact marketing:

✓It drives sales, which means sales of products increase. Influenced by influential celebrities, many start buying advertising products. This increase in sales occurs as soon as the influencer starts talking about the product. And because of this they are catching the eyes of many.

✓It creates meaningful and moving videos. It is a well-known fact that high-quality content attracts a lot of attention. This can be great news for companies looking for buyers for their products. This is because the plates created by the influencers inform the potential customers about the brand.

✓It informs about the brand. Influencers are the link between a brand and its market popularity. They are the ones that drive sales. Consumer awareness of the brand is as important as water and air in today’s e-commerce. About 84% of consumers, or 9 out of 10, make a purchase only after reading blogs about a product or service. That's why bloggers are not just influencers.

✓He has won the trust of the people. You know, consumers trust the opinions of their peers more than the brand. So, there is no doubt that collaboration in delivering messages about different brands through influential people (Facebook and Instagram stars) will be successful. Therefore, moving away from traditional brand advertising methods and using trusted representatives among the people has become an important marketing tool today.

✓It has authority and influence. 84% of consumers, or 9 out of 10, make a purchase only after reading blogs about products and services. That's why bloggers are not just influencers.

✓They build relationships. Influencers build relationships between the brand and their subscribers. Without this kind of interaction, it's very difficult to build relationships with consumers without the "partner" you know.

 Influence marketing is not just for big brands and companies. Even small brands can increase the size of their business through impact marketing campaigns. Small business owners can also work with small influencers who are influential in their area.

More and more companies are focusing on the people they influence to reach users, and their company or product is known (has a good reputation). Therefore, it is common for companies to start spending part of their advertising budget on “hiring” these individuals. Because this type of marketing, along with advertising on social networks, gives better and better results. This doesn’t mean you put other channels and other marketing (e.g., email) aside, but it does mean moving to a place where it’s easier to reach potential customers and clients right now.

 

REFERENCES:

 

1.                      Agzamov, A. T., Rakhmatullaeva, F. M., & Giyazova, N. B. (2021, June). Marketing strategy for the competitiveness of modern enterprises. In EConference Globe (pp. 1-3).

2.                      Abdullayevna, Q. Z., Anvarovich, Q. A., & Muxtorovna, N. D. Theoretical foundations of enhancing the competitiveness of the national economy. Gwalior management academy, 87, 54.

3.                      Bakhodirovna, U. A., & Ilkhomovna, Z. M. (2021). Tourist potential of the Bukhara region. Researchjet journal of analysis and Inventions, 2(04), 243-246.

4.                      Rakhmatullayeva, F. M., Boboyeva, G. G., & Kudratov, A. D. (2021). Essense of Structural Shifts in Regional Economic Systems. International Journal of Development and Public Policy, 1(5), 128-130.

5.                      Navruz-zoda, Z. (2020). Evaluation of Holy Places of the Regions for the Development of Pilgrimage Tourism. Indonesian Journal of Law and Economics Review, 6, 10-21070.

6.                      Narzieva, D. M., & Kudratov, A. D. (2021). the importance of digitalization of the economy and priorities in Uzbekistan. World Economics and Finance Bulletin, 2(2), 9-13.

7.                      Bakhodirovna, U. A., & Ilkhomovna, Z. M. (2021). Tourist potential of the Bukhara region. Researchjet journal of analysis and Inventions, 2(04), 243-246.

8.                      Umarovna, T. M. (2021). A three-step strategy to develop the industrial economy in China through entrepreneurship and innovation. ResearchJet Journal of Analysis and Inventions, 2(06), 152-156.

9.                      Furqatovna, O. N., Niyozovna, N. I., & Nutfulloyevna, A. H. (2022). Approaches Aimed At Ensuring a High Quality of Education in the Training of Economists. Journal of Ethics and Diversity in International Communication, 2(3), 78-

83.

10.                 Yavmutov, D. S., & Rakhimov, O. H. (2021). Pilgrimage Tourism And Its Prospects In Uzbekistan. Economics, (1), 29-31.

11.                 Turobova, H. R., & Kodirov, A. A. (2016). The role of small businesses to improve the export potential. Academy, (12), 21-23.

12.                 Nizamov, A. B., & Gafurova, S. K. (2020). Assessment of factors influencing the quality of education in higher educational institutions. ACADEMICIA: An International Multidisciplinary Research

Journal, 10(6), 1784-1796.

13.                 Abdullayeva, H. (2021). Japanese Experience in Increasing the Efficiency of Tourist Territories in Uzbekistan. ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz), 7(7).

14.                 Hakimovna, U. M., & Muhammedrisaevna, T. M. S. (2022). Audit and Marketing Audit in Small Business and Private Entrepreneurship: The Order and Process of Inspection. Journal of Ethics and Diversity in International Communication, 2(3), 84-88.

15.                 Muminov, K. I., & Abdullaeva, H. (2020). The effect of coronavirus pandemic to Uzbekistan tourism. South Asian Journal of Marketing & Management Research, 10(11), 36-42.

16.                 Khamidov, O. K. (2020). Foreign countries’experience in developing tourism potential and significance of clusters in Uzbekistan. Scientific reports of Bukhara State University, 4(2), 281-284.

17.                 Abdulloev, A. J., Tairova, M. M., & Aminova, N. B. Environmentally friendly and sustainable supply chain management in the platform economy.

18.                 Furqatovna, O. N., Niyozovna, N. I., & Nutfulloyevna, A. H. (2022). Approaches Aimed At Ensuring a High Quality of Education in the Training of Economists. Journal of Ethics and Diversity in International Communication, 2(3), 78-

83.

19.                 Giyazova, N. B., & Davlatov, S. S. (2021, June). The relevance of a small business marketing strategy. In E-Conference Globe (pp. 4-6).

20.                 Halimova, N. J., & Ismatillayeva, S. S. (2021, November). The Perspectives of Development Children Tourism in Uzbekistan. In International Conference On Multidisciplinary Research And Innovative Technologies (Vol. 2, pp. 184188).

21.                 Narzullayeva, G. S., & Sh, O. S. (2021). Theoretical aspects of assessment of marketing communications. International Engineering Journal For Research & Development, 6, 3-3.

22.                 Khalimova, N. J. (2022). Uzbekistan Hospitality Training Programs and its Problems. Journal of Ethics and Diversity in International Communication, 2(3), 57-66.

23.                 Qayimova, Z. A., & Aminova, N. B. (2021, October). Modern Interest Rate Policy of Commercial Banks. In " online-conferences" platform (pp. 259-263).

24.                 Tairova, M. M., & Giyazova, N. B. (2016). The role of marketing in the agricultural sector of Uzbekistan.

25.                 Turobova, H. R., Tairova, M. M., & Giyazova, N. B. (2020). Possibilities of improving cooperation relation by developing agritourism in farming industry evidence from Uzbekistan. Test Engineering and Management, 83(5-6), 676-688.

26.                 Muhammedrizaevna, T. M., Khakimovna, U. M., Abdullayevna, K. Z., & Bayazovna, G. N. The role of using innovations in improving the competitiveness of goods. Gwalior management academy, 11.

 

             

INDIVIDUAL DIFFERENCES IN PSYCHOLOGY

 

https://doi.org/10.5281/zenodo.6465431  

 

Scientific adviser: Hasanova Nargiza Ahrorova Sitora

Student of SamSIFL, 2^nd year

Abdurahimova Barchinoy

Student of SamSIFL, 2^nd year

 

Abstract: This article discusses the psychological differences of individuals and the development of their personality which is formed due to several factors.

Keywords: personality, traits, environment, gene, patterns of behavior, character, openness, altruism, neuroticism, extraversion

 

Individual differences are the ways in which people differ from each other. Every member of an organization has its own way of behavior. It is crucial for managers to understand individual differences because they influence the feelings, thoughts, and behavior of employees.  According to statistics, there are no two individuals who are the same, they differ from each other in some way or the other. That is why the job of the psychologist is to identify and understand this uniqueness in individuals. Such a similarity or difference between persons shows individual differences. It can be seen in our day-to-day life when we see people around us.  For instance, when we think about their physical appearance, we often ask ourselves why some people have dark or fair complexion, why some people are tall and some are short, why some are thin and why some are overweight. When it comes to psychological characteristics, we often come across people who are very talkative or less talkative, some laugh too much while others take much time even to smile, some are very friendly whereas some prefer to be alone.  In psychology, these are called individual differences referring to the extent and kind of variations or similarities among people on some of the important psychological aspects such as intelligence, personality, interest, and aptitude.

Moreover, in psychology differences among individuals are seen in their personalities which is partly biologically determined (nature). There are no specific genes that determine personality, but twin research shows that approximately 50% of personality can be explained by hereditary factors.

The other half can be explained by life experience (nurture). Personality can change through experience but not in the short term. As the definition makes clear, it is after all relatively stable traits. For example, managers should therefore not set themselves the goal of changing the personality of employees, but personality can be used to understand behavior. Furthermore, a large amount of research shows that personality is a good predictive and explanatory factor for the thinking, feeling, and behavior of employees in the workplace. Personality, for example, influences work-related attitudes and behavior, such as career satisfaction and coping with work-related stress.

In addition to personality, however, the situation also affects attitudes and behavior. If the situational pressure is strong, personality has less influence on workrelated behavior. Employees are not free in varying behavior in such situations and so personality is not decisive. Both personality and situation factors can, therefore, influence behavior. Eventually, cognition, affect, and behavior are determined by the interaction between personality and situation. Effective managers understand this interaction and use it to help employees perform optimally.

According to scientific researches, there are two main the differences in psychological characteristics which are often consistent and form a stable pattern. ‘Consistent’ implies that people tend to show regularity in their behavior and their patterns of behavior do not change very frequently. This consistency and stability in behavior is considered as a unique character for every person. People develop their unique traits/characteristics and patterns of behavior due to their genetic makeup and the environment in which they are grown up.  Individual differences occur due to interaction of genetic and environmental factors.

Genetic factor is that we inherit certain characteristics from our parents through genetic codes. The phenotype or the expressed forms of our characteristics depend on contributions of the socio-cultural environment. This is the reason why we are not exactly like our parents and our parents not exactly like our grandparents. We do share similarities with our parents in respect of many physical attributes like height, color of eyes, shape of nose and etc. Moreover, we inherit certain cognitive, emotional and other characteristics from our parents like intellectual competence, love for sport, creativity etc. However, our own characteristics develop largely by the support from the environment which we inhabit.

The environment is responsible as how we are reared, the kind of atmosphere at house, whether it is liberal or strict, the type of education that we get, what we learn from people, around us, books, cultural practices, peers, teachers and media All these aspects refer to ‘environment’ which can develop our potentials. Environment not only provides models and other opportunities but also helps us develop many traits and skills. Biological structures and functions develop also under the influence of environmental factors, including the physical environment (nutrition, temperature, etc.) as well as the social (upbringing, learning, social interactions, etc.). Our inheritance alone cannot decide what we become but our environment also contributes. It is clear that our genetic codes vary. At the same time, surrounding environment also differs from person to person. It sets limits or defines a range by offering different opportunities. That is why the pattern of development of each of us is different from others. It makes us think why we are similar in certain ways and different in others.

According to scientists’ researches, there is the Big Five Personality Model which consists of 5 personality traits (extraversion, neuroticism, altruism, conscientiousness, and openness) that in turn consist of specific sub-traits. These personality traits are at the top of the trait hierarchy. People can be placed on a continuum for each trait.

Extraversion is the tendency to experience positive affect and to feel good about the self and the world. Introversion - the other side of the continuum - is associated with less positive feelings and less social interaction. Extraversion is associated with more career satisfaction in the workplace.

Neuroticism means that there is a tendency to experience negative feelings about the self and the world. People with strong neurotic traits experience stress more quickly and are critical of themselves. This can be a vulnerability but also a force. Because of their critical attitude, they are driven to improve their performance and are able to reflect critically during group discussions. So it is not just a negative trait.

Altruism (agreeableness) refers to the property to be able to get along well with others. Low scorers on this personality trait are antagonistic and suspicious. In some cases, this property may be useful, for example in debt collecting where social skills are greatly needed.

Conscientiousness refers to care and perseverance. This is accompanied by orderliness and self-discipline. Conscientiousness is a good predictor for career success. It must be accompanied by the right skills for work and social competence.

Openness is the extent to which an individual is open to new experiences and risks, has broad interests and is original. This is an advantage in companies in which creativity and innovation are desired.

Similarly, individuals of different nations show differences in respect of their personality, character and mental abilities. These are the outcome of their geographical, social and cultural environment. Many studies have shown the existence of differences between Americans and Negroes, Chinese and Japanese, English and Indian individuals. Development of boys and girls exhibits differences due to difference in sex. The physical development of the girl takes place a year or two earlier than the boys. Between the age of 11 and 14, girls are taller and heavier than the boys. After 15, boys start winning the race. Girls are kind, affectionate, sympathetic and tender while the boys are brave, hard, choleric, efficient and competent. Hence, physical, intellectual and emotional development is caused by the growth in age. Many individuals differ because of the differences in intelligence. Individuals who are below the average in intelligence and mental age find much difficulty in learning and the average intelligent persons can learn quickly. And some people are by temperament active and quick, while others are passive and slow, some humorous and others short tempered. Emotional stability of the individual is differently affected by physical, mental and environmental factors. Differences in emotional stability cause individual differences.

Moreover, individual differences are caused by economic condition of the parents and the education of the children. It is not possible for the children of two economic classes to have a similarity and equality. Also, one of the important objectives of modern education is the complete development of the individual. Individuals have different goals, different interests, different emotional problems and different abilities. We cannot afford to ignore these individual differences in imparting education to children. Since school work is planned on group basis it presents a formidable challenge to all teachers.

In conclusion, the psychology of individual differences is mainly the study of group differences. Individuals are classified by age, traits, sex, race, social class and so on, and observes the differences within and between those groups in this study. Physical, mental, social and cultural differences etc. are being studied, under individual differences. Individual differences stand for the variation or deviations among individuals in regard to a single characteristic or number of characteristics. It is stand for those differences which in their totality distinguish one individual from another.

 

REFERENCES:

 

1.                      1.Barrick, M. R., & Mount, M. K. (1993). Autonomy as a moderator of the relationships between the Big Five personality dimensions and job performance. Journal of Applied Psychology, 78, 111–118.

2.                      2.Barrick, M. R., & Mount, M. K. (1991). The Big Five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44, 1–26.

3.                      Johnson, W. (2014) Developing difference. Palgrave Macmillan.

4.                      3.Cronbach, L. (1957). The two disciplines of scientific psychology. American Psychologist, 12, 671-684.

5.                      4.Deary, I.J., Whiteman, M.C., Starr, J.M., Whalley, L.J., & Fox, H.C. (2004). The impact of childhood intelligence on later life: Following up the Scottish Mental Surveys of 1932 and 1947. Journal of Personality and Social Psychology, 86, 130147.

6.                      5.Flynn, J.R. (2012). Are We Getting Smarter? Rising IQ in the Twenty-First Century. Cambridge University Press.

 

             

THE ROLE OF THE STATE IN THE INNOVATIVE DEVELOPMENT OF

INDUSTRIAL ENTERPRISES

 

https://doi.org/10.5281/zenodo.6465920

 

Igamova Shakhinya Zikrillaevna

lecturer

Jamilova E’zoza Vahobjonovna-

Student Department of Economy Bukhara State University, Bukhara, Uzbekistan.

 

Annotation. The article considers the role of the state in the innovative development of industrial enterprises. Locomotive of the social and economic development of countries, the most important ass of the state consists in the formation of an elementary national innovation sphere, in ensuring their consolidated activity, in ensuring the effective implementation of innovation in overgrown economies.

Key words: innovation, states, R&D at the enterprise, innovation policy, planning, organization, commercialization of innovations.

 

A powerful lever of the mechanism of innovative development of business entities is the positioning and support of innovations from the state, incl. with the help of the existing legal and regulatory framework.

The strategy of innovative development determines the increase in the innovative activity of business as one of the main conditions for the transition of the economy to an innovative path of development. The main direction of innovative development is the saving of natural and material resources, the limitation in which becomes more and more every year, and the reduction of labor costs.

We note that the complication of processes in the field of innovation has led to specialization and the emergence of a spectrum of participants. Here you can highlight the activities of such subjects employed:

•           generation of innovative activities;

•           the use of innovations in production;

•           commercialization of innovations.

The above subjects are designed to perform the following specific functions:

✓    develop and generate innovative knowledge and ideas;

✓    organize investment in innovative activities;

✓    perform R&D at the enterprise;

✓    to carry out the transfer of innovations;

✓    to commercialize developments and researches;

✓    supply innovative resources;

✓    regulate innovative activities at the enterprise.

From here it follows that in modern production a multi-level system of subjects of innovative activity is formed, which are held together by the ultimate goal. The subjects of this system are:

➢     the state, which is designed to form an innovative climate and an innovative environment, create a regulatory framework for the development of innovative connectivity, participates in the formation of innovative infrastructures and inventions as a macro-level of the system; scientific and innovative departments at the micro level;

➢     individuals who are carriers of ideas and directly involved in innovative activities.

We note that a significant impact on innovative activity is provided by the resource provision, which forms the resource element, as well as the final result.

Unconditionally, the state in the innovative development of other people's exposed leading rolls: started with the strategy of innovative development being developed, a conspiracy with analysis and evaluation of macro-relativistic innovation sphere. Loaded that the innovation sphere in modern conditions is the Locomotive of the social and economic development of countries, the most important ass of the state consists in the formation of an elementary national innovation sphere, in ensuring their consolidated activity, in ensuring the effective implementation of innovation in overgrown economies.

The activity of the state is carried out in several directions:

❖   financing of fundamental and applied research; stimulation of the activity of the elements of the innovation sphere;

❖   staff training;

❖   activation and strengthening of relations between the elements of the innovation sphere;

❖   formation and improvement of the legal framework.

The implementation of innovative activities is inseparable from investment, and therefore the regulation of investment and innovation activities by the state in modern conditions is an objective necessity, because this activity is directly reflected in macroeconomic indicators, in the structure of public reproduction and consumption of tangible and non-material benefits, in the development of new forms of commerce.

The management of this activity is carried out taking into account the presence of various sectors of the economy that have their own specifics, including in terms of innovative development. State management of innovative activities is carried out taking into account the possibility of new innovations and the need to implement various urgent social programs. Therefore, this function of the state is extremely complex and, of course, must be carried out in a highly qualified manner with the use of the most modern methodological apparatus that ensures sustainable and progressive socio-economic development of the country.

It is obvious that the national innovation sphere should develop in line with the innovation policy developed by the state as part of the economic policy. In turn, the innovative policy of the state should be in line with the strategy of socioeconomic development, ensuring an increase in the level of competitiveness of the national economy in the mines.

The innovation policy is designed to ensure the coordination of the economic interests of all entities participating in the innovation process, harmoniously distributing economic and legal responsibility and recognition; create business conditions that initiate and promote the modernization of the economy.

The goals of the innovation policy are the states:

✓forecasting strategic changes in the markets, in the economy, technology, taking into account the potential of the national economy and integration processes;

✓development of measures to ensure organizational, economic and legal support for innovative solutions;

✓meeting the demand for innovative products;

✓setting the boundaries of risk when developing a strategy for creating innovation and methods aimed at its implementation.

The state innovation policy should have an impact on decision-making by economic entities participating in the innovation process.

This policy should take into account contemporary challenges such as:

➢ technological revolution in resource saving and alternative energy;

➢ strengthening on a global scale of competitive struggle for the power of investment, new knowledge, technologies;

➢ current demographic situation;

➢ growing deficit of non-renewable resources.

This will ensure the competitiveness of innovative processes.

             

REFERENCES:

 

1.                      Message from the President of the Republic of Uzbekistan Shavkat Mirziyoyev to the Oliy Majlis. -Tashkent: "Uzbekiston" NMIU, 2020. -B. 23.

2.                      Zainutdinov Sh. N., Nurimbetov R. I. Resource base and production potential of Uzbekistan: use and efficiency (regional aspect) // Bulletin of science and practice. Electronic journal 2017. No. 10 (23). pp. 207-212. Access mode: http://www.bulletennauki.com/zaynutdinov (Accessed 10/15/2017)

3.                      Kalmetov B.D. etc. Deepening economic reforms in the building complex of Uzbekistan. Monograph.-Tashkent, AKATM, 2006.

4.                      Chechurina M. N. Transformation of the role of innovations in the economic development of society [Electronic resource]: materials of scientific and technical. conf. Moscow. state oc. technical university

5.                      Niyazov S.M. Economic reform of the production and technical base of construction.-T .: Publishing house "Fan va texnologiya", 2010.-176p.

6.                      Khokhlova M.N. New architecture of the digital economy // Economic strategies. 2017. V. 19. No. 4 (146). pp. 132–145.

7.                      http://www.mstu.edu.ru/science/conferences/11ntk/materials/secti on8/section8_33.html.

8.                      Ibragimovich, N. R., & Zikrillayevna, I. S. (2022). PROCESS ANALYSIS

OF ESTABLISHMENT WITH EQUIPMENT. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE & INTERDISCIPLINARY RESEARCH ISSN: 2277-3630 Impact factor: 7.429, 11, 117-123.

9.                      Игамова, С. (2021). Стратегия инновационного развития строительного комплекса и предприятий стройиндустрии

Узбекистана. ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz) , 7 (7).

10.                 Игамова, С. (2021). Комплексная оценка качества строительных работ с использованием информационных технологий. ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz) , 8 (8).

11.                 Kayimova, Z. A. (2021). Prospects for the development of Islamic banking services market in commercial banks of Uzbekistan. World Economics and Finance Bulletin, 2(2), 19-22.

12.                 Niyozova, I. N., & Xalimova, D. R. (2021). Development of the competitiveness of industrial enterprises during a pandemic. International Engineering Journal For Research & Development, 6(ICDSIIL), 3-3.

13.                 Urakova, M. K. (2019). Features of accounting processes of innovation and recommendations for its improvement. Теория и практика современной науки, (5), 71-73.

14.                 Abdullayevna, Q. Z., Anvarovich, Q. A., & Muxtorovna, N. D. Theoretical foundations of enhancing the competitiveness of the national economy. GWALIOR MANAGEMENT ACADEMY, 87, 54.

15.                 Niyozovna, N. I. (2021). The role of investment and modernization in the development of the uzbek economy. ResearchJet Journal of Analysis and

Inventions, 2(06), 140-145.

16.                 Junaydulloevich, A. A., Mukhammedrizaevna, T. M., & Bakhritdinovna, A. N. (2020). Environmentally friendly and sustainable supply chain management in the platform economy. Economics, (3 (46)).

17.                 Abdullaevna, K. Z., & Alievna, M. O. (2020). Innovation policy of the country and its mechanism. Достижения науки и образования, (2 (56)).

18.                 Kubaevich, K. F., Abdullayevna, Q. Z., Axmadjanovna, S. G., & Makhmudovna, K. R. (2020). The modern state of crediting practices of commercial banks of the republic of Uzbekistan. Journal of Critical Reviews, 7(7), 387-390.

19.                 Muhammedrisaevna, T. M., Shukrullaevich, A. F., & Bakhriddinovna, A. N. (2021). The logistics approach in managing a tourism company. ResearchJet Journal of Analysis and Inventions, 2(04), 231-236.

20.                 Kayimova, Z. A., & Tairova, M. M. (2016). Investment activity of commercial banks of the Republic of Uzbekistan.

21.                 Abdullaevna, K. Z., & Alievna, M. O. (2020). Innovation policy of the country and its mechanism. Достижения науки и образования, (2 (56)).

22.                 Urakova, M. H., & Tairova, M. M. (2021). Practical recommendations for the implementation of auditing activities based on the existing document documents" professional standard" auditor". World Economics and Finance

Bulletin, 2(2), 23-27.

             

PROBLEMS OF THEORY AND PRACTICE OF SYNTHETIC STYLISTICS IN

UZBEK COMPOUND SENTENCES

 

https://doi.org/10.5281/zenodo.6464804

 

Islomova Muattar Bozor kizi

1^st year master of Chirchik State Pedagogical Institute of  Tashkent region Leader: Usarov Ibrahimjon Korpashevich

 

Annotation: This article discusses the theory of synthetic stylistics in Uzbek compound sentences, its application in practice, examples, stylistic errors and similar issues.

Keywords: Compound sentence, conjunction, pronoun, complex sentence, synthetic stylistics.

 

A complex sentence is a semantic and intonational combination of predicative units based on a syntactic connection, built on this or that structural scheme and acting as a single communicative unit.

In a compound sentence, conjunctions are used to connect the same members in a simple sentence. In this structure, the components of different syntactic units are equal, indicating that they perform the same syntactic function. Complex sentences use communication devices (connectors and pronouns) that are not used in simple sentences. This shows that the components of different syntactic units in the subordination are different in the syntactic function, not equal.

In a compound sentence, the conjunction is not part of any unit. Therefore, in reorganizing the sections, the merger does not move along with the second part:

Qishda kun uzun, yozda kun qisqa.

Associations connect parts of both compound and complex sentences. In the structure, trade unions serve as the primary means of communication. In a complex sentence, compound sentences can be unambiguous (semantic), for example, although- concession; if-conditions; because- unity of mind, so- investigation and so on.

Synonyms of conjunctions with and without conjunctions. Let's compare:

Vatan qo‘limizdan yetakladi va biz g`olib bo`ldik.

Vatan qo‘limizdan yetakladi-yu, biz g`olib bo`ldik.

Vatan qo‘limizdan yetaklagani sababli, ...

Vatan qo‘limizdan yetaklab, ...

Vatan qo‘limizdan yetaklagach, ...

Vatan qo‘limizdan yetakladi, shuning uchun biz g`olib bo`ldik.

These statements are the same or very close in content: they all express a cause-and-effect relationship. They create a series of mutually synonymous sentences that can be used anywhere. However, these words differ from each other grammatically and semantically.

Most of the conjunctions formed by following are used in two ways: with a conjunction and without a conjunction - with a single tone:

Bilamizki, tinchlik urushni yengadi.— Bilamiz: tinchlik urushni yengadi.

Conjunctions with and without conjunctions are used primarily as a matter of style. For example, a scientific discourse compares facts, proves an opinion, and notes the logical connection between events:

Agar ixtiro taklifi bir necha shaxs tomonidan berilgan bo‘lsa, ular sherik avtorlar bo‘ladilar va ularning har biriga guvohlantiradigan hujjatlar olish huquqi beriladi.

In almost all modern Uzbek speech styles, especially in fiction and nonfiction, there are many types of compound sentences that are connected by components: hatto, faqat, yolg‘iz, ya`ni, masalan, ayniqsa, jumladan, shu bilan birga, shunday qilib.

These tools mainly serve a methodological function: the compound sentences formed by them differ in some respects from the point of view of content, even if they are similar in one or another type of compound sentence in terms of quantity and structure.

The possibilities of expression in conjunctions are much wider than in conjunctions without conjunctions. For example, in compound sentences formed by the following conjunction, it is possible to change the position of the following sentence (inversion) with a stylistic need:

Ona kulsa, olam yasharar.— Olam yasharar, ona kulsa.

Abdullah Qadiri used 28 simple sentences in a single paragraph to describe Rano's appearance in his novel The Scorpion from the Altar. If we assume that the point used in some places is made by a conditional sign - a requirement of style, then these simple statements are the components of a whole image, as if a picture, and remind us of different colors of a beautiful picture: each other compares, completes, interprets; characters are similar; one indicates the cause and effect of the other; and the writer's emotions. So, with a few interconnected sentences, a complete picture is drawn, as if a unique essay is created.

The appearance of the synthetic – semantic disproportion is displayed on the spare of 2 features or abundance of them and it consists of the form and event because of spare them. The opposite sides of plenty’s the language is the spare principles of the language, the synthetic-semantic disproportion of the simple sentences disappeared on the base of this principles. To spare of the means of the language is represented by the sparing the meaning of the compound forms. The plenty principle of language displays the simple meaning in the compound sentences. The spare of language units and abundance of them is showed in every layer of the language. The spare and abundance principles, there is the disproportion of the compound and simple sentences are appeared. In this article we are pointed on the disproportion of the compound sentences and their types. Like the every  language units, the compound sentences haze the form and meaning. It is known, that the additional sentences is formed by the subordination and it express the more denotative events. For example:  The book is the source of knowledge, that’s why we love the book. This sentence  is the additional sentences of cause. In “We love the book” there is two denotative event – the propositions are represented. The form and meaning are suitable to each other.

There are such kind of additional compound sentences which have not the proportion of form and meaning. It is  known, there are expressive meaning, opposite words «deictic sign» are used in the compound sentences. This words have not the semantic qualities, but expressed by the additional sentences. This deictic signs represent the disproportion in the conditional sentences.

The additional conditional sentences are the wholeness whic is consisted of the form and meaning, this unit is formed by the usage of the opposite word in the compound words. This word has not any  semantic quality, but expressed by the conditional sentences.

The abundance principle has only the form and is used in the sentences. «Two predicate which are expressed the event  is used in the conditional sentences, and it is not expressed the main events, but, it gives evidence to the compound  sentences». In linguistics there are 2 definations to the abundance: 1) the  unit which is do not do the function in the sentences; 2) it is repeated in the different  semantics and has many meanings. The  abundance characterized not only the  thouthtologic or facultative, but it expresses  the connotative, emotive meanings.The abundance, firs table, is understood as the specific and secondly, as the stylistic abundance.

The principle of abundance has two types:  а) lexical abundance;  б) grammatical abundance. The lexical abundance is widely used in artistic and  official style. The grammar abundance is widely used in the speech and written text.

The grammar abundance is observed in the simple and compound sentences. The simple and compound sentences are similar by their abundance  peculiarities but  they differ from each other. The abundance specific to simple sentence, mostly, is  represented by asemantic vocabulary units in the synthetic structure of the sentences. The function of  the asemantic form units do the vocabulary units which  are observed by the pronominalisation. For example,  the man who reads a lot knows a lot. In this sentence, the man is abundance. That’s why; we can change this sentences, like that one: Who reads a lot, knows a lot. The construction of the sentences is changed, but semantic and synthetic structures are not changed. The abundance principal is active in the conditional sentences. Truly, the kind man is respected by everyone, this synthetic construction is must be expressed by this, everyone respects the men who is kind. The difference of the simple sentence from compound sentence, is in the consideration and separation of the, meaning. In generally, the abundance construction of the synthetic system is very, important and attentive events of these.

In compound sentences of abject, subject, complex object, predicate and position as in simple sentences there are the polypredicative constructions is given. For example:  It is known,  the honest people has the honest soul. By the general part of the compound sentences, the modus (It is known), by the additional sentences  (the honest people has the honest soul)  denotative events are represented. The dictum of this sentence can be given like this: The work of the people with honest soul must be honest. It is the logic continues of the meaning and doesn’t differ from each other. This denotative sentence is differing only by the expression. This was the reason to become the disproportion of the meaning, and form – the asymmetry. These typical constructions of the compound and simple, sentences are not differing. As, such  differentiation is based on the denotative units like proposition.

When complex compound sentences are used to count more than one event, they are pronounced with a counting tone. If some places are separated by different means, the tone will be raised a little:

Kun botgan, tog‘lar ustidagi nafis bo‘yoqlar so‘ngan, lekin hali yorug‘; pastdagi soy, soyning u yuzidagi tor ko‘chalar, mash`um poliz, uzoqda, bog‘lar orasida, oqarib turgan maktab — hammasi, hatto to‘g‘on bo‘yidagi terak uchida —uyasida qo‘nib o‘tirgan laylakkacha aniq ko‘rinardi, go‘yo oftob so‘nishi bilan, qishloqni to‘sib turgan allaqanday parda ko‘tarilgan-u, hamma narsa. bo‘lakcha bir tiniqlik kasb etgan.(Odil Yakubov)

Complex compound sentences are especially common in journalistic and poetic works. Methodological goals, such as comparing facts and evidence, drawing appropriate conclusions, and contrasting two things, are conveyed using complex compound sentences:

Hayotimiz — daryo, tubida inju, Odamlar shu daryo tubida g‘avvos, Birov shodlik topar, boshqasi qayg‘u; Kim yashar, kim esa kun ko‘rar lohas.

So, a compound sentence is, first of all, a set of simple sentences that require each other in content: they are connected to each other by their meaning.

The main stylistic errors in compound sentences are:

1.            A series of sentences that do not correspond to the content and logic are formed and given as a compound sentence.

2.            Incorrect positioning of parts of speech and prepositions, ignoring the sequence of actions or situations.

3.            Excessive or inappropriate use of binders.

4.            Not following logical steps in choosing connectors, etc.

 

REFERENCES:

 

1.                      Abdurahmonov G. Classification of compound sentences // Problems of Uzbek language and literature. - 2010. № 4.

2.                      Sayfullayeva R. Substantial interpretation of compound sentences in modern Uzbek language. - Tashkent. “Fan”, 2007.– P.19.

3.                      Karimov S. Functional stylistics of the Uzbek language - Samarkand: SamSU edition, 2012.

4.                      Shomaqudov A., Rasulov I., Kungurov R. Uzbek language stylistics. - Tashkent, 2013.

 

             

PROFESSOR A.M.MUXIN TOMONIDAN YARATILGAN SINTAKTIK ALOQALAR

 

https://doi.org/10.5281/zenodo.6464914

 

Joldasbayeva Dilnoza Konisbayevna

SamDCHTI, “ Xorijiy til va adabiyot ” yo’nalishi 1-bosqich magistrantni

 

Annotatsiya: Mazkur maqolada inkor olmoshlarini sintaktik komponent sifatida prof.A.M.Muxin nazariyasiga asoslanib, ularni gapdagi ishtirokiga ko’ra sintaktiksemantik va paradigmatik analiz qilish bilan bir qatorda, gap strukturasida sintaktiksemantik jihatlarning turlicha komponentlari tadqiq etilgan. Shu bilan birgalikda, maqolani o’rganish davvomida professor A.M.Muxin va uning izdoshlari tomonidan yaratilgan sintaktik aloqa va vositalar to’g’risida bir qancha ma’lumotlarga ega bo’lamiz.

Kalit So’zlar: sintaktik, prediaktiv, A. M.Muxin, yadroviy predikativ bog‘lanish, noyadroviy predikativ bog‘lanish, subordinativ, kordinativ, appozitiv, substansiya, lokativ, temporal, stativ

 

Tadqiqot obyekti va predmeti. Ingliz va o’zbek tillarida kesim o’rnida kelgan elementlarning differensial sintaktik va semantik jihatdan qiyoslanishi tadqiqot obyektini tashkil etadi. Tadqiqotning predmeti esa sodda gaplar tarkibida ishtirok etgan birliklardan kesim vazifasidagi elementlarning tipologik jihatdan qiyosiy tavsiflanishini o’z ichiga oladi.

Tadqiqotning maqsad va vazifalari. Ushbu maqolani tadqiq etishdan asosiy maqsad ingliz va o’zbek tillarida kesim tipologiyasi talqinidan iborat bo’lib, shu maqsad yo’lida quyidagi vazifalarlarni bajarishga e’tibor qaratildi:

-                    qardosh bo’lmagan tillar (ingliz va o’zbek tillari) tizimida kesim o’rnida kelgan elementlarni morfologik jihatdan, ya’ni ifodalanish usuliga ko’ra tasniflash;

-                    ingliz va o’zbek tillarida differensial sintaktik birliklarning izomorflik va allomorflik xususiyatlarini belgilash;

-                    gapda kesim (NP2) o’rnida kelgan elementlarning differensial

sintaktik-semantik belgilarini tipologik jihatdan o’rganish;

-                    har ikkala tilda kesim o’rnida kelgan elementlarni kategorial hamda nokategorial differensial sintaktik-semantik belgilari asosida tasniflash;

-                    har ikkala tilda aniqlangan sintaksema variantlarini inventarizasiya qilish.

 

KIRISH

Hozirgi zamon tilshunosligida gaplarni sintaktik qatlamda tahlil qilish borasida gap bo’laklariga, ya’ni bosh bo’laklar va ikkinchi darajali bo’laklarga ajratib o’rganish bilan chegaralanadi. Zeroki, gaplarning sintaktik birliklarini, semantik maydonini, ularning defferensial sintaktik hamda differensial sintaktiksemantik belgilarni aniqlash va bunda ma’lum lisoniy metodlarga tayanib gaplarni tahlil qilish zamon talabidir. An’anaviy grammatikada gapni bosh va ikkinchi darajali bo’laklarga ajratib tahlil qilishda o’ziga xos juziy kamchiliklar mavjud. Chunki an’anaviy tilshunoslikda sintaktik birliklarga ajratiladigan bo’laklar ham gapning bir bo’lagi deb qaraladi.[1]. Bu esa gap bo’laklarini elementar sintaktik birliklarga ajratish imkonini bermaydi. Undan tashqari, gap tahlilida sintaktik elementlarning semantikasi hisobga olinmaydi. Ammo ushbu ishda tillar tizimida gapda kesim  o’rnida kelgan sintaktik birliklarga e’tibor qaratgan holda ularni sintaktik jihatdan o’rganish bilan cheklandik. Ushbu muammoni tadqiq etishda A. M. Muxin va uning shogirdlari tomonidan yaratilgan lisoniy metoddan foydalanish bizning nazarimizda yuqorida qayd etilgan usullarga xos ayrim kamchilik va nuqsonlarni to’ldirishda muhim ahamiyat kasb etadi. Mazkur tahlil usuli boshqalaridan farqli ravishda ikki bosqichda amalga oshiriladi. Xususan, boshlang’ich bosqichda gapdagi elementlar komponentlarga ajratib tahlil qilinadi hamda ushbu bosqichda berilgan elementlarning o’zaro sintaktik aloqalari aniqlanib, bir-biridan farqlanish usullari yunksion va komponent modellarda ifoda etiladi. Tilshunoslik fani taraqqiyotining hozirgi davri bosqichida til tizimi birliklarining qay tarzda nutqqa ko’chirilishi va jumlaning nutqiy zanjirda voqelanishi, sintaktik strukturalarning nutqiy faollashuvi, ularning semantik va sintaktik munosabatlari masalasiga doir muammolar tilshunos olimlarimizdan o’z tadqiqini kutmoqda [2]. Chunki hozirgacha tilning sistema ekanligi to’g’risida diqqatga sazovor tadqiqot ishlari qilingan bo’lsa ham, sistema belgilarining nutqqa ko’chirilishi, boshqacha aytganda, ularning nutqda real ishlatilishi masalasiga kam e’tibor berildi. Mazkur masalalar ayniqsa nutq lingvistikasi ilmiy asoslanayotgan bugungi kunda yanada dolzarb bo’lib qolmoqda.

Hozirgi zamon tilshunosligida gaplarni sintaktik qatlamda tahlil qilish borasida gap bo’laklariga, ya ni bosh bo’laklar va ikkinchi darajali bo’laklarga ajratib o’rganish bilan chegaralanadi. Zeroki, gaplarning sintaktik birliklarini, semantik maydonini, ularning defferensial sintaktik, hamda differensial sintaktiksemantik belgilarni aniqlash va bunda ma’lum lisoniy metodlarga tayanib gaplarni tahlil qilish zamon talabidir. Prof. A. M.Muxin va uning shogirdlari tomonidan ishlab chiqilgan

«komponent va sintaksemalarga ajratib tahlil qilish» metodi juda samaralidir.

Komponentlab tahlil qilish deganda gapda ishtirok etgan sintaktik birliklarni o’zaro sintaktik aloqalarini aniqlab, yunksion modellar yordamida tasvirlash, ularning differensial sintaktik-semantik belgilarini aniqlash tushuniladi. [3] Gapdagi elementlarning differensial sintaktik-semantik belgilari elementlar orasidagi paradigmatik munosabat orqali aniqlanadi. Komponentlab tahlil qilish gap qurilmasini o’rganishning birinchi bosqichi hisoblanadi. Gapdagi elementlar o’rtasidagi aloqalar esa yunksion modelda o’z aksini topadi. Biz gaplarni sintaktik va semantik xususiyatlarini aniqlashda kо‘proq professor A. M. Muxin asarlaridan foydalanamiz va u tomonidan qо‘llanilgan sintaktik elementar birlik nazariyalari orqali gaplarni taxlil qilamiz. Yuqorida kirish qismida aytib о‘tganimizdek gapning qurilishida elementar sentaktik birliklarning ikki turini gapning komponenti strukturasini ikkinchisi esa gapning sintaksemali strukturasini tashkil etadi. U yoki boshqa birliklarning xarakterli tomoni ularning sintaktik bо‘limmasliklari hisoblanadi. Shuning natijasida u elementar sintaktik birliklar deb nomlanadi. A. M.

Muxin nazariyasiga kо‘ra 6 ta sentaktik semantik bog‘lanish mavjud bо‘lib, ular:

1.            Yadroviy predikativ bog‘lanish

2.            Noyadroviy predikativ bog‘lanish

3.            Subordinativ predikativ bog‘lanish

4.            Koordinativ predikativ bog‘lanish

5.            Appozitiv predikativ bog‘lanish

6.            Introduktiv predikativ bog‘lanish

1 . Yadroviy predikativ bog‘lanish. – gapning asosini tashkil etadi va о‘zо‘zidan gap jumlasini hosil qiladi. Ular shunday 2 ta gap komponentlari orasida mavjud bо‘lib ega va kesim orqali о‘zaro birlikda bir-birlari bilan bog‘liqlik hosil qiladilar, ya’ni 2 tomonlama yо‘nalish hosil qiladi. Hozirgi zamon ingliz tili gaplarda oddiy, yasama, qо‘shma sifatlarning predikativ funksiyasida ishlatilishi kо‘proq kuzatamiz. Aksariyat misollar “to be” bog‘lovchi fe’li bilan ishlatiladi. [4]  2. Noyadroviy predikativ bog‘lanish – Yadroviy predikativ bog‘lanishga о‘xshab ketadi. Noyadroviy predikativ bog‘lanishda gap bо‘laklari xuddi ega va kesim о‘rtasidagi bog‘lanish singari bir-biri bilan bog‘lanadi. Ushbu bog‘lanish gapning qaysidir bir bо‘lagiga tobe bо‘ladi.

3. Subordinativ bog‘lanish. Subordinativ yoki tobe bog‘lanish gapning strukturasi asosini tashkil qilmaydi, yoki predikativ bog‘lanishdan farqli u bir tomonlama yо‘nalishga ega va hokazo…

Sintaksemalar gap  komponentlaridan  farqli  o‘laroq birliklar, ya‘ni invariantlar  tildagi  variant  sistemasini  tashkil etadilar. Ular o‘z ma‘nosiga  ko‘ra sintaktiksemantik  belgilar hisoblanishad, oppozitsiyalar sistemasidagi bog‘lanishlar asosidagi paradigmalarni  tashkil etadilar. Paradigmatika (lot.paradigm, example) – bir guruhga mansub elementlar, ma‘nosini berib, ya‘ni sintaktik – semantik o‘xshashlik asosida  bir guruhga  birikadi. Professor A.M.Muxin sintaksem analiz nazariyasiga ko‘ra  sintaksemalar  asosiy 3 kategorial guruhga  bo‘linadi:

1.Substansial.

2. Kvalifikatsion.

3.Prosessual.

Bog‘lovchilarni  gap strukturasida  qaysi  sintaksem  ega ekanligini  o‘rganishda ularda asosiy komponentlarga tobe bo‘lishiga  qaramay,  substansial, kvalifikatsion hamda prosessual  kategorial guruhlar ostida  umumlashganini  ko‘rishimiz mumkin:

1. Substansional guruhga:

a) olmosh

As he did so he watched the instrument before him(SWWC123) U shunday qilgani uchununing ko‘z oldida asbobni ko‘zdan kechirdi. When I met you, you  were wound pretty  tight (MJAN19) Men seni uchratganimda sen haddan ziyod go‘zal eding.

I don‘t want him to see us untill  it‘s too late (SWWC48) Men uning bizni kech tbo‘lmasdan ko‘rishini xohlamayman

b) ot: Both men and women got out of the car (EHH78) Ham erkaklar ham ayollar  mashinadan tushishdi.

As cat watched, one of the men stretched out on the floor (SWWC79) Mushuk ko‘rganda, odamlardan biri polda cho‘zilib yotardi.

C) artikl: As the cab pulled up  at  the hotel, a crowd was gathered out front (SWWC132)

Arava  mehmonxona yoniga kelgach,  odamlar  tashqariga to‘planishdi.

2.            Kvalifikatsion guruhga:

Sifat: The girl seems at  least as perfectly normal as beautiful (MAB57)

Qiz  mukammal darajada kelishgan va go‘zal edi.

3.            Prosessual guruhga:

Dad sits and looks at them as if they were strangers.

Ded o‘tirgancha,  xuddi begonalarga qaragandek, ularga qarab qoldi.

Kо‘p nazariyalar orqali sintaksis semantika 80 dan ortiq kategoriyalarni о‘z ichiga oladi deb ta’kidlangan.

Substansiya (narsani bildiruvchi), Kualikativ (narsaning hususiyati) va

Protsessualiyalarni  (ish-harakatni) о‘z navbatida kichik kategoriyalarga bо‘lamiz.

Lokativ (joyni) Temporal (vaqt) Stativ (xolat), Reliativ (nisbiy belgilarni) va xokazolar. [5]

XULOSA.

Yuqorida ko’rib chiqganlarimizdan bizga ma’lumki, prof.A.M.Muxin nazariyalari bugungi kun tilshunosligida keng qo’llanib, ommaga targ’ib etib kelinmoqda. Tilshunoslikning juzviy birliklariga bir qancha tushunchalarni olib kirgan ushbu professor va uning izdoshlari tomonidan olib borilgan tadqiqotlar, tilimizni sitaktik jihatdan yanada boyitishga katta hissasini qo’shgan.

 

FOYDALANILGAN ADABIYOTLAR:

 

1.                     Rafiyev, N. G‘ulomova. Ona tili va adabiyot. Akademik litsey va kasbhunar kollejlari uchun darslik – T., ”Sharq”, 2013 yil

2.                     O‘zbek tilining izohli lug‘ati. T., “O‘zbekiston milliy ensiklopediyasi” Davlat ilmiy nashriyoti. Besh tomli I,II,III,IV,V tom. 2006-2008-yillar

 

3.                     A.G. G’ulomov O‘zbek tilida kelishiklar, O‘zFa asarlari Toshkent, 1941, Filologiya I Ikitob 5-85 bet.

4.                     Faxri Kamol, O‘zbek orfografiyasi haqida O‘quvpeddavnashr, Tosh. 1957 32-35 bet.

5.                     F. Abdullayev, Kelishik affikslarining genezisiga doir. «O‘zbek tili va adabiyoti masalalari» jurnali, 5-son 1961 27 –bet

             

THE ROLE OF INNOVATIVE TECHNOLOGIES IN LEARNING ENGLISH

 

https://doi.org/10.5281/zenodo.6464667

 

Khudayberganova Zulfiya Sultonmakhmud qizi

Fergana region, Bagdad district

School №37, English teacher

 

Annotation: Language is the primary means of communication, it is difficult for you to imagine the existence and development of human society. At a time when the world is undergoing great changes, the demand for learning foreign languages   is growing in our country. the study of English is very well established. At the initiative of the President, English is widely taught in all fields of education. The use of technology in the process of learning English is yielding effective results.

Key words: school, technology, lesson, teacher, computer, language.

After the independence of our country, the demand for learning foreign languages   has increased dramatically. The state creates ample opportunities for language learning. Today, schools have modern computers, electronic resources, Internet access. The use of information technology is possible not only at different stages of school students' lessons, but also in the usual English lessons. The introduction of computer technology in the scheme of a traditional lesson allows the teacher to make the learning process a part of his work on the computer, making the learning process more interesting, colorful, intense. The computer cannot replace it, but only fills the teachers. Involving a computer allows you to make any lesson attractive and truly modern. Completing any task allows you to increase the intensity of the lesson by using a computer and using the lesson. The use of flexible materials and operational plans help to individualize reading. It can be used at all stages of computer training: new materials, merging, repetition, knowledge management, skills and abilities can be used in the explanation. At the same time, for the child, it performs a variety of functions: teachers, tools, teaching aids, learning object, collaborative group, play environment, entertainment. It helps to introduce new pedagogical technologies, for example: data and communication, computer and multimedia technologies are closely interrelated. Implementation of information technology creates the necessary conditions for the activation of the school learning process. Computer technology helps to reveal, preserve and develop students ’personal qualities. In schools, every subject in the teaching process, however, English has always used information technology (means of storing, processing and transmitting information) in their activities; Improving their perfection will help increase efficiency. Therefore, the use of a computer as the most perfect source of information, using books, fountains, televisions, calculators, VCRs, and so on. Naturally, it leads to an improvement in the learning process. The development of computers and software has led to the simplicity of mastering their underdeveloped users, including preschoolers. In recent years, the issue of using innovative technologies in schools has been on the rise. It is not only new technical means, but also a new approach to the learning process and teaching methods, the learning process. The introduction of innovative technologies into the learning process is related to the improvement of teaching and learning methods in the process of learning foreign languages   in relation to the needs of foreign languages. The main purpose of teaching in foreign languages   is to form and develop the communicative culture of schoolchildren, to learn practical skills in a foreign language. The task of the teacher is to create practical skills with language for each student, to choose such teaching methods that allow each student to demonstrate their activities, creativity. Collaboration, project methodology, modern pedagogical technologies using new information technologies, the use of new information technologies, Internet resources, taking into account the abilities of children, their level of education, their individualization will help increase the level of knowledge. The communication approach is a strategy that stimulates communication and focuses on a conscious understanding of the material and ways to communicate with them. It is not very difficult for a user to implement a communicative approach on the Internet. A question should arise for a utility task problem or discussion, and students can not only share information but also evaluate it. The main criterion that allows this approach to be distinguished from other types of activities is that students choose a language unit to express their opinions. It is better not to use the Internet in an alternative approach: its purpose is to learn a foreign language and to learn a foreign language by expanding their knowledge and experience. One of the main requirements for learning foreign languages   using Internet resources is to create interactions in the so-called usual course in this interactive method. Interactivity is the organization, coordination, and complementarity of “achieving mutual goals and the outcome of speech resources”. Real language classes help in the formation of Internet skills and abilities, as well as a real interest in learning vocabulary and grammar and are therefore effective. Interactivity not only creates real-life situations, but also forces students to respond adequately through foreign languages. One of the technologies that offers individual teaching is the method of these projects, which is a way to develop creativity, cognitive activity, independence. The typology of projects varies. In real practice, it has to deal with a variety of research, creative, practice-oriented, and mixed projects where there are signs of information. The work of the project is a multi-level approach to learning reading, auditing, speaking and grammar. The method of the project contributes greatly to the development of active independent thinking in students. I think project preparation teaches children to collaborate and collaborative training raises mutual support and creative skills. At the same time, the essence of innovative education in learning English is that the involvement of almost all students in the learning process of the learning process, the use of new ped technologies increases the quality of lessons. For example, if we look at the following pad technologies.

Carousel technology. Like many innovative technologies, the carousel is borrowed. Kids do this kind of work, usually a lot. Two rings are formed will be: internal and external. Still students facing the outside of the inner ring, from the outside rotating every 30 seconds. So they have time to talk for a few minutes and try to convince the interlocutor to their right. Dialogues of a lauretic nature follow perfectly, the subject is acquaintance, nationality, conversation in a public place, and so on. The guys speak with excitement, the profession is dynamic and productive.

"Theater" technology. Something like the spectrum you participate in as an audience, experts, critics and analysts. Several students play the situation in the circle, while the rest are observed and analyzed. The appropriate mood, emotion, character of the spectators, and the task of the audience is to tell their conclusions based on what they have followed.

“Group Story” technology. It is done in two ways. In the first method, each student adds one sentence to a story that has already begun. At a certain signal (after a minute) a sheet with an unfinished story is sent in conjunction. The second method is well suited for topic development. The teacher asks questions in a certain order, each participant in the process writes an answer, no one can see it, and the neighbor helps. The movement takes place in a circle. Thus, in the end, a few surprises are obtained. In short, the use of innovative methods in English lessons develops students' logical thinking skills, fluency, and the ability to respond quickly and accurately. Such methods stimulate the student's desire for knowledge. The student strives to prepare thoroughly for the lessons. This makes students active participants in the learning process.

 

REFERENCES:

 

1.                      Bekmuratova U.B. Address on "The use of innovative technologies in teaching English". Tashkent - 2012 Otaboeva, MR The use of modern innovative technologies in foreign language teaching and its operation /

2.                      M. R. Otaboeva. - Text: neposredstvennbiy, электронный // Young uchenyy. - 2017. - № 4.2 (138.2). - pp. 36-37. - URL: https://moluch.ru/archive/138/39058/ (data obrazcheniya: 27.04.2020) Н.

3.                      Q. Xatamova, M.N.Mirzayeva. "Interactive methods used in english lessons" (methodical manual), Navoi, 2006, 40 pages.

4.                      M. Kholdorova, N. Fayziyeva, F. Rixsittilayeva. "Use of assistants in foreign language teaching". Tashkent: Tashkent State Pedagogical University named after Nizami, 2005

5.                      O. Hoshimov, I. Yakubov. "Methodology of teaching english" (textbook) Tashkent: "Sharq" Publishing House, 2003.

 

             

HADIS ILMLARIDA TOBEINLARNING O’RNI

 

https://doi.org/10.5281/zenodo.6462753

 

Mahmudova Odina Obiddin qizi Asadullayeva Durdona Shuxratilla qizi

O’zbekiston xalqaro islom akademiyasi 3-bosqich talabalari

 

Annotatsiya: Ma’lumki, hadis Qur’ondan keying turuvchi manbadir. U bizni Payg’ambar a.s.ga va ularning sunnatlariga eltuvchi yo‘ldir. Shuning uchun ham bu ilmga e’tibor har davrda katta bo‘lgan. Hadislar nafaqat diniy soha vakillari uchun, balki sharqshunoslar, dinshunoslar va tarixchilar uchun ham ahamiyatli masdar hisoblanib keladi. Ushbu izlanishdan ko‘zlangan maqsad ham hadis isnodi bilan bog’liq ilmlar va unda tobeinlarning o‘rni va ushbu ilmlar rivojida tobeinlarning qo‘shgan hisssini bayon qilishdir.

Kalit so’zlar: Hadis, tobein, ilm ar rijol, tadvin.

 

Bu mavzuga kirishdan oldin tobein atamasi bilan tanishib olish maqsadga muvofiqdir. Hadis istilohida tobein atamasi:“التاب عي” arabcha so‘zdan olingan bo‘lib, “izdosh”, “ergashgan” degan ma’nolarni anglatadi.Istilohda esa, iymon keltirgan holda sahobiyni ko‘rgan, u bilan suhbat qilgan va shunday iymonda vafot etgan kishidir.Lekin ulamolar “Tobein” atamasiga aloqador turli fikrlar bildirishgan masalan:Hofiz al-Xatib al-Bag‘dodiy rahimahulloh “Al-Kifaya fi ilm ar-rivaya” kitobida shunday deganlar:

التاب عي: منيصحبيالصحا  بي "Tobein - sahobaning yonida bo'lgan kishi".Shayx Mulla Ali al-Qoriy rahimahulloh aytadiki:

منيل ^ىقيالصحا  بيمؤمنايبالن بيصلىياللهيعليهيوسلميولويتخللتيردةي  فيالأصح “Eng to‘g‘ri fikr shuki, tobein agar umrida dindan qaytgan bo‘lsa ham, Payg‘ambarimiz sollallohu alayhi vasallamga iymon keltirgan holda sahoba bilan uchrashgan kishidir” .Hofiz Abdurrauf al-Munaviy rahimahulloh shunday yozadi: ولاييلزميأنييكونيمؤمناًيحاليملاقاتهيللصحا  ب،يبليلويكانيكافراًيثميأسلميبعديموتيالصحا  ب،يوروىيعنهيسميناه

تابعياًيوقبلنايه“Sahoba bilan uchrashganda mo‘min bo‘lishi shart emas – hatto u kofir bo‘lsa ham, sahoba vafot etgandan keyin islomni qabul qilgan bo‘lsa, undan rivoyat qilishadi va biz uni tobein deymiz” Tobeinlar fazilatlari:

Ibn Mas’ud (r.a.)dan rivoyat qilinadi: “Rasululloh sollallohu alayhi vasallam aytdilar:

“Asrlarning yaxshisi mening asrim, خ ريي القرونِي قر  بي ثمّي الذيني يلونهمي ,ي ثمّي الذيني يلونهمso‘ng unga ergashgani, so‘ng unga ergashgani”. Imom al-Hakim rahimahulloh  shunday yozadilar: فخ رييالناسيقرناًيبعديالصحابةيمنيشافهيأصحابيرسولياللهيصلىياللهيعليهيوسلميوحفظيعنهميالدينيوالس  ني

"Sahobalardan keyingi eng yaxshi avlod - bu Rasululloh sollallohu alayhi vasallamning sahobalari bilan suhbat qurgan, ulardan din va sunnatni saqlab qolgan va o'tkazganlardir". Tobeinlarning ilm ar rijolda o’rni va hadis tadviniga qo’shgan hissasi:Ma’lumki, hadisning ustuni isnoddir uning tarkibi esa roviylardir. Bu ikki narsa hadis matniga eltuvchi yo‘l va hadis ilmidagi eng muhim narsalardandir. Isnodning ahamiyati haqida ulamolar quyidagicha fikr bildirishgan:Abu Abbos Muhammad ibn Abdu Rohman Dog’uvliy aytadiki: “Men Muhammad ibn Hotam ibn Muzaffarni shunday deganini eshitdim:

“Albatta, Alloh bu ummatni isnod bilan ikrom qildi, e’zozladi va afzal qildi. Hech bir oldingi o‘tgan ummat ham va hozirgi ummat ham isnodga ega emas.”, deb”.Shayxul Islom Abul Abbos Ibn Taymiy aytadiku: “Alloh bu ummatni isnod bilan xosladi. Uni diroyat uchun xavfsiz qildi. Hech bir ahli kitob o‘zidan isnodni meros qoldirmagan va bu ummat isnod bilan zaif va sahihni,  egri va to‘g’rini farqladi.”deb. Yahyo al Qatton; “Isnod bu dindandir”. Abdulloh ibn Muborak aytadiki: “O‘z dinini isnodsiz so‘ragan kishi xuddiki narvonsiz yuqoriga ko‘tarilmoqchi bo‘lgan kishi kabi” deb aytishgan. Muhaddislaming asosiy ishlari roviylarning ishonchlilik darajasini aniqlashdan iborat bo'lgan. Roviylari to'liq va aniq zikr qilinmagan hadislar muhaddislar tomonidan ishonchli rivoyat sifatida qabul qilinmagan.Ushbu  shartga tobeinlar davrida qattiq amal qilingan.  Shu bilan birga roviylarni ishonchli deb qabul qilish uchun ham ma’lum shartlar qo'yilgan. Bunda, bir hadisni qabul qilish uchun roviy va hadisga juda qattiq talablar qo'yilgan.Roviylarga qo‘yilgan asosiy shartlardan biri ularning «adolatli» va «zabtli»bo'lishlari edi.Roviylar haqidagi ilm eng sharafli ilmlardan hisoblanib, bu ilm haqida eng dastlabki gapirgan shaxslar tobeinlardan bo‘lgan.

Tobeinlarga keladigan bo‘lsa, ularning qovillari ta’dilda ko‘p bo‘lgan, ulardan jarh kamroq rivoyat qilingan. Bunga sabab, tobeinlar tabaqasining olamlar sarvari Muhammad a.s.ga yaqin davrda yashaganlaridir. Musulmonlardan hech biri u davrda Allohga va uning Rosuliga yolg’on gapirishga jur’at eta olmagan. Faqat u davrda zaif deb topilganlarning ko‘pchiligi aqida tomonidan zaif bo‘lgan yoki tashqi mazhablar ya’ni xorijiylardan bo‘lgan va hifzining sustligi va johilligi tufayli zaif deb topilgan. Bu davrda roviylar haqida hamma narsa so‘ralish boshlangandan so‘ng hatto shunday gap aytishdiki: “Nega buncha bu kishi haqida so‘rayverasiz? Unga uylanish niyatiz bormi?” deb

Agar biror hadis aytilsa hadis roviylari haqida so‘rash boshlanardi. Bu roviy qachon tug’ilgan yoki vafot etgan, bu roviyni qachon uchratding, qayerda uchratding deb.Bu davrda hifzga alohida etibor berilgan va tobeinlardan bo‘lgan roviylar ham o‘ta xotirasi kuchli bo‘lgan.Masalan, Xalifa bolalari uchun Imom Zuhriyga hadisni yozib berishini so‘raydi. Zuhriy 400ta hadisni yozdiradi, so‘ng bu sahifa yo‘qolib qoladi so‘ng qayta aytib turishini iltimos qilishadi Zuhriy aytib beradi va birinchi yozilgani topilgani ikkinchi marta yozilgan hadislar birinchisidan bir harf  ham boshqacha emas ekanligini aniqlashadi. Tobeinlar davrida roviylarni surishtirish, ularni jarh va ta’dil qilishni kimlar boshlab bergan deyishsa, olimlar quyidagicha javob berishadi: Ali ibn Madiniy  “Sharh ul Ilal li Ibni rojib” asarida aytadiki: “Ibn Sirin birinchilardan bo‘lib isnod haqida surishtirgan” ,deb. Romahrumuziy  “Alhadis ulFasil” asarida Yahyo al Qattondan rivoyat qilib aytadiki: “ Shu’ba isnod haqida so‘ragan eng birinch shaxslardandir”,deb. Bundan kelib Doktor Muhammad AzZahroniy“ Ilmu Rijol Nashatuhu va tatovvaruh” asarida yozadiki: “ Sahobalar davrini tugashi bilan, eng avval ilm ar rijol bilan shug’ullanganlar va roviylarni poklagan(siqo deb topganlar) Ibn Sirin va Shu’ba ibn Hajjojdir. U ikkisidan kishilarni ishonchli deb hisoblashni, boshqalarni zaif deb topishni o‘rganishgan” deb. Shu’ba ibn Hajjoj (83-160hij.)  birinchilardan bo‘lib jarh va ta’dil bilan shug’ullangan va u bu sohaga qattiq qo‘llik bilan yondashgan olimlardan hamdir. Rivoyat qilinishicha, Talha ibn Masrifdan bir hadis eshitgan va har gal uni uchratganida undan shu hadis haqida so‘rayvergan. Bir kuni undan so‘rashdi: “Nega har safar ayni bir hadis haqida so‘rayverasiz?” deb, shunda u aytdiki,: “Men uning xotirasini sinab ko‘rmoqchi edim, agar u biror narsani o‘zgartirsa uni tark qilmoqchi edim” deb. Bilamizki, tobeinlar davrida jarh va ta’dilga doir atamalar ishlab chiqilib qo‘llanila boshlangan masalan: Jarhga doir ibn Sirining gapi: Abu Shuayb Muhammad ibn Siringa Akroma haqida nima deysiz deb so‘raganda ibn Sirin  aytdiki: “uni jannat ahlidan bo‘lishi meni tashvishga solmaydi,lekin u yolg’onchi.” Ta’dilga doir: Hammod ibn zayddan rivoyat qilinadi,Abu Haysam aytadi: “ Muhammad ibn Sirindan so‘radim: Kim senga bu hadisni aytdi?- deb,- Ibn Sirin aytdiki: “Assabt, Assabt Ayub” deb. Ya’ni hujjat bo‘la oladi deb.

Ibn Adiy Mug’iyradan rivoyat qiladi:” Shu’bani huzurida Qatoda zikr qilindi va Shu’ba aytdiki :“ U o‘sha tun o‘tin yig’uvchisidir” deb.  Ya’ni u hujjat bo‘la olmaydi degan ma’noda.

Termiziydan rivoyat qilinadiki, Shu’ba aytdi: “ Horis menga hadis rivoyat qildi va u yolg’onchi edi”

Ta’dilga doir qavli: Shu’ba Masruq ibn Ajdi haqida aytadiki: “Men Masruqchalik ilm talabida ufqlarning ufqi bo‘lganini ko‘rmadim”.Temiziy “Ilal” asarida yozadiki ,Hasan Basriy aytdi: “Mabad al Jahani adashganlarning adashganidir”deb. Tobeiylar va ularning shogirdlari faoliyati natijasida musulmonlar yashaydigan o‘lkalarda ustoz-shogird an’analari rivojlanib, hadis ilmi maktablari vujudga keldi. Manbalarda Madinada Said ibn Musayyab, Ali ibn Husayn (vaf. 93/712 y.), Abu Salama ibn Abdurrahmon ibn Avf (vaf. 94/713 y.) kabi yigirmaga yaqin tobeiylarning roviy va rivoyatlarni tahlil qilib, ular orasidan ishonchlilarini saralash bilan shug‘ullanishgani zikr etiladi

Hadislarning tadvini rivojiga tobeinlarning qo‘shgan hissasi: Bilamizki, dastlab hadislarni sahobalar og’zaki tarzda yodlab boshqa sahobalarga yetkazishgan tobeinlar davriga kelib esa hadislarni bir kitobga jamlash ishlari boshlandi Xalifa Umar ibn Abdulazizning taklifi bilan ilk bor tarqoq sahifalarda va xotiralarda qolgan va shu tarzda yo‘qolib ketish arafasida bo‘lgan hadislarni to‘plandi.Dastlab Umar ibn Abdulazizning o‘gli Solim ibn Abdullohning (tobeinlarning ulug’i, vaf.106/725)sadaqalar borasidagi risolalari bo‘ldi.

Bu ishga ilk qo‘l urgan tobein imom az Zuhriy bo‘ldi. Bu xizmati bilan “Bu ilmni mendan oldin hech kim yig’magan” deb ayta oldi. Ibn Al Madiniy uni Madinada isnodga asoslangan hadis ilmining eng kata ustuni deb hisoblagan.

Yana bir ilk hadisga doir kitob ta’lif qilgan tobeinlardan biri Abu Hurayra r.a.ning talabasi Hammom ibn Munabbahdir. Bu asari “As Sahifat usSahiha” deb nomlanib, unda 140ta mashhur hadislarni keltirgan va bu uning shogirdi Mamur ibn Roshid tomonidan to‘liq rivoyat etilgan.

Suriya mintaqasining eng buyuk olimlaridan biri Anas ibn Molikning shogirdi Makhul suriyada tuzilgan ilk sistenatik tasnifning sohibi hisoblanadi va Az Zuhriyning aytishi bo‘yicha uni u davrda ko‘rgan to‘rta buyuk olimlari qatoriga kirg’izgan.

 

FOYDALANILGAN ADABIYOTLAR RO‘YXATI:

 

             1.       Xatib Bag’dodiy – “Tarixi Bog’dod” ,Qohira “Dor ul G’arb al Islamiya”

2001 yil

2.   2.Shamsiddin Muhammad ibn Ahmad Zahabiy – “Siyarul-alam van-

nubala”. 1

3.   Abdulmuhdiy ibn Abdulqodir. Ilm al-jarh va at-ta’dil: qavoiduhu va

4.   aimmatuhu. – Asyut: Maktaba al-jomia al-azhariya, 2011.

5.   4.Shamsiddin Muhammad ibn Ahmad Zahabiy – “Tazkiratul huffaz”

6.   5.Mahmud Tahhon – “Taysir mustalah al-hadis”.

7.   Sayid Abdul Majid G’ovriy- “ Ilmu Rijol ta’rifuhu va kutubuhu”  „Dar Ibn Katheer“ Beyrut, 2007yil

8.   Doniyor Murodov – “Hadis to‘plamlarini qiyosiy o‘rganish” Toshkent:Sharq,2019yil

9.   Doniyor Murodov – “Hadisshunoslik” o‘quv qo‘llanma.Toshkent,Islom Universtiteti,2005yil

10.                      Muxlis.uz

             

PROFESSIONAL TA’LIM TIZIMIDA DUAL TA’LIMINI TASHKIL ETISH

KO’RSATMALARI

 

https://doi.org/10.5281/zenodo.6464886

 

Majidov Olimjon Salimovich

Vobkent pedagogika kolleji,

Kasbiy ta’lim bo’yicha direktor o’rinbosari

 

Annotatsiya: Ushbu maqolada professional tizimida olib borilayotgan islohotlar, hamda professional ta’lim tizimida Dual ta’limini tashkil etish chora-tadbirlari to’g’risidagi ma’lumotlarga ega bo’lasiz.

Kalit So’zlar: Dual ta’limi, Murodullo Xolmuxamedov, texnologiyalar, Oliy va oʻrta maxsus taʼlim vazirligi, normativ-huquqiy hujjatlar.

 

Kirish: Yangi professional ta’lim muassasalarida ta’lim mazmuni, soni va sifati, ta’lim dasturlari, texnologiyalarining isloh qilinishi oqibatida bir qancha o‘zgarishlar amalga oshiriladi. Ushbu vazifalarning amalga oshirilishi esa iqtisodiyotni taraqqiy ettirish, kambag‘allikni qisqartirish, yoshlar va xotinqizlarning hayotda munosib o‘rin topishi, natijada xalqimiz turmush farovonligini oshirish masalalarining ijobiy hal etilishini ta’minlaydi, deydi Oliy va o‘rta maxsus ta’lim vaziri o‘rinbosari Murodullo Xolmuxamedov. Bugungi kunda barcha soha va tarmoqlarda ulkan ishlar amalga oshirilmoqda. Hududlarda yangi korxonalar ishga tushirilib, ijtimoiy infratuzilma rivojlantirilmoqda. Oldinda yana katta reja va maqsadlar bor.  

Bularning barchasi malakali mutaxassislarga boʻlgan talabni oshirmoqda. Chunki har bir sohaning rivoji, loyihalarning ijrosi yetuk kadrlarga bogʻliq. 

Shu bois keyingi yillarda taʼlim tizimi modernizatsiya qilinib, oʻqitishning zamonaviy shakl va texnologiyalari joriy etilmoqda. Hududlarda yangi, shu jumladan, xorijiy taʼlim muassasalari tashkil etilib, talab yuqori boʻlgan mutaxassislar tayyorlashga sharoit yaratilmoqda. Shu navbatda, yangi turdagi ta’lim shakllaridan foydalanish, ta’lim tizimiga alohida e’tibor kuchayib bormoqda, Professional ta’lim muassasalarida Dual ta’lim shaklini joriy etishga to’xtalib o’tsak maqsadga muvofiq bo’ladi.

DUAL TA’LIM TIZIMI NIMA?

Dual ta’lim tizimi – ixtisoslashgan ta’lim turi bo‘lib, talaba nazariy bilimlarni ta’lim muassasasida, amaliy ko‘nikmalarini esa bevosita amalga oshirishdan iborat. Normativ-huquqiy hujjatlar loyihalari muhokamasi portaliga Oʻzbekiston Respublikasi Vazirlar Mahkamasining “Oʻzbekiston Respublikasi professional taʼlimida oʻqitishning dual tizimini tashkil etish toʻgʻrisida”gi qarori loyihasi muhokama uchun joylashtirildi. Unga koʻra, Oʻzbekiston Respublikasi professional taʼlimida oʻqitishning dual tizimini tashkil etish tartibi toʻgʻrisidagi nizom tasdiqlanadi. Oliy va oʻrta maxsus taʼlim vazirligi manfaatdor vazirliklar va idoralar bilan birgalikda oʻzlari qabul qilgan normativ-huquqiy hujjatlarni ushbu qarorga muvofiqlashtiradi. Nizom loyihasiga koʻra, Qoraqalpogʻiston Respublikasi Vazirlar Kengashi, viloyatlar va Toshkent shahar hokimliklari, vazirlik va idoralar hamda oliy taʼlim muassasalari tegishli kasb (mutaxassislik)lar boʻyicha oʻrta boʻgʻin kadrlarga boʻlgan ehtiyoj asosida dual taʼlim joriy etiladigan korxona (tashkilot)larni aniqlaydi va roʻyxatini Oliy va oʻrta maxsus taʼlim vazirligiga taqdim etadi. Bunda, mustaqil faoliyat koʻrsatuvchi korxona (tashkilot)lar dual taʼlim joriy etish boʻyicha Oliy va oʻrta maxsus taʼlim vazirligiga taklif kiritishlari mumkin.

   Professional ta’lim tizimda “ Dual “ ta’lim shaklini joriy etish choratadbirlari.

Dual taʼlim tashkil etiladigan professional taʼlim muassasalari Oʻzbekiston Respublikasi Oliy va oʻrta maxsus taʼlim vazirligi tomonidan belgilanadi. Dual taʼlim tashkil etilishi koʻzda tutilayotgan taʼlim muassasalari imkoniyatlari Oliy va oʻrta maxsus taʼlim vazirligi tomonidan belgilangan ekspertlar ishtirokida oʻrganilishi mumkin. Kunduzgi, kechki va sirtqi taʼlim shaklida taʼlim olayotgan oʻquvchilar dual taʼlimga oʻqishini koʻchirish taqiqlanadi. Shuningdek, Taʼlim muassasasi va korxona (tashkilot) oʻrtasida yoki korxona (tashkilot) va oʻquvchi (lar) oʻrtasida tuzilgan shartnoma bekor qilinganda oʻquvchi(lar) oʻqishi mos taʼlim darajasidagi kunduzgi taʼlim shakliga oʻtkaziladi. Dual taʼlimda oʻquvchilar toʻlov-kontrakt yoki davlat buyurtmasi boʻyicha davlat granti asosida taʼlim olishlari mumkin. Toʻlov-kontrakt miqdori tizimida Taʼlim muassasalari mavjud boʻlgan vazirlik va idoralar tomonidan Oʻzbekiston Respublikasi Moliya vazirligi bilan kelishilgan holda belgilanadi. Loyihada bildirilishicha, dual taʼlimni tashkil etishning maqsad – Oʻzbekiston iqtisodiyotini rivojlantirish, yirik va kichik biznes subyektlarida aholi, ayniqsa yoshlar va xotin-qizlarning bandligini taʼminlash hamda kambagʻallikni qisqartirish uchun mehnat faoliyati bilan taʼlimni uygʻunlashgan holda tashkil etish orqali malakali kadrlar tayyorlash hisoblanadi.

Maʼlumot uchun: Dual taʼlim – taʼlim dasturining nazariy, oʻquv-amaliy qismi professional taʼlim muassasasida, malaka hamda kompetensiyalarni shakllantirish boʻyicha ishlab chiqarish bilan bogʻliq amaliy qism korxona (tashkilot)da tashkil etiladigan oʻqitish turi;

Dual taʼlim dasturi esa taʼlim muassasasi va korxona (tashkilot)da bitiruvchiga muayyan kasb yoki mutaxassislik boʻyicha kasbiy faoliyatni malakali bajarishga qaratilgan professional taʼlim tayyorgarligining asosiy mazmunini belgilovchi taʼlim standartlari, malaka talablari, oʻquv reja, oʻquv dastur (modul)lari, oʻquv va ishlab chiqarish amaliyoti dasturlaridan iborat hujjatlar toʻplamidir. Dual ta’lim tizimini joriy etish maqsadi,  O‘zbekistonda yoshlarning kasblar va mutaxassisliklarni egallashga bo‘lgan qiziqishlarini qo‘llab-quvvatlash uchun keng imkoniyatlar yaratish, 2021/2022-o‘quv yilidan professional ta’lim tizimiga yangi o’quv dasturlarini joriy etishdir.

2021-yil fevral oyida Buxoro viloyatida joylashgan “Vobkent” pedagogika kollejida, innovatsion ta’lim tizimi sifatida tan olingan dual ta’lim bilan yaqindan tanishish maqsadida  kollej kasbiy ta’lim bo’yicha direktor o’rinbosari O.S. Majidov tomonidan o’quvchi va pedagoglar o’rtasida seminar-trening o‘tkazildi. Kollej kasbiy ta’lim bo’yicha direktor o’rinbosari O.S. Majidov so‘zlariga ko‘ra, “Vobkent” pedagogika kollejida dual ta’limni joriy etish maqsadida quyidagi ishlar bosqichma-bosqich amalga oshirilmoqda:

-      ta’lim muassasasi va korxonalar o‘rtasida shartnoma imzolash;

-      kadrlar borasida ehtiyojlarni aniqlash;

-      kadrlar tayyorlash yo‘nalishini tashkil etish;

-      mehnat bozoridagi talabga muvofiq o‘quv dasturlarini yaratish va ularni doimiy ravishda yangilash;

-      dual ta’limda tahsil olgan tayyor kadrlarning malakasini baholash.Mazkur seminar-treningda dual ta’lim kontseptsiya, talabalar va ish beruvchilar uchun uning afzalliklari haqida ham alohida gapirilib o‘tildi.

    Eslatib o‘tamiz, 2021/2022-o‘quv yilidan boshlab amaliyotga yo‘naltirilgan ta’lim dasturlarini joriy etish maqsadida OTMlarda ham dual ta’lim tizimi joriy etiladi. Dual ta’lim tizimi asosida ishlab chiqarish amaliyotini o‘tayotgan o‘quvchilarga ish beruvchi bilan tuzilgan muddatli mehnat shartnomasiga muvofiq ish haqi to‘lanishi mumkin.

Xulosa qilib aytganda, mamlakatimizda ta’lim tizimini shakllantirish maqsadida turli innovatsion loyihalar ishlab chiqilmoqda. Shu o’rinda biz yuqorida Dual ta’limi va uning ta’lim tizimiga ijobiy afzalliklari to’g’risidagi ma’lumotlarga ega bo’ldik.

 

             

FOYDALANILGAN ADABIYOTLAR:

 

1.                     https://www.uzreport.news/society/professional-talimdaoqitishning-dual-tizimi-tashkil-etiladi

2.                     O‘Zbekiston Respublikasi Vazirlar Mahkamasining 163-Sonli Qarori “Professional Ta’lim Tizimida Dual Ta’limni Tashkil Etish Chora-Tadbirlari

Haqida” Nomli Qarori

             

THE DEVELOPMENT OF SPEAKING IN THE CONTEXT OF TEACHING

ENGLISH AS A FOREIGN LANGUAGE

 https://doi.org/10.5281/zenodo.6465193

 

Mamatqulova Marjona

SamSIFL, “International language and literature” 2-course

 

Abstract: Speaking is one of the four integrated skills that need to be developed as a means of effective communication in the context of both first and second language learning.

In the teaching environment of English as a Foreign Language (EFL), the question of how to improve the conversational competence and speaking confidence of students is a key issue for educators. This concern has led to the development of qualitative research in the form of action research in a regular course using a taskbased approach. The results showed that confidence, creativity with topics, and speaking skills were key aspects of improving performance in front of an audience.

Keywords: development, challenges, English language, speaking skills, strategies, EFL learners.

 

INTRODUCTION

Speaking is one of the four macro-skills required to communicate in an effective way in any language, especially when speakers do not use their native language. Due to the fact that nowadays English is widely used as a means of communication, especially in the world of the Internet, English speaking skills should be developed along with other skills so that all integrated skills will definitely improve communication performance.

Bailey (2005) and Goh (2007) Details on how to improve speech development through program design, teaching principles, types assignments and materials, assessment of oral speech because of the significant role of speech in action.

It is regularly asked why the majority of undergraduate students are not capable of speaking English confidently, especially         for      real     face-to-face             communication      with international speakers. One among many reasons to take into consideration is likely to be a lack of confidence in terms of anxiety about making errors as stated by Trent (2009).

 

A task-based learning approach (Nunan, 2006) was used to answer two main research questions conducted with course participants:

1)                    What factors can help English learners improve or develop their speaking skills?

2)                    What are the strengths and weaknesses of learners of English as English for Special Communication?

The outcome of the study was expected to directly improve the development of the participants. Oral language, as well as to give teachers more information about alternative activities for the development of speaking skills for English learners in both Thai and other English language contexts.

 

LITERATURE REVIEW AND METHODOLOGY

EFL learners face challenges in English-speaking skills. No one can deny that English language speaking is essential for all EFL learners because it is the way to  communicate orally with others. Lack of environment, interest, and motivation are the most critical factors that affect learners’ speaking skills, Ali (2019).

Proficiency in English requires high-level experience and a good background. Devi (2015) noted that the English language was used in all corners of the world as a means of communication between people of different cultural, ethnic and social backgrounds. Al Hosni (2014) explained that anxiety and reluctance in speaking classes are two of the main barriers of learning English.

The strategies for developing speaking skills were seen as communication strategies. One of the aims of teaching English in educational organizations is to improve students' knowledge, comprehensive ability, especially oral expression, and encourage them to use their opportunities to acquire a foreign language fluency adequately Al-Tamimi (2014).

If English learners are well motivated to practice various life situations, their oral communication in English will be enhanced. Motivation and encouragement are two sides of the same coin. Al Hosni (2014) observed that some students lack the motivation to speak English because they do not see the need to learn or speak English. Therefore, English teachers should explain to their students the great importance of learning English skills.

Speaking is an integral part of communication, especially when learning a language for communication, interaction and other communicative purposes in various cases. Richard (2006) said that the constant need for good communication skills in English has become very much in demand in peace. Speaking is one of the core English skills because it ranks higher. Therefore, English teachers should prioritize English language skills in the classroom. This pointed out that when teaching English, a real communicative approach should be applied. In addition, English language skills are vital for students both in and out of school. In the communicative approach, language is an essential tool of communication.

Brown (2007) has pointed out that communicative language teaching is an approach to language teaching methodology that emphasizes authenticity, interaction, student-centeredness learning, task-based activities, and real-world communication. Effective conversational skills create many advantages for communicating in both languages, targeted language and mother tongue.

 

Communication language teaching materials.

Communicative learning systems have the main function of teaching materials promoting the communicative use of language. This learning technique helps teachers in excellent contribution to improving English skills of foreign

language students.

According to Richards and Rogers (1986), there are three types of materials are used:

1)                    Textbooks

2)                    Task-based

3)                    Realia

Teachers should provide a variety of authentic communicative materials in teaching English-speaking skills to improve their learners' level.

 

Methods

In this study, a quantitative survey method was used to collect data.

According to Sarantakos (1998), questionnaires as a means of data collection have many benefits, and some of them include the following:

•      Give a quick result.

•      They offer a great guarantee of anonymity.

•      The use of questionnaires promises comprehensive coverage as researchers can respondents faster than other methods.

 

RESULTS AND DISCUSSION

The researchers designed the research tool a questionnaire  for the learners.

The research tool was a quantitative scientific method of collecting data and information, and it was divided into four parts. The first part was devoted to general basic knowledge. students. The second part was devoted to the main difficulties of students when they speak English with other people. The third part was about the causes of students’ problems with English language skills and motivating students to learn English. The fourth part was devoted to acquainting students with English language and spoken language, students’ opinion of appropriateness of the curriculum.

The results of this study showed that English lessons were more teacheroriented than student-oriented. The English lessons were clearly dominated by teachers.

Current research has shown that EFL students suffer from a lack of time practice in different situations.  Most students felt that if they tried to talk, they could other students in the class make mistakes and laugh at them.

Teachers’ knowledge of English must be consistent with the new methods, techniques of teaching English and current study materials and course syllabus.

English language skills teachers should use the appropriate assignments and activities to improve the level of students. English teachers should provide secondyear students with a variety of practical skills, learning situations and accurate materials for teaching English skills.

A communication program and communication materials should be used to teaching English and EFL students must have more time to practice English conversational skills to improve their command and fluency. A little teachers ignore the involvement of students in authentic and real situations and oral communicative activity during language classes in oral speech lessons. Teachers should provide students with real life situations and accurate materials in teaching English to improve their level.

English teachers should create a good environment for interaction to enhance the English language proficiency of Yemeni language learners EFL skills.

Strategies for teaching English proficiency should use a student-centered approach rather than a teacher-centered approach. Communicative teaching materials and

Communicative topics of the curriculum should replace the current curriculum and teaching materials for teaching English. Technology should be used to motivate EFL students to speak English without anxiety or with less anxiety.

 

CONCLUSION

In conclusion, it is obvious that EFL learners need help to overcome their problems with English language skills. Thus, the use of a communicative approach to language teaching in teaching and learning English will benefit both teachers and students. Teachers should play an important role in teaching English. Teachers should also help students improve their knowledge, be proficient in English and overcome their difficulties in speaking English. If reforms are carried out scrupulously, there is absolutely no doubt that teachers will find meaning, relevance and relevance in teaching and learning English language skills.

 

REFERNCES

 

1.                      Levelt, W. J. M. (1989).  Speaking: From intention to articulation. MA: MIT Press.

2.                      Al-Dersi, Z. E. (2013). The Use of Short-Stories for Developing Vocabulary of EFL Learners. International Journal of English Language and Translation Studies. 1(1), 52-62.

3.                      Abduramanova, D. V. (2021). Teaching foreign language using information and communication technology in pedagogical aspects . "Экономика и социум" №11(90), Россия.

4.                      Abduramanova, D. V. (2021). METHODS OF TEACHING ENGLISH

AS A FOREIGN LANGUAGE. ACADEMIC RESEARCH IN EDUCATIONAL

5.                      SCIENCES, 2(8), 260-263.

6.                      Al Hosni, S. (2014). Speaking Difficulties Encountered by Young EFL Learners.

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8.                      Journal on Studies in English Language and Literature (IJSELL) 2 (6), 2-30.

9.                      Ali, J.K.M., & Bin-Hady, W. R. A. (2019). A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool. Arab World English Journal (AWEJ) Special Issue on CALL (5). 289298 DOI: 10. https://dx.doi.org/10.24093/awej/call5.19 

11.                      Brown, H.D (2007). Principles of Language Learning and Teaching.

White Plains, NY: Pearson

12.                      Longman.

13.                      Gathumbi, A. & Masembi, S.C. (2005). Principles and Techniques in Language Teaching. Nairobi: Jomo Kenyatta Foundation.

14.                      Richard, J.C. (2006). Communicative Language Teaching Today. New York: Cambridge University Press.

15.                      Abduramanova, D. V. (2021). Важность эффективного внедрения инновационных технологий в практику обучения иностранным языковым компетенциям. Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education, 2(CSPI Conference 2), Узбекистан, С. 340-344

16.                      Kenjali, E.R, Abduramanova, D. V. (2021). Важность внедрения инновационных технологий в обучении чтению и письму как один из актуальных методов преподавания иностранного языка в современном мир. Innovative Technologies in Teaching Foreign Languages and Learner Assessment in

17.                      Online Education, 2(CSPI Conference 2), Узбекистан, С. 332-339

18.                      Abduramanova, D. V. (2021). Teaching foreign language using information and communication technology in pedagogical aspects . "Экономика и социум" №11(90), Россия.

19.                      Abduramanova, D. V. (2021). METHODS OF TEACHING ENGLISH

AS A FOREIGN LANGUAGE. ACADEMIC RESEARCH IN EDUCATIONAL

20.                      SCIENCES, 2(8), 260-263.

21.                      Abduramanova, D., Aliyev, D., & Rasulmetova, S. (2021). STUDENT AUTONOMY AS A PRINCIPLE OF ORGANIZATION OF LEARNING FOREIGN LANGUAGES. ACADEMIC RESEARCH IN EDUCATIONAL

22.                      SCIENCES, 2(5), 1588-1593

23.                      Abduramanova, D. V. (2021). TEACHING HETEROGENEOUS

CLASSES. ACADEMIC RESEARCH IN EDUCATIONAL SCIENCES, 2(3), 966-

970. DOI: 10.24411/2181-1385-2021-00494

24.                      Abduramanova, D., & Rasulmetova, S. (2020). UNDERSTANDING

THE RELATIONSHIP OF LANGUAGE CULTURE AND SOCIETY. Academic

25.                      Research in Educational Sciences, 1 (3), 1262-1265.

26.                      Abduramanova, D. V. (2020). SIGNIFICAT FEATURES OF ORGANIZING

27.                      SCIENTIFIC           EXTRA-CURRICULAR ACTIVITIES.          Academic

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28.                      Educational Sciences, 1 (3), 718-722.

             

BOSHLANG‘ICH TA’LIM SIFATINI BAHOLASH VA

TAKOMILLASHTIRISHDA XALQARO TADQIQOT DASTURLARINING O‘RNI: MUAMMO VA YECHIMLAR

 

https://doi.org/10.5281/zenodo.6462733

 

Mashhura Ahmadjonova Akramjon qizi

Namangan davlat universiteti

“Boshlang‘ich ta’lim” yo‘nalishi talabasi

 

Annotatsiya: Ushbu maqolada boshlang‘ich ta’limdagi baholash tizimi, mavjud muammolar, xalqaro tadqiqot dasturining o‘rni hamda ularning yechimlari haqida fikr yuritilgan.

Kalit so’zlar: PIRLS, PISA, TIMSS, TALIS, xalqaro baholash dasturi, milliy ta’lim tizimi, o’qish savodxonligi.

Annotation: This article discusses the system of assessment in primary education, the existing problems, the role of international research programs and their solutions.

Keywords: PIRLS, PISA, TIMSS, TALIS, international assessment program, national education system, reading literacy.

Аннотация: В этой статье обсуждаются исследования в области повышения квалификации, текущие вопросы, роль международной исследовательской программы и судебные решения.

Ключевые слова: PIRLS, PISA, TIMSS, TALIS, международная программа оценки, национальная система образования, грамотность чтения.

 

Boshlang‘ich ta’lim – ta’limning poydevori deb bejiz aytilmagan.  O‘quvchilarning kelajakda komil inson bo‘lib voyaga yetishini ta’minlovchi muhim bosqich hisoblanadi. Yurtimizda boshlang‘ich ta’limni rivojlantirish borasida qator yutuqlarga erishildi. Jumladan, boshlang‘ich ta’lim bosqichi uchun zamon talablariga javob beradigan yangi davlat ta’lim standartlari, o‘quv dasturi, shu jumladan, darsliklarning multimedia ilovalari, darsliklar va o‘quv qo‘llanmalari ishlab chiqilib, amaliyotga joriy etildi. Ilg‘or pedagogik texnologiyalar va o‘qitishning interfaol usullaridan keng foydalanilmoqda. Modernizatsiyalashgan ta’lim talablariga muvofiq tarzda yangilangan “Boshlang‘ich ta’lim konsepsiyasi”da ta’kidlanishicha, “Shaxsga yo‘naltirilgan hamda kompetensiyaviy yondashuvga asoslangan boshlang‘ich ta’lim jamiyat taraqqiyoti bilan baravar rivojlanib, takomillashib boruvchi ta’lim nazariyasiga tayangan holda muntazam tarzda rivojlantiriladi va shaxsni jamiyat talablari asosida yuksaltirishga xizmat qiladi”. Shuningdek, mazkur konsepsiyaning 6bandida ta’lim jarayoniga innovatsion pedagogik texnologiyalarni va axborotkommunikatsiya texnologiyalarini tatbiq etishning mexanizmlari ko‘rsatilib, boshlang‘ich ta’limni takomillashtirishda ilg‘or pedagogik va mediata’lim texnologiyalarining o‘rni ko‘rsatib o‘tilgan. Shunga ko‘ra maqsadimiz — boshlang‘ich ta’limning sifatini jahon talablari darajasiga ko‘tarishga erishish, bo‘shliqlarni aniqlash va to‘ldirishdir. Bu ishlarni samarali amalga oshirishda boshlang‘ich sinf o‘qituvchisining yuqori kasbiy salohiyati va ma’lumot darajasi, bolalar psixologiyasi hamda hozirgi zamon boshlang‘ich ta’lim metodikasini chuqur bilishi muhim ahamiyat kasb etadi.

O‘qituvchi, dars jarayoni - ta’lim-tarbiyaga uzluksiz, muayan maqsadga yo‘naltirilganligi, unda barkamol shaxsni shakllantirishga alohida e’tibor qaratilganligi hamda pedagogik jarayonning asosiy maqsadi barkamol inson shaxsini tarbiyalab voyaga yetkazishdan iboratligini unutmasligi kerak. Bugun yurtimiz zamonaviy taraqqiyot yo‘lida shiddat bilan rivojlanib borayotgan bir davrda kelajagimiz davomchilari bo‘lgan yoshlarning ijodiy g‘oyalari va ijodkorligini har tomonlama qo‘llab-quvvatlash, ularning bilim, ko‘nikma va malakalarini shakllantirish hamda ilg‘or xorijiy tajribalar, xalqaro mezon va talablar asosida baholash tizimini takomillashtirish, shu yo‘lda xalqaro tajribalarni o‘rganish, mavjud tizimni har tomonlama qiyosiy tahlil qilish, tegishli yo‘nalishdagi xalqaro va xorijiy tashkilotlar, ilmiy tadqiqot muassasalari bilan yaqindan hamkorlik qilish muhim ahamiyatga egadir. Ta’lim sifati va samaradorligini oshirish yo‘lida xorijiy ilg‘or tajribalarni o‘rganish, xalqaro standartlar talablarining joriy etilishi muhim ahamiyatga ega. Bu borada O‘zbekiston Respublikasida qo‘yilayotgan amaliy qadamlarga xalq ta’limi tizimida ta’lim sifatini baholash sohasidagi xalqaro tadqiqotlarning tashkil etilishi to‘g‘risida hukumat qarorining qabul qilinishi Ta’lim sohasidagi yutuqlarni baholash xalqaro assotsiatsiyasidek (IEA-International Association for the Evaluation of Educational Achiyevement) nufuzli tashkilot bilan hamkorlik aloqalarining yo‘lga qo‘yilishini misol sifatida keltirish mumkin.

So‘ngi yillarda mamlakatimiz ta’lim tizimida xususan boshlang’ich ta’limda keng qamrovli ijobiy ishlar amalga oshirildi. Ta’lim sifatini oshirish uchta eng asosiy tarmoqlarning birdek takomillashuviga bog‘liq bo‘lib, ular umumta’lim muassasalarining moddiy texnika bazasini rivojlantirish, uni o‘quv metodik adabiyotlar bilan ta’minlash, o‘quv jarayonida zamonaviy pedagogik va axborot texnologiyalarni tadbiq etishdan iborat. Boshlang‘ich ta’limda zamonaviy pedagogik va axborot texnologiyalarni qo‘llashda o‘qituvchining didaktik o‘quv materiali, dars ishlanmalari kabilar kiradi. Ta’lim tizimida ilg‘or xalqaro tajriba va jamiyatning zamonaviy talablariga muvofiq sifatli ta’lim olish imkoniyatlarini yaratish, xalq ta’limi muassasalarining moddiy-texnik bazasini mustahkamlash va byudjetdan mablag‘ bilan ta’minlashning samaradorligini oshirish, yoshlar ta’limtarbiyasi uchun qo‘shimcha sharoitlar yaratishga qaratilgan chora-tadbirlarni amalga ooshirish bo‘yicha izchil islohotlar amalga oshirilmoqda. Shu bilan birga umumiy o‘rta ta’lim muassasalarining mavjud holati ularning faoliyatidagi tizimli muammolar va kamchiliklarni tezkor bartaraf etish mexanizmlarini yaratish, qishloq va shahar maktablarining moddiy-texnik ta’minoti va ta’lim berish sifatidagi tafovutni qisqartirish hamda o‘quvchi-yoshlarning ta’lim olishlari uchun teng sharoitlar yaratish zarurligini ko‘rsatmoqda.

PISA –o‘quvchilarni ta’limiy yutuqlarini baholash xalqaro dasturi; PIRLS – matnni o‘qish va tushunish darajasini aniqlovchi xalqaro tadqiqot; TIMSS – maktabda matematika va aniq fanlar sifatini tadqiq qiluvchi xalqaro monitoring; TALIS – turli mamlakatlarda tashkil etiladigan pedagogik jarayonlarning xalqaro qiyosiy tahliliga asoslangan tadqiqot - kabi bir qator xalqaro dasturlar mavjud bo‘lib, ular rivojlangan davlatlardagi ta’lim sifatini yanada oshirishdagi mezon sifatida keng qo‘llanilmoqda.

PISA (inglizcha - Programme for International Student Assessment) – turli davlatlarda 15 yoshli o‘quvchilarning savodxonligini (o‘qish, matematika, tabiiy fanlar) hamda bilimlarini amaliyotda qo‘llash qobiliyatini baholovchi dastur. Bu dastur 3 yilda bir marotaba o‘tkaziladi. Dastlab 1997-yilda ishlab chiqilgan va 2000-yilda birinchi marta qo‘llanilgan. PISAda o‘quvchilarning bilim sifati monitoringi 5 ta yo‘nalish bo‘yicha aniqlanadi.

Har besh yilda o‘tkaziladigan PIRLS dasturi 4-sinf o‘quvchilarining o‘qish savodxonligini xalqaro darajada baholaydi. 2016-yildan boshlab qo‘shimcha tanlov asosida PIRLS tizimi joriy qilingan bo‘lib, u o‘quvchilarning onlayn o‘qish savodxonligini baholashga mo‘ljallangan. Internet o‘quvchilar uchun ma’lumotlar olishning boshlang‘ich yo‘li hamda maktab fanlari doirasida izlanishlar olib borish uchun markaziy manba hisoblanadi. PIRLS dasturida qatnashuvchi mamlakatlar soni yildan yilga ko‘payib bormoqda. Masalan, dasturda 2001-yilda 35 ta mamlakat qatnashgan bo‘lsa, 2006- yilda 40 ta, 2011-yilda 45 ta, 2016-yilda 50 ta mamlakat va navbatdagi 2021-yilda o‘tkaziladigan tadqiqotda 60 ta mamlakatning ishtirok etishi rejalashtirilgan. 2016-yilda tadqiqotga Rossiya Federatsiyasining 42 ta hududidan 206 ta umumiy o‘rta ta’lim maktabi va 4577 ta boshlang‘ich sinf o‘quvchilari jalb etilgan bo‘lib, tadqiqot natijalariga ko‘ra Rossiya Federatsiyasi dunyo bo‘yicha birinchi o‘rinni egallagan. O‘qish savodxonligi o‘quvchilarning ilmiy va shaxsiy muvaffaqiyatini o‘sishi uchun asos bo‘lib xizmat qiladi, shuningdek, PIRLS ta’lim sohasida olib borilayotgan siyosatning muvaffaqiyatga ta’sirini baholash uchun qimmatli vosita hisoblanadi.

Xalqaro tadqiqotlar ta’lim sohasidagi milliy tadqiqotlarni sifatli o‘tkazishga ijobiy ta’sir ko‘rsatadi. So‘nggi yillarda mamlakatimizda amalga oshirilayotgan islohotlar natijasida ulkan iqtisodiy o‘sish ko‘rsatkichlariga erishilayotganligi barcha sohalarda malakali kadrlar va yetuk mutaxassilarga bo‘lgan talabni yanada oshirmoqda. Bu o‘z-o‘zidan o‘quvchilarimizning darslarga qiziqish xususiyatini oshirish va o‘qituvchilarning har tomonlama ta’limtarbiyaga e’tiborini kuchaytirishni talab etadi. Yuqoridagi talablarning ta’lim tizimi uchun juda muhim ekanligi, aksariyat xorijiy davlatlardagi kabi ta’lim va fan sohalari rivojlanishini baholash va monitoring qilish orqali ta’lim sifatini oshirishga qaratilgan ilg‘or tajribalarni sohaga jalb qilish kerakligini anglatadi.

Boshlang‘ich ta’lim pedagoglari oldida turgan dolzarb muammolardan biri, o‘quvchilarni xalqaro baholash dasturiga psixolgik tayorlashdir. Ularning otaonalar ongini o‘stirish va  bu haqida tushunchalar berishdir. Bugungi kunda, qayd etilgan ishlarning davomi sifatida, qo‘shimcha o‘quv-metodik qo‘llanmalar, topshiriqlar to‘plami, axborotnoma, videodars va videoroliklar yaratish, shuningdek, tajriba-sinov jarayonlari uchun maxsus nazorat materiallarini tayyorlash ishlari olib borilmoqda.

 

FOYDALANILGAN ADABIYOTLAR:

 

              1.      Oʼzbekiston Respublikasi Prezidentining 2018 yil 27 iyundagi “Yoshlar

– kelajagimiz” Davlat dasturi to‘g‘risida”gi PF-5466-son Farmoni. Qonun hujjatlari maʼlumotlari milliy bazasi 15.08.2018 y., 07.18.3907/1706-son.

2.   Xalqaro tadqiqotlarda boshlang‘ich sinf o‘quvchilarining o‘qish savodxonligini baholash. (Boshlang‘ich sinf o‘qituvchilari, metodistlar va soha mutaxassislari uchun metodik qo‘llanma) «Sharq» nashriyot-matbaa aksiyadorlik kompaniyasi Bosh tahririyati. Toshkent-2019.

3.   https://www.gazeta.uz/oz/2020/09/14/education/

4.   https://lex.uz/docs/-4097073

             

MOTIVATION AS A TOOL OF LEARNING FOREIGN LANGUAGES

 

https://doi.org/10.5281/zenodo.6465439

 

Mirzayev Nurshodbek

SamSIFL, “International language and literature” 2-course

 

Abstract: Motivation in teaching is one of the foundations of successful mastery of the subject. In this article, the author examines the approaches of domestic and foreign specialists in the field of psychological and pedagogical aspects of teaching foreign languages. Motivation to study English in educational establishments is defined as a transitional concept, that is, it depends on both the students themselves and the teacher. The paper focuses on ways to form and maintain students' interest in the English language. The author pays attention to both the psychological features of the teacher's work with students, as well as types of tasks that contribute to increasing the motivation of students.

Keywords: motivation, tool, learning, foreign, language, teaching, methodology.

 

INTRODUCTION

The most effective way to maintain motivation can be considered training built around intrigue and problematic issues. Also the necessity of students' autonomy in the educational process is substantiated in order to develop students' activity and independence. Strategies for forming and maintaining interest in acquiring knowledge can be successfully applied in the practice of teaching foreign languages at a university. Motivation is one of the most important factors in successful learning, and teachers often discuss how they know how to motivate their students. What does this mean? Some try to increase interest in the discipline being studied by making certain demands; someone expresses dissatisfaction with the failure of students, others remain calm; some talk to a group, others to an individual student. Which strategy is more effective? Referring to the educational process, where one of the important components is educational motivation and the motive of teaching, it is appropriate to define these concepts. The motivation of learning is a system of goals, needs and motives that encourage a person to acquire knowledge, skills and methods of cognition, to consciously relate to learning, to be active in educational activities. The motive of teaching is the orientation of the student to various aspects of educational activity, the motivation for active and independent mastery of knowledge and skills. The motive from a psychological point of view is a multidimensional phenomenon. Therefore, it cannot be interpreted unambiguously, since it is only one of the types of motives, along with needs, goals, aspirations, interests and intentions.

Next, we will focus on the most influential studies of foreign authors in the field of motivation to learn foreign languages.

As it is known, social and cultural factors have an impact on learning a foreign language. Given this fact, Robert Gardner he proposed the most influential theory about motivation to learn a second foreign language. In it, the scientist highlights socio-psychological aspects, since the attitude of students to the language being studied and the community speaking this language strongly influences the desire to learn a particular language. The coexistence of various linguistic (English and French) communities in Canada drew the researcher's attention to the importance of integrative motivation, which implies the desire of students to learn a foreign language based on positive feelings towards a group of people, in particular which is spoken in this language. Gardner also defines instrumental motivation – when a language is studied based on practical considerations, for example, because of the opportunity to get a better job, a high salary or pass an exam.

 

MATERIALS AND METHODS

An important addition to Gardner 's concept can be considered the concept

of

“linguistic self-confidence", introduced by Richard Clement. This term is interpreted by the authors as confidence that a person is able to achieve the set results, achieve goals and competently perform the proposed tasks.

Another significant idea about the structure of educational motivation belongs to American psychologists Edward Desy and Richard Ryan. In they created the theory of intrinsic and extrinsic motivation, argues that students interested in academic tasks and results, and receiving pleasure and satisfaction from getting knowledge more likely to be more successful with students than those studying for promotion – good grades, or to avoid punishment on the part of parents or school.

In the early 90s of the XX century, it was suggested that a change in the paradigm of the study of educational motivation and the expansion of motivational concepts in relation to the practice of teaching foreign languages is required. In the early 90s of the XX century, it was suggested that a change in the paradigm of the study of educational motivation and the expansion of motivational concepts in relation to the practice of teaching foreign languages is required. Thus, the results of Clement's research showed that integrative motivation, "linguistic self-confidence” and the educational atmosphere are the most influential factors, which also confirmed the importance of further psychological and pedagogical research.

Significant contribution to the study of motivation to study a foreign language was introduced by a British scientist of Hungarian origin Zoltan Dernei. He expanded the focus of studying this issue and proposed a more complex structure of motivation to learn a foreign language. He identifies three levels of motivation: the level of language (culture, society, intellectual and pragmatic values), the level of the student

(individual characteristics of the student“ "linguistic self-confidence ") and the level of the educational situation (components related to the course of study itself - programs, teaching materials, methods, tasks, components affecting the personality of the teacher – his behavior, style and practice of conducting classes). Z. Dernei also draws attention to another important feature of educational motivation - instability and change over time. This means that it changes over the entire time of learning a foreign language.

 

RESULTS AND DISCUSSION

The concept of motivating teaching of a second foreign language by Zoltan Derne and was taken as a basis, where he identified four successive stages: the creation of basic motivational conditions, the generation of initial motivation, the maintenance of motivation, the formation of a positive attitude towards academic performance among students [23, p. 524]. Let's look at each of them and back them up with examples from educational  practice.

1.                     Creation of basic motivational conditions

This includes the proper behavior of the teacher, a pleasant and supportive atmosphere in the classroom, a cohesive study group with acceptable standards of behavior. To implement this approach in practice, the teacher should give students their own example of interest in their subject. The personality of the teacher, his passion for the subject play a very important role, especially in the initial courses. It is unlikely that a student will be able to get full knowledge from a teacher who knows his subject perfectly well, but is burdened by his work. In addition, it is extremely important to establish a good relationship with students, which implies trust and mutual understanding. All kinds of information posted on the bulletin board are suitable for this, for example, a teacher's greeting, a birthday greeting or a successful defense of a project in

English. This will help the students themselves to show their achievements in various subjects. Also , social networks can serve as a platform for communication between a teacher and a student, and mutual assistance. Let's add to the above that the study group as a whole has a powerful influence on its members and even can largely determine the individual preferences of each student [23, p. 527]. A group acquires motivational value when it consists of cohesive people. Therefore, the role of the teacher in creating such a team is especially important. The organization of a friendly unified ”team" of students can, for example, facilitate the exchange of information about each other, the history of the group, that is , when students are connected by common memories, encouragement by the teacher of group assignments, extracurricular activities (trips to cinema, museums, theaters) or overcoming difficulties together (whether it's difficult tasks or passing a difficult exam). Thus, a friendly atmosphere in the group can have a beneficial effect on the motivation of each student.

2.                     Generation of initial motivation

In this case, such aspects as the creation of a positive image of a community speaking a particular language, respect for the language and culture itself, and the orientation of students to success are important. The motivation to learn a new language is also determined by the specifics themselves the subject. It is well known that any language is something more than communication and is part of the cultural heritage of the people who speak it. Accordingly, the desire to comprehend a foreign language can be influenced by the attitude to culture, traditions, and people who use it. Such cultural conditionality can influence both positively (when the student is interested in the culture of the country) and negatively (when this culture is not accepted) on the motivation of teaching.

Thus, for example, Zoltan Dernei talks about the unsuccessful experience of studying the Russian language under the influence of a negative attitude to culture. For ten years, he barely mastered the alphabet [21, p. 14]. Thinking in this way, the teacher should actively increase the positive attitude of students to the language and culture being studied. In the case of the language of international communication, which is English, the situation is different. So, a teacher can appeal to the well-known and immutable fact that English has become the official language in many areas – in the international academic community, business, tourism. In in the modern world, knowledge of this language is necessary for future study abroad, building a successful career, doing business, traveling, and the like.

3.                     Maintaining motivation

Taking into account the fact that motivation is characterized by variability and impermanence, the teacher needs to resort to a number of actions, such as: creating a pleasant and stimulating learning process, offering tasks that arouse interest in students, maintaining their positive social image, encouraging their autonomy, forming and maintaining the image of a "possible Self" within the framework of the theory of Z. Dernei  “motivational self-image system in the context of learning a foreign language” (L2 motivational self system) and, of course, promote close cooperation between students. In the aspect of "home reading”, when choosing works, it is important to take into account that they are relevant to the students' experience and relevant to various aspects of their lives. It is desirable that the book addresses the problems that the current generation of students is facing or may face. The key point is the ability to appeal to your own experience, make projections on your life and thereby express it in your speech.

One example is the novel “Reluctant fundamentalist” by the American writer of Pakistani origin Mohsin Hamid (2007). The main character of the work is a young

Pakistani Genghis who comes to The United States from Pakistan to realize the

"American dream” and regain for themselves and their families the position of middle-class people lost at home. To do this, he studies hard at Princeton University and, after graduating with honors, gets a job at a prestigious company as a financial analyst. The author shows the thorny path of a young Pakistani in American society, notes the impact of the events of September 11, 2001 on the course of world politics, and also puts Genghis before a difficult choice between America and his country. Having discussed in detail the training materials used, let's return to the strategies for maintaining motivation. So, in order to maintain a positive social image in students, conditions are needed where they could show their talents and show their strengths. A good way to implement this strategy can be considered dramatizations or performances in which each student can be given the role of the main character in turn.

4. Formation of students' positive attitude to academic performance

It is well known that the way students relate to their past academic achievements largely determines their future approach to completing tasks. It may seem strange, but their assessment of their own academic performance depends not only on the absolute, objective indicator of their success, but also on the subjective interpretation of these results. Using appropriate strategies, a teacher can help his students see their academic performance in a more positive way to get more satisfaction from success and progress in studies, as well as to find a constructive explanation for failures. The mistakes made should not "stifle" the initiatives of students.

Therefore, the right approach is chosen by those teachers who do not use a red pen or pencil when checking notebooks, since it is very unpleasant for a person to get a job that is full of bright corrections and immediately gives a signal that the result is unsatisfactory. That is, it is already visually possible to negatively adjust the student. While corrections with a simple pencil do not differ so much from the text written with a pen and therefore will not cause a strong negative reaction. It is even worth going from the opposite and emphasizing not only mistakes, but, for example, wellexpressed thoughts in an essay, the correct translation of a sentence if it is complex. Thus, students see that the teacher is not only the person who notes mistakes, but also the one who is able to notice and appreciate both the abilities of students and the originality of thought.

 

CONCLUSION

To conclude, the level of motivation not only characterizes the trainees, but also the teacher, that is, this is what motivates students for any activity. A teaching assistant can open up “new horizons” or prospects for students when mastering a foreign language. Also, during the long -term interaction of the teacher and the student, some personal qualities of the latter may change. It follows from this that motivation is a transitional concept. Moreover, it is dynamic, that is, it can change over time, especially in cases of long-term study of a foreign language language and needs to be maintained. Understanding the concept of motivating teaching and its subsequent application in the practice of teaching a foreign language can significantly increase the effectiveness of the educational process.

 

REFERENCES:

 

1.                      Clément, R., Gardner, R. C., & Smythe, P. C. Motivational variables in second language acquisition: A study of francophones learning English // Canadian Journal of Behavioural Science. 1977. № 9. p. 123-133.

2.                      Clément, R., Dörnyei, Z., Noels, K. A. Motivation, self-confidence and group cohesion in the foreign language classroom // Language Learning. 1994. – vol. 44. p. 417-448.

3.                      Crookes, G., & Schmidt, R. W. Motivation: Reopening the Research Agenda // Language Learning. 1991. – vol.41.№4. - p. 469-512.

4.                      Deci, E.L. and Ryan, R.M., Intrinsic motivation and self-determination in human behavior. New York: Plenum Press, 1985. 371 p.

5.                      Dörnyei Z., Ottó I. Motivation in action: A process model of L2 motivation //

6.                      Working Papers in Applied Linguistics. 1998. №4. Thames Valley University, London. p. 43-69.

7.                      Dörnyei, Z. Motivational Strategies in the Language Classroom. Cambridge University Press, 2001. 164 p.

8.                      Dörnyei,       Z.        The  L2         motivational           self  system.

9.                      http://www.zoltandornyei.co.uk/uploads/2009-dornyei-mm.pdf

10.                 Dörnyei,       Z.        Motivation  in        Second          Language    Learning.

11.                 http://www.zoltandornyei.co.uk/uploads/2014-dornyeicengage.pdF

12.                 Gardner, R. C. Social psychology and second language learning: The role of attitude and motivation. London: Edward Arnold, 1985. 208 p

 

             

DURING THE EPIDEMIC, REMOTE LEARNING HAD SEVERAL UNIQUE CHARACTERISTICS.

 

https://doi.org/10.5281/zenodo.6464959

 

Mukhidinova Jasmina Jasuriddinovna

Student at the SamSIFL

 

Annotation: The importance of the chosen topic with the growth of distant learning during the pandemic period is reflected in the paper, which focuses on the analysis of the benefits and drawbacks of a certain learning method

Keywords: Comfort zone, time accessibility, affordability, diseases, obesity, unhealthy lifestyle, level of connection, work-life balance, and computer knowledge are all factors to consider.

 

Introduction: The term "new normal" has become one of the most commonly used terms in the aftermath of the pandemic. The rising usage of online learning resources has become the new standard in education.

The COVID-19 resulted in new learning methods.

Online learning, like any instructional modalities, has its own set of advantages and disadvantages. Decoding and comprehending these pros and negatives would assist colleges in developing techniques for more effectively delivering classes and ensuring that students have an unbroken learning path.

Affordability: When compared to traditional schooling, online education is significantly more cheap. Because online learning reduces the costs of student transportation, lunches, and, most significantly, real estate, this is the case. Furthermore, all course or study materials are available online, resulting in a paperless learning environment that is both more economical and environmentally friendly. This will also give people with an environmentally friendly environment. Distance education is also more beneficial to the school. Because distant education courses have a considerably higher number of students than traditional classrooms, the institution can reach a bigger audience of students while using the same or fewer resources as traditional courses, resulting in lower institution expenditures.

Accessibility of time.

In regular classes, the teacher must teach the same class to different groups of students at different times. In remote education, for example, the teacher and tutor record their sessions in video format and the school makes these films available to students, or the teacher teaches the topic only once. To just change the content, a new video must be recorded.

Distance learning also allows students to take classes from any location they want. It also enables schools to reach out to a larger network of pupils rather than being limited by geographical limits. Furthermore, online lectures can be recorded, preserved, and shared for reference in the future. This allows students to access the instructional materials whenever it is convenient for them.

Computer abilities.

Many children did not use computers as part of their schoolwork until the outbreak prompted schools to close. Only 56% of eighth-grade students in the United States reported utilizing information and communications technology to complete worksheets or exercises at least once a week in 2018. Furthermore, just 30% of students said they used this technology at least once a week to collaborate with other students online; 40% said they used it to plan their time and work; 41% said they used it to prepare reports or essays; and 43% said they used it to take examinations. To be clear, computer literacy has steadily increased throughout the pandemy, resulting in significant advancements in kids' future education.

There are a lot of benefits, but there are also a lot of drawbacks.

A bad way of life.

Many people are concerned about the health risks associated with spending so much time staring at a screen. One of the most serious problems and downsides of online learning is the rise in screen time. Students may acquire terrible posture and other physical problems as a result of sitting crouched in front of a screen for long periods of time. Obesity is evidently a problem for students after "eating and sitting." Living in this zone of comfort has negative repercussions.

After spending so much time in front of the screen, students may have poor vision.

The degree of relationship.

Another major issue with online classes is the lack of internet access. While internet penetration has increased by leaps and bounds in recent years, maintaining a stable connection with adequate speed remains a challenge in smaller cities and villages. There can be a loss of continuity in learning for children if pupils or teachers do not have access to the internet on a regular basis. This has a negative impact on the educational process.

Work/life balance.

In most situations, students lack schedule discipline and are unable to efficiently manage their time. It creates a disconnect between job or school and personal life. They begin working on projects during lunch or supper, spend little time with family and friends, and create new problems in their social lives.

 

REFERENCES:

 

             1.     ANNETTA is i

1.                      n the list of литеpатурs. In online education, the relationship between cost, reach, and richness is being investigated. v. 7, no. 4, 2004. Online Journal of Distance Learning Administration.

2.                      SHANE, Scott A.; BARON, Robert A. A look at the process of entrepreneurship. 2007 Cengage Learning.

3.                      Nasseh BIZHA, quick overview of distance learning. This is a once-in-awhile piece of writing. 1997, Ball State University.

4.                      Ricardo Wahrendorff CALDAS; Carlos Alberto A. DO AMARAL Changes, the source of uncertainty: an introduction to knowledge management. CLA Editora, 2002.

5.                      SCHINDLER, Pamela S.; COOPER, Donald R. Administrative research methods. McGraw Hill Brasil, 12th ed., 2016.

6.                      Stephen R. Covey. Principle-based leadership. Elsevier Brasil, 2nd ed., 2002.

7.                      Homewood: Irwin, C. Donald R. COOPER, C. William EMORY, C J.

Evans, 

             

MAKTABGACHA TA’LIM TASHKILOTLARIDA PEDAGOGIK

JARAYONNI TASHKIL ETISH

 

https://doi.org/10.5281/zenodo.6465176

 

Mustafayeva Fazilat Abdusalomovna

Jizzax viloyati Mirzacho‘l tumani

14-son DMTT direktori

 

Annotatsiya: Maqolada mamlakatimizda maktabgacha ta’lim tizimini yanada takomillashtirish va rivojlantirish  borasida amalga oshirilayotgan islohotlar, yosh avlodning aqliy-intellektual, estetik, jismoniy, ma’naviy salohiyatini oshirishga qaratilgan chora-tadbirlarni takomillashtirish masalalari xususida fikr bayon etilgan.

Kalit so’zlar: maktabgacha ta’lim tizimi, tashkilot, yosh avlod, aqliyintellektual, estetik, jismoniy, ma’naviy salohiyat, maktabga tayyorlash, takomillashtirish.

 

ORGANIZATION OF THE PEDAGOGICAL PROCESS IN PRESCHOOL EDUCATIONAL ORGANIZATIONS

 

Abstract: The article highlights the issues of reforming the system of preschool education, improving the mechanisms of work on the formation and development of the mental, intellectual, aesthetic, physical, spiritual potential of the younger generation.

Keywords: preschool education system, institution, the younger generation, mental, intellectual, aesthetic, physical, spiritual development, preparation for school, improvement.

 

KIRISH

Dunyo va respublikamiz miqyosida yoshlarning qobiliyatlari, iste’dodlari, ichki imkoniyatlarini, o’ziga xos individual-psixologik xususiyatlarini tadqiq etish tendentsiyalari kuzatilmoqda.  Yosh avlodning shaxs va sub’ekt sifatida shakllanishi, aqliy rivojlanishi, tarbiyalanganlik darajasini yuksaltirish maktabgacha ta’lim tashkilotlaridan boshlanadi. Ushbu jarayonning samarali tashkil etilishi va boshqarilishi ta’lim tizimining uzluksizligini ta’minlash sharti bo’lib xizmat qiladi, chunki yosh va murg’ak qalblar bilan olib boriladigan pedagogik jarayon ularning kelajakda kim bo’lib yetishishlari, qanday fuqarolik pozitsiyani egallashlari bilan bog’liq holda qaraladi.

 

ADABIYOTLAR TAHLILI VA METODOLOGIYA

Respublikamizda 2019 yil 8 maydagi PQ-4312-son “O’zbekiston Respublikasi maktabgacha ta’lim tizimini 2030 yilgacha rivojlantirish” kontseptsiyasini ishlab chiqildi.  Kontseptsiya O’zbekiston Respublikasida maktabgacha ta’limni rivojlantirishning maqsadlari, vazifalari, ustuvor yo’nalishlari, o’rta va uzoq muddatli istiqboldagi bosqichlarini belgilaydi hamda maktabgacha ta’lim sohasini rivojlantirishga yo’naltirilgan dasturlar va kompleks chora-tadbirlarni ishlab chiqish uchun asos bo’ladi. [1]

Ushbu vazifalarni amalga oshirishda maktabgacha ta’lim tashkilotlarida yosh avlodning aqliy-intellektual, estetik, jismoniy, ma’naviy salohiyatini oshirishga qaratilgan chora-tadbirlarni takomillashtirish alohida dolzarblik kasb emoqda. Bu borada pedagog rahbar–jamiyatning yosh avlod ta’lim-tarbiyasiga qo’ygan ijtimoiy buyurtmasining asosiy ijrochisiga aylanishi muqarrar.

Bugungi kunda jahonda texnologiyalar va axborotlashtirish jarayonlarining rivojlanishi davrida maktabgacha ta’limni isloh qilish, komil insonni tarbiyalash, ularga zamonaviy ta’lim berish masalalari birinchi navbatda hal qilinishi kerak bo’lgan muammo hisoblanadi. Aynan, maktabgacha ta’limni isloh qilishda bolaning maktabga tayyorgarligi bilan belgilanuvchi ta’lim sifatini oshirish muhim va zaruriy bo’lib hisoblanadi.

Shu jihatdan olganda, maktabgacha ta’lim tashkilotlarida ta’lim sifatini ta’minlashda zamonaviy yondashuvlar, boshqaruv, innovatsiya va axborot texnologiyalarini ta’lim-tarbiya jarayoniga  joriy etishda rahbarlik layoqatini oshirish muhim ahamiyat kasb etadi.

Mazkur vazifani amalga oshirishda maktabgacha ta’lim tashkilotlari rahbar xodimlarining har biridan yuksak kasbiy salohiyat va insoniy sifatlarga ega bo’lish talab etiladi. «Avvalambor, uning vatanparvar va yurtparvarlik fazilatlariga ega bo’lishi, ona yurtini chin qalbidan sevishi va ardoqlashi, el-yurti uchun o’zini ayamasligi, kerak bulsa, bu yo’lda jonini ham fido qilishiga tayyor bo’lishini, o’z kasbkorining ustasi, shu ishning chinakam bilimdoni, bu borada boshqalarga o’rnak bo’lishini kutadi. Jamoatchilik, halq rahbar shaxsning mustaqil dunyoqarashi, keng fikrlashi, uzoqni ko’ra bilish qobiliyati bilan boshqalardan ajralib turishini, iymone’tiqodi mustahkam, irodasi baquvvat, or-nomusli, haromxarish ishlardan hazar qiladigan, izlanuvchan, tashabbuskor, tadbirkorlik fazilatiga ega bo’lishini, tashkilotchi, talabchan va qat’iyatli bo’lishini istaydi» [4; 201-b.].

O’zbekiston Respublikasining mustaqillikka erishishi maktabgacha ta’lim tashkilotlarining oldiga - yangi demokratik davlatning fuqarolarini shakllantirishdek muhim vazifani qo’ydi. Bu  esa hozirgi vaqtda maktabgacha ta’lim tizimida davr talabiga javob beradigan mutaxassislarni nazariy bilimlar bilan bir qatorda jahon andozalariga mos holatda tayyorlash, ularning malakasini oshirish zaruriyatini keltirib chiqaradi. SHu bilan birga maktabgacha ta’limni isloh qilishning asosiy shartlaridan biri - buyuk ma’naviy fazilatlarga ega, insoniy fazilatlarni o’zida mo’jassamlashtirgan, yetuk kadr sifatida faoliyat yuritayotgan mutaxassislar avlodini yetishtirishni talab etadi. Hozirgi davrning bu talabi – matabgacha ta’lim  tarbiyalanuvchilarini axloqan va ma’nan yetuk, komil insonlar qilib tarbiyalash vazifalarini bajarishni talab etadi. MTT rahbarlari va pedagog kadrlari oldida turgan eng dolzarb vazifalardan biri – erkin fuqaro ma’naviyatini, ozod shaxsni shakllantirish masalasidir. Boshqacha aytganda,  o’z xaqhuquqlarini taniydigan, o’z kuchi va imkoniyatlarini anglagan, atrofda sodir bo’layotgan voqea va hodisalarga mustaqil munosabat bilan yondashgan, ayni zamonda shaxsiy manfaatlarini mamlakat va xalq manfaatlari bilan uyg’un xolda quradigan erkin, har jihatdan barkamol insonlarni tarbiyalash lozim. Shu jihatdan olganda, barkamol insonni tarbiyalash avvalo,  pedagoglardan ulkan mahorat va mas’uliyatni talab qiladi. Ustozlik mahorati va tarbiyachilik san’atining tayyor andozasi yoki qolipi mavjud emas. Ushbu san’atni egallash uchun insondan katta kuch, ijodkorlik va ko’p yillik tajriba talab etiladi.

O’zbekistonda maktabgacha ta’limni isloh qilishning asosiy omillaridan biri komil inson tarbiyasida “shaxs manfaatlari va ta’lim ustuvorligi” masalalari borasida bir qator olimlar izlanish olib bormoqdalar. Bular R.H. Djuraev, J.G’. Yo’ldoshev, S.Turg’unov, R.Safarova, M. Yuldashev, SH.A. Abdullaeva, Y. M. Asadovlardir.

 

MUHOKAMA VA NATIJALAR

O’zbekistonda maktabgacha ta’lim tizimini tubdan isloh qilish bo’yicha keng miqyosdagi ishlarning amalga oshirilishi natijasida bugungi kunda mamlakatimiz maktabgacha ta’lim tashkilotlarida ilmiy va pedagogik tarkib tubdan o’zgardi, zamonaviy o’quv-dasturiy asosga, moddiy-texnik bazaga ega bo’lgan ta’lim maskanlari sifatida samarali faoliyat ko’rsatmoqda.

Maktabgacha ta’lim tizimi faoliyatining pedagogik-psixologik asoslari, davlat va nodavlat maktabgacha ta’lim tashkilotlari hamda ularning muqobil turlarini tashkil etishning pedagogik shart-sharoitlari, maktabgacha ta’lim tashkilotlari faoliyatini tashkil etishning xukukiy-me’yoriy asoslari, boshqarishda jahon tajribasi va uni ta’lim-tarbiya jarayoniga tatbiq etish texnologiyalarini o’rganish va shu asosda choratadbirlarni belgilash, amaliyotga joriy qilish ishlari jadallashmoqda.

Maktabgacha ta’lim tizimining yangi avlod rahbarlarini shakllantirish masalasi ham kundalik dolzarb ahamiyat kasb etuvchi masalalar sirasiga kiradi. Bunda rahbarning muvofiqlashtirish, rejalashtirish, tartibga solish, nazorat qilish va baholash vazifalari bilan uyg’unlikda bajarilishi lozim bo’lgan vazifalari to’g’risida e’tirof etilgan funktsiyalar bolalarning  intellektual jihatdan voyaga yetishiga, ma’naviy barkamol shaxs bo’lib shakllanishiga va pedagog xodimlarning ilmiy-ma’naviy jihatdan o’sishiga, siyosiy va fuqarolik pozitsiyasining mustahkamlanishiga olib keladi.

MTT pedagog xodimlaridan keng bilimdonlik, puxta amaliy tayyorgarlik, yuksak pedagogik mahorat, kompetentlik va ijodkorlik talab etiladi. Maktabgacha ta’lim jarayonida insonparvarlik omilini ta’minlaydigan ustozlarning shaxsiy sifatlariga quyidagilar kiradi: talabchanlik, haqqoniylik, halollik, mehribonlik, xushmomalalik. Ushbu sifatlar pedagogning ta’lim-tarbiya  oluvchilar uchun ahamiyatini belgilashi kerak. Zero, shaxsiy sifatlar o’qitish va tarbiyalash mahoratiga ta’sir ko’rsatadi.

Muhtaram Prezidentimiz Sh.M.Mirziyoev o’zining “Buyuk kelajagimizni mard va olijanob halqimiz bilan birga quramiz” kitobida: “O’z xalqiga fidoyi, biz boshlagan ishlarni davom ettirishga qodir bo’lgan, har tomonlama  yetuk rahbar oldida dolzarb vazifa – kelgusi avlodni komil inson qilib tarbiyalash vazifasi turibdi”degan fikrni e’tirof etadilar. Darhaqiqat, XXI asrda ijtimoiy - iqtisodiy munosabatlar rivojida inson aql zakovati va ma’naviyati asosiy muvofiqlashtiruvchi, rivojlantiruvchi omil va vosita ekanligi tobora namoyon bo’lmokda. SHuning uchun insonparvarlik bozor iqtisodiyoti asosida huquqiy, demokratik davlat, erkin fuqarolik jamiyati qurilishining bosh tamoyili sifatida maydonga chiqdi.

Maktabgacha ta’lim tizimida ta’lim sifati – tarbiyachi va xodimlarning kasbiy rivojlanishi tavsifi bo’lib, zamonaviy bosqichida iqtisodiy taraqqiyot talablariga mos kasbiy faoliyatni muvaffaqiyatli yurituvchi mutaxassis qobiliyati va ish faoliyati bilan belgilanishi e’tirof etiladi.

Maktabgacha ta’lim tashkilotlari o’quv faoliyatining sifati o’quv jarayonini rejalashtirish, uni amalga oshirish, o’quv reja, dasturlarining mazmun mohiyati bilan emas, balki bolalarning olgan bilimlari, malaka va ko’nikmalari, mustaqil ravishda olgan bilimlari bilan bog’liq ta’lim natijasi sifati bilan belgilanmoqda. Har tomonlama taraqqiy etgan, aqlan va ma’nan barkamol, jismonan va ruhan tetik farzandlarni maktabgacha tarbiya tashkilotlarida kamol toptirish ahamiyati, Vatanimizning ravnaqi bugungi kunda yosh avlodlarga bergan ta’lim sifati va tarbiya mohiyati bilan chambarchas bog’liqligi alohida dolzarblik kasb etadi. Mamlakatimizda bu borada amalga oshirilayotgan islohotlar buyuk ma’naviy fazilatlarga ega, insoniy fazilatlarni o’zida mo’jassamlashtirgan, yetuk kadr sifatida faoliyat yuritishga zamin hozirlaydi.

O’zbekistonda maktabgacha ta’lim tizimini tubdan isloh qilishda  ta’lim jarayonning barcha shakllarini eng qulay va samarali holatda tashkil etish, ularni shaxs kamoloti maqsadlari tomon yo’naltirish, tarbiyalanuvchilarda dunyoqarash, qobiliyatni shakllantirish va ularda jamiyat uchun zarur bo’lgan faoliyatga moyillik uyg’otishdir. Pedagogning ko’p qirrali faoliyati va uning qobiliyati, ijodkor va fidoiy bo’lishi hamda shogirdlarni barkamol insonlar qilib tarbiyalash masalasi davlat siyosati darajasidagi dolzarb masalalardan biridir. Pedagogik mahoratga ega bo’lgan pedagog tarbiyadagi qiyinchiliklarni yengishga qodir bo’lgan nufuzli rahbar, o’sib kelayotgan yosh avlodning ma’naviy dunyosini tushuna oladigan, ularning tuyg’ularini his qila oladigan, ichki dunyosi nozik bo’lgan bola shaxsiga mohirlik bilan avaylab yondashadigan, donolik va ijodiy dadillik, ilmiy tahlil, xayol va fantaziya, chuqur ilmiy tafakkurga ega bo’lgan shaxslardir.

Mustaqil O’zbekistonda pedagoglik kasbiga hurmat e’tibor va uni sharaflash beqiyosdir, shu bilan birga ustozlar oldiga qo’yiladigan mas’uliyat ham katta.

Hozirgi kunda o’zining fidokorona mehnati bilan yosh avlodni o’qitish va tarbiyalash sifatini oshirishga katta hissa qo’shayotgan ijodkor pedagoglar, olimlar, tadqiqotchilar soni yil sayin ortib bormoqda. Bularning barchasi mustaqil O’zbekiston diyorida pedagog shaxsiga bo’lgan e’zoz, e’tibordan dalolatdir.

Imom al Buxoriyning «Al – jomi’ as – sahih» hadislar to’plamining «Ilm kitobi» bobida ilm egallash fazilati va xosiyatlar, ilm o’rganish va o’rgatish odobi to’g’risida ma’lumotlar berilgan. Ushbu bobda ilm o’rgatish va o’rganishga doir hadislar keltirilgan. Ularning tahlili, ilm o’rgatuvchiga nisbatan didaktik talablar, pedagogik – axloqiy g’oyalarni ifodalashga imkon beradi. Bugungi kunda ham pedagoglar malakasini oshirish jarayonida, ularning pedagogik, psixologik tayyorgarligi, bilimi, muomala madaniyatini yuksaltirish, zamonaviy fan sirlaridan xabardor qilish, axborot va kommunikatsiya ko’nikmalarini singdirish va milliy psixologik omillarni e’tiborga olish kerak. Yuksak saviyali, mahoratli ustozlargina xalq orzusidagi barkamol insonni tarbiyalaydi. Ilm insonni yuksaklik sari olib boradi. Ilmga chanqoq  o’zbek xalqida ziyoli, ilmli insonlarni e’zozlash, ular faoliyatiga havas bilan qarash xususiyati mavjud.

Maktabgacha ta’lim tizimini yanada takomillashtirish va rivojlantirishda bu borada to’plangan tajribani tahlil etish va umumlashtirish, mamlakatni ijtimoiyiqtisodiy rivojlantirish istiqbollariga muvofiq kadrlar tayyorlash tizimini takomillashtirish va yanada rivojlantirish masalalariga alohida e’tibor qaratilmoqda. Shu bilan birga, ta’lim tashkilotlarining resurs, kadrlar va axborot bazalari yanada mustahkamlanmoqda, o’quv-tarbiya jarayoni yangi o’quvuslubiy majmualar, ilg’or pedagogik tenologiyalar bilan to’liq ta’minlanmoqda. Jahon andozalariga javob beradigan maktabgacha ta’lim tashkilotlari qaror topmoqda va ularni rivojlantirish amalga oshirilmoqda. Ta’lim sifatini oshirishda, ta’lim jarayonini to’liq axborotlashtirish kuzda tutilmoqda.

-  Hozirgi paytda  maktabgacha ta’lim tizimida faoliyat yuritayotgan pedagoglar malakasini oshirishga quyidagicha yondashish tendentsiyalari kuzatilmoqda: sifatli o’quv jarayonini tashkil qilishda pedagog kompetentsiyasini rivojlantirish;

-  ta’lim sifatini ta’minlashda zamonaviy yondashuvlarining asosiy negizi - turli xil boshqaruv, innovatsiya va axborot texnologiyalarini ta’limga joriy etishda pedagogning layoqatini oshirish;

-  ta’lim-tarbiya sifatining mahsulasi – natijani qo’lga kiritish va boshqalar.

Maktabgacha ta’lim tashkilotlari o’quv faoliyatining sifati o’quv jarayonini rejalashtirish, uni amalga oshirish, o’quv reja, dasturlarining mazmun mohiyati bilan yemas, balki tahsil oluvchilarning olgan bilimlari, malaka va ko’nikmalari, mustaqil ravishda olgan bilimlari bilan bog’liq ta’lim natijasi sifati bilan belgilanmoqda.

Abu Nasr Farobiyning “Fozil odamlar shahri” asarida keltirilgan bosh g’oya, ya’ni: “... faqat ilm va bilimlar jamiyatni rivojlantirishi, davlatni taraqqiy ettira olishi mumkinligi”, to’g’risidagi g’oyasiga monand ravishda sifatli ta’lim boshqaruvini amalda joriy etish talab etiladi. Demak, bugungi kunda jahon andozalariga tenglashtirilgan ta’lim sifat tizimi asosida mutaxassislar tayyorlashga alohida e’tibor qaratilmoqda. Bunda pedagogdan ta’lim berishda yuksak mahorat talab etiladi.

Maktabgacha tarbiya tashkilotlarida ta’lim va tarbiya sifati, uni baholash va sifat menejmentiga oid jahonda olib borilgan tadqiqotlar natijasida qator, jumladan, quyidagi ilmiy natijalar olingan: maktabgacha tarbiya tashkilotlarida ta’limiy va tarbiyaviy sifat nazoratining ichki baholash mexanizmlari ishlab chiqilgan (London universiteti qoshidagi  “Layf Kouching”, Ta’lim institutlari

(Buyuk Britaniya); ta’lim sifati menejmenti tizimini sertifikatlash va sifatni kafolatlash usullari tavsiflangan (Bavariya akkreditatsiyalash, sertifikatlash va sifatni kafolatlash instituti, Germaniya) va boshqalar.

Maktabgacha ta’lim tashkilotlarida ta’lim va tarbiya sifati, uni baholash, ilmiynazariy asoslash, kvalimetriyaga murojaat etish, sifatning yalpi menejmentini qo’llash uzluksiz ta’lim tizimini takomillashtirishning muhim shartlaridan biridir. Bunda kvalimetrik tahlil muhim ahamiyat kasb etadi.

Kvalimetriya – diagnostik metodlarni aniqlash, sifatni miqdoriy baholashning nazariy asoslarini yaratish bilan bog’liq ilmiy va amaliy  faoliyat sohasi. Kvalimetriya kvalitologiya (sifat haqidagi fan)ning tarkibiy qismidir.

Dunyoda ta’lim sifati menejmentini takomillashtirish bo’yicha qator, jumladan, quyidagi ustuvor yo’nalishlarda tadqiqotlar olib borilmoqda: ta’lim sifatini kafolatlashning yagona mezonlari va standartlarini belgilashni aniqlash; ta’lim xizmatlari eksportini rivojlantirish; ta’lim dasturlarini akkreditatsiyalash milliy tizimlarini muvofiq-lashtirish; sifatni boshqarish texnologiyalarini takomillashtirish. Biroq, hanuzgacha davlat va nodavlat maktabgacha tarbiya tashkilotlari xodimlarining malakasini oshirish va ushbu  tarbiya maskanlarida ta’limiy va tarbiyaviy boshqaruv menejmentiga xos xususiyatlarni aniqlashning yagona tizimini takomillashtirish masalalari o’z yechimini tulaqonlicha amalga oshirilmagan. Shu jihatdan olganda, ta’limda sifatni boshqarish, sifatni kafolatlashda akkreditatsiyaning o’rni, sifatning tashqi monitoringi, oliy ta’limda sifatni baholash tizimlari, ta’lim jarayoni ishtirokchilari faoliyatini muvofiqlashtirish va ta’lim sifatini nazorat qilishning pedagogik shartsharoitlarini aniqlash zarurati oshmoqda.

 

XULOSA

Yuqoridagilardan kelib chiqib, bugungi kunda davlat va nodavlat maktabgacha ta’lim tashkilotlarida ta’lim va tarbiya sifatini takomillashtirish muammosini alohida tadqiqot predmeti sifatida o’rganish ehtiyoji sezilmoqda. Muammoning yechimini topish uchun:

-  davlat va nodavlat maktabgacha tarbiya tashkilotlari xodimlarining malakasini oshirishda «tarbiya kvalimetriyasi» va «ta’lim kvalimetriyasi» tushunchalarini ilmiy jihatdan tavsiflash;

-  davlat va nodavlat maktabgacha tarbiya tashkilotlari boshqarishning metodologik va nazariy asoslarini sifatli menejment nuqtai nazaridan tadqiq qilish;

-  davlat va nodavlat maktabgacha tarbiya tashkilotlariga qo’yiladigan davlat talablarini tabaqalashtirilgan yondashuv asosida takomillashtirish;

-  davlat va nodavlat maktabgacha tarbiya tashkilotlari xodimlarining malaka oshirishdan keyingi faoliyati samaradorligi monitoringini joriy etish bo’yicha tavsiyalar ishlab chiqish;

-  davlat va nodavlat maktabgacha tarbiya tashkilotlari tarbiyalanuvchilari iqtidorini aniqlash va rivojlantirishga mo’ljallangan metodik qo’llanmalar yaratish va amaliyotga tatbiq etish;

-  davlat va nodavlat maktabgacha tarbiya tashkilotlarida sifat menejmenti tizimini takomillashtirish bo’yicha ilmiy asoslangan takliflar ishlab chiqish lozim.

Davlat va nodavlat maktabgacha tarbiya tashkilotlari xodimlarining faoliyatini kvalimetriya asosida baholash, kasbiy faoliyat natijasi, tarbiyalanuvchilarning intellektual darajasi va shaxsiy rivojlanishi mezonlariga asoslangan holda takomillashtirishga qaratish lozim.

Shunday qilib, ta’lim-tarbiya sifatini oshirish jarayonida yangi mazmun va mohiyatga ega bo’lgan insonparvarlik tamoyillariga asoslangan, yaratuvchanlik, ijodkorlikka intilish hissi bilan yo’g’rilgan ta’lim komil inson shaxsini yetuklikka yo’naltiradi. Binobarin, O’zbekistonda maktabgacha ta’lim tashkilotlarida olib borilayotgan islohotlar ta’lim-tarbiyaning maqsadini yangi yo’nalishga burdi.           Demak, ta’lim-tarbiyaning maqsadi butunlay yangilandi, unga mos holda mazmunning ham, pedagogik jarayonning ham yangilanishi tabiiydir. Bu omil davlatimizning ijtimoiy siyosatini belgilab berganligi tufayli shaxs manfaatlarini ta’minlashga xizmat qiladi.

 

REFERENCES:

 

1.                      O’zbekiston Respublikasi Prezidentining “O’zbekiston Respublikasi maktabgacha ta’lim tizimini 2030 yilgacha rivojlantirish kontseptsiyasini tasdiqlash to’g’risida”gi Qarori, 2019., 13 may, PQ 4312 son.

2.                      Mirziyoev SH.M. Buyuk kelajagimizni mard va oliyjanob halqimiz bilan birga qo’ramiz. –Toshkent:O’zbekiston, 2017.-488 bet.

3.                      Abu Nasr Farobiy. Fozil odamlar shahri. –Toshkent: O’qituvchi,

1998.-43-bet.

             

O‘ZBEKISTONDA MOLIYAVIY HISOBOTLARNING XALQARO

STANDARTLARINI AMALIYOTDA QO‘LLASHDAGI MUAMMOLAR VA ULARNI BARTARAF ETISH YO‘LLARI

 

https://doi.org/10.5281/zenodo.6464567

 

Muzrapova Shahnoza Saydullayevna

Termiz Davlat Universiteti Iqtisodiyot va turizm fakulteti

Magistratura bo’limi “Buxgalteriya hisobi” yo’nalishi 2-kurs magistranti

 

Annotatsiya: Ushbu maqolada O‘zbekistonda moliyaviy hisobotlarning xalqaro standartlarini amaliyotda qo‘llanilishi va moliyaviy hisobotlarning xalqaro standartlariga o’tishdagidagi muammolar va ularni bartaraf etish yo‘llarining amaliy tahlili keltirilgan.

Kalit sozlar:  xalqaro moliyaviy hisobot, moliyaviy buxgalteriya hisobi va hisoboti, moliyaviy hisobotning xalqaro standartlari, buxgalteriya hisobining milliy standartlari, biznes, investitsiyalar.

Abstract: This article provides a practical analysis of the practical application of international financial reporting standards in Uzbekistan and the problems in the transition to international financial reporting standards and ways to overcome them.  

Keywords: international financial reporting, financial accounting and reporting, international financial reporting standards, national accounting standards, business, investment.

Аннотация: В данной статье представлен практический анализ практического применения международных стандартов финансовой отчетности в Узбекистане и проблемы при переходе на международные стандарты финансовой отчетности и пути их преодоления.

Ключевые Слова: международная финансовая отчетность, финансовый учет и отчетность, международные стандарты финансовой отчетности, национальные стандарты бухгалтерского учета, бизнес, инвестиции.  

 

KIRISH

O‘zbekiston iqtisodiyotiga investitsiyalar jalb qilish uchun muayyan sharoit yaratish, jumladan, vatanimiz iqtisodiy sub’ektlari faoliyatining shaffofligi va aniqligiga erishish zarur. Bu masalani amalga oshirish moliyaviy hisobotlarning umumqabul qilingan jahon standartlarini – moliyaviy hisobotning xalqaro standartlarini qo‘llash bilan bog‘liq. O‘zbekiston mustaqillikka erishgach, bozor iqtisodiyoti tomon harakatiga tushdi. Bu jarayonda sovetlarning buxgalteriya uslublaridan voz kechildi va moliyaviy hisobotlar jahonda qabul qilingan tamoyillarga o‘ta boshladi. Jumladan, qonun bilan quvvatlangan turli milliy buxgalteriya standartlari ishlab chiqildi, buxgalterlar uyushmalari qoshida xalqaro buxgalteriya amaliyotlarini o‘rgatish va buxgalterlarni sertifikatlash tizimlari shakllandi. O‘zbekistonda yuritilgan qonunchilik, ta’lim va malaka oshirish amaliyotlarining yakuni MHXS bilan to‘la uyg‘unlashuvga olib kelishi kutilgan edi.

Biroq MHXSga o‘tish jarayoni cho‘zilib ketdi. CHunki 2016 yilga qadar O‘zbekiston rahbariyatining jahon iqtisodidan yopiq holda qolishga moyilligi bor edi. Davlatning milliy iqtisoddagi o‘rni mulkdorlar sinfiga nisbatan kattaroq bo‘lgan sharoitda moliyaviy axborotdan foydalanuvchi taraf hukumat tashkilotlari, ayniqsa soliqqa tortish organlari bo‘lib qoladi. Natijada buxgalterlik hisoboti tizimlari soliq hisobotlarini shakllantirishga qaratiladi va tashqi investor va ichki mulkdorlarning axborotga bo‘lgan manfaatlari keyingi darajaga tushib ketadi.

Soliqchi bilan investorni moliyaviy hisobotda qiziqtiradigan narsalar bir xil emas. Masalan, soliqchini hisobotda tashkilotning daromadi ko‘proq aks ettirilishi va undan qancha ko‘p soliq chiqarish mumkinligi qiziqtiradi. SHu sababdan ham soliqchilik yo‘riqnomalariga ko‘ra korxonalarning ba’zi xarajatlari sof daromadni kamaytirishga ruxsat bermaydi yoki asosiy vositalar eskirishi normalarini qat’iy chegaralarda belgilab beradi, ya’ni eskirish xarajatlarni ozroq qilib yozishga undaydi.

Investorni qiziqtiradigan esa asosiy narsa tashkilotning real sof daromadi va aktivlarning haqqoniy qiymatidir. CHunki investorni byudjetga ko‘proq soliq undirish emas, balki tashkilot qanchalik samarali faoliyat yuritayotgani qiziqtiradi. Shuning uchun investor hisobotda aktivlarni haqqoniy qiymatda, majburiyatlar va xarajatlarni to‘laligicha, shuningdek daromadlar oshirilmay ko‘rsatilishini talab qiladi.

Moliyaviy axborotdan ko‘zlanadigan maqsadlar davlat va mulkdorlarda o‘zaro muvofiq bo‘lmasligi jahonning barcha mamlakatlarda uchraydigan holat. Natijada buxgalteriya hisobi ikki xil qoida asosida yuritiladi: biri soliq hisobi, ikkinchi moliyaviy. Bunda gap ikki xil, «oq» va «qora» hisob haqida ketmayapti. MHXSga ko‘ra, daromad solig‘i uchun hisoblangan sof foyda bilan moliyaviy axborot uchun hisoblangan biznes foydasi o‘rtasidagi farq foydalanuvchilarga ochiq taqdim qilinishi va tushuntirilishi lozim, shuningdek ehtimoliy qo‘shimcha soliq va jarimalarga tortishdagi barcha jiddiy xatarlar ham hisobotda aks ettirilishi lozim.

 

MUHOKAMA VA NATIJALAR

Mulkchilik va tarmoq shaklidan qat’iy nazar, barcha xo’jalik yurituvchi sub’ektlarda moliyaviy hisobotlarini milliy standartlardan xalqaro standartlar asosida tuzish muhim hisoblanib,  xalqaro standartlar asosida tuzilgan moliyaviy hisobotlarni xorijiy investorlar tomonidan tanishish imkoniyatiga ega bo’lishi va o’zining sarmoyasini kiritish bo’yicha yengilliklar tug’diradi.  

Buxgalteriya hisobi ma’lum bir xo’jalik yurituvchi sub’ekt to’g’risida moliyaviy ma’lumotlarni aniqlash, qayta ishlash va moliyaviy hisobot shaklida faoliyat yurituvchi sub’ektning moliyaviy holatiga qiziquvchi foydalanuvchilarga ma’lumotni yetkazib berishni amalga oshiradigan axborot tizimdir. Buxgalteriyaning maqsadi – turli foydalanuvchilarni ma’lumotga bo’lgan ehtiyojini, ushbu ma’lumotni olish uchun eng kam sarf-xarajatlar bilan qondirishdir. O’z-o’zidan ma’lumki qarorlarni qabul qilish uchun axborot tizimdan foydalanish natijasida olinishi mumkin bo’lgan iqtisodiy naflar ushbu tizimga ketgan xarajatlardan ustun bo’lishi lozim.

Demak,  moliyaviy hisobotning xalqaro standartlari predmeti bo’lib, xalqaro standartlar asosida  pul ifodasida aks ettiriladigan xo’jalik mablag’lari, shu mablag’lar manbalari, ularning xo’jalik faoliyati va moliyaviy natijalari bo’lib hisoblanadi. 

Xo’jalik yurituvchi sub’ektlarda moddiy va nomoddiy aktivlar, majburiyatlar, kapital, daromad va xarajatlar, foyda va zararlar hamda ularning harakati bilan bog’liq bo’lgan xo’jalik, moliyaviy hisobotning xalqaro standartlarining ob’ektlari  hisoblanadi.

Aktivlar - avvalgi davrlarda sodir etilgan hodisalar natijasida olingan va korxona tomonidan nazorat qilinadigan, ularni foydalanishdan kelajakda iqtisodiy naf olinishi kutiladigan resurslardir.

Majburiyatlar – bu avvalgi davrlarda sodir etilgan hodisalar natijasida paydo bo’lgan korxonaning joriy qarzi, ushbu qarzlar qaytarilishi natijasida korxonaning iqtisodiy nafni o’z ichiga olgan resurslarni kamayishiga olib keladi.

Xususiy kapital – bu barcha majburiyatlarni ayrgandan keyin korxonaning aktivlardagi bo’lgan ulushi.

Foyda - bu xo’jalik sub’ektiga ta’sir etadigan asosiy va asosiy bo’lmagan faoliyat, hodisalar sharoitlar natijasida kapitalning ko’payishi bo’lib, xususiy kapitalga to’lanadigan kapital bundan mustasnodir.

Zararlar – bu asosiy faoliyat va barcha xo’jalik muomalalari, hodisalar, sharoitlar natijasida xususiy kapitalning kamayishi bo’lib, harajatlar yoki xususiy kapitalning taqsimlanishi natijasidagi kamayish bundan mustasnodir.

Foyda faoliyat natijalarini o’lchashda yoki boshqa ko’rsatkichlarni, ya’ni investitsiyani olib kelgan foydasi, bir aktsiyaga to’g’ri keladigan foyda kabilarni asosi sifatida foydalanadi. Foydani o’lchash bilan bevosita bog’liq elementlar – bu daromadlar va xarajatlardir.

Daromadlar – bu aktivlarni kelib tushishi yoki ko’payishi yoxud majburiyatlarni kamayishi shaklida vujudga keladigan va pirovard natijasida xususiy kapitalni oshiradigan iqtisodiy naflarni ko’payishi, ammo aktsiyador kapitalga ta’sischilar tomonidan to’lanadigan badallar bundan mustasnodir.

Xarajatlar - bu aktivlarni sarflanishi yoki yemirilishi yoxud majburiyatlarni ko’payishi shaklida vujudga keladigan va pirovard natijasida xususiy kapitalni kamaytiradigan iqtisodiy naflarni kamayishi, ammo aktsiyador kapitalni ta’sischilar orasida taqsimlanishi bundan mustasnodir.

Moliyaviy hisobotning xalqaro standartlari butun jahonda moliyaviy hisobot standartlarining yaqinlashishida, kelishuvida va yanada yaxshilanishida muhim rol o’ynadi. Ulardan quyidagi maqsadlarda foydalaniladi:

-  ko’pchilik mamlakatlarda hisob va hisobotga  qo’yiladigan milliy talablar uchun asos bo’lib xizmat qilish;

-  hisob va hisobotga nisbatan o’z talablarini ishlab chiqayotgan alohida mamlakatlar uchun xalqaro etalon sifatida ishlatilishi (sanoati rifojlangan mamlakatlar bilan bir qatorda endi rivojlanib borayotgan bozorlar uchun, masalan, Xitoy, Osiyoning boshqa mamlakatlari hamda sobiq Sovet Ittifoqi mamlakatlari ham shular jumlasidandir);

-  fond birjalari va tartibga soluvchi organlar tomonidan moliyaviy hisobotni Moliyaviy hisobotlar xalqaro standartlariga mos ravishda tuzilishini talab qilgan hollarda;

-  kapital bozorlari uchun standartlar ishlab chiqishda to’lig’icha Moliyaviy hisobotlar xalqaro standartlariga asoslanishga qaror qilgan Yevropa Komissiyasi kabi milliy organlar tomonidan ishlatishi;

-  Moliyaviy hisobotning xalqaro standartlari talab qilinmaydigan mamlakatlarda ham kompaniyalar  soni ortganligi tufayli foydalanilishi.

Yuqoridagilar tufayli Moliyaviy hisobotning xalqaro standartlari butun jahonda yanada kengroq foydalanilmoqda va tan olinmoqda. Hatto ba’zi mamlakatlar Moliyaviy Hisobotlar Xalqaro Standartlar (MHXS) ni o’z standartlaridek o’zgarishlarsiz ishlatishmoqda, ba’zilari esa mamlakat xususiyatidan kelib chiqib ba’zi o’zgarishlarni kiritmoqdalar. Ko’p millatli yirik kompaniyalar esa Moliyaviy hisobotlar xalqaro standartlaridan foydalanish ular uchun qulayligini ta’kidlashmoqda.

Moliyaviy hisobotlar xalqaro standartlarining tan olinishi va tobora ko’proq ishlatilishini isbotlovchi eng muhim  voqealardan biri bu Qimmatbaho qog’ozlar va birjalar bo’yicha Komissiyalarning Xalqaro Tashkiloti tomonidan xorijiy kotirovkalar uchun Moliyaviy hisobotlar xalqaro standartlarining asos qilib olinishidir.

Evropa Komissiyasi esa Moliyaviy hisobotlar xalqaro standartlariga hisobotning va umuman buxgalteriya hisobining muvofiqlashishi nuqtai nazaridan Yevropa Ittifoqida adolatli va samarali raqobot muhitini saqlashda muhim ekanligini e’tirof etmoqda. Yevropa Komissiyasi moliviy hisobot standartlari garmonizatsiyasida MHXSK bilan hamkorlik qilish samarali ekanligini rasmiy ravishda e’lon qilgan.

AQSHning Qimmatbaho qog’ozlar va birjalar bo’yicha Komissiyasi esa quyidagilar haqida 1996 yil 11 aprelda ma’lum qildi:

-  standartlar buxgalteriya hisobining keng qamrovli bazisini taqdim etuvchi buxgalterlik talablarining asosiy qismini o’z ichiga olishlari kerak;

-  standartlar yuqori sifatli bo’lishlari shart, chunki ular ma’lumotlarning taqqoslanuvchanligi, ravshanligi hamda to’liq yoritilishini ta’minlashlari kerak;

-  standartlar interpretatsiyasi berib borilishi kerak va ularga so’zsiz amal qilinishi kerak.

Hozirgi vaqtda aktsionerlar va bashqa foydalanuvchilar uchun tayyorlanayotgan moliyaviy hisobotlarda mamlakatdan mamlakatga o’tib borayotgan, ayrim hollarda bir mamlakatdagina foydalaniladigan buxgalterlik printsiplari va qoidalari ishlatilmoqda. Shunday qilib buxgalterlik hisobotlarida taqqoslanuvchanlik yetishmasligi mumkin. Bu holatning noqulayligi shundaki, moliyaviy hisobotdan foydalanadigan investitsion tahlilichilar va boshqa foydalanuvchilar hisobotni tahlil qilish jarayonida uning tarli standartlarga binoan tuzilganligi tufayli qo’shimcha xarajatlar qilishiga to’g’ri keladi. Ular hisobotlar interpretatsiyasida chalkashliklarga duch kelishlari ham mumkin. Ushbu jarayon bilan bog’liq holda kapitalning jahon bozorida samarali raqobat yomonlashishi, kompaniyalar esa  kapitalni saqlash bo’yicha yuqori sarfxarajatlarni o’z zimmalariga olishlariga to’g’ri keladi. Eng asosiysi, turli mamlakatlar uchun turlicha foyda miqdori ko’rsatilishi oqibatida buxgalterlik hisobotlariga ishonch yo’qoladi. Hisobotlarning xalqaro miqyosdagi turli tumanligi quyidagilarga olib keladi:

• moliyaviy hisobotlarni tuzishga ketadigan xarajatlarning mo’ljaldan yuqori darajada bo’lishi – chunki transnatsional kompaniyalar o’z faoliyatlari haqida turli mamlakatlar uchun turlicha hisobotlar tuzishga majbur bo’ladilar;

• tijorat kompaniyalari turli mamlakatlardagi faoliyatlari moliyaviy natijalarini baholash uchun yagona tizimga ega bo’lish ehtiyoji tug’iladi. Kompaniyalar, bundan tashqari, ularning tashqi hisobotlari faoliyatni baholashning ichki baholashlariga mos tushishlarini ham xohlaydilar. Bu ikki maqsadga erishish esa turli mamlakatlardagi hisobotlar turlicha bo’lgani holda juda mushkul hisoblanadi.

Moliyaviy hisobotning xalqaro standartlari  shuningdek, buxgalterlik standartlarini ishlab chiquvchi organlari hali tuzilmagan yoki standartlarni ishlab chiqishga resurslari yetarli bo’lmagan  rivojlanayotgan mamlakatlar uchun ham  juda foydalidir. Moliyaviy Hisobot Standartlarini ishlab chiqish o’ziga yarasha xarajatlarni talab qiladi, ayniqsa alohida mamlakat uchun standartlar ishlab chiqish chiqim nuqtai nazaridan samarasizdir.

Tashqi iqtisodiy moliyaviy qarorlarni qo’llab quvvatlash uchun esa, albatta, butun jahon uchun moliyaviy  hisob va hisobot bo’yicha tarkiban bir xil, umumqabul qilingan va majburiy standartlar to’plami zarurdir. Aynan ana shu vazifa MHXSK zimmasiga yuklatilgandir.

Quyida MHXSKning 2000 yil 1 yanvar holatiga strukturasini keltiramiz. 2001 yilda uning tarkibi qisman o’zgartirilganligini aytib o’tamiz^[1]. MHXSKning asosiy tuzilmasi uning Ustavi bilan belgilangan.

Yuqorida aytib o’tganimizdek MHXSKning a’zolari asosan Buxgalterlar Xalqaro Federatsiyasiga a’zo bo’lgan barcha buxgalter va auditorlar professional tashkilotlari a’zodirlar. Uning a’zolari barcha faoliyat uchun javobgarlikni uning Ustaviga binoan MHXSK    Boshqaruviga topshirganlar. Boshqaruv qator huquqlarga ega bo’lib, shu jumladan:

• jamoatchilik hukmiga xalqaro buxgalteriya hisobi va hisobotiga tegishli munozarali va muammoli masalalarni, agar ularni chop etishga Boshqaruv a’zolarining ko’pchiligi ovoz bergan bo’lsa, havola etish;

• MHXSK nomidan jamoatchilik hukmiga “Standartlarning dastlabki

(taxminiy) varinatlari” ko’rinishidagi hujjatlarni havola etish;

• Boshqaruv a’zolarining to’rtdan uch qismi ovoz bergan hollarda Moliyaviy hisobotning xalqaro standartlari ni nashr qilish va boshqalar.

MHXSK tomonidan Standartni nashr qilish jarayoni:

                 Dastur haqida qaror;

         Boshqarma tomonidan Tayyorlov qo’mitasining tayinlanishi;    Asosiy momentlarni rejalashtirish:

 

 -loyihaning amal qilish sohasini aniqlaydi;

 -tayyorlov qo’mitasi tayyorlaydi, boshqarma tasdiqlaydi;    Printsiplarning loyihaviy shakllantirilishi.

Izohlarni yig’ish maqsadida Tayyorlov Komiteti tomonidan chiqariladi    Printsiplarning oxirgi tasdiqlanishi:

-tayyorlov Komiteti tomonidan tayyorlanadi -boshqarma tomonidan tasdiqlanadi  Standartning dastlabki varianti:

-tayyorlov Komiteti tomonidan tayyorlanadi;

- boshqarma tomonidan tasdiqlanadi;

-jamoatchilik mulohazalarini o’rganish maqsadida chop etiladi MHXSK rasmiy nashrlari uch asosiy kategoriyalarga bo’linadi:

 Moliyaviy Hisobotni tayyorlash va taqdim etishning Kontseptsiyalari;  Moliyaviy hisobotlar xalqaro standartlari;  Interpretatsiyalar (izohlar).

MHXSK o’z Standartlarini Moliyaviy hisobotning xalqaro standartlari  deb nomlangan seriya sifatida nashr etadi. Standartlar tartib bilan raqamlangan bo’lib, agar biror bir standart qayta ko’rib chiqilsa, uning eski raqami saqlanib qoladi, lekin qayta ko’rib chiqish sanasi qavs ichida ko’rsatiladi. Odatda Standartlar MHXSK tomonidan u ishlab chiqilgan sanadan boshlab 30 kun ichida nashr qilinadi. Taklif qilinayotgan standartlar esa alohida raqamlanib, TQS kabi belgilanadi va ular alohida nashr etiladi.

1998 yilda “Deloitte & Touche” auditorlik firmasidan  Stig Enevolden MHXSK Boshqaruv Raisi etib tayinlangan edi. MHXSK Boshqaruviga Avstraliya, Kanada, Frantsiya, Germaniya, Hindiston, Yaponiya, Meksika, AQSH kabi mamlakatlar vakillari a’zodirlar. Ular “Deloitte & Touche; Ernst &Young; KPMG Peat Marwick;  Price Waterhouse & Co”, “Nestle” kabi yirik firma va kompaniyalar vakillaridirlar.

Boshqaruv tomonidan ma’muriy masalalar bo’yicha Ijroiya Komitet tayinlanadi. Ijroiya Komitet tomonidan quyidagi vazifalar bajariladi:

-      MHXSKning strukturasi, rejasi va tashkil etilishi;

-      Standartlarni tavsiya etish bo’yicha faoliyat;

-      Byudjet va moliya;

-      Tayyorlov Komitetlariga a’zolikning shartlari va tayinlanishi;

-      Boshqaruv yig’ilishlarini o’tkazish joyi va vaqtini belgilash;

-      Bosh Kotibni tayinlash;

-      MHXSKning majburiy rasmiy jarayoni;

-      Buxgalteriya hisobining xalqaro standartlari va a’zolari bilan o’zaro aloqalar.

1981 yilda MHXSK Boshqaruvi Maslahat guruhiga asos soldi. Maslahat

guruhiga yirik tashkilotlar jalb qilingan bo’lib, ular jumlasiga  

                 Evropa Komissiyasi;

                 Fond Birjalar Xalqaro Federatsiyasi;

                 AQSH moliyaviy hisobot standartlari bo’yicha Boshqaruvi;  

                 Xalqaro Savdo Palatasi;

                 Buxgalterlik Ta’limi va tadqiqotlari Xalqaro Assotsiatsiyasi;

                 Mehnat Konfederatsiyasi;

                 Xalqaro Moliyaviy Korporatsiya (IFC);

                 Baholash Standartlari bo’yicha Xalqaro Komissiya;

                 Jahon Banki;

                 Xalqaro iqtisodiy Hamkorlik va taraqqiyot Tashkiloti;

 BMTning transnatsional korporatsiyalar va investitsiyalar bo’yicha bo’linmasi kiradi.

Standartlarni ishlab chiqishda maxsus Tayyorlov Komiteti faoliyat ko’rsatadi. Ushbu Komitet dastlabki tadqiqotlarni o’tkazib, masalalar rejasini hamda ularning sharhini beradi. Jamoatchilik fikr-mulohazalarini o’rganish asosida printsiplarning yakuniy formulirovkasini Boshqaruvga taqdim etadi. Komitet Moliyaviy hisobotning xalqaro standartlari  loyihasining dastlabki variantini ishlab chiqadi va taqdim etadi.

Yuqoridagi vazifalarni o’z vaqtida amalga oshishini ta’minlash maqsadida  Interpretatsiya bo’yicha Doimiy Komitet tuzilgan.

Hozirgi iqtisodiy rivojlanish davrida moliyaviy hisobotning ikki global tili yanada ko’proq tan olinmoqda: AQSH buxgalteriya hisobi umumqabul qilingan printsiplari (US GAAP) va Moliyaviy hisobotning xalqaro standartlari. Moliyaviy xisobot aniqligi va yakunlanganligi, uning global kompaniyalar tomonidan foydalanish extiyojlari tufayli ko’proq Moliyaviy hisobotning xalqaro standartlariga murojaat etishmoqda. MHXS asosida tayyorlangan hisobotni juda ko’p mamlakatlar qimmatbaho qog’ozlar bozorlari tomonidan e’tirof etilmoqda.  

Moliyaviy hisobotning xalqaro standartlari  bo’yicha Komitet (MHXSK) – nodavlat tashkilot bo’lib, unga butun jaxon buxgalterlik faoliyati sohasining vakillari a’zodirlar. Komitet doimiy ravishda Moliyaviy hisobotning xalqaro standartlari ni ishlab chiqish va rivojlantirish uchun javobgardir. Moliyaviy hisobotning xalqaro standartlari  esa, ma’lumki, buxgalteriya hisobini yuritish va moliyaviy hisobotni tuzish bo’yicha xalqaro miqyosda umumqabul qilingan qoidalardir. 

MHXSK – mustaqil notijorat tashkilot bo’lib, u butun jaxonda tijorat korxonalari va boshqa tashkilotlar tomonidan moliyaviy hisobotlarni tuzish jarayonida qo’llaniladigan buxgalterlik printsiplarini muvofiqlashtirishga erishish maqsadida tuzilgandir. 

Gap shundaki, BMT davlatlararo ekspert  guruhi  bir qancha korporatsiyalar buyicha hisobni tashkil etish amaliyoti va 46 milliy hisob tizimi buyicha hisobot berilishini o’rganib chiqib, ko’p ko’rsatkichlar bo’yicha milliy hisob tizimlarini taqqoslab bo’lmasligi haqidagi xulosaga keldi. Markaz hisobotida  shunday xulosaga kelindi: ayrim rivojlangan mamlakatlarda ko’p sonli kompaniyalar hisob davrining oxirigacha e’lon kilingan foydaga tenglash maqsadida turli rezerv tizimlarini ishlatadilar. Milliy hisob tizimlarida amaldagi barcha belgilari bo’yicha rivojlangan va rivojlanayotgan mamlakatlarda milliy tizimlarni ajratib turgan bir qancha farqlar o’rin egallar ekan.

Mutaxassislar tomonidan 13 ta milliy hisob tizimining o’rganilishi shuni kursatdiki, ulardan fakat 4 tasidagina(Germaniya, AKSH, Angliya, Yaponiya) resurslarni baholash uslubiyati davlat tomonidan qonuniy ravishda belgilab qo’yilar ekan. Natijada resurslar eng kam baholash usulida hisoblanib, davlat foydasini ko’zlaydi, chunki, kompaniya bu holda foyda summasini maksimal darajada ko’rsatishga majbur bo’ladi.  

Bu milliy tizimlarning yana  23 tasini o’rganish shuni kursatadiki, ulardan 8tasida (Avstraliya, Belgiya, Kanada, Frantsiya, Italiya, Norvegiya, SHvetsiya, SHveytsariya)davlat uchun emas, balki korxona uchun qulayrok sharoit yaratar ekan. U  tashqi bozorda milliy iqtisodiyotni rivojlantirish va qator boshqa  sharoitlarni taqazo etadi. To’la ishonch bilan aytish mumkinki, milliy buxgalteriya hisobi yangi yunalishlarni ishlatish hisobi bilan mamlakat iqtisodi rivojlanishi ma’lum taktik va strategik vazifalarini yechishga imkon beradi. Buxgalteriya hisobi milliy tizimlari tahlili nuqtai nazaridan firmalarning mablag’ va resurslarini chet el valyutasida aks ettirilishi qiziqish uyg’otadi.  

Balans tuzilgan sananing joriy kursi bo’yicha baholangan chet el valyutasida balans moddalarining kengayish darajasi bo’yicha tahlil o’tkazildi va ma’lumotlar  tuzildi. Bu jihatdan firmalarga ko’proq darajada qulayliklar Frantsiya, Yaponiya, Norvegiya, Niderlandiya, Angliya, Shveytsariya mamlakatlarida,  Avstraliya va AQSH firmalari uchun esa kamroq qulayliklar mavjud ekanligi aniqlandi.

Milliy hisob tizimlarida iqtisodni tartibga solishga davlatning ta’sir darajasi ham mutaxassislar tomonidan tahlil qilindi. Argentina, Meksika, Peru, Filippin, Venesuela  milliy tizimlari iqtisodni tartibga solishda sezilarli darajada ta’sir ko’rsatuvchi davlatlarga kiradi. Kolumbiya, Nigeriya va Zairda milliy hisob tizimining ishlatilish vositasi bilan davlat iqtisodiga  qisman ta’sir etadigan davlatlardir. Qolgan mamlakatlarda turli darajada 20 dan 70% gacha davlatning oraliq ta’siri kuzatiladi. Xalqaro hisob amaliyoti tahlili ularning shakllanishining  davlatlararo tashkilotlar, buxgalteriya hisobi xalqaro professional tashkilotlari, xalqaro profsoyuz tashkiloti  ta’sirida shakllanishining turli yo’nalishlarini ham ajratishga imkon yaratdi.^[2] 

Mamlakatlararo tizimning shakllanishi bilan parallel holda xalqaro buxgalteriya  hisobi tizimi, yagona hisob va hisobot berish xalqaro tizimiga milliy regional hisob tizimlarining yaxlit bir butun qilib birlashtirilishi bo’lib o’tdi.

Gap shundaki, XX asrning ikkinchi yarmi xalqaro iqtisodiy munosabatlarning kuchayishi, mamlakatlararo va qit’alararo mehnat taqsimoti, ishlab chiqarishning kooperatsiyalashuvi, ixtisoslashuvi bilan xarakterlanadi. Ilmiy-texnik taraqqiyot natijalaridan  foydalanish natijasida chet el investitsiyasini jalb qilish, ishlab chiqarishning internatsionalizatsiyashuvi transnatsional va multinatsional korporatsiyalarning paydo bo’lishiga olib keldi. Transnatsionatsional korporatsiyalarga quyidagilar misol bo’la oladi: IBM (AQSH), Toyota Motor (Yaponiya), Djeneral Elektrik (AQSH), Toshiba (Yaponiya), Djeneral Motorz (AQSH), Dyupon (AQSH). Muhimi shuki, butun jahon miqyosidagi mahsulotlarining asosiy qismi 25 ta shunday yirik korporatsiyalarda ishlab chiqariladi. SHuning bilan birga ishonch bilan aytish mumkinki, XX asrda iqtisodni internatsionalizatsiya qilish bo’lib o’tdi va u bilan birga buxgalteriya hisobi internatsionalizatsiya kilindi. Bu bir qancha muammolarning paydo bo’lishiga olib keldi:

-     xalqaro tajribalarga asoslanib moliyaviy hisobot tuzish;

-     xalqaro yoki milliy hisob qoidalariga bo’ysunish;

-     xalqaro biznes bilan moslikda informatsion-boshqaruv tizimini tashkil

qilish;

-     joriy hisobotlar uchun kreditlarni chet el valyutasida aks ettirish.              

Qilingan ishlar natijasida BMT vakillari xulosaga kelishdiki, turli mamlakatlarda buxgalteriya hisobini yuritish va  hisobotni topshirishga xilma-xil qarashlar mavjud bo’lsa ham, dunyo xo’jaligi va moliyaviy bozorlarning internatsionalizatsiyalashuvini aks  ettiruvchi umumiy tamoyillarni ishlab chiqish zarur. Shu maqsadlar uchun ham  Buxgalteriya hisobi Xalqaro Andozalar yoki

 

Standartlar bo’yicha Komitet (International Accountins Standart Commitee - IASC) tashkil topgan. 

Bu Komitetning bosh maksadi imkon borcha turli mamlakatlarning hisob andozalari va hisob siyosatini uyg’unlashtirishdir. IASC andozalarni ishlab chiqishda faqat asosiy hisob parametrlariga, andozalarni juda mukammal qilishga urinmay, alohida olingan mamlakatda ularning qo’llanilishi  qiynab qo’ymasligiga ahamiyat beradi.  

1983 yildan 2001 yilga qadar MHXSK tarkibiga Buxgalterlar Xalqaro Federatsiyasiga a’zo bo’lgan barcha buxgalter va auditorlar MHXSKga  2 million buxgalterning vakili hisoblangan 112 mamlakatning 153 a’zosi kirgan. MHXSK faoliyatiga uning a’zosi bo’lmagan boshqa tashkilotlar ham jalb qilingan. MHXSKning faoliyatini professional buxgalterlardan tashqari ko’pchilik biznes hamjamiyatlari, kompaniyalar moliyaviy raxbarlari, moliyaviy tahlilchilar, fond birjalari, bankirlar, huquqshunoslar hamda qimmatbaho qog’ozlarni chiqarish va ularni sotishni boshqaruvchi agentlar qo’llab quvvatlamoqdalar.  

MHXSK standartlarni ishlab chiqish va qabul qilish bilan shug’ullanuvchi milliy organlari bilan ham hamkorlik qilmoqda. MHXSK Yevropa komissiyasi, Iqtisodiy Hamkorlik va Taraqqiyot Tashkiloti, Birlashgan Millatlar Tashkiloti, Jaxon Banki va AQSHning Xalqaro Rivojlanish bo’yicha Agentligi (YuSAID) bilan o’zaro hamkorlikda faoliyat ko’rsatadi.

MHXSKning 1992 yilda Ustavida ko’rsatilishicha maqsadi kuyidagicha:

• Moliyaviy hisobotlarni taqdim etish jarayonida foydalanish hamda jamoatchilik ehtiyoji uchun moliyaviy hisobot standartlarini shakllantirish va chop etish, ularning qabul qilinishi va ularga amal qilinishiga har tomonlama yondashish;

• Moliyaviy hisobotni taqdim etishga aloqador bo’lgan hisob standartlari va jarayonlari, qoidalarini muvofiqlashtirish va umumiy holda yaxshilab borish ustida ish olib borish.

 

XULOSA

Hozirgi vaqtda aktsionerlar va bashqa foydalanuvchilar uchun tayyorlanayotgan moliyaviy hisobotlarda mamlakatdan mamlakatga o’tib borayotgan, ayrim hollarda bir mamlakatdagina foydalaniladigan buxgalterlik printsiplari va qoidalari ishlatilmoqda. Shunday qilib buxgalterlik hisobotlarida taqqoslanuvchanlik yetishmasligi mumkin. Bu holatning noqulayligi shundaki, moliyaviy hisobotdan foydalanadigan investitsion tahlilichilar va boshqa foydalanuvchilar hisobotni tahlil qilish jarayonida uning tarli standartlarga binoan tuzilganligi tufayli qo’shimcha xarajatlar qilishiga to’g’ri keladi. Ular hisobotlar interpretatsiyasida chalkashliklarga duch kelishlari ham mumkin. Ushbu jarayon bilan bog’liq holda kapitalning jahon bozorida samarali raqobat yomonlashishi, kompaniyalar esa  kapitalni saqlash bo’yicha yuqori sarfxarajatlarni o’z zimmalariga olishlariga to’g’ri keladi. Eng asosiysi, turli mamlakatlar uchun turlicha foyda miqdori ko’rsatilishi oqibatida buxgalterlik hisobotlariga ishonch yo’qoladi. Hisobotlarning xalqaro miqyosdagi turli tumanligi quyidagilarga olib keladi:

• moliyaviy hisobotlarni tuzishga ketadigan xarajatlarning mo’ljaldan yuqori darajada bo’lishi – chunki transnatsional kompaniyalar o’z faoliyatlari haqida turli mamlakatlar uchun turlicha hisobotlar tuzishga majbur bo’ladilar;

• tijorat kompaniyalari turli mamlakatlardagi faoliyatlari moliyaviy natijalarini baholash uchun yagona tizimga ega bo’lish ehtiyoji tug’iladi. Kompaniyalar, bundan tashqari, ularning tashqi hisobotlari faoliyatni baholashning ichki baholashlariga mos tushishlarini ham xohlaydilar. Bu ikki maqsadga erishish esa turli mamlakatlardagi hisobotlar turlicha bo’lgani holda juda mushkul hisoblanadi.

Moliyaviy hisobotning xalqaro standartlari  shuningdek, buxgalterlik standartlarini ishlab chiquvchi organlari hali tuzilmagan yoki standartlarni ishlab chiqishga resurslari yetarli bo’lmagan  rivojlanayotgan mamlakatlar uchun ham  juda foydalidir. Moliyaviy Hisobot Standartlarini ishlab chiqish o’ziga yarasha xarajatlarni talab qiladi, ayniqsa alohida mamlakat uchun standartlar ishlab chiqish chiqim nuqtai nazaridan samarasizdir.

Tashqi iqtisodiy moliyaviy qarorlarni qo’llab quvvatlash uchun esa, albatta, butun jahon uchun moliyaviy  hisob va hisobot bo’yicha tarkiban bir xil, umumqabul qilingan va majburiy standartlar to’plami zarurdir. Aynan ana shu vazifa MHXSK zimmasiga yuklatilgandir.

 

REFERENCES:

 

1.                   SH.M.Mirziyoevning «MHXSga o‘tishning qo‘shimcha chora-tadbirlari to‘g‘risida»gi 2020 yil 24 fevralda PQ-4611-sonli Qarori https://lex.uz/docs/4746047 

2.                   “Buxgalteriya hisobining xalqaro standartlari”. Tarjima. A. Rizaqulov,

B.Xasanov, A.Usanov, Z.Mamatov. T.: - 2004.

1. 3 Tashnazarov S. Xalqaro hisob asoslari. Ma’ruza matni. SamISI, 2008. - 210 b.

3. M.Bonham and others.Generally accepted Accounting practice under IFRS. Ernst & Young LLP, United States, 2010.- part 1. p. 

             

PSYCHOLINGUISTIC BASES OF DEVELOPMENT OF CREATIVE

ACTIVITY OF HIGH SCHOOL STUDENTS IN THE PROCESS OF ENGLISH LANGUAGE TEACHING

 

https://doi.org/10.5281/zenodo.6465989

 

Pozilova Odina

Namangan State University, English Philology, a first- year master student

 

 Abstract: Psycholinguistics has included a number of theories that give an explanation how a person can acquire a language, produce  and perceive spoken and written language. The theories have been utilized in the language teaching field. Some language experts use them as the basic theories in developing the methods of language teaching. It is widely known as a psycholinguistics approach. The psycholinguistic method considers learning as an individual cognitive process which  occurs within the individual and  shifts to the social dimension. There are different strategies, such as natural method, whole physical response methods, and suggested contemporary method, which are founded on the theory of the psycholinguist. These methods use psychological concepts, like learning your first or second language (second language learning), learning a language (linguistic perception), and language (second language learning). The perception of languages refers to hearing and reading, while the creation of languages refers to speaking and writing.  

Key words: psycholinguistics, creative activity, theory, approach, cognitive process, social dimension, natural method, total physical response method, suggestopedia method, linguistic perception.

Psycholinguistics is the integration of two broad fields that are psychlogy and linguistics. Linguistics is the study of language, whereas psychology studies the mind and behavior. Therefore, psycholinguistics can generally be characterised as the study of mind and language. The correlation between the human mind and language is concerned when it makes analysis the procedures in the brain during producing language and perception.

Psycholinguistics includes three basic areas; language production, language perception and language acquisition. Language production means the processes involved in creating and expressing meaning through language, while language perception refers to processes involved in translating and comprehending written and spoken language. Language acquisition refers to processes of acquiring a native or a second language. That is why, In language teaching psycholinguistics as a study of the psychology of language is the most significant aspect. Because,  it helps to study the psychological factors that are possibly involved in language learning. Psycholinguistics mainly focuses on the application of the real language and interaction. It is crucial to make a decision in applying various methods that allow students to develop their creative activities by easily understand and use the language.

As an approach, there are some methods which were developed based on psycholinguistics theories and the methods have been widely utilized in the field of language teaching over the countries. Some kinds of the methods will be explained in this paper. To avoid misconception, some terms related to psycholinguistics and language learning and teaching will also explain in this paper.

Psycholinguistics Approach

Students are considered as people who always involve the three domains of psychology -cognitive, affective, and psychomotor- in their daily activities. The ability of  using requires  both receptive skill (listening and reading) and productive (speaking and writing) involving the three domains above. The forms of language are structured in human mind beings with interdependent connection of memory, perception, thought, meaning, and emotion (Demirezen, 2004). In aquiring language psycholinguistic approaches conceive language learning as a cognitive and individual process in which knowledge is organized as the learner is exposed to comprehensible input, is given opportunities to both, negotiate, and receive negative feedback. Psycholinguistic approaches to language learning tend to agree that a learner needs to be exposed to input (Carlos, 2008). One of the most widely investigated theories of input is Krashen's input hypothesis (1985). This theory predicts the likelihood for a learner to learn a language when seniors are exposed to comprehensible input. Thus, to increase the chances for input comprehension, input should be just one step beyond the learner's current stage of linguistic competence. 

Relationship between psycholinguistics and creative activity

 Psycholinguistics theories have explained the mental processes that occur in human brain during a person produces and perceives a language. Language perception includes the activity of listening and reading, while the language production includes the activity of speaking and writing that are considered as a creative activity. Following will be described some benefits of psycholinguistics theories in developing the creative activity of students.

Psycholinguistics Approach and Productive  Skills

Psycholinguistics helps in understanding the students’ mistakes in writing which aids them activate the creativity in the English language production. It has a clear contribution on spelling mistakes since in English words are not spelled as they sound. There is a difficulty on this case because storing of the spelling of words and retrieve them on demand is very hard. In addition, psycholinguistics approach shows  that there are mistakes in writing caused by agraphia, which must be treated properly. Psycholinguistics helps to find interesting topic to write that is very useful in acquiring the target language.  It serves tomm decrease the level of the difficulties in writing. It helps to specify the writing levels and writing types. It pins down the mechanic mistakes on punctuation and suggests certain ways of avoiding them.

Moreover, psycholinguistic approach has a workable control over the field of teaching speaking as a skill. It has specified several difficulties on speaking such as students’ oriented difficulty. Psycholinguistics also explains that personality, like introvert and extrovert students, affects students’ performance in language learning. Speaking defects like voice disorders, stuttering, and disarticulation are also psychological in origin caused by personality factor. There are also some traumatic disorders such as aphasia and autism caused by localized in damage. It is recommend therapies and counseling practices for such difficulties. Thus, the investigations of psycholinguistic approach have provided solutions for almost each kind of language learning difficulty. With the knowledge, teachers can apply the appropriate techniques to teach speaking skills by considering the condition of the learner and find interesting topics to be discussed in speaking class.

Language Teaching Methods of Psycholinguistics Approach

An approach in language teaching includes theories of the language nature and the theories of language learning. Language teaching methods are concretization of language teaching approaches. A method of language teaching can be well understood if its fundamental theories are clearly understood. Followings are the major methods in developing student's language learning process:

Natural Method

The consistency of this method is shown by natural technique developed by teacher. Teacher actibates the learners to competence activity such as problem solving, game, and humanistic affective. Problem solving is designed to train learners to find out a right situational answer or solution. Games are considered as an interlude activity, but it is designed to improve students’ language competence. Humanistic affective is designed to implicate opinions, feelings, ideas, and reaction to language learning activity.

 Total Physical Response Method

Related to kinesthetic theory, it is known that there is a positive relationship between physical movements and student's language achievement. It becomes the focus in designing and applying appropriate language teaching technique in a certain topic. A spacious classroom is required in applying this method. The class ideally consists of 20-25 students. This method can be applied to teach children or adults. Grammatical rules are presented in imperative sentences because basically all materials are presented in imperative sentences. In this method, dictionary is unneeded because the meaning of words will be expressed by physical activities. Students usually do not get homework because language learning is performed together in the classroom.

Suggestopedia

Each meeting in this method is divided into three time allocations. The first is reviewing the previous topic through discussion, games, sketch, or role playing. If students do some mistakes, teacher corrects it carefully to keep a positive atmosphere. The second is distributing the dialogue traditionally. The third is relaxing students. This is divided into two: active activity and passive activity. Thus, it gives students an opportunity to use the language which means that they can be a good language user.

As a conclusion, by means of psycholinguistic approach, it is understood that we, as human beings, are innately and biologically programmed to acquire the  first language, second and third languages, which may also be learned, if the right learning atmosphere furnished by the psycholinguistic approach is provided.

 

REFERENCES:

 

1.Alduais, A. M. S. (2012). Integration of Language Learning Theories and Aids Used for Language Teaching and Learning. A Psycholinguistic Perspective. Journal of Studies in Education, Vol 2, No. 4.

2.Chaer, A. (2015). Psikolinguistik: Kajian Teori. Jakarta: PT Rineka Cipta.

3.Claros, M.S.C. (2008). Psycho-linguistic and socio-cultural approaches to language learning: A never ending debate. Colombian Applied Linguistics Journal, 10(1), 142-154.

4.Demirezen, M. (2004). Relation between Psycholinguistic Approach and Foreign Language Learning and Teaching. Ondokuz Mayis Universitesi Fakultesi Dergisi, 17, 26-36.

4. Sanz, C. (2005). Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice. Washington DC: Georgetown University Press.

             

GORIZONTGA QIYA OTILGAN JISM HARAKATI

 

https://doi.org/10.5281/zenodo.6465953

 

Ravshanova Nafisa Rahmiddinovna

Buxoro davlat universiteti fizika –matematika fakulteti fizika ta’lim yo‘nalishi

1-4FIZ 18-guruh talabasi

 

Annotatsiya: Tabiat qonunlarini chuqur o'rganish bizni o'rab turgan dunyo materiyalarni, ya'ni bizning olamimizdan tashqarida ham mavjudligini ko'rsatadi. Bizni o'rab turgan barcha mavjudot va bizning o'zimiz ham, jumladan, fizikada ko'p foydalaniladigan modda va maydon ham materiyaning ajralmas qismlaridandir.

 

Biror jism gorizont bilan   burchak tashkil šiluvchi va son šiymati v0 ga teng bœlgan  boshlangich tezlik bilan otilgan, deb faraz šilaylik. SHu jism xarakat traektoriyasining kœrinishini, uning xarakat vaštini, kœtarilish balandligini va uchish uzošligini anišlaylik.

Jismning xarakatini Erga nisbatan šarab, Erni sanoš boshi šilib olamiz va unga tœђri burchakli koordinatalar sistemasini joylashtiramiz. (1-rasm).

1-rasmdan foydalanib, jism tezligining proeksiyalari uchun šuyidagi ifodalarni yozamiz:

vx =v0 cos 

v ₌v sin_− gt       (1) y         0                 

Jismning koordinatalari vašt œtishi bilan œzgaradi. SHuning uchun ularni vaštning funksiyalari sifatida šuyidagi kœrinishda yoziladi: x = v0 cost 

 gt2  y = v sint − 

                         ^{0                 2}   (2)

Jismning xarakati gorizontal yœnalishda vx tezlikli tekis xarakat bilan vy boshlanђich tezlikda yušoriga vertikal yœnalgan tekis sekinlanuvchan xarakat yiђindisidan iborat bœlgan murakkab xarakatdir. x va u ning (2) tenglamadagi ifodalaridan t vaštni yœšotib, traektoriya tenglamasini topamiz:

                                                      g               ²

             y = tg x −  x

2v² cos²

                                               ⁰                           (3)

(3)         tenglamadagi x va x2 oldidagi koeffitsientlar œzgarmas kattaliklardir, ularni a va b bilan belgilasak, u xolda

(4)         y=ax−bx2

xosil bœladi, bu parabola tenglamasidir. Demak, gorizontga nisbatan

burchak ostida otilgan jism parabola bœyicha xarakat šilar ekan.

Traektoriyaning eng yušori nuštasida tezlikning vertikal tashkil etuvchisi nolga teng, ya’ni vy=0. SHuning uchun jismning maksimal balandlikka kœtarilish vašti t1 ni

v sin− gt = 0

0                                1

 

tenglikdan anišlash mumkin, bundan

v sin

t = 0

1                                ^g

(5)                  boladi.

Jismning kœtarilish balandligi fašat tezlikning vertikal tashkil etuvchisiga boђliš. Maksimal kœtarilish balanligi xm (2) formuladagi u ning ifodasiga maksimal balandlikka kœtarilish vašti t1 ning šiymatini šœyib anišlanadi, ya’ni:

                                                        gt²                          v sin^ g v sin²           v² sin²

                       h = v     t −       ¹ = v sin_ ⁰            −     0              = 0

                          m       y    1       2         0                 g          2       g                   2g

(6)                  ^{          }        

Oђirlik kuchi ta’siri ostida xarakatlanayotgan jismning kœtarilish vašti uning tushish vaštiga teng. SHuning uchun jismning tœliš uchish vašti

2v sin t= 2t = ⁰

1        ^g (7)     

munosabatdan topiladi.

Jismning uchish uzošligi fašat tezlikning gorizontal tashkil etuvchisiga boђliš. SHuning uchun t uchish vaštining šiymatini x ning ifodasiga keltirib šœyib, jismning uchish uzošligi l ni topish mumkin:

 

FOYDALANILGAN ADABIYOTLAR:

1.             ABDUMALIK MO’MINOV, QOBIL XOJIYEV “FIZIKA” qo‘llanma.

T.,2020

2.             Fizika darsligi.10-sinf

3.             Internet ma’lumotlari.

             

KORXONALARDA BUXGALTERIYA HISOBI VA TAHLILINI TAKOMILLASHTIRISH

 

https://doi.org/10.5281/zenodo.6464592

 

Safarov Alisher Ibrohim o’g’li

Termiz Davlat Universiteti Iqtisodiyot va turizm fakulteti

Magistratura bo’limi “Buxgalteriya hisobi” yo’nalishi 2-kurs magistranti

 

Annotatsiya: Buxgalteriya hisobini takomillashtirishda eng avvalo rivojlangan mamlakatlar buxgalteriya hisobi tizimidan keng foydalanish lozim Korxonalarda moliyaviy hisob konsepsiyalari va uning asosida ishlab chiqarilayotgan qonun qoidalar asosida xo`jalik sub`ektlarida moliyaviy hisobni yuritilishining bozor infrastrukturasiga mos elementlarni yaratish zarurligi sezilmoqda. Korxonalarda moliyaviy hisobni yuritish tartibida unga bevosita aloqador bo`lgan No1 buxgalteriya hisobining milliy standarti Hisob siyosati va moliya hisoboti hisoblanadi.  

Kalit sozlar: Buxgalteriya,Buxgalteriya hisobining xalqaro standartlari(BHXS), tahlil,Moliya yili,passiv schot,aktiv schot,moliyaviy natijalar,shartnoma,balans

Abstract: In order to improve accounting, first of all, it is necessary to make extensive use of the accounting system of developed countries. The National Accounting Standard No. 1, which is directly related to the procedure of financial accounting in enterprises, is Accounting Policy and Financial Reporting. Key words: Accounting, International Accounting Standards (IFRS), analysis, Fiscal year, liability account, asset account, financial results, contract, balance sheet

Аннотация: Для совершенствования бухгалтерского учета, прежде всего, необходимо широко использовать систему бухгалтерского учета развитых стран. Национальный стандарт бухгалтерского учета № 1, непосредственно связанный с порядком ведения бухгалтерского учета на предприятиях, — «Учетная политика и финансовая отчетность».  

Ключевые слова: Бухгалтерский учет, Международные стандарты финансовой отчетности (МСФО), анализ, Финансовый год, счет обязательств, счет активов, финансовые результаты, договор, бухгалтерский баланс.

 

KIRISH

O’zbekiston Respublikasi Prezidentining “O’zbekiston Respublikasini yanada rivojlantirish bo’yicha Harakatlar strategiyasi to’g’risida”gi Farmonining 3-bandida:

Iqtisodiyotni yanada rivojlantirish va liberallashtirishga yo’naltirilgan makroiqtisodiy barqarorlikni mustahkamlash va yuqori iqtisodiy o’sish sur’atlarini saqlab qolish, milliy iqtisodiyotning raqobatbardoshligini oshirish, qishloq xo’jaligini modernizatsiya qilish va jadal rivojlantirish, iqtisodiyotda davlat  ishtirokini kamaytirish bo’yicha institutsional va tarkibiy islohotlarni davom ettirish, xususiy mulk huquqini himoya qilish va uning ustuvor mavqeini yanada kuchaytirish, kichik biznes va xususiy tadbirkorlik rivojini rag’batlantirish, hududlar, tuman va shaharlarni kompleks va mutanosib holda ijtimoiy-iqtisodiy taraqqiy ettirish, investitsiyaviy muhitni yaxshilash orqali mamlakatimiz iqtisodiyoti tarmoqlari va hududlariga xorijiy sarmoyalarni faol jalb etish ko’rsatilgan.^[3]

Iqtsodiyotni modernizatsiyalash sharoitida korxonalarning moliyaviy hisobotlari muhim ahamiyatga ega hisoblanadi. Jumladan korxona ta’sischilari, aksiyadorlari, investorlar, kreditorlar, mol yetkazib beruvchilar korxonaning moliyaviy faoliyatidan o’z vaqtida va shaffof tarzda xabardor bo’lishlari muhim ahamiyatga egadir. Bunda ishtirokchilarning barchasi o’z manfaatlaridan kelib chiqqan holatda korxona moliyaviy holatini baholaydilar.

Hozirgi davrda buxgalteriya hisobining holatiga baho berishda asosiy ahamiyatga ega bo’lgan omil sifatida qaraladigan moliyaviy hisobot, korxonalar faoliyatini boshqarishda zarur bolgan ma’lumotlarni yetkazib berishda va boshqaruv qarorlarini to’g’ri va mukammal qabul qilishda asosiy manba bo’lib hisoblanadi. Bozor iqtisodiyoti sharoitida korxonaning iqtisodiy va moliyaviy salohiyatini oshirishga, yuqori samarali faoliyat ko’rsatishga imkoniyat yaratadi.

O’zbekiston Respublikasida buxgalteriya hisobini tartibga solish uchun mustahkam qonunchilik tizimi tashkil etildi, jumladan: “Buxgalteriya hisobi to’g’risida”gi qonun(1996-yil 30-avgust, 2016 yil 13 apreldagi yangi tahriri), “Buxgalteriya hisobining milliy standartlari” (1998-2001yil, oxirgi o`zarishlarni hisobga olgan holda), “Mahsulot, ish va xizmatlarni ishlab chiqarish va sotish xarajatlarining tarkibi hamda moliyaviy natijalarni shakllantirish tartibi to’g’risida” Nizom (1999-yil 5 fevral, keying o`zgarishlar bilan) va boshqa me’yoriy hujjatlar qabul qilindi.

Xo`jalik yurituvchi sub`ektlarning faoliyatini yanada takomillashtirish, ularning faoliyatini modernizatsiyalash iqtisodiyitning ustuvor yo’nalishlaridan

 

biri hisoblanadi. Moliyaviy hisobni tashkil etishning uslubini  o’zlashtirishdan asosiy maqsad milliy va xorijiy mutaxassislarni hisob siyosatini tushunishlaridagi farqni bartaraf qilish, buxgalteriya hisobi va moliyaviy hisobotlarning yagona konsepsiyasini yaratish va ularni iqtisodiyotimizga tadbiq etish zarur masala hisoblanadi.

Bu maqsadlarga erishish uchun bugungi kunda korxonalarda buxgalteriya hisobini tashkil etishni takomillashtirish, buxgalteriya hisobini yuritishda xalqaro moliyaviy hisobot andozalariga moslashtirish, ularni to`g`ri qo`llash, hamda ushbu jarayon natijasida aniqlangan tafovutlarni kamaytirish yoki bartaraf etish usullarini ishlab chiqish tadqiqot ishining dolzarb muammolaridan hisoblanadi.

 

MUHOKAMA VA NATIJALAR

Iqtisodiy islohotlarning chuqurlashib borishi, O‘zbekiston Respublikasining jahon iqtisodiy tizimiga integratsiyalashuvi o‘z navbatida, mavjud qonunchilik asosini doimiy ravishda takomillashtirib, uni xalqaro me’yorlar va standartlarga moslashtirib borishni taqozo qiladi. Korxonalarni boshqarish, uning oldiga qo’yilgan reja ko’rsatkichlariga doir vazifalarni bajarish maqsadida xo’jalik faoliyati ustidan kundalik kuzatib borishni talab qiladi. Bunday kuzatish va boshqarish xo’jalik hisobi yordamida amalga oshiriladi.

Buxgalteriya hisobi – bu ichki boshqaruv va tashqi iste’molchilar uchun joriy, yakuniy ma’lumotlarni tayyorlash, taqdim qilish maqsadida ularga uzluksiz hamda o‘zaro bog‘liq kuzatishlar, o‘lchovlar, ro‘yxatga olish, ma’lumotlarni qayta ishlash va korxonalar, birlashmalar, muassasalarning xo‘jalik faoliyati ustidan nazorat o‘rnatish tizimidir.

Bozor iqtisodiyoti sharoitida mulkchilik shakllari turli xil bo‘lgan sub’ektlarning tashkil topish jarayonida ularni boshqarish, faoliyatini nazorat va tahlil qilish; ma’muriyat tomonidan tezkor qarorlarning qabul qilinishiga asos bo‘ladigan zarur ma’lumotlarni asosan buxgalteriya hisobi taqdim etadi.

Shu bilan birga boshqa mamlakatlar buxgalteriya hisobini yuritish usullarining ilg‘or shakllarini iqtisodiyot tarmoqlariga joriy etish yo‘llarini ishlab chiqish va amaliyotga joriy etishga tavsiya etiladi.

Kishilik jamiyatining hamma bosqichlarida ham iqtisodiyotdagi hisob turlariga talab mavjud bo‘lgan. Chunki iqtisodiyot hisobi insoniyat uchun zarur bo‘lgan iste’mol buyumlari, kiyim-kechak, oziq-ovqat va boshqalarni ishlab chiqarish, taqsimlashni hisobga olish demakdir. Har bir jamiyatning ham asosiy maqsadi zaruriy buyumlarni ishlab chiqarish, ayirboshlash, taqsimlashdan iborat. Bu maqsadni amalga oshirish uchun kishilar ijtimoiy hayotida sodir bo‘layotgan voqea va hodisalarni kuzatish, jamiyatda mavjud bo‘lgan mehnat buyumlari, mehnat qurollarini, hamda mehnat jarayonlarini hisobga olib borish zarur bo‘ladi.  

Tovar ayirboshlash davrida iqtisodiyot hisobi ahamiyati ko‘paydi, chunki tovar ayirboshlash uchun umumiy ekvivalent talab etiladi. Umumiy ekvivalent esa faqat hisob-kitobni tahlil etish, to‘g‘ri yurgizish orqaligina ega bo‘lish mumkin, ya’ni almashtiriladigan tovarni ishlab chiqarishga sarflangan ijtimoiy zaruriy mehnat miqdorini aniqlash kerak bo‘ladi. Ishlab chiqarish kengaytirilgan takror ishlab chiqarish jarayonini o‘sishi natijasida xo‘jalik faoliyatiga rahbarlik qilish murakkablashgan va moddiy ishlab chiqarish asosida vujudga kelgan iqtisodiyot hisobi ahamiyati oshgan, jamiyat hamma sohalarida mulklarni hisobga olish borasidagi, iqtisodiy faoliyatini boshqarishdagi roli oshib borgan.

Iqtisodiy faoliyatini boshqarish iqtisodiyot hisobi orqali olingan ma’lumotlar asosida olib boriladi va tegishli qaror hamda qonun-qoidalar qabul qilinib, shular asosida butun iqtisodiyot faoliyati boshqariladi.

Bugungi kunda iqtisodiyotning barcha sohalarida jadal su’ratlar bilan o’zgarish va rivojlanishni kuzatish mumkin, xususan buxgalteriya hisobi tizimida ham. Mamlakatimizda buxgalteriya hisobini tashkil etishning o’ziga xos xususiyatlari mavjud, misol uchun buxgalteriya hisobi tashkil etish kontseptsiyasidan boshlaydigan bo’lsak, to’liqroq va aniqroq ko’rib chiqish uchun quyidagi rasmga murojat etish kerak (1-rasm).

Respublikadagi buxgalteriya hisobini moliyaviy hisobotning xalqaro standartlari talablariga muvofiq tashkil etish  va yuritish, shuningdek, iqtisodiy rivojlangan davlatlarida yuritilayotgan buxgalteriya hisobi tizimi uchun zarur bo’lgan eng asosiy tamoyillarni respublikamiz xo’jalik sub’ektlarida joriy etish muhim hisoblanadi. Buxgalteriya hisobini to’g’ri tashkil etish ishlab chiqarish samaradorligini oshirishda katta ahamiyat kasb etadi. Buning uchun buxgalteriya hisobi milliy standartlari (BHMS) ishlab chiqilgan va amaliyotda qo’llanilmoqda, ular esa o’z asosida xalqaro standartlarga tayanadi va respublikamizda hisob va boshqaruv tizimining xususiyatlarini e’tiborga oladi. Masalan, kichik biznes sub’ektlarini yanada rivojlantirish maqsadida 20 sonli BHMS qabul qilingan, ya’ni buxgalteriya hisobini soddalashtirgan tartibda tashkil etish  mazkur milliy standartda o’z aksini topgan.

Buxgalteriya hisobini tashkil etishda hisob ishlari hajmini aniqlab olish, buxgalteriya xodimlari sonini, ular o’rtasida hisob ishlari taqsimotini, qo’llaniladigan hisob shaklini, hisob ishlarida hisoblash texnikalaridan foydalanishini belgilab olish kerak bo’ladi.

O’zbekiston Respublikasi Moliya Vazirligini «Buxgalteriya hisobi va audit uslubiyati» boshqarmasi hisobning barcha turlari bo’yicha rahbarlikni olib boradi. Moliya vazirligining ushbu boshqarmasi hisob ishlarini avtomatizatsiyalash, hisob mutaxassislarini tayyorlash, ular malakasini oshirish, shuningdek, hisob ishlari bilan bog’liq yo’riqnomalar, nizomlar, ko’rsatmalar ishlab chiqib, nashr qildiradi.

1.1-rasm. Buxgalteriya hisobini tashkil etishning kontseptsiyasi^[4]

O’zbekiston Respublikasi Moliya Vazirligi, Makroiqtisodiyot statistika vazirliklari birgalikda buxgalteriya hisobi schetlar rejasini, buxgalteriya hisobi va moliyaviy hisobotni shakllarini ishlab chiqadi, ularni qo’llashga doir yuriqnomalar ham shu vazirliklar tomonidan tasdiqlanadi.

Xozirgi vaqtda Moliya vazirligining buxgalteriya hisobi va auditi, uslubiyati boshqarmasi tomonidan buxgalteriya hisobining milliy standarti ishlab chiqilib ularning 22 tasi Adliya vazirligidan ro’yxatdan o’tdi.

O’zbekiston Respublikasida buxgalteriya hisobi tizimini asosiy huquqiy zamini «Buxgalteriya hisobi to’g’risida»gi qonunda belgilangan. Ushbu qonunda buxgalteriya xodimlarini burch va xuquqlari, buxgalteriya hisobi miqyosida korxona rahbarlari va buxgalteriya hisobi tizimidagi asosiy maqsadlar, vazifalar, hamda tamoyillar ko’rsatib o’tilgan.

 

Xalqaro amaliyotda buxgalteriya hisobini me’yoriy tartibga solishni to’rt darajali tizimi ko’zda tutilgan (2-rasm).

Buxgalteriya hisobidan tadbirkorlar - mulk egalari manfaati uchun foydalaniladi.

Shuni ta’kidlash lozimki, bunda buxgalteriya hisobi tadbirkorlar uchun nafaqat hisobot tuzish, balki eng avvalo korxona faoliyatining yuqori samaradorligiga erishish uchun ishlab chiqarishni boshqarish quroli sifatida xizmat qiladi.

Birinchi daraja – qonuniy dalolatnomalar, masalan, «Buxgalteriya hisobi to’g’risida»gi qonun.

1.2-rasm. Xalqaro amaliyotda buxgalteriya hisobini tartibga solishni darajali tizimi^[5]

Buxgalteriya hisobining ma’lumotlari mulkchilikning turli shakllari va sog’lom raqobatchilikning rivojlanishi sharoitida ob’ektiv ravishda tashqi - e’lon qilinadigan va ichki - tijorat siri hisoblangan qismlarga bo’linishi kerak.  

 

XULOSA

Bugungi kun talabi esa, korxonalarda buxgalteriya hisobini xalqaro standartlar talablari asosida takomillashtirish zaruriyatini yuzaga keltiradi.  O`z navbatida, korxonalarda buxgalteriya hisobini xalqaro standartlar talablari asosida takomillashtirish olingan iqtisodiy axborotlarni ichki va tashqi foydalanuvchilar talabini to`liq qondira oladigan darajada hamda eng kam miqdordagi mehnat va vaqt sarfini ta’minlagan holda shakllantirish imkonini beradi. 

 

 

REFERENCES:

 

1.                      O’zbekiston  Respublikasi "Buxgalteriya hisobi to’g’risida"gi qonuni 2016 yil 13 aprel.

2.                      2. O’zbekiston Respublikasining «Auditorlik faoliyati to’g’risida»gi Qonuni (yangi tahriri) 2000 y. 26 may. 

3.                      O’zbekiston Respublikasi Prezidentining PF-4947-sonli “O’zbekiston Respublikasini yanada rivojlantirish bo’yicha Harakatlar strategiyasi to’g’risida”gi Farmoni. «Xalq so’zi» gazetasi,  2017 yil 8 fevral, 28 (6722)-son.

 

             

DEVELOPING STUDENTS CRITICAL THINKING THROUGH LITERATURE READING

 

https://doi.org/10.5281/zenodo.6465143

 

Salomov Ramazon

SamSIFL, “International language and literature” 2-course

 

Abstract: The process of critical thinking should become the main focus of education.

Critical thinking is being recognized as an essential skill for students development. The purpose of this article is to review of the empirical data related to the teaching with literature reading for the development of students critical thinking. Related researches have suggested that teaching critical thinking is one of the effective ways to prepare students for the 21st century's globalized and technological world. Being awareness of previous and new feature books which are connected with human beings, evolution, community problems increase students' knowledge and makes opportunities to be in advance in political and social life. The advantages of teaching critical thinking with literature reading are proven and broadly used by many researchers and teachers. Literature review and discussions for developing critical thinking is definitely connected with teaching academic writing and speaking. There are a lot of duties to be done for developing a system or literature storage that would be beneficial to develop students critical thinking and as a result productivity of educational systems.

Keywords: critical thinking, literature reading, self-learning skills, educated person

 

INTRODUCTION

Nowadays the necessity to change drastically and modernize wisely is becoming noticeable in the educational system of higher institutions of Uzbekistan. We can observe this demand through recent specialists' works in various fields over the country. The Uzbekistan educational system has a lot of outdated laws, regulations and restrictions that interrupt to bring up qualified and educated personnel. Therefore professors and tutors in higher institutions should probe effective methods to provide the best level of teaching in spite of poor conditions. Naturally teaching to think critically is one of the essential aspect of educating a person. For this purpose pedagogical teachers should seek different approaches like reading and discussing literature, story writing, role playing and so on. We want to focus especially this approach. These days many students are used to ignoring literature reading. Social media and short informational videos make them impatient to read feature books. Obviously there is an important obligation which is to try to return our students to a book. Hopefully, it will be productive to make it their habits and make them a part of studying process.

 

LITERATURE REVIEW AND METHODOLOGY

Although Critical thinking have been investigated from early ages, it has not been researched as an educational theme until John Dewey recognized firstly. The philopher JohnDewey defines critical thinking as: "Active, persistent, careful consideration of a belief or supposed form of knowledge in light of the grounds that support it and the further conclusions to which it tends". He wasgreat philosopher that made a research about a curriculum focuses at building thinking skills that would be useful for the community and the entire society. When we talk about critical thinking we should look for previous studies. For instance A. Fisher¹ aimed to teach critical thinking skills in his book and it is worth great attention. In addition, J.E. McPeck explained the relationship between critical thinking and education. B.N. Moore, R.H. Ennis, S.P. Norris, M. Lipman and H. Sieget developed ideas related critical thinking and advocated its importance for education, personal and professional development. All of them described the meaning of critical thinking with different ways but their purpose is the same. Their works are deep and all-sided but they do not cover the idea of teaching critical thinking with the help of literature reading.

The Previous Researches of using literature reading in developing critical thinking are very few. However, it is vivid that thistopic actual everywhere and every time. The last investigation is the Chi-An Tung and Shu-Ying Chang's article about this theme. They introduced and expanded their ideas such as: "Literature reading is eminently congenial to the essential traits of critical thinking for the following reasons. First, the mental process of literature reading requires critical thinking skills. Literature reading is a complex process that requires readers to recall, retrieve and reflect on their prior experiences or memories to construct meanings of the text. While they are doing so, they need to demonstrate the following capacities: to differentiate facts from opinions; to understand the literal or implied meanings and the narrator’s tone; to locate details related to the issues discussed; to find out the causal relationship or the connections between the events or actions; to detect an inferential relationship from the details observed; to be perceptive of multiple points of views; to make moral reasoning and fair-grounded judgments; and most of all, to apply what they have learned from this process to other domains or the real world."(Developing critical thinking through literature reading, 2009, p. 5)

There is another idea: "Literature-based reading has an important effect on the development of critical thinking. A reader must recognize patterns within text, fit details into these patterns, then relate them to other texts and remembered experiences." (Critical Thinking and Literature-based Reading, 1997, p.1)

 

RESULTS AND DISCUSSION

In Uzbekistan from early grades pupils are connected with literature and poetry. At first to improve their pronunciation pupils are trained faster reading in a minute by teachers. In their reading books alot of fairy tales, stories, poems are provided in order to prepare them actual literature or critical thinking. Learning poems by heart, retelling fairy tales and role playing are main aspects of creative thinking. However, these methodological approaches have weak points: pupils sit passively and read only to develop pronunciation. Their main duty is to find answer 'what it is' or 'what happened'. It is absolutely insufficient. Because teachers have obligation to teach them how to learn and how to think. Parents and teachers should focus on pupils mental process. Children will try to find answer 'why sky is blue' or 'why and how it happened'.

In middle and high schools we have duty to teach pupils to think critically, to have own attitudes towards any kind of topic. In this age they have already started to read authentic literature works. National writers novels, stories and articles teach them their nation's traditions, values and mentality. They begin comprehending people's behaviors around them, difficulties of every day life. By books students analyze the rules of life correctly. They differentiate the goodness and badness, cruelty and kindness. They have their own opinion about what is useful and what is harmful. To get these opportunities authority of school should focus on more literature reading and how to learn. Increasing literature subject's hours, organizing discussions and debates,making presentations and enlarging libraries' storage help to students

to broaden their outlook. Hopefully then they will be closer to literature

In higher institutions, students have already been a part of literature. Students make an effort to compare other countries' condition with their country by reading foreign writers novels and compare past times with present time. This helps them to understand how long way and how much difficult and hard times Human beings passed by. Readers specify their own position compared with past times. By reading poetry readers realize mankind's features, feelings, relationships and different views about life.

To explain more accurately we can take a piece example from great works. For example, "Pygmalion" by George Bernard Shaw is best-known play. "Pygmalion, romance in five acts by George Bernard Shaw, produced in German in 1913 in Vienna. It was performed in England in 1914, with Mrs. Patrick Campbell as Eliza Doolittle. The play is a humane comedy about love and the English class system. Henry Higgins, a phonetician, accepts a bet that simply by changing the speech of a Cockney flower seller he will be able, in six months, to pass her off as a duchess. Eliza undergoes grueling training. When she successfully “passes” in high society— having in the process become a lovely young woman of sensitivity and taste— Higgins dismisses her abruptly as a successfully completed experiment. Eliza, who now belongs neither to the upper class, whose mannerisms and speech she has learned, nor to the lower class, from which she came, rejects his dehumanizing attitude."It is a brief information about Pygmalion from " the editors of encyclopedia". When students have read this kind of plays or stories, they think and understand more about how human behavior, qualification, outlook and attitudes have essential roles in our social life.

At universities and institutessome skilled students find their talents and started writing short poems or stories. Institution authority should support and motivate them to continue their works. Duringstudies to motivate students to literature reading there are various methods. One of them is in the Chi-An Tung and Shu-Ying Chang's article: " Then to initiate a discussion, a series of questions were given: “Did you like the story?” “What did you think this story is about?” “Which part of the story perplexed or impressed you the most?” After pooling their comments on the story, Socratic questioning as suggested by Paul and Elder

(2007; 2008)26 was adopted to heighten the depth and breadth of their answers or to solicit opposing points of views. For example, “What does it mean when Y said ____ in the story/play?” “How did you come up with the ideas/observations?” “Could you elaborate it with more details?” “Do you agree with X’s choices or decisions in the story/play?” and “What points of views are relevant to this issue?” During the process, the teacher tried to ensure an amiable atmosphere without time constraint so that peer or teacher vs student interactions can be more active and productive. Besides, to award students’ sharing their thoughts, a sticker was awarded for any comments, questions or answers that inspired peers to think critically. The top five sticker-earners would be awarded extra 3 points in their final grades."

 

CONCLUSION

In conclusion, the think about has talked about the adequacy of creating basic considering abilities and disposition in college understudies through writing perusing. In common, the discoveries supported the technique of this course and given a few understanding into the investigate questions. In spite of the fact that it is found that understudies may resort to their past learning propensities, experiences or information to unravel issues in a modern circumstance, on the off chance that they were prepared with basic considering abilities, they would be sure in adjusting to a modern circumstance or even finding inventive arrangements to the unused issues.

 

REFERENCES:

 

1.   McPeck, John E.(1983). Critical thinking and education.

2.   T. L. Korchuk (2014). Developing students critical thinking through video materials into educational process.

3.   Chi-An Tung, Shu-Ying Chang (2009) Developing critical thinking through literature reading, 2009, p. 5

4.   Britannica, The Editors of Encyclopaedia. "Pygmalion". Encyclopedia Britannica, 27 Mar. 2020, https://www.britannica.com/topic/Pygmalion-playby-Shaw. Accessed 2 February 2022.

5.   Critical Thinking and Literature-Based Reading. Report. Madison, WI:

The

6.   Institute for Academic Excellence, 1997

7.   Dewey, J. (1933). Experience and education. New York:

8.   Macmillan

9.   Soon Yen Foo [1], Choon Lang Quek [1] (2019)Developing Students’

Critical Thinking through Asynchronous Online Discussions: A Literature Review

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12.                      Kenjali, E.R, Abduramanova, D. V. (2021). Важность внедрения инновационных технологий в обучении чтению и письму как один из актуальных методов преподавания иностранного языка в современном мир. Innovative Technologies in Teaching Foreign Languages and Learner Assessment in

13.                      Online Education, 2(CSPI Conference 2), Узбекистан, С. 332-339

14.                      Abduramanova, D. V. (2021). Teaching foreign language using information and communication technology in pedagogical aspects . "Экономика и социум" №11(90), Россия.

15.                      Abduramanova, D. V. (2021). METHODS OF TEACHING ENGLISH AS

A FOREIGN LANGUAGE. ACADEMIC RESEARCH IN EDUCATIONAL

16.                      SCIENCES, 2(8), 260-263.

17.                      Abduramanova, D., Aliyev, D., & Rasulmetova, S. (2021). STUDENT AUTONOMY AS A PRINCIPLE OF ORGANIZATION OF LEARNING

18.                      FOREIGN LANGUAGES. ACADEMIC RESEARCH IN EDUCATIONAL

19.                      SCIENCES, 2(5), 1588-1593

20.                      Abduramanova, D. V. (2021). TEACHING HETEROGENEOUS

CLASSES. ACADEMIC RESEARCH IN EDUCATIONAL SCIENCES, 2(3), 966-

970. DOI: 10.24411/2181-1385-2021-00494

21.                      Abduramanova, D., & Rasulmetova, S. (2020). UNDERSTANDING THE

RELATIONSHIP OF LANGUAGE CULTURE AND SOCIETY. Academic

22.                      Research in Educational Sciences, 1 (3), 1262-1265.

23.                      Abduramanova, D. V. (2020). SIGNIFICAT FEATURES OF ORGANIZING

24.                      SCIENTIFIC EXTRA-CURRICULAR ACTIVITIES. Academic Research

in

25.                      Educational Sciences, 1 (3), 718-722.

             

OPPORTUNITIES TO REVIVE TOURISM AFTER PANDEMIC

 

https://doi.org/10.5281/zenodo.6465944

 

Sayfullaeva Madina Ismatovna teacher Mansurova Makhliyo

Student faculty Economy and Tourism, Bukhara state university, Bukhara, Uzbekistan

 

Abstract: The article analyses the trend of tourism development before the introduction of quarantine measures in all over the world. The authors tell about the reforms carried out by the government of Uzbekistan in recent years in the field of tourism. The impact and consequences of the global pandemic on the tourism industry of Uzbekistan are also presented. The authors see it as a possible promising direction for the reanimation of tourism to attract a new category of travelers - participants in world rallies who use the route of the Great Silk Road.

Keywords. Tourism, quarantine, pandemic, crisis, rally, the Great Silk Road.

 

Prior to the pandemic, tourism was one of the leading sectors worldwide. However, the announced quarantine in 2020 brought the tourism industry into a severe crisis situation in almost all countries. Living in self-isolation during the pandemic has greatly affected all sectors of the economy.

The development of mass tourism has become a phenomenal fact of the 20th century, and according to the expectations of experts, the 21st century was to become the century of tourism. The World Tourism Organization (UNWTO) registered 1.5 billion international tourist trips worldwide in 2019. A four percent increase over the previous year indicated that tourism was a leading and resilient sector of the economy .

In 2020, the UNWTO Confidence Index predicted growth from 3% to 4%, major sporting events were expected, including the Tokyo Olympics, and cultural events, such as EXPO 2020 in Dubai [2].

However, the sudden announcement of the lockdown has upset the expectations of many countries, tour operators and travelers. Travelers stopped using the services of tour operators, airlines, hotel services, guides and translators, eat in cafes and restaurants, go to concerts and other public events.

The consequences of Covid-19 for international tourism became visible after the report of the World Tourism Organization (UNWTO). The data show that expenditures as of May 2020 were already three times those associated with the 2009 global economic crisis. As the situation continues to evolve, the United Nations specialized agency has provided the first comprehensive view of the impact of the pandemic on both tourist numbers and lost income ahead of the upcoming release of the latest information on travel restrictions around the world.

The 2020 edition of the UNWTO World Tourism Barometer shows that the near total lockdown imposed in response to the pandemic resulted in a 98% drop in international tourist arrivals in May compared to 2019. The barometer also shows an increase of 56% year on year. This means a loss of 300 million tourists and a loss of US$320 billion in international tourism revenue, more than three times the loss during the 2009 global economic crisis [2].

Following the example of many, since March 16, 2020, Uzbekistan has also closed to foreign and local tourists. As a result, more than 1.5 thousand tour operators and 1.2 thousand hotels were forced to suspend their activities. These measures seriously affected the incomes of more than 250 thousand people, including guides, translators, artisans, workers of architectural monuments and museums, resort institutions, catering facilities, transport and others [5].

In recent years, the country has carried out large-scale reforms in the tourism sector. The introduction of a visa-free stay of up to 30 days for many countries, a simplified procedure for registering guest houses, improving the provision of transport services, simplifying the licensing of guides and interpreters, etc. In 2019, a new Law “On Tourism” was adopted to replace the old one, which had been in force since 1999. The new Law takes into account the requirements of the modern tourism industry, and the concept of "independent tourism" was also introduced - which was not previously in any legal act of the country [1]. All of these measures had positive results, and the sharp increase in the number of incoming tourists can be judged on the correctness of the reforms (Table 1).

Table 1.

The number of foreign citizens who entered the Republic of Uzbekistan

(for tourism purposes) in 2018-2020 (thousand people)

	2018		2019		2020
	th ousand people	in crease	th ousand people	in crease	th ousand people	in crease
Total          foreign citizens entered	53 46,3	19 8,7 %	67 48,5	12 6 %	15 04,1	22, 3%

According to official statistics, in recent years, before the introduction of the self-isolation regime, the tourism sector has developed at a rapid pace. The increase in foreign tourists who entered Uzbekistan in 2018 amounted to 198.7%, that is, the number of tourists doubled. In 2019 the growth of this indicator was about 126% (Table 1). At the end of 2020, as a result of quarantine measures in most countries, the number of tourists decreased by 4.5 times compared to 2018, which was a heavy blow for the entire tourism sector [4].

To mitigate the effects of the pandemic, a number of preferences have been granted by the government to the tourism industry. In particular, 1,750 companies were granted property tax, land and social tax benefits in the amount of about US$6 million. But these benefits and preferences are temporary. For continuous sustainable development, businesses need to learn how to work in a pandemic.

Border closures, the inability to travel, self-isolation and social distancing have led to Airbnb Online Experiences: now you can make coffee with a professional barista, meditate with a Buddhist monk from Japan, meet penguins, train with Olympians - all online. You can choose from 50 Airbnb virtual projects spanning over 30 countries. All activities will be conducted through Zoom, and the cost of participation varies from $1 to $40[3].

At the same time, Uzbekistan should make the most of the opportunities for traveling along the Great Silk Road. For example, the Silk Road International Rally, traditionally held in the middle of summer, annually hosts participants from more than 40 countries, exhibiting the best racing equipment - motorcycles, ATVs, SUVs and trucks. Within two weeks, the route of the rally crosses the territories of several countries, and the event is watched by millions of TV viewers around the world. In 2021, the rally route is planned to include regions that were not previously used in other editions of the rally raid: Altai in Russia, Mongolian Altai and Gobi (Figure 3) [6].

Perhaps Uzbekistan and other countries of Central Asia should join this rally, which would be an additional help in attracting a new category of travelers. Another adventurous race is called Mongol Rally, where participants are given 60 days to travel and it doesn’t matter at the finish line whether the car will cross the finish line under its own power or it will be towed to [7].

Trends in the world are such that most countries which focused on the development of the tourism sector took advantage of the crisis lull to accelerate the reboot of the industry and change approaches to organizing tourism.

Today, experts point to a number of existing risks, such as travel restrictions and border closures, which are still in place in most countries, depending on the epidemiological situation. However, the gradual increase in the number of flights between countries gives hope for the revival of the tourism sector in the future. And a possible solution in this situation is the development of special types of tourism to attract a new segment of travelers. What is clear is that travel will become more personal and virtual.

Virtual travel in the near future will become a good auxiliary tool in choosing a real trip, but of course not a replacement for it, although these digital technologies will slightly reduce the size of the excursion tour market.

 

REFERENCES:

 

1.                      Law of the Republic of Uzbekistan "On Tourism" ZRU-549- dated

18.07.2019

2.                      https://www.unwto.org/news/impact-of-covid-19-on-globaltourism-made-clear-as-unwto-counts-the-cost-of-standstill

3.                      https://www.airbnb.ru/s/experiences?redirectSource=slash_experien ces&_set_bev_on_new_domain=1586866720_9KNsEAymNGzbIThJ

4.                      https://gender.stat.uz/ru/osnovnye-pokazateli/turizm/turyzm

5.                      Сайфуллаева М.И. Влияние пандемии на туристический сектор

Узбекистана.             Экономика             и             социум.             2020.              11(78),

https://doi.org/10.46566/2225-1545_2020_78_1251

6.                      Сайфуллаева М.И. НОВЫЕ ПЕРСПЕКТИВЫ РАЗВИТИЯ ТУРИЗМА В УЗБЕКИСТАНЕ. Экономика и управление гостеприимством территории: сборник материалов междунар. науч.-практ. конф. Великий Новгород, 21 мая 2021 года / под ред. М. В. Кивариной, Н. Н. Юриной; НовГУ им. Ярослава Мудрого. – Великий Новгород, 2021. – 162 с. ISBN 978-5-89896-

755-0 DOI:10.34680/978-5-89896-755-0/2021.EMHT.21

7.                      Sayfullayeva, М. "NICHE TOURISM-THE WAY OUT OF THE

CRISIS." Конференции. 2021.

8.                      M Sayfullaeva. THE WAY FOR TOURISM REVIVAL IN UZBEKISTAN.

"Экономика и социум", №4(83) ч.2, 2021. -  https://doi.org/10.46566/22251545_2021_2_83_1308

9.                      https://silkwayrally.com/about-ralli-ru/route_ru/

10.                 Agzamov, A. T., Rakhmatullaeva, F. M., & Giyazova, N. B. (2021, June). Marketing strategy for the competitiveness of modern enterprises. In E-Conference Globe (pp. 1-3).

11.                 Abdullayevna, Q. Z., Anvarovich, Q. A., & Muxtorovna, N. D. Theoretical foundations of enhancing the competitiveness of the national economy. Gwalior management academy, 87, 54.

12.                 Bakhodirovna, U. A., & Ilkhomovna, Z. M. (2021). Tourist potential of the Bukhara region. Researchjet journal of analysis and Inventions, 2(04), 243-246.

13.                 Rakhmatullayeva, F. M., Boboyeva, G. G., & Kudratov, A. D. (2021). Essense of Structural Shifts in Regional Economic Systems. International Journal of Development and Public Policy, 1(5), 128-130.

14.                 Navruz-zoda, Z. (2020). Evaluation of Holy Places of the Regions for the Development of Pilgrimage Tourism. Indonesian Journal of Law and Economics Review, 6, 10-21070.

15.                 Narzieva, D. M., & Kudratov, A. D. (2021). the importance of digitalization of the economy and priorities in Uzbekistan. World Economics and Finance Bulletin, 2(2), 9-13.

16.                 Bakhodirovna, U. A., & Ilkhomovna, Z. M. (2021). Tourist potential of the Bukhara region. Researchjet journal of analysis and Inventions, 2(04), 243-246.

17.                 Umarovna, T. M. (2021). A three-step strategy to develop the industrial economy in China through entrepreneurship and innovation. ResearchJet Journal of Analysis and Inventions, 2(06), 152-156.

18.                 Furqatovna, O. N., Niyozovna, N. I., & Nutfulloyevna, A. H. (2022). Approaches Aimed At Ensuring a High Quality of Education in the Training of Economists. Journal of Ethics and Diversity in International Communication, 2(3), 78-

83.

19.                 Yavmutov, D. S., & Rakhimov, O. H. (2021). Pilgrimage Tourism And Its Prospects In Uzbekistan. Economics, (1), 29-31.

20.                 Turobova, H. R., & Kodirov, A. A. (2016). The role of small businesses to improve the export potential. Academy, (12), 21-23.

21.                 Nizamov, A. B., & Gafurova, S. K. (2020). Assessment of factors influencing the quality of education in higher educational institutions. ACADEMICIA: An International Multidisciplinary Research

Journal, 10(6), 1784-1796.

22.                 Abdullayeva, H. (2021). Japanese Experience in Increasing the Efficiency of Tourist Territories in Uzbekistan. ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz), 7(7).

23.                 Hakimovna, U. M., & Muhammedrisaevna, T. M. S. (2022). Audit and Marketing Audit in Small Business and Private Entrepreneurship: The Order and Process of Inspection. Journal of Ethics and Diversity in International Communication, 2(3), 84-88.

24.                 Muminov, K. I., & Abdullaeva, H. (2020). The effect of coronavirus pandemic to Uzbekistan tourism. South Asian Journal of Marketing & Management Research, 10(11), 36-42.

25.                 Khamidov, O. K. (2020). Foreign countries’experience in developing tourism potential and significance of clusters in Uzbekistan. Scientific reports of Bukhara State University, 4(2), 281-284.

26.                 Abdulloev, A. J., Tairova, M. M., & Aminova, N. B. Environmentally friendly and sustainable supply chain management in the platform economy.

27.                 Furqatovna, O. N., Niyozovna, N. I., & Nutfulloyevna, A. H. (2022). Approaches Aimed At Ensuring a High Quality of Education in the Training of Economists. Journal of Ethics and Diversity in International Communication, 2(3), 78-

83.

             

INNOVATIVE CLUSTER OF PEDAGOGICAL EDUCATION: COMMON

GOALS AND SPECIFIC INTERESTS

 

https://doi.org/10.5281/zenodo.6465038

 

Shodiyeva Lutfiya

SamSIFL, “International language and literature” 2-course

 

Abstract: Jn the article, the model "Innovative Cluster of Pedagogical Education" (ICPE) presented by Chirehik State Pedagogical Institute of Tashkent region is considered as a new Innovative project that will allow to overcome the above-mentioned shortcomings in the education system. This project has been identified as a strategic research area Of the inslilule, and more than thirty professors and teachers are currently conducting research to study this problem from a scientific point of view.  Keywords: pedagogy, innovation, cluster, education, teaching, pannership.

 

Introduction: The radical changes taking place in society, of course, also cover the field of education, If we 100k al the activities or the education system in the next quarter a century, we can see that during the years Of independence, lot Of positive work has been done in the field of education and training. At the same time, it should be noted thal there were some shortcomings in ensuring communication and continuity between types of education, which, in turn, led to dispersion in goal setting and a decline in the quality of education. As a result of incomplete consideration of the socio-economic specifics and needs of the regions in the state policy on training, the lack or in-depth study Of supply and demand in the labour market, there is an  imbalance in the distribution of personnel by regions. As a result, the need for teaching staff in some areas has not been met for many years.

In order 10 address such shortcomings in Ille system, a number or presidential and government decisions have been taken over the past two years in the areas of education and tiaining. In particular, on September 30, 2017 "On the Establishment of the Ministry Of Preschool Education of the Republic of Uzbekistan", August 8, 2017 '"On Improving the Activities or the Ministry or Public Education Of the

Republic of Uzbekistan", March 14, 2017 i'On Further Improving the Activities of Secondary Special, Vocational Education Institutions't, to radically improve the  quality Of Training in the Presidential Decrees Of April 20, 2017 "0n Measures 10 Further Develop the System of Higher Education", May 22, 2017 "On

Measures to

Further Improve the System of Postgraduate Education" in panicular, senous attention is paid to the application of the experience of developed foreign countries in the system, All or Ihese documents, aimed at developing and improving the education system, have common aspects related to the introduction of innovations in the field, the adoption of foreign experience, suppolt for cleative approaches, strengthening the integration process between types of education.

LITERATURE REVIEW

The problem of staff shottages in the education system as a result of improper dlslt"'ibllliotl Of staff was caused by the lack Of continuity, coherence and integration between the types of education provided for in the direct, continuing education system, the lack of long-tem plans for staffmg in the legions. In geneml, this problem is a comprehensive and multifaceted social issue, and its solution cannot be solved by satisfying one or two reasons. This issue can be resolved as a result Of systematic work of territor'ial administrations and relevant departments under their  jurisdiction on this issue. In turn, it is necessary to create a new mechanism in the system Of pedagogical education, which would ensure bolll tnulual control and competition between the types of education, as well as the satisfaction of interests.

The model "Innovative Cluster of Pedagogical Education" (ICPE) presented by Chirchik State Pedagogical Inslilule Of Tashkent region is considered as a neve innovative project that will allow to overcome the above-mentioned shortcomings in the education system. This project has been identified as a strategic research area of the inslilule, and more than Ihitly professors and teachers are currently conducting research to study this problem from a scientific point of view.

As a result of the implementation of the "Innovative Cluster of Pedagogical Education" model, the issues of eliminating the dispersion between the types of education thal make up Ibe system or continuing education, uniting them around a common goal, deciding on membership and continuity, creating an environment of competition and control, creating a system of effective succession will have a theoretically based and effective guaranteed solution, i'Innovative cluster of pedagogical education" is a mimetic method, which involves the application of a cluster model in the educational process, which is considered effective in the manufacturing sectors of the economy Indeed, there is a sequence or raw materials, products and demand in the manufacturing sectors, and  this sequence is also present in the pedagogical education system in the form of human capital. This shows that the introduction of a cluster model in the education system, which is effective in production, is theoretically sound, In general, due 10 the high social significance of pedagogical education in the sustainable development of society, modern requirements, problems in the system and the fragmentation bet.

The innovative cluster of pedagogical education is the integrity of all types of education, research institutes and centres, practice bases, scientific and scientificmethodological structures in the system of continuing education, and their jointly distributed activities allow 10 raise Ibe system of pedagogical education qualitatively new level. Therefore, the main goal of the cluster is to combine the educational-scientific-innovative potential of the cluster not only with a high level of civic and professional competence, bul also 10 train modern educators with competitiveness, ability to accept innovations, design and implement new educational programs and technologies.

RESULTS

The cluster model of pedagogical education development works in general areas related to teaching, creation of educational literature, increase of scientific polenlial or pedagogical staff, inlegraliotl Of education and upbringing. This shows that the problem has a general methodological character. At the same time, these general directions are privatized in such areas as management and organization of education, types and directions Of' education, ensuring membership and integration, teaching methods and tools.

The subjects of the model "Innovative Cluster ofPedagogical Education" are:

Preschool, general secondary, secondary special, higher and additional education institutions where students, masters and doctoral students undergo  pedagogical practice, educational, resemeh, innovative and design activities,  which serve as an experimental base for teaching and practice;

Institutions or additional education ror adults in accordance Wilh the updates al different levels of education, institutions for retraining and advanced training of   teachers ofpreschool, general secondary, secondary special vocational education or children and adolescents;

Scientific and scientific-methodical structures, centres, research institutes engaged in and defining joint research activities;

Pedagogical communities, initiative groups, public associations, governmental and non-governmental organizations;

Foreign higher education institutions and research eentres. edge and skills for educational institutions in the region;

Effectively using or innovative pedagogical technologies in improving Ibe quality of education;

Consistently organizing scientific activity in the field of pedagogy;

Ensuring the continuity and continuity or content Ille main (textbook) and  auxiliary means of education (dictionaries, encyclopedias, electronic sources, etc.) in terms of stages of education;

CONCLUSIONS

Jn general, the "Innovative Cluster 01' Pedagogical Education" aims 10 achieve efficiency as a result ofthe introduction of economie models in the field of pedagogy This will ensure the connection and integration of educational entities in the field* the integration of types of education. The scientific description of the mechanisms, directions, principles, goals and objectives Of its implementation is currently one Of the most serious problems facing experts in the field. At a time when new innovative approaches are being applied to all sectors, existing views, concepts and attitudes are being re-examined will) a developmental mirror and performance criteria, the presentation ofan education cluster model demonstrates the rationale for the problem in terms oflelevance and modernity.

 

REFERENCES:

1.                      l. Khodjamkulov, U. (2020). Necessity and Conditions for Forming a Cluster of Pedagogical Education (on the Example or Ille Education System Of Uzbekistan). European Journal Of Research And Rejieciion In Educational sciences, 8(4), 133.

2.                      Khodjamkulov, U, N, (2019), Pedagogical Education Cluster as a Scientific and Pedagogical Problem. Modern Education, 10, 12-17.

3.                      Khodjamkulov, Ll., Botirova, S., Shotkorov, A., & Abdirimova, I. (2020). Bases of Organizing Cooperation between Educational Institutions through Clusters (on the Example of the Education System of Uzbekistan). Journal of Critical Reviews,

4.                      Makhmudov, K. (2020). Ways of Forming Intercultural Communication in Foreign Language Teaching, Science and Educafion, /(4),

5.                      Mukhamedov, Khodjanlkulov, IL, Shofkorov, A.. & Makhmudov, K. (2020). Pedagogical education cluster: content and form. lieoveneal Applied

6.                      Science, /(81), 250-257,

7.                      MaxMYA0B, K. I-IL, Cana«ynon, 3. I-Haiwcn0M0B, H. 3. & Kapvwena, Jl. 3. (2020). IlenarorHK Tab.-unu:ca "Knac•rep't. Science and Educaiion€ /(11 587593.

8.                      '7. Pa„XHMOB, A. K., IlypMeT0B, X. C., & Cannoga, A. b. (2020). Y3nyrxcH3

             

THE DEVELOPMENT OF SPEAKING IN THE CONTEXT OF TEACHING

ENGLISH AS A FOREIGN LANGUAGE

 

https://doi.org/10.5281/zenodo.6465157

 

Shodmanov Dostonbek

SamSIFL, “International language and literature” 2-course

 

Abstract: Speaking is one of the four integrated skills that need to be developed as a means of effective communication in the context of both first and second language learning.

In the teaching environment of English as a Foreign Language (EFL), the question of how to improve the conversational competence and speaking confidence of students is a key issue for educators. This concern has led to the development of qualitative research in the form of action research in a regular course using a taskbased approach. The results showed that confidence, creativity with topics, and speaking skills were key aspects of improving performance in front of an audience.

Keywords: development, challenges, English language, speaking skills, strategies, EFL learners.

 

INTRODUCTION

Speaking is one of the four macro-skills required to communicate in an effective way in any language, especially when speakers do not use their native language. Due to the fact that nowadays English is widely used as a means of communication, especially in the world of the Internet, English speaking skills should be developed along with other skills so that all integrated skills will definitely improve communication performance.

Bailey (2005) and Goh (2007) Details on how to improve speech development through program design, teaching principles, types assignments and materials, assessment of oral speech because of the significant role of speech in action.

It is regularly asked why the majority of undergraduate students are not capable of speaking English confidently, especially         for      real     face-to-face             communication      with international speakers. One among many reasons to take into consideration is likely to be a lack of confidence in terms of anxiety about making errors as stated by Trent (2009).

 

A task-based learning approach (Nunan, 2006) was used to answer two main research questions conducted with course participants:

1)               What factors can help English learners improve or develop their speaking skills?

2)               What are the strengths and weaknesses of learners of English as English for Special Communication?

The outcome of the study was expected to directly improve the development of the participants. Oral language, as well as to give teachers more information about alternative activities for the development of speaking skills for English learners in both Thai and other English language contexts.

 

LITERATURE REVIEW AND METHODOLOGY

EFL learners face challenges in English-speaking skills. No one can deny that English language speaking is essential for all EFL learners because it is the way to  communicate orally with others. Lack of environment, interest, and motivation are the most critical factors that affect learners’ speaking skills, Ali (2019).

Proficiency in English requires high-level experience and a good background. Devi (2015) noted that the English language was used in all corners of the world as a means of communication between people of different cultural, ethnic and social backgrounds. Al Hosni (2014) explained that anxiety and reluctance in speaking classes are two of the main barriers of learning English.

The strategies for developing speaking skills were seen as communication strategies. One of the aims of teaching English in educational organizations is to improve students' knowledge, comprehensive ability, especially oral expression, and encourage them to use their opportunities to acquire a foreign language fluency adequately Al-Tamimi (2014).

If English learners are well motivated to practice various life situations, their oral communication in English will be enhanced. Motivation and encouragement are two sides of the same coin. Al Hosni (2014) observed that some students lack the motivation to speak English because they do not see the need to learn or speak English. Therefore, English teachers should explain to their students the great importance of learning English skills.

Speaking is an integral part of communication, especially when learning a language for communication, interaction and other communicative purposes in various cases. Richard (2006) said that the constant need for good communication skills in English has become very much in demand in peace. Speaking is one of the core English skills because it ranks higher. Therefore, English teachers should prioritize English language skills in the classroom. This pointed out that when teaching English, a real communicative approach should be applied. In addition, English language skills are vital for students both in and out of school. In the communicative approach, language is an essential tool of communication.

Brown (2007) has pointed out that communicative language teaching is an approach to language teaching methodology that emphasizes authenticity, interaction, student-centeredness learning, task-based activities, and real-world communication. Effective conversational skills create many advantages for communicating in both languages, targeted language and mother tongue.

 

Communication language teaching materials.

Communicative learning systems have the main function of teaching materials promoting the communicative use of language. This learning technique helps

teachers in excellent contribution to improving English skills of foreign language students.

According to Richards and Rogers (1986), there are three types of materials are used:

1)  Textbooks

2)  Task-based

3)  Realia

Teachers should provide a variety of authentic communicative materials in teaching English-speaking skills to improve their learners' level.

 

Methods

In this study, a quantitative survey method was used to collect data.

According to Sarantakos (1998), questionnaires as a means of data collection have many benefits, and some of them include the following:

•                   Give a quick result.

•                   They offer a great guarantee of anonymity.

•                   The use of questionnaires promises comprehensive coverage as researchers can respondents faster than other methods.

 

RESULTS AND DISCUSSION

The researchers designed the research tool a questionnaire  for the learners.

The research tool was a quantitative scientific method of collecting data and information, and it was divided into four parts. The first part was devoted to general basic knowledge. students. The second part was devoted to the main difficulties of students when they speak English with other people. The third part was about the causes of students’ problems with English language skills and motivating students to learn English. The fourth part was devoted to acquainting students with English language and spoken language, students’ opinion of appropriateness of the curriculum.

The results of this study showed that English lessons were more teacheroriented than student-oriented. The English lessons were clearly dominated by teachers.

Current research has shown that EFL students suffer from a lack of time practice in different situations.  Most students felt that if they tried to talk, they could other students in the class make mistakes and laugh at them.

Teachers’ knowledge of English must be consistent with the new methods, techniques of teaching English and current study materials and course syllabus.

English language skills teachers should use the appropriate assignments and activities to improve the level of students. English teachers should provide secondyear students with a variety of practical skills, learning situations and accurate materials for teaching English skills.

A communication program and communication materials should be used to teaching English and EFL students must have more time to practice English conversational skills to improve their command and fluency. A little teachers ignore the involvement of students in authentic and real situations and oral communicative activity during language classes in oral speech lessons. Teachers should provide students with real life situations and accurate materials in teaching English to improve their level.

English teachers should create a good environment for interaction to enhance the English language proficiency of Yemeni language learners EFL skills. Strategies for teaching English proficiency should use a student-centered approach rather than a teacher-centered approach. Communicative teaching materials and

Communicative topics of the curriculum should replace the current curriculum and teaching materials for teaching English. Technology should be used to motivate EFL students to speak English without anxiety or with less anxiety.

 

CONCLUSION

In conclusion, it is obvious that EFL learners need help to overcome their problems with English language skills. Thus, the use of a communicative approach to language teaching in teaching and learning English will benefit both teachers and students. Teachers should play an important role in teaching English. Teachers should also help students improve their knowledge, be proficient in English and overcome their difficulties in speaking English. If reforms are carried out scrupulously, there is absolutely no doubt that teachers will find meaning, relevance and relevance in teaching and learning English language skills.

 

REFERNCES:

 

1.                      Levelt, W. J. M. (1989).  Speaking: From intention to articulation. MA: MIT Press.

2.                      Al-Dersi, Z. E. (2013). The Use of Short-Stories for Developing Vocabulary of EFL Learners. International Journal of English Language and Translation Studies. 1(1), 52-62.

3.                      Abduramanova, D. V. (2021). Teaching foreign language using information and communication technology in pedagogical aspects . "Экономика и социум" №11(90), Россия.

4.                      Abduramanova, D. V. (2021). METHODS OF TEACHING ENGLISH

AS A FOREIGN LANGUAGE. ACADEMIC RESEARCH IN EDUCATIONAL

5.                      SCIENCES, 2(8), 260-263.

6.                      Al Hosni, S. (2014). Speaking Difficulties Encountered by Young EFL Learners.

7.                      International

8.                      Journal on Studies in English Language and Literature (IJSELL) 2 (6), 2-30.

9.                      Ali, J.K.M., & Bin-Hady, W. R. A. (2019). A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool. Arab World English Journal (AWEJ) Special Issue on CALL (5). 289298 DOI: 10. https://dx.doi.org/10.24093/awej/call5.19 

11.                 Brown, H.D (2007). Principles of Language Learning and Teaching.

White Plains, NY: Pearson

12.                 Longman.

13.                 Gathumbi, A. & Masembi, S.C. (2005). Principles and Techniques in Language Teaching. Nairobi: Jomo Kenyatta Foundation.

14.                 Richard, J.C. (2006). Communicative Language Teaching Today. New York: Cambridge University Press.

15.                 Abduramanova, D. V. (2021). Важность эффективного внедрения инновационных технологий в практику обучения иностранным языковым компетенциям. Innovative Technologies in Teaching Foreign Languages and Learner Assessment in Online Education, 2(CSPI Conference 2), Узбекистан, С. 340-344

16.                 Kenjali, E.R, Abduramanova, D. V. (2021). Важность внедрения инновационных технологий в обучении чтению и письму как один из актуальных методов преподавания иностранного языка в современном мир. Innovative Technologies in Teaching Foreign Languages and Learner Assessment in

17.                 Online Education, 2(CSPI Conference 2), Узбекистан, С. 332-339

18.                 Abduramanova, D. V. (2021). Teaching foreign language using information and communication technology in pedagogical aspects . "Экономика и социум" №11(90), Россия.

             

TURLI DARAJADAGI TALABALARDA SO’Z BOYLIGINI OSHIRISHNI

O’RGATISHNING KOMMUNIKATIV METODLARI

 

https://doi.org/10.5281/zenodo.6465128

 

Shohmurod Berdiqulov

SamDCHTI, “ Xorijiy til va adabiyot ” yo’nalishi 1-bosqich magistrantni

 

Annotatsiya: Ushbu maqolada, turli darajadagi talabalarda so’z boyligini oshirishni o’rgatishning kommunikativ metodlari hamda so’z boyligining oshirishda interfaol usullardan foydalanish tadqiq etiladi.

Kalit so’zlar: kommunikativ, lug’atshunoslik, kichik maktab davri, ilk yosh davri, Gyote

Kirish: Til bu madaniy hodisadir, shuning uchun har mamlakatning merosi uning tiliga bog‘liq. Ma'lumki, bugungi ingliz tili xalqaro muloqot tili hisoblanadi, u hayotimizning har bir jabhasiga kirib borgan va siyosiy hamda iqtisodiy masalalarni hal etishni osonlashtiradi, desak adashmagan bo‘lamiz. Gyote shunday degan: «Inson nechta til bilsa, u shuncha marta odamdir»[1]. Boshqa tarafdan esa bugungi kunda dunyo aholisining katta qismi so‘zlashadigan ingliz tilini bilishga yetarlicha baho bermaslik ham to‘g‘ri emas, chunki u iqtisodiyotning rivojlanishiga yordam beradi. Bu esa o‘z navbatida millat, mamlakat va umuman jamiyat rivojlanishiga yordam ko‘rsatadi.

TADQIQOT VA METODOLOGIYA

Qanchalik ko'p lug'atni bilsangiz, tilni amalda shunchalik muvaffaqiyatli ishlatishingiz mumkin - bu bayonot isbot talab qilmaydi. Biroq, faqat so'zlarni bilish ko'p foyda keltirmasligi ham haqiqatdir[2], chunki siz ulardan malakali konstruktsiyalar yasashingiz kerak. Ingliz tilini o’rganishda yetakchi o’rin yuqorida aytib o’tganimizdek so’z boyligiga asoslanishini hisobga olgan holda, bolalar yoshi va ularning bilish darajasi hisobga olinib turli xil metodlardan foydalaniladi. Quyida bir qancha  kommunikativ o’rganish uslublarini tadqiq etamiz.

Lug’at kitoblari qanday yordam berishi mumkin?

Birinchidan, o’z fikrlarini to’g’ri ifoda etishni o’rganishga yordam beradi. So’zlashuv nutqini rivojlantirishning birinchi bosqichi so’z boyligini to’ldirishdir. Bunda sizga inglizcha-ruscha lug’atlar yordam beradi, ularning birini tanlash hamda tadbiq etish mumkin. Ammo ikkinchi qadam – allaqachon o’rganilgan so’zlarning tabiiy foydalanish xususiyatlarini o’rganish va bu yerda siz maxsus yordamsiz kurasholmaysiz.[3]

Ikkinchidan, darsliklar tufayli chet el nutqini idrok etishingiz osonroq bo’ladi. Bu erda hamma narsa oddiy: qancha ko’p so’zlarni o’rgansangiz, ona tilida so’zlashuvchilarning so’z boyligini shunchalik samarali ajrata olasiz. Darsliklardan audiokitoblar bilan birgalikda foydalanilsa, ayniqsa samarali bo‘ladi.

Uchinchidan, qo’llanmalar chet tili darajasini yengib o’tish uchun yuqori ko’rsatkichlarga yordam beradi, chunki ko’pincha bu yangi lingvistik bosqichga o’tishda asosiy to’siq bo’lgan kam lug’atdir. Misol uchun, agar siz ingliz tilidagi biznes lug’ati bilan tanish bo’lmasangiz, unda siz ushbu bosqichning barcha qoidalari va grammatikasini o’zlashtirgan bo’lsangiz ham, ilg’or darajani samarali yakunlashni orzu qilmasligingiz mumkin.

Yangi so'zlarni bir zumda yodlashning sehrli usuli bo'lmasa-da, qancha ko'p so'z bilsangiz, yangi so'zni tanish so'zlar bilan bog'lash va shu tariqa uni eslab qolish osonroq bo'ladi. Shunday qilib, yodlash tezligi allaqachon o'rganilgan lug'at hajmiga mutanosib ravishda ortadi. Keng lug'atga ega bo'lishga yordam beradigan 4 ta asosiy qoida mavjud.

Yaxshi so'z boyligi uchun to'rtta oson qadam

1)   So'zlarga e'tibor bering

Ko'p odamlar ularga kichik so'z boyligi borligini aytishganda hayratda qolishadi. "Ammo men doim o'qiyman", deb e'tiroz bildirishadi. Bu shuni ko'rsatadiki, yangi so'zlarni o'rganish uchun shunchaki o'qish etarli emas. Misol uchun, biz romanni o'qiyotganimizda, notanish so'zlarni o'tkazib yuborish uchun katta vasvasa paydo bo'ladi. Ushbu so'zlarni o'tkazib yubormaslik o'rniga, ularni diqqat bilan ko'rib chiqsangiz yaxshi bo'lardi. Avvalo, kontekstdan so'zning ma'nosini tushunishga harakat qiling.[4] Keyin, agar qo'lingizda lug'at bo'lsa, darhol so'zning aniq ma'nosini qidiring. Albatta, bu o'qish tezligini bir muddat pasaytiradi, lekin har bir so'zni yaxshiroq tushunish vaqt o'tishi bilan yangi so'zlarni eslab qolish tezligini oshiradi va o'qishni osonlashtiradi. O'qish, radio tinglash, film tomosha qilish yoki suhbatlashish uchun har kuni yangi so'zlarni yozishga o'rgating.

2)   O'qing

Yangi so'zlarga ko'proq e'tibor berishni boshlaganingizdan so'ng, keyingi muhim qadam o'qishdir, chunki kitoblarda yoki maqolalarda siz o'rganishga arziydigan so'zlarni topasiz. Bundan tashqari, o'qish yangi lug'atni qanchalik yaxshi o'rganganingizni tekshirishning eng yaxshi usuli hisoblanadi. Agar matnda siz ilgari o'rgangan so'zni uchratsangiz va uni tushunsangiz, bu sizning muvaffaqiyatingizning yorqin dalilidir. Nima o'qish kerak? Ha, sizni qiziqtirgan hamma narsa, o'qimoqchi bo'lgan hamma narsa. Agar siz sportni yaxshi ko'rsangiz, sport jurnallaridan maqolalarni, mashhur sportchilar haqidagi kitoblarni o'qing. Agar siz modaga qiziqsangiz, porloq jurnallar siz uchun. Lekin ular faqat jozibali suratlarga qarash emas, balki O'QISH kerak. Ko'pincha so'z boyligi zaif odamlar o'qishni umuman yoqtirmaydilar. Ular uchun bu o'ziga xos majburiyatdir, chunki o'qish qiyin, sekin va umuman qiziq emas. Agar bu sizga tegishli bo'lsa, ertaklar yoki moslashtirilgan adabiyotlar kabi oddiyroq kitoblarni o'qib ko'ring. Asosiysi, yangi so'zlarni o'rganish kursini doimo yodda tutgan holda, iloji boricha o'qish va o'qish uchun qiziqarli bo'lgan kitoblarni topishdir.

Lug'at bilan ishlashni yaxshi ko'ring!

3)   Lug'atdan foydalaning

Bu yerda lug‘at qidirishni lug‘at yaratish strategiyangizning bir qismiga aylantirish bo‘yicha ba’zi maslahatlar.

Lug'atda qidirgan so'zlaringizni ajratib ko'rsating.

Bu ishni bir muncha vaqt bajarganingizdan so'ng, lug'atni varaqlaganingizda bu so'zlar ko'zingizga tushadi va ko'p vaqt sarflamasdan ularni takrorlash imkonini beradi.

Lug'at yozuvini oxirigacha o'qing.

Shuni yodda tutingki, ba'zi so'zlar bir nechta ma'noga ega va sizga kerak bo'lgan ma'no lug'atda keltirilgan birinchi qiymat bo'lmasligi mumkin. Agar siz ushbu so'zning ushbu kontekstda nimani anglatishini darhol tushunsangiz ham, boshqa ma'nolarni bilish ushbu so'zni boshqa yo'llar bilan qanday ishlatish mumkinligini tushunishga yordam beradi. Ayniqsa, vaqt yo'q bo'lganda

4) Muntazam ravishda o'rganing va takrorlang

Lug'atdagi so'zlarni tekshirishni va ularni yozishni boshlaganingizdan so'ng, yodlash ushbu so'zlarni qanchalik tez-tez takrorlashingizga bog'liq. Buning uchun har kuni ma'lum vaqt ajratish yaxshidir. Bu vaqt ichida siz kun davomida tanishgan yangi so'zlarni yozasiz va xotirangizda hali mustahkamlanmagan so'zlarni takrorlaysiz. O'z oldingizga maqsad qo'ying: qancha so'zni va qaysi sanagacha o'rganishingiz kerak va kuniga qancha so'zni o'rganishingiz kerakligini rejalashtiring. Haftada bir marta 30-40 daqiqadan ko'ra kuniga 10-15 daqiqa yaxshi natija beradi.[5] Ammo agar hozir haftada bir marta faqat yarim soat ajratishingiz mumkin bo'lsa, shundan boshlang, keyin hafta davomida qo'shimcha vaqt topishga harakat qiling. So'zlarni samaraliroq takrorlash uchun ulardagi barcha ma'lumotlar bir joyda - daftarda, daftarda yoki kartalarda saqlanishi kerak.

Word kartalari qulay, chunki ularni siz bilan olib yurish oson, shuning uchun ularni istalgan joyda ko'rishingiz mumkin. So'zlarni muntazam ravishda takrorlaganingizga ishonch hosil qiling.

Xulosa

Shuni ta’kidlash lozimki, so’z boyligini oshirishda yosh ahamiyatiga han alohida e’tibor qaratishimiz darkor.Hozirgi tadqiqotlar ushbu jarayonni erta yoshda boshlash samariliroq bo’lishini ko’rsatadi. Bizning yurtimizda ham ushbu masalaga qat’iy e’tibor qaratilgan, xorijiy tillarni o’qitishda xususan ingliz tilini o’qitishda dunyoning yetakchi tashkilot va universitetlar hamkorligida yangicha yondashuv asosida dasturlar ishlab chiqilmoqda. Oxirgi 3 yilda bu jarayon maktabgacha ta’limda ayniqsa o’z rivojini topmoqda [6]. Davlat qaramog’idagi hamda xususiy tarmoqdagi maktabgacha ta’lim muassasalarda ingliz tilini o’rgatish bo’yicha keng ko’lamli loyihalar amalga oshirilmoqda. Bog’cha va maktab yoshida o’yin bolaning eng asosiy va sevimli mashg’uloti bo’lganligi tufali bola atrof olamni ham o’yin orqali kashf etadi. Agar xorijiy tillarni ham o’yinga qorishtirgan xolda o’rgatilsa bu til ko’nikmalarining o’zlashtirilish samaradorligini bir necha barobarga oshiradi

 

ADABIYOTLAR:

 

1.                      O‘zbekiston Respublikasi Prezidentining 2017 yil 9 sentyabrdagi «Maktabgacha ta’lim tizimini tubdan takomillatirish chora-tadbirlari to‘g‘risida»gi PQ-3261-son qarori;

2.                      O‘z DSt 17368–2020 “Maktabgacha ta’lim va tarbiyaning davlat standartini tasdiqlash haqida ” https://www.cde.ca.gov/sp/cd/re/caqdevelopment.asp. Ages and Stages of Development

3.                      Care About Quality was published by the California Department of Education in 2000.

4.                      https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/teaching-and-learning-early-childhood-educationand-care-8_en. Internet resurs.

5.                      Maktabgacha ta’lim muassasalari tarbiyalanuvchilari va boshlang‘ich maktab o‘quvchilariga chet tilini o‘rgatishda o‘yinlar. Baxramova M. D. Tuzuvchi:

Baxramova M. D., — T.2016.

6.                      https://raisingchildren.net.au/newborns/play-learning/playideas/why-play-is-important internet resurs

7.                      https://www.parents.com/baby/development/intellectual/how-toteach-your-child-a-foreign-language/ internet resurs

             

MILLIY BURJUAZIYANING SHAKLLANISHI VA UNING TURKISTON

O'LKASI IQTISODIYOTIGA TA'SIRI

 

https://doi.org/10.5281/zenodo.6464834

 

Shohrux Saidmurodov

Jizzax davlat pedagogika instituti, Tarix fakulteti 2-kurs magistranti

 

Annotatsiya: Ushbu maqolada milliy burjuaziyaning shakllanishi va uning Turkiston òlkasi iqtisodiyotiga ta'siri haqida gaplashamiz:

 (Fransuzcha bourgeoisie — shaharliklar) — savdo, sanoat, kredit-moliya va boshqa tadbirkorlik faoliyati natijasida daromad oluvchi ijtimoiy sinf. Burjuaziya an’anaviy jamiyat qaror topgan sharoitda, 16-20-asrlardagi inqilob va islohotlar natijasida yuzaga kelib, muhim iqtisodiy va siyosiy ta’sirga ega bo’ldi, sanoatlashgan jamiyat va bozor iqtisodiyoti, liberalism va demokratiya qadriyatlari qaror topishiga ko’maklashdi. Rivojlangan mamlakatlardagi Burjuaziya yirik moliya va sanoat Burjuaziyasidan (unga boshqaruvchilarning oliy qatlami ham kiradi), sarmoyadorlik va tadbirkorlik vazifalarini birga qo’shib, ish yurituvchi o’rta Burjuaziya qatlamidan hamda mayda Burjuaziyadan tashkil topgan. Rivojlanayotgan mamlakatlarda Burjuaziya turli qatlamlarining shakllanishi jamiyatni modernizasiya qilish jarayoni bilan bevosnta bog’liqdir. Sotsialistik tuzum o’rnatilgan mamlakatlarda Burjuaziya sinf sifatida tugatilgan edi. Bunday mamlakatlarda bozor iqtisodiyoti va fuqarolar jamiyatining shakllanishi jarayonida xususiy mulkdorlar va tadbirkorlardan iborat ijtimoiy qatlam qayta tiklanmoqda. Kalit so`zlari: burjuaziya,iqtisodiyot, Turkiston o`lkasi, sanoat Burjua nima?

Burjua mulk va yuqori iqtisodiy daromadga ega bo'lganlar birlashtiriladigan o'rta va boy ijtimoiy sinf deyiladi.

Burjuaziya atamasi frantsuz tilidan kelib chiqadi burjua, savdogarlar yoki hunarmandlar kabi muayyan ish imtiyozlariga ega bo'lgan shaharlarda yashagan odamlarga murojaat qilish.

Burjuaziya - bu qo'l ishlarining biron bir turini qilmaydigan va ularni boyitadigan tovar va pullarning sezilarli darajada to'plangan odamlarini ifodalovchi atama. Shuning uchun, bu atama boy o'rta sinfni belgilaydi.

Burjuaziya uchta toifaga bo'linadi, ular: ishlab chiqarish vositalari va yuqori siyosiy lavozimlar uchun mas'ul bo'lgan yuqori burjuaziya; liberal kasb bilan shug'ullanadigan odamlar bo'lgan o'rta burjuaziya; va sanoat va savdo sektorining bir qismi bo'lgan quyi burjua.

Karl Marksning fikriga ko'ra, burjuaziya kapitalistik rejimning ijtimoiy sinfidir, unda uning a'zolari ishlab chiqarish uchun mas'uldirlar, ular o'z bizneslariga egalik qiladilar va ishchilar sinfiga qarama-qarshi turadilar.

Xuddi shunday, Marks jamiyat burjua va uning qadriyatlari tufayli jamiyat atamasi rivojlanib, fuqarolik huquqlari va vakillik qiluvchi davlatni olishga yo'l ochganini tan oladi.

Shuningdek qarang: burjua.

Burjuaziyaning kelib chiqishi

Burjua o'rta asrlarda, xususan Evropada paydo bo'ldi, bu erda asosiy ish manbai hali qishloq faoliyati bo'lgan, garchi u erda allaqachon kiyim-kechak, zargarlik buyumlari va ziravorlar savdogarlari va hunarmandlar bo'lgan.

Shuning uchun burjuaziya atamasi burgos deb nomlangan yangi maydonlarda ko'chib yurish va devor bilan o'ralgan shaharlarda yashash uchun qishloq va qishloq ishlarini tark etgan odamlarga nisbatan ishlatilgan. Biroq, bu odamlar zodagonlar tomonidan yomon ko'rilgan.

Shuni ta'kidlash kerakki, burjuaziya feodallar yoki serflar emas edi, shuningdek ular dvoryanlar, ruhoniylar yoki dehqonlar kabi imtiyozli sinflarga mansub emas edilar.

O'shandan beri burjuaziya kuchayib bordi va XVIII asrda burjuaziya mafkuraviy ravishda shaxs, mehnat, yangilik, taraqqiyot, baxt, erkinlik va teng sharoitlar to'g'risida o'zlarining qadriyatlari va manfaatlarini ifoda etdi, bu mavzular frantsuz inqilobiy shiori bilan umumlashtirildi: ozod qilindi, egalit, fraternit.

Xuddi shunday, burjua ham Frantsiya inqilobida va sanoat inqilobida faol ishtirok etgan, ularning ijtimoiy huquqlari, siyosiy huquqlari va iqtisodiy huquqlarini talab qilgan.

Boshqa tomondan, burjuaziya paydo bo'lishi bilan ikki partiyaviylik siyosiy tizimda paydo bo'lgan, Frantsiya inqilobidan so'ng, bu ikki yirik partiyaning tarkibidan iborat bo'lgan, bu holda, bir tomondan burjua partiyasi va aristokratiya uchun. boshqa.

Shuningdek qarang: Ikki partiyaviylik.

Hozirgi vaqtda o'rta sinfga mansub yoki o'z biznesiga ega bo'lgan odamlar burjuaziya deb ataladi. Shu bilan birga, burjuaziya atamasining haqoratli ishlatilishi ham mavjud, chunki u juda yaxshi didga ega bo'lmagan oddiy va qo'pol odamlarni tasniflash uchun ishlatiladi.

Burjuaziyaning xususiyatlari

Quyida burjuaziyaning asosiy xususiyatlari keltirilgan.

U shaxslar guruhlari boyligi, mehnat faoliyati va obro'siga qarab farq qiladigan darajalardan iborat.

Uning asosiy qiymati fuqarolik huquqlarini tan olish va vakolatlarning taqsimlanishidir.

Bu davlatlar vakillik qiluvchi siyosiy tizimga ega bo'lishi kerak degan tushunchaga asoslanadi.

Burjua siyosiy lavozimni egallashi mumkin.

Burjua katta iqtisodiy va siyosiy ta'sirga ega bo'lgan tanlangan guruhlarni tuzishi mumkin.

Bu kapitalistik iqtisodiy faoliyatdan foyda ko'radi. Bu burjua va proletariat o'rtasidagi farqlarni o'rnatadi.

burjuaziya bu o'rta sinf, egasi va kapitalist bilan ko'p marta aniqlangan ijtimoiy sinfdir. Biroq, atamaning ta'rifi va uning ma'lum bir ijtimoiy guruh bilan birlashishi vaqtga va uni kim ishlatishiga qarab farq qiladi.

Burjuaziyaning kelib chiqishi O'rta asrlarda joylashgan. O'sha paytda, bu atama burgos (shahar) aholisi uchun ishlatila boshlandi. Ularning mahallalarida savdogarlar va ba'zi hunarmandlardan tashkil topgan yangi ijtimoiy tabaqa paydo bo'ldi. Garchi ular aslzodalar bo'lmasalar ham, ortib borayotgan boyliklari ularga tobora ko'proq kuch berib turardi.

Feodal tuzumdan kapitalizmga o'tishda boshlangan burjuaziya juda muhim rol o'ynadi. Burjuaziya hech qanday feodal bilan bog'lanmagan, shuning uchun ular ularga itoat etishlari shart emas edi. Iqtisodiy farovonligiga qaramay, ular uchinchi hokimiyat tarkibiga kiritilgan bo'lib, siyosiy hokimiyatga erisha olmadilar.

Ushbu etakchi rolni izlash, sifatli ta'lim olish imkoniyatiga ega bo'lgan ijtimoiy sinf bo'lishdan tashqari, burjua 18-asr inqiloblarining katta qismiga rahbarlik qildi. Vaqt o'tishi bilan burjuaziya juda kuchli guruhga aylandi, garchi uning ichida muhim farqlar mavjud edi.

Burjuaziyaning ko'tarilishi

Burjuaziya atamasi kelib chiqishi frantsuzcha bo'lib, O'rta asrlarda tijorat yoki hunarmandchilikda ishlagan shahar aholisi uchun ishlatila boshlandi.

Ushbu vazifalar shaharlarga xos bo'lgan, ular ba'zi mamlakatlarda ham tuman deb nomlangan. Bundan tashqari, ular qishloq xo'jaligi va chorvachilik ishlaridan umuman boshqa ishlar edi.

Yangi ijtimoiy tabaqaning vujudga kelishi

Burjuaziya O'rta asrlarning oxirlarida, XI-XII asrlar oralig'ida paydo bo'lgan. O'sha paytda bu nom kambag'allar guruhidagi yangi ijtimoiy sinfga nisbatan ishlatilgan.

Shu vaqtgacha o'rta asrlar iqtisodiy faoliyat sifatida qishloq xo'jaligining to'liq ustunligi bilan ajralib turardi. Bu juda qishloq jamiyat edi va u faqat o'z iste'moliga ishlab chiqarishga qodir edi. Ortiqcha mahsulotlarning etishmasligi, barter orqali savdo juda cheklanganligini anglatardi.

Qishloq xo'jaligida ba'zi texnik yutuqlar XI asrda paydo bo'ldi.Ot shudgorlash, aylanish tizimlari yoki suv tegirmoni kabi elementlar ishlab chiqarishni ko'payishiga olib keldi. Shu bilan birga, aholi ko'paya boshladi va shuning uchun ko'proq oziq-ovqatga ehtiyoj sezildi.

Olingan ortiqcha narsalar savdo-sotiq uchun ishlatilgan. Savdogarlar mustaqil hunarmandlar bilan birga shaharlarga joylashib, burjuaziyani vujudga keltirdilar.

So'nggi o'rta asrlarda savdo

Savdo rivoji tufayli shaharlar rivojlana boshladi. Eng muhimi dengiz portlari yaqinida joylashgan bo'lib, ular savdo faoliyatini ma'qullashgan.

Vaqt o'tishi bilan ushbu shahar joylari qishloqlarni mamlakatlarning iqtisodiy markazi sifatida almashtirdi. Burjua ham savdogarlar, ham hunarmandlar bir xil hududlarda birlasha boshladilar. Hech qanday feodal bilan bog'lanmasdan, ular ma'lum bir o'zini o'zi boshqarishga erishdilar.

Burjua evolyutsiyasining navbatdagi bosqichi u o'zini boyitishni boshlaganda yuz berdi. Shu tufayli ular ishlab chiqarish vositalarining egalariga aylanishlari va ko'p hollarda qashshoq dehqonlar mehnatini yollashlari mumkin edi.

Evropada XIV asr jiddiy iqtisodiy inqiroz bilan ajralib turardi. Yomon hosil va epidemiyalar ketma-ketligi katta ocharchilik va aholining sezilarli darajada pasayishiga olib keldi.

Yomon ahvolga duch kelgan ko'plab dehqonlar shaharlardan yaxshiroq omad izladilar. Bunga duch kelgan feodallar o'z ishi evaziga ish haqi taklif qilib, ularni ushlab qolishga harakat qildilar, ammo qishloqdan ko'chish davom etdi. Birinchi chet el bankirlari qo'shilgan burjua bu ko'chishdan foyda ko'rgan.

Burjuaziyaning o'sib borayotgan iqtisodiy qudratiga qaramay, qonuniy jihatdan ular hali ham kam ta'minlangan sinflarga mansub edilar. Shunday qilib, ijtimoiy jihatdan ular uchinchi mulk doirasida qamrab olingan, zodagonlar va ruhoniylar a'zolaridan kam huquqlarga ega bo'lgan. Bundan tashqari, soliqlarni to'laydigan yagona burjua edi.

Sanoat burjuaziyasi

Burjuaziya ichida ishlab chiqarish vositalariga egalik qilish bilan chambarchas bog'liq bo'lgan yangi guruh paydo bo'ldi: sanoat burjua. Umuman olganda, ular yirik shaharlarda paydo bo'lgan fabrikalarning egalariga aylangan sobiq savdogarlar edi. London, ingliz poytaxti sifatida, biznesning yaxshi qismini jamlagan.

Burjuaziya to'plagan pul ularga xom ashyo, mashinalar sotib olish va ishchilar yollashdan tashqari yangi fabrikalarni moliyalashtirishga imkon berdi. Imtiyozlar juda katta edi, bu narsa mustamlakachilik hududlarini ekspluatatsiya qilishga yordam berdi.

Natijada, sanoat burjuaziyasi, ayniqsa Angliyada tobora ko'proq kuch sarflashga muvaffaq bo'ldi. Boshqa mamlakatlarda, masalan, Frantsiyada, mutloq absolyut monarxiyaning qat'iyatliligi, burjuaziyani oddiy xalq bilan ittifoqlashib, katta hokimiyatni izlashga undadi.

Frantsuz inqilobi, 1820 yildagi yoki 1848 yildagi burjua inqiloblari deb atalgan, chunki aynan shu sinf ularni boshqargan.

 

FOYDALANILGAN ADABIYOTLAR RO`YXATI:

 

1.             https://uz.warbletoncouncil.org/burguesia-12903

2.             https://uz.warbletoncouncil.org/burguesia-2642

3.             https://milliycha.uz/burjuaziya/

 

             

INNOVATIVE TEACHING METHODS OF VOCABULARY FOR ESP

LEARNERS

 

https://doi.org/10.5281/zenodo.6464712

 

Shukurova Nodira Nazimovna

Teacher At The Uzbek State University Of Physical Education And Sport

 

Abstract: Present article discuses about what is vocabulary and its different types. And also several types of teaching vocabulary methods for presenting and, to a lesser degree, practicing vocabulary are given in this article.

Key words: acquiring knowledge, visuals and realia, mime and anecdotes, eliciting and contexts

 

As we know, a  vocabulary is a set of familiar words within a person's language. A vocabulary, usually developed with age, serves as a useful and fundamental tool  for communication and acquiring knowledge. Acquiring an extensive vocabulary is one of the largest challenges in learning a second language.

It is important to realize that a good teacher will not rely on just one of these techniques, but will use a combination. Different techniques are appropriate for different vocabulary items and also for different types of learner. As you read through the different techniques, try to think what words would be best taught using the technique and for which words the technique would probably not work very well.

Visuals and realia

One of the most effective ways of teaching vocabulary is to show students the word. Concrete words (mostly nouns) can usually be conveyed through pictures or realia (real objects). For example, a word like chair (as a noun) is quite easy to teach, by pointing to a chair or by showing a picture. Likewise, related words such as stool, armchair, sofa, deckchair, etc can be taught in a similar way and the distinction between each made relatively clear. Even some abstract words can often be conveyed using visuals – for example, a picture of a man and woman plus a heart could be used to convey the word love.

Mime and anecdotes

Visuals and realia are usually limited to concrete words and are probably ineffectual when it comes to more abstract notions and even some basic areas of vocabulary such as verbs, adverbs and adjectives. However, these three areas of vocabulary do lend themselves to mime and anecdotes.

It is relatively easy to mime words such as run and walk and even to differentiate between words that belong to the same group but have quite fundamental differences in meaning, e.g. run, walk, stroll, sprint, jog, wander, etc. It is also relatively easy to use mime to teach adverbs of manner, i.e. quickly, slowly, happily, etc. Getting students to mime various actions in a particular manner is great fun and a good way of making the adverbs memorable.

Another way of presenting vocabulary is to tell a short anecdote containing the new words. This gives the words a context and helps students understand not only the core meaning, but also how the words might be used. It’s also quite simple to recycle the words within an anecdote so that students hear the same word more than once. The more times students hear a word, the more likely they are to remember it. Repetition is quite natural in anecdotes and so does not seem out of place.

Eliciting and contexts

Eliciting words from students is an effective way of activating their memories. In a class of students it is quite possible that one or two may have come across the word before, even with low levels. It also helps you find out how much your students already know. There are a few different techniques for eliciting vocabulary, from drawing a quick picture on the board to giving an explanation or a short example of a situation.

It’s important to remember when you are eliciting (or explaining) vocabulary that the language you use is simpler than the language you are trying to elicit.

Giving the context for a word, just like embedding the word in an anecdote, helps students see how a particular item of vocabulary might be used. It also makes the word more memorable, helping students learn the item. Even if you are unable to elicit a word from your students, when you eventually tell them the word you were trying to elicit it is far more likely that they will remember it and its meaning.

Using synonyms and antonyms

A technique often used by teachers, especially at low levels, is to explain words by using a synonym or antonym. In many respects this is a flawed idea. Firstly, because many of the words will be of a similar level and, if a student doesn’t know one, then they won’t know the other, i.e. if a teacher wants to elicit black and they say it’s the opposite of white then this is unlikely to be helpful as the students probably don’t know white. Secondly, it can be very misleading as very few words have a direct antonym. For example, what’s the opposite of old? Is it new or young? Both, but then that becomes confusing. Thirdly, many words have more than one antonym or synonym all with similar meanings, so which do you use? For example, the opposite of happy could be sad or unhappy, it often depends on the context.

Having said this, using antonyms and synonyms to help elicit words can sometimes be useful, as long as it’s thought through carefully. Synonyms and antonyms can also be extremely useful as a framework for recording and remembering vocabulary (we’ll look more at this in the section on learning vocabulary).

Translation

Translation is another technique that has pros and cons. Many teachers and teacher trainers see translation as a bad thing. They seem to feel that translation will in some way prevent the student from ever becoming proficient in the target language. This is quite obviously not true. There are many cases of learners becoming quite good in a language despite relying heavily on translation. In some instances translation is clearly advantageous. Where a group of students share the same mother tongue (and in particular where the teacher does too) it makes sense to make use of this facility from time to time. In fact, translation can often save time and help with comprehension. Many students use translation when they are recording the new vocabulary, whether the teacher likes it or not.

However, it is important to make students aware of some of the shortcomings of translation. It is often the case that there aren’t any direct translations (word for word equivalents), or that one language might have more than one way of saying something, depending on the context. Making students aware of these problems, rather than completely avoiding translation, may well help their learning. Students can easily become over-reliant on the teacher to translate everything so translation should only be used as one of many techniques employed in teaching vocabulary.

Earlier English for Specific Purposes (further ESP) teachers devoted too little time to teaching vocabulary in the classroom. They taught isolated words on a vocabulary list, had students translate them into the L1, or students learnt vocabulary taken independently from glossaries. Not all the students were the same, however. Only a few of them benefited from this kind of learning vocabulary; for others, it was an overwhelming challenge. Many students had   difficulty communicating due to the lack of specialty vocabulary. “ESP vocabulary always presents a major linguistic obstacle to nonnative English- speaking students” .

Over the previous decade educators have recognized the importance of devoting more   time to vocabulary teaching and learning in the classroom. Methods and textbooks have changed and have become more innovative. ESP teachers have started to pay more attention to vocabulary teaching and learning strategies to exploit precious classroom time efficiently. Most importantly, they have scrutinized the research on what sorts of words the ESP vocabulary should comprise. Nation & Meara assert that the choice of vocabulary to focus on is a function of two major considerations, namely the needs of learners and the usefulness of the vocabulary items. Jordan suggests that the question of which vocabulary to teach/learn is a crucial one, which should be addressed prior to any consideration vis-à-vis how to teach/ learn vocabulary effectively.

ESP vocabulary is presented in research literature with different names, e.g. specialized, technical, semi-technical and others. According to Coxhead, specialized words are expected to belong to a particular subject area at university or to a professional discipline. People outside of that academic or professional sphere might have some knowledge of this vocabulary, but the people inside these areas of language use are expected to be able to understand and use this language fluently. Thus, the vocabulary selection should be focused on learners’ needs based on their fields of study.

In order to achieve good results in ESP vocabulary learning and usage (both general and technical), it is vital for both learners and teachers to be aware of learning and teaching strategies. The main source of current vocabulary is ESP texts. Nation distinguishes the following types of words occurring in texts:

1.High-Frequency words, including many content words, e.g., state, product, present, probation, horizon, division; Academic words, including many words that are common in different kinds of academic texts, e.g., practice, activity, needs;

2.Technical words, which are   closely   related   to   the topic and subject area (words from the field of agriculture, techniques etc.) in the text, e.g., bolt, screw, anchor, stud, tire;

3.Low-Frequency words, which include words like bucolic, aerate, stamina, tract.

Dudley-Evans & St John suggest two categories of ESP vocabulary: general vocabulary with higher frequency in a specific field and general English words with specific meaning in a particular field:

 

Type of vocabulary	Examples
General vocabulary that have a higher frequency in a specific area	Academic: sphere, strategy, acknowledge, relevant, style Tourism: reception, destination, attraction
General English words that have a specific meaning in a particular area	Caps lock, shift in computer science, kinematics, spectral analysis, friction in physics, stress and strain in mechanics and engineering, etc.

 

Students can become better learners if they are taught various    vocabularylearning    strategies    and     techniques. They should be able to choose the most   effective   strategy for themselves from several kinds of approaches. The first developer of vocabulary learning strategies, Nation, and his colleague Newton assert that vocabulary-learning strategies should: involve choice, i.e., there are several strategies to choose from; be complex, i.e., there are several steps to learn; require knowledge   and benefit   from training; and increase the efficiency of vocabulary   learning   and   vocabulary   use.

Researchers (Li, 2010; Horwitz, 1999; Oxford, 1994) point out that vocabulary learning is   influenced   by   factors   such as beliefs, cultural background and task types. That’s why vocabulary teaching methods differ depending on cultural context and learning content.

In conclude English for Specific Purposes is a challenging subject for students at Eurasian National University. Due to the lack of a natural English-speaking environment, students are not always able to use their ESP knowledge in practice, as English is spoken mainly in class. When students face a real need in ESP at work place or job-related situations, they have challenges in speaking and understanding.

 

REFERENCES:

 

             1.        Fiorito L Teaching English for Specific Purposes (ESP). UsingEnglish.com.

URL: http://www.usingenglish.com/teachers/ 2. McCarthy M Vocabulary, Oxford: O.U.P., 1990.

3.                      Widodo HP Designing and implementing task-based Vocational English (VE) materials: Text, language, task, and context. In H. Reinders & M. Thomas (Eds.) Contemporary task-based language learning and teaching (TBLT) in Asia: Challenges, opportunities and future directions, London: Bloomsbury, 2015. Pp. 291-312.

4.                      Kunanbaeva SS, Duisekova KK, Chaklikova AT, et al. Tipovye uchebnye programmy po distsiplinam GOSO. «Yazyki triedinstva» (Kazakhskii, russkii, inostrannyi). Almaty: Kazakh Ablai khan University of International Relations and

World Languages; 2014. (in Russ.) [Кунанбаева С.С., Дуйсекова К.К., Чакликова А.Т., и др. Типовые учебные программы по дисциплинам ГОСО. «Языки триединства» (Казахский, русский, иностранный). Алма- ты: Казахский университет международных отношений и мировых языков; 2014.]

             

GORIZONTGA QIYA OTILGAN JISM HARAKATI

 

https://doi.org/10.5281/zenodo.6465971

 

Sodiqova GulshodaYusufovna  

Buxoro davlat universiteti fizika –matematika

Fakulteti fizika ta’lim yo‘nalishi

1-4FIZ 18-guruh talabasi 

 

Annotatsiya: Tabiat qonunlarini chuqur o'rganish bizni o'rab turgan dunyo materiyalarni, ya'ni bizning olamimizdan tashqarida ham mavjudligini ko'rsatadi. Biznio'rabturganbarchamavjudotvabizningo'zimiz ham, jumladan, fizikadako'pfoydalaniladiganmoddavamaydon ham materiyaningajralmasqismlaridandir.

Аннотатция: Углубленное изучение законов природы является одной из неотъемлемых частей материи в окружающем нас мире, то есть вне нашей вселенной, включая материю и пространство, которые широко используются в физике. Бросание и подбрасывание — тоже физические явления, поэтому в этой статье речь пойдет о движении объекта, наклоненного к горизонту.

Annotation: An in-depth study of the laws of nature is one of the integral parts of matter in the world around us, that is, outside of our universe, including matter and space, which are widely used in physics. Throwing and throwing are also physical phenomena, so this article will talk about the motion of an object tilted to the horizon.

Kalit so‘zlar: Ballistik, metallsharcha, stvol, transporter

Key words:  Ballistic, metal balloon, barrel, conveyor

Ключевые слова: Баллистический, металлический баллон, ствол, конвейер

 

Gorizontga qiyaotilgan jism harakatini o‘rganish.

Ishninmaqsadi:Jismning uchish uzoqligining otish burchagiga bog‘liqligini tekshirish.

Asbob va jihozlar: Ballistik to‘pponcha, metal sharcha, o‘lchov lentasi, 2-3 varaq oq va qora qog‘oz (kopirovka) Uslubiyko‘rsatma:

Darsboshidagorizontgaqiyaotilganjismharakatinitavsiflovchikattaliklarhaqidatushunchav aularnianiqlashto‘g‘risidaqisqachama’lumotberiladi.   Tajribaqurilmasiyig‘ilib, belgilangantartibdabajariladi. Tegishlijadvalto`ldirishuchunhozirlanadi

Ishning nazariy asosi: Jismni son qiymati  (υ0)  gatengbo‘lganboshlang‘ichtezlikbilangorizontganisbatanbiror (α) burchak ostida qiyalatibotaylik. Havoning qarshiligi hisobga olinmaganda sharcha og‘irlik kuchi ta’sirida harakatlanadi va u  erkin tushadi, ya’nitezlanishi 9,8 m/s2 gatengbo‘ladi.

Otilganjismningharakatinikuzatganimizda                                                                         u

avvalgorizontalyo‘nalishdaotilgannuqtasidanuzoqlashayotganliginihamdavertik alyo‘nalishdako‘tarilayotganliginiko‘ramiz.

Gorizontgaqiyalatibotilganjismbirvaqtningo‘zidagorizontalvavertikalyo‘nalishlar bo‘ylabharakatlanadi.     Bu       harakattrayektoriyasiningko‘rinishi 1-chizmaada keltirilgan.

Mavzu: Gorizontga qiya otilgan jism harakatini o‘rganish.

(Laboratoriya ishi)

Darsning maqsadi: - O’quvchilarga gorizontga qiya otilgan jism harakatini tajriba usuli bilan o’rgatishdan iborat

Ta’limiy maqsad: - O’quvchilarga gorizontga qiya otilgan jism harakati haqida tushuncha berib gorizontga qiya otilgan jism harakatini uning burchagiga bog’lab o’rgatishdan iborat. F K-2, T K-6

Tarbiyaviy maqsad: - Gorizontga qiya otilgan jism harakati haqidagi bilimlarni shakllantirib ahloqiy tushunchalarni rivojlantirishdan iborat. F K-2, T K-4

Rivojlantiruvchi maqsad: -Gorizontga qiya otilgan jism harakatining formulaviy jihatini keltirib chiqarish hamda tajriba yo’li bilan mustahkamlab bilim va ko’nikmalarini shakllantirishdan iborat. F K-3, T K-1,6

Dars turi: Mustahkamlash

Metodlari: Noan’anaviy

Ishning maqsadi:  Jismning uchish uzoqligining otish burchagiga bog‘liqligini tekshirish.

Asbob va jihozlar:  Ballistik to‘pponcha, metall sharcha, o‘lchov lentasi, 2-3 varaq oq va qora qog‘oz (kopirovka).

Uslubiy ko‘rsatma:  Dars avvalida gorizontga qiya otilgan jism harakatini tavsiflovchi kattaliklar haqida tushuncha va ularni aniqlash to‘g‘risida qisqacha ma’lumot beriladi. Tajriba qurilmasi yig‘ilib, belgilangan tartibda bajariladi. Tegishli jadval to`ldirish uchun hozirlanadi.

Ishning nazariy asosi:  Jismni son qiymati υ₀ ga teng bo‘lgan boshlang‘ich tezlik bilan gorizontga nisbatan biror α burchak ostida  qiyalatib otaylik. Havoning qarshiligi hisobga olinmaganda sharcha og‘irlik kuchi ta’sirida harakatlanadi va u erkin tushadi, yani tezlanishi 9,8 m/s² ga teng bo‘ladi. Otilgan jismning harakatini kuzatganimizda u avval gorizontal yo‘nalishda otilgan nuqtasidan uzoqlashayotganligini hamda vertikal yo‘nalishda ko‘tarilayotganligini ko‘ramiz. Gorizontga qiyalatib otilgan jism bir vaqtning o‘zida gorizontal va vertikal yo‘nalishlar bo‘ylab harakatlanadi. Bu harakat trayektoriyasining ko‘rinishi 1chizma keltirilgan.

Gorizontga qiyalatib otilgan jismning uchish uzoqligi l, maksimal ko‘tarilish balandligi h_max, to‘liq uchish vaqti t_u quyida keltirilgan ifodalar yordamida aniqlanadi:

 

l =20 sin 2(1)    g

2  sin2  hmax = 0     (2) 2g

tu = 0 sin(3) 2 g

 

Uchish uzoqligi l va qiya otilish burchagi α ma’lum bo‘lsa, (1) ifodaga ko‘ra jismning otilish tezligi quyidagicha hisoblanadi: g l

                                                                               0 =    sin 2 (4)

 

Qurilmaning tuzilishi va uning ishlatilishi .

 Gorizontga qiya otilgan jism harakatini o‘rganish qurilmasining umumiy ko‘rinishi 2-chizmada keltirilgan. Qurilmaning asosiy qismi ballistik to‘pponchadan iborat. Ballistik to‘pponcha quyidagi qismlardan iborat: to‘pponcha tanasi (1), to‘pponcha tanasiga mahkamlangan transportir (2), tana ichki qismiga o‘rnatilgan prujina (3), tutqich (4). Tutqich stvol ichida haraktanuvchi porshenga mahkamlangan. To‘pponcha tanasi qisgich  (5) bilan birlashtiriladi va 2-chizmadagidek stol chetiga mahkamlanadi.

 

 

 

2-chizma

 

Qurilmani ishga tushirish uchun (4) tutqichni  orqaga tortib, prujina siqiladi va to‘pponcha stvolining ichiga metall sharcha joylashtiriladi. Tutqich qo‘yib yuborilganda siqilgan prujina stvol ichidagi porshenni harakatga keltiradi. Porshen  stvol ichiga joylashtirilgan sharchani zarb bilan urib, uni stvol ichidan uloqtiradi.

 

 

Ishni bajarish tartibi

 

1.Ballistik to‘pponcha laboratoriya stoli chetiga o‘rnatiladi.

2.Ballistik to‘pponchaning qiyalik burchagi 30⁰ qilib tutqichga mahkamlanadi (Qiyalik burchagi to‘pponchaga mahkamlangan transportir yordamida aniqlanadi).

3.Tutqich orqaga tortiladi va  stvol ilgagiga kiritiladi.

4.Metall sharcha stvol ichiga joylashtiriladi.

5.Tutqich ilgakdan chiqarib yuboriladi va sharchaning tushish joyi aniqlanadi.

6. Sharcha tushgan joyga oq qog‘oz va qora kopirka qog‘ozi birlashtirib qo‘yiladi.

7.Tutqich orqaga tortiladi va  stvol ilgagiga kiritiladi.

8.Metall sharcha stvol ichiga joylashtiriladi.

9.Tutqich ilgakdan chiqarib yuboriladi va sharchaning tushish joyi kuzatiladi.

10. Tajriba, yuqorida ta’kidlab o‘tilganidek kamida 3 marta takrorlanadi.

11.Oq qog‘ozni joyidan siljitmasdan uning ustidagi qora kopirka olinadi. Oq qog‘oz ustida qolgan izlarning o‘rniga ko‘ra sharchaning uchish uzoqligi o‘lchanadi.

12. Qiyalik burchagini o‘zgartirib (45⁰, 60⁰...), tajribani yuqorida ko‘rsatilgan tartibda takrorlang.

13.Olingan natijalar asosida o‘lchash xatoligini hisoblang.

14.O‘rtacha uchish uzoqligiga ko‘ra sharchaning otilish tezligi (4) ifoda yuordamida hisoblanadi.

15.Hisoblash natijasidan foydalanib, sharchaning uchish vaqti (3) ifodaga ko‘ra hisoblanadi.

16.Hisoblangan kattaliklar qiymati quyidagi jadvalga yoziladi.

 

Otil ish bur chagi

№

l , uchis h uzoql igi, (m)

m)

l (

l m)

∆ (

m)

 (

l = l

10 /s

υ m

u

300

1o tilish

2otilish

3otilish

450

1otilish

2otilish

3otilish

600

1otilish

2otilish

3otilish

t

s

 

 

 

 

                                    Qo‘shimcha ma’lumot

Mazkur ish to‘g‘risida nazariy va amaliy bilimga ega bo‘lgandan so‘ng har bir o‘quvchi mustaqil ravishda tosh yoki boshqa jismlarni uloqtirib, ularning maksimal ko‘tarilish balandligi, uchish uzoqligi va to‘liq uchish vaqtini hisoblashga harakat qilishlari lozim

 

 

Nazorat uchun savollar:

•       Gorizontga nisbatan qiya otilgan jism harakatining trayektoriyasi qanday bo‘ladi?

•       Gorizontga nisbatan qiya otilgan jismning  uchish uzoqligi qanday kattaliklarga bog‘liq?

•       υ₀ boshlang‘ich tezlik bilan otilgan jismning tushayotgan paytdagi tezligi qanday bo‘ladi va gorizont bilan qanday burchak tashkil qiladi?

•       Tajribada olingan natijalarga ko‘ra uchish uzoqligi va uchish vaqtining qiymati otilish burchagiga bog‘liqligini tahlil qiling.

 

 

FOYDALANILGAN ADABIYOTLAR:

 

1.                .ABDUMALIK MO’MINOV, QOBIL XOJIYEV “FIZIKA” qo‘llanma.

T.,2020

2.                Fizika darsligi.10-sinf

3.                Internet ma’lumotlari.

4.                reading comprehension. Journal of Educational Research, 84, 345–354.

5.                Curtis, M. E. (1980). Development of components of reading skill. Journal of Educational Psychology, 72, 656–669.

6.                https://hongkongtesol.com/blog/2019/06/receptive-skills-englishteachers-how-teach-listening-and-reading

7.                https://www.teachingenglish.org.uk/article/using-poems-developreceptive-skills

             

MAKTAB O'QUVCHILARINING IJTIMOIY MOSLASHUVINING PSIXOLOGIK XUSUSIYATLARI

 

https://doi.org/10.5281/zenodo.6464443

 

Tillayeva Nodira

Mirzo Ulug`bek nomidagi O`zbekiston Milliy universiteti

Ijtimoiy fanlar fakulteti Psixologiya (faoliyat turlari bo`yicha) yo`nalishi 2-bosqich magistranti

 

Annotatsiya: Xurmatli mushtariylar ushbu maqolamiz orqali biz yosh o'smirlar psixologik moslashuvining o'ziga xosligi va asosiy maktabda o'qitish shartlari, moslashuvchanlik mezonlari, uni shakllantirish shartlarini ko'rib chiqamiz.

Аннотация: Уважаемые клиенты в рамках данной статьи мы рассмотрим специфику психологической адаптации младших подростков и условия обучения в основной школе, критерии адаптивности, условия ее формирования.

Annotation: Dear customers through our article, we will consider the specificity of psychological adaptation in young adolescents and the conditions of training in the primary school, the criteria for adaptation, the conditions for its formation.

Kalit so'zlar: moslashtirish, moslashuvchanlik, yosh o'smir, maktab, moslashuvchanlik mezonlari.

Ключевые слова: адаптация, адаптированность, младший подросток, условия обучения в основной школе, критерии адаптированности

Keywords: adaptation, adaptability, younger teenager, learning conditions in primary school, criteria of adaptability.

 

Zamonaviy jamiyatda dinamik iqtisodiyot, ta'lim va ijtimoiy-madaniy sohalarda o'zgarishlar yuzaga kelmoqda. Transformatsiya jarayoni yangi talablarni ilgari suradi ijodiy bo'lishi kerak bo'lgan shaxsning shaxsiy rivojlanishi mobil fikrlash, rivojlangan motivatsion-voliylik va hissiy sohalar, tez moslashish qobiliyati o'zgaruvchan muhit sharoitlarini talab qiladi.

Ushbu maqsadga erishishning asosiy shartlaridan biri o`quvchilarlarning yangi ta'lim sharoitlariga moslashishini ta'minlash ta'lim jarayonining bosqichlari, xususan, bolalarni boshlang'ich ta`limdadir. Pedagogik amaliyot shuni ko'rsatadiki ushbu o'tish jarayoni ta'limning pasayishi bilan tavsiflanadi muvaffaqiyat, xatti-harakatlarning buzilishi, hissiyotlarga moyillik yosh o'smirlarning holsizlik, charchoq, nevrologik reaktsiyalarini keltirib chiqaradi.

Ushbu qiyinchiliklarning sabablarini aniqlash va hal qilish yo'llarini topish ushbu muammo tadqiqotning dolzarb yo'nalishi hisoblanadi. Yosh o'smirlarning psixologik rivojlanishi maktab sharoitida ko'plab fanlarni o'rganishga qaratilgan samarali ta'limni tashkil etish bilan bog'liq masalalar zanjiri xisoblanadi. Tadqiqotimiz doirasi moslashuv jarayoni o'zgarish tufayli o'ziga xos adaptiv faoliyat ijtimoiy-psixologik makonga yo'naltirilgan insonning ijtimoiy muhit bilan o'zaro ta'sirini optimallashtirish shaxsiy tajribada mavjud bo'lmagan omillar paydo bo'lishidir. Psixologik va pedagogik adabiyotlarda ko'plab turlar mavjud. Ta'lim sharoitlariga moslashisda  biz quidagilarga ishora qilamiz: psixologik, ijtimoiy, ijtimoiy-psixologik, maktab. Ilmiy doiralarda, ijtimoiy-psixologik moslashuv shaxsning ijtimoiy hayotidagi hodisalar majmui sifatida qaraladi. uning rivojlanishini ta'minlaydigan universal insoniy mulk ijtimoiy muvofiq xulq -atvor standartlari, qiymati yo'nalishlar, munosabatlarni yangi ijtimoiy bilan uyg'unlashtirish atrof -muhit, ijtimoiy kompetentsiya elementlarini o'zlashtirish, yangi ijtimoiy rollar va funktsiyalarni tushunish, o'zini tutish qobiliyati yangi talablarga muvofiqdir.

U o'tish davrida alohida ma'no kasb etadi: boshlang'ich ta'limdan o'rta ta'limga. O'tish davrining xususiyatlari, afzalliklari va to'siqlariga ishora qilib, boshlang'ich maktab o'quvchilari rivojlanishining ijtimoiy-psixologik mexanizmlarini va ularning ta'limning yangi bosqichiga muvaffaqiyatli moslashishga yordam beradigan yoshga bog'liq o'smalarini aniqlash maqsadga muvofiqdir.

Boshlang'ich maktab yoshidagi bolalarning aqliy rivojlanish qonuniyatlarini o'rganish ko'plab ilmiy maktablarning ilmiy tadqiqotlari va o'tmishda ham, hozirda ham psixolog va o'qituvchilar ta'limotining predmetidir (L. Bojovich, L. Vigotskiy, V. Davydov, A. Zaporojets, Ya. Kolomenskiy, S. Maksimenko, E. Penko, N. Proskura, O. Savchenko va boshqalar). Ular bu bosqichning inson hayotidagi ahamiyatini, xususan, uning ijtimoiy xulq -atvorini, atrof -muhitga, o'ziga bo'lgan shaxsiy munosabatini, jamiyat bilan identifikatsiyasini shakllantirishda muhimligini ta'kidladilar. Kichik maktab o'quvchilarining shaxsiy shakllanishi davrida moslashuv nafaqat yangi sharoitlarga, balki ta'limning yangi va murakkab shakliga, ijtimoiy o'zaro ta'sirda ham amalga oshiriladi.

Aynan boshlang'ich maktab yoshida ijtimoiy xulq-atvor jadal shakllanadi, o'zini o'zi qadrlash shakllanadi, unga boshqalar bilan munosabatlar, tanqidiylik, talabchanlik, muvaffaqiyat va yo'qotishlarga munosabat bog'liq. Shu sababli, ushbu yosh davrida (ijtimoiy-psixologik moslashuv sharoitida) o'qituvchilar va ota-onalar muhim vazifadir: moslashish uchun shaxsni rivojlantirishning ijobiy tajribasini to'plashga, uning ijtimoiy muhit bilan o'zaro ta'siriga hissa qo'shish, bu esa bolaga yordam beradi. jamiyatda o'z o'rnini topadi. Bu, ayniqsa, inson hayotida tub o'zgarishlar davri boshlanganda muhim ahamiyat kasb etadi.

Bunday o'zgarishlar boshlang'ich sinf o'quvchisining o'rta maktabga o'tishi, bu erda boshlang'ich sinf o'qituvchisining fan o'qituvchilariga o'tishi, bir o'qituvchining fan o'qituvchilari talablariga qo'yiladigan talablari, predmetsub'ekt va ko'p sub'ekt o'zaro munosabatlarining yangi shartlarining paydo bo'lishi. Tadqiqot muammosi kontekstida boshlang'ich maktab yoshidagi bolalar rivojlanishining asosiy psixologik xususiyatlarini, ularning moslashuv xususiyatlarini aniqlash muhim ahamiyatga ega bo'lib, ular maktabda bolaning qulay yashashi uchun sharoit yaratishning asosiy omilidir. Rivojlanish va ta'lim psixologiyasida boshlang'ich maktab yoshi bola hayotidagi alohida davr sifatida belgilanadi Vigotskiy "har qanday yoshdagi dinamikani o'rganib, biz javob berishimiz kerak bo'lgan birinchi savol - bu rivojlanishning ijtimoiy holatining ta'rifi", deb yozgan. Rivojlanishning ijtimoiy holatiga ko'ra, olim bola va atrof muhit o'rtasidagi ma'lum yoshga xos bo'lgan munosabatni tushunadi. Boshlang'ich maktab yoshida ijtimoiy o'zaro munosabatlar o'qituvchilar, sinfdoshlar va boshqa kattalar va bolalar bilan maktabdan tashqari muloqot jarayonida doimiy muloqotda amalga oshiriladi. Bu maktab yoshida bolaning tengdoshlari bilan shaxsiy muloqotining ahamiyati oshadi, ta'lim faoliyati o'zlashtiriladi, aqliy funktsiyalarning o'zboshimchaliklari shakllanadi, aks ettirish, o'zini tuta bilish paydo bo'ladi va harakatlar ichki rejalarga javob bera boshlaydi.

Ko'rsatilgan yutuqlar ehtiyoj-motivatsion sohadagi o'zgarishlar, aqliy jarayonlarning rivojlanishi bilan bog'liq (ayniqsa intellektual-kognitiv sohada), ta'lim faoliyati, rivojlanishning ijtimoiy holatining o'ziga xos xususiyatlari, turmush sharoitining o'zgarishi, maqom. oilada va yaqin atrofda. Faoliyat yanada mazmunli va xilma -xil bo'lib, shakli, tuzilishi, talablari bo'yicha murakkablashadi. Bolada ijtimoiy aloqalar rivojlanadi, munosabatlar o'zgaradi, o'quvchining yangi ijtimoiy roli o'zlashtiriladi. Bu o'zgarishlarning natijasi, siz oqsoqol bo'lishni xohlaganingizda, lekin har doim ham kerakli yordamga ega bo'lmayotganingizda, o'sib borayotgan jarayonning tajribasi. Va bu erda, V. Polychukning so'zlariga ko'ra, psixologik qulaylik juda muhim, :

-      bolaga noqulay faoliyatdan voz kechishga imkon berish;

-      majburlash amaliyotidan voz kechish;

-      bo'sh vaqtni o'tkazish huquqini berish;

-      boshlangan ishni oxirigacha etkazish va faoliyatingizning yakuniy natijasini ko'rish imkoniyatini berish;

-      uyda xotirjamlikni ta'minlash, avtoritar harakatlardan voz kechish;

-      mustaqil ravishda ijodkorlik, tashabbus ko'rsatish istagini rag'batlantirish.

Psixologik qulaylik sharoitida o'sayotgan bola o'z kuchlari bilan o'zini qanday tashkil qilishni biladi, atrofidagi dunyoni optimistik tarzda qabul qiladi, qiyin vaziyatdan chiqa oladi, qiyinchiliklarni engish uchun o'zini safarbar qiladi, o'zini o'zi his qilish qobiliyati rivojlangan. ahamiyati va qiymati. Aynan shu yoshda bolalarning o'z-o'zini anglashidagi o'zgarishlar ayniqsa sezilarli bo'lib, chuqur mulohaza yuritish, ichki rejaga muvofiq harakatlar, xatti-harakatlarning o'zini o'zi boshqarishi, o'zini o'zi qadrlashning yuqori darajada adekvatligi va tanqidiylikning oshishi bilan namoyon bo'ladi.

Olimlarning tadqiqotlari shuni ko'rsatadiki, ijobiy "men-imidji " umuman olganda chidamlilik (individning o'zi va uning xususiyatlari haqidagi g'oyalarining doimiyligi yoki o'zgaruvchanligi), o'ziga ishonch (o'z oldiga qo'ygan maqsadlarga erishish imkoniyati hissi), o'z-o'zini o'z ichiga oladi. -hurmat (o'zini shaxs sifatida anglash). Psixologik va pedagogik adabiyotlarning nazariy tahlili o'tish davrida boshlang'ich maktab yoshidagi bolalarning quyidagi asosiy psixologik neoplazmalarini aniqlashga imkon berdi: ixtiyoriy xulq -atvorning shakllanishi, turli vaziyatlarda o'zini tuta bilish qobiliyati; ijtimoiy talablarga, kattalarning ko'rsatmalari va o'z maqsadlariga bevosita o'z xulq -atvor reaktsiyalarini bo'ysundirish qobiliyati, buning natijasida bolaning xatti harakatida katta uyushma, kontsentratsiya, intizom kuzatiladi; ijtimoiy me'yorlar va talablarga ongli yo'nalishni shakllantirish, ichki ideallar va hokimiyatlarning paydo bo'lishi; ijtimoiy ahamiyatga ega faoliyatni amalga oshirish istagi, tashqi va ichki hayotni farqlash, jamoada o'zini anglash; o'z-o'zini hurmat qilish, aks ettirish, da'volar darajasini shakllantirish.

Boshlang'ich maktab o'quvchilarining ijtimoiy-psixologik moslashuvi muammosi bo'yicha adabiyotlarni tahlil qilish moslashuvning yoshga bog'liq psixologik xususiyatlarga bog'liqligini ko'rsatadi. Ko'pgina mualliflar moslashishning ikkita asosiy mezonini ajratib ko'rsatishadi:

-      ta'lim faoliyatida (muvaffaqiyat, intizom, fuqarolik faolligi) va muloqotda (haqiqiy sotsiometrik holat) erishilganlik darajasi ko'rsatkichlari bilan tavsiflangan ob'ektiv;

-      sub'ektning jamoadagi faoliyat va muloqotda erishilgan natijalardan qoniqish darajasini aks ettiruvchi sub'ekt.

Psixologlar moslashuv natijasiga alohida e'tibor berishadi - bu bolaning muvaffaqiyatli hayotini ta'minlaydigan shaxsiy xususiyatlar, qobiliyat va ko'nikmalar tizimi sifatida alaptatsiya. Ya.Kolomenskiy va E.Pankoning so'zlariga ko'ra, o'quvchilarning moslashuvchanligi quyidagi mezonlar bilan belgilanadi: bilim, ko'nikma, asosiy fanlardan ko'nikmalarni o'zlashtirish muvaffaqiyati, o'qishga munosabat. V. Andropova, M. Koltsova, G. Xripko o'z salomatlik holatini bolalarning moslashish kursining asosiy mezonlaridan biri deb hisoblaydi. Mualliflar fiziologik moslashish jarayoni bir necha bosqichlardan o'tishini isbotlaydilar, ularning har biri o'ziga xos xususiyatlarga ega va tananing funktsional tizimlarining kuchlanishining boshqa o'lchovi bilan tavsiflanadi.

Xulosa o`rnida shuni aytishimiz mumkunki, bolalarni maktab sharoitiga moslashtirish jarayoni shaxsiyatning rivojlanishi va shakllanishiga ta'sir qiladi. Bu jarayonning borishi, asosan, moslashish jarayonida o'zgaradigan bolaning shaxsiy fazilatlariga bog'liq.

 

FOYDALANILGAN ADABIYOTLAR:

 

1.             Bolaning maktabga moslashuvi / S. Maksimenkoning buyrug'i, K.

Maksimenko. - K.: Mikros- SVS, 2003.- 111-yillar.

2.             Bojovich L. I. Shaxsni shakllantirish muammosi /

1.                      L. I. Bojovich; ed. D. Feldshteyn. - M.: Mezdunar. ped. akademiya, 1995.- 212 b. - (Tanlangan psixologik ishlar).

2.                      Vlasko T. 5-sinf olimlarining yangi Umov Navchannyaga moslashuvini davom ettirish dasturi / T. Vlasko. // Psixolog .– №41 (185) .– 2005.– S.17-18.

3.                      Dzyubko L. V. Olimlarning yoshlikdan yoshlik davriga o‘tishdagi psixologik muammolari.

4.                      asosiy maktab / L. V. Dzyubko. // Zamonaviy psixologiya muammolari. - 2010.

 

             

O’ZBEK TILI VA UNING DAVLAT TILI SIFATIDAGI MAVQEI

 

https://doi.org/10.5281/zenodo.6464928

 

To’liyeva Shoira Ilhomovna, o’qituvchi

Nukus shahri, Berdaq nomidagi Qoraqalpoq davlat universiteti

 

Mamlakatimizda oxirgi yillarda izchillik bilan amalga oshirilayotgan islohotlarning markazida iqtisodiy islohotlar bilan bir qatorda ma’naviy va ma’rifiy, ijtimoiy-siyosiy va huquqiy islohotlar olib borilmoqda. O‘zbеkiston mustaqillikka erishgach, huquqiy davlatchilikka asos solindi. Huquqiy davlatchilikning asosini esa fuqarolik jamiyati tashkil etishi hammamizga ma’lum. O‘z huquqlarini bilgan va uni  himoya qila oladigan huquqiy ma’rifati yuqori bo‘lgan xalqning istiqboli porloq, hayoti farovon bo’lkadi. Jamiyatimizda, avvalo, inson manfaatlarini ifodalovchi, ta’minlovchi va himoya qiluvchi huquqiy davlat qurish jarayoni amalga oshirilmoqda.

Insoniyat tarixi davomida tilga doimo katta e’tibor bеrib kеlingan. XX asr oxirida tilga ijtimoiy hodisa sifatida qarash g‘oyasi kеng yoyildi. Bu bеjizga emas. Sababi, jahondagi ko‘pgina mamlakatlar o‘z mustaqilligiga erishib, milliy tillar davlat tili yoki rasmiy til maqomiga ega bo‘la boshladi.

1989-yil 21-oktabrda “Davlat tili haqida”gi O‘zbеkiston Rеspublikasi Qonuni qabul qilindi. “Davlat tili haqida”gi qonunning qabul qilinganligiga bu yil 33 yil to‘ladi. O‘tgan yillardan boshlab shu kungacha bo’lgan davr ichida ona tilimizning yanada sayqallanishi, badiiyligi, tarixiyligi va dunyo miqyosida ahamiyati hamda nufuzini oshirishga qaratilgan qator madaniy, ma’naviyma’rifiy va ilmiy tadqiqotlar olib borilmoqda.

Har yili 21 oktabr sanasida respublikamiz bo’ylab o’zbek tiliga davlat tili maqomi berilgan kun bayrami sifatida kеng miqyosda nishonlanishi an’anaga aylanib qolgan. Chunki, mamlakatimizda ona tilimizni yanada rivojlantirish va takomillashtirish, uning milliy ruhini oshirish, madaniyatini yuksaltirishdеk ustuvor yo‘nalishdagi vazifalarni bajarish tom ma’noda kundalik hayotimizga tobora singib bormoqda.

Mustaqillik yillarida o‘zbеk tilining jamiyatimizning barcha sohalarida kеng qo‘llanilayotganligi, xalqaro miqyosda kompyutеr va intеrnеtda foydalanilayotgani ham o‘z samarasini bеrib kеlmoqda. O‘zbеk tili xalqaro miqyosda faol muloqot vositasiga aylanib bormoqda. Yuksak darajadagi rasmiy tadbirlarda qo‘llanilayotganligi barchamizda iftixor tuyg‘usini uyg‘otadi.

Nafaqat mamlakatimizda, hattoki xorijiy mamlakatlarda adabiyot va san’at yo‘nalishida faoliyat yuritayotgan taniqli tilshunos va adabiyotshunos olimlar, turkiy tillarning boyligi va xususiyatlari, jumladan, o‘zbеk tilining jahon tillari orasida eng go‘zal tillardan biri ekanligi, tarixiyligi bilan ajralib turishi haqida ko‘p yozganlar.

Xususan, Mirzo Ulug‘bеkning «Tarixi arba’ ulus» (“To‘rt ulus tarixi”) kitobida quyidagicha yoziladi: Sulton Muhammad O‘zbеkxon o‘zining el ulusi bilan ilohiy saodat va fazilatga yеtishgach, hazrati Sayid Otaning g‘ayb ishorati va ollohning inoyati bilan ularning barchasini Movarounnahr diyori sari olib kеldi. Hazrati Sayd Otaga quloq solishdan bo‘yin tovlaganlar bu saodatdan bеbahra holda u yеrda (Dashti Qipchoqda) qoldilar va «qalmoq» dеgan nomga mansub bo‘ldilarki, buning ma’nosi «qolgan» dеmakdir. Hazrati Sayd hamda Sulton Muhammad O‘zbеkxon bilan hamrohlikda Movarounnahrga kеlgan kishilardan: «Bu kеlgan kishilar kim?» dеb so‘rardilar. Ularning sardori va podshohi O‘zbеkxon bo‘lgani uchun ularni «o‘zbеk» dеb atadilar. Shu sababli o‘sha zamondan boshlab Movarounnahrga kеlgan kishilar «o‘zbеk» dеb atala boshlandi. XVI asr boshlarida Shayboniyxon boshchiligidagi qavmlarning Movarounnahrga kirib kеlishi ortidan mahalliy aholining tarkibida o‘zbеklarning nufuzi yanada ortgan hamda asta-sеkin bu nom turkiy bo’lgan aholining umumiy nomiga aylana boshlagan. Bu esa turkiy tillarning tobora kеngayib borishiga kеng imkoniyat yaratgan.

Tilshunos olimlarning fikriga ko‘ra, turkiy tillar eramizning IV asrida uchta guruhdan, ya’ni, qarluq, qipchoq, o‘g‘uz guruhlaridan tashkil topgan. Bular orasida eng qadimgi yozuv tili qarluq guruhi zaminida shakllangan eski o‘zbеk tilidir. Tariximizdagi eng ko‘p adabiy va ilmiy asarlar ham aynan shu tilda yozilgan. Lutfiy, Sakkokiy, Navoiy va Bobur singari ajdodlarimizning dunyoga mashhur asarlari bilan bu til yanada rivojlangan.

Ma’rifatparvar adibimiz Abdulla Avloniy: «Har bir millatning dunyoda borligini ko‘rsatadurgan oynai hayoti til va adabiyotidir. Milliy tilni yo‘qotmak millatning ruhini yo‘qotmakdur» - deya bejiz aytmagan. Ma’rifatparvar va donishmand tilshunos olimlarimizning o‘zbеk tilining naqadar boy til ekanligi haqidagi purma’no fikrlari hayotimizda ham o’z isbotini topib kelmoqda. Shu bois, ona tilimizga davlat tili maqomi bеrilganligi shu xalqning fuqarosi sifatida har birimizga milliy g‘urur baxsh etadi.

Prezidentimiz Farmoni bilan 2020-2030 yillarda o‘zbek tilini rivojlantirish va til siyosatini takomillashtirish konsepsiyasi hamda asosiy yo‘nalishlari tasdiqlandi. Prezidentimiz Shavkat Mirziyoyev “Mamlakatimizda o‘zbek tilini yanada rivojlantirish va til siyosatini takomillashtirish chora-tadbirlari to‘g‘risida”gi Farmonni imzoladi. Ushbu Farmonda 2020-2030 yillarda o‘zbek tilini rivojlantirish va til siyosatini takomillashtirish konsepsiyasi hamda asosiy yo‘nalishlari tasdiqlangan. Unga ko’ra 2025 yilga qadar davlat maktabgacha ta’lim tizimida o‘zbek tilli guruhlarni kengaytirish, 2030 yilgacha maktablarda ona tili fanining  hafta soatlarini oshirish hamda oliy ta’lim maskanlarida o‘zbek tili kafedralari sonini ko’paytirish kabi bir qator chora-tadbirlar belgilangan.

Haqiqatdan ham, til madaniyati, adabiy til va shеvalar munosabati haqida nazariy hamda amaliy tadqiqotlar olib borish zarurdir. O‘zbеk tilida har xil matnlar tuzish tartib-qoidalari chuqur izohlangan ilmiy asarlar, nasrga va nazm tiliga doir tadqiqotlar olib borish, turli hajmdagi izohli, sinonim, antonim, paronim, omonimlar va imlo lug‘atlari hamda qo‘llanmalar tuzish til madaniyatini yuksaltirishda katta ahamiyatga egadir.

Xulosa qilib aytganda, o‘zbеk tili va madaniyati jahon miqyosida yanada ravnaq topishi, uning jozibadorligi, jarangdorligi bilan jahon ahlini o‘ziga rom qila oladigan xalqaro til darajasiga ko‘tarish hamda dunyodagi barcha xalqlar bu tilni o‘rganib, samimiy hurmat qilishlari bugungi mamalakatimizda istiqomat qilayotgan har bir o’zbek tilida so’zlashuvchi vatandoshlarimiz qo’lidadir.  Zero, buyuk ma’rifatparvar bobomiz aytganidek: “Milliy tilni yo’qotmak – millatning ruhini yo’qotmakdur”.

 

FOYDALANILGAN ADABIYOTLAR:

 

1.                      O‘zbekiston Respublikasi Prezidentining 2019-yil 21-oktabrdagi “O‘zbek tilining davlat tili sifatidagi nufuzi va mavqeyini tubdan oshirish choratadbirlari to‘g‘risida”gi PF-5850-son Farmoni.

2.                      A.Muxtorov, U.Sanaqulov. O’zbek adabiy tili tarixi . Toshkent, “O’qituvchi” nashriyoti, 1995 yil.

3.                      Abdurauf Fitrat va o'zbek tilshunosligi (M.Qurbonova). Toshkent, “Universitet” nashriyoti, 1997 yil.

4.                      https://kh-davron.uz

 

             

HAZRAT MIR ALISHER NAVOI, SULTAN OF PROPERTY, FOUNDER OF TURKISH LANGUAGES, BRIGHT REPRESENTATIVE OF UZBEK LITERATURE.

 

https://doi.org/10.5281/zenodo.6464788

 

Toshmatov Ulugʻbek Qadirjon oʻgʻli

Student of Fergana Polytechnic Institute

Jamoliddinova Xurshidabonu Toʻychiboy qizi Student of Fergana Polytechnic Institute

 

Annotation: The article tells about the life and work of Mir Alisher Navoi, the Sultan of the World of Property, the founder of the Turkic and Uzbek languages. The great poet and thinker talks about his life, childhood memories and the first steps in poetry. In the article you can read the poems of the poet.

Key words: Turkic, Herat, Mavzesi, Amirzoda, Mikdosh, Mantikut Tayr, Hazrat, Hadith, Persian, Seal, Astrobod, Madrasah, Work, Khanakoks, Basin, Mukarrabi, Hilalia, Khamsa, Panj, Ganj, Fuzola, Epos, Mutos, shepherd.

 

In life, everyone sees the face of the world and comes into the world to do something good.  The good deeds that he did throughout his life will leave an indelible mark on this world.  There were many people in the past.  But only those who left an indelible mark on the hearts of people with their work and hard work throughout their lives will be remembered.  One of such great people is Hazrat Nizamiddin Mir Alisher Navoi.  Alisher Navoi, the Sultan of Uzbek vocabulary and the founder of the Turkic languages, was born on February 9, 1441, in the area of the Garden State House of Herat, in the family of Giyosiddin Bakhodir, a civil servant close to the Timurid dynasty.  His father, Gyosiddin Muhammad (also known as Gyosiddin the Younger), was a worthy official and a respected figure in the Timurid court.  Her mother was the daughter of Prince Sheikh Abuseyd Chang (full name unknown).  Alisher's grandfather was a cousin of Timur's son Umarshaikh.  Navoi's interest in science woke up at an early age, and at the age of four he went to school.  From an early age, he was distinguished from his peers by his interest in poetry and literature.  Thanks to his sharp mind, at the age of seven, he completely memorized the “Manticut-Tair” of Farididdin Attor.  Bukhari was able to read over six thousand hadiths.  He began writing poetry and poems at the age of seven or eight before entering adolescence.  At the age of fifteen or sixteen, Alisher Navoi was known as a poet who could write in both Turkish and Persian.  Most of Alisher's youth was spent in the palace.  For this reason, he grew up under special education and supervision.  During his stay at the palace, he spent most of his time reading books and writing poetry.

One of the bright personalities of the poet was his childhood friend Hussein Boykaro.  From an early age, they were brought up together, and their minds were honed in science lessons.  After the accession to the Khorasan throne of Hussein Boykaro (1469), a new stage began in the life and work of Navoi.  In the years 14801500, he built several madrasahs, 40 rabats (places for travelers to stop), 17 mosques, 10 khanakas, 9 baths, 9 bridges, 20 pools.  Hussein Boykaro gave Alisher Navoi the title of sultan-mukarrabi (the closest person to the sultan).  According to him, Navoi could interfere in all the affairs of the state[1].  The best adviser among his ministers was Alisher Navoi.  In his works, he often described his friend Hussein Boykaro.  He loved his friend very much.  He was constantly given correct and reasonable advice in the field of public administration.  Hussein Boykaro wrote a 90-byte poem "Hilalia" on the occasion of his accession to the throne (1968). 

("Hilal" - new moon).  In this way he was able to show his love for his friend.

In his works, Alisher Navoi directed people.  Science has taught people to learn, to do good deeds, and to be kind to each other.  He preferred poetry to everything else.  Even as a minister, he did not slow down in writing poetry.  Through his love of poetry, he was able to achieve a high level of respect among the people.  Adam and Alisher were very loved and respected.  They listened with pleasure to each of his works, poems and poems.  There seems to be a wonderful magic in his poems.  He taught people to love and be loved.

MUBTALO BO'LDIM SANGA

Ko'rgali husnungni zoru mubtalo bo'ldum sanga, Ne balolig' kun edikim, oshno bo'ldum sanga. Har necha dedimki kun-kundin uzay sendin ko'ngul, Vahki, kun-kundin batarrak mubtalo bo'ldum sanga. Men qachon dedim: "Vafo qilg'il manga" zulm aylading, Sen qachon deding: "Fido bo'lg'il manga" bo'ldim sanga.

Qay pari paykarga dersen telba bo'ldung bu sifat, Ey pari paykar, ne qilsang qil manga, bo'ldum sanga.

Ey ko'ngul, tarki nasihat aylading ovora bo'l,

Yuz balo yetmaski, men ham bir balo bo'ldum sanga.

Jomi Jam birla Xizr suyi nasibimdur mudom,

Soqiyo, to tarki joh aylab gado bo'ldum sanga.

G'ussa changidin navoe topmadim ushshoq aro, To Navoiydek asiru benavo bo'ldum sanga.

 

The greatest works that Alisher Navoi introduced to the world are the works of "Khamsa".  Illuminated by such deep thoughts, these works evoke deep positive thoughts in the heart of every reader.  To this day, it amazes scientists all over the world and makes them study the poet's work.  It has been scientifically proven that every sentence is worth its weight in gold, and that it cannot be compared with the great talent of Navoi and the vultures of his pen when compiling world works.  All this proves that the poet is very talented.

Hamsa has a long history of creation.  In the second half of the twelfth and the beginning of the thirteenth centuries, Makhzan ul-Asrar (1174-1177), Khusrav and Shirin (1181), Leyli and Majnun (1188), Haft Paykar (Seven Goys) of the hall, 1197) and Iskandarnoma (  1199-1201) in the sense) a very common book with their names, translated into various languages and gained fame.  Individual epics from this book have inspired several poets to write major epics on the subject.[2]  Alisher Navoi will complete five Khamsa works in two years.  When he first created "Hamsa" in Turkish.  Scientists and physicists of that time considered this work a product of high creativity.  Warm thoughts are expressed by the miraculous pen of the poet.

The last days of Alisher Navoi's life were very difficult and painful.  The losses of the early 1940s, especially the loss of his 40-year-old lover Pakhlavon Muhammad and his mentor Jami, had a profound effect on the poet.  Alisher Navoi, the sultan of the kingdom of words, poet, thinker and statesman, who won the hearts of many people, died on April 3, 1501.  The whole people, from the king to the beggar, from the scientist to the shepherd, from the poet to the farmer, mourn the death of his great son with longing and longing.

In conclusion, we, the children of our great ancestors, should be proud of this.  We need to continue the creative work of these people with great respect for their contribution to science.  Because we are great people, our children, every Uzbek boy can do great things.  The blood of our grandfather flows in our veins, as does Alisher Navoi.  We must be a worthy young generation.

 

LIST OF USED LITERATURE:

 

1.            "Navoiy gʻazallari" kitobi.

2.            Alisher Navoiy "HAMSA", Nasriy bayon, «SHARQ» nashriyot- matbaa aksiyodarlik kompaniyasi bosh tahriryati. Toshkent-2016

             1.     3.Aziz Qayumov, "Hayrat ul-abror" talqini. Toshkent-1977

             3.     Aziz Qayumov, "Hamsa" asarining 20 jildligi. Toshkent-1974

 

             

HOW TO TEACH THE PRONUNCIATION PROBLEMS OF UZBEK LEARNERS OF FOREIGN LANGUAGES

 

https://doi.org/10.5281/zenodo.6465182

 

Tugalova Laylo

SamSIFL, “International language and literature” 2-course

 

Abstract: As demonstrated by an increasing global study body, teaching and learning in English as a second language and English as a foreign language contexts are mainly overlooked [1; 5; 12; 14; 16] EP shares the same modest status in Uzbekistan in different countries around the globe. Like most other nations in the globe, Uzbekistan has historically used "teacher-centered, book-centered, and grammar-translation techniques" to teach EFL, where students showed "a good deal of reliance on the teacher" [2; 3]. Activities of learning and teaching place excellent emphasis on grammar, reading and writing, while educators and learners seemed to ignore oral skills. Therefore, EP became a language learning element that was not essential and was dedicated to it for a short time. At that moment, the primary purpose of studying and teaching was to pass exams or obtain certificates. This strategy resulted in "learners being able to obtain the greatest results in the tests but failing to demonstrate their excellence in performance in actual life" [4]. In Uzbekistan's modern EFL, many educators no longer depend solely on grammar translation techniques, but complement them with other learning techniques, recognizing English to play an increasingly important role. EP has now gained more attention in Uzbek communications with the outside world, as Uzbek people understand it is a key factor that can assist contribute to their successful English communication. EP is not simple to learn, however, particularly from Uzbeks. Scholars have shown that while Uzbek learners spend many years in college domestically learning English, foreigners still find it difficult to understand.

Keywords: pronunciation, global, ESL, simple, college

 

Many studies have been performed in an effort to explain what makes EP so hard for Uzbek people to master, and most of them concentrate on the phonological distinctions between English and Uzbek. Therefore, this research seeks to explore the objectives and problems that learners and educators have when learning and teaching EP. Ultimately, this research hopes to shed light on EP elements in kindergartens that could make learning and teaching methods easier. My personal teaching experience and observations are based on a strong motivation for this research. All that I learned in my English teaching career came through my Uzbek English teachers, and my EP is no exception. I rarely used English to explain things to my students in my very first years of teaching as I myself thought my EP didn't sound great enough. Many years later, I used English more frequently and felt more comfortable and confident in speaking it to my learners of all ages from all areas of Uzbekistan, although I knew my EP still required enhancement for some. I knew that because of my own longstanding exposure to and use of English, that important shift occurred to me. It was not a matter of my EP understanding such as phonology, phonemes or stress and intonation, but rather a matter of trust, selfesteem or private attitude and faith in my oral English abilities; Efforts to use English in my actual life activities; and the effect of social and cultural circumstances linked to the whole setting in which my English could be used. I thought other learners might have the same trouble as I had with EP, including my own students, or their problems might be even more severe. Every day, I witnessed my students struggling with English oral skills, some hated it, some liked it, but didn't know how to enhance. They spent many years studying English, but what they usually accomplished was some understanding of grammar and vocabulary–even a single term in English was rarely heard. Many of my learners complained that they knew how to pronounce a word, but it became a totally distinct word when they opened their mouths to create that word. They told me to clarify why they had such problems, why they spent years studying English, but there was no improvement in their English, and requested me to demonstrate them how to know English well. I really want to do something to assist them with their EP with all that I've seen and heard from my learners. The second objective is to fill a gap left unaddressed by previous research focusing on the phonological and phonemic aspects of EP, rather than the use of English in specific everyday contexts where factors such as attitudes, perceptions and beliefs are crucial to language development. The other sees language as a type of social exercise, that is, as inseparable from many human activities, as being used as an essential part of it ". With respect to the former perspective, language is officially defined as "the spoken or written communication scheme used by a nation, individuals, community, etc. [5], or ' a set of (finite or endless) phrases, each finite in duration and built from a finite set of components. In reality, the nature of language is very complicated" [7]; It is also perceived as "a communication instrument.... To achieve ends that go beyond the language itself "[8], and language does not consist of sentences; it consists of text or discourse–the exchange of meanings in interpersonal contexts of one kind or another. Language is seen by this last definition as a cultural semiotic, that is, "language within a socio-cultural framework in which culture itself is interpreted in semiotic terms" [9]. It is evident that studies on EP teaching and learning have, with sounds, words and phrases (i.e. language as a scheme), placed the primary focus on the language itself. With sounds, words and phrases (i.e. as a system language). Factors linked to the teaching and learning of EP in a socio-cultural context (i.e. English as social exercise) were mainly unexplored and therefore need to be investigated through studies. Because of "traditional pedagogy [in Uzbekistan] emphasizing the acquisition of grammar and vocabulary rather than communicative skills," a large number of graduates with years of learning English still have such poor English listening and speaking skills that they cannot put them to practical use, for instance, to take up a place in Uzbek-based overseas business. With the desire for a better career future, many Uzbek learners are turning to enhance their English oral skills. Fourthly, my thesis aims to find responses to three primary issues of studies: 1. What is Uzbek learners ' primary objective in terms of English pronunciation teaching? 2. What are the problems encountered by Uzbek English learners and educators when learning and teaching English pronunciation? 3. Who thinks Uzbek learners / teachers can best teach Uzbek learners English pronunciation? Why? By answering these questions, this study seeks first of all to obtain a greater knowledge of what is really the primary objective of students in studying EP whether they want to attain native pronunciation or just intelligible English, defined "as to what extent the speaker's voice signal can be recognized as the words the speaker meant to generate"[10]. Then recognize the problems that learners and educators experience when learning and teaching EP; and finally whether local or foreign professors are regarded to be Uzbek students ' best EP professors. Hopefully, the results will provide better data to all two stakeholders to comprehend each other's issues and determine if learners need to revisit their objective; Learn and set realistic and achievable objectives, and eventually whether it is time for a fresh socio-cultural strategy to teach EP in Uzbekistan to be implemented. As mentioned above, a great deal of research has been conducted worldwide to demonstrate the phonological and phonemic differences between English and L1 to help learners understand better what EP is with the hope of gaining a higher English level. This understanding is undoubtedly essential and crucial for any English learner. Knowing EP with understanding of sounds, words, phrases and phrases alone is not enough, however, as there are many variables that can have a significant effect on EP learning and teaching, such as learning correct EP from the very young preschool ages, learning and teaching techniques, the language environment for English practice and use, or the confidence of educators.

"Pronunciation was not given due attention in the field of language education despite being recognized as a significant element of linguistic learning" [11; 12; 14; 16]. Pronunciation is undeniably a significant element of second language learning, It‘s function in English programs differs significantly, and its time depends mainly on the language educators themselves, and there is no assurance that pronunciation is part of periodic class and student self-study activities. Even long before the beginning of the communicative age, many scientists argued that pronunciation was not given as much attention as other abilities [1]. For instance, pronunciation was the "Cinderella of linguistic learning", i.e., kept out of sight and behind doors. Likewise, echo that pronunciation suffered from "the syndrome of Cinderella" [6]. Pronunciation as "an orphan in English worldwide programs" [18]. Scientists have clearly acknowledged that pronunciation teaching in English language schools is not typically what it should or might be, and there may be deep consequences for learners. "Pronunciation is perhaps the most open to judgment linguistic feature. As a most noticeable phenomenon of surface structure, one's accent readily evokes the biases of people. For the same reason, pronunciation was the language training element that was most prescriptively taught [5]. Teaching pronunciation has never been a simple job and even experienced and well-trained non-native English speaking educators may feel insecure about the scenario where they use their own speech as a learning practice template [16]. As a consequence, many English language educators tend to prevent teaching pronunciation as they lack abilities, understanding and trust. In addition to these problems, Burgess and Spencer claim that educators are faced with many problems in teaching English pronunciation, including selecting pronunciation characteristics; The ordering of the chosen characteristics; the type(s) of discourse in which pronunciation is to be practiced; the selection of techniques to produce the most efficient outcomes; and the quantity of detail to be used at distinct phases. Burgess and Spencer also claim that marking the distinction between phonology and pronunciation when it comes to teaching English pronunciation is essential and helpful.

 

             

REFERENCES

 

1.                      Ahmad, J. (2011). Pronunciation Problems among Saudi Learners: A Case Study at the Preparatory Year Program, Najran University Saudi Arabia.

Language in India, 11(7).

2.                      Beinhoff, B. (2014). Perceiving Intelligibility and Accentedness in Non-

Native

3.                      Speech: A Look at Proficiency Levels. Concordia Working Papers in Applied Linguistics

4.                      Brown, A. (1992). A survey of attitudes and teaching practices related to pronunciation teaching. Professional Development Unit, Adult Migrant Education Service-WA.

5.                      Burgess, J., & Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28(2), 191-215.

6.                      Canagarajah, S. (2005). Editor‘s note. TESOL Quarterly, 39, 365–366.

7.                      Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages.

8.                      Cambridge University Press.

9.                      Chomsky, N. (1957). Syntactic Structures. The Hague: Mouton.

 

             

KORXONALARDA BOSHQARUV HISOBI VA HISOBOTI TIZIMINI TAKOMILLASHTIRISH

 

https://doi.org/10.5281/zenodo.6464541

 

Turdiyev Jaxongir Djura o‘g‘li

Termiz Davlat Universiteti Iqtisodiyot va turizm fakulteti

Magistratura bo’limi “Buxgalteriya hisobi” yo’nalishi 2-kurs magistranti

 

Annotatsiya: Boshqaruv hisobining strategiyasi uzoq davr mobayonida korxona taraqiyotini belgilovchi tahlil, taxminlash rejalashtirish va boshqaruv qarorlarini muvofiqlashtirish tizimini o‘zida namoyon etadi. Integratsiya jarayonida hal qiluvchi nuqta xarajatlar va daromadlarni taqqoslash bo‘lganligi sababli boshqaruv hisobi uchun eng muhimi xarajatlarni va daromadlarni boshqarish hamda daromadlarga ta‘sir qilish vositasi bilan natijalar orqali boshqarish bo‘lib qoladi. 

Kalit sozlar: Korxona,boshqaruv hisobi,boshqaruv qarori, Buxgalteriya hisobining xalqaro standartlari(BHXS), xаrаjаtli usul,moliyaviy hisobot,passiv schot,xarajatlar daromadlar,taxminlash,rejalashtirish.

Abstract: The management accounting strategy includes a system of analysis, forecasting planning and coordination of management decisions that determines the development of the enterprise over a long period of time. Since the key point in the integration process is the comparison of costs and revenues, the most important thing for management accounting is to manage costs and revenues and to manage results through the means of influencing revenues.

Keywords: Enterprise, management accounting, management decision, International Accounting Standards (IFRS), cost method, financial reporting, liability account, expenses, income, forecasting, planning.

Аннотация: Стратегия управленческого учета предполагает систему анализа, прогнозирования, планирования и согласования управленческих решений, определяющих развитие предприятия на длительный период времени. Поскольку ключевым моментом в процессе интеграции является сопоставление затрат и доходов, наиболее важным для управленческого учета является управление затратами и доходами и управление результатами через средства воздействия на доходы.

Ключевые слова: Предприятие, управленческий учет, управленческое решение, международные стандарты бухгалтерского учета (МСФО), затратный метод, финансовая отчетность, пассивный учет, расходы, доходы, прогнозирование, планирование.

KIRISH

Mamlakatimizda bozor munosabatlari rivojlangan sari xo‘jalik yurituvchi barcha sub’ektlarda, ularning faoliyat turi va mulk shaklidan qat’iy nazar, boshqaruv hisobini tashkil etish va yuritish, shuningdek uni yanada takomillashtirishga talab oshib bormoqda. 

Shu bilan birgalikda qayd etish joizki, ayni paytda korxonalarda boshqaruv hisobini tashkil etish va yuritish amaliyoti, korxonalar rahbarlarining barcha talablariga ham javob bera olmaydi. Buning bir qator ob’ektiv va sub’ektiv sabablari mavjud. Ular nafaqat boshqaruv hisobini amaliy joriy etish masalalari bilan, balkim uni tashkil etish va yuritishning nazariy va metodologik masalalari va muammolari bilan ham bog‘liq. Xususan, shu borada olimlar o‘rtasida boshqaruv hisobining funksiyalari, ob’ekti va predmeti, metodi hamda tamoyillari borasida ham turli xil qarashlar va munozaralar mavjud. Korxonalar boshqaruv hisobining vujudga kelishi xarajatlar hisobini tashkil etish va yuritish bazasida yuzaga kelgan, shuning uchun uning asosiy tarkibiy qismini turli yo‘nalishlardagi kelgusi va o‘tgan davrlar uchun ishlab chiqarish xarajatlarini tashkil etadi. Yana bir muhim holat – bu boshqaruv hisobining bevosita ma’lumotlarning atroflicha tahlilini tashkil etishi bilan bog‘liq bo‘lib, u nafaqat nazariyachi olimlar, shuningdek amaliyotchilar tomonidan ham boshqaruv hisobi mohiyatini aniqlashda e’tirof etiladi. Boshqaruv hisobi tarkibida ma’lumotlar yig‘iladi, guruhlanadi, identifikatsiya qilinadi, tarkibiy bo‘linmalar faoliyatini natijalarini to‘liq aks ettirish hamda korxonaning foyda olishda qatnashish darajasini aniqlash maqsadlarida o‘rganiladi. Hisob siyosatida ishlab chiqarish faoliyati samaradorligi amaldagi va rejadagi xarajatlarni hamda ishlab chiqarish xarajatlarini taqqoslash jaranyoni sifatida keltirib o‘tiladi. 

 

MUHOKAMA VA NATIJALAR

Iqtsodiyotni modernizatsiyalash sharoitida buxgalteriya hisobini xalqaro hisob tizimi asosida takomillashtirish, jumladan axborotlarni o‘z vaqtida foydalanuvchilarga etkazish, tijorat sirini saqlanishini ta‘minlash, korxona buxgalteriyasini ikki mustaqil qism: moliyaviy va kalkulyatsiya hisobiga bo‘linishini shart qilib qo‘ydi. Bu tarzda buxgalteriyaning mustaqil qismlarga bo‘linishi moliyaviy hisobni markazlashtirish va kalkulyatsiya hisobini esa nomarkazlashtirishga sabab bo‘ldi. Natijada, kalkulyatsiya hisobi o‘z vazifalariga ega bo‘la boshladi va boshqaruv jarayonini tezkor-tahliliy axborot bilan ta‘minlash, korxona bo‘linmalari xarajatlari va daromadlarini nazorat qilish imkoniyatini yaratdi. Ushbu omillar xarajatlar me‘yorlari, mahsulotning normativ kalkulyatsiyasini ishlab chiqish, haqiqiy xarajatlarning me‘yoriy xarajatlarga muvofiqligini tezkor nazorat qilish, mavjud chetlanishlarni aniqlash va bartaraf qilishga imkon tug‘dirdi hamda tannarxning shakllanish jarayonini boshqarishning chetlanishlar bo‘yicha boshqaruv usuli yuzaga keldi. XX asrning 40-yillari ohirida AQSh va G‘arbiy Evropaning ayrim mamlakatlarida ―ishlab chiqarish hisobi‖ atamasi asta-sekin ―boshqaruv hisobi‖ atamasiga almashina boshladi. Bu davrda buxgalteriya hisobi boshqaruv siyosatini shakllanishi va amalga oshirilishida faol ishtirok eta boshladi, buxgalterlar esa taxminlash, rejalashtirish, boshqaruv qarorlari qabul qilish va korxona boshqaruv xizmatlarini axborot bilan ta‘minlash ustidan nazorat o‘rnatish sohasida faoliyat yurita boshladilar. O‘zbekiston korxonalarida ko‘pgina buxgalterlar an‘anaviy buxgalteriya hisobi bilan shug‘ullanadilar. Ko‘pgina korxonalarda boshqaruv hisobi olib borilmaydi yoki bu hisob juda sust rivojlangan. Uning ko‘pgina unsurlari bizning an‘anaviy buxgalteriya va operativ hisobimizga, iqtisodiy tahlilimiz tarkibiga kiradi. Shu bilan birga, O‘zbekiston hisob amaliyoti hali marketing imkoniyatlaridan foydalangan emas, unda haqiqiy xarajatlarning taxminiylardan og‘ishishlarini, mahsulotni sotishning zararsizlik nuqtasini aniqlash, byudjetlashtirish, transfert bahoni shakllantirish, ichki hisob va auditning metodikasi kabi katta imkoniyatlardan  foydalanilmayapti. 

Mutaxassislarning hisob-kitoblariga ko‘ra, iqtisodiy jihatdan rivojlangan mamlakatlarda firma va kompaniyalar buxgalteriya hisobi sohasida ish vaqtining asosiy qismini boshqaruv hisobini tiklash va yurgazishga xarajat qiladilar, ayni vaqtda, an‘anaviy moliyaviy hisobga faqat qolgan qismigina ketadi. Respublikamiz korxonalarida esa bu nisbatning, afsuski, mutlaqo aksini ko‘ramiz. Bunga sabab, boshqaruv hisobining O‘zbekistondagi mavjud qonuniy va me‘yoriy hujjatlarda o‘z aksini topmaganidir. Masalan, ―Buxgalteriya hisobi to‘g‘risida‖gi Qonunda faqat buxgalteriya hisobiga aniqlik kiritilgan, unda na moliyaviy va boshqaruv hisobi to‘g‘risida hech narsa deyilmagan. Ma‘lumki, u yoki bu hodisa mohiyatini tushunish uchun dastlab uning tarixan tiklanish va rivojlanish, shuningdek, sabab-oqibat munosabatlarini aniqlash zarur. 

Boshqaruv hisobining tiklanishi va shakllanishini kalkulyatsion va ishlab chiqarish hisoblarini rivojlanishi tarixidan ajralgan holda tasavvur etish qiyin. Boshqaruv hisobi tiklanishi va rivojlanishi yo‘lida mavjud buxgalteriya bazasida ikki mustaqil schetlar rejasi – moliyaviy va boshqaruv hisobini qo‘llash amaliy qadam bo‘lib qoldi. Bunday bo‘linish sezilarli tarzda Evropa mamlakatlarining yagona milliy rejalari shakllanishiga ta‘sir qila boshladi. Gap shundaki, ikkinchi jahon urushiga qadar Evropa mamlakatlarida (Frantsiya, Germaniya va h.k.) buxgalteriya hisobi yagona hisob rejasi bo‘yicha olib borildi. Ikkinchi jahon urushidan keyin esa Evropa iqtisodiy hayotida AQSh kapitali hal qiluvchi ahamiyat kasb etdi, shu bilan birga buxgalteriya hisobining shakllanishiga inglizamerika yondoshuvchi bo‘ldi. Chunki boshqaruv hisobida taxminlash va rejalashtirish funktsiyalari tarkibiy funktsiyalardan bo‘lib qoldi, ularning yagona buxgalteriyada qo‘llanishi esa korxonaning tijorat sirlari buzilishiga olib keldi. Shu sababdan Evropa milliy hisob rejalarining bundan keyingi rivojlanishi ularning moliyaviy hisobot tuzish imkoniyatiga muvofiqlashuvi yo‘lidan bordi va ko‘pchilik hollarda moliyaviy hisob doiralari bilan chegaralana boshladi. Boshqaruv hisobining mohiyatini chuqurroq anglash u bilan ishlab chiqarish hisobi orasidagi bog‘lanish va farqli jihatlarni ajratishga bevosita bog‘liq. 

Ishlab chiqarish hisobi – bu ishlab chiqarish xarajatlari va korxona daromadini boshqarish va ishlab chiqarish rentabelligini oshirish imkoniyatlarini aniqlashda namoyon bo‘ladi. U korxonada mahsulot ishlab chiqarish va sotish bilan bog‘liq barcha masalalarni batafsil aks ettirishi lozim. 

Boshqaruv va ishlab chiqarish hisobi o‘rtasidagi o‘zaro bog‘liqlikni jadvalda quyidagicha ifodalash mumkin (1.1-jadval). 

 

1.1-jadval

Korxonada ichki xo‘jalik hisobining turlari va ular o‘rtasidagi aloqadorlik

 

T/r	Ko‘rsatkichlar	Boshqaruv hisobi	Ishlab chiqarish hisobi	Xarajatlar hisobi va mahsulot tannarxi kalkulyatsiyasi
1.	Rejalashtirish (byudjetlashtirish	+	+	-
2.	Taxminlash (istiqbolni belgilash)	+	+	-
3.	Ichki (segmentar) hisob va hisobot	+	-	-
4.	Xarajatlar hisobi va mahsulot tannarxini aniqlash	+	+	+
5.	Transfert bahoni shakllantirish	+	-	-
6.	Istiqbolni belgilash	+	-	-

 

Jadvaldan ko‘rinib turibdiki, Boshqaruv hisobi ishlab chiqarish hisobidan kengroq bo‘lib, o‘z ichiga ichki (segmentar) hisob va hisobot, transfert bahoni shakllantirish hamda istiqbolni belgilash kabi hisobning yangi yo‘nalishlarini qamrab oladi. 

Zamonaviy ishlab chiqarish hisobi esa yuqoridagilardan tashqari quyidagi ko‘rsatkichlarni ham o‘zida aks ettiradi:  

- xarajatlar va daromadlarning turlari; 

- javobgarlik markazlari bo‘yicha harajatlar va daromadlar hisobi;  - xarajatlar va daromadlarni hisobdan chiqarish hisobi. 

Korxonalarda buxgalteriya hisobini istiqbolli rivojlantirish moliyaviy va boshqaruv hisobi kabi uning muhim tarkibiy qismlari o‘rtasidagi aloqadorlikni o‘rganishni taqozo etadi. Moliyaviy va boshqaruv hisobi o‘rtasida ko‘pgina umumiyliklar mavjud, chunki ularning ikkalasi ham korxona hisob tizimi axborotidan foydalanadi. 

Moliyaviy hisobning qabul qilingan tamoyillari boshqaruv hisobida ham amal qilishi mumkin, chunki korxona rahbarlari o‘z faoliyatlarida mutlaqo tekshirilmagan taxminlar va fikrlarga tayanib ish qilishlari mumkin emas. Bundan tashqari, har ikkala kichik tizim axborotidan zaruriy boshqaruv qarorlari qabul qilish uchun foydalaniladi. 

Moliyaviy va boshqaruv hisobi o‘rtasidagi mavjud tafovutlarni quyidagicha ifodalash mumkin: 

1.                      Hisobning maqsadi. Moliyaviy hisobning maqsadi korxonaning mulkiy va moliyaviy holatini baholash, aktivlar va passivlarning holati to‘g‘risidagi axborotlarni umumlashtirish, davriy va yillik buxgalteriya hisobotini tuzishdan iborat. Bu ma‘lumotlar ma‘muriyatning o‘zi uchun ham, tashqi foydalanuvchilar uchun ham mo‘ljallangan bo‘ladi. Tashqi foydalanuvchilar, investorlar va kreditorlar korxonaning moliyaviy ahvoli, uning to‘lov qobiliyati, kreditga layoqati, mazkur korxonaga berilgan investitsiyalarning rentabellik darajasi kabilarga baho berishda aynan shu ma‘lumotlarning aniq belgilangan talablar va standartlarga muvofiq ravishda olib borilganiga e‘tibor beradilar.  

Boshqaruv hisobining asosiy maqsadi esa korxona rahbariyatini oqilona boshqaruv qarorlari qabul qilish uchun xarajatlar va moliyaviy natijalar to‘g‘risidagi ishonchli ahborotlar bilan ta‘minlashdir. 

2.                      Hisob siyosatini ishlab chiqish. Moliyaviy hisobda hisob siyosati uni yuritish qoidalari, moliyaviy hisobotni tuzish va taqdim qilish tartibini ifodalaydi. 

Boshqaruv hisobi hisob siyosatida asosan korxona faoliyatini byudjetlashtirish, taxminlash, tannarx hisoblash, transfert bahoni shakllantirish, segmentar hisobot tuzish masalalari o‘z ifodasini topadi. 

3.                      Axborotlarni buxgalteriya hisobi schetlari tizimida aks ettirish. Moliyaviy hisob schetlari tizimi korxona moddiy, mehnat va moliyaviy resurslari holati hamda harakati to‘g‘risidagi barcha ma‘lumotlarni  umumlashtiradi. Ushbu schetlar tizimi O‘zbekiston Respublikasi buxgalteriya hisobining 21-sonli «Xo‘jalik yurituvchi sub‘ektlar moliya-xo‘jalik faoliyatini schetlar rejasi va uni qo‘llash bo‘yicha yo‘riqnoma»ga nomli milliy standartiga asoslanadi. Ushbu schetlar rejasining yangi tahriri O‘zbekiston Respublikasi moliya vazirligining 2002 yil 9sentyabrdagi 103-sonli qarori bilan tasdiqlangan va Adliya vazirligi tomonidan 2002 yil 23-oktyabrda 1181-son bilan ro‘yxatga olingan.  

Boshqaruv hisobi schetlar rejasi esa korxona va uning bo‘linmalari faoliyati to‘g‘risida strategik boshqaruv qarorlari qabul qilish, byudjetlashtirish, xarajatlar hisobi va tannarx kalkulyatsiyasini tashkil etish, ―Xarajatlar-ishlab chiqarish hajmi-foyda‖ tizimi bo‘yicha moliyaviy natijalarni aniqlashni nazarda tutadi. Mazkur schetlar rejasini amaliyotga joriy etish ikki razryadli buxgalteriya hisobi schetlari tizimidan to‘rt razryadli tizimga o‘tish zaruriyatini keltirib chiqaradi:  

a)            balans schetlari ya‘ni balans tuzishda ishtirok etuvchi schetlar;  

b)           operatsion, ―Xarajatlar - ishlab chiqarish hajmi - foyda‖ tizimi bo‘yicha moliyaviy natijalarni aniqlashda qo‘llaniladigan va boshqaruv buxgalteriyasida foydalaniladigan schetlar. 

Hozirgi kunda jahon amaliyotida boshqaruv hisobi schetlar rejasining Germaniya va Rossiyada muvaffaqiyatli qo‘llanilayotgan tizimlari amal qilmoqda. 

4.                      Axborotdan foydalanuvchilar. Moliyaviy hisobni tashqi hisob deb ham ataydilar. Uning natijalari chop etib boriladi, biroq, moliyaviy hisobotlar nafaqat moliyaviy axborotlarni, shuningdek, korxonalar faoliyatidagi muvaffaqiyatlarni, ularning yangi mahsulotlarini namoyish etuvchi reklama tusidagi axborotlarni ham o‘z ichiga oladi. Moliyaviy hisob axborotlaridan foydalanuvchilar, asosan korxonadan tashqarida bo‘ladilar. Ushbu axborot korxona rahbariyati, davlat organlari, kreditorlar, aktsionerlar, investorlar (ichki va tashqi foydalanuvchilar) uchun zarur. Boshqaruv hisobini, binobarin, ichki hisob deb atash mumkin. Uning natijalaridan korxona boshqaruvi xodimlari,  ta‘sischilar va kuzatuv kengashi a‘zolari foydalanadilar. 

5.                      Axborotni taqdim etish shakllari. O‘zbekiston Respublikasi «Buxgalteriya hisobi to‘g‘risida»gi Qonunining 22-moddasiga muvofiq, moliyaviy hisobot buxgalteriya balansi, moliyaviy natijalar to‘g‘risidagi, pul oqimlari to‘g‘risidagi, xususiy kapital to‘g‘risidagi hisobot shakllari, shuningdek, izohlar, hisob-kitoblar va tushuntirishlardan iborat. Moliyaviy hisobot shakllari Moliya vazirligi tomonidan 2002 yil 27-dekabrdagi 140-sonli buyruq bilan tasdiqlangan, Adliya vazirligi tomonidan 2003 yil 24-yanvarda 1209-raqam bilan ro‘yxatga olingan «Moliyaviy hisobot shakllarini to‘ldirish bo‘yicha Qoidalar» bo‘yicha taqdim etiladi. Shuningdek, korxonalar soliqlar, ijtimoiy ta‘minot va sug‘urta, mehnat birjalariga o‘rnatilgan tartibda hisobot topshiradilar.  

Boshqaruv hisobi axborotlari esa foydalanuvchilarga erkin shaklda taqdim etiladi. 

6.                      Hisobni yuritish majburiyati. Moliyaviy hisob rasmiy hisob bo‘lib, barcha korxonalar uchun uni yuritish majburiydir. Moliyaviy hisobot hujjatlari soliq idoralari va boshqa tegishli joylarga taqdim etiladi, ular auditorlarning tekshiruv ob‘ekti hisoblanib, chop etilishi shartdir.  

Boshqaruv hisobini olib borish korxona rahbariyati talablariga muvofiq amalga oshiriladi. 

7.                      Hisobni tashkil etish qoidalari. Moliyaviy hisobda moliyaviy hisobot axborotlari aniq tamoyil va qoidalarga muvofiq shakllanishi hamda aks ettirilishi shart, ular asosida ma‘lumotlar qayd qilinadi, baholanadi va tegishli schetlarda rasmiylashtiriladi. Ushbu tamoyil va qoidalar «Buxgalteriya hisobi to‘g‘risida»gi O‘zbekiston Respubikasi Qonuni hamda buxgalteriya hisobining milliy standartlarida belgilab qo‘yiladi. Boshqaruv hisobini yuritish tartib-qoidalari korxonaning strategik va taktik maqsadlaridan, xususiyatlaridan kelib chiqib ishlab chiqiladi. Bu hisob turida ma‘lumotlarning boshqaruv qarorlarini qabul qilish uchun ahamiyatlilik darajasiga e‘tibor beriladi.  

8.                      Hisob tamoyillari. Moliyaviy hisob umumiy tamoyillarga tayanadi, bular buxgalteriya hisobini ikkiyoqlama yozuv usulida yuritish, aniqlik, mazmunning shakldan ustunligi, ko‘rsatkichlarning qiyoslanuvchanligi, moliyaviy hisobotning betarafligi va h.k. Bu tamoyillarga korxona xodimlari bilan bir qatorda davlat idoralari vakillari ham amal qiladilar. Boshqaruv hisobining asosiy tamoyillari esa hisobni ikkiyoqlama yozuv usulida yuritish, uzluksizlik, aniqlik, hisoblash, ehtiyotkorlik, ko‘rsatkichlarning qiyoslanuvchanligi va h.k. hisoblanadi.  

9.                      Hisobning asosiy ob‘ektlari. Moliyaviy hisobotlarda korxona odatda yagona, yaxlit deb ta‘riflanadi. Ko‘p tarmoqli faoliyat olib boruvchi yirik korxonalar har bir soha bo‘yicha ya‘ni korxonaning yirik segmentlari bo‘yicha xarajatlar va daromadlarni umumlashtirilgan moliyaviy hisobotda aks ettirishi shart. Boshqaruv hisobi, odatda korxonaning alohida bo‘linmalari: bo‘limlar, tsexlar, uchastkalar, ish joylari faoliyati to‘g‘risidagi axborotni o‘z ichiga oladi.  

10.                 Hisobning asosiy tuzilmasi. Moliyaviy hisob quyidagi asosiy tenglikka muvofiq shakllanadi: 

Aktivlar = O‘z mablag‘lari manbalari + Majburiyatlar  

(A= K+ M)

Boshqaruv hisobi axboroti tuzilmasi va tarkibi uning foydalanuvchilarini ehtiyojlariga bog‘liq. Boshqaruv hisobining har qanday tuzilmasi eng avvalo xarajatlar, daromadlar va aktivlar kabi kategoriyalarga tayanadi. Bu tuzilmalarni qo‘llashda asosiy mezon - zarur axborotning foydaliligidir. 

11.                 Axborotning oshkoralik darajasi. Moliyaviy hisob axborotlari uning foydalanuvchilari uchun ochiq hisoblanadi. Jumladan, O‘zbekiston Respublikasi «Buxgalteriya hisobi to‘g‘risida»gi Qonunining 19-moddasiga ko‘ra, mazkur axborotlar soliq organlariga, ta‘sis hujjatlariga muvofiq mulkdorlarga, davlat statistika organlariga, qonun hujjatlariga muvofiq boshqa organlarga taqdim qilinadi. 

Boshqaruv hisobi axborotlari ko‘proq maxfiylik xususiyatiga ega bo‘lib, ulardan korxona menejerlari, ta‘sischilar va kuzatuv kengashi a‘zolari boshqaruv qarorlari qabul qilishda foydalanadilar. Ushbu axborotlar korxonaning tijorat siri hisoblanadi. Ular hisobotdan tashqi foydalanuvchilarga berilmaydi. 

12.                 Axborotni aks ettirish usullari va yo‘llari. Moliyaviy hisob qiymatda shakllanadigan axborotni o‘z ichiga oladi. Korxonaning moliyaviy hisoboti bosh daftardagi barcha schetlar bo‘yicha yakuniy qoldiqlarni o‘z ichiga oladi. Moliyaviy hisobda xo‘jalik jarayonlari buxgalteriya hisobining hujjatlashtirish va inventarizatsiya, baholash va kalkulyatsiya, schetlar tizimi va ikkiyoqlama yozuv, buxgalteriya balansi va hisobot va h.k. usullarida ifoda etiladi. Unda moliyaviy hisobot ma‘lumotlari albatta pul birligi ko‘rinishida aks ettirilishi zarur. Moliyaviy hisobot ma‘lumotlari bosh daftarning yakuniy yozuvlariga mos keladi.  

Boshqaruv hisobida xo‘jalik muomalalarini aks ettirishda ikkiyoqlama yozuv usuliga asoslanish shart emas. Mazkur hisob turida ma‘lumotlar har qanday o‘lchov birligida hisoblanishi mumkin. Shuningdek, unda moliyaviy hisobot shakllari axborotlarining Bosh kitob ma‘lumotlari bilan mos kelishi va taqqoslanishi shart emas. 

Boshqaruv axborotini qayd etish va aks ettirishda esa moliyaviy hisob usullari bilan birgalikda ekonometrika, statistika, iqtisodiy tahlil usullaridan ham foydalaniladi. 

13.                 Axborotlarni o‘lchash. Xo‘jalik jarayonlarini umumlashtirish uchun moliyaviy hisobda faqat qiymat o‘lchovi qo‘llaniladi va so‘mlarda ifoda etiladi.  

Boshqaruv hisobida esa hisob o‘lchovlarining moddiy, mehnat va qiymat kabi barcha turlaridan foydalaniladi. 

14.                 Hisobot tuzishning davriyligi. Moliyaviy hisobot qat‘iy belgilangan muddatlarda tuziladi hamda taqdim etiladi. 

Boshqaruv hisobida hisobot har kuni, har hafta va h.k. muddatlarda tuzilishi mumkin. Hisobotlarni taqdim etish muddati korxona rahbariyati tomonidan belgilanadi. Muhimi, hisobot iste‘molchilarga foydali bo‘lishi va o‘z  vaqtida taqdim etilishi lozim. 

15.                 Axborotning sodir bo‘lish vaqti. Moliyaviy hisob korxonaning moliyaviy tarixini aks ettiradi. Unda xo‘jalik muomalalari ularning sodir bo‘lganligini tasdiqlovchi hujjatlar orqali qayd etiladi ya‘ni hisobning bu turi korxona xo‘jalik faoliyatida allaqachon sodir bo‘lgan muomalalarni tasdiqlaydi.  

Boshqaruv hisobining maqsadi esa sodir bo‘lgan voqealar tahlili asosida istiqbolga mo‘ljallangan tavsiyalar, boshqaruv va investitsiya qarorlari dasturini ishlab chiqishdan iborat. 

Moliyaviy hisob xo‘jalik muomalalari sodir bo‘lgandan so‘ng, boshqaruv hisobi esa voqea-hodisalarni oldindan tashxislab berishi zarur. Shu boisdan, boshqaruv hisobini ko‘pincha taxminlash hisobi, maxfiy hisob deb ham ataydilar.  

16.                 Axborotning aniqlik va ishonchlilik darajasi. Moliyaviy axborot sodir bo‘lgan operatsiyalarni aks ettiradi, shu bois, u xolislik xususiyatiga ega va auditorlik tekshiruvidan o‘tadi.  

Boshqaruv hisobi esa ko‘proq bo‘lajak davrga mo‘ljallangan istiqbol bilan ish tutadi. Shu bois, boshqaruv hisobidagi axborot ehtimollik va sub‘ektiv

(xususiylik) tavsifiga ega. 

17.                 Xarajatlar va daromadlarni guruhlash yo‘llari. Moliyaviy hisobda xarajatlar kalkulyatsiya moddalari bo‘yicha, daromadlar esa korxona va uning faoliyat turlari (segmentlari) bo‘yicha guruhlanadi va aks ettiriladi.  

Boshqaruv hisobida xarajatlar xarajat moddalari bo‘yicha, daromadlar esa bo‘linmalar va mahsulot(ish, xizmat)lar turlari bo‘yicha guruhlanadi va aks ettiriladi. Xarajat moddalarining ro‘yxati tarmoq yo‘riqnomalari bilan belgilanadi hamda korxonaning hisob siyosatida ifodalanadi. 

Boshqaruv va moliyaviy hisoblarning turli mualliflar tomonidan turlicha qiyosiy talqin qilinadi. Ushbu muammoga turli mualliflar qarashlarini umumlashtirilgan holda quyidagi belgilarni taklif etishni maqsadga muvofiq deb bilamiz. Ular ko‘p darajada boshqaruv va moliyaviy hisob o‘rtasidagi mavjud tafovutlarni va mohiyatini xoliroq aks ettiradi. Boshqaruv hisobidagi axborot tuzilmasi, tarkibi uning foydalanuvchilarning extiyojlariga bog‘liq. Boshqaruv hisobining har qanday tizimi eng avvalo xarajatlar, daromadlar va aktivlar kabi kategoriyalarga tayanadi va asosli qurilmalardan o‘ziga yoqqanini tanlab oladi. Bu tuzilmalarni qo‘llashda asosiy mezon uzatiladigan axborotning foydaliligidir.  

Ya.V.Sokolov boshqaruv va moliyaviy hisob o‘rtasidagi munosabatni noyob rasmsini taklif etadi. 1.1-rasm.

 

 

A – boshqaruv hisobi C – moliyaviy hisob B – hisob siyosati

 

1.1-rasm. Boshqaruv va moliyaviy hisob o‘rtasidagi bog‘liqligi va nisbati.  

 

Uning fikricha, C – sohasi – faqat tashqi foydalanuvchilar manfaatlari uchun olib boriladigan hisobni o‘zida namoyon etadi. B –sohasi – boshqaruv hisobining ichki va tashqi foydalanuvchilar manfaatlarini ko‘zlab olib boriladigan qismidir, A – sohasi esa – ma‘muriyat talabi asosida shakllantiriladigan boshqaruv hisobi.  

Taqdim etilgan rasm shuni ko‘rsatadiki, hisob siyosati boshqaruv va moliyaviy hisoblar o‘rtasida bog‘lovchi halqa hisoblanib, u korxonaning ichki va tashqi foydalanuvchilari manfaatlari yo‘lida tashkil etiladi.  

Yuqoridagilarni umumlashtirgan holda shuni ta‘kidlash lozimki, tezkor, statistik va soliq hisobi bilan bir qatorda buxgalteriya hisobi korxonaning umumiy hisobi tizimiga kiradi va ikki qismga bo‘linadi: moliyaviy va ishlab chiqarish; korxona xarajatlari va daromadlari ularning ob‘ekti (manbai) hisoblanadi. Ishlab chiqarish hisobining tahliliy (analitik) axboroti mutlaqo ichki boshqaruv uchun foydalaniladi. Moliyaviy hisobda esa asosan tashkilotning tijorat sirini namoyon etmaydigan axborot to‘planadi, shu munosabat bilan uni yangi tashqi foydalanuvchilarga taqdim etadilar. 

Boshqaruv hisobi esa faqat hisob amallari bilan cheklanmaydi, balki boshqaruvning boshqa funktsiyalari hisobiga mohiyati jihatidan ishlab chiqish hisobini boshqaruv hisobiga aylantiradi. 

Boshqaruv va moliyaviy hisob o‘rtasidagi o‘zaro munosabatlarini quyidagi ko‘rinishda taqdim etish mumkin. 

Boshqaruv hisobi imkoniyatini ochish uchun boshqaruv va ishlab chiqarish hisobi o‘rtasidagi o‘zaro bog‘liqlikni kuzatish zarur.  

Boshqaruv hisobi taktikasi quyidagilaridan iborat: tashkil etish, hisob, nazorat, dalillash, avval qabul qilingan qarorlarni tahlil qilish va moslashtirish, shuningdek uning ijrosi uchun javobgarlik. 

Boshqaruv hisobining strategiyasi uzoq davr mobayonida korxona taraqiyotini belgilovchi tahlil, taxminlash rejalashtirish va boshqaruv qarorlarini muvofiqlashtirish tizimini o‘zida namoyon etadi.