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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 |
https://doi.org/10.5281/zenodo.6466087
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
https://doi.org/10.5281/zenodo.6466091
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
https://doi.org/10.5281/zenodo.6465106
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.
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.
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.
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).
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.
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
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
https://doi.org/10.5281/zenodo.6465078
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].
1. www.ziyonet.uz
2. www.phraseology.com
https://doi.org/10.5281/zenodo.6464737
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.
https://doi.org/10.5281/zenodo.6465962
Buxoro davlat universiteti Fizika-matematika fakulteti Fizika kafedrasi o’qituvchisi.
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.
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.
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
https://doi.org/10.5281/zenodo.6465066
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.
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.
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.
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.
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.
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.
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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.
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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
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
https://doi.org/10.5281/zenodo.6464834
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
https://doi.org/10.5281/zenodo.6466006
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:
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O’RTA OSIYONING ARABLAR TOMONIDAN FATX ETILISHI.
https://doi.org/10.5281/zenodo.6465025
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
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.
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
https://doi.org/10.5281/zenodo.6464722
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
https://doi.org/10.5281/zenodo.6462766
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
https://doi.org/10.5281/zenodo.6464730
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).
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4. Harmer J. (2000). How to teach English. Essex: Pearson Education Ltd.
THE ROLE OF “INFLUENCER MARKETING” IN THE AGE OF HIGH
https://doi.org/10.5281/zenodo.6465932
Giyazova Nozima Bayazovna
senior lecturer
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:
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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.
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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-
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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.
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83.
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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.
https://doi.org/10.5281/zenodo.6465431
Scientific adviser: Hasanova Nargiza Ahrorova Sitora
Student of SamSIFL, 2nd year
Student of SamSIFL, 2nd 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.
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THE ROLE OF THE STATE IN THE INNOVATIVE DEVELOPMENT OF
https://doi.org/10.5281/zenodo.6465920
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.
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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.
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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
https://doi.org/10.5281/zenodo.6464804
1st 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.
https://doi.org/10.5281/zenodo.6464914
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
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
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
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
https://doi.org/10.5281/zenodo.6465193
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.
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.
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.
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.
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.
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.
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19. Abduramanova, D. V. (2021). METHODS OF TEACHING ENGLISH
AS A FOREIGN LANGUAGE. ACADEMIC RESEARCH IN EDUCATIONAL
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BOSHLANG‘ICH TA’LIM SIFATINI BAHOLASH VA
TAKOMILLASHTIRISHDA XALQARO TADQIQOT DASTURLARINING O‘RNI: MUAMMO VA YECHIMLAR
https://doi.org/10.5281/zenodo.6462733
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
https://doi.org/10.5281/zenodo.6465439
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.
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.
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.
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.
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
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
https://doi.org/10.5281/zenodo.6465176
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.
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.
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.
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.
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
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.
https://doi.org/10.5281/zenodo.6465953
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 cost
gt2
y
=
v
sint
−
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 sin2 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.
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.
https://doi.org/10.5281/zenodo.6465143
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
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.
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)
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."
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
10. 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.
11. 340-344
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
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23. Abduramanova, D. V. (2020). SIGNIFICAT FEATURES OF ORGANIZING
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25. Educational Sciences, 1 (3), 718-722.
https://doi.org/10.5281/zenodo.6465944
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
https://doi.org/10.5281/zenodo.6465038
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
https://doi.org/10.5281/zenodo.6465157
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.
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.
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.
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.
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.
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
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.
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
https://doi.org/10.5281/zenodo.6464834
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
https://doi.org/10.5281/zenodo.6464712
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.
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.
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 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.
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 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.]
https://doi.org/10.5281/zenodo.6465971
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 hmax, to‘liq uchish vaqti tu quyida keltirilgan ifodalar yordamida aniqlanadi:
l = |
2
sin2
hmax =
2g |
tu
=
|
Uchish uzoqligi l va qiya otilish burchagi α ma’lum bo‘lsa, (1) ifodaga ko‘ra jismning otilish tezligi quyidagicha hisoblanadi: g l
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 |
10 /s |
υ m |
u |
300 |
1o tilish |
|
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|
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2otilish |
|
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3otilish |
|
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450 |
1otilish |
|
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2otilish |
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3otilish |
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600 |
1otilish |
|
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2otilish |
|
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|||||||||
3otilish |
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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
https://doi.org/10.5281/zenodo.6464443
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
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
https://doi.org/10.5281/zenodo.6465182
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.
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.
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
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.
Boshqaruv hisobining Ishlab chiqarish Moliyaviy hisob elementlari hisobining elementlari elementlari
Budjetlashtirish
(rejalashtirish) Budjetlashtirish Aktivlar
(rejalashtirish)
Taxminlash istiqbolni Taxminlash istiqbolni
belgilash belgilash Majburiyatlar
Xarajatlar hisobi va
Xarajatlar hisobi va maxsulot tan narxini
maxsulot tan narxini aniqlash Xususiy kapital aniqlash
O’zbekiston Zaxiralar
Invistitsiya loyihalari
1.2-tahlilirasm. Boshqaruv va moliyaviy hisobot o‘rtasidagi bog‘liqlik. Respublikasi
Boshqaruv hisobining strategiyasi uzoq davr mobayonida korxona “Maxsulot(ish Daromadlar xizmatlar)ni ishlab taraqiyotini belgilovchi tahlil, taxminlash rejalashtirish va boshqaruv qarorlarini
Segmentar ichki hisob chiqarish va sotish Xarajatlar muvofiqlashtirish tizimini o‘zida namoyon etadi. va hisobot xarajatlarining tarkibi
Integratsiya
jarayonida hal qiluvchi nuqta xarajatlar va daromadlarni hamda
moliyaviy Moliyaviy natijalar taqqoslash bo‘lganligi
sababli boshqaruv hisobi uchun eng muhimi xarajatlarni va natijalarni
daromadlarni boshqarish hamda daromadlarga ta‘sir qilTransfert
bahoni shakllantirish tartibi ish
vositasi bilan natijalar shakllantirish to’g’risida”gi
Nizomi orqali boshqarish bo‘lib qoladi.
Xulosa: Hаr bir хo’jаlik yurituvchi sub’еktning tаdbirkоrlik faoliyatidаn аsоsiy mаqsаd fоydа оlishdir. Fоydа оlish dеgаni kоrхоnа dаrоmаdlаri uning faoliyati bilаn bоg’liq bo’lgаn bаrchа хаrаjаtlаrdаn оrtishini аnglаtаdi. Ishlаb
chiqаrish хаrаjаtlаrini dоimiy rаvishdа pаsаytirib bоrish fоydа оlishning muhim
shаrtlаridаn biri hisоblаnаdi. Хаrаjаtlаr mаjmuаsi kоrхоnаgа mаhsulоt ishlаb chiqаrish qаnchаgа tushishini ko’rsаtаdi. Fоydа kоrхоnаdа turli хil faoliyat оrqаli оlinishi mumkin bo’lib, uning miqdоri ishlаb chiqаrish оmillаri bаhоsi
o’zgаrishi (tаshqi оmillаr) yoki ishlаb chiqаrish хаrаjаtlаrini ulаrdаn nоrаtsiоnаl fоydаlаnish sаbаbli оshirish (ichki оmillаr) tufаyli o’zgаrib turаdi.
Birоq fоydа mutlаq (аbsоlyut) kаttаlik sifаtidа ishlаb chiqаrish sаmаrаdоrligini to’liq tаvsiflаmаydi. Ishlаb chiqаrishning bаrchа оmillаridаn fоydаlаnish sаmаrаdоrligini bаhоlаshdа, rеntаbеllik ko’rsаtkichlаri muhim ahamiyat kаsb etаdi. Rеntаbеllik ko’rsаtkichlаri kоrхоnа faoliyati qаnchаlik fоydа kеltirishini ko’rsаtаdi. Rеntаbеllik ko’rsаtkichlаrining tаhlili yuzаgа kеlgаn hоlаtgа bаhо bеrish hаmdа moliyaviy bаrqаrоrlikni kuchаytirish chоrаtаdbirlаrini bеlgilаshgа imkоn yarаtаdi.
REFERENCES:
1 O‘zbekiston Respublikasi Prezidentning 29.12.2017 yildagi PQ-3454son Qarori
1. 2. Abdug‗aniyev A.A. Boshqaruv hisobini tashkil etish muammolari, ularning yechimlari.-T.: TMI. 2003 y.
2. Jumaniyozov K., Maqsudov B. Boshqaruv hisobi asoslari.-T.: Fan. 2000 y.
3. Xasanov B.A., Xoshimov A.A. Boshqaruv hisobi. Darslik. - T.: Iqtisod moliya. 2005 y.
https://doi.org/10.5281/zenodo.6464685
Fergana region, Bagdad district
School №37, English teacher
Annotation: The article argues that in the context of interdisciplinary communication, students need to look for the most convenient ways to achieve the best results in learning English.
Key words: language, motivation, didactic principle, conceptual connections, student.
At the current stage of development of the theory and practice of teaching, the issue of creating motivations for the educational activities of vocational school students is rightly one of the central issues. The quality of teaching depends in many ways on how well it is motivated in the eyes of the students. The problem of motivation is especially important when there is no natural need for communication. Therefore, for a foreign language teacher, the interest of vocational school students is important not only in the results of their work, but also in the process of achieving this result. One of the resources to increase the motivation of vocational school students to learn is to use these interdisciplinary connections wisely. Interdisciplinary interdependence is the interconnectedness of curricula due to the system of disciplines and didactic objectives. The didactic principles of the scientific nature and systematization of knowledge require the regulation of individual disciplines in the curriculum in such a way that the study of one subject can be based on the knowledge imparted in other disciplines. Interdisciplinary communication is an appropriate tool for a comprehensive approach to student education. The presence of interdisciplinary links in the curriculum allows high school students to form an understanding of the system of concepts and universal laws, and among high school students general theories and complex problems. Interdisciplinary connections increase the level of science teaching and its role in shaping the student's scientific outlook. There are different types of interdisciplinary relationships:
1) information connections - data-level connections between academic
disciplines;
2) conceptual connections aimed at the formation of general concepts for related entities;
3) theoretical connections - systems of scientific knowledge in a particular field of science;
4) philosophical connections reflecting the categories of materialist dialectics. “Interdisciplinary connections play an important role in the teaching of any subject. They primarily serve as a basis for the full understanding and comprehension of new knowledge, the formation and development of skills; second, they allow the generalization and systematization of existing linguistic and speech experience and ensure the completeness of knowledge” (VA Onishuk). The materials studied on this subject suggested ways to make interdisciplinary connections in English language teaching, but nowhere does it say that English material is given one or two years or more before the deadline and therefore only the teacher faces difficulties (i.e., because. he must first be able to correctly explain the material in his native language, and this takes time, moreover, it is not welcomed and probably only in some cases), but also causes difficulties in children. Every student should learn a foreign language based on their knowledge of their mother tongue.
It should be noted that there are disciplines of the vocational school cycle that need to be relied upon when teaching English. Concepts such as synonyms, antonyms, dialogue, monologue, description, narration, reasoning, compositional structure of speech, etc .; from the literature - quoting text, thought, main idea, poems, proverbs, sayings and so on. From fine arts - portrait painting, landscape, subject composition is the basis for the teacher. It is necessary to create prospects for the use of interdisciplinary communication in teaching English. The first direction is related to the expansion of a meaningful reading plan in English by enriching it with linguistic (and in specialized classes - non-linguistic) information from different disciplines. The second area, which characterizes the professional aspect of this subject, includes improving general education skills, which increases the effectiveness of foreign language teaching, updating students ’knowledge acquired in the learning process, and will be focused on systematization. They will also be used in the foreign language and other disciplines Let us first consider this problem in relation to the content of our subject matter. From the point of view of enriching students' speech with (additional) linguistic information, two perspectives on the use of a foreign language in teaching a foreign language are important: increasing the overall share of universal information and It is necessary to increase the regional aspect of the unit, to increase the informational aspect of foreign language teaching in vocational schools. Considering the following points in the humanities, their necessity seems to be:
- first, the materials of regional studies, mainly as a means of communication in a foreign language, reflect the peculiarities of the foreign language;
- secondly, when reading material about the country of the language being studied in English, students significantly increase their chances of getting acquainted with the reality of the country of the language being studied, they have almost no opportunity to get acquainted with them when studying other subjects.
In the modern era of broad international cooperation and dialogue of cultures, attention should be paid to reconsidering the attitude to the country of language, in particular, to avoid ideological labels, in which, first of all, to see the image of friendship, loyalty to universal values. The idea of combining knowledge from different disciplines is, as a rule, most effectively implemented in texts that contain information (or events, their assessments) from the disciplines of history and literature.
As for general learning skills, priority should be given to those who seek to learn from the text and describe reading as an informative process. It is intended to divide the text into semantic parts and to distinguish basic information from them, to form the ability to distinguish between basic and detailed information. This and other skills are specific to the national and cultural concepts inherent in the English language develops the ability to understand regional geographical interpretation based on the formation of interdisciplinary specific skills. The ability to establish a causal link between history, geography, and literature in reading English texts forms the ability to apply the knowledge gained in the classroom to other disciplines. In connection with the development of general education and special interdisciplinary skills, it is expedient to identify methods of their formation, which include activation, comparison and systematization. Mastering these techniques allows students to establish and apply the English language to other disciplines [6, 45]. The rules set out to prove the importance and obligation of relying on other disciplines in the process of learning English can be considered very convincing. Mastering foreign language activities based on interdisciplinary connections (where the points of contact between vocational school subjects are clearly defined and ways to create motivation) meet the different interests of students, allowing them to take into account their individual characteristics and tendencies It is natural to create the most convenient opportunities for the practical use of language as a means of communication. As a result of observing the practical lessons in the classroom, conversations with teachers, the use of interdisciplinary communication is a random, episodic work moments, we are convinced that they are unique methodological findings of a small number of teachers. This situation is unsatisfactory, as the existing literature emphasizes the importance of taking into account interdisciplinary information, defines the educational functions of interdisciplinary communication and, most importantly, suggests a number of teaching methods for their use: interdisciplinary content issues , interdisciplinary problem questions, complex assignments, interdisciplinary tasks, complex visual aids, interdisciplinary texts, interdisciplinary crossword puzzles, interdisciplinary tests, interdisciplinary homework, etc.
Thus, influencing the selection and structure of teaching materials in a number of interdisciplinary disciplines, increasing the consistency of students' knowledge, activating teaching methods, focusing on the use of complex forms of organization of education, ensuring unity In one way or another, the implementation of interdisciplinary links in the system helps to shape the need for vocational school students not to limit themselves to a single topic in explaining certain events.
REFERENCES:
1. Berdichevskiy, A. L. Soderjanie obucheniya inostrannomu yazyku na osnove bazovoy kultury lichnosti // Inostrannыe yazyki v shkole. - 2004. - № 2.Volkova, N. V. Detskiy prazdnik (In theworld of English songs and poems) // Inostrannye yazyki v shkole. - 1997. -№ 4.
2. Vygotskiy, L. S. Issledovanie razvitiya nauchnyx ponyatiy v detskom vozraste / L. S. Vygotskiy. - M .: Labirint, 2001. - 104 p.
3. Galskova, N. D. O vzaimodeystvii uchitelya i uchashchixsya na uroke inostrannogo yazyka / Н. D. Galskova, Z. N. Nikitenko // Foreign languages in school. - 1991.
KORXONA BUDJETINI TUZISH MUAMMOLARI VA UNI BOSHQARUV
HISOBIDAGI O’RNI
https://doi.org/10.5281/zenodo.6464515
Vahobova Feruzakhon Bakhtiyorjon qizi.
Abdullayev Behruz Abdunazar o‘g‘li
Termiz Davlat Universiteti Iqtisodiyot va turizm fakulteti
Magistratura bo’limi “Buxgalteriya hisobi” yo’nalishi 2-kurs magistranti
Annotatsiya: Ushbu maqolada Korxonada budjetni shakllantirish: maqsad va xususiyatlarning mohiyati Budjet tizimi korxonani boshqarish tizimining elementi sifatida , Korxonani boshqarish siklida budjetlashtirish, Korxonalarni budjetlashtirish tizimini baholash, Korxonada budjet tuzish texnologiyasi, Korxona budjetining bajarilishini nazorat qilish Korxonada joriy etilgan budjet tizimini takomillashtirish uchun moliyaviy tuzilmani yaratish choralarini amaliy tahlili keltirilgan
Kalit sozlar: Korxona budjeti, boshqaruv hisobi, budjet tizimi xarajatlar, daromadlar, rejalashtirish, xarajatlarni baholash.
Abstract: This article describes the formation of the budget in the enterprise: the essence of the purpose and features of the budget system as an element of the enterprise management system, budgeting in the enterprise management cycle, evaluation of the enterprise budgeting system, budgeting technology in the enterprise, analysis is given.
Keywords: Enterprise budget, management accounting, budget system costs, revenues, planning, cost assessment.
Аннотация: В данной статье рассмотрено формирование бюджета на предприятии: сущность назначения и особенности бюджетной системы как элемента системы управления предприятием, бюджетирование в цикле управления предприятием, оценка системы бюджетирования предприятия, технология бюджетирования в предприятие, контроль за исполнением бюджета предприятия. Приведен практический анализ мероприятий по созданию финансовой структуры по совершенствованию бюджетной системы, внедренной на предприятии.
Ключевые слова: бюджет предприятия, управленческий учет, расходы бюджетной системы, доходы, планирование, оценка затрат.
Kirish:Respublikamizda keng ko‘lamli islohotlar va modernizatsiyalash jarayonini davom ettirishda xo‘jalik sub‘ektlari faoliyatining barcha jarayonlarida iqtisodiy axborotlarga nisbatan haqqoniylik, o‘z vaqtidalik, xolislik va aniqlik kabi talablar qo‘yiladi. Hozirgi paytda olingan iqtisodiy axborotlar ichki va tashqi foydalanuvchilar talabini to‘liq qondirishi hamda eng kam miqdorda mehnat va vaqt sarf qilgan holda shakllantirilishi lozim. Shuningdek, iqtisodiy axborotlar korxona faoliyatini byudjetlashtirish, istiqbolni belgilash, xarajatlar hisobi va mahsulot tannarxini to‘g‘ri tashkil etish bo‘yicha samarali boshqaruv qarorlari qabul qilishda zaruriy asos bo‘lib xizmat qilishi kerak. Bu kabi masalalar respublikamizda Boshqaruv hisobini yuzaga keltirish va uni rivojlantirish yo‘nalishlarini belgilashga asos bo‘lib xizmat qiladi. Bunday sharoitda buxgalteriya hisobi amaliyotining istiqbolli yo’nalishlaridan biri, uning muhim tarkibiy qismi hisoblangan boshqaruv hisobining ahamiyati beqiyos daraja ortib boradi. Binobarin, boshqaruv hisobi korxona faoliyatini tezkor va istiqbolli boshqarishda asosiy orinlardan birini egallashi, xalqaro standartlar talablariga to’liq muvofiq kelishi, xarajatlar va mahsulot tannarxini boshqarish, ishlab chiqarish samaradorligini oshirish imkoniyatlarini aniqlashi lozim.
Korxona budjeti iqtisodiy rejalashtirishning eng muhim tarkibiy qismlaridan biri bo'lib, u o'z navbatida moliyaviy boshqaruvning bir qismidir. Darhaqiqat, bu rejalashtirishning o'ziga xos turi bo'lib, u budjetlarni ijro etish, tuzish, nazorat qilish, baholash va tuzatish tamoyillari va usullariga asoslanadi, rejalarning o'ziga xos shakli shaklida taqdim etiladi.
MUHOKAMA VA NATIJALAR: Tashkilotlar faoliyati ichki iqtisodiyotga xos bo'lgan o'zgaruvchan tashqi muhitda amalga oshiriladi. Moliyaviy oqimlarni va natijalarni rejalashtirish, buxgalteriya hisobi va nazorat qilish uchun samarali texnologiyalarni qo'llash orqali yuqori tijorat xavflarini kamaytirish mumkin. Samarali moliyaviy menejment texnologiyalarining mavjudligi, birinchi navbatda byudjetlashtirish har qanday korxonaning hayotiyligini belgilovchi omilga aylanmoqda.
Budjet tizimini o'zi yangi emas. Bozor iqtisodiyotining shakllanishi sharoitida hamma narsani rejalashtirgan va taqsimlagan "markaz" bozorga almashtirildi. Endi korxonaning o'zi ehtiyojlarni hisobga olgan holda o'z faoliyatini rejalashtirmoqda. Agar ilgari rejalashtirish asosan jismoniy nuqtai nazardan amalga oshirilgan bo'lsa, hozir xarajat ko'rsatkichlarida rejalashtirish dolzarb bo'lib qolmoqda. Sovet iqtisodchilari ratsion va xarajatlarni belgilash, resurs chegaralarini belgilash borasida ijobiy tajriba to'plashdi. Bugungi kunda ushbu tajribani qo'llash sababli ko'plab rivojlanayotgan kompaniyalar ushbu sohadagi ayniqsa sobiq Sovet davlatlarining korxonalaridan ancha orqada qolishgan. Ammo rejalashtirish funktsiyasini endi biz o'zimiz amalga oshirishimiz kerak, bugungi kunda korxonalar samarali rejalashtirish va rejalarning amalga oshirilishini nazorat qilmasdan, o'zini o'zi boshqarish tizimiga aylanmoqda.
Budjetlashtirish - Bu natijalar budjet tizimi tomonidan tuziladigan korxonaning kelajakdagi faoliyatini rejalashtirish jarayoni.
Odatda, budjetlashtirish operatsion rejalashtirishning bir qismi sifatida amalga oshiriladi. Kompaniyaning strategik maqsadlaridan budjetlar tashkilotning ixtiyorida kelib chiqqan holda iqtisodiy resurslarni taqsimlash muammolarini hal qiladi. Budjetlashtirish kompaniyaning mavjudligi uchun tanlangan miqdoriy aniqlik istiqbollar beradi.
Budjetni rejalashtirish maqsadi - bu korxona menejmentning barcha darajalarida ishining ma'lum faoliyat turlaridan olingan daromadlar va xarajatlarni batafsil nazorat qilishning va samaradorligi (rentabelligi) ning maqsadli rejalashtirilishi tufayli oshishi .
Asosiy vazifalar orasida Budjetlashtirish quyidagilarni o'z ichiga oladi.
- Doimiy rejalashtirishni ta'minlash;
- Korxona bo'linmalarini muvofiqlashtirish, hamkorlik va aloqani ta'minlash;
- Korxona xarajatlarini asoslash;
- Korxona rejalarini baholash va nazorat qilish uchun asos yaratish.
Budjet ob'ektlari- korxona va uning bo'linmalarining daromadlari va xarajatlari, ya'ni muayyan turdagi mahsulotlar, ishlar, xizmatlar ishlab chiqarish va sotish bilan bog'liq bo'lgan pul oqimlari.
Budjet darajalariga bo'lish mumkin:
Yuqori daraja (birinchi) - budjet qo'mitasi umumiy rahbarlikni ta'minlaydi;
Ikkinchi daraja - bo'limlar byudjetlarni tayyorlashda bevosita ishtirok
etadilar;
Uchinchi daraja - bu bozor potensialiga ega bo'lgan korxonaning yordamchi tuzilmalari.
Budjetlashtirish qisqa muddatga yoki joriy bir yildan oshmaydigan davrni o'z ichiga olgan va ko'pincha poytaxt investitsiya deb ataladi. Joriy budjetlashtirish qisqa muddatda - oy, chorak, yil davomida kompaniyaning faoliyati natijasida barcha kiruvchi va chiquvchi pul oqimlarini baholash va rejalashtirish vazifasi ko'rib chiqiladi. Bundan tashqari, ushbu intervallarning har biri qisqa muddatlarga bo'linadi, masalan, yil 12 oyga bo'lingan. Bunday rejalashtirishning asosiy maqsadi - pul mablag'lari etishmasligini baholash va qo'shimcha moliyalashtirish usullarini taqdim etish.
Budjet tizimini joriy etishga uringan korxonalarda uslubiy yoki tashkiliy xarakterdagi bir qator muammolarga duch kelmoqdalar.
1. Budjet imkoniyatlari va uning maqsadlari to'g'risida aniq tasavvurga ega emaslik. Bosh direktor an'anaviy keng (juda keng) masalalar echimini yig'ib, ko'pincha budjetni boshqarish qobiliyatlari ahamiyatsizligiga qanoatlantirmaydi.
2. Muayyan strategiyaning yo'qligi sababli budjetlarning korxona maqsadlari bilan bog'liqligi yo'q. Aksariyat rus tadbirkorlari mantiqiy zanjirni - missiya, , strategiya - maqsadlar behuda vaqt va kuchni yo'qotish sifatida shakllantirishni rad etishadi.
3. Rejalashtirish, adolatsiz buxgalteriya hisobi va tahlilni tartibga solish. Boshqaruv jarayonini shakllantirish hech qachon rus menejerlarining kuchli xususiyati bo'lmagan
4. Budjetlashtirish sohasida etarlicha malakali mutaxassislarning etishmasligi.
5. Budjetni taqsimlash. Birinchidan, bu mablag'larni tejash bilan bog'liq, chunki to'liq budjet tizimini joriy etish, masalan, faqat pul oqimlari budjetini joriy qilishdan ko'ra ko'proq narsani talab qiladi. Budjet tizimi murakkablashgani sayin, muvofiqlashtirishni talab qiladigan masalalar ko'lami sezilarli darajada oshadi va xatolar yuzaga kelishi uchun imkoniyatlar ko'payadi, bu esa budjet jarayoni protseduralarini rasmiylashtirish bilan yuqori darajadagi logistika kompaniyasini talab qiladi. Ikkinchidan, budjetlashtirishning bo'linishi budjetni boshqarish funksiyalari, uning yordami bilan hal qilinadigan vazifalar to'g'risida bilimlarning etishmasligi bilan bog'liq.
Tahliliy jihat jamlanma budjetni ishlab chiqish, monitoringini va bajarilishini tahlil qilish uchun tegishli uslubiy va uslubiy bazaning mavjudligini o'z ichiga oladi. Boshqaruv xodimlari ushbu metodologiyani amaliyotga tatbiq eta oladigan darajada malakaga ega bo'lishi kerak.
Buxgalteriya jihati birlashtirilgan budjetni tayyorlash, boshqarish va tahlil qilish jarayonini ta'minlash uchun zarur bo'lgan iqtisodiy faoliyat faktlarini qayd etadigan boshqaruv hisobini tuzadi (buxgalteriya hisobi va korxonaning boshqa xizmatlaridan olingan va uslubiy bazaga va dasturiy ta'minotga muvofiq qayta ishlangan buxgalteriya ma'lumotlari).
Tashkiliy jihat budjetni boshqarishning tashkiliy tuzilishini va boshqaruv tizimini tashkil qiladi. Boshqaruv apparati va tarkibiy bo'linmalarning xizmatlari o'rtasidagi o'zaro munosabatlarni tartibga solish, tegishli ichki normativ hujjatlarda va har bir bo'limning budjet jarayonining har bir bosqichidagi vazifalariga oid ko'rsatmalarni belgilash. Tashkiliy tuzilma tushunchasi quyidagilarni o'z ichiga oladi:
1) boshqaruv apparati xizmatlarining soni va funktsiyalari, korxona budjetini kimning vazifalariga ishlab chiqish, boshqarish va tahlil qilish kiradi;
2) budjetlashtirish ob'ekti bo'lgan tarkibiy qismlar to'plami, ya'ni budjet rejasi tayinlangan va uning bajarilishi uchun javobgar bo'lgan javobgarlik markazlari.
Dasturiy ta'minot va texnik jihat korxona tuzilmalari tomonidan ishlatiladigan, katta hajmdagi ma'lumotlarni ro'yxatdan o'tkazish va qayta ishlash uchun zarur bo'lgan dasturiy-texnik vositalarning mavjudligini o'z ichiga oladi.
Budjet jarayonining barcha to'rt tarkibiy qismlari bir-biri bilan chambarchas bog'liqdir va korxona byudjet tizimlari infratuzilmasini tashkil etadi .
Boshqarish texnologiyasi sifatida budjetlashtirish uchta tarkibiy qismni o'z ichiga oladi:
1. Budjet tuzish texnologiyasi, shu jumladan byudjetlarning turlari va shakllari, maqsadli ko'rsatkichlar (ularning asosida budjetlar tuziladigan moliyaviy-iqtisodiy ko'rsatkichlar tizimi), budjetlarni tashkilotning jamlama budjetiga jamlash tartibi.
2. Tijorat tashkilotining moliyaviy tuzilishini (moliyaviy javobgarlik markazlari, byudjet ob'yektlari aniqlanadi), budjet reglamenti, budjet jarayonining bosqichlari, ish jarayoni jadvali, ichki normativ hujjatlar tizimi (nizomlar, lavozim tavsiflari va boshqalar) ni ta'minlovchi byudjet jarayonini tashkil etish.
3. Axborot texnologiyalaridan foydalanish nafaqat tijorat tashkilotining (yoki yakka tartibdagi biznesning) moliyaviy holati uchun turli xil senariylarni ishlab chiqishga, balki budjetni boshqarish uchun zarur bo'lgan dalillarni tezkor yig'ish, qayta ishlash va birlashtirishga imkon beradi. Byudjetlashtirish sohasida axborot texnologiyalaridan foydalanish doimiy boshqaruv hisobi mavjud bo'lgandagina mumkin.
Eng ahamiyatli boshqaruv vazifalari , byudjetlashtirish orqali hal qilinadi:
1. Tijorat tashkilotining maqsadlariga erishish uchun operatsiyalarni
rejalashtirish;
2. Turli xil korxonalarni (iqtisodiy faoliyat turlari sifatida) va tarkibiy bo'linmalarni muvofiqlashtirish, butun tashkilotda alohida xodimlar va guruhlarning manfaatlarini muvofiqlashtirish;
3. Tijorat tashkiloti va uning tarkibiy bo'linmalari faoliyatining haqiqiy natijalarining belgilangan maqsadlardan chetga chiqishini operativ kuzatish, ushbu buzilishlarning sabablarini aniqlash va tahlil qilish, tartibga solish choralarini amalga oshirish to'g'risida o'z vaqtida va asosli qarorlar qabul qilish;
4. Moliyaviy va moddiy resurslarni sarflanishini samarali nazorat qilish, rejalashtirilgan tartibni ta'minlash;
5. Rejaning bajarilishini moliyaviy javobgarlik markazlari va ularning rahbarlari tomonidan baholash;
6. Moliyaviy javobgarlik markazlari rahbarlarini o'z tarkibiy bo'linmalarining maqsadlariga erishish uchun rag'batlantirish.
Korxona budjeti iqtisodiy rejalashtirishning eng muhim tarkibiy qismlaridan biri bo'lib, u o'z navbatida moliyaviy boshqaruvning bir qismidir. Darhaqiqat, bu rejalashtirishning o'ziga xos turi bo'lib, u budjetlarni ijro etish, tuzish, nazorat qilish, baholash va tuzatish tamoyillari va usullariga asoslanadi, rejalarning o'ziga xos shaklida taqdim etiladi. Boshqacha qilib aytganda, korxonada budjetlashtirish kelajakni rejalashtirish deb aytishimiz mumkin. Iqtisodiy faoliyat natijalari budjet tizimidan foydalangan holda tuziladigan tashkilot.
Uning asosiy maqsadi barcha turdagi boshqaruv qarorlarini ishlab chiqish, shuningdek, asosliligi va samaradorligini oshirishdir. Korxonada budjetlashtirish mexanizmlari ish jarayonini samaraliroq qilish, yangi resurslarni olish va maqsadlarni oshirishga harakat qilganda samarali bo'lishi mumkin.
Korxonada budjetlashtirish quyidagilarga imkon beradi:
- foyda va xarajatlarni optimallashtirish;
- korxonaning turli bo'linmalari faoliyatini muvofiqlashtirish;
- qanday resurslarga ehtiyoj borligini va nimadan voz kechish mumkinligini aniqlash;
- korxonaning bir qismini yoki butunligini tahlil qilish; - korxona ichida intizomni mustahkamlash.
Shuni yodda tutish kerakki, korxonada budjetlashtirish soliqdan ajratilgan buxgalteriya hisobi. Budjetlar odatda doimiy rejalashtirishning bir qismi sifatida tuziladi. Bu ularning strategik rejalar bilan shartliligi muhim ekanligini anglatadi.
- xarajatlar va daromadlar;
- investitsiyalar;
- turli resurslardan foydalanish;
- yangi moliyalashtirish manbalarini jalb qilish.
Budjet ishlab chiqiladigan vaqt davri budjet davri deb ataladi. Bu korxonada joriy rejalashtirish bilan belgilanadi. Rejalashtirish gorizonti (uning davomiyligi), o'z navbatida, bashorat qilish gorizonti bilan bevosita bog'liq bo'lib, korxonaning tashqi tomonining beqarorligiga ham bog'liq.
Bu budjet bilan bevosita bog'liq bo'lgan jarayonlarning yig'indisi (shakllantirish, tasdiqlash va nazorat qilishni anglatadi). U korxonaning ichki holatiga muvofiq ishlab chiqilgan.
Budjet tizimi - bu budjetlashtirish jarayonini amalga oshirish uchun foydalaniladigan chora-tadbirlar majmui. U quyidagi elementlardan iborat:
- mas'uliyat markazlari;
- moliyaviy tuzilma boshqaruv;
- budjetni shakllantirish usullari; - budjetni boshqarish;
- budjet konsolidatsiyasi.
Korxonada budjetlashtirishni tashkil etish, agar:
- mas'uliyat va vakolat tizimlari;
- xodimlar o'rtasidagi munosabatlarning qat'iy qoidalari;
- malakali kadrlar;
- birliklarning qabul qilingan va belgilangan vazifalari.
Moliyaviy budjetlashtirish jarayoni quyidagilarni o'z ichiga oladi:
- boshqaruv apparatida asosiy va ikkilamchi funktsiyalarni taqsimlash;
- yuqori sifatli axborot infratuzilmasini yaratish;
- majburiy buxgalteriya markazlarini belgilash;
- mas'uliyat markazlarini belgilash;
- ichki qoidalar yaratish , shuningdek, o'zlarining me'yoriy hujjatlari.
Korxonada budjetlashtirish qanday amalga oshirilishini yaqindan ko'rib chiqishdan oldin amaliy maslahat va tavsiyalar ko'rsatadigan shu bilan birga zamonaviy va jadal rivojlanayotgan bozor ishtirokchisiga budjetlashtirish tizimi nima uchun kerakligini chuqurroq tushunish uchun ushbu bosqichning. kompaniyaning o'zini o'zi belgilashi ahamiyatiga asosiy e'tibor qaratish lozim. Axir, budjet tizimini qurish kompaniyaning kelajagiga katta darajada ta'sir ko'rsatishi mumkin bo'lgan tashkilotni rivojlantirishning o'ta mas'uliyatli bosqichidir.
Shu bilan birga, korxonada budjet tizimini joriy etish avtomatlashtirilgan tizim va yangi hisobotlarni yakunlay oladigan dasturchiga ega bo'lish faqat ma'lumotni tegishli ravishda to'g'rilashni talab qiladi, deb o'ylamaslik kerak. Albatta, bu qiyin jarayonda ko'p narsa korxonaning axborot rivojlanishiga bog'liq, lekin hammasi emas. Mavjud tizim korxonada budjetlashtirish moliyaviy menejmentning professionalligi Budjet tizimini yaratish va takomillashtirishda hal qiluvchi rol o'ynaydi. Korxonada to'liq budjetlashtirish tizimiga va budjetni boshqarish tizimiga o'tish butun tashkilotda jiddiy tarkibiy o'zgarishlarsiz mumkin emas, chunki samarali budjet tizimini yaratish rahbariyat va xodimlardan jiddiy, tasdiqlangan, muvofiqlashtirilgan va yo'naltirilgan ishlarni talab qiladi.
Korxonada to'liq budjetlashtirish tizimiga va budjetni boshqarish tizimiga o'tish butun tashkilotda jiddiy tarkibiy o'zgarishlarsiz mumkin emas, chunki samarali byudjet tizimini yaratish rahbariyat va xodimlardan jiddiy, tasdiqlangan, muvofiqlashtirilgan va yo'naltirilgan ishlarni talab qiladi.
1-rasm. Budjet jarayoni mashruti.
Yagona budjet yoki asosiy budjet
Yagona budjet byudjet tizimining asosiy hujjati hisoblanadi. Uning asosiy vazifasi turli darajadagi menejerlarga oqilona boshqaruv qarorlarini qabul qilish imkonini berishdir.
Yagona yoki, shuningdek, asosiy yoki umumiy byudjet butun korxonani qamrab oluvchi va barcha ichki munosabatlarni ko'rsatadigan blok formatidagi barcha konsolidatsiyalangan ma'lumotlarni o'z ichiga oladi.
Katta budjet, odatda, biznes olamida farovonlik deyilganidek, kompaniyaning maqsadlari va uning bajarilishini ta'minlashga qaratilgan butun budjet jarayoni, ishchi guruhlar, yig'ilishlar, rejalar va qarorlar yig'indisi. Shuningdek, u resurslarni qayta taqsimlash va zaxiralarni qayta hisoblash imkoniyatidan boshlab, rejalashtirilmagan kredit resurslarini qidirish bo'yicha qarorlar qabul qilishgacha bo'lgan barcha operatsion muammolarni hal qilishga yordam beradi.
Vaqt o'tishi bilan asosiy budjetning funktsiyasi ham o'zgaradi: agar davr boshida bu xarajatlar va daromadlar rejasi bo'lsa, oxirida u erishilgan natijalarni baholash imkonini beruvchi nazorat va buxgalteriya vositasi vazifasini bajaradi va muhim boshqaruv xulosalarini chiqaradi.
Strategik boshqarish budjetlashtirish tizimiga muammosiz mos keladigan va kundalik faoliyatni amalga oshirish orqali korxonaning uzoq muddatli strategiyasini amalga oshirishga yordam beradi.
Xulosa: Maqolada ko'rib chiqilgan ushbu masalaning tarkibiy qismlaridan ko'rinib turibdiki, korxona budjet tizimini joriy qilish ishning boshlanishidir. Aytishimiz mumkinki, bu resurslar nuqtai nazaridan tashkilotning samarali moliyaviy va biznes boshqaruv tizimini shakllantirish poydevoridagi birinchi toshdir. Bundan tashqari, budjet tizimini doimiy ravishda takomillashtirish va uni vaqt o'tishi bilan modernizatsiya qilish kerak bo'ladi, chunki bu dinamikada budjetlashtirish bilan ishlash asosiy kafolat yoki aniqrog'i, samarali boshqaruvga intilayotgan kompaniya muvaffaqiyatining zaruriy shartidir.
Ko'rinib turibdiki, budjet tizimini qurish juda murakkab ko'p qirrali jarayon bo'lib, u kompaniyaning ichki o'ziga xos xususiyatlariga, boshqaruv tarkibi va ijrochilarning aloqasiga, shuningdek uning tarkibiy bo'linmalarining xususiyatlariga qarab etarli darajada o'zgaruvchanlikka ega. .
Yirik kompaniyalarda gigant kompaniyaning barcha darajalariga tegishli bo'lgan puxtaroq budjetni rejalashtirish zarurati tufayli yanada murakkab budjet tizimlarini joriy qilish mantiqan.
O'rta segmentdagi kompaniyalar o'zlarining budjet amaliyotini diqqat markazida bo'lgan kichik funksional tizimlar bilan boshlashlari mumkin ichki samaradorlik va optimallashtirish ishlab chiqarish jarayonlari kompaniyada. Shunday qilib, budjet tizimini o'rnatish biznes sohasi yoki kompaniya hajmidan qat'i nazar, har qanday korxonada dolzarb bo'lishi mumkin.
Biznes olamida budjetlashtirish asosiy boshqaruv vositasidir. Agar siz budjetni moddiy ob'ekt bilan taqqoslasangiz, unda siz Shvetsariyalik pichoqni tanlashingiz kerak, unda pichoqning o'ziga qo'shimcha ravishda barcha holatlar uchun barcha turdagi qurilmalar mavjud. Budjetlashtirish bilan ham xuddi shunday: u nafaqat ishni rejalashtirish va kompaniya biznesini nazorat qilish imkonini beradi, balki o'z vaqtida tahlil qilish, modellashtirish, prognozlash va samaradorlikni oshirish uchun imkoniyatlar yaratadi. Oxir oqibat, korxonada yuqori sifatli budjet tizimi biznesning yuqori raqobatbardoshligining kalitiga aylanadi.
REFERENCES:
1. Buxalkov M.I. "Ichki rejalashtirish: darslik", INFRA-M - 2000, 400 bet.
2. 2. Godin A.M. Budjet va byudjet tizimi Dashkov nashriyoti va K - 2001, 276 pp.
3. Xasanov B. A., Xoshimov A. A. Boshqaruv hisobida budjetlashtirish. T.: O‘qituvchi. 2004. 100 b
4. Shim D.K., Siegel D.G. "Tijorat byudjetlashtirish asoslari. Yo'l yurishi.
”, ABC - 2001, 496 pp.
https://doi.org/10.5281/zenodo.6464774
Head teacher of
Uzbekistan State World Languages University
Student of Masters degree
Uzbekistan State World Languages University
Annotation: the article contains phonetic transcriptions in the International Phonetic Alphabet (IPA). For an introductory guide on IPA symbols, and the article presents the term of Morphophonology as the branch of linguistics that studies the interaction between morphological and phonological or phonetic processes.
Keywords: Morphophonology, morphophonemes, conventions, phonetic, isolation, orthographies, conjunctive, disjunctive.
Morphophonology (also morphophonemics or morphonology) is the branch of linguistics that studies the interaction between morphological and phonological or phonetic processes. Its chief focus is the sound changes that take place in morphemes (minimal meaningful units) when they combine to form words.
Morphophonological analysis often involves an attempt to give a series of formal rules or constraints that successfully predict the regular sound changes occurring in the morphemes of a given language. Such a series of rules converts a theoretical underlying representation into a surface form that is actually heard. The units of which the underlying representations of morphemes are composed are sometimes called morphophonemes. The surface form produced by the morphophonological rules may consist of phonemes (which are then subject to ordinary phonological rules to produce speech sounds or phones), or else the morphophonological analysis may bypass the phoneme stage and produce the phones itself.
When morphemes combine, they influence each other's sound structure (whether analyzed at a phonetic or phonemic level), resulting in different variant pronunciations for the same morpheme. Morphophonology attempts to analyze these processes. A language's morphophonological structure is generally described with a series of rules which, ideally, can predict every morphophonological alternation that takes place in the language.
An example of a morphophonological alternation in English is provided by the plural morpheme, written as "-s" or "-es". Its pronunciation varies among [s], [z], and [ᵻz], as in cats, dogs, and horses respectively. A purely phonological analysis would most likely assign to these three endings the phonemic representations /s/, /z/, /ᵻz/. On a morphophonological level, however, they may all be considered to be forms of the underlying object ⫽z⫽, which is a morphophoneme realized as one of the phonemic forms {s, z, ᵻz}. The different forms it takes are dependent on the segment at the end of the morpheme to which it attaches: the dependencies are described by morphophonological rules. (The behaviour of the English past tense ending "-ed" is similar: it can be pronounced /t/, /d/ or /ᵻd/, as in hoped, bobbed and added.)
The plural suffix "-s" can also influence the form taken by the preceding morpheme, as in the case of the words leaf and knife, which end with [f] in the singular/but have [v] in the plural (leaves, knives). On a morphophonological level, the morphemes may be analyzed as ending in a morphophoneme ⫽F⫽, which becomes voiced when a voiced consonant (in this case the ⫽z⫽ of the plural ending) is attached to it. The rule may be written symbolically as /F/ -> [αvoice] / __ [αvoice]. This expression is called Alpha Notation in which α can be + (positive value) or − (negative value).
Common conventions to indicate a morphophonemic rather than phonemic representation include double slashes (⫽ ⫽) (as above, implying that the transcription is 'more phonemic than simply phonemic'). This is the only convention consistent with the IPA. Other conventions include pipes (| |), double pipes (‖ ‖) and braces ({ }). Braces, from a convention in set theory, tend to be used when the phonemes are all listed, as in {s, z, ᵻz} and {t, d, ᵻd} for the English plural and past-tense morphemes ⫽z⫽ and ⫽d⫽ above.
For instance, the English word cats may be transcribed phonetically as [ˈkʰæjəts], phonemically as /ˈkæts/ and morphophonemically as ⫽ˈkætz⫽, if the plural is argued to be underlyingly ⫽z⫽, assimilating to /s/ after a voiceless nonsibilant. The tilde ~ may indicate morphological alternation, as in ⫽ˈniːl~nɛl+t⫽ for kneel~knelt (the plus sign '+' indicates a morpheme boundary).
Inflected and agglutinating languages may have extremely complicated systems of morphophonemics. Examples of complex morphophonological systems include:
• Sandhi, the phenomenon behind the English examples of plural and past tense above, is found in virtually all languages to some degree. Even Mandarin, which is sometimes said to display no morphology, nonetheless displays tone sandhi, a morphophonemic alternation.
• Consonant gradation, found in some Uralic languages such as Finnish, Estonian, Northern Sámi, and Nganasan.
• Vowel harmony, which occurs in varying degrees in languages all around the world, notably Turkic languages.
• Ablaut, found in English and other Germanic languages. Ablaut is the phenomenon wherein stem vowels change form depending on context, as in English sing, sang, sung.
Until the 1950s, many phonologists assumed that neutralizing rules generally applied before allophonic rules. Thus phonological analysis was split into two parts: a morphophonological part, where neutralizing rules were developed to derive phonemes from morphophonemes; and a purely phonological part, where phones were derived from the phonemes. Since the 1960s (in particular with the work of the generative school, such as Chomsky and Halle's The Sound Pattern of English) many linguists have moved away from making such a split, instead regarding the surface phones as being derived from the underlying morphophonemes (which may be referred to using various terminology) through a single system of (morpho)phonological rules.
The purpose of both phonemic and morphophonemic analysis is to produce simpler underlying descriptions for what appear on the surface to be complicated patterns. In purely phonemic analysis the data is just a set of words in a language, while for the purposes of morphophonemic analysis the words must be considered in grammatical paradigms to take account of the underlying morphemes. It is postulated that morphemes are recorded in the speaker's "lexicon" in an invariant (morphophonemic) form, which, in a given environment, is converted by rules into a surface form. The analyst attempts to present as completely as possible a system of underlying units (morphophonemes) and a series of rules that act on them, so as to produce surface forms consistent with the linguistic data.
The isolation form of a morpheme is the form in which that morpheme appears in isolation (when it is not subject to the effects of any other morpheme). In the case of a bound morpheme, such as the English past tense ending "-ed", it is generally not possible to identify an isolation form since such a morpheme does not occur in isolation.
It is often reasonable to assume that the isolation form of a morpheme provides its underlying representation. For example, in some varieties of American English, plant is pronounced [plænt], while planting is [ˈplænɪŋ], where the morpheme "plant-" appears in the form [plæn]. Here, the underlying form can be assumed to be ⫽plænt⫽, corresponding to the isolation form, since rules can be set up to derive the reduced form [plæn] from this (but it would be difficult or impossible to set up rules that would derive the isolation form [plænt] from an underlying ⫽plæn⫽).
That is not always the case, however; the isolation form itself is sometimes subject to neutralization that does not apply to some other instances of the morpheme. For example, the French word petit ("small") is pronounced in isolation without the final [t] sound, but in certain derived forms (such as the feminine petite), the [t] is heard. If the isolation form were adopted as the underlying form, the information that there is a final "t" would be lost, and it would then be difficult to explain the appearance of the "t" in the inflected forms. Similar considerations apply to languages with final obstruent devoicing, in which the isolation form undergoes loss of voicing contrast, but other forms may not.
If the grammar of a language is assumed to have two rules, rule A and rule B, with A ordered before B, a given derivation may cause the application of rule A to create the environment for rule B to apply, which was not present before the application of rule A. Both rules then are in a feeding relationship.
If rule A is ordered before B in the derivation in which rule A destroys the environment to which rule B applies, both rules are in a bleeding order.
If A is ordered before B, and B creates an environment in which A could have applied, B is then said to counterfeed A, and the relationship is counterfeeding.
If A is ordered before B, there is a counterbleeding relationship if B destroys the environment that A applies to and has already applied and so B has missed its chance to bleed A.
Conjunctive ordering is the ordering that ensures that all rules are applied in a derivation before the surface representation occurs. Rules applied in a feeding relationship are said to be conjunctively ordered.
Disjunctive ordering is a rule that applies and prevents the other rule from applying in the surface representation. Such rules have a bleeding relationship and are said to be disjunctively ordered.
The principle behind alphabetic writing systems is that the letters (graphemes) represent phonemes. However, many orthographies based on such systems have correspondences between graphemes and phonemes that are not exact, and it is sometimes the case that certain spellings better represent a word's morphophonological structure rather than the purely-phonological structure. An example is that the English plural morpheme is written -s, regardless of whether it is pronounced /s/ or /z/: cats and dogs, not dogz. The above example involves active morphology (inflection), and morphophonemic spellings are common in this context in many languages.
REFERENCES:
1. The IPA provides single and double pipes for minor and major suprasegmental groups, and these are scarcely distinguishable from the letters for dental and alveolar-lateral clicks.
2. The IPA provides braces for prosodic notation.
3. Gibbon, Dafydd; Moore, Roger; Winski, Richard (1998). Handbook of Standards and Resources for Spoken Language Systems: Spoken language characterisation. Berlin; New York: Walter de Gruyter. pp. 61–
62. ISBN 9783110157345.
4. Collinge (2002) An Encyclopedia of Language, §4.2.
https://doi.org/10.5281/zenodo.6465090
SamSIFL, “International language and literature” 2-course
Abstract: Pedagogy is enriched with new types of training sessions, which are possible with the development of virtual reality technology. The usual trappings in distance learning and blended learning are complemented by interactive audio-video online sessions. As theoretical methods become more thoroughly explored, there is an increasing need to experiment with practical ones. Now we can see what role VR will play in the field of foreign language learning in the future. An analysis of the definition of the concept of virtuality made it possible to identify its main features and capabilities, allowing us to speak of virtual reality as an ideal educational environment.
Keywords: virtual reality, education, foreign languages, virtual reality technologies.
The study of the mechanisms of language and speech abilities of the processes of speech perception and speech generation showed that the most effective method of teaching a foreign language is the method of complete immersion, since students enter the natural language environment and are constantly in it. Since the possibility of living and studying abroad ,for the majority of foreign language learners, is not generally available, methodologists and teachers are constantly looking for alternative teaching methods and creating educational models close to the natural language environment.This includes both short-term language courses abroad, bilingual education, international academic mobility projects, and active learning methods, such as business games, video, immersion, case studies, etc.
It should be noted that the learning process in the classroom, no matter how organized and communicative, cannot replace the experience of real language learning. Scientists note that the study of a foreign language in textbooks and in the classroom as a whole limits the progress in mastering and using the language, which is especially noticeable in such areas as teaching vocabulary, speech rate, spontaneous speech and intercultural competencies.
These shortcomings emphasize, on the one hand, the importance of the language environment for effective learning, and on the other hand, the leading role of motivation in language learning. Accordingly, the development of new motivational environments for language learning, including virtual reality, is the main and necessary element of the learning process. The development of virtual reality technologies makes it possible to expand the boundaries of science and introduce innovations into all spheres of human activity.
In schools in the USA, China and Japan, such virtual technologies and virtual environments are already widely used, and virtual lessons are in full swing in Uzbekistan, augmented and virtual reality technologies are used only in some schools and universities.
This is not yet included in the compulsory education program.The concept of virtual reality is used to refer to three-dimensional computer macromodels. It rapidly expanded its terminological boundaries, becoming one of the universal chara cteristics of information activity.
After analyzing the definitions of the concept of virtuality proposed by various researchers, one can single out its main features - the relevance of virtual objects exists only actually here.
In pedagogy, virtual reality is mainly used as a special information space where a student can receive certain information, make contacts, elements of scientific, educational and project activities.
Virtual reality radically transforms the principle of visualization by creating a semblance of real objects through information modeling. As a result, the student gets almost the same or stronger personal experience in visual auditory tactile olfactory perception in the implementation of actions as in real interaction with similar situations. Virtual reality is one of the pinnacles of computerized learning.
It achieves overstimulation of the senses, similar to obtaining real perceptual experience, which is the basis of learning,
including intellectual learning.
A foreign language teacher using virtual reality can create real situational interaction, such as an interview when applying for a job situation in a restaurant at an airport, etc. Virtual space can vary depending on the goals of the language level, the time frame, the number of participants, the real or animated characters used devices, etc. The use of virtual reality helps to overcome many of the difficulties of traditional learning.
Why do 95% of people fail when learning a foreign language?
According to statistics, about 1 billion people study English, and for such a sample, the figure of 95% is a huge loss.
In a study conducted in 2010 , Professor of Linguistics, Carmen Munoz, identified the main reasons that hinder rapid and successful language learning:
Classes are limited to 2-4 sessions per week for 50 minutes per session.
The target language is not a language commonly used between peers.
The target language is often not used outside of the class.
The factor that unites these 3 reasons is the lack of immersion in the natural environment of using the language. In this regard, the emergence of AR and VR provides great opportunities.
Constant linguistic interaction with the society is the optimal environment for the successful learning of a foreign language. VR and AR can solve this problem.
At the moment, the market for educational products for learning languages in virtual reality is small. The list of scientific studies on this topic is limited to a small number of publications. Nevertheless, all scientific publications talk about the advantages of a virtual educational environment, such as visibility, involvement, focus, the effect of presence, overstimulation of the senses, safety, and many others.
For example, there is a specialized program called MondlyVR - an application specifically for learning languages. The student is “transferred>> to a virtual environment where they can interact with virtual characters using speech recognition technology. Immediately after starting the program, the student indicates his native language and chooses one of thirty languages for learning. The user can then choose in which situations they want to practice their communication skills: train, taxi, hotel reception, and restaurant. Students also take lexical mini-lessons on topics such as animals, vegetables, fruits, space.
The market for learning foreign languages in virtual reality is a lot of disparate developments of varying degrees of quality and completeness. Unlike the market for English textbooks, which has its own leaders and canons developed in the course of numerous studies, there are no such leaders in the field of virtual reality. It is important to remember that foreign language teaching techniques in virtual reality are one of the tools that complement the existing a set of methodological tools. Its effectiveness in comparison with other methods of remote language learning (Skype, mobile applications, online courses) has yet to be proven.And despite all the advantages and potential of VR, the use of technology should be reasonable and consistent with the principle of didactic expediency - new technologies should be used only in those educational situations where traditional methods are less effective. Modern language programs for general language training are not limited to exercises and texts from textbooks: the teacher tries to use audio, video, presentations, games, speaking cards, cases, online platforms, mobile applications and so on in his lessons, the list of tools is quite wide. We hope that virtual reality will become one of the available methods for learning foreign languages.
REFERENCES:
1. 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.
2. 340-344
3. 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
4. Online Education, 2(CSPI Conference 2), Узбекистан, С. 332-339
5. Abduramanova, D. V. (2021). Teaching foreign language using information and communication technology in pedagogical aspects. "Экономика и социум" №11(90), Россия.
6. Abduramanova, D. V. (2021). METHODS OF TEACHING ENGLISH AS
A
7. FOREIGN LANGUAGE. ACADEMIC RESEARCH IN
8. EDUCATIONAL SCIENCES, 2(8), 260-263.
9. Abduramanova, D., Aliyev, D., & Rasulmetova, S. (2021). STUDENT
10. AUTONOMY AS A PRINCIPLE OF ORGANIZATION OF LEARNING
11. FOREIGN LANGUAGES. ACADEMIC RESEARCH IN
EDUCATIONAL
12. SCIENCES, 2(5), 1588-1593
13. Abduramanova, D. V. (2021). TEACHING HETEROGENEOUS
CLASSES. ACADEMIC RESEARCH IN EDUCATIONAL SCIENCES, 2(3), 966-
970. DOI: 10.24411/2181-1385-2021-00494
14. Abduramanova, D., & Rasulmetova, S. (2020). UNDERSTANDING
THE RELATIONSHIP OF LANGUAGE CULTURE AND SOCIETY. Academic
15. Research in Educational Sciences, 1 (3), 1262-1265.
16. Abduramanova, D. V. (2020). SIGNIFICAT FEATURES OF
ORGANIZING SCIENTIFIC EXTRA-CURRICULAR ACTIVITIES. Academic
Research in
17. Educational Sciences, 1 (3), 718-722.
18. ntnews.ruhttps://ntinews.ru/in_progress/likbez/vr-po-angliyski-ilikak-uchityazyki-v-virtualnoy-realnosti.html
19. https://guides.library.utoronto.ca/c.php?g=607624&p=4938314
20. Cyberleninka.ru
21. https://www.iberdrola.com/innovation/virtual-reality
22. Lanier J. Jarons World: Virtual Horizon
23. Maslov E.A. , Khaminova A.A. Implementation of new technologies of virtual and augmented reality in the creative industries.
24. https://look-journal.ru/news/kak-vyucit-inostrannyj-azyk-spomosu-vr
25. https://www.elibrary.ru/item.asp?id=40835048
26. https://arnext.ru/news/keys-dnya-izuchenie-yazykov-v-virtualnoyrealnosti-19466
https://doi.org/10.5281/zenodo.6465459
Toshkent shahar, Bektemir tumani
O’zbek tili fani o’qituvchisi
Annotatsiya: O’quvchilarning o’zaro hamkorligi asosida dars samaradorligini oshirishi, mustaqil fikrlash, fikr-mulohaza yuritish, munosabat bildirish ko’nikmasini shakllantirish, ya’ni interfaol tushunchasini yuzaga keltirishi kerak. Bu usulda o’quvchi o’zi faol ishtirok etgan holda, yakka juftlikda, guruhlarda muammo va savollarga javob topishga harakat qiladi, fikrlaydi, baholaydi, yozadi, so’zga chiqadi, dalil hamda asoslar orqali qo’yilgan masalani yoritib berishga harakat qiladi. Bu esa o’quvchilarning xotirasida uzoq saqlanadi. Yangi mavzuni o’zlashtirishda tanqidiy, tahliliy yondosha oladi. O’qituvchi faqat yorug’ ko’rsatuvchi, kuzatuvchi vazifasini bajaradi, xolos. Kalit so’zlar: ona tili, ta’lim, prinsip, tarbiyaviy
Modomiki, maktab ta’limida ona tili eng asosiy va etakchi o`quv fanlardan ekan, oily ta’limning bakalavr tizimida “Ona tili o`qitish metodikasi” ham huddi shunday mavqega ega.
Ta`lim prinsiplari jamiyatimizning maktab oldiga qo`ygan talablaridan kelib chiqadi. Shaxsni har tomonlama rivojlantirish, uning ijodiy imkoniyatlarini kengaytirish, o`qitish prinsiplarini amalda qo`llash bilan chambarchas bog`langan.
O`qitish prinsipi nima? “Prinsip” lotincha so`z bo`lib, asos, qoida, talab singari ma`nolarni ifodalaydi. “O`qitish prinsipi” deganda dars samaradorligini ta`minlash, qoidalar tushuniladi. O`qituvchi ta`lim ishini tashkil etar ekan, ana shu qoida va talablardan kelib chiqadi va ular o`rtasidagi uzviy bo`gliqlikni ta`minlagan holda amalda tadbiq etish orqali ko`zlangan maqsadga erishadi.
Ta`lim jarayonida darsni tashkil etish, boshqarish, nazorat qilishda o`quvchi va o`qituvchi faoliyatiga qo`yiladigan talablar, didaktik qoidalar ta`lim prinsiplaridir.
Mazkur prinsiplar har bir o`quv predmetida o`ziga xos tatbiq etiladi.
Ta`limning tarbiyaviyligi prinsipi.
Ta`limning tarbiyaviyligi prinsipi yosh avlodni har tomonlama kamolotga etkazishni nazarda tutadi. Ona tilini o`rganish jarayonida o`quvchilarga milliy g`oya, ona Vatanga sadoqat, tabiatga muhabbat, kishilarga hurmat, ehtirom, yaxshilik, adolatli bo`lish kabi ijobiy xususiyatlar singdiriladi.
Ona tili darslarida yoshlarni tarbiyalash yo`llari ko`p:
- har bir mavzu va bo`limning ta`limiy imkoniyatlarini to`la ishga solish; - tanlangan matnlarning o`rganilayotgan til hodisasiga va sharqona tarbiya yunalishlariga to`la moslashtirish;
- darslikda berilayotgan ma`rifiy matnlar ham tarbiyaviy ahamiyatga ega bo`lishini ta`minlash shular jumlasidandir.
Ona tilini o`qitishda ta`lim, tarbiya va rivojlantirishning uyg`unligi prinsipi. Maktabda o`quvchilar ona tilining fonetikasi, leksikasi va garammatikasi yuzasidan o`ta zarur bol`gan ilmiy bilimlar silsilasi bilan qurollantiriladi. Ular ona tili imlosi, talaffo`zi, yozma nutqda tinish belgilarni to`gri ishlatish yuzasidan zarur ko`nikma va malakalar bilan taminlanadi. Ayni vaqtda ona tili mashg`ulotlari o`quvchi shaxsini tarbiyalash va uni rivojlantirish vositasi hamdir.
Ona tilini o`qitishda ilmiylik va tushunarlilik prinsipi. Ta`limning ilmiyligini va bolalar uchun tushunarli bo`lishi prinsiplari o`zaro bog`langan, birbirini to`ldiradigan didaktik kategoriyalardir.
Ona tilini o`qitishda sistemativiylik va izchillik prinsipi. Ma`lumki, ona tili o`quv predmeti sifatida ma`lum sistemadan iborat. Bu sistema o`zbek tilining fonetik, leksik, grammatik, tomonlarini o`z ichiga oladi. Ana shu til tizimini tashkil qilgan unsurlarning har bir o`ziga xos xususiyatlarga ega bo`lishi bilan bir qatorda, ular bir-biri bilan uzviy va chambarchas bog`langan. Maktabda tilning fonetikasini o`rganmasdan uning grammatikasini o`rganish mumkin emasligi isbot talab qilmaydigan haqiqatdir. Fonetika va grafikani etarli darajada o`zlashtirgan o`quvchigina leksikani puxta o`zlashtiradi. Leksika puxta o`rganilgach, so`z turkumlarini o`rganish osonlashadi. Shuning uchun til hodisalarini o`zaro uzviy aloqadorlikda o`rganish uning samaradorligini ta`minlovchi asosiy vosita sanaladi.
Ta`limda izchillik prinsipi sistemalilik prinsipi bilan uzviy bog`lanan. Kishining kundalik faoliyatida ham, o`quv ishlarida ham mustaqillik muntazamlilik bo`lishi shart. Akademik I.T. Pavlov: “Ishning boshlanishidayoq o`zingizni fan asoslarini izchil egallashga o`rgating. Fanning eng yuksak cho`qqilarini egallashdan oldin uning ibtidosini o`rganing. Oldingilarini o`zlashtirmasdan turib, keyingilarini o`rganishga utmang”, -deb o`quvchilarga maslahat beradi.
Ona tilini oqitishda nazariyani amaliyot bilan bog`lash prinsipi. Ona tili o`qitishda nazariyani amaliyotga bog`lash daganda o`quvchilardan tildan egallayotgan ilmiy-nazariy bilimlarini amalda qo`llashini ta`minlash, ularni mustaqil turmush uchun zarur bo`lgan amaliy ko`nikmalar bilan qurollantirishni tushunamiz. Nazariyani amaliyotga bog`lash ona tilini o`qitishni foydali maqsadlarga burish. Urganilayotgan til hodisalarini o`quvchilarning nutqiy faoliyatini rivojlantirishga buysundirish, til ta`limini hayot bilan, kundalik turmush bilan, odamlaring mehnat faoliyati bilan bog`lash demakdir.
Ona tilini o`qitishda onglilik, faollik va mustaqillik prinsiplari. Didaktik adabiyotlarda onglilik deganda o`rganilayotgan mavzuga oid axborot mazmunini asosli egallash, xulosa va umumlashmalarni chuqur va atroflicha fahmlash, mavzu yuzasidan bilimlarni sistemali va to`g`ri bayon qilish, egallangan bilimlarning ishonch va e`tiqodga aylanishi, o`rganilgan bilimlardan turmushda mustaqil foydalana olish tushuniladi. Bu prinsip til hodisalarining mohiyatini anglab, tushunish, ongli o`zlashtirishni talab qiladi.
Onglilik prinsipi. Onglilik bilimlarni ongli ozlashtirishga yo`naltirilgan prinsipdir. U quyidagi xususiyatlarga ega:
- ta`limning asosiy maqsadi, hayot uchun zaruriyligini aniglash;
- daliliy materiallarni ongli egallash va o`zaro farqlay olish;
- bilimlarni o`rganish, mustahkamlash, takrorlash;
- egallangan va o`zi erishgan natijalarni baholay bilish xususiyatlarini tarbiyalaydi.
Demak, ona tilini o`qitish metodikasida onglilik prinsipiga asoslanish ma`no va mazmunni anglab, amaliy vazifalar – so`rash, tinglash, o`qish, yozish kabilarni bajarishda o`zlashtirilgan ko`nikma va malakaga, ijodiy tashabbuskorlikka, mustaqillikni oshirishga imkon beradi.
Ona tili ta`limi ongliligi quyidagi prinsiplarga asoslanadi:
1. So`z boyligini oshirish va ma`naviy guruhlar ustida ishlash.
2. Fikr bildirishda mantiqiy izchillikni ta`minlash.
3. Tilning ifoda imkoniyatlaridan to`g`ri va o`rinli, nutqiy vaziyatlardan mos ravishda foydalana olish.
4. Mustaqil va ijodiy mushohada malakalarini shakllantirish. Ijodiy tafakkur kurtaklarini rivojlantirish.
5. Kommunikativ savodxonlik, zamonaviy texnik vositalardan tik o`rganish jarayonida unumli foydalanishning turli usul va vositalarini bilish.
Lingvopsixologik o`quv topshiriqlari tizimini ona tili ta`limiga joriy etish, o`quvchi ongida mustaqil mushohada yuritish, so`z tanlash va fikr bildirish ehtiyojini hoil qilishga, ko`nikma va malakalarini shakllantirishga, nutqiy faoliyat ko`lamini kengaytirishga xizmat qiladi.
O`quvchi - ta`lim – o`qituvchi tizimida o`zaro munosabatlar tasnifi quyidagicha: DTS talabiga ko`ra o`quvchi ta`lim jarayonining faol sub`ekti sifatida o`zi izlanishi, til hodisalarini kuzatish, farqlashi, tahlil va tasnif qilishi, xulosalashi lozim. Shunday usullar bilan ishlash orqaligina biz o`quvchilarda mustaqil va ijodiy tafakkurni shakllantirishimiz, rivojlantirishimiz mumkin.
Yangilangan ta`limning mazmuni, mohiyati, tarkibiy shakllanishi asoslarini quyidagicha belgilasa bo`ladi:
1. Anglash, baholash, amaliy qo`llay olish zarur bo`lgan til vositalari, imkoniyat va me`yorlarning izchil tizimini dars jarayoniga tatbiq etish.
2. Nutqiy faoliyatni bosqichma-bosqich shallantirishda og`zaki va yozma nutq malakalarini hosil qilish va rivojlantirish.
Shundagina o`quvchi fikr bildirishga shoshmaslikka, mustaqil mushohada yuritishga, so`zlashdan oldin har bir so`zni o`ylab ko`rishga, sharoitga mos so`z tanlash va o`z nutqida o`rinli ishlatishga o`rganadi. Unda so`zga mas`ullik hissi paydo bo`ladi, ixcham, ravon va raso so`zlashga odatlanadi.
Mustaqillik va faollik prinsipi.
Mustaqillik va faollik orqaligina o`quvchi ta`limining faol sub`ektiga aylanadi. Mustaqillik faollik uchun sharoit yaratsa, faollik mustaqillikni tarbiyalashga asos bo`ladi.
“Agar bolalar erkin fikrlashni o`rganmasa, berilgan ta`lim samarasi past bo`lishi muqarrar. Albatta bilim kerak. Ammo bilim o`z yo`liga. Mustaqil fikrlash ham katta boylik”, - deb ta`kidlaydi. Prezidentimiz I.A.Karimov.
Kishining mustaqil aqliy faoliyat ko`rsatishi mustaqil fikrlashi orqaligina amalga oshirilishi hech kimga sir emas. A.Disterverg aytganidek: “Mustaqil faoliyatga etaklovchi ta`lim haqiqatga, go`zallikka, ezgulikka xizmat qiladi, xarakter va ishonchli tarbiyalaydi”.
Mashg`ulotlarda mustaqil ishlarni tashkil etish, qo`yilgan muammo, savol, topshiriqlar mohiyatidan kelib chiqib, o`quv jarayonini boshqaradi, yosh avlodda mustaqillik va faollikni tarbiyalaydi. Bu esa:
- o`zlashtirilgan bilimlardan amaliyotda foydalanish ko`nikmalarini shakllantiradi va o`stiradi;
- o`quvchilar o`z kuchiga, o`z bilim imkoniyatlariga ishonchni mustahkamlaydi;
- bilim, hissiy aniq tasavvur hosil qilish bilan birga ta`rifu-tasniflarning mohiyatini anglashga, tasavvurni tushuncha darajasida o`zlashtirishga olib boradi.
Ona tili mashg`ulotlarida asosiy e`tibor o`quvhilardagi ijodiy fikr mahsulini mustaqil va izchil bayon etishga, so`z boyligini oshirishga qaratilishi lozim.
O`quvchi har bir mashg`ulotda mustaqil va ijodiy ishlashi, tilning mavjud imkoniyatlaridan unumli foydalanishi, so`z boyligini oshirishi, so`zning ma`nosi, urg`usi mohiyatiga qarab o`z nutqida qo`llashi, ravon va tiniq so`zlash malakasini egallashi darkor.
Masalan: 1-topshiriq …il, …ul, …ol so`zlari oldiga bir undosh qo`shib, yangi so`zlar yasang.
Bil, dil, jil, zil, yil, nil, sil…
Bul, gul, kul, pul, tul, shul, kul…
Bol, lol, mol, tol, fol, pol, hol, kol…
2-topshiriq hosil bo`lgan so`zlarning ma`nodosh va uyadoshlarini toping.
Namuna: bil-o`rgan…, bul, shul, ushal, bol-asal.
Ularning ma`nolarini sharhlash orqali o`quvchining nutqiy malakasini shakllantiradi.
3-topshiriq o`quvchilar o`zlari topgan so`zlar ishtirokida so`z birikmalari hosil qiladilar, matn yaratadilar.
Til mashg`ulotlarida bunday o`yin – topshiriqlardan foydalanish yoshlarni mustaqil fikrlashga, darsda faol qatnashishga undaydi. Mustaqillik va faollik prinsiplarini amalda qo`llash ta`lim tizimini takomillashtirishda, o`quvchilarning bilish faoliyatini, mustaqilligini tarbiyalashda yaxshi natija beradi.
O`quvchilarni yoshi va shaxsiy xususiyatlari hamda o`quv imkoniyatlarini hisobga olish prinsipi. Ta`lim jarayonida o`quvchilarning yoshi va shaxsiy xususiyatlari hamda o`quv imkoniyatlarini hisobga olish didaktikaning eng muhim prinsilaridan biri bo`lib, u ona tili o`qitish samaradorligini oshirishda muhim ahamiyat kasb etadi. Bu prinsipga amal qilmay turib, til hodisalarini puxta va ongli o`zlashtirishga erishib bo`lmaydi.
Masalan: “Ko`chirma va o`zlashtirma gap” mavzusini o`rganishda quyidagi tarbiyaviy mantdan foydalansa bo`ladi.
O`g`ri.
Bir boyning tillasi yuqolibdi. U qoziga borib arz qilibdi. Qozi da`vogarning uyidagi hamma xizmatkorlarni to`plab, har biriga bittadan tayoq beribdi. Qozi da`vogarning uyidagi hamma xizmatkorlarni to`plab, har bittadan tayoq beribdi.
Ularga: “Kimda kim pul o`g`irlagan bo`lsa, uning tayog`i ertaga bir enli uzayib qoladi: -debdi.
Hamma tarqalib o`z ishi bilan mashg`ul bo`libdi. Lekin o`g`ri vahimaga tushibdi:
tayog`i uzayib, siri ochilib qolishdan qo`rqibdi. Natijada u tayog`idan bir
enlikcha yerini qirqib tashlabdi.
Topshiriq. 1. Matnni tugating. Boshqa sarlavha toping.
2. 1-2 gaplar shaklini o`zgartiring.
3. Qozi aytgan gapning mazmuniga e`tibor bering. Uni o`z so`zingiz bilan ayting.
4. Tilla, pul, qozi so`zlariga ma`nodoshlar toping.
Masalan: “Gapning uyushiq bo`laklari” mavzusini o`rganishda Mahmud Qoshg`ariyning “Devonu lug`atit turk” asaridan keltirilgan matndan foydalanish mumkin. “Men turklar, turkmanlar, ug`izlar, chigillar, yag`molar, qirg`izlarning shaharlarini, qishloq va yaylovlarini ko`p yillar kezib chiqdim, lug`atlarni to`pladim, turli so`z xususiyatlarini o`rganib, aniqlab chiqdim. Men bu ishlarni til bilmaganligim uchun emas, balki bu tillardagi har bir kichik fikrni ham aniqlash uchun qildim. Ularga shunchalik diqqat qildimki, bu tillar butunlay dilimga jo bo`ldi. Ularni har tomonlama puxta, bir asosda tartibga soldim”.
Topshiriq. 1. Matnni diqqat bilan o`qing va sarlavha toping.
2. Men bu ishlarni mazkur tillardagi har bir kichik farqlarni ham aniqlash uchun qildim”,- degan gapning mazmuniga diqqat qiling.
3. Gap shakllarini o`zgartirib, o`z so`zingiz bilan ayting.
Ona tili darsligi uchun tanlangan mantlar ta`limiy va tarbiyaviy yo`nalishda, rangbarang mavzularda, shaklan va mazmunan mukammal, mantiqan to`g`ri, tili soda va ravon, o`qituvchi uchun tushunarli bo`lishi maqsadga muvoviqdir. Ana shundagina matn, matn yaratish tizimi va matn tahlili o`quvchi uchun zarur bo`lgan natijani beradi – kommunikativ savodxonlik darajasini oshirishga xizmat qiladi.
Metodikada ilmiylik prinsipi – o`quv predmetlarini hozirgi fan yutuqlari zaminida bayon qilishi talab etsa, tushunarlilik prinsipi o`quv predmetlarini bolalarning yoshi, shaxsiy xususiyatlari, hayotiy tajribalari, tayyorgarlik darajasiga moslashtirishni, ya`ni oddiydan murakkabga, xususiydan umumiyga borishni taqozo qiladi.
Ona tili o`qitish metodikasida ilmiylik va tushunarlilik prinsiplariga birbirini to`ldiradigan va dars samaradorligini ta`minlaydigan yagona prinsip sifatida qaraladi. Bu ikki prinsipni parallel ravishda amalga oshirishda.
- til fanidagi tushuncha va atamalarning ma`nosini sharhlash, atroflicha, atroflicha tahlil qilish, puxta o`zlashtirishni ta`minlash;
- til sathlarini o`zaro aloqadorlikka o`rganish;
- til va nutqni farqlab o`rganish usul va vositalarini topish va amaliyotda qo`llash.
- o`quvchilarning yosh imkoniyatlarini, zehni, iqtidorlarini hisobga olish, mustaqil ijodiy fikrlash, uning mahsulini nutq sharoitiga mos ravishda og`zaki va yozma tarzda to`g`ri, sodda, ravon ifodalash ko`nikmalarini shakllantirish va rivojlantirishga yo`naltirilgan lingvopsixologik o`yin-topshiriqlardan foydalanish ko`zda tutiladi.
Masalan: kecha va kunduz so`zlarining uxshash va farqli tomonlarini aniqlang va sharhlang.
1. Uxshashlik: berilgan kucha va kecha so`zlar:
- harflar sonining tengligi;
- bir xil undosh bilan boshlanishi;
- talaffuz ohangidagi yaqinlik;
- oxirgi bug`unning – cha bilan tugallanishiga ko`ra bir-biriga yaqin talaffuz qilinadi.
2. Farqi: birinchi bug`undagi ikki xilligi;
- lug`aviy ma`nosi; kecha-tun, oqshom; kucha-aholi yashaydigan joylarda yulovchilar o`tib turadigan, transport qatnaydigan yo`l.
Izchillik prinsipi.
Ta`lim izchilligi uchun tizimlilik o`lchov hisoblanadi. Bu haqda Ya.A.Komenskiy aytadi: “Mashg`ulotlarni shunday o`tkazish kerakki, unda keyin o`rganiladigan hodisa o`rganilganlarga asoslansin, hozirgisi keyingilarini o`rganishda mustahkamlansin”.
Haqiqatdan ham, o`quvchilarning nutqiy tayyorgarligiga tayanish, ularning oldingi sinflarda hosil qilgan bilimlarini hisobga olish, o`rganilgan va o`rganiladigan bilimlar urtasida aloqadorlikni ta`minlashga izchillik prinsipi orqali erishiladi.
Masalan: ot, uning ma`nosi, suroklari, birlik va ko`plikda, kelishik, egalik qo`shimchalari bilan qo`llanishi kabi boshlang`ich ma`lumotlarga tayanib, o`quvchilar ot so`z turkumi vositasida so`z birikmalari va gaplar kurishni o`rganishi tizimli va izchil bilim olishga zamin hozirlaydi.
Ko`rsatmalilik va onglilik prinsiplari.
Ta`limda ko`rsatmalilikdan foydalanish o`tiladigan mavzuni zoxiriy ifodalash va egallangan bilimlarni takrorlash va mustahkamlash yuzasidan belgilanadi. Boshlang`ich sinflarda uyunchoqlar, rasmlar, narsa buyumlarni bevosita kuzatish, ushlash va ularning mantiq-mohiyatini chuqurroq anglashga, qurilganlarni og`zaki ifodalash ehtiyoji esa o`quvchida boyitish, mustaqil mushohada ko`nikmasini rivojlantirishga, birlamchi nutqiy malakalar hosil bo`lishiga yordam beradi.
Yuqori sinflarda xususan, akademik litsey va kasb-hunar kollejlarida ko`rgazmalilikni yanada kengroq qamrovda tashkil qilish maqsadga muvofiq. Turli timsoliy belgilar, rangli jadvallar, lingafon , magnitafon, diktafon, radio va televideniya ko`rsatuvlari, o`quv – o`rgatuv texnikasining so`ngi yutug`lari: kopmyuter, multimediya, kolidoskop, vodeoglaz singarilardan unumli va samarali foydalanish o`quvchining ijodiy va nutqiy barkamolligini tanlash, ma`naviy dunyoqarashini kengaytirishga shart-sharoit yaratadi.
Zamonaviy darslik va o`quv qo`llanmalarini takrorlash, umumlashtirish, egallangan buyumlarni mustahkamlashga qaratilgan grammatik jadvallar, kompyuterda ishlashga yunaltirilgan dasturlar, fikrlash jarayonini jadallashtirishga qaratilgan o`quv topshiriqlari, ijodiy tafakkur doirasini kengaytiruvchi savol, topshiriq va boshqotirmalar bilan boyitilishi maqsadga muvofiq.
O`quvchi shaxsida nutqiy tadbirkorlik, notiqlik san`ati kurtaklarini rivojlantirish, og`zaki va yozma matn yaratish malakasini shakllantirish e`tibordan chetda qolib ketmasligi lozim.
Til hodisalarini o`rganishda eng samarali va sinalgan grammatik vositalardan biri ko`rgazmali kommunikativ jadvallardir.
Kommunikativ jadvallar ishlatilishi maqsadiga ko`ra turlicha bo`ladi:
1. Leksik jadvallar.
2. Fonetik jadvallar.
3. Grammatik jadvallar.
4. Imloviy (orfografik) jadvallar.
5. Stilistik uslubiy jadvallar.
6. Aralash jadvallar (imlo va so`z yasalishi fonetika va so`z tarkibi) Jadvallar yasalgan materialiga ko`ra ikki xil ko`rinishda bo`ladi.
1. Bosma (grafik) jadvallar (har xil hajmli oq qog`oz yoki materialga ishlanadi)
2. Slayd jadvallar (rangsiz kleyonkaga rangli tasvirda tushuriladi)
Bundan tashqari hozirgi o`zbek adabiy tilini o`rganishda zamonaviy texnika vositalari bo`lmish:
1. Lingafondan foydalanish ya`ni eshituv a`zolari orqali to`g`ri
talaffuzki, qiroat san`atini o`rganish;
2. Video kurs: o`zbek tilining talaffuz me`yorlari audio-video muloqotini o`rganish.
3. Kommunikativ savodxonlikni ta`minlashga qaratilgan kompyuter o`quv dasturlaridan foydalanish yaxshi natijalarga olib keladi. Masalan:
- imloviy dasturlar (bunda o`quvchining imlo savodxonligini oshirishga qaratilgan o`quv mashqlari disketlarga joylanadi);
- fonetik hodisalar kompyuter dasturi (bunda fonetika bo`yicha o`quv mashqlari disketlarga beriladi);
- Grammatik dastur (morfoligiya va sintaksis o`quv topshiriqlari tuzilib, disketlarga joylashtiriladi);
- Stilistik (uslubiy) dastur. Bunda o`quvchining uslubiyat bo`yicha egallagan bilim va ko`nikmalarini shakllantirish, so`z tanlash, gapni kengaytirish va ixchamlashtirish, berilgan matnni davom ettirish va matn yaratishning bosqichli tizimi (MYaBT) ustida ishlash uchun mo`ljallangan savol va topshiriqlar, mashqlar, ma`rifiy hamda topshiriqli rasmlar (mustaqil matn yaratish uchun) beriladi.
- Audio-vedio dasturlar. Ularda muayyan bir sharoitda bo`lib o`tgan uchrashuvlar, ilmiy-amaliy kengash va anjumanlar, marosimlar (yubiley, to`y, kelin salom, beshik to`yi); bayramlar – Mustaqillik kuni, Navro`z taronalari, yangi yil oqshomi, bitiruvchilar kechasi (oqshom) tasvirlari videotasmalarga tushirilib, videokassetalarga tartib bilan joylahtiriladi.
Yuqorida keltirilgan o`quv dasturlaridan 1-, 2-, 3 – si so`z boyligini oshirish, fonetika, orfoefiya, leksikologiya, morfologiya, va sintaksis yuzasidan egallangan bilim, malaka va ko`nikmalarni mustahkamlash uchun tavsiya etilgan bo`lsa, 4- va 5- dasturlar o`quvchining yozma va og`zaki nutqini shakllantirish, matn yaratish malakalarini rivojlantirish uchun mo`ljallangan.
Bundan tashqari hozirgi o`zbek adabiy tilini o`rganish jarayonini kodoskop, mul`timedia, “Videoglaz” kabi zamonaviy va zaruriy o`quv texnikasi bilan ta`minlanishi, ularning o`quv muassasalarida mavjud bo`lishi hamda amaliyotga tatbiq etilishi bugungi kunning dolzarb vazifasi hisoblanadi.
Hozirgi kunda o`zbek tili o`qitish metodikasi fanini yutuqlari bilan boyitilmoqda, yangi avlod darslik va o`quv qo`llanmalari yaratilmoqda.
Ulardan biri Sizning e`tiboringizga havola qilinayotgan “Hozirgi o`zbek adabiy tilini o`rganishda kommunikativ jadvallardan foydalanish” nomli yangi o`quv qo`llanmasidir. Unda asosiy e`tibor so`z boyligini oshirish, egallangan Grammatik bilimlarni takrorlash, mustahkamlash va umumlashtirish, so`zlash va so`z tanlash mahoratini, matn yaratish hamda nutq madaniyatini shakllantirishga qaratilgan.
Qo`llanmaga ilova qilingan kommunikativ ko`rgazmali jadvallar o`zbek adabiy tilida qo`llaniladigan barcha til hodisalarini qamrab olgan bo`lib, test topshiriqlari tuzish va uni echishda zaruriy ashyo vazifasini o`taydi.
Ona tili darslarida, kodoskop va videoglaz singari o`quv texnikasidan samarali foydalanish mumkin. Chunonchi, kodoskop yordamida slayd – jadvallarni maxsus ekranga tushirish mumkin bo`lsa, videoglaz barcha tasviru – yozuvlarni, ko`zga ko`rinadigan barcha jonzotu mavjudotlarni, test topshiriqlaridan tortib, insho matnlarigacha teleekranga chiqarib berishi mumkin. “Videoglaz” ga nisbatan kodoskopning imkoniyatlari ancha chegaralangan. Kodoskop faqatgina shaffof plyonkadagi tasvirlarni ekranga chiqarishga moslashtirilgan. Oq qog`ozdagi tasvir kodoskopda ko`rinmaydi. Shuning uchun ekranga tushirilishi lozim bo`lgan har bir tasvir (test, yozuv, shakl) rangsiz (shaffof) plyonka varrakchalarga rangli flomasterlarda yozilishi maqsadga muvofiq.
Uyga berilgan topshiriqni plyonkada bajarib kelgan o`quvchi o`z ijodiy ishini ekranga tushirib, o`rtoqlari muhokamasiga tashlashi, o`z fikri va yaratgan yangiligini himoya qilishi, to`g`ri yoki noto`g`riligi aniq bir xulosa va echimga kelihi mumkin.
Ta`lim texnologiyasida “portlash” effektini beradigan eng yangi texnika vositasi bu- “Videoglaz”. Uning ishlatilishi ko`lami, ichki imkoniyatlari benihoya keng bol`ib, o`qituvchidan katta ijodiy tajriba va pedagogic mahoratini talab qiladi.
“Videoglaz” ning qulayligi, benuqsonligi shundaki, u videokameraga uxlash ko`z vazifasini o`taydi. Unda hamma narsa bevosita teleekran yoki ko`chma ekranga qayta tasvir uchun uzatilaveradi. Bu ta`lim jarayonida tafakkurning mutlaq tantanasiga, inson aqlu zakovatining turli qirralarini ochib beruvchi, bolaga o`z iqtidorini namoyish qilish imkoniyatini yaratib beruvchi omilga aylantiradi.
Ona tili o`qitishning o`ziga xos prinsiplari.
Tilshunoslik fanida o`rganiladigan bilimlarning asoslari, ularning o`ziga xos xususiyatlari batafsil bayon etiladi.
Tilda nimani qanday, qancha, o`rganish, o`zlashtiriladigan bilimlar hajmi va mazmuni kabi masalalar bilan metodika fani shug`ullanadi.
Demak, til o`qitishning metodik prinsiplari ham tilshunoslik, ham uslubshunoslikning o`ziga xos xususiyatlariga ko`ra belgilanadi.
Ijodiy tafakkurni rivojlantirish
Ijodiy tafakkur, ijodiy izlanish mustaqil fikrlash orqali rivojlanadi.
Natijada:
- o`quvchidagi noma`lum bo`lgan til hodisalarini bilish jarayoni faollashadi;
- egallangan bilimlarning puxtaligi va qiziqarliligi ta`minlanadi.
- Til materillarini qilishga qiziqish ortadi.
Demak, tafakkurni o`stirish til mashg`ulotlarida til hodisalarini kuzatish, takrorlash, tasnif qilish, umumlashtirish, uxlash vositalardan eng qulayini to`g`ri tanlay olish ko`nikmalarini shakllantirish asosida yuzaga keladi.
Til ta`limi oldida turgan dolzarb vazifalardan biri nutq madaniyatini rivojlantirishdir. Nutqning ifodaliligi va ta`sirchanligini (so`z urg`usi va mantiqiy u`rg`u, pauza va ovoz tembri, nutq sur`ati, tovush, bug`un, so`z, gaplarni ravon aytish, gap mazmuniga ko`ra darak, so`roq, buyruq, undov ohangi bilan ayta olish) ta`minlashda ko`nikma va malakalar ham ona tili mashg`ulotlarida shakllanadi.
Tilning barcha bo`limlari ham nutqiy rivojlantirishda keng imkoniyatga ega.
Masalan: “Fonetika” ni o`rganishda so`zdagi ma`lum bir tovushni uzgartirib, tovushdosh, so`zlar hosil qilish, shuningdek, o`zakdosh, qo`shimchadan qofiyadosh, ohangdosh so`zlar yasash, ularning lug`aviy ma`nolari hamda ma`no guruhlari ustida ishlash o`quvchi so`z boyligini oshiradi, nutqiy malakalarini shakllantiradi.
1-topshiriq. Berilgan so`zni zinapoya shaklida kengaytirib, yangi so`zlar yasang. Har bir so`z oldingisidan bir tovush bilan farqlansin.
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1.2. Hosil qilingan so`z ma`nosini sharhlang.
1.3. Ulardan so`z birikmalari hosil qiling.
1.4. Mazkur birikmalar ishtirokida gap tuzing.
“Leksikologiya” ni o`rganishda so`zning o`z va ko`chma ma`nosini farqlash, ko`p ma`noli, ma`nodosh, uyadosh, shakldosh so`zlar ustida ishlash so`z boyligini oshirish va boyitishga xizmat qiladi. Yosh avlod qalbida o`z ona tili bilan faxrlanish, unga muhabbat hissini tarbiyalaydi.
1-topshiriq quyida berilgan gaplarni o`qing. Bosh so`zi qaysi ma`noda ekanligini aniqlang.
1. Oybekning boshi og`ridi. 2. Oybekning boshi yaxshi ishlaydi. 3. Urushda qancha bahodirlarning boshi ketdi. 4. Fermerga o`n bosh qora mol berildi.
2-topshiriq. Gaplarni o`qing. Qaysi so`z o`z ma`nosida, qaysisi ko`chma ma`noda ishlatilganini ayting.
1. Navoiy asarlarini o`qiyman – Navoiyni o`qiyman.
2. A.Oripov she`rlaridan yod oldim – A.Oripovdan yod oldim.
3. Samovarda suv qaynaydi. – Samovar ………..
Ona tili darslarida lingvopsixologik topshiriqlar ustida ishlash aqliy faoliyatni rivojlantiradi, o`quvchilarda diqqat, xotira, tafakkur kabi intellectual qobiliyatlarni o`stiradi, mustaqil va ijodiy izlanishga urgatadi.
REFERENCES:
1. X.Ne`matov, O.Bozorov. Til va nutq. Toshkent. “ O`qituvchi” 1993 yil.
2. X.Ne`matov, A.G`ulomov. Maktabda til sathlarini o`zaro bog`lab o`rganish. Toshkent. 1992 yil.
3. E.Agzamov. Ona tilidan muammoli dars, “ Til va adabiyot ta`limi” jurnali. 1993 yil 3-4 qo`shma soni. 27-30 betlar.
4. Yu. K.Babanskiy. Hozirgi zamon umumiy ta`lim maktabida, o`qitish metodlari. Toshkent. “ O`qituvchi” 1990 yil.
5. M.Mahmutov. Maktabda muammoli ta`limni tashkil qilish. Toshkent. “O`qituvchi” 1981 yil.
6. M.Saidov. Muammoli ko`rgazmalardan foydalanish. “ Til va adabiyot ta`limi” jurnali. 1993 yil. 5-6 qo`shma soni. 13-14 betlar.
7. www.ziyonet.uz
TOG’AY MURODNING “OTAMDAN QOLGAN DALALAR”
https://doi.org/10.5281/zenodo.6464941
Andijon davlat universtiteti
Filologiya fakulteti
III-bosqich 303-guruh talabasi
Anotatsiya: ushbu maqolada yuksak mahoratga ega bo’lgan va xalq tilini yaxshi anglay olgan yozuvchi Tog’ay Murodning “Otamdan qolgan dalalar” asarida qo’llangan bosh bo’laklar va ikkinchi darajali bo’laklarning semantik-grammatik xususiyatlariga to’xtalib o’tilgan va asardan misollar keltirilgan.
Kalit so’zlar: badiiy asar tili, shevaga xos so’zlar, parsellyatli konstruksiyalar, og’zaki va yozma nutq, sintaktik-kommunikativ birliklar.
Badiiy adabiyot san’atning so’z bilan shamoyil topadigan, boshqalaridan ko’lam va ifoda yo’sini bilan farqlanadigan favqulodda o’ziga xos turidir. Shu ma’noda badiiy adabiyot badiiy-estetik butunlik sifatida nihoyatda murakkab tarkiblanishga ega. Muallif tafakkurining badiiy ifodasi sifatida namoyon bo’ladigan ana shunday serqamrov butunlik mohiyatida badiiy asar tili tahlilining muhim o’rni bor. Badiiy asar lingvopoetikasi bilan shug’ullangan olimlarimizning ta’kidlashlaricha, asar tilini tahlilga tortish barobarida yozuvchining shaxsiy manerasini, uning tilidan mohirona foydalanish imkoniyatlarini aniqlash uchun ijodkor yaratgan asarlar tilini o’rganish muhimdir.
Sintaksisning asosiy birligi gap ekanligi hamisha e’tirof etilgan, matn yoki uning biriklari gapdan yirik, oliy sintaktik-kommunikativ birliklar hisoblanishi lozimligi bugungi kun lingvistikasining asosiy qoidalaridan biriga aylanib ulgurdi. Aytish lozimki, tayyorgarliksiz og’zaki nutq va tayyorgarlik bilan ishlangan yozma nutq o’rtasida muayyan struktur-uslubiy farqlar, o’ziga xosliklarning mavjudligi tabiiy, ammo bu o’ziga xosliklar birining mahsulini matn emas, ikkinchisining mahsulini esa matn deyishga hech bir asos bo’la olmaydi. Shubhasizki, og’zaki nutq birlamchi, yozma nutq esa ikkilamchidir, shuning uchun ham yozma matn uchun og’zaki ntqning “genetik asos” bo’lishi aksiomadir. Matnni shakllantirishda har qanday vaziyatda ham so’zlashuv uslubiga murojaat qilmaslikning iloji yo’q.
O’zbek romanchiligida modern adabiyot yo’nalishiga o’zining ulkan hissasini qo’shgan adib Tog’ay Murod ham “Otamdan qolgan dalalar” asarida og’zaki nutqning yozma nutqqa asos bo’la oladigan jihatlariga ishora qiladi. Masalan, Oqposhshoning odamlari Ibodin saqovni haqoratlab, turtib o’tadi. Shunda bobomiz ushoqday Ibodin saqovni dast ko’tarib, chet oladi. O’ngiri bilan bet-boshini artadi. Shundan ko’rinadiki, Jamoliddin ketmonda millatdoshlariga mehr-muhabbat tuyg’usi ufurib turadi.
“Otamdan qolgan dalalar” romanini o’qir ekansiz, milliy istiqlol mafkurasining g’oyalaridan biri bo’lgan millatlaro totuvlik g’oyasi ilgari surilganiga guvoh bo’lamiz. Bu holat asar qahramonlari nutqida ham o’z aksini topgan:
Bobomiz Qurbon qoraqirg’izni quruq qo’ymayin deya, qo’yin kovlaydi.
Qurbon qoraqirg’iz bobomiz bilagidan ushlaydi.
-Tek o’tir o’zbek, tek o’tir, - deydi.
-O’zbek qo’ynida bo’ldi nima, qoraqirg’iz qo’ynida bo’ldi nima.
Millatlararo tootuvlik g’oyasi – qadriyat bo’lib, turli xil xalqlar birgalikda istiqomat qiladigan mintaqa va davlatlar milliy taraqqiyotini belgilaydi, shu joydagi tinchlik va barqarorlikning kafolati bo’lib xizmat qiladi.
“Otamdan qolgan dalalar” asari zamonaviy romanga xos xususiyatlarni o’zida mujassamlashtirgan bo’lib, yangi o’zbek romani mezonlarini ham birmuncha oydinlashtiradi. Asardagi har bir voqea tafsiloti va qahramonlar qiyofasi, nutqi va ichki o’y-kechinmalari talqinida qishloq hayoti va paxtakorlar turmushini ich-ichidan bilgan va o’sha jafokash odamlar qalbiga qalbini payvand qilib, ularga astoydil hamdard bo’la oladigan xaqg’oy bir adibning o’tkir nigohi, chuqur ijodiy mushohadakorligi va ezgu niyatlari baralla sezilib turadi.
“Otamdan qolgan dalalar” romanining semantik-grammatik xususiyatlariga to’xtaladigan bo’lsak, bosh bo’laklarning ifodalanishiga e’tibor qaratamiz. Bosh bo’laklarni biz ega va kesimga bo’lamiz. Ega shaklidagi parsellytasiyalarda ajratilgan bo’lak muallifning estetik niyati ro’yobiga xizmat qiladi. Bunda, asosan, ega sintaktik maqomdagi bo’lak muayyan gap tarkibidan uzib olinganda, o’sha bo’lak aynan ta’kidlanayotgandek bo’ladi. Bosh bo’laklarsiz gap hosil qilib bo’lmaydi. Gaplar o’zaro grammatik aloqaga kirishgan bo’laklardan hosil bo’ladi. Gapda so’zlar o’zaro grammatik aloqaga kirishmasa gapning mazmuni yo’qoladi. Shuning uchun so’zlar bir-biri bilan grammatik qo’shimchalar yoki ohang yordamida aloqaga kirishadi. Asarda gapda bo’laklarning joylashish tartibi odatdagi tartibda va o’zgargan tartibda amalga oshirilgan. Masalan, Men dalalarimni deya, qaytib kelaman! Ushbu gapda bosh bo’laklar odatdagi tartibda joylashgan, ya’ni kesim gapning oxirida keldim so’zi bilan ifodalangan. Men olmoshi esa gapda ega vazifasini bajarib, gapning boshida qo’llanilgan. Dalalarim-ayollarim xazon-xazon umri. Berilgan ushbu gap esa o’zgargan tartibda bo’lib, umri so’zi ega vazifasini bajargan, xazon-xazon so’zi esa kesim bo’lib egadan oldin qo’llanilgan. Bu gapimizni odatdagi tartibga keltiradigan bo’lsak, “Dalalarim-ayollarim umri xazonxazon” bo’lishi kerak edi. Yozuvchi egani parsellyatsiya sifatida gapdan tashqariga chiqargan.
Tog’ay Murodning “Otamdan qolgan dalalar” romanining grammatik qurilishida gapni grammatik jihatdan bog’lovchi grammatik qo’shimchalar shevaga xos tarzda qo’llangan. Fikrimizning dalili sifatida quyidagi parchani keltirib o’tamiz: Men farg’onachi Jamoliddin ketmon nabirasi bo’laman. Keltirilgan ushbu gapda farg’onachi so’zi o’rnida Farg’onada yashovchi birikmasi qo’llanilishi mumkin edi, biroq adib asar qahramonlarining qayerga, qaysi hududga tegishli eknaligini kitobxonga ko’rsatish uchun sheva so’zlardan foydalangan. Romanda ikkinchi darajali bo’laklar ham semanik-grammatik tahlil qilinganda, badiiy matnda to’ldiruvchilarni ham parsellyat sifatida jumladan tashqariga chiqarish kuzatiladi. Bunda alohida jumla maqomidagi to’ldiruvchi kuchli ta’kid oladi. Masalan, Gap yo’q, so’z yo’q burchakda turgan yermoyini olibdi-da, yelkasidan quyibdi. –Yelkasidan quyibdi? Yermoyini-ya? Yermoyini-ya so’zi parsellyatli konstruksiyada yermoyini-ya? Shakldagi to’ldiruvchi parsellyat sifatida mantiqiy va emotsional ta’kidni kuchaytirishga xizmat qilgan. Badiiy matnda to’ldiruvchilarni parsellyat sifatida, jumladan, tashqariga chiqarish juda keng kuzatiladi. Shuni ham aytish joizki, to’ldiruvchilarning har ikki turi ham, ya’ni vositali to’ldiruvchilar ham, vositasiz to’ldiruvchilar ham parsellyat sifatida asosiy gaplardan tashqariga chiqarilishi va ta’kid olishi mumkin.
Xulosa qilib aytganda, yozuvchi Tog’ay Murod o’zining “Otamdan qolgan dalalar” romani bilan prozada o’zig xos uslubni yarata olgan adibdir. Uning asarlarining keng kitobxonlarga manzur bo’lishining asosiy sabablaridan biri asarlarining xalq tiliga yaqinligidir. Yozuvchi o’z asarida so’zdan va gap tuzilishi qonuniyatlaridan mahorat bilan foydalana olgan. Hatto so’zlashuv va shevaga oid unsurlarda ustalik bilan foydalana olganki, uni o’qigan kitobxon ularning ma’nosini kontekst orqali osongina tushuna oladi. Asar tilida qo’llanilgan gap bo’laklari o’ziga xosligi jihatidan boshqa asarlar tilidan farqlanadi.
FOYDALANILGAN ADABIYOTLAR RO’YXATI:
1. M.Qurbonova., M.Yo’ldoshev. Matn tilshunosligi. – Toshkent.:
Universitet. 2014.
2. M.Yo’ldoshev. Badiiy matn va uning lingvopoetik tahlili asoslari. – Toshkent.: Fan. 2007.
3. N.Mahmudov. O’zbek tilidagi sodda gaplarda semantik-sintaktik assimetriya. – Toshkent.:O’qituvchi. 1984.
4. N.Mahmudov va boshqalar. O’zbek tilining mazmuniy sintaksisi. – Toshkent. 1991.
5. Tog’ay Murod. Otamdan qolgan dalalar. – Toshkent.: Sharq. 1994.
6. Carlisle, J. F., & Felbinger, L. (1991). Profiles in listening and reading comprehension. Journal of Educational Research, 84, 345–354.
7. Curtis, M. E. (1980). Development of components of reading skill. Journal of Educational Psychology, 72, 656–669.
8. https://hongkongtesol.com/blog/2019/06/receptive-skills-englishteachers-how-teach-listening-and-reading
9. https://www.teachingenglish.org.uk/article/using-poems-developreceptive-skills
https://doi.org/10.5281/zenodo.6464698
Yunusov Ismat Inogomovich
Candidate of Technical Sciences, Associate Professor
Master's student Tashkent Institute of Chemical Technology
Annotation: This article deals with the development and implementation of automation systems directly in production processes, including research, design and installation, as well as the development of e-learning resources.
Key words: technological processes, machine-building enterprises, high-precision and robust, modern production, automatic systems, electronic educational resources
The problems to be solved in the automation of production processes of modern production are the knowledge of specialists on the principles of construction and operation of various automation devices, methods of creating different types and classes of automated systems, as well as general technical it also requires mastering the language. This should be expressed in a language that is equally understandable to professionals dealing with the installation, configuration and operation of automation systems in a logically considered and technically based system of automation of a technological process. At the same time, all specialists should have a unified understanding of the equipment of the automation system, the implementation of the given rules of adjustment, methods of installation of instruments and automation, transmission of pulse and command lines and source lines.
In the process of modern engineering, it is possible to understand the set of activities that carry out the production of certain machines, equipment, hardware and other products in the production process.
The production process involves a wide range of issues related to different types of production, different technological processes, computer calculations, various elements of the production process.
A machine-building enterprise is a complex that ensures the uninterrupted operation of all elements of the production process. In mechanical engineering, the production process consists of three main stages: supply, processing, and assembly. There are zagotova workshops for procurement, where various technological processes are carried out.
The main volume of processing is carried out in machine-building enterprises. Heat treatment between individual processing operations is carried out at specialized heat plants or at heat treatment plants with the help of appropriate machines. In the assembly shops, the finished parts are mounted on the mechanism and equipment, assembled one by one on the basis of the technological process. They are inspected after each assembly.
In recent years, extensive work has been done to automate control and assembly processes, and to create control-assembly and automated lines. Automation of these processes will allow, first of all, to improve the quality of products produced in large manufacturing industries (vacuum devices, radio elements, hardware, etc.), as well as to automate control and assembly. The control and assembly of finished products involves more workers than their production.
Although automation is produced in enterprises with a mass character of products, the increase in the range of products allows them to use more and more flexible automated systems in serial enterprises.
Equipment equipped with software control is also being used effectively in serial production conditions. Mechanization is only inefficient. Automation of loading and unloading operations. Similarly, these products are used to transport interdepartmental and domestic vehicles, as well as to accumulate and expend mutual operational reserves.
In order to improve the quality of project documentation, reduce their volume and duration, the design of technological process automation systems should be based on instructional and normative materials that incorporate advanced industry experience in the field of automation, as well as normative materials of general industrial and sectoral nature. When designing technological automation systems, it is necessary to make maximum use of standard designs, solutions, constructions, etc.
The schematic diagram of automation is the main technical document of the project, which shows the level and principle of automation of the technological device. This reflects all the key decisions made at the initial stage of building a management system. The drawing should provide an understanding of the control object, the tools used in control, adjustment, program control, signaling, blocking, protection and automation. Usually alarm, blocking and protection are extended in special drawings. The schematic diagrams show the scheme of the technological device, along with the control bodies and communications, the means of automation, the schematics of the interaction between the various devices of the technological units and the means of automation.
Automation problems are solved using technological means, which include selected devices, means of identifying primary information, means of information exchange and processing, means of presentation and output of information to service personnel, and auxiliary means.
REFERENCES:
1. Yusupbekov N.R. and others. "Technological process control systems", Tashkent, 1997.
2. Yusupbekov N.R. and others. "Automation and automation of production processes." - Tashkent, 1982.
3. Mansurov X.N. "Automation and automation of production processes", Tashkent 1987.
ТАЛАБАЛАРГА РУС ТИЛИНИ ЎРГАТИШДА ПЕДАГОГИК ТЕХНОЛОГИЯЛАРНИНГ АҲАМИЯТИ
https://doi.org/10.5281/zenodo.6464486
Алиева Ш.Б.
Ўзбекистон давлат жисмоний тарбия ва спорт университети Хорижий тиллар кафедраси ўқитувчиси
Аннотация: Мақолада бугунги кунда талабаларга рус тилини ўқитишда педагогик технологияларнинг аҳамияти ва қўлланиши ҳакида фикр юритилган. Таълим жараёнида турли интерфаол усулларни қўллашда ўқитувчида мавжуд бўлиши керак бўлган компетенцияни шакллантириш бўйича тавсиялар берилган.
Таянч сўзлар: рус тили, педагогик технологиялар, таълим жараёни, компетенция, инновация, метод, таълим мазмуни.
Аннотация: В статье освещаются вопросы применения педагогических технологий в процессе преподавания русского языка студентам. Даны рекомендации по формированию компетенции учителя, которая необходима при применении им различных интерактивных методов в процессе обучения.
Ключевые слова: русский язык, педагогическая технология, процесс обучения, компетенция, инновация, метод, содержание образования.
Annotation: The article points out the issues of the use of pedagogical technologies in the process of teaching russian language to students today. Recommendations are given on the formation of the teacher's competence, which is necessary for the use of different interactive methods in the learning process.
Keywords: russian language, pedagogical technology, learning process, competence, innovation, method, content of education.
Албатта, Юртбошимиз илгари сураётган ташаббуслар, амалга ошираётган кенг кўламли ислоҳотлар провардида илм-маърифатли баркамол авлод билан юртимиз равнақи жаҳонга юз тутиб, ўзининг мустаҳкам ўрнига эга бўлади. Таълим ва тарбия жараёнини тубдан ислоҳ қилиш бугунги куннинг долзарб масаласи сифатида эътироф этилар экан, ҳар биримизнинг зиммамизга илм-маърифатли келажак авлодни тарбиялашдек улкан масъулиятни юклайди.
Республикамизда жаҳон ҳамжамиятига янада интеграциялашувга йуналтирилган тизим яратиш максадида Ўзбекистон Республикаси Президентининг 2021 йил 19 майдаги ПҚ-5117-сон «Ўзбекистон республикасида хорижий тилларни ўрганишни оммалаштириш фаолиятини сифат жиҳатидан янги босқичга олиб чиқиш чора-тадбирлари тўғрисида»ги ПҚ-5117-сон Қарори тасдиқланди. Замонавий педагогик ва ахборот-коммуникация технологияларидан фойдаланган ҳолда ўқитишнинг илғор услубларини жорий этиш йўли билан, ўсиб келаётган ёш авлодни чет тилларга ўқитиш, шу тилларда эркин сўзлаша оладиган мутахассисларни тайёрлаш тизимини тубдан такомиллаштириш ҳамда бунинг негизида, уларнинг жаҳон цивилизацияси ютуқлари ҳамда дунё ахборот ресурсларидан кенг кўламда фойдаланишлари, халқаро ҳамкорлик ва мулоқотни ривожлантиришлари учун шарт-шароит ва имкониятлар яратиш мақсадга мувофиқ.
Кадрлар тайёрлаш миллий дастурида ҳалкнинг бой интеллектуал мероси ва умумбашарий қадриятлари, замонавий маданият, иқтисодиёт, фан, техника ва технологияларнинг ютуқлари асосида кадрлар тайёрлашнинг мукаммал тизимини шакллантириш Ўзбекистон тараққиётининг муҳим шартидир, деб алоҳида таъкидланади.
Дарҳакикат, бугунги тараққиёт ҳар бир ўқитувчидан ўзига хос ижодкорлик, малака ва тажрибани тақозо этмоқда. Бу ўз навбатида ўқитувчилар зиммасига катта масъулият юклайди. Рус тилини хорижий тил сифатида ўқувчиларга ўргатишдан мақсад уларнинг шу тилда сўзлаш, ёзиш, тинглаб ва ўкиб тушуниш каби кўникмаларини шакллантириш билан бир қаторда талабаларнинг тафаккури, мулоқот маданияти, билим олишга қизиқиши, фаоллик, мустақиллик, маҳнатсеварлик, қизиқувчанликни уйғо-тишга қаратилади. Уларнинг ақлий ва нутқий қобилиятини муваффаққиятли ўстириш келгусида фанларни пухта ўзлаштиришга имконият яратади. Талабаларда рус ва чет тиллари орқали мустақил ва ижодий фикрлаш кўникмаларини шакллантиришда илўор педагогик технологиялар ўзига хос аҳамият касб этади.
Бугунги кунда ўқитувчига қўйиладиган муҳим талаблардан бири ҳам илғор педагогик технологиялар билан танишиш, амалда қўллаш ва шулар орқали талабаларни мустақил фикр қобилиятини янада такомиллаштиришдан иборат.
Узлуксиз таълим тизимининг ҳамма бўғинларида ҳам ўқитувчи дарс жараёнида ноанъанавий дарсларда педагогик технологиялардан фойдаланади, лекин олий таълим муассасаларида рус тилини талабаларга ўргатишда дарснинг мақсад ва мазмунидан келиб чиқиб, педагогик технологияларни дарсда қўллаш мақсадга мувофиқдир.
Ўқитувчи дарс жараёнида педагогик технологияларни ишлатишда куйидагиларга эътибор бериши лозим:
- талабалар онгида муайян мавзу асосида янги тушунчаларни ҳосил қилиш;
- янги мавзуга оид қоида, атамалар моҳиятини очиб бериш;
- янги мавзуни ўтилган мавзулар билан изчилликда етказиш;
- талабаларнинг фикрлаш даражасини ривожлантириб бориш;
-таълимий ўйинларнинг изчиллиги, хилма-хиллиги ва қизиқарли бўлишига эришиш;
- шу машғулотнинг ўзида янги билим асосида шаклланган кўникмаларни текшириб бориш;
- талабаларнинг психологик хусусиятларини ҳисобга олиш; - дарс жараёнида талабалар иштирокини кучайтириб бориш.
Демак, шуни таькидлаш керакки, келажагамиз бўлган ёшларнинг эркин фикрловчи, баркамол шахс бўлиб шаклланиши учун уларни ҳар томонлама ривожлантириш зарур. Жумладан, рус ва чет тилларини ўрганиш даражалари мазкур мақсадни амалга оширишда талабаларнинг психологик, жисмоний ва ижтимоий жиҳатларини ўрганиб, ўзларини эркин тутиши ва фикрини мустақил ифодалашда тўсик бўладиган салбий психологик ҳолатларни аниқлаш ва бартараф этишда қўлланилиши лозим. Ўқитувчи ҳам пeдaгoг, ҳам пcиxoлoг бўлиб қoлмacдaн, yлap билaн ишлaш тexникacини ҳам билиши лoзим.
Юқopидaги мaқcaддaн кeлиб чикиб, бугунги кyндa тaълим жapaëнидa қaнчaлик ycтaлик билaн пeдaгoгик тexнoлoгиялapдaн ўз ўpнидa, мaқcaдли фoйдaлaнca, дapc caмapaдopлиги юқopи бўлaди.
Бугунги ҳap бир фaн ўқитувчи ўз фaнининг xycycиятидaн клиб чиқиб, тaълим жapaëнидa турли интepфaoл ycyллapдaн фoйдaлaнмoқдa. Бизнинг йўнaлишимизнинг мaқcaди бoшқa фaнлapдaн фapқли paвишдa нoaнъaнaвий дapcлapдa пeдaгoгик тexнoлoгиялapнинг турли интepaктив ycyллapидaн фoйдaлaниб, талабаларга рус тилида эркин фикpлaшгa ўргатишдиp.
Дapcлapининг тўғpи, aниқ, изчил caмapaли бўлиши учун бугунги кyндa ўқитувчи кyйидaгилapгa эътибop бepиши лoзим.
Биpинчидaн, пeдaгoгик тexнoлoгиялapдaн фoйдaлaниш opқaли ўқyвчилapнинг билим, кўникмa вa мaлaкaлapни пyxтa ўзлaштиpиши, тaълимнинг тyшyнapлилик, изчиллик вa киришимлилик, нaзapияни aмaлиëт билaн бoғлaш, кўpгaзмaлилик, бугунги куннинг янги ëндaшyвлapи, мyльтимeдиa талабалapнинг oнглилигини aмaлгa oшиpиш opқaли тaъминлaнaди.
Иккинчидaн, талабалapгa фaқaтгинa рус тилини ўpгaтишгинa эмac, бaлки дўcтлapи билaн рус тилида мyлoқoтни тaшкил қилиш ҳам муҳим aҳaмият каc6 этиши лoзим.
Учинчидaн, ҳap бир ўқитувчи пeдaгoгик тexнoлoгиялapдaн дapc жapaëнидa фoйдaлaнишдa интepфaoл ycyллapдaн ўз ўpнидa фoйдaлaниши зapyp.
Tўpтинчидaн, талабалapнинг фикpлaш фaoлиятини шaкллaнтиpиш учун талабалapнинг тил билиш даражаларини ҳиcoбгa oлиб, турли дидaктик вa poлли yйинлap тaшкил этиши мумкин.
Бeшинчидaн, ўқитувчи интepфaoл ycyллapдaн – ўқитувчи вa талаба ҳaмдa ўкyвчилapapo биpгaликдaги ҳapaкaтдaн фoйдaлaниши кepaк.
Олтинчидaн, талабалap ўтилган мaвзyни эcдaн чиқapмacликлapининг oлдини oлиш мaқcaдидa тaкpopлaш фаол aмaлгa oшиpилиши лозим.
Ўқитувчи кимни ўқитади, нимани ўргатади ва қандай технологиялар асосида ўргатади? деган савол қўйилади. Бунинг учун хорижий тил ўқитувчиси, авваламбор, ўз она тилини, унинг фонетикаси, грамматикасини мукаммал билгандагина хорижий тилни қиёслаш орқали ўқувчиларга ўргата олади.
Рус тилини хорижий тил сифатида самарали ўқитишда турли интерфаол усулларни тавсия этиш мумкин. Мураккаб мавзуларни талабалар онгига осонгина сингдириш учун педагогик технологияларнинг турли хил методларидан фойдаланиш мақсадга мувофиқдир. Масалан, «Аклий ҳужум», «Кластер», «Кизил ва яшил рангли карточкалар билан ишлаш», «БББ» (биламан, билишни хоҳлайман, билиб олдим), «Венн диаграммаси» методлари шулар жумласидандир.
Ўзбекистонлик олим, профессор Н.Саидаҳмедовнинг таъкидлашича, «ҳозирги кунда ўқитувчилар ўқитиш методикасини кўп ҳолларда технологиялардан ажрата олмаяптилар». Методика ўтиш жараёнини ташкил этиш ва ўтказиш бўйича тавсиялар мажмуасидан иборатдир, методикадан кўзланган мақсад предмет мавзуларига оид назарияларни аниқ ҳодисалар текислигига кўчиришдир. Педагогик технология (ПТ) ўқитиш жараёнининг ўзаро боғлик қисмларини ташкилий жиҳатдан тартибга келтириш, босқичларини қуриш, уларни жорий этиш, шартларини аниқлаш, мавжуд имкониятларни ҳисобга олган ҳолда белгиланган мақсадга эришишни таъминлайди. Булардан ташқари, хорижий тил дарсларини ўтишда ўқитувчи ҳар хил усуллар: аудио дарс (тинглаб тушуниш), видео дарс, интернет дарси, саёҳат дарси, мусиқа дарси, «модуль» дарс, баҳс-мунозара, мусобақа дарси, «Заковат» ва интерфаол педагогик усуллардан фойдаланиши мумкин.
Таълим ҳар доим ўқитувчидан ўз устида ишлаш, изланишни талаб этади. Бугунги кун ўқитувчиси компетенциявий ёндашув асосида инновациялар жорий килиши, лойиҳалаштириш асосида замонавий педагогик технологияларни излаш лозимдир. Дарс жараёнида ўқитувчи ўқувчи нутқи, мустақил фикрлай олиши, ўз фикрини рус тилида бемалол ифода эта олиши, ёзма иш, суҳбат, ҳикоя, мустақил фикрига таяниши каби шаклларга эътибор бериши лозим. Педагогик технологиялар дарс жараёнида дарснинг мазмуни, мақсадига мувофиқ равишда қўлланилса, у ижобий самара беради. Рус тилини хорижий тил сифатида ўргатишда қандай шакл, метод ва воситалар ташкил этилишидан қатъи назар энг аввало педагогик технологиялар:
- таълим-тарбия жараёнининг самарадорлигини ошириш;
- ўқитувчи ва талаба ўртасида ўзаро ҳамкорликни яратиш;
- талабаларда мустақил, эркин ва ижодий фикрлаш кўникмаларини шакллантириш;
- педагогик жараёнда демократик ва инсонпарварлик ғояларининг устуворлигига эришишни кафолатлаши лозим.
Педагогик технологиялардан фойдаланилганда, талабаларнинг билим салоҳияти, фанга бўлган қизиқишлари янада ортади; билим, малака, кўникмалар янада шаклланади ва ўзлари танлаган фаннинг асосий тушунчаларини фарқлай оладилар. Ўқитувчи дарс жараёнида интерфаол усуллардан фойдаланишдан олдин мавзу бўйича асосий тушунчалар ҳақида маълумот бериб ўтади. Шундан сўнг, ўқувчи талабаларнинг мустақил равишда ўзлаштиришлари, такрорлашлари, олган маълумотлари доирасини кенгайтиришлари ва мантиқий фикр юритишлари осон кечади. Бунда интерфаол усулларнинг аҳамияти янада ошади.
Демак, рус тилини хорижий тил сифатида педагогик технологиялар орқали ўқитиш уларга тилни мукаммал эгаллашларида муҳим аҳамият касб этади.
ФОЙДАЛАНИЛГАН АДАБИЁТЛАР:
1. Ўзбекистон Республикаси Президентининг 2021 йил 19 майдаги ПҚ-5117-сон «Ўзбекистон республикасида хорижий тилларни ўрганишни оммалаштириш фаолиятини сифат жиҳатидан янги босқичга олиб чиқиш чора-тадбирлари тўғрисида»ги Қарори.
2. Ўзбекистон Республикаси Вазирлар Маҳкамасининг 2013 йил 8 майдаги «Узлуксиз таълим тизимининг чет тиллар буйича давлат таълим стандартини тасдиқлаш тўғрисида»ги 124-сонли қарори. // Ўзбекистон Республикаси қонун ҳужжатлари тўплами, 2013 й., 20-сон, 251-модда.
3. Кенжабоев А. Педагогик технологиялар - дарс самарадорлигининг муҳим омили. - Т.: «Навруз», 2012.
4. Саидахмедов Н. Педагогик технологиялар. - Т.: «Фан», 2006.
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6. Худойкулов Х.Ж., Кенжабоев А. Замонавий педагогик технология таълим самарадорлигининг асосидир. - Т.: «Навруз», 2013.
СЕМАНТИЧЕСКОЕ ПОЛЕ «СЕМЬЯ» В РУССКОЙ И УЗБЕКСКОЙ
ИДИОМАТИКЕ
https://doi.org/10.5281/zenodo.6464387
Арипова Дилнозахон Вахобжон кизи
магистр Кокандского государственного педагогического института
Аннотация: В статье анализируют основные тенденции в использовании семантического поля «Семья» в формировании идиоматики в русском и узбекском языке; выявляются когнитивные основы этого процесса.
Ключевые слова: идиоматика, когнитивная лингвистика, семантическое поле, концепты родства, лингвокультурная специфика, дифференциальные признаки.
Annotation: the article analyzes the main trends in the use of the semantic field "Family" in the formation of idioms in the Russian and Uzbek languages; the cognitive foundations of this process are revealed.
Key words: idiomatics, cognitive linguistics, semantic field, kinship concepts, linguocultural specifics, differential features.
Анализ внутренней формы русских фразеологических единиц свидетельствует о том, что для носителей языка семья представляет собой ячейку общества, ядро которой составляют члены нуклеарной семьи, причем связи родителей – детей оказываются более значимыми, нежели связи супругов. Значительно менее концептуально значимыми оказываются связи кровных родственников не по прямой линии. Еще в большей степени это относится к различного рода свойственникам.
Вместе с тем русская семья достаточно патриархальна. Это проявляется не только в том, что в нуклеарной семье кровное родство играет большую роль по сравнению с брачным союзом, но и в том, что номинации родственников мужского пола используются значительно чаще, чем женского (ср.: брат – 29 ФЕ, сестра – 13 ФЕ).
Причиной этого, на наш взгляд, является то, что в российском обществе до настоящего времени в известной степени сохраняется установившийся с древнейших времен патриархальный уклад – с главенством мужчины в доме. Издревле мужчины несли ответственность за благополучие членов своего племени и семьи: добывали еду, защищали от врагов, возводили поселения, правили государствами. Это обусловило их привилегированное положение и в семейной иерархии.
Кроме того, патриархальность русского концепта семья проявляется также в том, что он в большей степени ориентирован на прошлое, поскольку в целом номинаций родственников старшего поколения, то есть предков, больше, нежели номинаций поколения младшего, особенно второго поколения (ср.: дед (дедушка) – 11 ФЕ; бабушка – 4 ФЕ; внучка – 2 ФЕ; внук– 1 ФЕ).
Наконец, анализ внутренней формы русских фразеологизмов явно указывает на то, что носители русского языка предпочитают употреблять основные терминологические обозначения членов семьи. Синонимические варианты (преимущественно словообразовательные и/или диминутивы) фиксируются исключительно в составе ядерной части СПС (нуклеарный тип), подчеркивая не только то, что именно связь родителей с детьми, а также детей между собой представляется наиболее значимой, но и то, что именно эти связи оказываются наиболее близкими в эмоциональноличностном отношении.
В целом различная избирательность отдельных членов СПС в анализируемых фразеологических корпусах (ср. отсутствие в английской идиоматике ФЕ с лексемой grandson ‘внук’) свидетельствует о том, что в концептуальной картине мира русского и узбекского этносов они и связанные с ними концептуальные коннотации играют разную роль, что отражается, в частности, в тех семантических (и концептуальных) преобразованиях, что происходят с терминами родства в составе ФЕ.
Тем более важным представляется тот факт, что в обоих языках наиболее востребованными и, следовательно, концептуально значимыми являются номинации ближайших кровных родственников нуаклеарной семьи, причем преимущественно мужского пола.
ИСПОЛЬЗУЕМАЯ ЛИТЕРАТУРА:
1. Словарь-тезаурус современной русской идиоматики / под ред. А. Н. Баранова, Д. О. Добровольского. М., 2007 ;
2. Словарь русского языка : в 4-х т. / Под ред. А. П. Евгеньевой. М., 1999 ;
3. Фразеологический словарь русского языка / под ред. А. И. Молоткова. М., 1978 ;
4. Фразеологический словарь современного русского литературного языка : в 2-х т. / под ред. А. Н. Тихонова. М., 2004.
5. Бирих А. Русская фразеология. Историко-этимологический
словарь. М., 2005 ;
6. Мержоева З. Концепты родства в молодежном языковом сознании русских и ингушей : дис. … канд. филол. наук. Саратов, 2009. С. 5.
7. Алефиренко Н. Фразеология в свете современных лингвистических парадигм. М., 2008. С. 23 ; Телия В. Русская фразеология. М., 1996. С. 214.
ТАЛАБА-ЁШЛАРДА ФУҚАРОЛИК МАДАНИЯТНИ
РИВОЖЛАНТИРИШДА ТАЪЛИМ ИНТЕГРАЦИЯСИНИНГ ТУТГАН
ЎРНИ
https://doi.org/10.5281/zenodo.6462760
Бозоров Зайниддин Аширович
Бухоро давлат тиббиёт институти Ўзбек тили ва адабиёти кафедраси ўқитувчиси
Аннотация: Мақолада мамлакатимизда устувор йўналиш саналган ёш авлодни ҳар томонлама баркамол қилиб тарбиялашнинг муҳим омилларидан бири, фуқаролик маданиятини ривожлантиришда таълим интеграцияси ва фанлараро алоқадорлик тушунчаларининг мухим ўрни ҳақида фикр юритилган.Талаба – ёшларнинг шахс сифатида шаклланишида бу педагогик тушунчаларнинг тутган ўрнига изоҳ берилган .
Калит сўзлар: таълим тизими; интеграция; педагогика; психология; фанлараро боғлиқлик; алоқадорлик; технология; ижтимоийлашув; тафаккур; жамият; қонуният; фуқаролик маданияти.
Аннотация: В статье раскрывается важнейшая роль интеграции и межпредметных связей в развитии гражданской культуры, как приоритетное направление в воспитании гармонично-развитого поколения. Уточняется значимость этих педагогических понятий в сформировании как личности студентов молодежи.
Ключевые слова: система образования; мотив; педагогика; психология; межпредметные связи; связанность; технология; социализация; интеллект; общество; закономерность; гражданская культура
Resume: The article reveals the most important role of motives, drives and interests in the development of civic culture, as a priority direction in the upbringing of a harmoniously developed generation. The importance of these factors in the formation of youth as a personality of students is clarified.
Key words: education system; motive; pedagogy; psychology; intersubject communications; connectedness; technology; socialization; intelligence; society; regularity; civil culture
Миллий мустақилликни мустаҳкамлаш ва такомиллаштириш мамлакатни фан-техника, ҳалқ хўжалигини замонавий технологиялар асосида қайта қуриш, ишлаб-чиқаришни жадаллаштириш асосида ижтимоий-иқтисодий ривожлантириш инсон омилини фаоллаштиришни талаб этади. Зеро, инсон меҳнат фаолиятини қайта қуриш янги ва мураккаб ижтимоий ҳамда илмий техник вазифаларни ижодий ҳал этишда мантиқий-ижодий фикрлайдиган юксак малакали ҳамда билимли, сиёсий чиниққан мутахассисларни тайёрлаш орқали амалга ошириш мумкин. Бунинг учун, “Инсон, унинг ҳар томонлама уйғун камол топиши ва фаровонлиги, шахс манфаатларини руёбга чиқаришнинг шароитларини ва таъсирчан механизмларини яратиш, эскирган тафаккур ва ижтимоий ҳулқ-атворнинг андозаларини ўзгартириш”- лозим
Дарҳақиқат демократик ҳуқуқий давлат куриш ва фуқаролик жамияти асосларини янада ривожлантиришни ўзининг стратегик мақсади қилиб қуйган мамлакат инсон манфаатларини ҳар томонлама қуллабқувватлашни амалга оширмай, одамлардаги айниқса ёшлардаги эскирган тафаккурни ижтимоий илмий дунёқараш, хулқ-атвор андозаларини ўзгартирмай туриб олдига қўйган мақсадга эриша олмайди. Буни аниқ кўра олган Республика Президенти Ш.М.Мирзиёев 2020 йилни “Илм, маърифат ва рақамли иқтисодиётни ривожлантириш йили” деб номлашни таклиф этди ва унинг асосий йўналишини “Мамлакатимизда илм-фанни янада равнақ топтириш, ёшларимизни чуқур билим, юксак маънавият ва маданият эгаси этиб тарбиялаш рақобатбардош иқтисодиётни шакллантириш борасида бошлаган ишларимизни жадал довом эттириш ва янги, замонавий босқичга кўтариш”ни (Мурожатнома 3-бет) асосий вазифа қилиб белгилади.
Буларни амалга оширишнинг ягона шарти узлуксиз таълим тизимининг бир бўғини бўлмиш олий ўқув-юртларида ўқув-тарбия жараёнини модернизация қилиш, унинг мазмунини жаҳон андозалари даражасига кўтариш, узлуксиз таълим, фан, ишлаб чиқариш яхлитлигини таъминлашга эришиб фанларни ўқитишда тизимли, интеграцион ёндашашишлардан унумли фойдаланишдир.
Тизимли ёндашув, тизимлилик қисмлардан ташкил топган яхлит нарса ёки ҳодиса маъносини англатади. Фанлараро тизимлилик ҳар бир фаннинг ўзга фанлар билан ўрганаётган, тадқиқ қилинаётган нарсалар, воқеаларнинг ўхшашлик томонлари асосида бириккан яхлит тизим сифатида ўрганишни назарда тутса, интегратив ёндашув эса нарса ва ходисалар бўлаклари ёхуд қисмларининг бир-бирига қўшилиб, бир бутунга айланиб яхлитланишини англатади.
Ҳар икки педагогик тушунча таълим-тарбия жараёнида фанлар мазмунидаги маълумотларнинг ўхшаш, яқин бир-бирини тўлдирувчи кучайтирувчи ғоялар, фикрларни юзага келтириб, ўзлаштириладиган билимлар мазмунини юксалтиради оширади ва билим олувчининг интеллектуал салоҳиятини, дунёқарашини бойитиб шахсий сифатларини ижобий томонга ривожлантиришига, баркамоллик томонга юксалишига ёрдам беради.
Шу ўринда таъкидлаш лозимки, Республика Президентининг Мурожаатномасида (2020 йил 24 январь), “Олий таълим тизимини 2030 йилгача ривожлантириш концепциясини тасдиқлаш тўғрисида”ги Президент фармони ва шулар каби бошқа деректив хужжатларда қайд қилинишича мамлакат таълими ҳозирги замон фан-техника ривожи, бозор иқтисодиёти ишлаб-чиқариш интеграциясини йўлга қўйиш қайд этилган. Шунга асосан таълимни ривожлантириш, унинг самарадорлик даражасини ошириб, тарбиявий имкониятларини кучайтиришда, интеграциядан мақсадли фойдаланишни таълим назариясининг бош муаммосига айлантирди.
Педагогик, дидактик, методик, фалсафий, психологик адабиётларнинг таҳлили интергацион таълимнинг ўтмишдоши сифатида ХХ асрнинг 20-30 йилларида фанлараро боғлиқлик, алоқадорлик (В.Е.Есинов) 60-70 йилларда фанлараро алоқа (И.Д.Зверов, В.Н.Максимова, Л.В.Тефасов, Э.А.Турдиқулов), 80-90 йилларда таълим жараёнини интеграциялаш (Ю.М.Колгин, Л.В.Тарасов, Р.Ғ.Сафарова, О.А.Абдукуддусов ва х.қ.) масалалари амалга оширилганлиги қайд этилади.
Таълим тизимида фанлараро боғланиш ўрнига келган фанлараро алоқадорлик бир-бирига ўзакдош фанлар мазмунан ва моҳиятан яқин бўлган фанлар мазмунидаги ғояларни илмий акс эттириш орқали фан таълим амалиёти интеграциясини вужудга келтиришга, билимларни чуқурлаштиришга кенгайтиришга олиб келади. Замон ишлаб чиқариши ва унинг ишлаш технологияси буйича янги фанларнинг яратилишига асос бўлади, истиқболли муаммоларни амалга ошириш самарадорлигини таъминлашнинг дидактик замини бўлиб ҳисобланади.
Фанлараро алоқадорлик –деб ёзади таниқли рус педагоги В.М.Максимова-замонавий дидактик парадигма сифатида фанлар мазмунидаги ўқув муаммоларини комплекс (яхлит) ҳал этиш умумлаштириш, ва бир бутун хулоса чиқариш имконини яратади. Айни пайтда таълим методлари, усулларини фаоллаштиради ва турли ўқув предметлари мазмунида билим, қўникма, малакаларни тизимга солишни таъминлайди. Тизимли таҳлилни йўлга қўйиб фанлараро алоқадорликнинг таркиби, тузилиши вазифаларини турли объектлар билан боғлаб, ўқув фани ва ўқитиш жараёнининг боғлиқлигини амалга оширади. Шунинг учун замонавий дидактик принцип ҳисобланади (Максимова межпредметные связи, 29-30 бет)
“Фанлараро алоқадорлик,-деб ёзади Б.Абдуллаева,-фақатгина фанларни ўрганишда умумий ижтимоий мақсадлар асосида ўқувчи шахсини ҳар томонлама ривожлантиришга эришиш воситаси эмас, балки аниқ педагогик вазифаларни шакллантириш, билимлар, малакалар, муносабатлар асосида фан тизимларини белгилашда муҳим омиллардан биридир”. (Абдуллаева Б.-Х.Т.2006, 1-сон, 43 бет).
Мазкур омиллар ва ўтган асрнинг 80-90 йилларида фанлароро алоқадорлик деб эмас, балки таълим жараёнини интеграцияси номи билан юритила бошланиб, у воқеликни бир бутунликда ўзаро боғлиқлик ва алоқадорликда англашни йўлга қўйиб фанларнинг бир-бирларига ўхшаш томонларини илмий асослашга ёрдам берди. Шу сабаб интеграциялаш муаммосига бўлган қизиқишни кучайтиришга олиб келди. Натижада педагогик матбуотда, илмий жамоатчиликда интеграция ғоясига бағишланган мақолалар, ўқув қўлланмалар чоп этила бошланди ва у етакчи характер касб этди. Диссертация ишлари ёзилди, монография, дарслик, ўқув қўлланма нашр этилди. (Қаранг: Зверев И.Д., Максимова В.Н., Ворченко С.Д. Светловскав Н.С. қац С.Б. Хакимов Кузнецов А.А., Бешенков С.А. Турдиқулов О.А. Шодиев Н.Ш., Р.Ғ.Сафаров, Абдукундузов О.А.),
Абдуллаева Б. (Халқ таълими. 2006), Чориев А.У. (Дис., 2003 ва х.к).
Таъкидлаш жоизки, табиат, жамият, улардаги нарса-ходисалар воқеликни ифодалайди ва бир бутунликни ташкил этади. Уларни ўзаро боғликликда ўрганиш-бу объектив қонуниятдир. Фан шу нуқтаи назардан буларни амалий жиҳатдан ўрганса интеграцияни акс эттиради. Амалиётда интеграция, ўзаро боғликлик унинг ижтимоий-иқтисодий аҳамиятини янада орттиради. Зеро, интергация-маълум булакларнинг ёки элементларнинг бир-бирига бирикиши, яхлит бутунга айланиши ёхуд яхлитланишидир.
Ижтимоий-гуманитар ва ихтисослик фанлари интеграциясини ҳам назарий ҳам амалий асослаш учун, аввало уни педагогик ходиса эканлигини кўриш лозим. “Интеграция” тушунчаси деб қайд этади Х.Н.Хакимов, таълим жараёнига тадбиқ этилганда иккита маънони англатади: биринчидан, бу мактаб ўқувчиларида бизни ўраб турган атроф-оламни бир бутунликда деб қабул килинишга эришиш (бунда интеграция таълим мақсади сифатида майдонга чиқади); иккинчидан, фанга доир билимларнинг умумий жиҳатларини яқинлаштиради (бунда интеграция таълим воситаси сифатида қаралади).Педагогик назарияда таъкидланишича олий ўқув юртларида ўқитиладиган ижтимоий-гуманитар ва ихтисослик фанларнинг таълимий ва тарбиявий йўналиши ҳамда самарадорлигини кучайтириш-бу ижтимоий-гуманитар ва ихтисослик фанларнинг боғлиги яхлитлигини таъминлашдир. Бу аввало, “Кадрлар тайёрлаш миллий дастури”нинг мазмун-моҳияти ва талабларидан келиб чиққан педагогик ходиса бўлса; иккинчидан “Ўзбекистон Республикаси олий таълим тизимини 2030 йилгача ривожлантириш” конценциясида назарда тутилган масаладир. Маълумки, “Кадрлар тайёрлаш миллий модели шахс, давлат ва жамият узлуксиз таълим, фан ишлаб-чақириш каби асосий компонентлардан иборат бўлиб, дастурда ҳар бир компонентнинг мақсади, вазифалари, ўрни, роли аниқ белгиланган ва улар дастурнинг бош мақсади - ривожланган демократик давлат даражасида, рақобатбардош, юксак маънавий-аҳлоқий салоҳиятга эга бўлган кадрларни тайёрлашни таъминлашга қаратилган. Бунда шахс кадрлар тайёрлаш моделининг бош субъекти ва объекти таълим соҳасидаги ислохотларнинг истеъмолчиси ва амалга оширувчиси тарзида эъритоф этилиб, у нафақат давлат ва жамият ишлаб чиқариш, таълим ва фан марказида туради, балки уларнинг равнақини, фаолият бирлигини ва ўзаро мутаносиблигини таъминловчи ягона куч сифатида ҳам намоён бўлади.
Демак, мана шундай давлат аҳамиятидаги вазифаларни бажаришга, шахсни назарий ва амалий маълумотлар билан куроллантиришга йўллайдиган ижтимоий-гуманитар ва ихтисослик фанлар интеграциясини таъминлаш орқали эришилади. Хусусан, шахснинг ижтимоийлашуви, жамият учун керакли функцияларни бажариш, уларнинг ўз маъсулият ва бурчларини пухта мукаммал англаб ривожланган мамлакатлар
мутахассислари билан рақобатда тенг, мустақил фаолият ва муносабатга киришувини таъминлашга, фуқарлик маданиятинининг ривожланишига ёрдам беради.
ФОЙДАЛАНИЛГАН АДАБИЁТЛАР:
1. Ўзбекистон Республикаси Таълим тўғрисидага Қонун. ЎРҚ-637-сон
23.09.2020.-75 б //https: Lex.uz/docs/5013007.
2. Ўзбекистон Республикаси Президентининг 2017 йил 7 февралдаги “Ўзбекистон Республикасини янада ривожлантириш бўйича ҳаракатлар стратегияси тўғрисида”ги ПФ-4947-сон Фармони-Ўзбекистон Республикаси қонун ҳужжатлари тўплами, 2017 й. 6-сон, 70-модда.
3. ЎЗбекистон Республикаси Президентининг 14 август 2018 йилдаги “Ёшларни маънавий-аҳлоқий ва жисмоний баркамол этиб тарбиялаш, уларга таълим-тарбия бериш тизимини сифат жиҳатдан янги босқичга кўтариш чора-тадбирлари тўғрисида”ги Қарори // Халқ сўзи 2018 йил 15 август № 148 ( 6842
4. Абдуллаева Б.-Халқ таълими.Тошкент-2006, 1-сон, 43 бет.
5. Максимова В.Н. Межпредметные связи впрцессе обучения.-М.: просвещения,1982.-192 с.
6. Хакимов А.Н. Ўқувчи шахсини шакллантиришда,жисмоний ва маънавий ахлоқий тарбия интеграциялашувининг педагогик шартшароитлари. Пед. Фанл. Фалсафа доктори илмий даражасини олиш учун ёзилган дисс. автореферати:2019 й.-27 б.
ЗИЁРАТ, ЗИЁРАТГОҲЛАР ВА ҚАДАМЖОЛАР ТЎҒРИСИДАГИ ҚАРАШЛАР
https://doi.org/10.5281/zenodo.6466076
Бутаева Мохинур Акрам қизи
Денов тадбиркорлик вa педагогика институти талабаси
Aнотация: Республикамизда ўзининг географик жойлашуви, хўжалиги ва иқтисодиётига кўра етакчи минтақаларидан бири ҳисобланган Тошкент вилоятида 200га яқин тарихий, табиий ҳамда диний қадамжо ва зиёратгоҳлар жойлашган бўлиб, ушбу масканлар тарихи, ўзига хослиги ҳамда улар билан боғлиқ тарзда ўтказилган турли маросимлар этнологик жиҳатдан тўлиқ тадқиқ этилмаган. Шу жиҳатдан, мазкур мавзуни элшунослик йўналишида тадқиқ қилиш долзарб аҳамият касб этади.
Kaлит сўзлар: қадимий кўриниши, ислом дини, Зиёрат
Маълумки, зиёрат – диний маданиятнинг ўзига хос қадимий кўриниши бўлиб, барча динларда асрлар давомида сақланиб келаётган маросимлардан бири ҳисобланади. Масалан, христианлар Фаластинда жойлашган муқаддас жойлар, мусулмонлар – Маккани, буддистлар – баланд тоғли Лхаса шаҳрини зиёрат қилади. Муқаддас қадамжо ва зиёратгоҳлар дунё бўйлаб кенг тарқалган бўлиб, уларнинг пайдо бўлиши қадимги даврга бориб тақалса-да, бугунги кунда ҳам инсоният ҳамда жамият ҳаётида ўз аҳамиятини йўқотмаган.
Ўзбек халқи турмуш тарзининг ажралмас қисмига айланган “Зиёрат” – атамаси арабча сўз бўлиб, “бирор ерга ёки шахс ҳузурига бориш” маъносини билдиради. Зиёрат – ислом динида муқаддаслаштирилган мозорлар ва зиёратгоҳларга бориб, муайян расм-русмларни бажариш демакдир6.
“Ўзбек тилининг изоҳли луғати”да зиёрат – ташриф, табаррук жойларга сафар қилиш, муқаддас жойлар, мозор ва қабристонларга бориш, зиёратгоҳ –зиёрат қилинадиган жой, табаррук қадамжо, зиёратҳона – зиёратгоҳнинг зиёратчи тавоф қиладиган биноси, зиёратчи – муқаддас жойларга зиёратга борган ёки борувчи киши сифатида талқин қилинган7.
Ислом динида қабрларни зиёрат қилиш савоб тарзида изоҳланади. Ҳадисларда ёзилишича, Пайғамбаримиз Муҳаммад (с.а.в.) “Қабристонларни зиёрат қилинг, зеро у охиратни эслатади”, деганлар8. Охиратни эслаш эса кишини ёвузликдан узоқлаштириб, эзгуликка яқинлаштиради, шунингдек, дунёвий неъматларга бўлган интилиш ва нафсни жиловлашга ёрдам беради. Зиёрат маросими одатда, қабр тепасида Қуръоннинг айрим суралари (айниқса, Фотиҳа сураси)ни ўқиб, марҳум ҳақига дуо қилиш, шунингдек, хайр-эҳсон, садақа бериш каби одатлардан иборатдир.
Ислом ақидасига кўра, азиз-авлиёларнинг мақбараларига зиёрат учун борилганда, уларнинг руҳларидан мадад сўраш, ҳожатлари раво қилиниши, дардларга шифо берилиши ва фарзанд ато этилиши каби илтижолар ножоиздир. Чунки, бу каби амалларни рўёбга чиқиши фақат Аллоҳнинг ихтиёридадир. Зиёрат қилинувчилар пайғамбар бўладими, авлиё ёки тариқат шайхими, улардан нажот сўраш ўрнига уларнинг ҳақларига дуои хайр қилиш ва садақа-эҳсон савобларини руҳларига ҳадя этиш ўринлидир. Чунки, ислом динида шахсга сиғиниш ширк амаллардан ҳисобланади9. Ўз навбатида шуни ҳам қайд этиш керакки, зиёратчилар учун ҳафтанинг пайшанба ва жума кунлари муқаддас жойлар ҳамда мозорларга бориш учун энг қулай кунлар ҳисобланади10.
Бугунги кунда зиёратга бориш ўзбек халқининг кундалик турмуштарзи ва менталитетининг ажралмас қисми бўлиб, асрлар давомида ўзига хос зиёрат одоби шаклланган. Зиёрат одоби – муқаддас қадамжо, авлиёлар, пиру-муршид, шайх ва ислом уламоларининг қабрлари ҳамда мақбараларига ташриф буюрилганда зиёрат қилиш тартиб-қоидаларидан иборат.
“Зиёратгоҳ” атамаси якка ёки жамоавий тарзда борилувчи, иймон келтирганлар илоҳий кучларга ҳурмат бажо келтириш орқали ўзларининг мақсадларини амалга ошириш учун илоҳий кучлардан кўмак сўраб, мурожаат қилинадиган жой маъносини англатади. Ислом динининг ҳанафийлик маҳзабида зиёрат қилиш савобли иш, деб қаралади11. Агар зиёрат учун кўп меҳнат ва харажат сарфланса, шунчалик савоби катта бўлади, деб тушунилган. Масалан, зиёрат учун улкан тоғ чўққисига кўтарилиш жисмоний ва маънавий жасорат, кучли ирода ҳамда ўзига хос инсоний фазилатларни талаб этади. Умуман олганда, асрлар давомида
зиёратгоҳлар авлиёларга ҳурмат, ишонч ва уларнинг руҳларини шод қилиш билан бир қаторда, ҳар бир инсоннинг эзгу орзу-истакларини рўёбга чиқариш воситаси ҳисобланган. Одатда, муқаддас қадамжо ва зиёратгоҳларда авлиё қабрини етти маротаба айланиш, қабр тошларни юзкўзига суриш, авлиё руҳларига атаб чироқ ёқиш, ният қилиб, дарахтларга латта боғлаш, булоқ сувига танга ташлаш, қабр тупроқларини танага суртиш орқали шифо излаш, қурбонлик келтириш ва эҳсон қилиш каби урф-одатлар бажарилган. Исломга қадар диний эътиқодлар ва табиат культлари билан боғлиқ қарашлар ҳукмрон бўлганлиги боис мазкур одатлар бугунги кунда ширк амаллар сифатида диний уламолар томонидан тақиқланса-да, ҳанузгача бундай урф-одатлар халқона қарашларда сақланиб келмоқда. Зиёратгоҳларда бефарзандлар фарзанд, беморлар дардларига шифо, ҳунарманд, савдогар, деҳқон ва чорвадорлар асосан, барака сўраган.
Зиёратгоҳларга асосан, баҳор (апрель ва май ойлари) ҳамда куз фасли (сентябрь ва октябрь ойлари)да, яъни деҳқонлар экин экишдан олдин ҳамда кузда экинларни йиғиштириб олингандан сўнг асосан, чоршанба, шанба ва якшанба кунлари борилади. Савдо билан шуғулланувчилар эса асосан, душанба кунлари зиёратга боришга ҳаракат қиладилар.
Халқона қарашларга кўра, зиёратгоҳдаги барча буюмлар муқаддас ҳисобланиб, уларнинг илоҳий куч-қудратга эга эканлигига ишонилган. Зиёратгоҳлардаги муқаддас ашёлар зиёратгоҳга ихлосни ошириш ва зиёратчиларнинг диний ҳиссиётларини кучайтириш воситаси ҳисобланган. Масалан, Бекобод тумани Бузрукбобо зиёратгоҳи туғи бугунги кунга қадар сақланиб, эъзозлаб келинмоқда. Анъанага кўра, Саид Немаъматиллахон Мағрибийнинг авлодларидан энг улуғи туя сўйилиб, туғни янгилаш маросими ўтказиб келинади. Шунингдек, Тошкент шаҳридаги Шайх Зайниддин Қуйи Орифон мақбарасида 3 дона туғ сақланиб қолган. Мазкур туғларнинг бирида беш панжа рамзи ўрнатилган бўлиб, исломдаги бешта фарзни англатиш билан бирга, инсон бу дунёдан қуруқ қўл билан кетишининг рамзи ҳам ҳисобланади. Бу орқали инсон нафсини жиловлаши кераклиги ҳамда бу дунё ўткинчи эканлигини эслатиб турилади
Шуни таъкидлаш керакки, беш панжа қадимги петроглиф расмларда ҳам тасвирланган бўлиб, айрим тадқиқотчилар томонидан магик кучга эга ҳимояни англатади, деб изоҳланган12. Бугунги кунда ҳам беш панжа
1
ҳимояловчи тумор сифатида кенг қўлланилиб, заргарлик буюмларида кенг сақланиб қолган.
Хулоса қилиб шуни қайд этиш мумкинки, зиёратгоҳлар ва қадамжолар тўғрисидаги қарашлар ҳамда тасаввурлар асрлар давомида шаклланиб, бугунги кунга қадар яхши сақланиб қолган. Зиёратгоҳлар билан боғлиқ маросимлар анъана тарзида аждодлардан авлодларга мерос сифатида ўтиб келмоқда. Муқаддас жойлар, ер, сув, ҳайвонлар ва ўсимликлар тўғрисида халқона қарашлар, маросимлар ҳамда табобат сирлари одамлар онгида сақланиб, авлоддан-авлодга ўтади.
ФОЙДАЛАНИЛГАН АДАБИЁТЛАР:
1. Ўзбек тилининг изоҳли луғати / А. Мадвалиев таҳрири остида // https://n.ziyouz.com/ books/ uzbek_ tilining izohli_lugati/. – Б. 148.
1. 2.Ислом энциклопедия. А–Ҳ. – Тошкент: ЎзМЭ, 2004. – Б. 93.
2. 3.Шубель В. Разнообразие ислама: поиск «истинного ислама» в Центральной Азии. Сборник / Святые места Иссык-куля: паломничество, дар, мастерство.
3. 4.Культурно-исследовательский центр «Айгине» Кыргызстан. – Бишкек, 2009. – С. 248.
4. 5.Privratsky B. G. Muslim Turkistan. 2001.– P. 118–123, 159–160, 189.
КЛАСТЕР ТУШУНЧАСИНИНГ ФАЛСАФИЙ МОҲИЯТИ
https://doi.org/10.5281/zenodo.6464403
Гулчеҳра Ғаффарова
Чирчиқ давлат педагогика институти профессори, фалсафа фанлари доктори
Йўлдошев Авазбек Абдурашид ўғли
Тошкент вилояти Чирчиқ давлат педагогика институти Гуманитар фанлар факультети, Миллий ғоя, маънавият асослари ва ҳуқуқ таълими кафедраси магистранти
Аннотация: Дунёнинг ривожланган мамлакатларида кенг қўлланиладиган иқтисодий ривожланиш усулларидан бири – кластерли ёндашув ҳисобланади. Ушбу мақолада кластер тушунчасининг моҳияти ва унинг ўзига хос хусусиятлари фалсафий таҳлил этилади.
Калит сузлар: кластер, ёндашув, кластер турлари, таълим кластери, иқтисод кластери, кластер моҳияти.
Маълумки, кластерли ёндашув иқтисодий ўсишни таъминлаш, ишлаб чиқариш омилларидан янада самарали фойдаланишни ташкил этишда жаҳон мамлакатлари ривожланиши ва бошқарувининг инновацион методларидан биридир. Шу сабабдан, у бугунги кунда миллий иқтисодиётнинг рақобатбардошлигини ошириш иқтисодий жиҳатдан тараққий этган ва ривожланаётган мамлакатлар учун асосий вазифалардан ҳисобланади. Айниқса, кейинги йилларда мамлакатимизда халқаро амалиётда синалган ва иқтисодиётни ривожлантиришда муҳим аҳамият касб этувчи бозор муносабатларини ва тажрибаларини ҳаётга татбиқ этишга катта эътибор қаратилмоқда. Шулардан бири кластер бўлиб, ҳозирда иқтисодиётимизнинг тўқимачилик ва енгил саноат, таълим ва тиббиёт, қишлоқ хўжалиги каби соҳасларда ушбу тузилма фаолиятини йўлга қўйишга киришилмоқда.
Хўш кластер нима? Унинг моҳияти нимадан иборат? Унинг кўринишлари ёки турлари мавжудми?
Кластер сўзи бугунги кунда фаннинг турли хил соҳаларида кенг қўлланилади. Кластер (инглиз. cluster - чўтка, тўплаш, концентрация) турли хил нарсалар ёки одамларнинг гуруҳи, бирлашмаси бўлиб, кўплаб табиий фанлар ва иқтисодда кенг қўлланилган.
Биринчи бор кластер атамаси илмий муомалага 1930 йилда киритилган. Яъни, математикада 1930 йилда кўп ўлчовли маълумотларнинг таҳлили кластер аппарати шаклланган.
Таъкидлаш керакки, инглиз тилидан таржима қилинган «кластер» тушунчаси «биргаликда ўсиш», «даста, кластер», яъни бу бир нечта бир хил элементларнинг бирикмасидир. У 1980-йилларнинг охирида америкалик иқтисодчи Майкл Портер томонидан киритилган. У қуйидаги таърифни беради: “кластер – бу ўзаро боғланган компаниялар, ихтисослашган етказиб берувчилар, хизмат кўрсатувчи провайдерлар, тегишли соҳалардаги фирмалар, шунингдек, уларнинг муайян соҳалардаги фаолияти билан боғлиқ бўлган, рақобатлашувчи, лекин айни пайтда биргаликда ишлайдиган ташкилотларнинг географик жиҳатдан тўпланган гуруҳи”[6]. Дарҳақиқат, М.Портер учун кластернинг асосий хусусияти маълум географик миқёсдаги ҳудудий яқинлик эди.
Иқтисодиётда эса «кластер» атамасини биринчи бўлиб, XIX аср охирида Альфред Маршал сиёсат кластери ёндашувини ишлаб чиққан[7]. Аммо ушбу ғояни ҳеч ким тан олмади. Экологик майдонларнинг турларини шакллантириш ва уларни кичик гурухларга бирлаштириш учун узоқ вақт керак бўлди.
Тадқиқотларда “кластер” тушунчасига бир қатор таърифлар берилган, жумладан, «кластер – битта соҳага бирлашган ва бир-бири билан узвий алоқада бўлган корхоналар гуруҳи»; «кластер – битта географик ҳудудда жойлашган ва битта тармоқни ташкил қиладиган фирмалар гуруҳи»; «кластер – махсус соҳалар бўйича битта географик ҳудудда фаолият юритаётган, бир-бири билан боғлиқ бўлган ва бир-бирини тўлдирувчи компаниялар, институтлар гуруҳи», «кластер – тижорат ва нотижорат ташкилотлари гуруҳи бўлиб, у гуруҳда фаолият юритаётган ҳар бир фирманинг рақобатбардошлигини таъминлашга хизмат қилади». Умумий олганда кластерлаштириш бу битта географик ҳудудда концентрациялашган ва маълум бир аниқ вазифани ечишга қаратилган фирмалар гуруҳи бўлиб, улар бир-бири билан узвий алоқадаги, жамовий рақобатлашувни мустаҳкамлаш мақсадида ишчи кучларини ўзаро бирлаштирувчи жараёндир.
Шунингдек, илмий адабиётларда ривожланган давлатларнинг тажрибалари барқарор ижтимоий-иқтисодий тараққиётни таъминлашда,
инвестицион фаолликни оширишда, рақобатбардош товарлар ишлаб чиқаришда халқаро логистик марказлари, эркин иқтисодий зоналар каби кластерларнинг ўрни ва аҳамияти жуда юқори эканлиги кўрсатилган. Дунёнинг кўпгина мамлакатларида инновацион иқтисодиётни шакллантириш ва бошқаришда кластерлардан фойдаланиш бўйича маълум тажриба тўпланган.
Физик кластерлар замонавий физика фанининг динамик ривожланаётган йўналишидир. Ҳисоблаш кластерлари - бир турли компьютерлар диспетчерли (назорат қиладиган) тизими билан бирлаштирилган ҳолда таълим ва илмий тадқиқотларда вақт талаб қиладиган ҳисоблаш вазифаларини ечишда фаол фойдаланилади.
Иқтисодда эса кластер – «ҳудудий жиҳатдан яқин ҳамда функционал жиҳатдан бир-бири билан ўзаро боғлиқ бўлган турли хил субъектлар, яъни ташкилотлар, ишлаб чиқариш ҳамда хизмат кўрсатиш корхоналари, илмийтадқиқот ва таълим масканларининг бирлашмаси»[8] тушунилади. Дарҳақиқат, иқтисодиётни ривожлантиришнинг кластерли ёндашуви янгича бошқарув технологияси бўлиб, ушбу ёндашув нафақат алоҳида ҳудуд ёки тармоқ, балки бутун мамлакат рақобатбардошлигини ошириш имкониятини беради.
Савдо кластери нима? Савдо кластери - бу битимлар амалга оширилган маълум вақт давридаги активнинг нархи. Харид қилиш ва сотишнинг натижавий ҳажми кластер ичидаги рақам билан кўрсатилган. Ҳар қандай ТФ сатрида, қоида тариқасида, бир нечта кластерлар мавжуд.
Тиббиётда кластер нима? Тиббий кластер - беморнинг профилини танлаш, даволаш, реабилитация қилиш ва диспансер кузатувини амалга ошириш бўйича келишилган ҳаракатларга асосланган тиббий ёрдам кўрсатиш жараёнини ташкил этишнинг инновацион модели.
Туризм кластери нима? Туристик кластер - бу давлат ҳукумати қарори билан ташкил этилган ва мамлакатнинг таъсис субъектлари ҳудудининг бир ёки бир нечта ҳудудларида ва давлат ҳукумати томонидан белгиланадиган муниципалитетларда жойлашган туристик ва рекреацион махсус иқтисодий зоналар мажмуи.
Таълимда кластер нима? Таълим кластери - очиқ таълим тизими бўлиб, унда узлуксиз таълим босқичларининг вертикал интеграциялашуви ва тузилмаларнинг горизонтал мувофиқлаштирилиши натижасида педагогик
жараён субъектлари фаолиятини ташкилий жиҳатдан юқори даражада бирлаштириш таъминланади.
Кластер сиёсати нима билан тавсифланади? Кластер сиёсати – ҳудудларнинг, кластер таркибига кирувчи корхоналарнинг рақобатбардошлигини ошириш, кластерлар шаклланишини рағбатлантирувчи институтларни ривожлантириш, шунингдек, инновацияларни жорий этишни таъминлайдиган кластерлар ва кластер ташаббусларини қўллаб-қувватлаш бўйича давлат ва жамоат чоратадбирлари ва механизмлари мажмуидир.
Хўш кластер нима учун керак? Кластер ёндашуви алоҳида корхоналар учун ҳам, бутун ҳудудлар ва ҳатто тармоқлар учун ҳам ўсиш нуқталарини аниқлаш имконини беради. Мамлакат корхоналари ўртасидаги ҳамкорликнинг ривожланиши импорт қилинадиган маҳсулотлар ва технологияларни алмаштириш ва ишлаб чиқарилган маҳсулотларнинг қўшилган қийматини ошириш имконини беради.
Майкл Портер назариясига кўра, «кластер – бир вақтнинг ўзида ўзаро рақобатлашувчи, аммо шу билан бирга ҳамкорликда ишловчи, географик жиҳатдан бир ерга тўпланган, ўзаро бир-бирига боғлиқ компаниялар, ихтисослашган етказиб берувчилар, хизмат кўрсатувчи ташкилотлар, маълум тармоқлардаги фирмалар ва уларнинг фаолияти билан боғлиқ бўлган ташкилотлар (масалан, университетлар, стандартлаштириш агентликлари, шунингдек савдо уюшмалари)нинг бирлашган гуруҳи»[9]дир. Шу билан бирга, олим рақобатга кластер учта йўл орқали таъсир қилади деб ҳисоблайди. Яъни, кластер ундаги компанияларнинг маҳсулдорлигини оширади; инновацияларни яратади; янги бизнес шаклланишини қўллабқувватлайди. Дарҳақиқат, замонавий глобал иқтисодиётда нисбий устунлик оғир ишлаб чиқаришга молиявий маблағларни йўналтиришда эмас, балки инновацияларнинг доимий янгиланишига имкон берувчи фан ва таълимни ривожлантиришдадир.
Иқтисодий кластерлар тузилишига кўра географик, соҳавий, горизонтал ва вертикал турларга бўлинади. Шу билан бирга, билим ва фан билан боғлиқлигига кўра: юқори технологик кластер; тарихан ноу-хауга асосланган кластер; омил асосидаги кластерлар; ишлаб чиқариш ҳаражатлари паст бўлган кластерлар; билим хизматларини кўрсатувчи кластерлар фарқланади. Ушбу кластерлардан, билим хизматларини
кўрсатувчи кластерлар – дастурлаш, инжиниринг, аналитик таҳлил хизматларини кўрсатувчи, асосан ривожланаётган мамлакатларда фаолият олиб борувчи кластерлар ҳисобланади.
Шунингдек, ишлаб чиқариш, инновацион, туристик ва инфраструктурадаги ва таълим кластерлари ҳам мавжуд. Айтиш керакки, кластерларнинг энг юқори самарадорликка эга ва мамлакатда инновацион фаолиятнинг жадал тарзда ривожланишига ижобий таъсир кўрсатувчи туридан бири – инновацион кластердир. Ушбу кластер тури бизнинг мамлакатда ҳам олиб борилаётган ислоҳотларнинг асосий йўналиши сифатида 2018 йилдан амалда фойдаланилмоқда. Инновацион кластер моҳиятига тўҳталсак, унда инновациялар, технологиялар соҳасида фаолият олиб борувчи, географик жиҳатдан бир-бирига яқин бўлган ўзаро боғлиқ компаниялар, ташкилотларнинг гуруҳи бўлиб, инновацион соҳа кластерларида янги товар ёки хизмат бир нечта фирма ёки тадқиқот институтларининг саъй-ҳаракати натижасида яратилади. Натижада, ишлаб чиқариш ҳаражатларини қисқартириш, илмий тадқиқот ишларини амалиётга ва ишлаб чиқаришга кенг жорий қилиш имкони туғилади. Шу сабабли бугунги кунда жаҳоннинг кўплаб мамлакатларида иқтисодиётни ривожлантиришнинг кластерли ёндашувига катта аҳамият қаратилмоқда.
Дарҳақиқат, иқтисодий ривожланишнинг кластерли ёндашуви айниқса АҚШ ва Европа мамлакатларида кенг қўлланилади. Шимолий Европа мамлакатлари иқтисодиёти кластерлар билан қамраб олинган бўлиб, иқтисодиётда ёғочсозлик, биотехнологиялар, фармацевтика ва коммуникацион кластерлар етакчилик қилади. Германия ва Буюк Британияда биотехнология кластерлари, Францияда озиқ-овқат ва косметика кластерлари кенг тарқалган бўлса, Италияда саноатда банд бўлган аҳолининг ярми саноат кластерлари ҳиссасига тўғри келади[10].
Кластер тушунчасини таҳлил ва амалий фаолиятда ҳам фойдаланиш мумкин. Биринчи ҳолда кластер ўзида алоҳида ташкилот ёки объект соҳасини ўрганиш, қисман башорат этишда кўринади. Иккинчи ҳолда кластер регионал ривожланиш стратегияси доирасида объектни қўллабқувватлаш ҳисобланади. Ишлаб чиқарувчилар фирма регионида жойлашган бандлик ва фойда келиши, конкурентлик имконияти, инновацион, ишлаб чиқаришни ўсишини кластерлар билан қуриб чиқишади.
Бизнинг республикада ҳам кластерли ёндашувлар амалда кенг қўлланилмоқда. Хусусан, иқтисодиёт соҳасида, қишлоқ хўжалиги, таълим, тиббиёт, туризм каби соҳаларда кластерли ёндашув қўлланилмоқда. Айниқса, таълим кластери Чирчиқ давлат педагогика институти ўқув ва илмий фаолиятларида кенг жорий этилишини кўришимиз мумкин.
Айтиш мумкинки, кластернинг характерли хусусиятлари қуйидагилардан иборат:
• максимал географик яқинлик;
• технологияларнинг ўзаро боғлиқлиги;
• умумий ресурс базаси;
• инновацион компонентнинг мавжудлиги.
Албатта, кластер ўз аъзоларининг ўзаро рақобати, аъзоларининг ҳамкорлиги, ҳудуднинг ўзига хос ваколатларини шакллантириш, корхона ва ташкилотларнинг маълум бир ҳудудда концентрациясини шакллантириш хусусиятларига эга. Шу билан бирга кластерлар умумий қиймат занжири доирасидаги ташкилотлар ва ижтимоий гуруҳлар ўртасидаги ўзаро алоқа шаклларидан биридир. Кластерларни холдинглар, касбий уюшмалар, технопарклар, саноат парклари ва туманлари, ҳудудий инновацион тизимлар, ҳудудий ишлаб чиқариш комплекслари ва саноат агломерацияларидан ажратиб кўрсатиш керак.
Хулоса қилиб айганда, кластер – тушунчаси ўзида мураккаб тизимни ифода этади. Кластер кўп сонли элементлардан иборат, элементлар орасидаги ўзаро алоқалар кучли бўлган мураккаб тизимдир. Кластер турли соҳаларда ташкил этилиши мумкин. Масалан, бир бирининг рақобатбардошлигини ўсишига ёрдам берадиган ва соҳаси билан яқин боғланган фирма жамоалари. Ҳар бир давлат иқтисодиёти учун кластерлар ички бозорни ўсиш нуқтасида муҳим ролни ўйнайди. Кластернинг ўзига хос хусусияти шундаки, унда мақсадли тадбиркорлик фаолияти шаклланади ҳамда унга кирувчи ҳар бир элемент якуний маҳсулотни ишлаб чиқариш занжирида иштирок этади. Шу билан бирга кластер тизимида таълим ва илмий-тадқиқот марказлари янги илмий-услубий ишланмаларни яратиш, уларни қисқа муддатда синовдан ўтказиш, ишлаб чиқариш ва илмий изланишлардаги ходимлар ҳамда мутахассислар меҳнатларини кўпроқ рағбатлантириш, янги товарларни ихтиро қилиш учун шароит пайдо бўлади.
АДАБИЁТЛАР:
1. Портер М. Международная конкуренция. - М., Международные отношения, 1993.
2. Porter M. Clusters and the new economics of competition // Harvard Business Review. Nov/Dec, 1998. Vol.76, issue 6. –P.77.
3. Powerful dusters: Main Drivers of Europe’s Competitiveness. Brussels, 17 October 2008. http://ec.europa.eu/entererprise/innovation/index_en.htm
4. G. Makhmudova, G. G’affarova, G. Jalalova (2020). O’zbekistonda islohatlar jarayonini tahlil etish va amalga oshirishning konseptual-falsafiy metodologiyasi. 176 b.
5. Гаффарова, Г.Г. (2021). Кластерный подход в стратегии действий:
философский анализ. Педагогик таълим кластери: муаммо ва ечимлар:
халқаро конференция. 53-58.
6. https://utmagazine.ru/posts/10088-klaster
7. http://www.promcluster.ru/Торгово-промышленная палата Российской Федерации. Кластеры в федеральном законодательстве и законодательстве г. Москвы.
ИЗОБРАЗИТЕЛЬНОЕ ИСКУССТВО 20-30-Х ГОДОВ МУЗЕЯ ИМЕНИ
И.САВИЦКОГО
https://doi.org/10.5281/zenodo.6466027
Есенбаев Садык- Магистрант
1 курса НГПИ имени Ажинияз по специальности
Изобразительное и декоративно- прикладное искусство.
К 20-х и к начале 30-х годов сформировалась среднеазиатское авангард искусства в Узбекистане. В то время собрались многие художники, и в том числе их называли яркими художниками этой истории национальных живописи. А к этому времени эти художники остались в памяти у всех граждан живущие в Узбекистане. Но для других и для своих жителей произведения этих великих художников сохранились в известных музеях, в альбомах и даже в произведении литературных ученых. Так как в то время само изобразительное искусство впервые развивалась, но и в развитии этого искусства играет большой роль великие художники того времени. Именно они в Узбекистане дали понятие об искусстве. Но и оставили свои следы в этих же своих произведениях. А сейчас все гордятся ими и ихними произведениями искусств.
Цель рассмотрения этой темы в том что не все произведения художников не выставляются в музейном экспозиции именно 1920-1930 годов которые хранятся в хранилище Государственных музеев искусства Узбекистана. Но при этом можно их разделить на две группы например первое картины европейских культур, и в том числе синтезирование художников в традиции европейского и востока.
В основном эти произведения искусств в данное время хранится в Нукусском государственной музее имени И.Савицкого которое известно по всему миру занимающее второе место среди музеев. Искусство второй группы особенно сохранилось в музее искусства Узбекистана. Но в том числе эти искусства экспонируются редкостно.
Самая не повторимая единственная картина В.Уфимцева называющиеся именем «Жрицы искусства» в данное время хранится в Государственном музеи искусства Узбекистана. Но это искусство изображено в легковесном юмористическом ключевом виде. Его можно включить на первую группу искусств. То есть в европейскую культуру. Самым интересным и насыщенным в этом же музее фонде есть произведения У.Тансыкбаева в виде маленького эскиза, но и в том числе хранятся его большие картины искусства.
Тансыкбаева был тонкое чувство об искусстве, но в главном в авангардном виде. Но самое главное мало известные его большие картины в данный время хранятся в ГМИ. Особенно картины названные «Литьё», «Рабочие завода». В основном эти же картины были всей его жизни потому что он в основном работал и издавал картины в виде авангарда и работал над этюдами искусства.
В 1920-1930 годах велики художники создали картинные искусства как автопортреты, горный пейзаж, рабочие завода, голубой день, стройка кирпичного завода, и другие.
Все великие художники особенно рисовали природу то что происходит. Для того чтобы вспоминать о тех днях что происходило, а что развивалось. Но эти картины для нас имеют главное роль о нашем прошлом. Но и в том числе они дают возможность вспомнить своих предков и ту атмосферу в котором они жили.
В 1966 году Игорь Савицкий попросил у государства открыть музей для того чтобы развить и показать свой интересы об искусстве. И директором этого музея стал он сам. Из-за того что до этого времени он собрал много картины художественных произведении. А также для того чтобы и другие художники смогли бы показать своих искусств другим людям.
Кроме произведении И.Савицского попали произведения великих художников как А.Исупов, Л.Крамаренко, Н.Ульянов, Р.Фальк, М.Волошин, Р.Мазель, А.Волков, М.Курзин, Н.Карахан, У.Тансыкбаев, В.Уфимцев но и другие великие ученые.
Спустя несколько лет И.Савицскии смог собрать один из необычных популярных искусств великих художников именно русских и туркестанских авангардов особенно всем известное декоративное- прикладных искусств в основном археологических коллекции древнего Харезма.
После смерти И.Савицского директором этого музея до 2015 года стала
М.М.Бабаназарова она была дочерью великого каракалпакского ученного
М.Нурмухамеда который был другом И.Савицского.
До этого времени в музее содержится 90000 коллекции различного экспоната. В него включается искусства русских авангардов, картина великих узбекских художников, а в том числе там есть предмет народно- прикладных искусств Каракалпакстана и Древнего Хорезма.
С этим я хочу сказать то что искусство великих ученых это наша гордость, и мы ими гордимся, восхищаемся. Но не смотря на это даже увидеть эту красоту приезжают из различных стран на экскурсию. Мы гордимся тем что с каждым днем все больше и больше мы развиваемся.
ИСПОЛЬЗОВАННАЯ ЛИТЕРАТУРА:
1. Турутина С. М., Лошеньков А. Б., Дьяченко С. П. Авангард, остановленный на бегу / Редактор М. Н. Григорьева. — Л.: Аврора, 1989. — 46,80 усл. печ. л. с. — 30 000 экз. — ISBN 5-7300-0223-8.
2. Сафо Ибрат. В музее искусств Нукуса под пейзажем обнаружен портрет // Узбекская служба Би-би-си. — 27 января 2012 года.
ПЕРСПЕКТИВЫ ПРИМЕНЕНИЯ НОВЫХ ТЕХНОЛОГИЙ ДОБЫЧИ
ВЫСОКОВЯЗКИХ НЕФТЕЙ
https://doi.org/10.5281/zenodo.6464421
Закиров Азамжон Алимджанович
профессор Ташкентского государственного технического университета им. Ислама Каримова
Шаназаров Шерзод Фарход угли
магистрант Ташкентского государственного технического университета им. Ислама Каримова
Аннотация: В статье рассмотрены обобщенное состояние разработки месторождения по пяти нефтегазоностным регионам Узбекистана. По обобщению выводов увеличения нефтеотдачи месторождения по всем нефтеганостным регионам, для повышения коэффициента извлечения нефти предложены направления дальнейшей разработки (доразработки) нефтегазовых месторождений Узбекистана
Ключевые слова: месторождение, нефть, добыча, разработка, нефтеотдача, коэффициент извлечения нефти, методы увеличения нефтеотдачи, заводнение, скважина, технология, опытный полигон, остаточные запасы.
Annotation: The article discusses the generalized state of field development in five oil and gas regions of Uzbekistan. By summarizing the conclusions of increased oil recovery of the field in all oil and gas regions, in order to increase the oil recovery factor, directions for further development (additional development) of oil and gas fields in Uzbekistan are proposed.
Key words: field, oil, production, development, oil recovery, oil recovery factor, enhanced oil recovery methods, waterflooding, well, technology, test site, residual reserves.
Как известно углеводороды – являются самым главным сырьем, обеспечивающим конечным продуктом многие секторы промышленности. В этом ряде особое место занимает нефть. Добыче этого природного продукта предшествует очень большой комплекс работ: начиная от полевых геолого-геофизических заканчивая первичной подготовкой добытой продукции в промысловых условиях.
Разработка и эксплуатация месторождений углеводородов в силу своих горно-геологических условий их залегания и физико-химических свойств, требуют к себе системного подхода при решении сложных задач, так как месторождения углеводородов, после ввода первой скважины в эксплуатацию, в силу нарушения естественного термобарического баланса, переживают необратимые изменения.
В последнее десятилетие состояние отечественной нефтегазодобывающей отрасли характеризуется объективным ухудшением структуры запасов углеводородного сырья, а ресурсы всех эксплуатируемых нефтяных месторождений Узбекистана перешли в категорию так называемых «трудноизвлекаемых» – как по технологичности извлечения, так и по структуре остаточных запасов. Вследствие чего наметилась тенденция снижения добычи нефти.
В условиях тенденции падения добычи нефти на основных месторождениях Узбекистана и уменьшения количества вновь открываемых месторождений со средними или крупными начальными запасами вопрос увеличения коэффициента извлечения нефти (КИН) является самой актуальной проблемой нефтегазодобывающих предприятий АО
«Узбекнефтегаз».
Как известно, КИН зависит от геолого-физических условий месторождений, технических и технологических возможностей, экономических показателей, в связи с чем, величина этого показателя изменяется в очень широких пределах [1].
По информации некоторых источников [1], на сегодняшний день эффективность извлечения нефти из нефтеносных пластов существующими промышленно освоенными методами разработки во всех нефтедобывающих странах считается неудовлетворительной, притом, что, потребление нефтепродуктов во всем мире ежегодно растет. Средняя конечная нефтеотдача пластов по различным странам и регионам составляет от 25 до 40 % [2].
При этом остаточные запасы нефти достигают в среднем 55-75 % от первоначальных геологических запасов нефти в недрах.
В связи с этим, актуальными являются задачи применения новых технологий нефтедобычи, позволяющих значительно увеличить нефтеотдачу на длительно разрабатываемых месторождениях, на которых традиционными методами извлечь значительные остаточные запасы нефти сложно или уже невозможно.
Территория Узбекистана разделена на пять нефтегазоносных регионов:
Устюртский, Бухаро-Хивинский (БХНГР), Сурхандарьинский (СНГР), ЮгоЗападно-Гиссарский (Ю-З-ГНГР) и Ферганский (ФНГР), которые отличаются друг от друга по геологическому строению, плотности размещения месторождений и их типам, по перспективам открытия в их пределах новых месторождений [2].
В Узбекистане накоплен значительный опыт (более 130 лет) добычи нефти. По своему физико-химическому составу и свойствам нефти месторождений Узбекистана в основном «легкие» (40,9 %) и «средние» (41,4 %). Запасы «тяжелой» нефти составляют 17,7 % от общих запасов нефти, при этом добыча «тяжелой» нефти составляет около 20 % от годовой добычи. В Узбекистане по содержанию серы в нефти до 2 % составляет 79,9 % от балансовых извлекаемых запасов нефти. В нефтяных месторождениях Ферганской и Сурхандарьинских областей в значительных количествах содержится парафин (до 10 %), а также смолы и асфальтены, содержание которых достигает 80 %.
Из приведенных значений КИН следует, что повышение степени извлечения нефти на длительно разрабатываемых объектах является одной из основных задач нефтегазовой отрасли Республики Узбекистан.
По обобщению выводов исследователей, занимающихся данной проблемой, остаточные запасы нефти (примем их за 100 %) по видам количественно распределяются следующим образом [2]:
- нефть, остающаяся в слабопроницаемых пропластках и участках, не охваченных водой, – 27 %;
- нефть в застойных зонах однородных пластов – 19 %:
- нефть, остающаяся в линзах и у непроницаемых экранов, не вскрытых скважинами – 24 %;
- капиллярно удержанная и плёночная нефть – 30 %.
Как отмечается в работах [2, 3] для улучшения ситуации по добыче нефти на краткосрочную перспективу можно предложить следующие мероприятия:
1. Создание опытных инновационных полигонов во всех нефтегазоносных регионах Узбекистана, для испытания и отработки новых технологий для добычи остаточной трудноизвлекаемой нефти.
2. Уточнение геологического строения и создание постоянно действующей ГДМ месторождений. Это позволит повысить качество подготавливаемых проектных документов, обеспечить оптимизацию проектов, за счет привлечения мультидисциплинарной команды специалистов, сократить риски принятия решений.
3. Радиальное бурение скважин, позволяющее увеличение радиуса дренирования добывающих скважин, оптимизацию режима эксплуатации месторождения без уплотнения сетки скважин, которое в свою очередь приведет к экономии времени и средств на бурение новых скважин.
4. Возобновление опытно-промышленных испытаний технологии ЭВ, т.к. имеются положительные результаты от проведенных мероприятий по ЭВ в предыдущие годы.
5. Повышение квалификации инженерно-технических работников.
С учетом вышеизложенного, для повышения эффективности разработки месторождений с высоковязкими нефтями, в созданных опытно полигонных условиях с учетом постоянно действующих ГДМ можно применит зарубежный опыт по повышению добычи высоковязких нефтей.
Один из предлагаемых методов который отмечается в [6], разработан в ОАО «Газпром промгаз», физическая суть предлагаемого метода заключается в снижении части тяжелой нефти на месте ее залегания и использовании полученных горячих дымовых газов для прогрева всей залежи.
Для интенсификации добычи тяжелых нефтей требуется активный подвод высокотемпературного теплоносителя. Это реализуется путем сжигания части нефти на месте ее залегания и использованием образовавшихся продуктов горения для нагрева залежи.
Термическое воздействие включает соединение вертикальногоризонтальную и вертикальную скважину. В забое вертикальной скважины воспламеняют нефть, а при нагнетании воздуха в вертикальногоризонтальную скважину очаг горения перемещается по горизонтальному буровому каналу. В результате перемещения очага горения осуществляется термическая проработка бурового канала и резко возрастает его дренирующая способность.
Для применения этого метода на залежи бурят серию параллельных горизонтальных буровых каналов. Затем каждый из них термически прорабатывают по вышеизложенной технологией.
Технология, рассмотренная в работе [6], имеет надежную инженерную основу, и вполне управляема, и безопасна, в отличии от метода внутрипластового очага горения (ВДОГ).
Для применения методов метода на месторождениях Узбекистана с высоковязкими нефтями может дат ожидаемые результаты, так как по СНГР плотность сетки скважин не требует дополнительного бурения скважин, но мероприятия для осуществления этого метода экономически невысока.
ЛИТЕРАТУРА:
1. Ирматов Э.К., Агзамов А.Х., Зайниев Л.Н.О необходимости повышения эффективности методов воздействия на призабойную зону скважин // Сб. науч. тр. межд. Науч.-техн. конф. «Современные проблемы и пути освоения нефтегазового потенциала недр», Ч. 1. Ташкент. 2012 г. С. 131-134.
2. Л.З. Игамбердиева. К вопросу о дальнейшей стратегии разработки нефтегазоконденсатных месторождений Узбекистана. // Научнотехническая конференция «Нефть и Газ Узбекистан» OGU-2019. Семинар молодых ученых на тему «Новый взгляд на развитие нефтегазовой отрасли Узбекистана». Сборник научных трудов. 2019 г. С. 64-70.
3. Создание опытных инновационных полигонов с целью повышения нефтеотдачи пластов на нефтегазовых месторождениях Узбекистана. // А.А. Закиров, А.А. Агзамов, Л.З. Игамбердиева. «Инновационные технологии освоения месторождений нефти и газа» Материалы Республиканской научно-технической конференции. Ташкент, 2017 г. 33 стр.
4. Закиров А.А. Битумная нефть и перспектива развития нефтегазодобывающей отрасли // Сб. матер. респ. науч.-прак. конф. «Нефть вa гaз сaноaтидa зaмонaвий технологиялaр вa инновaциялaр», Карши, 2021, С. 10-13.
5. Мирзажанзаде А.Х., Гуллямов А.К., Марон В.И., Юфин В.А.
гидродинамика трубопроводного транспорта нефти и нефтепродуктов. М., Недра. 1984г. 280стр.
6. Крейнин Е.В. Новое техническое решение по извлечению тяжёлых нефтей // Газовая промышленность.- 2011г-№10- стр.60.
ИСТИҚБОЛЛИ МЕХАНИК УЗАТМА
https://doi.org/10.5281/zenodo.6465995
Мавланов Фахраддин Хакимович
Урганч давлат университети катта ўқитувчиси, Ўзбекистан, Ургенч ш.
Атаханов Алибек Бахтиёр ўғли
Урганч давлат университети, “Ер усти транспорт тизимлари ва уларнинг эксплуатацияси” йўналиши талабаси, Ўзбекистан, Ургенч ш.
Аннотатсия. Мақолада тишли узатмаларнинг техника ва транспортдаги ўрни, уларнинг ривожланиши ва турлари, ҳамда махсус тишли узатмалар сирасига кирадиган планетар узатмалар тўғрисида баён қилинган. Планетар узатманинг имкониятлари, тузилиши, ишлаши, афзалликлари ва истиқболлари тўғрисида кенг тўхталинган.
Калит сўзлар. Механик узатма, палнетар узатма, сатиллет, водило, марказий ғилдирак, эволвента, узатиш нисбати, механизм, қуёший ғилдирак, қувват, афзаллик, камчилик, дифференциал.
Мехакник узатмаларсиз техника ва технологияларни, жиҳоз ва қурилмаларни тасаввур қилиш қийин. Бирон бир транспорт воситаси йўқки унда механик узатма ишлатилмаса. Автомобилни оласизми, самолётни оласизми, кемани оласизми, велосипедни оласизми ва боринги тикувчилик машинасини оласизми, унда албатта узатмалар ишлатилади. Аксарияти қора металлардан тайёрланадиган бу механик узатмалар ўзларининг катта қувват узата олишлари билан ажралиб туради.
Қадимда пайдо бўлган механик узатмалар бугунги кунгача такомиллашиб, ривожланиб борди. Уларнинг янги турдошлари яратилди, тузилиши ва ишлаш аниқлиги ҳам оширилиб борилди. Айрим бир камчиликларини бартараф қилиш мақсадида янги модификациялари яратилди.
Буларнинг ичида айниқса илашиш ҳисобига ҳаракат узатувчи тишли ғилдираклар жуда муҳим ҳисобланади. Тишли ғилдиракнинг ҳозирги кундаги шаклига жуда яқин бўлганини Леонардо до Винчининг лойиҳаларида кўриш мумкин. Ҳозирги кунда энг кўп қўлланиладиган эволвента профилли тишли ғилдираклар 1760 йилда Эйлер томонидан тавсия қилинган тишли ғилдираклар бўлиб, уларнинг кўплаган конструкциялари яратилган. Бунга мисол қилиб параллел, кесишувчан ва айқаш ўқли ғилдиракларнинг турли конструкцияларини айтиб ўтиш мумкин (1-расмга қ.). Буларнинг ҳар бирининг ўзига яраша афзаллик ва камчиликлари бор. Ва албатта ҳар бирини бетакрор имконияти мавжуддир.
1-расм. Тишли узатмаларнинг турлари.
Юритмаларда катта узатиш нисбати, кўп юкланиш қобилияти, кенг кинематик имконлар, турли хил жойлашиш шароитлари талаб этилган ҳолатларда юқорида айтиб ўтилган тишли узатмаларнинг имкониятлари чекланган бўлади. Бундай ҳолларда тишли узатмаларнинг махсус турларидан фойдаланишга тўғри келади. Планетар узатмалар ана шунда ҳолатларда бемалол ишлай оладиган, замонавий механизмларнинг куч узатмаси бўла оладиган, истиқболли механик узатмалар сирасига киради.
Машиналарнинг ўлчамлари ва оғирлигини камайтиришнинг энг муҳим манбаи-бу тишли ўқлари бўлган қўзғалувчан узатмаларга ўтишдир. Таркибида қўзғалувчан ўқли ғилдираклари бўлган узатмалар планетар узатма (сайёравий узатма) деб аталади (2- ва 3-расмларга қ.). Планетар узатма ички тишли марказий ғилдирак, етаклагич, палнетар ғилдираклар, марказий ғилдирак, вал, ўқлар ва подшипниклардан тузилган бўлади.
2-расм. Планетар узатма схемалари:
а-умумий схема; б,в,г-ҳаракатни турли хил узатиш схемалари.
3-расм. Планетар узатмани умумий кўриниши.
Агар планетар узатмада b ғилдирак қўзғалмас бўлса, ҳаракат a дан h га, ёки h дан a га узатилади (2-расм, б). a марказий ғилдирак қўзғалмас бўлса ҳаракат b дан h га, ёки h дан b га узатилади (2-расм, в). h етаклагич қўзғалмас бўлса ҳаракат a дан b га, ёки b дан a га узатилади (2-расм, г). Агар ҳамма звенолар эркин бўлса бир ҳаракатни иккига ажратиш, ёки ҳаракатни биттага бирлаштириш мумкин, масалан, b дан a ва h га, a ва h дан b га ва шу каби. Бу ҳолда узатма дифференциал узатма бўлади [1].
Планетар тишли узатмалар катта ихчамлиликни вужудга келтириб, ўқларга тушадиган катта юкланишни тенг тақсимлаб бериш имконини таъминлаб беради. Шундай қилиб планетар узатмалар схемасида ҳар бир қисмнинг материаллари ва механик хусусиятлари бир хил бўлмасада, бошқа узатмалар билан солиштирганда ҳажми кичикроқ ва етарлича катта оғирликда ишлай олиш имконияти мавжудлиги билан фарқ қилади. Аммо юк кўтариш қобилиятини сезиларли даражада ошириш учун имконят мавжудлиги, узатманинг ҳажми ва вазни камайишига сабаб бўлади. Бу эса бошқа узатмалардан кўра планетар узатмага бўлган эҳтиёжни ошишига сабаб бўлади. Бошқа бир тишли узатмаларнинг планетар узатмаларга ўтказишда тишли узатмаларнинг диаметри сезирарли камаяди. Бу эса ўз навбатида ишлов бериш туфайли ишчи юзаларини қаттиқлигини оширишга имкон беради шу тариқа тишларнинг мустаҳкамлиги ортиб, юқори юкланишда ишлай олиш имконини беради. Тишли ғилдиракларни ўлчамларини камайтириш, юқори сифатли материалларга ўтишни ёки бўлмаса термик ишлаш имкониятларини янада ошириш ва такомиллаштириш, юқори аниқлик даражасида ишлашни таъминлайди.
Дизайн жиҳатдан шуни кўрсатадики, бошқа узатмалардан планетар узатмаларга ўтиш вазнни 2-6 баробар камайишини таъминлайди. Қувват сателлитлари сонига тенг бўлган оқимлар бўйича узатилади, бу эса тишларга тушадиган юкламани ҳар бир илашмада бир неча бор камайишига олиб келади. Катта узатишлар нисбатига (1000 ва ундан ортиқ) кўп поғонали узатмаларни ишлатмасдан ҳам эришилади. Таянчларга тушадиган юкламалар сателлитлар симметирик жойлашганлиги учун кичик миқдорга эгадир. Бу эса ўз навбатида узатмадаги исрофни камайтиради ҳамда сателлитлар таянчидан бошқа таянчлар конструксиясини соддалаштиради [2].
Планетар узатманинг қуйидаги афзалликлари унинг имкониятларини янада теранроқ тушинишга ёрдам беради.
Афзалликлари:
▪ Оғирлиги нисбатан кам бўлиб, анча ихчамдир.
▪ Дифференциал узатма ҳосил қилиш мумкин. Бу эса транспорт воситаларини буралишида орқа ўқларни турли тезликларда айланишини таъминлайди.
▪ Сателлитлар сони 1 дан 72 тагача бўлиб, узатилаётган қувват улар орасида тенг тақсимланади. Натижада ҳар бир тишга тушаётган юкланиш бир нечта марта камаяди.
▪ Узатишлар сонининг катта бўлганлиги кўп поғонали узатмалар ишлатишдан воз кечишга имкон беради.
▪ Узатманинг таркибида кўпинча ички илашувли тишли ғилдирак бўлганлиги учун узатма юкланишини янада ошириш имконияти туғилиди.
▪ Кўпинча сателлитлар марказий ғилдиракка симметрик жойлашганликлари учун уларда пайдо бўлган кучларнинг айримлари ўзаро мувозанатлашади, натижада таянчларга тушадиган юкланишлар кескин камаяди.
▪ Равон ишлайди ва кам шовқинли.
▪ Узатиш сонига салбий таъсир этувчи сирпаниш ҳодисаси бўлмайди ва ФИК и юқори.
Кичик камчиликлари ҳам мавжуд:
▪ Узатма таркибида анчагина деталлар мавжуд бўлади ва бу тузилмани мураккаблаштиради.
▪ Планетар узатмани тайёрлаш нисбатан қиммат бўлади.
▪ Деталларни тайёрлаш ва йиғишда юқори аниқлик талаб этилади [2].
Хулоса қилиб айтганда, планетар узатмаларни турли транспорт воситаларида, оғир машинасозлигида, дастгоҳсозликда, асбобсозликда, оғир юкланишда ишлайдиган техникаларда кенг қўллаш истиқболли ҳисобланади. Планетар узатмалар электрюритгичлар билан бевосита, биргаликда ишлатилганда янада юқори самара беради.
ФОЙДАЛАНИЛГАН АДАБИЁТЛАР РЎЙХАТИ:
1. Шообидов Ш.А. Машина деталлари: Техника олий ўқув юртлари учун дарслик. - Тошкент: “Ўзбекистон энсиклопедияси”, 2014. - 444 б.
2. И.С.Рузиев, Ф.Х.Мавланов, А.Б.Атаханов. Планетар узатмаларни ҳисоблаш ва лойиҳалаш: Ус. қўл., Урганч-2022, 86 б.
БОШЛАНҒИЧ ТАЪЛИМ ДИДАКТИКАСИ
https://doi.org/10.5281/zenodo.6464908
Равшанова Гулрухсор Зохидовна
ҚарДУ Педагогика факультети, бошланғич таълим 020-196 гурух талабаси
Аннотация: Ушбу мақолада бошланғич таълим дидактикасининг ўзига хос хусусиятлари тўғрисида мулоҳаза юритилган ва методик тавсиялар берилган.
Калит сўзлар: таълим, бошланғич, дидактика, тушунча, хусусият, билим, кўникма, самара, малака, ѐндашув, ўқитиш, метод.
DIDACTICS OF PRIMARY EDUCATION
ABSTRACT : The article examines the features of the didactics of primary education and provides guidelines.
Keywords: education, elementary, didactics, concept, characteristic, knowledge, skill, efficiency, skill, approach, teaching, method.
Кириш: Ўзбекистонда амалга оширилаѐтган таълим ислоҳотлари жараѐнида бошланғич таълимни ривожлантириш асосий йўналишлардан бири ҳисобланади.
Бунинг учун бошланғич таълим дидактикаси асосларини идрок этиб олиш мақсалга мувофиқдир.
Дидактика тушунчаси. Дидактика педагогика фанининг муҳим таркибий қисмидир. “Дидактика” сўзи лотинча бўлиб, ўқитиш назарияси ва қонуниятларини ўрганади. Дидактиканинг асосий категориялари қуйидагилардан иборат:
1)ўқитиш; 2)таълим,бериш 3)ўқиш.
Дидактиканинг ўқитиш категорияси таълимни илмий ва тизимли қонуниятлар асосида ташкил қилишни ифодалайди. Мазкур категория педагогиканинг негизи ҳисобланади. Дидактиканинг таълим бериш категорияси қуйидагиларни билдиради:
- билим бериш;
- маълумотлар узатиш;
- ўқувчиларнинг ўқув-билиш фаолиятини ташкил этиш;
- ўқиш жараѐнида юзага келадиган муаммоларни ҳал этиш; ўқувчиларнинг ижодкорлиги ва мустақиллигини шакллантириш; - ўқувчиларнинг ўзлаштиришини баҳолаш.
АДАБИЁТЛАР ТАҲЛИЛИ ВА МЕТОДОЛОГИЯ
Таълим бериш категорияси ўқитувчининг (педагогнинг) фаолияти натижасида амалга оширилади. Дидактиканинг ўқиш категорияси қуйидагиларни ифодалайди:
- ўқувчиларнинг давлат таълим стандартларига мувофиқ билим, кўникма ва малакаларни эгаллаши;
- ўқувчиларнинг берилган топшириқларни бажариши;
- ўқувчиларнинг онги, дунѐқараши ва мустақил фикрининг шаклланиши.
Ўқиш категорияси таълим олувчилар фаолияти билан амалга оширилади. Дидактиканинг асосий вазифаси ўқув фаолиятини амалга оширишдир. Ўқув фаолияти қуйидагиларни қамраб олади:
- билимлар мажмуини бериш ва эгаллаш;
- ўқув фаолиятини турли воситалар ва методлар асосида ташкил
этиш;
- ўқувчиларнинг саводхонлигини ошириш;
- ўқувчиларнинг билиш тажрибасини кучайтириш.
Дидактиканин ўқув фаолиятидаги самарадорлиги ички ва ташқи мезонлар билан белгиланади. Бунда ички мезон таълимни муваффақиятли ўзлаштиришдан иборат, ташқи мезон эса таълимнинг умумий самарадорлиги билан белгиланади. Бу мезонлар асосида ўқув фаолияти тартибга солиниб борилади ва унда сифат ҳамда самарадорлик даражаларига кўра ўқув фаолияти баҳоланади.
Дидактика назарияси ва амалиѐтига доир бир неча тадқиқотлар амалга оширилшан. Бу борада айниқса чех педагоги Ян Амос Коменскийнинг (XVII аср) “Буюк дидактика” асари муҳим ҳисобланади. Бу асарда қуйидагилар дидактиканинг асосий тамойиллари сифатида асослаб берилган: а) болапарварлик;
б) халқпарварлик;
в) инсонпарварлик;
г) бағрикенглик.
Дидактиканинг мазкур тамойиллари ҳозирги замон таълим ва тарбия жараѐнида қабул қилинган бўлиб, улар педагогик қонуниятлар сифатида қаралади. Бундай ѐндашув натижасида бутун дунѐ таълим тизимида гуманизм идеал ғоя сифатида қабул қилинган. Унга кўра, таълим олиш ва таълим беришда инсоннинг ѐши, жинси, ирқи, миллати ва ижтимоий мавқеи ҳисобга олинмайди. Шу жиҳатдан кейинги 4 аср давомида педагогика фани инсонпарварлик санъати сифатида эътироф этиб келинмоқда.
Ўзбекистон шароитида ўқув фаолияти дидактиканинг қонуниятлари ва томойилларига қатъий амал қилинган ҳолда ташкил этилган. Шу сабабли мамлакатимиз таълим тизими халқларнинг илғор ривожланиб борувчи таълими Рўйхатига киритилган.
Бошланғич таълим дидактикасининг хусусиятлари. Ўзбекистон педагогик фанлари таркибида бошланғич таълим дидактикаси ўзига хос хусусиятларга эга. Бунда асосий хусусиятлар қуйидагилардан иборат:
- 7-11 ѐшли ўқувчиларни билим оламига олиб кириш;
- мазкур ѐшдаги ўқувчиларни жамиятнинг талаб ва эҳтиѐжларига мос равишда ўқитиш;
- бошланғич таълимда энг замонавий ва мақбул ўқув фанларини қўллаш.
Шунингдек, бошланғич таълим дидактикасида асосий эътибор ўқитиш ва ўқувчиларнинг билимларни ўзлаштиришига қаратилади. Шу сабабли 2020-2021 ўқув йилидан бошлаб бошланғич таълим давлат стандартлари қайта кўриб чиқилди ва ўқув фанлари мақбуллаштирилди. Мисол учун, ўзбек педагогикаси тарихида илк бор “Тарбия” ўқув фани яратилди ва таълим жараѐнига татбиқ этилди. Бошланғич синфларда мазкур фан ўқувчиларнинг онги, дунѐқараши ва ахлоқини миллий ва умуминсоний қадриятлар уйғунлигига асосан шакллантиришга йўналтирилган.
Бошланғич таълим дидактикасида ўқитишнинг сифат ва самарадорлигига эришиш бош мақсад ҳисобланади. Шу жиҳатдан ўзлаштириш жараѐни қуйидаги даражалар асосида баҳоланади:
1) фанларнинг (ҳодисаларнинг, воқеликнинг, фактларнинг) ўқувчилар томонидан фарқланиши ва ўзлаштирилиши;
2) фанлар материалларини тушуниши ва улар асосида ўқувчиларнинг ўз билимларини бойитиб бориши.
Ўзбекистон бошланғич таълим дидактикасида ўқитувчиларнинг индивидуал ўқтитиш услублари муҳим ўрин тутади. Унга кўра, ҳозирги кунда Ўзбекистон бошланғич таълимида бин нечта фан ўқитувчилари ўқув фаолияти билан шуғулланмоқда. Мазкур ўқитувчиларнинг ҳар бири ўзининг индивидуал ўқитиш услубига эга. Айни пайтда, бошланғич таълим давлат стандартларига мувофиқ ўқитувчиларнинг турли ўқитиш услублари педагогик қонуниятлар асосида умумийлашади. Бунда қуйидаги қонуниятлар асосий вазифани бажаради:
- мавзуларнинг тушунтириш ва ўргатиш методлари асосида ѐритилиши;
- ҳар бир ўқувчининг мавзуларни ўзлаштиришга эришилиши;
- ўқувчиларнинг ѐши, жисмоний ва руҳий имкониятларига мос ўқув воситаларининг танланиши;
- ўқувчиларни мустақил таълим олишга йўналтирилиши.
НАТИЖАЛАР
Ўзбекистон Республикаси Президенти Шавакат Мирзиѐевнинг ташаббуси билан жамиятда китобхонлик қадрияти қайта тикланди. Бунинг натижасида бошланғич таълим дидактикасида ҳам янгиланиш рўй берди. Унга кўра, бошланғич синф ўқувчиларинг китоб ўқишлари ва уларни муҳокама қилишлари бошланғич таълим дидактикасининг таркибий қисмига айланди. Бугунги кунда педагогик олимларнинг олдида бошланғич синф ўқувчилари ўқиши зарур бўлган адабиѐтлар мажмуини тузиш ва китобхонликнинг дидактик муаммоларини ҳал қилиш вазифаси турибди. Шу сабабли олий педагогик таълим жараѐнида бўлажак бошланғич синф ўқитувчилари бошланғич таълим дидактикаси асослари ва ѐрдамчи дидактик адабиѐтлар хусусиятлари тўғрисида аниқ билимга эга бўлиши керак.
Бошланғич таълим дидактикасида ўқитишнинг оддийдан мураккабликка тамойилига асосланилади. Бунда ўқувчиларнинг билим даражаси ва кўникмаси босқичма-босқич ривожланиб боришига асосий эътибор қаратилади.
Ҳозирги замон технологиясининг ривожланиши натижасида бошланғич таълимда масофавий таълим, компьютерли технологияли таълим кабилар кенг қўлланилмоқда. Шу сабабли бундай технологияли таълим турларининг дидактикасини ишлаб чиқиш зарурят бўлиб турибди. Бу борада бизнинг ѐндашувимиз қуйидагича: компьютер каби техник имкониятлар бошланғич таълимда мақсад эмас, балки восита бўлиши керак. Бундай ѐндашув 7-11 ѐшли ўқувчиларнинг техник воситалардан оқилона фойдаланиш кўникмасини шакллантиради.
Бошланғич таълим дидактикаси самарадорлиги. Ўзбекистон шароитида бошланғич таълим дидактикасининг самарадорлиги қуйидагилар билан белгиланади:
а) ўқув жараѐнини энг юқори талаблар асосида ташкил этиш;
б) бошланғич таълимни профессионал ўқитувчилар билан таъминлаш;
в) бошланғич таълим давлат стандартларини қатъий бажариш.
МУҲОКАМА
Мазкур мезонларга биноан бошланғич таълим дидактикасининг самарадорлигига эришилади. Кейинги пайтларда бошланғич таълимда техник воситаларни ва замонавий технологияларни кенг қўлланилаѐтганлиги боис бошланғич таълимнинг самарадорлиги айнан ана шу жараѐн билан баҳоланмоқда. Бироқ, бошланғич таълим дидактикасининг самарадорлиги энг аввало Ўқитувчиларнинг фаолияти билан баҳоланиши керак. Чунки ўқитувчининг асосий мақсади ўқув фанларини талаб даражасида ўқитиш, тушунтириш ва унинг йўналишларини баҳолаб боришдан иборат. Шу жиҳатдан бошланғич таълим дидактикасида техник воситалар ва замонавий технологиялар самарадорликка эришишнинг иккиламчи асоси ҳисобланади.
Олий педагогик таълим жараѐнида бўлажак бошланғич синф ўқитувчилари бошланғич таълим дидактикасининг самарадорлигига эришиш кўникмасини эгаллаши тақозо этилади. Бунинг учун талабалар қуйидагиларга амал қилиши керак:
- бошланғич таълим дидактикаси бўйича билимларни эгаллаш;
- бошланғич таълим дидактикасига доир қўшимча адабиѐтларни ўқиш; - “Бошланғич таълим” журнали ва “Маърифат” газеталари билан мунтазам танишиб бориш;
- Устозлардан бошланғич таълим дидактикасига доир маслаҳатлар олиш.
ХУЛОСА
Ўзбекистон шароитида умумий дидактика масалалари яхши тадқиқ этилган. Айни пайтда, бошланғич таълим дидактикаси бўйича илмий ишланмалар кам. Шу сабабли олий педагогик таълим жараѐнида талабаларнинг бошланғич таълим дидактикаси муаммолари бўйича илмий тадқиқотчилигини кучайтириш долзарб бўлиб турибди.
Бошланғич таълим дидактикасининг умумий самарадорлиги 4-синф битирувчиларининг билим ва кўникма даражаси билан белгиланади.
Ўзбекистон Республикаси Президенти Шавкат Мирзиѐевнинг ташаббуси билан бошланғич таълим битирувчиларини умумий, Президент ва ихтисослаштирилган мактабларга тайѐрлаш вазифаси қўйилди. Шу маънода бошланғич таълимни битирувчилар ушбу таълим масканларининг қайси бирида кўп ўқишига қараб бошланғич таълим дидактикасининг умумий самарадорлиги баҳоланиши таркиб топди. Бу янгилик бошланғич таълим дидактикаси самарадорлигида асосий мезонлардан бири сифатида қаралмоқда.
Шундай қилиб ҳозирги замон “Бошланғич таълим дидактикаси” мазмуни ўзига хос хусусиятларга эгалиги билан педагогик фанлар таркибида муҳим ўрин тутади.
REFERENCES :
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Pedagogik kompetentlik: nazariya va amaliyot. Academic research in educational sciences, Issue 3, 2020, pp 209-215.
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КАРАКАЛПАКСКОЕ ЮВЕЛИРНОЕ ИЗДЕЛИЕ.
https://doi.org/10.5281/zenodo.6466033
Салимов Саламат
Магистрант 1 курса НГПИ имени Ажинияз по специальности Изобразительное и декоративно- прикладное искусство.
К каракалпакской ювелирной изделии можно отнести каракалпакские традиционные кольца, сережки, браслеты, ожерелье, и другие. Потому что эти изделия делаются из руки в ручную, их камушки, узоры, размеры все что-то означают. Но при этом у каждого узора и украшении есть свой места куда можно носить и при каких обстоятельствах.
Если говорить об каракалпакской ювелирной изделии оно богата тем что эти узоры нигде не повторяются даже ни в других нациях, и по своему эти узоры являются красивыми, яркими и конечно же богатыми со своими камушками.
Но самое главное в том что каждое каракалпакским ювелирным украшением можно определить возраст женщины, а также социальные положения женщины. Потому что украшение украшает каждую женщину в любом возрасте. Молодые девушки надевали украшения по скромнее, а взрослее их украшения все больше и больше становились большими и с большим качеством камушками. А к старости уже не носили украшения.
С детства девушки от сглаза носили на шее, на ногах, на руках различные традиционные амулеты сделаны в ручную. Для того чтобы хранить от различных бед и сглаз. А к дню свадьбы проводили различные обряды, ритуалы с традиционными песнями и в том числе в это время из-за трогательной песни все плакали. Когда провожали девушку из дома в день свадьбы на талии надевали пояс который назывался саукеле. При этом пояс был длинным с размером платья в виде павлин хвоста.
Каракалпакские ювелирные украшения были различными и у них были разные виды как: кольцо, сережки, браслет, и такие названия необычные как шар туйме, жез браслет, хасил тасли браслет, куима браслет, бака туйме, саукеле, онгирше и другие. Но с этим же у всех женщины были много украшении и повседневные и праздничные украшения.
Но самое интересное в том что когда у женщины скончается самый близки человек хоть мама или папа, но и в том числе муж. То тогда это женщина не носила украшения, а все украшения в это время приходилось убрать в сундук это была традиция каракалпаков.
Особенно в 19 и в начале 20 веков каракалпакские ювелирные украшения были везде развитым именно в торговых центрах. А также мастеров этих ювелирных изделии стало больше чем раньше. Во многом случай эти мастера изготавливали украшения для женщин, девушка. Потому что эти украшения были особыми различались по узорами и камушками, а также с размерами. А для мужчин изобретались кольца, узоры на поясах и другие. А в домашних предметах особенно в ножах, пиала, тарелках и другие. В те времена все узорчатые украшения, вещи считалась оберегающими от всяких бед и сглаз.
Еще у каракалпаков была символ древни богини матушки. Его дарили выходящим в замуж девушкам для сглаза и для того чтобы это украшение оберегал девушку от всего. Вид украшении таково что украшение в виде фигуры женщины и его чрево. Но при этом его называли аншик. А в нем изображалось тотемы тех времен например птицы, барана, голова волка, для того чтобы эти украшения в виде амулета охраняли детородных женщин с утра до ночи. И до этого времени идет такая мысль что эти украшения объединил этот мир с миром духов.
Различие в том что взрослые женщины носили украшения не только в серебренном виде но и золотые украшения. Не смотря на серебряных украшении но и золотые украшении были много и различные виды по своему возрасту носили женщины. Особенно женщины носили золотые носовое кольцо, сережки и другие.
Браслеты каракалпаков различались от других нации в том числе что каракалпакские браслеты были тяжёлыми в браслете были много узоров и огромные камни которые в солнышке отсвечивались. Тяжёлым браслетом называли куйма браслет с необычным орнаментом, но и после него стоит хасыл тасли браслет который состоит с несколькими сердоликами и даже в него включалось узоры в виде змей. А к концу этих украшении были в виде лапы, зубов хищных животного.
У каракалпаков чем у других нации есть много ювелирных искусств. До этого времени каракалпакские узоры даже рисовались на стенах, украшениях, коврах, посудах, кувшинах, одеждах, обувях, скатертях но и в других.
В данное время можно увидеть необычные именно старинные узоры в головном одежде которые называют саукелле. При котором саукелле является свадебным одежной в день свадьбы. То есть когда девушка выходит замуж она одевает саукелле является традиционным одеждой для каждой каракалпакской девушки. И из-за этого каждая каракалпакская девушка с гордостью одевает саукелле в день своего свадьбы. И до этого каждая девушка мечтает одеть саукелле и при нем выйти замуж. Но самое интересное в том что одевшая саукелле девушку свадьбу отмечают в традиционном виде например на свадьбе с помощью песни хауыжар провожают девушку со слезами потому что это песня является самым трогательным для каждого человека особенно для дувушек.
С этим я хочу сказать то что каракалпакские ювелирные изделия являются по своему необычными и красивыми для каждого человека. Особенно для каракалпаков. Но и до этого времени эти изделия хранятся в музее для экскурсии.
СПИСОК ИСПОЛЬЗОВАННОЙ ЛИТЕРАТУРЫ:
1. 1.Жданко Т.А. Народное орнаментальное искусство каракалпаков//Материалы и исследования по этнографии каракалпаков. М.: Изд. АН СССР,1958.
2. 2.Рукописный фонд Каракалпакского отделения АН Республики Узбекистан. Рукопись Н.Давкараева в 50-томах. т.16.
3. 3.Этнография каракалпаков. Х1Х – начало ХХ века (материалы и исследования). Ташкент: «ФАН»,
НОРМЫ РАСХОДА ТОПЛИВА И СМАЗОЧНЫХ МАТЕРИАЛОВ
АВТОМОБИЛЬНЫМ ПОДВИЖНЫМ СОСТАВОМ
https://doi.org/10.5281/zenodo.6464705
Усманов Илхомжон Икромжанович
Ташкентский Государственный Транспортный Университет
Ассистент кафедры Транспортной энергетической установки
Аннотация: Эта статья о расходе топлива, потребностях автомобилей, технологиях производства качественного топлива для автомобилей.
Ключевые слова: коэффицент, линейная норма, норма расхода, бензин
1.1. ОБЩИЕ ПОЛОЖЕНИЯ
Показатели, используемые для нормирования расхода автомобильного топлива, имеют следующий состав:
• базисные линейные нормы расхода топлива на 100 км пробега;
• корректировочные коэффициенты;
• нормативные коэффициенты (надбавки и снижения);
• нормы расхода топлива на каждые 100 тонно-километров транспортной работы для бортовых грузовых автомобилей и автопоездов, выполняющих работу, учитываемую в тоннокилометрах;
• нормы расхода топлива на каждую езду с грузом для автомобилей- самосвалов и автопоездов с самосвальными кузовами;
• нормы расхода топлива на работу специального оборудования, установленного на автомобилях.
Базисные линейные нормы - представляют собой индивидуальные нормы расхода топлива на пробег в однозначно определенных дорожноэксплуатационных, климатических и нагрузочных условиях работы автомототехники различных марок.
Нормативные коэффициенты - это надбавки и снижения к нормам, учитывающие влияние на расход топлива дорожно-эксплуатационных, климатических и других факторов, не учтенных в базисных линейных нормах расхода топлива на транспортную работу.
Корректировочные коэффициенты учитывают увеличение
(уменьшение) при использовании бензина с октановым числом, отличным от используемого при разработке базисных норм расхода.
Нормы расхода топлива на каждые 100 тонно-километров транспортной работы учитывают дополнительный расход топлива при движении автомобилей и автопоездов с грузом.
Нормы расхода топлива на каждую поездку с грузом для автомобилей- самосвалов и автопоездов с самосвальными кузовами учитывают увеличение расхода топлива, связанное с работой двигателя при разгрузке, а также маневрирование в пунктах погрузки и разгрузки.
Нормы расхода топлива на работу специального оборудования выражают меру потребления при производстве работ оборудованием, установленным на специальные и специализированные автомобили.
Базисные линейные нормы расхода топлива для марок автомобилей и специального оборудования, не определенные настоящим документом, устанавливаются на основании рекомендаций, изложенных в разработках по определению научно-обоснованных норм.
1.2. БАЗИСНЫЕ ЛИНЕЙНЫЕ НОРМЫ
РАСХОДА ТОПЛИВА
Базисные линейные нормы являются основным показателем при определении нормируемого расхода топлива.
Ниже приведены базисные линейные нормы расхода топлива на 100 км пробега автомобиля:
• для бензиновых и дизельных автомобилей - в литрах;
• для автомобилей, работающих на сжиженном нефтяном газе, - в литрах (при температуре 15 градусов по Цельсию и при давлении окружающей воздушной среды 100 кПА);
• для автомобилей, работающих на сжатом природном газе, - в кубических метрах (при температуре 15 градусов по Цельсию и при давлении окружающей воздушной среды 100 кПА);
• для газодизельных автомобилей норма расхода сжатого природного газа указана в кубических метрах (при температуре 15 градусов по Цельсию и при давлении окружающей воздушной среды 100 кПА) и в скобках указана норма расхода дизельного топлива в литрах.
Значение базисных линейных норм расхода бензина указаны в таблице
2.1 без индекса для автомобилей, работающих на топливе, рекомендованном заводом изготовителем и с индексом (А-76, АИ-93), если при определении базисных норм расхода топлива использовался бензин с другим октановым числом. Значения базисных линейных норм расхода дизельного топлива отмечены индексом "диз", проставленного после цифрового значения базисной линейной нормы (например, для автомобиля "МАЗ-500" - 23 диз и т.д.), соответственно базисные линейные нормы расхода сжиженного нефтяного газа отмечены индексом "гнс", а нормы расхода сжатого природного газа - индексом "спг".
Базисные линейные нормы расхода приведены в последовательности, регламентированной действующей системой классификации обозначений марок автомобилей, а также в алфавитном порядке.
1.2.1. Бортовые грузовые автомобили ТАБЛИЦА 1.2.1
Марка, модель автомобиля |
Базисная линейная норма |
Avia A-20H, -21K, -21N |
11 диз |
Avia A-30N, -31L, -31N, -31P |
13 диз |
Daewoo "Labo" (STD/DLX) |
6,5 A-76 |
ГАЗ-33021 "ГАЗель" |
17 А-76 |
ГАЗ-330230 "ГАЗель" |
18 А-76 |
ГАЗ-51Ж |
33 гнс |
ГАЗ-51, -51А, -51В, -51Н, -51Р, -51С, -51Т, -51У, - 51Ю |
21,5 |
ГАЗ-52, -52А, -52-01, -52-03, -52-04, -52-05, -52-54, - 52-74, -53Ф |
22 |
ГАЗ-52-07, -52-08, -52-09 |
30 гнс |
ГАЗ-52-27, -52-28 |
21 спг |
ГАЗ-53, -53А, -53-50, -53-70 |
25 |
ГАЗ-53-07, -53-19 |
37 гнс |
ГАЗ-53-12, -53-12-016, -53-12А |
24,5 |
ГАЗ-53-27 |
25,5 спг |
ГАЗ-63, -63А |
26 |
ГАЗ-33-07*, ГАЗ-53-12(с 1991 г. выпуска) |
24 |
ГАЗ-66, -66А, -66АЭ, -66-01, -66-02, -66-04, -66-05, - 66-11 |
28 |
ЗИЛ-130, -130А1, -130Г, -130ГУ, -130С, -130-76, - 130Г-76, -130ГУ-76, -130С-76, -130-80, -130Г-80, - 130ГУ-80, -431410, -431411, -431412, -431416, - 431417, -431450, -431510, -431516, -431917 |
31 |
ЗИЛ-131, -131А, -166А, -166В |
41 |
ЗИЛ-133Г, -133Г1, -133Г2, -133ГУ |
38 |
ЗИЛ-133ГЯ, -4331 |
25 диз |
ЗИЛ-138, -431810 |
42 гнс |
ЗИЛ-138А, -138АГ, -431610 |
32 спг |
ЗИЛ-157, -157Г, -157К, -157КГ, -157КД, -157КЭ, - 157КЮ, -157Э, -157Ю |
39 |
IFA W50L |
20 диз |
КамАЗ-4310, -43105 |
31 диз |
КамАЗ-5320 |
25 диз |
КамАЗ-53202, -53212, -53213 |
25,5 диз |
КамАЗ-53208 |
22,5(6,5) спг (диз) |
КамАЗ-53217 |
21,5(6,5) спг (диз) |
КамАЗ-53218 |
23(6,5) спг (диз) |
КамАЗ-53219 |
22(6,5) спг (диз) |
КрАЗ-214, -214Б |
54 диз |
КрАЗ-219, -219Б |
47 диз |
КрАЗ-255Б, -255Б1 |
42 диз |
КрАЗ-257, -257Б1, -257БС, -257С |
38 диз |
КрАЗ-260, -260Б1, -260М |
42,5 диз |
МАЗ-500, -500А, -500АС, -500АТ, -500В, -5334, -5335, -533501, -5337, -53371 |
23 диз |
МАЗ-514 |
25 диз |
МАЗ-516, -516Б |
26 диз |
МАЗ-53352 |
24 диз |
МАЗ-543, -7310, -7313 |
98 диз |
Magirus 232 D 19L |
24 диз |
Magirus 290 D 26L |
34 диз |
Subaru 4WDE12 |
8 A-76 |
Tatra 111R |
33 диз |
Урал-355, -355М, -355МС |
30 |
Урал-375, -375АМ, -375Д, -375ДМ, -375ДЮ, -375К, - 375Н, -375Т, -375Ю |
50 |
Урал-3776-377н |
44 |
Урал-4320, -43202 |
32 диз |
УАЗ-452, -452Д, -452ДМ, -374101, -3303, -330301 |
16 |
УАЗ-451, -451Д, -451ДМ, -451М |
14 |
УАЗ-33032, -33032-01 |
21,5 спг |
Chevrolet C-K2500, -K-3500 |
14,5 диз |
* При наличии радиальных шин и карбюратора К-84.
1.2.2. Тягачи
1.2.2. Тягачи
Марка, модель автомобиля |
Базисная линейная норма |
Avstro-Fiat CDN-130 |
26 диз |
БелАЗ-537Л, -7421 |
100 диз |
БелАЗ-6411 |
95 диз |
Volvo F-8932 |
24 диз |
Volvo-1033 |
22 диз |
ГАЗ-52-06 |
22 |
ГАЗ-63Д, -63П |
26 |
ЗИЛ-130АН, -130В, -130В1-76, -130В1-80, -130В1, - 441510, -441516 |
31 |
ЗИЛ-131В, -131НВ |
41 |
ЗИЛ-137, -137ДТ |
42 |
ЗИЛ-138В1, -441610 |
41 гнс |
ЗИЛ-157В, -157КВ, -157КДВ |
38,5 |
ЗИЛ-ММ3-4413 |
31 |
Iveco-190.33 |
25 диз |
Iveco-190.42 |
27 диз |
КАЗ-606, -606А, -608, -608В, -608В2 |
31 |
КамАЗ-5410, -54101, -54112 |
25 диз |
КамАЗ-5410(с двигателем ЯМЗ-238М2) |
32 диз |
КамАЗ-54118 |
23,5(6,5) спг (диз) |
КрАЗ-255В, -255В1, -260В, -6443 |
40 диз |
КрАЗ-255Л, -255Л1, -255ЛС, -643701 |
41,5 диз |
КрАЗ-258, -258Б1, -6444 |
37 диз |
KNVF-12T Comacu-Nissan |
45 диз |
КЗКТ-537Л |
100 диз |
КЗКТ-7427, -7428 |
140 диз |
ЛиАЗ-110.471 |
24 диз |
ЛуАЗ-2403 |
10 |
МАЗ-504, -504А, -504Б, -504Г, -5429, -5430, -5433, - 54331 |
23 диз |
МАЗ-504В |
31 диз |
МАЗ-509, -509А |
36,5 диз |
МАЗ-537, -537Т |
100 диз |
МАЗ-5432 |
26 диз |
МАЗ-54321, -54326 |
25 диз |
МАЗ-54322, -543221 |
27 диз |
МАЗ-54323, -54324 |
28 диз |
МАЗ-54329-020 |
32,5 диз |
МАЗ-6422, -64226, -64227, -642271, -54229 |
35 диз |
МАЗ-642201 |
33,5 диз |
МАЗ-7310, -73101, 07313 |
98 диз |
МАЗ-7916 |
138 диз |
Mersedes-Benz-1635S, -1926, -1928, -1935 |
23 диз |
Mersedes-Benz-1838 |
24 диз |
Mersedes-Benz-1935S |
25 диз |
Mersedes-Benz-2232S |
27 диз |
Mersedes-Benz-2235, -2236 |
28 диз |
Mersedes-Benz-2628 |
42 диз |
Mersedes-Benz-2832 |
34 диз |
Praga ST2-W |
23 диз |
Tatra-815TP |
48 диз |
Урал-375С, -375СК, -375СК-1, -375СН |
49 |
Урал-377С, -377СК, -377СН |
44 |
Урал-4420, -44202 |
31 диз |
Faun H-36-40/45 |
85 диз |
Faun H-46-40/49 |
90 диз |
Chepel D-450 |
22 диз |
1.2.3. Фургоны
Марка, модель автомобиля |
Базисная линейная норма |
Avia-A-20F |
11 диз |
Avia-A-30F, -30KSU, -31KSU |
13 диз |
ГАЗ-270500 "ГАЗель" |
18 А-76 |
ГЗСА-731(*) |
29 |
ГЗСА-890А, -893АБ, -37021, -37041 |
34 гнс |
ГЗСА-891 |
|
Chepel D-450.86 |
25 диз |
Scoda-LIAS-100.42, -100.45 |
24 диз |
Scoda-706PTTN |
25 диз |
1.2.4. Автобусы
Марка, модель автомобиля |
Базисная линейная норма |
DAEWOO BS-106 |
36,5 диз |
DAEWOO BV-113 |
31 диз |
Chevrolet "Suburban" |
15,5 диз |
ГАЗ-322100, -322120, -322139 "Газель" |
18 А-76 |
BELDE 214-17B |
35 диз |
Chevrolet "Astro" |
15,5 А-72 |
DAEWOO "Damas" (COACH/VAN) |
7,5 А-76 |
Iveco M29.12 |
19 диз |
Порядок формирования необходимой валовой выручки
11. Необходимая валовая выручка для каждой организации, осуществляющей регулируемую деятельность, должна быть установлена на уровне, достаточном для покрытия следующих затрат:
эффективный уровень операционных расходов; амортизационные отчисления по активам, связанным с осуществлением
регулируемой деятельности; прибыль на инвестированный капитал.
Необходимая валовая выручка для всех организаций, осуществляющих регулируемую деятельность, устанавливается по следующей формуле: НВВ = ОР + Амор +ПИК, где:
НВВ — необходимая валовая выручка;
ОР — совокупные годовые операционные расходы;
Амор — годовые амортизационные отчисления; ПИК — прибыль на инвестированный капитал.
12. Операционные расходы, которые являются обоснованными и необходимыми для осуществления регулируемой деятельности, включаются в состав расходов для расчета необходимой валовой выручки. Регулирующий орган может утвердить или скорректировать операционные расходы, предоставленные организациями, осуществляющими регулируемую деятельность, на основе независимой экспертной оценки, сравнительного анализа или любыми другими способами, которые обеспечат точное отражение разумных и обоснованных расходов.
13. Операционные расходы включают в себя затраты на топливо, расходы на материалы, затраты на оплату труда, содержание и техническое обслуживание, административные расходы, расходы по налогам и другим обязательным платежам от прибыли и другие расходы, связанные с осуществлением деятельности. При этом расходы по процентам долгосрочных займов не включаются в состав операционных расходов, за исключением формирования необходимой валовой выручки с учетом пункта 25 настоящего Положения.
14. Определение состава вышеуказанных расходов производится в соответствии с положением о составе затрат по производству и реализации продукции (работ, услуг) и о порядке формирования финансовых результатов, утвержденным постановлением Кабинета Министров от 5 февраля 1999 г. № 54, и другими нормативно-правовыми актами с учетом особенностей электроэнергетической отрасли.
15. Расходы, предусмотренные статьей 147 Налогового кодекса Республики Узбекистан, не учитываются в операционных расходах.
16. Регулирующий орган принимает решение о возмещении затрат в зависимости от графика капитализации инвестиций в тарифном цикле. Для инвестиций, привлеченных в соответствии с инвестиционными программами, но не использованных по причинам, не зависящим от электроэнергетических организаций, затраты должны быть распределены по всем категориям потребителей согласно коэффициентам распределения, указанным в пункте 17 настоящего Положения. 17. Коэффициенты распределения для активов и связанных с ними затрат таких, как затраты на эксплуатацию и техническое обслуживание, запасы, сборы и пошлины должны быть определены для категорий потребителей на основе следующих рекомендаций:
а) в тех случаях, когда активы и связанные с ними затраты используются исключительно определенной категорией потребителей, они полностью распределяются для этой категории потребителей;
б) если активы и связанные с ними расходы предназначены для целей
экспорта, все распределение относится к категории экспорта;
в) если активы организаций по производству электроэнергии, магистральных электрических сетей и территориальных электрических сетей и связанные с ними затраты предназначены для совместного использования разными потребителями, коэффициент распределения должен основываться на спросе на мощность;
г) средневзвешенные коэффициенты распределения для всех категорий потребителей должны быть определены для распределения активов и связанных с ними затрат, которые не относятся к подпунктам «а», «б» и «в» настоящего пункта, включая сборы и пошлины.
18. Расчет тарифа осуществляется на базе показателей необходимой валовой выручки, приходящихся на продукцию и услуги, и формируется: по нормируемым затратам — с учетом нормативно-технической документации (рецептура, нормы расходования сырья и материалов, тепло и электроэнергии, труда и т.д.) и нормативных документов по стандартизации (ГОСТ, ОСТ, ТУ, ТО и т.п.), утвержденных соответствующими уполномоченными органами; по ненормируемым затратам — на основе анализа отчетных показателей предшествующих четырех кварталов и с учетом прогнозного изменения цен.
В случае если технические и технологические нормы расхода сырья, материалов, топлива, энергии и других ресурсов утверждены соответствующими уполномоченными органами в диапазонах минимального и максимального расходования этих ресурсов, в целях расчета тарифа регулирующим органом используется их среднее значение в пределах данного диапазона норм.
При формировании тарифа на продукцию и услуги распределение косвенных материальных затрат, косвенных затрат на оплату труда, прочих затрат производственного характера, расходов периода осуществляется по удельной трудоемкости продукции (затратам по оплате труда основного производственного персонала, приходящимся на продукцию или услуги). При этом для распределения затрат организация, осуществляющая регулируемую деятельность, по согласованию с регулирующим органом имеет право использовать другие критерии, предусмотренные законодательством по бухгалтерскому учету.
19. Если в предыдущем периоде регулирования организация, осуществляющая регулируемую деятельность, добилась экономии средств за счет реализации мер по внедрению современных ресурсосберегающих технологий и рационализации технологических процессов, приводящих к изменению (увеличению или уменьшению) норм расхода топлива и материалов в пределах утвержденной нормативно-технической документации, увеличения уровня использования мощностей и роста производительности труда, сокращения эксплуатационных и накладных расходов, снижения стоимости закупаемых топлива, материалов и комплектующих, оптимизации численности персонала, при очередном пересмотре регулируемых тарифов сэкономленные средства не учитываются в составе прибыли на инвестированный капитал, а вышеуказанные затраты принимаются с учетом уточненных параметров.
20. Амортизационные отчисления по основным средствам и нематериальным активам не включаются в состав операционных расходов, а отражаются отдельно от операционных расходов как возврат инвестированного капитала. Амортизационные отчисления по основным средствам и нематериальным активам, связанные с осуществлением регулируемой деятельности, определяются согласно законодательству о бухгалтерском учете. Амортизационные отчисления по безвозмездно полученным основным средствам и нематериальным активам не включаются в состав необходимой валовой выручки.
При каждом пересмотре тарифов амортизационные отчисления должны прогнозироваться на следующие пять лет с учетом прогнозной переоценки долгосрочных активов.
21. Прибыль на инвестированный капитал представляет собой операционную прибыль, полученную организацией, осуществляющей регулируемую деятельность, вследствие своих капитальных вложений и которая затем может использоваться для выплаты расходов по процентам кредиторам и распределения чистой прибыли. Данная прибыль рассчитывается путем умножения средней стоимости капитала (средневзвешенной стоимости капитала) организации, осуществляющей регулируемую деятельность, на ее инвестиции каждый год в течение периода регулирования тарифов. Общий объем инвестиций представляется РБА.
Средневзвешенная стоимость капитала (WACC) определяется как среднее от стоимости долга и стоимости собственного капитала, взвешенных с учетом их доли в общем объеме финансирования, и рассчитывается по следующей формуле:
WACC = ((1 — g) x Re) + (g x Rd) x (1 — t)), где:
g — часть долга в общей структуре капитала;
Re — стоимость долевого финансирования, выраженная в процентах; Rd — стоимость долгового финансирования, выраженная в процентах; t — ставка налога на прибыль для организации.
22. Структура капитала состоит из двух частей: собственный и долговый капитал. Для расчета средневзвешенной стоимости капитала соотношение между собственным капиталом и долговым капиталом применяется в пределах 40:60.
23. Стоимость долгового капитала определяется на основе процентных ставок рефинансирования Центрального банка Республики Узбекистан, а стоимость долевого финансирования определяется как средняя процентная ставка суверенных международных облигаций Республики Узбекистан за предыдущий период регулирования.
24. Регулирующий орган может принять решение об исключении определенных статей активов из РБА, которые не используются или не имеют пользы для осуществления регулируемой деятельности. Безвозмездно полученные основные фонды и нематериальные активы, которые используются или имеют пользу для осуществления регулируемой деятельности, не включаются в состав РБА.
Каждый год регулируемого и прогнозного периодов РБА должен быть скорректирован с учетом добавления и выбытия инвестиций в этом году, в соответствии с принципами бухгалтерского учета. Привлечение инвестиций должно выполняться в соответствии с инвестиционной программой в течение периода регулирования.
РБА должна быть основана на прошедших переоценку активах.
25. Тарифы организаций АО «Тепловые электрические станции», АО «Региональные электрические сетей», АО «Национальные электрические сети Узбекистана» и АО «Узбекгидроэнерго», осуществляющих регулируемую деятельность, формируются согласно пункту 11 настоящего
Положения. При этом в переходном периоде формирование необходимой валовой выручки осуществляется с применением размера чистой прибыли вместо прибыли на инвестированный капитал.
Размер чистой прибыли, учитываемой при формировании (утверждении) тарифа (наценки) на продукцию и услуги, определяется исходя из размера средств, необходимых для:
возврата основного долга по кредитам, займам и лизингу, с учетом наличия других источников. При этом в последующие периоды регулирования после окончательного погашения определенного кредита размер чистой прибыли подлежит корректировке; финансирования капитальных вложений с учетом использования кредитов, амортизационных отчислений и других источников для софинансирования данных капитальных вложений; выплаты дивидендов. Годовая сумма дивидендов, приходящаяся на данную продукцию и услуги, определяется в размере, не превышающем двадцати пяти процентов от суммы уставного фонда (капитала) организации.
26. Уровень инфляции используется для определения динамики изменения доходов/тарифа в соответствии с финансовым прогнозом. После утверждения прогноза и сопутствующих тарифов определяется базовый уровень на период обзора.
Отличие в изменениях затрат от тех, которые предусмотрены в динамике изменения тарифа, в связи с отклонением уровня инфляции от прогнозируемых уровней, восполняется с помощью механизма автоматической корректировки. Основой для корректировки расходов, связанных с инфляцией, является индекс уровня инфляции, который публикуется Государственным комитетом Республики Узбекистан по статистике. Эти затраты не включают топливо и покупную энергию, которые представляют собой отдельные значительные компоненты затрат, которые могут рассматриваться отдельно.
Механизм корректировки с учeтом инфляции можно представить следующей формулой: где:
t — текущий период времени; t-1 — предыдущий период времени;
IAdj — корректировка с учeтом инфляции (сум/кВтч);
BNFC — базовый уровень затрат (сум);
AII — фактический индекс уровня инфляции;
FII — прогнозируемый индекс уровня инфляции;
AS — фактические объeмы реализации (кВт.ч); FS — прогнозируемые объeмы реализации (кВт.ч).
Для корректировки могут быть установлены такие периоды времени как ежемесячные, квартальные или годовые в случае многолетнего тарифного режима.
27. Корректировки на изменения в стоимости топлива могут быть представлены следующей формулой: где:
t — текущий период времени; t-1 — предыдущий период времени;
FAdj — корректировка на топливо (сум/кВт.ч);
AFC — фактические затраты на топливо (сум);
BFC — базовый уровень затрат на топливо (сум);
AS — фактический объeм реализации (кВт.ч); FS — прогнозируемый объeм реализации (кВт.ч); OA — прочие корректировки (сум).
Корректировка, аналогичная приведенной выше, может быть совершена и для покупной электроэнергии.
СПИСОК ИСПОЛЬЗОВАННОЙ ЛИТЕРАТУРЫ:
1. Методическое пособие к курсовой работе по дисциплине «Эксплуатационные материалы и экономия топливно – энергетических ресурсов», Саванчук Р. В., Шахты: ЮРГУЭС 1999 - 488с.
2. «Автомобильные эксплуатационные материалы», Кириченко Н. Б., Москва: Академия, 2003 – 205с.
3. «Автомобиль ЗАЗ-1102 «Таврия»», Фучаджи К.С. - Москва: Компания «Патриот», 1992 – 312с.
4. Практикум по дисциплине «Эксплуатационные материалы», Саванчук Р. В., Шахты: ЮРГУЭС, 2008 – 79с.
ЗНАЧИМОСТЬ ИНОСТРАННОГО ЯЗЫКА В ПОДГОТОВКЕ БУДУЩИХ
СПЕЦИАЛИСТОВ В НЕЯЗЫКОВЫХ ВУЗАХ
https://doi.org/10.5281/zenodo.64650074
Файзиева Динара Махмудовна
Кафедра иностранных языков Преподаватель русского языка
Аннотация: В данной статье подробно излагается современная концепция языкового образования в неязыковом вузе. Статья представляет собой интерес для педагогов, преподавателей иностранного языка неязыковых факультетов вузов.
Ключевые слова: умение общаться; требования к специалисту; владение иностранным языком; профессионально-ориентированное обучение; важность иноязычной подготовки.
Сегодня владение иностранным языком становится необходимым качеством личности. Иностранный язык помогает ориентировать учащихся в огромном мире современных профессий, а также способствует формированию профессионально важных качеств личности. Такие возможности данного учебного предмета определяются следующими причинами.
Во-первых, обучение иностранным языкам рассматривается сегодня под углом зрения обучения коммуникативной деятельности, умению общаться. Это умение лежит в основе организации производства и общественного мнения, сферы управления и сферы обслуживания, семейных отношений, искусства и спорта. Следовательно, можно предположить, что овладение основами иноязычного общения служит своеобразной базой для профессионального становления личности учащегося.
Во-вторых, иностранный язык может и должен служить средством ориентационной работы с учащимися, в процессе которой решаются задачи, влияющие на профессиональное становление личности студента.
В-третьих, профессионально ориентированное преподавание иностранного языка обусловлено характером меж предметных связей данного предмета с другими предметами, как общеобразовательными, так и специальными.
Профессиональную направленность при обучении иностранному языку можно объяснить, очевидно, причинами как объективного, так и субъективного характера.
В основе объективной причины лежат потребности в специалистах средней квалификации, владеющих иностранным языком. Разумеется, что чем раньше начнётся овладение языковой базой какой-либо отрасли знания.) и в соответствии с этим обучение иностранному языку будет придан профильный характер, тем больше вероятность того, что иностранный язык будет использоваться в профессиональных целях.
Субъективную причину определяют следующие рассуждения. Иностранный язык для его успешного овладения должен быть включён в систему жизненных интересов личности. Одним из таких интересов для большинства студентов является всё, что связано с их профессиональным самоопределением. Если студент в процессе занятий почувствует, что этот предмет помогает ему выбрать профессию, узнать о ней что-то новое, углубиться в соответствующую область знания, что иностранный язык необходим для его будущей работы и повышения его образовательного и культурного уровня, изучение иностранного языка приобретёт для него личностный смысл, станет постоянно действующим фактором мотивации.
Перед преподавателями иностранного языка стоит задача не просто дать знания по дисциплине, а сделать так, чтобы студенты осознали значимость и важность иноязычной подготовки при решении различных проблемных ситуаций в личной, общественной и профессиональной деятельности. Поэтому возникает потребность в поисках новых подходов в преподавании иностранного языка в вузе с целью подготовки специалиста, профессиональная компетенция которого становится более глубокой благодаря владению иностранным языком. Бесспорно, что вузовский курс должен носить профессионально ориентированный характер, что подразумевает удовлетворение как познавательных, так и коммуникативных потребностей специалиста соответствующего профиля. Целью обучения иностранным языкам в неязыковом вузе является обучение студентов межкультурному профессионально-ориентированному общению. Поэтому главной задачей является подготовка студентов, творчески мыслящих, умеющих на практике применять полученные знания и умения, умения аргументировать и отстаивать свою точку зрения. Современные исследования по педагогике и психологии ставят эффективность обучения в прямую зависимость от мотивации учения. Среди основных задач, стоящих в настоящее время перед каждым педагогом, нет другой более важной и в то же время более сложной, чем задача формирования у студентов положительной, устойчивой мотивации, которая побуждала бы к упорной, систематической учебной работе. Это особенно важно, при изучении иностранного языка. Учебная деятельность студентов стимулируется как внутренними, так и внешними мотивами. К внутренним мотивам можно отнести такие личностные мотивы, как стремление расширить свои знания, желание узнать что-то новое, творчески развиваться и т.д. Для студентов неязыковых специальностей можно использовать в качестве преподавания уже знакомый им по профильным дисциплинам материал, но также возможны незначительные добавления новой информации. Таким образом, студенты будут понимать важность овладения языком, а также узнают много нового о своей профилирующей специализации на иностранном языке, что расширит их кругозор. Весь учебный процесс должен быть построен таким образом, чтобы на каждом занятии учащиеся испытывали радость от удовлетворения потребностей, специфичных для изучаемого ими предмета, которым в нашем случае является иностранный язык. К внешним мотивам относятся престижность, желание улучшить результаты своей деятельности, например, получить хорошую оценку, сдать зачет, экзамен и т.п. Как видим, перед преподавателем иностранного языка стоит задача максимально задействовать обучающегося в учебном процессе, организуемом как учебнопознавательная коммуникативная деятельность. Все это побуждает преподавателя искать новые идеи, средства, пути для того чтобы сделать его непосредственным участником созидательной деятельности, умеющим самостоятельно получать образование. В этой связи одно из центральных мест в теории и практике преподавания иностранных языков занимает вопрос отбора учебного материала – что именно читать, слушать, о чем говорить. Так, например, работая с материалами зарубежных изданий, студент овладевает не только иностранным языком, но и приемами работы со специальной литературой, специальной терминологией, системой обозначений и специфическими для зарубежного опыта понятиями. Это становится возможным только при тесной интеграции обучения иностранного языка с обучением профилирующим предметам. Интегративные профессиональные знания у студентов формируются на протяжении всего периода обучения путем их накопления из различных образовательных областей. Ведущее место в этом процессе должны занимать базовые знания общеобразовательных и специальных предметов. Последовательная подготовка к этому проводится с первых же занятий языком, на которых студенты знакомятся с терминологией, близкой к его будущей специальности.. Эффективность проведения практических занятий немало зависит и от активизации самостоятельной деятельности обучаемых, от правильной взаимосвязи индивидуальной и групповой форм работы. Студенты должны не только усваивать определенную сумму знаний, но и научиться самостоятельно их приобретать. Эти две стороны образовательного процесса тесно связаны. Познавательная самостоятельность развивается при глубоком и осмысленном усвоении обучаемыми основ наук, овладении навыками работы с книгой и применении полученных знаний в практической деятельности. Так, например, работая над темой "Образование в России”, студенты проводят сравнительный анализ систем образования Узбекистана и России, опираясь на знания учебного курса. Во время урока-дискуссии студенты отмечают общие и отличительные особенности двух систем образования, пытаются выразить свое мнение относительно поставленных вопросов, проявляют истинный интерес и самостоятельность суждений. Корректность высказываний, разумеется, зависит от прочности приобретенных студентами знаний на родном языке. При условии недостаточности знаний возникает необходимость повторного самостоятельного изучения материалов. Таким образом, можно сказать, что активные методы, направленные на создание благоприятного мотивационного и эмоционального фона на занятиях по иностранному языку, ведут к развитию устойчивого интереса к его овладению. Такие формы работы имеют большое значение для формирования мышления студентов, активизации мыслительной деятельности студентов, раскрытия их творческих способностей, а также способности к рефлексии. Иностранный язык как учебный предмет может внести положительный вклад во все компоненты профессионализма: профессиональную деятельность, профессиональное общение, личность профессионала.
ЛИТЕРАТУРА:
1. 1.Антюхова Е.Ю. Межкультурнаякоммуникация: социокультурный и лингвистическийаспекты // 2-я международнаянаучнопрактическаяконференция «Язык и культура». М.,
2003.
2. Верещагин Е. М. Лингвострановедческая теория слова / Е. М.
Верещагин, В. Г. Костомаров; под ред. Верещагина Е. М. – М.: Рус. Яз., 200. – 543 с.
3. Воскобойникова М., Пугачева Н., Черурышкин И. Качество образования как фактор конкурентоспособности вуза.// Высшее образование. М.2008.- № 5.
4. 4.Крылова Н.Б. Культурология образования / Н.Б. Крылова. – М.: Народное образование, 2000. – 272 с.
5. 5.Соколов С. В. Проблемы развития профессионально-
ориентированного иноязычного образования в технических вузах .— Пермь:
Меркурий, 2011. — С. 136-139.
СПОРТИВНАЯ ТЕРМИНОЛОГИЯ СОВРЕМЕННОГО РУССКОГО
ЯЗЫКА
https://doi.org/10.5281/zenodo.6464477
Х.Х. Джураева
Узбекский государственный университет физической культуры и спорта Преподаватель кафедры Иностранных языков
Аннотация: В статье рассмотрены вопросы и способы формирования спортивной лексики современного русского языка. Даны термины, спортивные фразеологизмы и жаргоны, сленги, а также судейские термины контроля над состязаниями.
Ключевые слова: спортивная терминология, экстралингвистические причины, терминостагма, перифразы, мундиаль, двуплановость , дериваты.
Введение. Под воздействием культурно-языковых тенденций девяностых годов русская спортивная терминология была в целом подвержена изменению. Язык российского спорта - это специальная терминология и тенденция к обогащению лексического состава за счет англоязычных заимствований и разных видов американизмов. В конце ХХ в. спорт стал настоящим феноменом. Люди начали массово и на всех уровнях увлекаться спортом. Широкое распространение обрело занятие физической культурой и спортом. Спорт стал доступен для каждого, кто желает вести здоровый образ жизни и кто заботится о своем физическом состоянии. В наши дни спорт интересует даже тех, кто раньше предпочитал быть только пассивным зрителем. Об этом упоминается в Указе Президента Узбекистана Ш. Мирзиёева «О мерах по дальнейшему совершенствованию и популяризации физической культуры и спорта в республике Узбекистан» от 24.01.2020 г. № УП-5924. Благодаря современным средствам массовой информации интерес к спорту значительно возрос, а так же наш словарный запас в последние годы постоянно пополняется новой спортивной лексикой.
Спортивная трактовка характеризуется как одна из самых интенсивно развивающихся терминологий русского языка. Структурированность спортивной терминологии связано с осмыслением спорта как модификации профессиональной деятельности (ср. профессиональный хоккей, профессиональный бокс, профессиональная гимнастика), а также пополнением спортивной науки.
Термин служит определением некоего вербального объекта, отображающего конкретный параметр, с которым сталкивается человек в процессе материальной или духовно – нравственной деятельности. Естественно, спортивная лексика - это система терминов, выражающая схему определений какой-либо сферы науки или деятельности.
Важность предоставленного тезиса вызвана необходимостью анализа спортивной терминологии как целостной системы единиц.
Цель деятельности – представление специфических модификаций создания сегодняшней спортивной терминологии и разграничения терминологии спорта и жаргонной лексики.
Сейчас постоянно увеличивается роль спорта. Развиваются новые виды спорта, получают квалификацию существующие
спортивные дисциплины, спорт становится более профессиональным.
Соответственно, язык реагирует на эти преобразования, пополняясь спортивной лексикой и фразеологией, при одновременном процессе потери устаревших терминов. Поэтому в изучении этих терминов
нуждаются спортсмены, тренеры, спортивные работники, студентыспортсмены.
Спортивные термины применяют в спортивных передачах и обзорах, телевизионных и радиопередачах, на страницах газет и журналов. Знание спортивных терминов необходимо любому образованному человеку. Никто не сомневается в том, что спорт - это специализированная сфера деятельности, которая требует соответственной языковой грамотности. Итак, спортивная лексика касается сферы профессионально узкой, и правомерно считать спортивные названия терминами, которые обладают признаками системной организации. Спортивные наименования представляют собой понятия, которые построены на дефинициях, т.е. жёстком логическом соответствии определению. Например, мундиаль, обозначение определённого вида спортивных состязаний, который
имеет наглядно специальное значение «чемпионат мира по футболу», словом сноубординг называется такой вид спорта, как «спуск со снежных склонов на специальной доске и выполнение акробатических элементов на специальной полуовальной доске»
Для «обеспечения» новых видов спорта и спортивных дисциплин специализированной терминологией употребляются соответствующие тематические группы названий. Например, «вид спорта /дисциплина» - «спортсмен» - «спортивный снаряд или сооружение» (виндсёрфинг - виндсёрфер - виндсёрф, кайтинг - кайтер/ кайтрайдер - кайтборд, карвинг – карвер - карвинги/карвы) или «спортивная дисциплина» - «помещение или площадка для проведения тренировок и состязаний по данной дисциплине» (грайнд - грайнд-бокс, драйвинг - драйвинг-рейндж); подобные группы могут перекрещиваться и дополняться другими наименованиями (джиббинг - джиббер - джиба - джиб-парк, патт - паттер - паттинг - паттинг-грин) .
Надо представить особую лексику, которая обслуживает сферу спорта, в виде некоего пространства, в центре которого находится терминология, вокруг группируются профессионализмы, далее - профессиональные жаргонизмы, сленги, фразеологизмы, перифразы, и метафоры. В спортивном дискурсе используются разнообразные по составу термины, профессионализмы и жаргонизмы, употребляемые спортсменами, спортивными СМИ и попросту любителями спорта. У каждого вида спорта есть своя терминология, профессиональная лексика, набор жаргонных слов и выражений. Язык спорта довольно ясен широким массам разных социальных и возрастных групп. В отличие от жаргонных выражений, спортивная терминология предельно точна, исключает двуплановость толкования, образованы в соответствии с нормами литературного языка и регулярно воспроизводимы.Спортивная лексика зачастую дополняется новыми сравнениями, которые используются в литературе и спортивной журналистике.
Спортивный дискурс как средство выражения употребляется как в рабочей среде, так и в среде, объединённой общими интересами. Это средство оборота применяют не только спортсмены-любители, которые занимаются спортом в свободное время, но также болельщики, фанаты и сами спортсмены-профессионалы, для которых спорт является профессией. Спортивная лексика может послужить хорошим образцом того, как нелегко провести грань между деятельностью людей связанных увлечениями и профессиональной деятельностью.
Вместе с тем, как в мир прибывает много новых видов спорта, приходит и новая спортивная терминология, которая их обслуживает. Одним из важных действий современного русского языка является процесс интернационализации словарного запаса. Этот процесс характерен не только русскому языку, но и большинству других языков мира. Простейшим случаем появления нового слова или оборота является наличие нового выражения , которое уже появилось за границей и получила свое название.
Таким образом, спортивная лексика, так же как и язык, подвержена влиянию культурно-языковых течений последних лет. Доминирующей тенденцией последних десятилетий является обогащение лексического состава спортивных высказываний за счет английских заимствований. Есть ряд спортивных терминов, которые в русский язык проникли из других европейских языков (итальянского, французского, немецкого и т.д.). Большое количество этих заимствований связано с общественнополитическими действиями.
ЛИТЕРАТУРА:
1. Даниленко В. П. Русская терминология - опыт лингвистического описания,- Москва: Наука, 1977. - С. 3-15.
1. 2.Пилоян Р.А. Историография науки о спорте //Теория и практика физической культуры. 2004. - № 7,- URL:http://lib. sportdu. ru/ press/tpfk/2004n7/pl7-18. Htm.
2. 3.Брейтер М. А. Англицизмы в русском языке: история и перспективы: пособие для иностранных студентов-русистов. -Владивосток: Диалог-МГУ, 1999. - с. 48-71.
3. 4.Гуськова А.П., Сотин Б.В. Популярный словарь русского языка. Толково-энциклопедический. - Москва:Русский язык-Медиа, 2003.- С. 23-65.
4. Джонич В. Способы образования спортивной терминологии в русском языке. Дипломная работа. Ниш, 2004. - С. 3-4.
5. https://www.bestreferat.ru/referat-402323.html
СРАВНИТЕЛЬНЫЙ АНАЛИЗ ЛЕКСИЧЕСКИХ ВАРИАЦИИ В
АМЕРИКАНСКОМ И БРИТАНСКОМ АНГЛИЙСКИМ, ВКЛЮЧАЯ ИСТОРИЮ ЯЗЫКА
https://doi.org/10.5281/zenodo.6464988
Хакимжонова Рухшона Жахонгировна
студент Самаркандского Государственного Института Иностранных Языков Узбекистан,г. Самарканд
Hakimjonova Ruxshona Jahongirovna student at the Samarkand State Foreign Languages Institute. Uzbekistan, Samarkand
Аннотация: Статья отражена актуальность выбранной темы с развитием английского языка в качестве мирового, а акцент дан на анализ отличительных и схожих черт лексики американского и британского английского, включая историю языка.
Annotation: The article reflects the relevance of the chosen topic with the development of English as a world language, and the emphasis is on the analysis of distinctive and similar features of the vocabulary of American and British English, including the history of the language.
Ключевые слова: история английского языка, раздел на диалекты, Американский английский, Британский английский, схожесть и отличие, опрос.
Key words: history of the English language, division into dialects, American English, British English, similarities and differences, survey.
Введение
Английский - язык мирового статуса, родной язык науки, кино, телевидение популярный и универсальный язык, имеющий глубокий и длинный исторический путь. В эре глобализации современный английский язык в ходе постоянных изменений и развитий совершенствовался год за годом. Число говорящих составляет более 550 млн человек. Английский язык богат на диалекты. Самый банальный пример: британский и американский английский различаются нормами орфографии, лексикой и даже немного грамматикой.
Разделение и общность- два очень полезных ключевые слова для описания отношения между Американским и Британским английским языком, который имеет двойственную природу из-за американских характеристик преемственности и расхождение со своей родной страной Великобританией. Хотя разговорный американский и британский варианты английского языка, как правило взаимно понятны, между ними достаточно различий, чтобы вызвать недопонимание или даже полный отказ от общения. Вовсе различия не связны с формальной терминологией, возможны недоразумения в языке повседневной жизни. Поэтому, считается важным повышение уровня взаимного осознание различие между носителями двух разновидностей. Прежде чем раскрыть различия в лексике двух диалектов, считаю, будет уместно остановиться на историю- свмдетельницу языка сквозь многовековья.
English is the language of world status, the native language of science, cinema, television, a popular and universal language that has a deep and long historical path. In the era of globalization, modern English has been improved year after year in the course of constant changes and developments. The number of speakers is more than 550 million people.The English language is rich in dialects.The most banal example: British and American English differ in spelling norms, vocabulary and even a little grammar.
Separation and commonality are two very useful keywords to describe the relationship between American and British English which is ambivalent due to American continuity characteristics and divergence from its home country of Great Britain. Although colloquial American and British English are generally mutually intelligible, there are enough differences between them to cause misunderstanding or even complete refusal to communicate. The differences are not at all connected with formal terminology; misunderstandings in the language of everyday life are possible. Therefore, it is considered important to increase the level of mutual awareness of the difference between the carriers of the two varieties. Before revealing the differences in the vocabulary of the two dialects, I think it would be appropriate to dwell on the history of the language through the ages.
История английского языка
Английский язык входит в англо-Фризскую подгруппу Западной группы германской ветви индоевропейской языковой семьи. Возникновение проходило три основных этапа:
I. Англосаксонский-древнеанглийский. Включает в себя период с V по XI века, присущи язык первых надписей, надписей на хроника или же язык эпический поэмы "Беовульф"
II. Среднеанлийский (Middle English)
Период: XI-XV века
III. Новоанглийский ( New English)
Начало связано началом эпохи Уильям Шекспира и по сегодняшний день.
Некоторые источники гласят о том, что необходимость знание английского актуальна в настоящее время, но так было далеко не всегда. Было время, когда даже в самой Англии, английским языком принебрегали, и на нём говорили лишь крестьяне, считался языком низшего населения. Это было во время Нормаского завоевания Англии, которое началось в середине ХI века. И как интересно, писатель Вальтер Скотт в своём историческом романе " Айвенго", описывает положение языков в обществе в конце XII века:
"At court, and in the castles of the great nobles, where the pomp and state of a court was emulated,
Norman-French was the only language in courts of low, the pleadings and judgements were delivered in the same tongue.
In short, French was the language of honor, of chivalry, and even of justice, while the far more mainly and expressive Anglo-Saxon was abandoned to the use of rustics and hinds, who knew no other.
Таким образом, французский язык оказал огромное влияние на английский язык.
Деление языка на: Амертканский и Британский (История)
Касательно истории деления данного языка на Американский и Британский, можно привести несколько версий причин. Одна из них заключается в том, что различий между ними можно объяснить с помощью теорий языковых изменений. А также само "English language " учрежден в Америке наряду с другими языками как немецкий, французский, и испанский. Английский язык "приземлился" в Америке с первыми британскими поселении, и с того момента у языка возникает необходимость адаптироваться к новой среде и отвечать потребностям новых людей. Изменения стали ощущаться с самого начала американской истории, которые озноменовали различную эволюцию общих разновидностей. Таким образом, язык иммигрантов и географическое расстояние определили эволюцию языка. Следовательно, американцам удалось сохранить некоторые(полученные) слова, которые вымерли в Британии, а в ходе новых изобретений и социальных изменений придумывали новые слова.
Доказательством выше указанных слов и фраз может стать написанное в письме Джону Уольдо из Монтичего от 16 августа 1813 года Томас
Джефферсон писал: " the new circumstances under which we are placed call for new words, new phrases and for the transfer of old words to new objects an American dialect will therefore be formed"
В заключение это выражение гласит о том, как новые обстоятельства склонны к новым словам, требующих новых фраз и переносы старых слов на новые объекты, с чего будет сформирован американский диалект.
Различие между Американским и Британским английским ( UKvsUS
English)
4 основные критерии:
Грамматика (grammar)
Лексика (vocabulary)
Акцент (accent)
Орфография (spelling)
Базируя на данную выше информацию и сведения, ниже приведены примеры по vocabulary, строющие мост отличий между двумя диалектами:
А-М
BR AM
A American Indian American at the weekend on the weekend
B bank holiday national holiday, federal holiday to bath to bathe bill check
bin, dustbin garbage can/trash can biro ball-point pen biscuit cookie
C candy floss cotton candy car park parking lot catalogue catalog centre center
chemist's shop drugstore, pharmacy chips French fries city centre downtown, city center curriculum vitae (CV) résumé D drink driving drunk driving driving licence driver's license directory enquiries directory assistance E engaged busy enquiry inquiry everywhere everyplace, F fancy dress costumes Father Christmas Santa Claus favourite favorite to fill in to fill out film film, movie fire brigade fire department first floor second floor flat apartment (flat: apartment with a single floor) flavour flavor
football soccer fortnight two weeks fringe bangs
G garden yard Gents Men's Room
ground floor first floor, ground floor (in public buildings) H headmaster, headteacher principal to hire to rent
hire purchase installment plan hockey field hockey holiday vacation hoover vacuum cleaner humour humor
I icing sugar powdered sugar indicator blinker, turn signal inverted commas quotation marks
J jacket potato baked potato
jewellery jewelry jumble sale yard sale jumper sweater
K kilometre kilometer L
ladybird ladybug
to lay the table to set the table letterbox, postboX mailbox lift elevator litre liter lorry truck
lost property lost and found
M
mackintosh raincoat managing directoR CEO (chief executive officer) mashed potato, mash mashed potatoes match game maths math mobile (phone) cellphone motorbike motorcycle motorway freeway, highway, expressway, interstate
В процессе накопления информации, было уделено внимание и на мнения людей и учащихся, и при этом проведён небольшой опрос на данную тему :
"My personal opinion is that British English is more elegant and poetic, whereas American English - uses more slang"- Sitora, student of John Dewey high School, New York, USA.
"British- stric rules, formal style, even in 'casual' situation" - Jasmin, student of SamSIFL, Uzbekistan.
Ещё одно замечательное высказывание было сказано Джоном
Бернардом: "England and American are two countries separated by a common language
"
Заключение
Ещё с юных лет, в школе, или даже в учебных заведениях, у многих сложился стериотип- британцы говорят правиьнее, чем американцы. Однако, вопреки распространенному мнению, думаю, нет более правильного варианта языка.Непосредственно из скольких диалектов и слэнгов состоит, или какие имеет отличия или же сходства, каждый диалект отражает культурные особенности, свойственны жителям разных стран.
From a young age, at school, or even in educational institutions, many have developed a stereotype - the British speak more correctly than the Americans. However, contrary to certain common belief, I think there is no more correct version of the language. Directly from how many dialects and slangs it consists, or what differences or similarities it has, each dialect reflects cultural characteristics that are characteristic of residents of different countries.
СПИСОК ЛИТЕРАТУРЫ:
1. Websters New World Dictionary. Ed. in Chief David B. Guralink, Amerind Pub. Co. Pvt. Ltd, 1968.
2. Hill, Robert A Dictionary of False Friends, London: Macmillan Press, 1982.
3. SMITH, Jeremy. American to British Dictionary
4. FISHER, D. H. (1989): Albions Seed: Four British Folkways in America (America: A Cultural History). U.S.A.: Oxford University Press.
5. Macmillan English Dictionary Magazine (MED),
6. Mc David, R.I. Varieties of American English: Essays (Language Science and National Development). Stamford University Press, 1980.
7. Bodnar, J. The Transplanted. A History of Immigrants in Urban America. Indiana University Press, 1985.
8. Tottie, G, 2002. An Introduction to American English.1st ed. Malden, Ma: Blackwell Publishers
9. Van Gelderen, E, 2006. A History of the English Language. 1st ed. Amsterdam: John Benjamins.
10. Modiano, M, 1996.The Mid-atlantic Handbook: American and British English.
1st ed. Lund:Studentlitteratur.
ПРОБЛЕМЫ ПРИМЕНЕНИЯ НОВЫХ ТЕХНОЛОГИЙ ПРИ ДОБЫЧЕ
ВЫСОКОВЯЗКИХ НЕФТЕЙ (НА ПРИМЕРЕ МЕСТОРОЖДЕНИЙ СУРХАНДАРЬИНСКОГО РЕГИОНА)
https://doi.org/10.5281/zenodo.6464459
Шаназаров Шерзод Фарход угли
- магистрант Ташкентского государственного технического университета им. Ислама Каримова
Аннотация: В статье рассмотрены проблемы применения новых технологий при добыче высоковязких нефтей по пяти нефтегазоностным регионам Узбекистана. По обобщению выводов увеличения нефтеотдачи месторождения по всем нефтеганостным регионам, для повышения коэффициента извлечения нефти предложены направления дальнейшей разработки (доразработки) нефтегазовых месторождений Узбекистана
Ключевые слова: месторождение, нефть, добыча, разработка, нефтеотдача, коэффициент извлечения нефти, методы увеличения нефтеотдачи, заводнение, скважина, технология, опытный полигон, остаточные запасы.
Учитывая, что почти все нефтяные месторождения Узбекистана на поздней стадии разработки, то вопрос применения методов увеличения нефтеотдачи (МУН) для повышения эффективности разработки месторождений является особенно актуальным.
Важную роль в формировании и использовании сырьевой базы жидких углеводородов Узбекистана, занимает группа нефтяных месторождений Сурхандарьинского нефтеносного региона (СНГР), которая охватывает крупную, сложнопостроенную депрессионную структуру, ограниченную с востока Бабатагской зоной Вахш-Кафирниганской мегантиклинали, а с запада – мегантиклиналью Юго-Западного Гиссара. Она является частью обширного газонефтеносного бассейна, известного под разными наименованиями, но в последние годы чаще всего выделяемого как АфганоТаджикский газонефтеносный бассейн.
Учитывая длительность разработки месторождений
Сурхандарьинского региона, следует отметить, что, основной фонд добывающих скважин эксплуатируется в течение 30-50 лет, а добыча нефти ведется механизированным способом.
По 12 месторождениям Сурхандарьинского региона достигнутая нефтеотдача составляет в среднем 23 %. Средняя плотность сетки скважин по региону составляет 23,5 га/скв.
Сравнительно низкая нефтеотдача по основным месторождениям находящиеся на поздней (завершающей) стадии разработки (Амударья, Хаудаг, Миршады, Кокайты, Ляльмикар, Коштар) – на уровне 26 %, предопределяет необходимость производства доразведочных работ на прирост добывных возможностей.
Разработка месторождений региона ведется в основном на естественном режиме, при высокой активности пластовых вод (упруговодонапорный, почти водонапорный режим). Отличительной особенностью разработки нефтяных месторождений Сурхандарьи является значительная разность вязкости пластовых флюидов, что проявляется в быстром прорыве к забоям добывающих скважин больших объемов пластовой воды в случае превышения критического значения забойной депрессии.
Отметим, что в Узбекистане широко применялись традиционные методы увеличения добычи нефти: форсированный отбор жидкости; поддержанием пластового давления путем закачки воды и/или газа; многократная промывка пласта рабочими агентами, включая использование различных химических реагентов [1].
Учитывая, что почти все нефтяные месторождения Узбекистана находятся на поздней стадии разработки, то вопрос применения МУН для повышения эффективности разработки месторождений является особенно актуальным.
Характерной особенностью эксплуатации скважин, продуцирующих тяжелые нефти, также является резкий рост обводненности на начальном этапе разработки. Совместное движение высоковязкой нефти и воды в призабойной зоне пласта, по стволу скважины и системе сбора приводит к их смещению с образованием стойких и тяжелых эмульсий. Вышеуказанные характерные особенности тяжелых высоковязких нефтей приводит к резкому снижению эффективности, производительности и повышению эксплуатационных расходов в системе сбора и подготовки, на работу аппаратов подготовки.
Высокая вязкость нефти создает значительные осложнения при разработке на любом режиме и особенно затрудняет применение методов поддержания пластового давления. На практике эти осложнения условия приводят к высокой обводненности добываемой продукции при весьма низких текущих значениях коэффициентов нефтеотдачи. Наиболее характерной особенностью механизма вытеснения высоковязких нефтей является неустойчивость фронта, то есть образование узких «языков» обводнения, между которыми остаются целики нефти. Неустойчивость вытеснения усугубляется при проявлении неньютоновских свойств нефти. Для выработки целиков нефти необходимо дополнительное бурение – уплотнения сетки. На месторождениях с высоковязкой нефтью, для достижения сравнительно высоких коэффициентов нефтеотдачи, очень мал период безводной эксплуатации [2].
При разработке залежи с ньютоновскими нефтями высокие коэффициенты нефтеотдачи получаются либо при высоких темпах отбора жидкости, либо при плотной сетке размещения скважин. Для залежей с неньютоновскими нефтями большие коэффициенты нефтеотдачи могут быть достигнуты одновременным применением плотной сетки размещения скважин и высоких темпов отбора жидкости [3].
В настоящее время наиболее эффективным и перспективным методом повышения нефтеотдачи залежей высоковязких нефтей является тепловое воздействия на пласт. Положительное влияние повышения температуры на процесс извлечения нефти из пласта определяется такими факторами, как снижение вязкости нефти, термическое ее расширение, десорбция тяжелых компонентов с поверхности поровых каналов. Наиболее существенным является снижения вязкости. Особое значение этот фактор приобретает в случае извлечения из пласта нефти с повышенным содержанием парафинов, смол, асфальтенов. С другой стороны, при повышении температуры релаксационные свойства нефтей изменяются. Поэтому зависимость нефтеотдачи пласта содержащего вязкоупругую нефть, от температуры имеет сложный характер.
При вытеснении нефти горячим агентом отметим следующее: с увеличением температуры при вытеснении нефти горячей водой нефтеотдача возрастает. При вытеснении нефти паром нефтеотдача резко увеличивается по сравнению с вытеснением водой.
В работе [4] описываются две новые технологии по добыче высоковязких нефтей при малых толщинах пласта. Это технологии парогравитационного воздействия и пароциклическая технология с применением горизонтальных скважин.
Эти две технологии применялись на Ашальчинском месторождении (Татарстан). Технология парогравитационного воздействия, фактически является модернизированной технологией SAGD и пароциклическая технология с применением горизонтальных скважин.
В соответствии с первой технологией бурятся две горизонтальные скважины, верхняя скважина используется как паронагнетательная, нижняя – как добывающая. Бурятся они в одной вертикальной плоскости, расстояние между ними порядка 5-7 метров.
Технология парогравитационного воздействия на пласт применяется при толщинах пласта более 15 метров. Закачка пара в верхнюю, паронагнетательную скважину осуществляется постоянно с целью создания паровой камеры. Нефть разжижается за счет разной плотности пара и нефти, стекает в нижнюю, добывающую скважину и поднимается на поверхность.
При реализации технологии пароциклического воздействия бурится одна скважина. Через нее циклически закачивается пар и отбирается обратно жидкость вместе с нефтью. Данная технология применяется при малых толщинах пласта, когда невозможно пробурить две скважины.
Пар подается к устью паронагнетательной скважины и доставляется в пласт с температурой не менее 160-170 °С, при установившемся режиме 180-
190 °С. Такая температура держится на забое паронагнетательной скважины.
При применении этого метода, возможно достичь коэффициента нефтеизвлечения на 60-70%.
Применение этих методов на месторождениях Узбекистана малоэффективно. Для увеличения добычи на 1 т высоковязкой нефти, расходуется около 3 т пара, на генерирование которого сжигается около 350400 м3 природного газа [5]. Энергозатратность этой технологии очевидна, вследствие этого применение её в больших масштабах экономическая эффективность на данный момент невысока.
ЛИТЕРАТУРА:
1. Закиров А.А., Игамбердиева Л.З. К вопросу оценки эффективности заводнения нефтяных месторождений Сурхандарьинского региона. Вестник Российской академии естественных наук, 2017/5 том 17, – С. 11-14.
2. Мирзажанзаде А.Х., Ковадев А.Г., Зайцев Ю.В. Особенности эксплуатации месторождений аномальных нефтей. – М., Недра, 1972 г. 300 стр.
3. Аметов И.М., Байдюков Ю.В., Рузин Л.М. Добыча тяжелых и высоковязких нефтей. – М., Недра, 1985 г. 204 стр.
4. Амерханов М. Добыча сверхвязких нефтей. «Нефтегазовая
Вертикаль», 11/2010 г. 88 стр.
5. Хисамов Р.С. Как достать тяжелую нефть // Газовая промышленность. 2011, № 5. С. 80-81.
https://doi.org/10.5281/zenodo.6466192
Ережепова Гулбахар Тажетовна
Жумамуратова Жулдиз Тлеклесовна
Bоdring ekish uchun yer juda unumdоr chirindiga bоy, suvni yaxshi ótkazadigan, namni ózida yaxshi saqlaydigan bólishi lоzim. Bоdring ekishdan оldin yerga 8-10 sm qalinlikda chirigan góng sоlib yaxshilab haydaladi. Issiqxоna tuprоǵi 25 sm qatlamiga (3:1 nisbatda) chirindi sоlinadi. Bоdring yetishtirish uchun issiq, tarkibi 20-30% оrganik оzuqaga ega bólgan tuprоq talab etiladi. Tuprоqdagi pH (tuprоqning ishqоriyligi) hajmi 5,5-6,5 nоrmada bólishi tavsiya etiladi. yeS (tuprоqdagi tuzning kоntsentratsiyasi va elektr ótkazuvchanligi) 2 ni tashkil qilish kerak. Tuprоq tarkibida yetarlicha kislоta yetishmasligi natijasida ósimliklarda magniy (Mg) tanqisligi kuzatiladi. Kóchatlar kóchirib ekilganda tuprоq harоrati 16°C dan past bólmasligi lоzim. Buning uchun pushtalar оlinib ariq yoki pushta 35-40 sm chuqurlikda qaziladi va unga 10-15 sm qalinlikda yarim chirigan góng sоlinb usti yopiladi. Tuprоqning harоrati 12°C bólganda ósimlik ósishi sekinlashadi. Butun vegetatsiya davrida tuprоq harоrati kechasi 18°C, kunduzi 22°S bólishi tavsiya etiladi. Harоratning ushbu kórsatkichdan past bólishi hоsildоrlikning pasayishiga sabab bóladi. Tuprоqning namligi 70-80% bólgani máqul. Kóchat yetishtirish. Qoraqolpoqston sharоitidan kelib chiqqan xоlda bоdring kóchati quyidagi usulda tayyorlanadi:
1. Uruǵni tuvakchalarga ekish usuli bilan hamda kóchat ekish davri 4 mavsumga bólinadi:
1. Yozgi-kuzgi mavsum;
2. Kuzgi-qishki mavsum;
3. Qishki-bahоrgi mavsum;
4. Bahоrgi-yozgi mavsum; 40 ga maydоnga yetarli kóchat оlish uchun 2830000 ta uruǵ оlinadi. Uruǵlarning оraliǵi 10-15 sm, chuqurligi 2 sm ni tashkil etish maqsadga muvоfiq bóladi. Bodring kóchat yetishtirish Kóchat tayyorlash vaqti:
1. Yozgi-kuzgi mavsum: avgust
2. Kuzgi-qishki mavsum: sentyabr
3. Qishki-bahоrgi mavsum: yanvar
4. Bahоrgi-yozgi mavsum: may Yozgi-kuzgi va bahоrgi-yozgi mavsum uchun uruǵni tóǵridan tóǵri yerga ekish usuli, kuzgi-qishki va qishki-bahоrgi mavsum uchun kóchat qilish usuli tóǵri keladi .
Ekin ekish va agrоtexnik parvarishlash ayrim xususiyatlari. Qishkibahоrgi ekish mavsumida uruǵi yerdan tóliq unib chiqqandan tо birinchi hоsili terimigacha ósuv davri 48-55 kunni tashkil etadi. Bоdringni partenоkarpik duragayi, asalari bilan changlanuvchi navlardan keskin farqlanadi, ya`ni ular juda rivоjlangan barg, pоya va ildiz qismiga ega, shu tufayli juda hоsildоrdir. Shu bilan birga ular tashqi muhit sharоitlariga, jumladan, yoruǵlikka, issiqlikka va tuprоq tarkibidagi оziqaga, namliklarga juda talabchandir. Ularning bоshqa navlardan muhim ustunligi mevasida achchiq ta`mi yóqligidir. Partenоkarpik bоdringni changlatish kerak emas, changlatish ularga salbiy tásir etadi, yáni mevalari qinǵir-qiyshiq bólib, natijada ular sifati pasayadi . Оna gul hоsil qilish usuli bóyicha partenоkarpik duragaylar uchta guruhga bólinadi: 1 - aralash gullоvchi yoki ham erkak, ham оna gul hоsil qiluvchi. 2 - оna guli kóp qismini tashkil etuvchi, erkak guli esa juda kam miqdоrni tashkil etuvchi . 3 - Faqat оna gul hоsil qiluvchi, erkak gullari hech hоsil qilmaydigan duragaylaridir.
Qishki-bahоrgi ekish mavsumi. Qishki-bahоrgi ekish mavsumi davrida issiqxоnalarda yoruǵlikni kópayishi, tuprоq va havо harоratini asta-sekin kótarilib bоrishi ósimliklar mahsuldоrligi оshishini táminlaydi. Partenоkarpik bоdring duragayining maqbul ekish muddati dekabr оyining оxirgi on kúnligi, yanvar оyining birinchi on kunligi davri bólib, kóchat tayyorlash bólimida tuvakchalarda tayyorlangan 20-25 kunlik kóchatlar ekiladi . 20-25 kunlik kóchatlarni ekish ekilgan uruǵlarni tóliq unib chiqishini támin etish uchun harоrat 26-27°C dan pasayib ketishiga yól qóymaslik shart. Tuvakchalar usti pоlietilen plyonka bilan yopib qóyilgani máqul. Shunda tuvakchalar harоrati yuqоri, namlik esa meyorida saqlanib, tuvaklarning yuzasidan 1,5-2 sm chuqurlikdagi namligini tezda parlanib qurib qоlishdan saqlaydi. Tuvaklarga uruǵ bir dоnadan ekiladi. Ekish оldidan tuvakchalar yaxshilab namlanadi, uruǵ unib chiqayotganda suǵоrish amalga оshiriladi. Dastlabki uruǵlar unib chiqa bоshlash davrida plyonka оlib tashlanadi. Bоdring juda tez ósadi va оradan ikki hafta ótgach tuvaklarni ósimlik bilan shunday qayta jоylashtirish kerakki, har 1m2 ga 30 ta dоnadan оshib ketmasligi kerak. Kóchat yetishtirish davrida harоrat va namlikni eng qulay meyorda bólishini támin etish lоzim. Jumladan, havо harоratini kunduz quyoshli kunlar 20-23°C, havо bulut kunlari 19-20°C va kechalari 18-19°C, tuprоq harоrati 20- 22°C dan pasayib ketmasligi, havоning nisbiy namligi esa 70-75% atrоfida saqlash lоzim bóladi. Bоdring kóchatlari bir tekis ósishi kerak. Ekish uchun tayyorlangan kóchat sifatli 20-25 kunlik bólib, 3-4 chin bargi bólishi kerak . Bоdring kóchatlari bir tekis óstirib olish. Kuzgi-qishki mavsum uchun 15-20 kunlik, qishki-bahоrgi mavsum uchun 20-25 kunlik kóchat ekiladi. Maysalar 3-4 ta chin barg chiqargan paytida issiqxоnaga ótkaziladi. Tayyor issiqxоna kóchat uchlari janub va shimоl tоmоnga yotqizibrоq 2 qatоr qilib, shaxmat tartibida ótkaziladi. Kóchat ótkazilgandan 8- 10 kun ótgach tuprоq salgina yumshatib qóyiladi. Bоdring ósimliklarini parvarishlashda harоratning eng qulay meyorda saqlanishiga alоhida etibоr berilishi lоzim, yáni quyoshli kunlarda 25-28°C, havо bulut kunlari 20-22°C, kechasi 18-20°C bólishi kerak. Harоratni 18°C dan pasayib ketishiga yól qóyish kerak emas, chunki issiqlik yetishmasligidan ósimliklar nimjоn bólib quvvatsizlanadi va kasalliklarga chidamliligi pasayadi. Harоrat 15°C dan past bólsa, ósimlik ósishdan tóxtaydi, 45°C dan yuqоri bólganda esa ular qizib ketib, meva tugmay qóyadi. Bоdring uchun issiqxоnalar ichidagi havо namligi 85-90 fоizdan kam bólmasligi lоzim. Bоdringni suǵоrish yilning davriga kóra amalga оshirilib, tuprоq namligi 85-90 fоizdan pasayib ketishiga yól qóyilmaydi. Bоdringning asоsiy xususiyatlaridan biri tez ósib, juda kóp kók massa hоsil qilishidir. Kóchatlari asоsiy maydоnga ekilgandan keyin, ósimliklar bir hafta davоmida sórilarga bоǵlab chiqiladi va har hafta оralatib ularni оsilib turgan kanоp ip atrоfiga órab chiqiladi. Aks hоlda ósimliklar egilib ósib, yerga tushib qоladi va ularda juda kóp móylоvchalar hоsil bóladi. Kanоp ip atrоfiga órab chiqishni kechikib bajarilishi ósimlikni qiyshiq ósishiga va uning nоvdalari yorilib ketishiga, hоsil miqdоrini 20 fоizga kamayishiga оlib keladi. Hоsildоrlikni оshib bоrishini va uning yuqоri bólishini ta`min etuvchi eng muhim agrоtexnik tadbirlardan biri bu ósimlikka shakl berishdir. Bоdring yaxshi ósishi, ildiz sistemas yaxshi rivоjlanishi uchun 4-6 chi bóǵimgacha mevalari terib tashlanadi. Shakl berish bilan birga bоdring móylоvchalarini ham оlib tashlash kerak, negaki ular оrqali órab оlingan barglarda infektsiyalar kóp tóplanadi. Ósimliklardan qiyshiq mevalarini óz vaqtida оlib tashlash juda muximdir, chunki ularning ósishiga fоtоsintez faоliyatida hоsil bóluvchi plastik mоdda sarf bólmasligi kerak. Ósimliklarni dimlash issiqxоnada bоdring óstirishning samarali usuli bólib, bu tadbir kóchatlarning dastlabki ósish davrida 2 marta ótkaziladi (bahоrda 1-2 sоatga, yozda 30-40 minutga ramalar yopib qóyiladi. Havо harоrati 30°C dan оshmasligi kerak. Sóng asta-sekinlik bilan ramalar оchiladi). Bоdring ekini uchun issiqxоna baland bólishi katta axamiyatga ega. Bunda tepa shоdadagi mevalar ham bir tekis bólib yetiladi. Hоsilni mevalari qizib ketmasdan ertalab tergan máqul, chunki kunning ikkinchi yarmida terilgan mevalar kóp saqlanmaydi, tez aynib qоladi.
Tayyor mahsulоt sifatiga katta etibоr bilan qarash kerak. Kók mevani juda ósib ketishiga yól qóymaslik kerak. Agar ósib ketsa, uning sifati va mazasi yóqоladi. Shuni esdan chiqarmaslik kerakki, partenоkarpik bоdringlardagi bitta changlangan mevasi bоshqa 20 ta tugilgan mevaning nоbud bólishiga оlib keladi. Birinchi mevaning ósib katta bólib ketishi ósimlikni ósishdan tóxtatib qóyadi. Yiǵim-terim tugagandan sóng issiqxоna ósimlik qоldiqlardan tоzalanib dezinfektsiya qilinadi. Ekiladigan yer chоpilib kelgusi ekishga tayyorlab qóyiladi. Harоrat va nisbiy namlik. Kóchatni issiqxоnaga ekilayotganda harоrat kunduzi va kechqurun 22-23°C bólishi tavsiya etiladi. 2 yoki 3 kundan sóng kunduzgi harоrat 23-25°C, kechqurungi harоrat 20°C bólgani ma`qul. Bоdring kóchatining bóyi 50 sm dan оshgandan sóng kunduzgi harоrat 21-22°C, kechqurungi harоrat 17-18°S bólishi tavsiya etiladi. Issiqxоnada umumiy nisbiy namlik 75-80% ni tashkil qilishi tavsiya etiladi. Namlik 90-100% bólib ketishi bоdring uchun zararli hisоblanadi. Buning оqibatida turli kasalliklar kelib chiqishi mumkin. Namlik maxsus ólchagich yordamida ólchanadi.
Suǵоrish va óǵitlash. Bоdring mevasining 95% ni suv tashkil qiladi. Shuninguchun bоdring suvni kóp talab qiladigan ósimlik hisоblanadi. Har 3-4 kun оraliǵida 1 m2 uchun 8-10 l suv kerak bóladi. Bizning sharоitimizda ikki xil suǵоrish usulidan fоydalaniladi: 1. Tоmchilatib suǵоrish. 2. Ariqdan suǵоrish. 3. Suǵоriladigan suvning harоrati 23-24°C bólishi kerak. Ósimliklar ósuv davri davоmida har safar 2-3 marоtaba suǵоrishdan sóng qatоr оralarini 15-16 sm chuqurlikda yumshatib chiqish va palaklarini 2-3 marоtaba rоstlab qóyish, atrоfidagi begоna ótlardan tоzalash kerak. Har haftada 1 marоtaba kasallik tushmaslik uchun bоdring palagi fungitsid bilan dоrilanadi. Ósuv davri davоmida ósimliklarning оziqlanishi turlicha bóladi. Nihоllari yerdan unib chiqqandan tо gullaguncha ósimlik оziqa 45 mоddalarining 10 fоizini, meva tuga bоshlaguncha 20 fоizini, mevalari yetilib terish davrida esa оziqaning asоsiy qismini, yáni 80 fоizini qabul qiladi. Bоdring оziqlanishga juda talabchan bólib, shuning uchun u nafaqat ildizi оrqali, balki pоya va barglari оrqali ham оziqa berilishini talab qiladi. Ildizdan tashqari оziqlantirish ayniqsa yoruǵlik kam bólib, tuprоq va havо harоratlari meyoridan past bólgan davrlarda amalga оshirilishi samarali tásir etadi, chunki bunday tashqi sharоitning pastligi ildiz tizimining faоliyati uchun nоqulay hisоblanadi . Ildiz tizimining faоliyati rivojlantirish kóchat ekilgandan sóng meva bergunga qadar 5 g azоt (N) li óǵitlar 10 l suvga eritilib 10 kun davоmida 1-2 marоtaba beriladi. Meva berish paytida 10-12 g 7 kun mоbaynida 3 marоtaba, tóliq meva berish davrida esa 10-15 g 5 kun mоbaynida 2-3 marоtaba berish tavsiya etiladi. Azоt (N) li óǵitlarni kóp berish bоdring sifatiga va chidamligiga salbiy ta`sir qiladi. Fоsfоr (P) li óǵitlar kóchat yoshlik davrida 2-3 g 10 l suvga 10 kun оraliǵida 2-3 marоtaba, meva berish davrida 4-5 g 10 l suvga 7 kun оraliǵida bir marоtaba, tóliq meva berish davrida 3-4 g 10 l suvga 5 kun оraliǵida bir marоtaba berish tavsiya etiladi. Kaliy (K) li óǵitlar kóchat yoshlik davrida 8-10 g 10 l suvga 10 kun оraliǵida 2 marоtaba, meva berish davrida 8-10 g 10 l suvga 7 kun оraliǵida bir marоtaba, tóliq meva berish davrida 15-20 g 10 l suvga 3-5 kun оraliǵida bir marоtaba berilgan ma`qul. Bulardan tashqari kal tsiy (Ca), magniy (Mg) va mikrо elementlar ham berish kerak. Kaltsiy (Ca) va magniy (Mg) elementlarini yoshlik davrida berish yaxshi natija beradi. Bоdring uchun оzuqalar ildizi оrqali berilishi kerak. Bargidan оzuqa berilganda extiyot bólish kerak, chunki bargidan оzuqa berish barglarni kasal bólishiga sabab bólishi mumkin. Butun vegitatsiya davrida bоdring kóchati hоsilga kirgandan bоshlab azоt (N) nisbati kaliy (K) va fоsfоr (P) оzuqalariga nisbatan 1:2 nisbatda оshirib bоriladi. Chunki bоdring bоshqa ekinlarga nisbatan azоt (N) ga kóp talabchan. Issiqxоna tuprоǵi shórlanmasligi uchun unga tarkibida tásir kuchi kam bólgan óǵitlarni, jumladan, оddiy superfоsfat va tarkibida kaliy tuzi bólgan, kaliy xlоr va bоshqalarni sоlmaslik kerak. Ósimliklarni suǵоrish uchun ham sifati tоza, yáni tarkibida tuz miqdоri har bir litr hisоbiga 1-2 grammdan kóp bólmagan suvdan fоydalanish lоzim bóladi. Aks hоlda tuzi kóp bólgan suvlarni оldin tindirib keyin fоydalanish tavsiya etiladi .
ADABIYOTLAR:
1. X.CH. Bóriyev, G.A. Samatov, I.B. Rustamov .Agrologistika asoslari . Óquv qólIanma.Toshkent, 2003-y.
2. Ǵ.A. Samatov, J.Yo. Yodgorov, I.B. Rustamov .Qishloq xójaligi ishlab chiqarishini tashkil etish. Darslik. Ózbekiston milliy ensiklopediyasi . Davlat ilmiy nashriyoti. Toshkent, 2005-y.
3. Оblоmurоdоv N., Alimоv B., Axmedоv U., Ashurоv A., Dadaxanоva N. Niyozоv M. Energо - tejamkоr issiqxоnalarni qurish va ulardan fоydalanish bóyicha qóllanma. Tоshkent – 2013.
MAKTABGACHA YOSHDAGI BOLALARGA BERILADIGAN TA’LIM MAZMUNI
https://doi.org10.5281/10.5281/zenodo.6464498
Jizzax viloyati, Mirzacho‘l tumani 14-son DMTTda tarbiyachi
Annotatsiya: Ushbu maqolada maktabgacha ta’limda ta’lim mazmunini samarali tashkil etishning psixologik va pedagogik jihatlari haqida fikr yuritilgan. Kalit so‘zlar: rivojlanish, ta’lim, hissiy bilish, tasviriy faoliyat.
Bolaning o‘sishi, uning jamiyatimizga kerakli bo‘lgan yetuk shaxs sifatida voyaga yetishi muayyan qonunlarga bo‘ysunadi va bu qonunlar Prezidentimiz boshchiligida ishlab chiqilib izchil ta’riflab berilgan.
Psixologlar bolaning rivojlanishi nazariyasini, bola irsiy tabiiy moyillik qobiliyatiga, tug‘ma qobiliyatning dastlabki kurtaklariga egadir, bu tug‘ma qobiliyat kurtaklari bola tug‘ilmasdanoq uning organizmiga joylashgan bo‘ladi deb ta’riflaydilar. Bu tabiiy qobiliyatlarini o‘zgartirish ancha murakkab, unga faqat tarbiyaviy omillar yuzasidan yondashib turish lozim bo‘ladi.
Bolaning psixologik xususiyatlari tez yoki sekin namayon bo‘lib boradi.
Bolani tabiatini o‘zgartirish qiyin, bu sohada muvaffaqiyat qozonish mushkuldir. Tug‘ma biologik imkoniyatlar bola shaxsining tarkib topishida asosiy, hal qiluvchi axamiyatga egadir va bu psixik xususiyatlarning rivojlanishi, bu imkoniyatlarning pishib yetilishi o‘z-o‘ziga takomillashuvi demakdir. Buning uchun tegishli tashqi shart-sharoitlar bo‘lsa bas. Chunonchi, ta’lim tarbiya tug‘ma imkoniyatlarni namayon qilish va amalga oshirishning zaruriy shartlaridan hisoblanadi. Shuning uchun bolalarnig psixik xususiyatlaridan farq tarbiyaning turlicha ta’sir qilishi kuchiga bog‘liq.
Binobarin, ta’lim va tarbiya, jamiyat talablariga javob beradigan muayyan shaxsiy sifatlarni tarkib toptirish maqsadida katta avlodning yosh avlodga ongli maqsadga muvofiq ta’sir ko‘rsatish jarayoni sifatida hal etuvchi muhim omil hisoblanadi. Ma‘lumki, maktabgacha tarbiya yoshidagi bolalarning o‘yinlari taqlid qilish tabiatida bo‘ladi. Bola tevarak atrofidagi borliqni boshqalardan o‘zgacharoq fahmlaydi, kuzatadi. Undagi ba‘zi narsalarni o‘yiniga kiritadi va shu o‘yin vositasida o‘zini qurshab turgan olam haqida muayyan axborotga ega bo‘ladi. Shuning barobarida, unda hodisalarga nisbatan muayyan munosabat paydo bo‘ladi.
Bolalar tabiat hodisalari, jonivorlar hayoti va harakatlariga taqlid qilib o‘ynar ekan, shu qatorda ularning ma‘nosini anglay boradi. Asta-sekin hayotiy tajriba orttiradi, qiyinchiliklarni yengishga, bu esa irodasini tarbiyalaydi. Ularda harakat ko‘nikmalari hosil bo‘ladi va tasavvur tobora boyib boradi.
Bundan tashqari, o‘yinlar bolalarning jismoniy barkamol bo‘lishi uchungina emas, balki ularni aqliy, ma’naviy va axloqiy jihatdan tarbiyalashda ham muhum ahamiyat kasb etadi. Ko‘plashib bajariladigan faoliyat turlarida bolalar maqsadga erishish uchun farosati va tadbirkorligini, qatiyatini ko‘rsatishi, jamoat oldida faqat o‘zining emas, balki o‘rtoqlarining hatti-harakatlari uchun ham javobgarlik hissini sezsa olishini shakillantirib borish zarur.
Rivojlanish deganda odatda bir- biriga bog‘liq ikki faktor
1. Miyaning o‘z biologik, organik yetilish, uning anatomik-biologik tuzlishining takomillashuvi;
2. Psixik (aqliy) rivojlanishining ma’lum dinamik darajalarining ortib borishi tushuniladi.
O‘z-o‘zidan ma’lumki, aqliy rivojlanish miya tuzilishining biologik tuzilishining biologik yetilishi bilan bog‘liq. Ta’lim miyaning organik tuzilishini inkor eta olmaydi. Ta’lim bilan rivojlanish o‘zaro bog‘liqdir. Rivojlanish bilan ta’lim bir- biriga mustahkam bog‘liq bir butun jarayondir. Chunki ta’limsiz to‘la aqliy rivojlanish bo‘lmaydi. Maktabgacha tarbiya yoshdagi bolalar shaxsining kamol topishida bolalarga ma’lum darajada ta’lim berish katta ahamiyatga egadir. Bolalarga ta’lim berish bog‘cha yoshidanoq va undan oldinroq boshlanadi, chunki odam ijtimoiy foydali mehnatga tayyorlanishi uchun juda ko‘p va murakkab bilimga ega bo‘lishi kerak.
Bundan tashqari, ta’lim bolalarni har tomonlama rivojlantirishning eng zaruriy shartlaridandir.
Bolalar qisqa davr ichida insoniyat jamiyat tomonidan yaratilgan juda ko‘p bilimlarni o‘zlashtirishlari kerak bo‘ladi.Sрuning uchun bizning Respublikamiz tarbiyaning maqsadlariga ko‘ra bolalarga ularning har bir yosh davrlarida, ya’ni oilada, yaslida, bog‘chada, maktab va oliygoрlarda ta’lim beriladi. Bolalarga beriladigan ta’limning mazmuni har bir yosh davrida bir-biridan keskin farq qiladi.
Masalan: oilada va yaslida yasli yoshidagi bolalarga majburiy (bilim) ta’lim berilmaydi. Ular uchun kundalik hayotining o‘zi ta’limdan iborat bo‘lib, bu yoshdagi bolalar kundalik hayotlarida atrof- muhitdagi narsa va hodisalar bilan tanishadilar, xilma- xil narsalarni qollari bilan ushlab ko‘rib sinchiklab tekshiradilar. Bu yoshdagi bolalar kuchli hissiyotli va juda qiziquvchan bo‘ladilar.Ularning ana shu qiziquvchanligidan keng foydalanish lozim, ta’lim berishda ularni atrof –muhitdagi narsalar bilan bevosita tanishtirishdan ko‘rsatma material yaxshi natija beradi.
Bog‘cha yoshdagi bolalarga beriladigan ta’lim xarakteri esa tubdan farqli o‘zgarib, ta’lim jarayoni maxsus tuzilgan dastur asosida olib boriladi. Bu yoshdagi bolalarga beriladigan bilim darajasi yasli yoshdagi bolalarga beriladigan bilimlarga nisbatan juda kengaytirib boriladi. Bu bilimlarni o‘zlashtirish tarbiyachi tomonidan maxsus tashkil etilgan mashg‘ulotlar orqali amalga oshadi.
Masalan: Elementlar matematika mashg‘uloti, ona tili mashg‘uloti, jismoniy tarbiya mashg‘uloti, rasm, loy, aplekatsiya konstruktivlash, kompyuter mashg‘uloti va boshqa shunga o‘xshash mashg‘ulotlar jumlasidandir. Bog‘chadagi ta’lim jarayoni mumkin qadar aniq, to‘liq holda va ko‘rsatmali vositalar bilan o‘tkazilishi kerak. Muntazam ravishda o‘tkaziladigan ana shunday mashg‘ulotlar natijisida bog‘cha yoshidagi bolalarda bilimlarni o‘zlashtirishga ishtiyoq, qiziqish, bilimlarga havas ortib boradi. Biroq ta’limiy mashg‘ulotlarda bolalar ishini doim kuzatib turilsa, ular oldiga aniq maqsad va vazifalar belgilab berilsa, bu mashg‘ulotlar ham o‘yin faoliyatlari kabi g‘oyat qiziqarli va jozibali o‘tadi, bolalar mashg‘ulotlarda zerikmay, diqqat bilan ishtirok etishadi.
Undan tashqari bog‘cha yoshidagi bolalar shaxsiy xislatlarining kamol topishida tasvirlash faoliyatining roli kattadir. Ma’lumki bog‘cha yoshidagi bolalarga rasm solish, loydan turli narsalar yasash, kubuklardan uychalar , ko‘priklar qurish singari mashg‘ulotlar juda yoqadi. Ular o‘z tasviriy faoliyatlarida tashqi muhitni, undagi narsalarni, tabiatni, hayvonlar dunyosini, aks ettirishni juda xohlaydilar va shunga intiladilar. Bog‘cha yoshdagi bolalar tasvirlash faoliyatining psixologik afzalligi mazkur faoliyatida ijodkorlik, yaratuvchanlik elementlarining mavjudligidan iboratdir. Bolalar o‘zlari istak, hohish, intilishlari ana shunday tasvirlash, rasm solish, loy, guldan biror narsa yasash, aplekatsiya ishlari orqali ifodalashga intiladilar. Shuning uchun bog‘cha yoshdagi bolalarning tasvirlash faoliyatlari juda sodda bo‘lsa ham ular o‘zlarining bunday faoliyatlarida atrofdagi narsa hodisalarni shunchaki tasvirlab qolmay, balki o‘zlaridan nimalarnidir qo‘shib, yangilik yaratishga harakat qiladilar. Bolalardagi ayrim qobilyatlar ularning tasvirlash faoliyatida juda erta namoyon bo‘la boshlaydi.
Bog‘cha yoshidagi bolalarning tasvirlash faoliyati juda sodda bo‘lib, ular o‘zlari tushunganiga va o‘z fikri bo‘yicha ish olib boradi, chunki ular hali yoshi katta kishilar kabi kuzatish qobiliyati o‘z tasavvurlari asosida amalga oshadi. Bu yoshdagi bolalarda tasvirlash faoliyati real voqelik emas balki o‘yin tarzida o‘tkaziladi.
Agar tarbiyachi bolalarning tasvirlash faoliyatini muntazam ravishda pedagogik jihatdan to‘g‘ri yo‘lga qo‘ysa va tashkil etib borsa, bolalarning tasvirlash faoliyatiga munosabatlari o‘zgaradi.
Bog‘cha yoshidagi bolalarning tasvirlash faoliyatlarini takomillashtirishda narsalardan nusxa ko‘chirish juda katta ahamiyatga egadir. Nusxa ko‘chirish orqali bolalarning kuzatuv qobiliyatlari, fantaziyasi, fikrlash qobiliyati rivojlanadi.
Xulosa qilib aytganda maktabgacha ta’limda ta’limni samarali tashkil qilish uchun avvalo bolaning psixologik holatini, uning ijodiy qolbiliyatlarini hamda aqliy jihatlarini inobatga olish muhim ahamiyatga ega.
FOYDALANILGAN ADABIYOTLAR:
1. Maktabgacha tarbiya yoshidagi bolalar ta’lim-tarbiyasiga qo‘yiladigan davlat talablari, T:,2013y
2. H.M. Qayumova “Maktabgacha pedagogika”. “TDPU” nashriyoti,
T.:2013y
https://doi.org10.5281/10.5281/zenodo.6464537
SamSIFL, “International language and literature” 2-course
Abstract: The article explains the current state of the English language in educational discourse. Historical facts and Ages of the English language explain the diversity of English. It shows interweaving and interaction of the Internet and the English language. The author puts forward the idea of witnessing the emergence of a new type of the Global English language, as the spread of varieties of the English language (dialects, variants) will lead to a division into incomprehensible new languages, and in this case, the fate of the Latin language awaits the English language. Linguistic and extra linguistic transformations of the English language as global ones, has changed the bases of how it is taught and learnt. The shift of the conversational language to its written realization through social nets and messengers must be taken into consideration while teaching. The qualitative research methodology: observation and description analysis are mainly used. The author concludes that the importance and coverage of the English language traces to its historical roots, GlobalEnglish-approach to language teaching helps to save its international status, the WWW changes the language on different levels: lexical; morphological; syntactical; phonetic etc. Besides the linguistic dilemma teacher must meet psychological challenges in language skills development.
Keywords: English; global English; educational discourse; social nets; history of English; communication.
With increasing global demand for English proficiency, English has become a global industry. English proficiency in education, science, technology, engineering etc. as a part of the modernization agenda is a major part of authorities initiatives. English is a prestige language in many contexts. Its spread as a global language has resulted in the emergence of a number of related fields of research within applied linguistics and language teaching, including English as an International Language, English as a Foreign Language, English as a Lingua Franca, World Englishes, ESP etc. We follow the idea of researchers who “groups these fields under the one umbrella term of Global Englishes in its exploration of the impact of the global spread of English on English users and learners. Our use of the term Global Englishes is not a rebranding exercise, but, rather, a consolidation one. As independent research fields have been exploring the diverse use of English associated with its global spread, as well as its implications, a term is needed to unite the shared agendas, ideologies and calls for change to pedagogy” [11]
If we ask about the purposes of teaching English, the majority of teachers will identify communication as the primary one. The similar question about the purpose of learning English for students is also communication. Both teachers and students acknowledge the importance of English on a global level. Other reasons for teaching and learning English included developing literacy skills, and the usefulness of English for future survival and employment.[9, c.5]
The English language is an especially important one not only for a society that is multilingual and where students speak a colloquial variety of English outside the classroom, but it is especially important in education in which English
is the medium of teaching and
learning for most subjects in mainstream education.
In many countries, in Russia particularly, students do not speak English as their predominant language and even as a second one thus it also lengthen the journey towards academic English that opens doors in the academic world.
International research [6; 7] suggests that it takes a minimum of 5 years for learners for whom English is a nondominant language to develop competence in academic English.
The dilemma noted by teachers is:
– what type/variant/dialect/ of English should be chosen for mastering to achieve learners’ personal educational goals;
– how to provide learners with exposure to plenty of English vocabulary;
– how to ensure that learners notice the differences between scientificspecific language and everyday varieties of language;
– should we consider Global Englishes for Language Teaching as a ground-breaking attempt to unite discussions on the pedagogical implications of the global spread of English into a single text for researchers and practicing teachers.
The qualitative research methodology is mainly used for the research. The subject of the research is natural and not predefined. It is viewed in the context of collective experience. The research focuses more on suggesting causes, effects, possible relationships etc. Observation and description are used to evaluate knowledge, case study, action research, disclosure analysis and are based on the quality of the phenomenon.
What is the English Language?
The English language is in transition, it is taking new forms. It has changed substantially for its Seven Ages (I.Pre-English period – c.AD 450; II.- Early Old English – c.450- c.850; III. Later Old English (c.850-1100); IV. Middle English (c.11001450); V. Early Moden English (c.1450-1750); VI. Modern English (c.1750-1950); VII. Late Modern English (c.1950-), reflecting patterns of contact with other languages and events. It is remarkable for its diversity, its propensity to change and be changed. English is no longer spoken only by its native speakers and by those who learn English in order to communicate with native speakers. The question is “Who are native speakers?” the British, the Americans, the Indian, the Canadian, the Australian.
While interacting with the local dialects and dialects spoken by the inhabitants of the new British colonies, such variants of the modern English language such as American, Indian, Australian, Irish, Canadian, African, New Zealand appeared from British English.
Moreover, within the British Isles there is no homogeneity of the language:
dialects and variants in pronunciation
(BBC English, Royal English, Advanced English)
The main differences are in phonetics, in intonation, articulation and pronunciation. Phonetics is under the influence of varieties of English that has caused a number of linguists to question the use of Received Pronunciation pronunciation models in the teaching of English [8].
In recent years native speakers have become minority stakeholders of English. The use of the English language as a global lingua franca requires intelligibility and setting and maintenance of standards. The Internet is the electronic “flagship” of Global English
And this is logical, both as a consequence of the status of the English language as the language of international communication, and as a consequence of the fact that the Internet was created in an English-speaking country. Thus, at the stage of its origin and development, the Internet «lived» exclusively in the English-speaking space, and, consequently, the English language forces users to reckon with it.
According to statistics, 75 % of the world's mail is written in English, about
80% of the information stored on electronic media is written in English. And although more than a thousand languages are currently used on the network, it is likely that the influence of English will increase, since it plays an important role in software.
As D. Crystal ironically noted, a significant obstacle to the global spread of the English language could have arisen in the previous generation if Chinese had been the native language of Bill Gates [5].
Perhaps we are currently witnessing the emergence of a new type of global English – the English language of the virtual space. Although the English language itself has changed over many centuries and under the influence of many factors (political, economic, social, cultural, etc.), but none of the factors can compete with digital technologies either in terms of speed or scale of making changes.
Nowadays many scientists and native speakers express fears that the English language will be transformed beyond recognition thanks to the Internet, and globalization will significantly accelerate this pace. Linguists find a number of differences between the English language of native English speakers, and the English language as a means of international communication – GlobalLanguage, which is massively studied, mainly using the same authentic textbooks in all parts of the world.
But Global English is a phenomenon that is not perceived unambiguously from the position of «language and culture are two sides of the same coin». Whose culture does Global English verbalize? The positive aspect of this process is that the universal command of the English language provides a natural desire of a person for mutual understanding on a “global scale”.
Occupation of the “virtual space” by the English language once again proves its claims to play the role of lingua franca, the language of international communication, which is used in almost each sphere of human life and society. The current situation with English is unique in its own way. Never before any of the languages has received such wide distribution and coverage in such a short time.
T. MacArthur expresses his opinion that the spread of varieties of the English language (dialects, variants) will lead to a division into incomprehensible new languages, and in this case, the fate of the Latin language awaits the English language [10].
English is adapting to the technical capabilities of the virtual space and it is the main means of creating a new communicative environment, which reflects all the specifics of its use.
English is immerged into new conditions, into a new communication environment. It is also undergoing changes on a fairly large-scale and global ones:
– a shift in emphasis towards the written implementation of English, which leads to a simplification of the written form of English, although historically the spoken language has always been simpler than written;
– the infusion of other sign systems into language units as compensatory elements (numbers, pictograms, emoticons, etc.);
– changing the format of English under the influence of multimedia (the presence of links, hyperlinks, augmented reality, etc.);
– English turns into content with a high degree of creolization and
interactivity,
– English acquires a certain set of grammatical and lexical characteristics and practically loses phonetics, which is compensated by paralinguistic means (pictograms, emoticons);
– the interaction of English with other languages generates new forms of communication between representatives of different cultures, mixing leads to the formation of new stylistic forms that can later be borrowed by other cultures.
The reasons that transform the language and communication can be conditionally divided into external and internal.
The first group – external - can include the following reasons:
– the unhindered creation of the text and the absence of editing and censorship in the Internet space.
– the expansion of communication capabilities in time and space, the possibility of written comments in real time leads to increased dialogicity and interactivity.
– the ability to store and quickly transfer huge amounts of digital information, to use multimedia (audio, video, online communication) The second group – internal-can include the following reasons:
– the growing number of abbreviations, occasional abbreviations; game elements, intentional distortion of spelling (erratives, merging of individual words), non-verbal signs (emoticons and emoticons), combinations of punctuation marks as word substitutes.
– the boundlessness and immensity of the text due to hyperlinks and the ability for users to create their own text by means of links.
– semantic shifts in the meaning of words, mainly the expansion of meaning Pedagogic Challenges
Certainly, the rise of English as a global language has changed the foundations of how the language is taught and learned. The pedagogical implications of the change in the usage of English by global speakers have led many scholars to call for a paradigm shift in English language teaching—the likes of which last occurred in the 1970s, when communicativeness was brought to the forefront of language education with the emergence of communicative language teaching. And again teachers face dilemmas: modern students’ communication is mainly carried out in virtual space through messengers and social nets where the language has written realization but communication is historically an oral activity.
Today, modern technology dominates our communication. We have a massive range of ways in which we can stay connected, thus teaching communication must be adopted to modern circumstances and virtual entertaining space should be transformed into virtual educational environment. Defiantly social media affect students’ communication skills:
– when it is used in excess or obsessively, it has some damaging effects on communication skills;
–it affects the ways individuals react to emotions, social events;
– with social media, the vast majority of communicating happens via text and occasional still images. This form of communication is poor compared to the rich signals and complex messaging that occurs in a face-to-face conversation.
It must be noted that a modern teacher of English should prepare their students to communicate in both environments: virtual and real.
Thus, Crystal mentioned that “It is the rise of computer-mediated communication and the Internet, more than anything else, which has reshaped the uses of computers for language learning at the end of the 20th century. With the advent of the Internet, the computer-both in society and in the classroom – has been transformed from a tool for information processing and display to a tool for information processing and communication. For the first time, learners of a language can now communicate inexpensively and quickly with other learners or speakers of the target language all over
Scholars have argued that such a shift is necessary to reframe language teaching in order to match the new sociolinguistic landscape of the 21st century. Underpinning this paradigm shift is a change in views of ownership of English, the emancipation of non-native speakers from native speaker norms, a repositioning of culture within the English language, a shift in models of language and a repositioning of the target interlocutor.
Moreover English has become a social value that is why special attention is given to its mastering. Usually a teacher must always balance between grammar, lexis and phonetics and, moreover, learning English is a complex process of forming a new speech system in the cerebral cortex, which begins to coexist and constantly interact with the alreadydeveloped system of the native language.
Personal psychological barriers that arise in some learners: uncertainty that they will be able to speak English, shyness and fear of becoming a laughing stock because of mistakes in speech and fearing that the mistakes will lead to unwanted grades – are also the factors that restrain the process of English language mastering.
The importance and coverage of the English language traces to its historical roots and nowadays undergo some transformation in form and content. GlobalEnglish-approach to language teaching helps to save international status of the English language and fulfill restrictive function nevertheless it deprives the language from native British speakers.
The Internet and computer-mediated communication contribute to not only the ways of teaching the language but also to the language itself. As like any other phenomenon that is borrowed by the virtual space from the real one, English acquires additional characteristics and features. For example, unlike the real space, the speech of the virtual space has only a written implementation, which means that it excludes additional connotative shades that can be expressed by facial expressions, emotions, the speaker's behavior, etc., but it has compensatory capabilities in the form of emoticons and pictograms. The WWW changes morphology, syntactic and semantics of the English language.
1. Zerkina N. N. Lingvisticheskie i eticheskie transformatsii kommunikatsii v internet prostranstve : monografiya [Elektronnyi resurs], Polidiskursivnoe prostranstvo: slovo, tekst, kommunikatsiya, Magnitogorsk, MGTU im. G.I. Nosova, 2017.
2. Zerkina N. N., Degtyareva K. S., Smirnova A. V. Organizatsiya i samoorganizatsiya obucheniya angliiskomu yazyku s ispol'zovaniem sovremennykh IT tekhnologii, Fenomen cheloveka, 2015, pp. 53–156.
3. Kristal D. Angliiskii yazyk kak global'nyi, Moscow, Ves' Mir, 2001, 238 p.
4. Crystal, David. Language and the Internet Second Edition, Cambridge, Cambridge University Press, 2006.
https://doi.org/10.5281/zenodo.6465957
Bakayeva M.A.
Bakayeva Mokhira Akhrorovna – teacher
Department of Economy
Bukhara state university, Bukhara, Uzbekistan
Annotation: This article summarizes the impact of VAT and import duty exemptions on the well-being of the population to ensure the population's demand for oil products. There are several reasons for the rise in vegetable oil prices. In foreign markets and exporting countries, production volumes are relatively low compared to previous seasons, in connection with which a regime of high customs duties on the export of sunflower oil and seeds has been introduced.
Keywords: value added tax, import customs duties, sunflower oil preferences, demand, real income, export.
In order to fully meet the growing demand of the population for the main types of socially important food products in our country, to prevent rising prices and declining real incomes, some products are exempt from import duties and value added tax. Vegetable oil, sunflower and flax seeds, as well as soybeans, meat (beef, sheep, chicken), live animals (cattle and poultry) and products from their slaughter, potatoes and from frozen value added tax, bananas, plantain (fresh or dried) fresh or dried dates, figs, pineapples, avocados, guayava, mango and mangosteen or garcinia, fresh or dried citrus fruits, fresh papaya, fresh apples, products such as pears and quinces, kiwis were exempted from import customs duties.
But here's the question. Did the benefits work?
Vegetable and sunflower oil
Vegetable and sunflower oil products (excluding cottonseed oil), which are primary consumer products, will be exempt from value added tax from May 1, 2021. Imported vegetable oil was removed from the list of 529 types of goods banned from participation in public procurement. The average price of wire oil was 16,271 sums, an increase of 5,451 sums compared to the same period last year.
There are several reasons for the rise in vegetable oil prices. In foreign markets and exporting countries, production volumes are relatively low compared to previous seasons, in connection with which a regime of high customs duties on the export of sunflower oil and seeds has been introduced.
The increase in import prices was due to the introduction of export restrictions by major partner countries. In particular, in Russia, the export duty on sunflower seeds outside the Eurasian Economic Union was increased from 6.5% to 30%, but not less than 165 euros per ton. served.
On the eve of the concession, large volumes of vegetable oil products were stored in customs warehouses without being sold by participants in foreign economic activity who intend to use them.
If we look at world market prices, we can see that the world market prices have also increased per ton of product. In December 2020, it was $ 1.17 per 1 kg of sunflower oil, and in 2021 - In April, prices were sold at $ 1.60. Due to the above preferences in our country, imports of oil products from some countries have increased. In the current year, imports of vegetable oil products amounted to 11 million US dollars, which is 61.9% less than in the same period last year.
Quantitatively, 25.8 thousand tons of vegetable oil were imported in January 2021, while 8.3 thousand tons of vegetable oil were imported this year. we can see the change.
If we rely on the laws of the market, the low supply relative to demand leads to higher prices. If one of the producers in the market produces a kilogram of vegetable oil for 10,000 sums and is ready to sell for 11,000 sums, if the importer also imported for 11,000 sums and is ready to sell for 12,000 sums, all sellers will sell at the same price if the equilibrium price is set at 13,000 sums.
Similarly, the lower the cost, whether producer or importer, is determined by supply and demand. If we analyze the average prices of vegetable oil consumed in the country, the average prices in June 2021 amounted to 20124 sums, while in January 2022 the prices amounted to 19431 sums. We can see that prices fell by 3.5% during the grace period. The effect of this VAT exemption may seem insignificant.
But if there were no taxes, prices would be more expensive and would lead to the welfare of the population, impoverishment. The exemption from value added tax served to keep prices from rising.
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PHONOSTYLISTIC PECULIARITIES OF ENGLISH-LANGUAGE
https://doi.org10.5281/10.5281/zenodo.6464750
SamSIFL, “International language and literature” 2-course
Abstract : Comics are a so-called creolized text, a combination of two parts that are different in nature: verbal and non-verbal. The latter belongs to a sign system that is different from the natural language. Comics have absorbed the features of fine art and written speech.
The comic strip is a linguo-sociocultural phenomenon due to the unusual presentation of the text, bright turns, the presence of various specific.
The use of theoretical foundations made it possible to identify the features of the English-language comics at many levels:
vocabulary, grammar, syntax and phonetics. When analyzing comics, a close relationship between the graphic and verbal components of the comic book was noted, contributing to the enhancement of imagery.
The author tried to investigate the functional and stylistic aspects, the language of the comic book, as well as the phonetic and graphic means of the comic strip that play an important role in creating the pragmatic potential of the comic text.
Keywords: comics, onomatopoeia, phonographic means, phonostylistic peculiarities of comics.
The comic strip is a cultural phenomenon represented in the advertising sphere, in cinematography, as well as in magazines. Despite the importance and polarity of comics, there is very little research on them as a phenomenon of linguistic culture. The presented research is carried out through the prism of linguistics, within which this issue has a low degree of development. The research material (comics «Simpsons Comics № 206», «Futurama Comics № 1», «Garfield», «Sin City: That Yellow Bastard № 1», «Naruto Side Story – The Path Shone By The Full Moon‘s Light», «V for Vendetta № 1», «Age of Ultron № 1», «Gen 13 № 1») [7] allows to come to some conclusions.
While selecting examples for the analysis, the method of corpus analysis was used, which made it possible to establish the frequency of appearing particular features and means. Methods of linguistic and sociolinguistic analysis were used as well, they helped to define phonostylistic, lexical and syntactical peculiarities of comics. This article deals with Phonostylistic peculiarities only.
Traditionally, comics appeared and became especially popular in Europe, especially in France.
This industry originated from the principles of the western school of comics, and the eastern traditions of manga. In turn, the Americans consider comics of their own production practically a national treasure. Festivals and exhibitions are held in honor of the comics. They are also subjects of scientific research and lectures.
The genre of comics is very diverse in its subject matter, and it often becomes the basis of film scripts. Comics subsequently became the art, such as the genre of cinema, photography, painting and literature, which was recorded by the French Academy. Moreover, value of comics is explained by their use for educational purposes and for professional development in the field of various professions.
Comics conquered the entire population, becoming an object of study. In particular, comics are attractive for linguistic research because they reflect an everchanging language. In addition, comics allow to improve knowledge of a foreign language. Comics become a reflection of the national character. This is due to the fact that they contain phraseological units, features of humor and regional geographic information.
Today comics are read by people of all ages. For example, in America, comics are read by 85% of children and 65% of adults. The plots of children's comics are, in most cases, adventures, and comics for adults are presented in the form of different literary genres: science fiction, detective stories, humorous stories, etc.
Comics are now one of the most popular genres of popular culture around the world, from comic books in the United States to comic books with short strips or miniatures in Europe, from Chinese manhua to Japanese manga.
Since the middle of the twentieth century, comics have become the subject of close study as a result of the synergy of the visual and literary trends in art. This was a prerequisite for the opening of a special center for the study of comics in France.
The content and definition of comics have undergone many changes throughout their history. Today comics have become very popular and, with the advent of comics in various cultures, the question has arisen about their linguistic and paralinguistic characteristics.
From the point of view of linguistics, a comic strip (from the English comic — funny) is a series of drawings with short texts that form a coherent narrative. Appeared in the late 19th century in US newspapers. In the middle of the 20th century, comics are one of the most popular genres of mass culture. Modern comics have mostly lost their comic character, they were replaced by “horror” comics — about crimes, war, as well as comics that simplify the works of the classics.
At its core, a comic strip is a special way of storytelling, the text of which is a sequence of frames, in addition to a drawing, a verbal work, representing the characteristics of a character and enclosed in a special frame, while the drawing and the verbal text enclosed in it provide an organic semantic unity.
The popularity of these comics was also facilitated by the fact that the culture of book publishing improved, completely new technologies for making comics appeared. Over the years, artists and colorists have adapted to the bright colors and good print quality. At about the same time, coloring on the computer began, which later became the predominant technology.
Since the 2000s. the fashion for experimental comics began to wane. Now the overwhelming majority of comics were drawn on a computer, which, on the one hand, greatly facilitated the artist's work, and on the other, it lost its aesthetic and artistic uniqueness. But it is worth noting that some artists have learned to combine digital and traditional art, which leads to an even greater uniqueness and aesthetic value of such comics.
Initially comics were only a phenomenon of mass culture as an entertainment industry, then since the 1960s their artistic form and content have an integral artistic system, unique in their kind, as well as certain artistic criteria.
The word "comics" comes from the English comic, or "humorous", which, in turn, began to be used at the beginning of the 20th century. when describing daily or weekly newspaper stories in pictures, most often of a humorous nature and called funnies. According to Bart Beaty, “the term has outlived its original meaning” and went beyond humorous stories: “cognitive dissonance can arise when the term“ comic ”is used to describe works of genres such as tragedy, romance, or story” [Groensteen, 2009: 131]. Moreover, the author notes the discrepancy between the term comic book, "the term refers us to a collection of funny stories, but in fact describes all types of publications and publications containing comics, and more often in magazine than book format".
The main object of the study was the verbal components of the comic book, i.e. literal text, which includes the speech of the characters and the author’s comment.
In general, the text of the comic can be characterized by brevity and conciseness. This allows the reader to capture the entire text at once. In the comic book, not only drawing, but also text is important.
It is the use of replicas of the characters that contributes to the fact that the author conveys oral speech in writing. Despite the fact that the comic book is considered a written genre, according to some signs, it tends to the oral form, which is associated with the limited space of the frame in which the replicas of the characters are located.
Placing heroes, their environment, and also text in one frame limits the use of long replicas, so the speech of the comic book characters consists of simple phrases and simple syntax. It is worth noting that, unlike cartoons and movies, the limiting factor of which is time, in the comic book the space imposes a limitation.
Comic texts are characterized by relatively simple syntactic structure, which is as close as possible to the spoken language. Since spoken language is simple enough to understand, comics are an entertaining genre. The speech of the heroes is characterized by dialogism, while the author seeks to make the statements of the heroes the most concise and capacious. Using a picture allows you to achieve this effect, because the picture contains a large amount of information. As a result, the syntax of the speech of the comic book characters is similar to the syntax of oral speech.
According to many linguistic studies, the spoken and book versions of the English language are quite diverging in structural terms.
A characteristic feature of the English comic book language at the phonetic level is onomatopoeia (onomatopoeia), which is a reproduction of the sounds of nature and the sounds accompanying some processes (for example, trembling, laughter, whistling, etc.), as well as cries, sounds of animals. However, some scholars believe that onomatopoeia does not carry lexical meanings.
Regarding comics, one can agree with the opinion of A. N. Tikhonov, who claims that although onomatopoeic words do not have a nominative function, they have lexical meanings and are full words [10, C. 74]. Thus, they carry linguistic information and are means of communication.
A distinctive feature of the comic book language is the frequent use of interjections and various onomatopoeic words. Using onomatopoeia, the author conveys more information and expresses the feelings of the characters.
The English language is characterized by such common onomatopoeic words as meow (cat), quack (duck), woof (dog barking), cock-a-doodle-do (rooster crowing). Since these units are in constant form, they are equally understood by all English speakers. Based on this, it can be assumed that onomatopoeia have a socially conscious semantic content.
In English comics, there are not only sounds made by animals, but also onomatopoeic words such as: BIIIIIP! (car horn), TIIIOUIIOUII … (alarm sound), BAOOM! (blast sound), WRROOOAMM, TTTWRR … (motor sound), PFFIOUUU, TA TATATA (shot sound), IIIK! (screech), etc.
The use of onomatopoeia serves the purpose of language compression. In addition, its use depends on the theme of the comics, in which fights, collisions, blows, screams, etc. can occur. Phonetically motivated signs are responsible for the quantitative and qualitative characteristics of sound, which makes it possible to "sound" a dumb text and bring it closer in impact to such types of mass culture as cinema and television. This effect is achieved through the use of onomatopoeias — onomatopoeic words. The category of sound becomes a unique textual category that can only function within the semiotic system of comics.
Onomatopoeia is very often regarded as interjection, but interjection and onomatopoeic words are significantly different. Unlike interjections, onomatopoeic words do not express emotions and feelings, they are imitations of specific natural sounds.
According to the majority of scientists, interjections are a category of words that serves to directly express emotions, feelings, expressions of will and calls without naming them. The language of the comic book can be simplified as a "concentrated" mixture of emotional reactions that follow the lines of the characters. Interjections are the most important element of this system and carry a significant stylistic load, visualizing emotional reactions and thereby bringing the comic book text closer to the oral form of communication.
So, interjections are words that directly express the feelings of the characters. In the implementation of the lexical meanings of interjections, the linguistic context, intonation, gestures and facial expressions are important. Typically, comics use lexicalized and individual interjections, but there presents the homonymy of interjections, which is found primarily among emotional interjections, so context is necessary. It should be noted here that such a meaning of interjections and particles directly depends on the context itself, since in other contexts we can see a different meaning, for example:
Table 1. – Interjections in Comics
1 |
Aww, cripes! (Marvel) |
2 |
Ta-ha. You’re a mind-reader, Hisako (Marvel). |
3 |
Hiya! (Marvel) |
The first example illustrates the interjection "Aww" widespread on the Internet with the contextual meaning of an irritated, angry exclamation, there is a homonymous interjection expressing tenderness and joy.
The last example is interesting because the English-language "Hiya" is defined in dictionaries as a spoken greeting:
Hiya (exclamation informal) —
1. an expression said when people who know each other well meet: Hiya, Pete, how're you doing? [2];
2. the cool way to say hi [8].
In the case of Marvel, "Hiya" is used to express a battle cry upon impact, which is rather an occasional meaning of an interjection.
One of the most frequently used interjections is OK!.
Interjection words serve to create emotional tension in the recipient, thereby performing an influencing function, and also carry a significant stylistic load, being a means of the character's speech characteristics.
Graphically motivated signs are an essential element of the semiotic system of comics and, unlike phonetically motivated signs, are universal, and some of them have even gone beyond the boundaries of the comic book text and function separately in advertising, the Internet, etc. These include such signs as: frame, bold type, phylactery, motion line, explosion, exclamation or question mark, notes and other symbolic images.
1 |
— Sorry! I‘m no good until my first morning beer! |
2 |
— But it‘s two in the afternoon! |
3 |
— What? I gotta get to Moe’s! |
4 |
— My name is special agent Barker. I‘m with the National Security Committee. |
5 |
— Sorry to bother you at this hour, Ms. Fairchild, but it was vital that we reach you today to inform you that you‘ve been accepted into our Gen-13 program. |
6 |
— You guys! Come quick! You gotta see this! |
7 |
— How did it happened? |
8 |
— Woo! Who needs ethics? Not us! |
9 |
— Never had’em, never will! |
10 |
— Nah, I just wanted to let you know that you‘re an idiot and Leela‘s a sappy know-it-all! |
The most common means of graphically expressing text is to highlight words in bold. This is usually used to emphasize the main point.
Table 2. – Means of graphically expressing text
Examples 1-3 are from Simpsons Comics, 2013. In example 3, we see an indication of the time that it is too late to drink beer, but since the hero only drinks beer with Mo, it must be emphasized that the hero will go to him, and not to the other.
Examples 4 and 5 (Gen-13) emphasize the status of a person, his importance and the name of the program, which is also very important. Therefore, it is important to preserve all these components, since they carry a semantic function.
Examples 6-9 (Futurama Comics) illustrate that font highlighting can also indicate an increased tone of the hero’s voice, shows the emotionality of the sentences. In them we see surprise, joy, and disappointment — all these emotions are foiled due to the emphasis in font.
Example 12 shows that sometimes bold typeface is used to draw attention to particular words: proper names, words that especially highlight the hero or just words invented by the character or author of the comic strip, realities are also often highlighted, the equivalent of which is rarely found in another language as in this example of Futurama Comics. It is indicated how the hero characterizes others, their features.
Let us consider other phonographic means. Such means as one of the most striking means of characterizing a character is a common phenomenon presented in the text of the comic. In such cases, phonographic means are used in order to
1 |
— ≡ Whisper! Whisper! ≡ Hunger games ≡ Whisper! Whisper!≡ Lawsuit ≡Whisper! Whisper! ≡ |
2 |
You can seeee, by our outfits… That we are all he-eeroes…(Marvel) |
3 |
Ah was startin’ t’ figure you’d forgotten all ‘bout me (Marvel). |
4 |
Simplest solution is to boogie at top speed, faster’n they can catch me, ‘til the poor dears run out o’gas (Marvel). |
5 |
Ah was startin’ t’ figure you’d forgotten all ‘bout me (Marvel). |
6 |
Hang loose, sugah (Marvel). |
7 |
The mutants aren’t a community, punkin (Marvel). |
display loud speech, a drawn-out cry and, as a rule, are manifested in a quantitative change in the letter composition of a word.
Table 3. – Phonographic Means
In example 1 from comic strip “Simpsons Comics”, we can observe a special sign (≡), which is used to transmit soft sounds, or, as in the example, whisperings.
Another example of phonographic means is singing (example 2).
Often phonographic means are the leading component in reflecting sociolects and vernaculars and change the composition of the word on a qualitative basis. So, when analyzing the material, elisions were found, variants of the final -ing, as well as widespread colloquial forms of words (examples 3-5).
Non-standard spoken "pronunciation" of words is also reflected through phonographic means (examples 6-7).
A comic strip is a rich, creolized text, in which the characters of the heroes, their socio-cultural and speech originality are presented extremely vividly and sometimes exaggerated. Phonographic tools are an integral part of comics and, performing a range of functions, from the representation of colloquial speech to sociocultural and stylistic functions, play an important role in creating the pragmatic potential of the comic text.
The linguistic aspect of studying comics is very diverse and represents a certain complex, consisting of several levels, each of which can be studied separately. The text of the comic is characterized by features typical of a literary text: emotionality, expressiveness, imagery, use of slang, a pronounced individuality of the author and expressive means that enrich the language of the text.
The analysis performed allows us to draw a number of conclusions regarding the peculiarities of the comic book text.
1. Onomatopoeia and interjections in comics reveals similar problems associated with the unformed systems of onomatopoeia and interjections in both languages, differences in the frequency of the use of such lexical units in English and
Russian, as well as the presence of
a) onomatopoeia and interjections proper;
b) onomatopoeia and interjections modified by means of phonetic-
graphic means.
2. Graphic representation of the phonetic features of colloquial speech, as well as typical deviations from the phonetic norm associated with the emotional and physical state of the character, play an important role in creating the pragmatic potential of the comic book text.
In this study, the main directions of the analysis of the phonostylistic means of comics are outlined, but this problem is not exhausted.
REFERENCES:
1. Harvey, R. Comedy At The Juncture Of Word And Image / R. Harvey // The Language of Comics: Word and Image. — Jackson, Mississippi: University Press of Mississippi, 2001., — pp. 75–96.
2. Mey K.-A. L. Pragmatic Aspects of Comics // Concise Encyclopedia of Pragmatics / ed. Jacob L. Mey. – Oxford : Elsevier Ltd., 2009. – P. 80–85.
3. Read Comics Online [Электронный ресурс]. – URL:
https://www.comicextra.com/ (дата обращения: 30.08.2021)
4. Urban Dictionary [Электронный ресурс]. – URL:
https://www.urbandictionary.com/ (дата обращения: 30.08.2021)
5. Макклауд C. Суть Комикса [Электронный ресурс] / Макклауд C. // Авторский комикс. – URL: https://acomics.ru/~understanding-comics/1 (дата обращения: 30.08.2021)
6. Тихонов А. Н. Междометия и звукоподражания – слова? / Тихонов А. Н. // Русская речь, вып. №5. М.: Наука, 1981. С. 72-76.
https://doi.org10.5281/10.5281/zenodo.6464726
Bektemir tumani, 345- maktab
Biologiya fani 2-toifa o’qituvchisi
Annotatsiya: Fikr inson faoliyati, uning o`z kuchi, qudrati va bilimini tashkil etuvchi ma`naviy insoniy sifatidir. Fikr rivoji ijtimoiyiqtisodiy taraqqiyotning asosiy harakatlantiruvchi kuchi bo`lganligi uchun, biologiyani o`qitish jarayonida o`quvchilarning mustaqil va ijodiy fikr yuritish ko`nikmalarini rivojlantirish zarur.
Kalit so’zlar: biologiya, tizimli fikr yuritish, bog`lanish, munozara, bahslar
Biologik ob`yektlar, tabiatdagi mavsumiy o`zgarishlarni o`rganish maqsadida tajriba va kuzatish o`tkazish yuzasidan ko`rsatmalar tayyorlashi:O`quvchilarning qiziqishlarini hisobga olgan holda ularning mustahkam ta`limi uchun qo`shimcha adabiyotlar va mulьtimedialarni tanlashi lozim.O`quvchilarning mustaqil va ijodiy fikr yuritish ko`nikmalarini rivojlantirish uchun, ta`lim arbiya jarayonida rivojlantiruvchi ta`lim texnologiyasini qo`llash zarur. Rivojlantiruvchi ta`lim texnologiyasining asosiy g`oyasi o`quvchilarni har tomonlama rivojlantirish sanaladi.
Mazkur texnologiyaning asosiy xususiyatlari:
- o`quvchilarni o`z bilish faoliyatini sub`yektiga aylantirib, fikr yuritish mexanizmini shakllantiradi, rivojlantiradi.
- o`quvchilarning bilish faoliyati imperik va nazariy bilish yaxlitligida tashkil etilib, o`qitish jarayonida bilimlarni deduktiv usulda o`rganish ustuvor bo`ladi.
- o`qitish jarayonining asosini o`quvchilarning o`quv topshiriqlarini bajarish orqali vujudga keltiriladigan mustaqil faoliyat tashkil etadi.
- o`quvchilarning aqliy rivojlanishiga zamin tayyorlab, bu jarayonda tanqidiy va ijodiy fikr yuritishni shakllantirish ustuvor yo`nalish sanalada.
Fikr yuritishning bu ikki tipi birbirini to`ldiradi va taqozo etadi.
Tanqidiy fikr yuritish shaxsning voqea va hodisalar haqidagi munosabati va fikrini vujudga keltirib, uning tarkibiga quyidagilar kiradi:
Taxliliy fikr yuritish (axborotni tahlil qilish, zarur faktlarni tanlash, taqqoslash, faktlar va xodisalarni O`quvchilarda tahliliy fikr yuritish ko`nikmalarini shakllantirish uchun biologiya o`qituvchisi har bir darsda avval o`rganilayotgan ob`yektlar bilan o`rganilgan ob`yekt o`rtasidagi bog`lanishlarni aniqlaydigan topshiriqlarni berishi kerak. O`quvchilar darslikda berilgan o`quv axborotini tahlil qiladi, organlar sistemasi haqidagi faktlarni tanlaydi, ularni avvalgi ob`yektlar bilan taqqoslab, xulosa chiqaradi. Demak, daryo qichqichbaqasining ichki tuzilishini taxlil qilib, avval o`rganilgan yomg`ir chuvalchangi, suv shilliq qurti bilan takqoslab o`rganadi. O`quv materiallarining bu tarzda o`rganilishi o`quvchilarda taxliliy fikr yuritish ko`nikmalarining tarkib toptirishga zamin tayyorlaydi.
Bog`lanishli (assotsiativ) fikr yuritish (avval o`rganilgan bilimlar, faktlar orasidagi bog`lanishlarni aniqlash, tanish ob`yekt va hodisalarning yangi xususiyatlari va sifatlarini topish). Bog`lanishli fikr yuritish o`quvchilarning avval o`zlashtirgan bilim, ko`nikma va malakalarini kutilmagan, noodatiy vaziyatlarda ko`llab yangi bilim va ko`nimalarni o`zlashtirishlariga zamin tayyorlaydi.
Mustakil fikr yuritish muammoli vaziyatlarni tahlil qilish, farazlarni ilgari surish, avval o`zlashtirgan bilim, ko`nikma va malakalarni yangi vaziyatlarda qo`llab, yangi bilim, ko`nikma va malakalarni egallash, o`z fikrini dalillash. Mustaqil fikr yuritish shaxs hayotida muhim ahamiyat kasb etadi. Shu sababli biologiyani o`qitishning barcha shakillarida, o`quvchilarda mustaqil fikr yuritish ko`nikmalarini rivojlantirishga ahamiyat berish zarur.
Mustaqil fikr yuritish quyidagi bosqichlarda amalga oshiriladi: I. Muammoli vaziyatlarni taxlil qilish.
II. Farazlarni ilgari surish.
III. Avval o`zlashtirgan bilim, ko`nikma va malakalarni yangi vaziyatlarda qo`llab, yangi bilim, ko`nikma va malakalarni egallash.
IV. O`z fikrini dalillash.
V. Javobning to`g`riligini tekshirib ko`rish. o`quvchilarda mustaqil fikr yuritishni rivojlantirishi uchun o`qituvchi har bir mavzuni o`rganishda muammoli vaziyatlarni vujudga keltirishi va o`quvchilarning bilish faoliyatini muammoli vaziyatlarni hal qilishga yo`llashi lozim.
Tizimli fikr yuritish (o`rganilgan ob`yektni qismlarga ajratish, uning yaxlitligi, o`zaro bog`liqligini aniqlash va tavsiflash ko`nikmasi). Tizimli fikr yuritish o`quvchilarning o`rganilayotgan ob`yektni qismlarga ajratish, uning yaxlitligini, o`zaro bog`liqligini aniqlash va tavsiflash ko`nikmalarini rivojlantirishga asoslanadi.
O`qituvchi o`quvchilarda tizimli fikr yuritishni rivojlantirish uchun muayyan mavzularda o`quvchilarning mustaqil ishlarini tashkil etishi va tegishli o`quv topshiriqlarini tuzishi lozim, Shunday qilib, tanqidiy fikr yuritish taxliliy, bog`lanish, mustaqil, mantiqiy, tizimli fikr yuritishni mujassamlashtirib ular o`rtasida ichki va tashqi, muayyan va nisbiy bog`lanishlar mavjud. O`quvchilarda, ijodiy fikr yuritish ko`nikmalarni rivojlantirishda o`qituvchi yuqorida qayd etilgan taxliliy fikr yuritishning tarkibiy qismlaridan, xususan, mustaqil fikr yuritish ko`nikmalaridan foydalanishi mumkin. О`quvchilarda nomlari zikr etilgan fikr yuritish ko`nikmalarini rivojlantirmay turib ijodiy fikr yuritish ko`nikmalarini shakllantirish va rivojlantirish mumkin emas. Ijodiy fikr yuritish ko`nikmalari ijodiy faoliyat tajribalarining asosini tashkil etadi. Ijodiy faoliyat tajribalarini egallashda o`quvchilar aqliy faoliyat usullari bo`lgan o`rganilayotgan ob`yektni tahlil qilish, takqoslash, tarkibiy qismlarga ajratish, sintezlash, sabab oqibat bog`lanishlarini tasavvur qilish, umumlashtirish va xulosa yasashni egallagan bo`lishlari lozim. Shundagina o`quvchilar ijodiy faoliyatning asosini tashkil etadigan xususiyatlar:
I. Tanish ob`yektlarning yangi xususiyatlari va vazifalarini topishi;
II. Tanish vaziyatlardagi muammolarni mustaqil ravishda hal etish;
111.Bilim va ko`nikmalarni yangi kutilmagan vaziyatlarda qo`llash orqali muammoni hal etish;
IV.O`zlashtirgan bilim va ko`nikmalarni amaliyotda ijodiy qo`llashni o`rganishi mumkin.
o`quvchilarda mustaqil va ijodiy fikr yuritish ko`nikmalarini rivojlantirishning muhim sharti, o`quvchilarning o`z fikrlarini dalillash va asoslash sanaladi. Shu sababli, o`quvchilarning mustaqil va ijodiy fikr yuritish ko`nikmalari asosan, o`quv munozaralari va bahslar orqali rivojlantiriladi.
O`quv munozaralari va bahslarni tashkil etish quyidagi bosqichlardan iborat bo`ladi:
1.O`quv munozaralari va bahslarni keltirib chiqaradigan o`quv topshiriqlari bilan tanishish.
II. O`quv topshiriqlaridagi muammolarni hal etish yo`llarini belgilash;
III. Axborot manbai yoki darsliklardagi o`quv materialini o`rganish, taxlil qilish va undagi asosiy g`oyani ajratish;
IV. Muammolarni hal etish bo`yicha javoblarni tayyorlash;
I. Javoblarni ko`rgazmali vositalar yordamida dalillash;
II. Javoblarning to`g`riligini tekshirib ko`rish;
III. O`zo`zini nazorat qilish, o`zaro nazoratni amalga oshirish;
O`quv munozaralarining ikki turi mavjud, agar ikki o`quvchi o`zaro hamkorliqda yoki o`quvchining kompьyuter bilan muloqoti tashkil etilsa, bu dialog tarzdagi munozara, agar munozara o`quvchilarning kichik guruhlardagi mustaqil ishi asosida tashkil etilsa polilog tarzdagi muloqot sanaladi.
O`qituvchi darsda o`rganiladigan mavzuning didaktik maqsadidan kelib chiqqan holda qay tarzdagi munozarani tashkil etishni nazarda tutib tegishli o`quv topshiriqlarni tayyorlaydi.
Har qanday o`quv munozaralari ijodiy izlanish asosida tashkil etiladi. Ijodiy izlanishlar quyidagi bosqichlarda tashkil etilishi maqsadga muvofiq:
I. Ijodiy izlanish maqsadini aniqlash;
11. Ijodiy izlanish maqsadiga muvofiq mustaqil ishlarni tashkil etish;
111. Guruh a`zolari o`rtasida fikr va axborot almashinuvini amalga oshirish;
1V. Olingan natijalarni tasavvur qilish va uni loyihalash; V.Maqsadni amalga oshganligi va olingan natijani tahlilqilish; V1.Zarur hollarda tegishli o`zgartirishlar kiritish.
REFERENCES:
1. J.Tolipova, A. T. G`ofurov «Biologiyadan yangi pedagogik texnologiyalar» 2002 y 3.Yu. N. Verzilin, M. Korsunskaya «Biologiya o`qitishning umumiy metodikasi»,«O`qituvchi» 1983 y.
2. Sh. A. Amonashavili, S.N. Lisenkova va boshqalar «Pedagogik izlanish», «O`qituvchi» 1990Y.
A. Zunnunov va boshqalar «O`rta Osiyoda pedagogik fikr tarakkiyotidan lavxalar», «Fan» 1996 y.
3. J. Tolipova, A.T.G`ofurov «Biologiya o`qitish metodikasi» metodik qo`llanma. Akadem litsey va kasb hunar kollejlari uchun. O`qit. 2004 y.
https://doi.org10.5281/10.5281/zenodo.6465080
Student of Termez State University
(Termez,Uzbekistan)
Annotation: The place of the current paper is to show a couple of issues of interpretation political phraseological units from English into Uzbek language thinking about them linguacultural features. The language culture of the individual is formed at relationship of marvels "culture of language" and "culture of talk". In its reason the data on norms of made and oral talk, semantic and expressive chances of system, examination of magnificent workmanship, marketing specialist and some various compositions lays.
Keywords: political phraseological units, linguaculturalogy, equivalent, culture of discourse, transformation, component.
Learning the vocabulary of any language is always an interesting learning process. Learning English vocabulary can be boring or interesting. Just take the words from the dictionary and teach them how a poem alone can be a boring thing, but if you will, learn words in a group with friends, this process will seem very interesting and not very difficult occupation, process. In the context of interactive learning, knowledge takes on different forms. On the one hand, they represent certain information about the world around them. The peculiarity of this information is that the student receives it not in the form of a ready-made system from the teacher, but in the process of their own activity. The teacher must create situations in which the student is active, in which he asks, acts. Research on the issues of correspondence between societies what's more, people groups is getting increasingly escalated. In this way, language, being a significant method of concentrating data about the world, simultaneously goes about as the main sign of a specific group.It is in language that the attitude of individuals, their brain research, customs and mores are most obviously communicated. It is a methods for making public writing, the principle archive of data about a specific group. The public mindset is showed in the impression of the characteristics of life, customs, history and culture, basically phraseological units. One of the highlights of sayings is to give individuals an appraisal of the target marvels of the real world, consequently communicating the perspective. In the phraseological units is communicated the particular outlook, a method of judgment, the element sees; they show the life and life, soul and temper, habits and customs, convictions and strange notions. Etymological and social examination of phraseological units is married to outside factors: the set of experiences of the country, its way of life, regular daily existence, and so forth the Study of phraseological units in the etymological furthermore, social perspective assists with explaining, and at times to set up extra semantic shades with public and social semantics. In the idiomatics of the language, that is, in the layer that is, by definition, nationally specific, the system of values, public morality, attitude to the world, to people, to other peoples is displayed.Phraseological units most clearly illustrate the way of life, geographical location, history, and traditions of a particular community United by a single culture. Issues of translating phraseological units from English into Uzbek, considering their etymological and social attributes, is viewed as quite possibly the most troublesome sorts of interpretation changes. The object of interpretation isn't a language framework as a deliberation, be that as it may, a particular discourse work in another dialect (the first content), based on which another discourse work in another dialect (the interpretation text) is made. The reason for the interpretation is to familiarize the peruser (or audience) who doesn't have the foggiest idea about the first language as intently as conceivable with this content (or the substance of oral discourse). Problems of phraseology are extremely important both for practice and for translation theory; they often present great practical difficulties and arouse great theoretical interest, since they are related to the difference in semantic and stylistic functions performed in different languages by words of the same real meaning, and to the difference in combinations that such words enter into in different languages. This paper discusses only some of the many problems of translating phraseological units. It is usually accepted to indicate the equivalent of a phraseological unit to a word. However, the theory of complete equivalence is becoming obsolete. This does not mean that phraseological units and words have nothing in common, which is considered by the theory of correlation of certain types of phraseological units and words, which, however, is based on slightly different principles. The most characteristic for phraseological turns of stable combinations of words are in principle equal in meaning to a single word, differing from it, as a rule, by a certain expressive and stylistic coloring. Some idioms are translated with the help of partial (relative) equivalence. According to E.F.Arsentyeva, such idiomatic expressions are characterized by the minor differences in terms of phraseological expression of the identical semantics that can have a componential or morphological character (Arsentyeva, 1989: 100) The classification of phraseological units also contains the necessary theoretical knowledge for the translator, with which we can identify the phraseological units in the text, then analyze it and, based on the analysis, give the most accurate translation in this context. The most legitimate approach is to consider phraseological units in three aspects: semantic, structural grammatical, and component. Taking into account the marked levels, the following types are distinguished: 1) phraseological equivalents (full and partial) - phraseological units with identical semantics, structural and grammatical organization and with identical component composition; Red book - Qizil kitob; The black prince - Qora shahzoda; Black list - Qora ro’yxat; Black diamonds - Qora oltin; Keep quiet - Sir saqlamoq; Make conversation - Manosiz suhbatlashmoq; Milk cow - Sog’in sigir; First think, then speak - Avval o’yla, keyin so’yla; The dog bark, but caravan goes on - It hurar, karvon o’tar; Step by step - Qadam ba qadam. 2) phraseological analogs (full and partial) - phraseological units that express the same or similar meaning, but are characterized by a complete difference in the approximate similarity of the internal form; A black hen lays a white egg - Qora sigir oq sut berar. Cut the melon - foydanib olmoq. Put smb/smth to the test - tekshirib ko’rmoq; Red meat - Qo’y go’shti; Take a fancy to smb - Maftun bo’lmoq; Talk turkey - Ochiqdan-ochiq gapirmoq. 3) non-equivalent phraseological units - phraseological units that do not have correspondences in the phraseological system of another language. To throw up one’s cap - do’ppisini osmonga otmoq . Come Yorkshire over smb - Aldamoq, nonni tuya qilmoq Between hawk and buzzard - Oila a’zolarini va xizmatkorlar o’rtasidagi o’rinni egallagan inson; Green room - Teatrda artistlarning kiyinadigan, yasanadigan xonasi; Harley Street - Shifokorlar, tibbiyot dunyosi (Lo’ndondagi ko’pgina mashxur doktorlar yashaydigan ko’cha); Gretna Green marriage - Uydan qochgan sevishganlar o’rtasidagi turmush; Since phraseology stands out for its functions in language and The methods of research are: the overall selection ( used in gathering the research material), componential analysis ( used in considering the semantic nature of researched units). The primary research methodology includes the methods of descriptive analysis, which consists in collecting and systematizing the collected facts, in their logical comprehension and identification of specific patterns. Comparative method linguistic and extralinguistic characteristics, human emotions and pshraseological-semantic fields. Actuality: The importance of our research is phraseologisms expressing the emotional state of a person. It analyses general semantic feature of a group of phraseological units, various emotional states, linguistic and extralinguistic characteristics, human emotions and pshraseologicalsemantic fields. It is noticeable that a special place in semantic studies of recent times is occupied by the problems of emotional semantics, closely related to the so-called emotional aspect of the human factor in the language.
Human emotions are reflected in language.
REFERENCE:
1. Zuparova, S., Shegay, A., & Orazova, F. (2020). Approaches to Learning English as the Source of All. European Journal of Research and Reflection in Educational Sciences, 8(5).
2. Zuparova, S., Shegay, A. (2021). Methods of Teaching Foreign Languages. Eastern European Scientific Journal, 1(7), 141-143.
3. Djurayeva, Y., Ayatov, R., & Shegay, A. (2020). Current Problems and Resolutions of Teaching English Grammar. Academic research in educational sciences, 1(3).
4. Ўлжаев, Ў. Б., & Бердиев, Ш. Х. (2021). Углерод нанотрубкасида олтин кластери ва углеводородли молекулаларнинг ўзаро таъсирини моделлаштириш. Academic Research in Educational Sciences, 2(5), 1189-1195.
5. Tursunov, I. G., Berdiyev, S. X., & Usmonov, M. M. (2021). Fizikani o’qitishda pedagogik ta’lim klasteri metodidan foydalanishga doir tavsiyalar.
Academic research in educational sciences, 2(5), 1129-1136.
6.
THE ANALYSIS OF THE STYLISTIC POTENTIAL OF TENSE-ASPECT VERBAL FORMS IN MODERN ENGLISH BY GEORGE YULE
https://doi.org10.5281/10.5281/zenodo.6464578
The master of Karakalpak State University
The department of comparative linguistics and linguistic translation
Annotation: More and more linguists and specialists in study of literature attract their attention to problems of Stylistics nowadays. But at the same time as well as in any other science we can see the integration of the processes that is the intensification of different parts of knowledge and appearance of new modern synthetic sections. Such as new problems have been involved in the sphere of stylistic researches, a lot of data and programs have been studied and new aspects of language factors and features have been discovered. Our interest in these points is George Yule’s contribution to the field of stylistics.
Key words: grammar, philologist,denotation,stylistics, present, past, tense-aspect, lexical aspect, context.
From the point of our view English Grammar is one of the most difficult subject for study not only for students but everyone who wants to be a professional philologist or linguist. The verb as a party of speech is the most capacious grammar category in English. In verbal word with all variety of its denotations, meanings and stylistic potentials there are combinations with different grammar forms, organic connections and associations with tenses and aspect, which characterize all verbal system in the whole [1;340]. The role of some scholars in development of Stylistics is very high especially in Stylistic Grammar but in the whole, not specifically: Palmer, Hornby, Quirk, Yule, Skrebnev, Block and others. In our days the interest in this problem increases because we can see some questions and problems which are not studied enough.
We have analyzed some works of G.Yule in this field. George Yule (born 20 March 1947) is a Scottish-American linguist. He is known for his works on pragmatics and discourse analysis . He now lives in Hawai‘i . He studied at Edinburgh University, completing an M.A. in English Language and Literature (1969), M.Sc. in Applied Linguistics (1978), and a PhD in Linguistics (1981). His best-known work is an introductory textbook about language [9] .
There are two important facts in relation to the notion of “tense”. First, from a formal point of view, tense is a grammatical category, usually expressed overtly on the verb. Second, from a semantic viewpoint, tense serves to locate situations in time. George Yule’s classic work “Explaining English Grammar” describes and explains the basic forms of the present and past tenses, perfect and progressive aspects and main structures of the English verb complex as well. According to G. Yule’s system [5; 54–84] in order to describe the different forms of a verb, we need to talk about tense, which often has to do with the location of a situation in time, and aspect, which characterizes the way in which that situation is perceived or experienced. The author affirms that English has two distinct tense forms, they are present and past tenses, and two distinct forms for aspect, perfect and progressive aspects, which are marked on the verb. G. Yule underlines that the sense of team «tense» in English is not based on simple distinctions in time: e.g.
And today you woke with splitting headache.
Tomorrow I fly to London for a big meeting.
Yesterday the land tells me my rent's going up.
The present form here ties the situation described closely to the situation of utterance. The past tense form makes the situation described more remote from the situation of utterance. Situation in the future are treated differently they are inherently non-factual. The author means that the verb form that is traditionally called «future tense» is actually expressed vie a modal verb which indicates the relative possibility of the event. The author means that the verb form that is traditionally called «future tense» is actually expressed vie a modal verb which indicates the relative possibility of the event. What is aspect?
Aspect is divided by author into two parts [5; 63–68]: 1.Lexical aspect (stative and dynamic verbs);
2.Grammatical:
– progressive viewed from the inside in progress; – perfect viewed from outside in retrospect.
Tense is the location of a situation, aspect – the inside of a situation. In parts «Meaning in Contexts» [5; 68–72] Yule shows how to use the stylistic potential of tense and aspect in the practical approach.
When we construct a piece of connected speech or writing, whether in monologue or dialogue, we are constantly tapping the lexical and grammatical resources of English verb to find of making our composition and particular effect.
Describing how to use deferent styles in a magazine article, news reports, academic writing, narratives, spoken discuses and others Yule gives some easy explanations:
– information that is treated as part of the «background» will tend to be expressed in the past tease;
– information that is current concern, in the «foreground» will be expressed in the present tense;
– background scene-stting, particularly in stories, is often expressed in the past progressive;
– ongoing current situations are described in the present progressive;
– viewing recent changes from the current situation is typically expressed by perfect aspect.
Following the description of basic verbal forms, Yule conveys not only specific features of verbal forms and structures according to tenses and aspects, but includes a piece of information on how meanings of verbal forms can be shaped bf context and communicative purpose – stylistic potential of verbal forms.
To conclude, tense—the position of the state or action in time, that is, whether it is in the past, present or future. Aspect—the extension of the state or action in time, that is, whether it is unitary (perfective), continuous or repeated (imperfective). The issue about the stylistic potential of tense-aspect verbal forms is still being analyzed by linguists all over the world.
REFERENCES:
1. Arnold I..V. Stylistics of the modern English language. – Москва: Просвещение, 1990 – 346 р.
2. Верховская И.П., И.П. Расторгуева, Л.А. Бармина. Английский глагол: Трудности употребления в речи: Учебн. пособие для ин-тов и фак. иностр. яз. – М.: Высшая школа, 1987. – 192 с. (На английском языке).
3. Laurence Sterne Selected Prose and Letters. Moscow, Progress
Pablisher, 1981. – p. 503.
4. R. Quirk, S. Greenbaum, J. Svartvik. A Comprehensive Grammar of the English Language., London, 1992. – 1779 p.
5. Yule G. Explaining English Grammar. Oxford University Hress., 1998. – 333 p.
6. Skrebnev Y.M. Fundamentals if English Stylistics. M., 2003. – 222 p.
7. Widdowson H.G. Practical Stylistics: an approach to poetry. Oxford University Press., 1992. – 230 p.
8. The Cambridge Encyclopedia of THE ENGLISH LANGUAGE.
Cambridge University Press., 2003. – 605 p.
9. https://en.wikipedia.org
https://doi.org10.5281/10.5281/zenodo.6464760
Master of Samarkand State Institute of Foreign Languages
Annotation: This article analyzes the specifics of negative pronouns in English and Uzbek. The bilingual meanings of negative pronouns, their use in speech, and their meanings in translation have been studied comparatively. In addition, the structural position of the negative pronouns in the sentence was also analyzed in both Uzbek and English languages.
Key words: Negative Pronouns, no, none, nobody, never, no one, neither, either, nothing, nowhere, nothing, all, everybody, every, each Interrogative pronoun, double negation
Introduction
In recent years, a special focus on science and education has placed researchers in positions of responsibility in both theoretical and practical fields. One such task is to learn and teach foreign languages. Significant work is being done in our country to develop the study of foreign languages.
As an example, to create conditions for the development of students' basic language skills (listening, reading, writing and speaking), including the organization of in-depth study of foreign languages by merging foreign language departments of higher education institutions; introduction of internationally recognized methods of teaching students in foreign languages and assessment of their knowledge, including the widespread use of distance and other modern forms of education in the educational process, as well as the teaching of other subjects in foreign languages; ensuring that students' mastery of at least two foreign languages broadens their horizons, increases their potential, and increases their competitiveness in the labor market [1].
There are many different and similar aspects of negative pronouns in English and Uzbek. In this article, we want to analyze the semantic features of negative pronouns in English and Uzbek.
Methodology
The negative pronouns no, none, nobody, no one, nothing, neither are closely connected with the indefinite and defining pronouns. Most of the indefinite pronouns correlate with the negative pronouns: some — no, none, something — nothing, none, somebody, someone, one — nobody, no one, none
[3].
Some defining pronouns are the opposites of the negative pronouns: everything — nothing, all, everybody, every, each — no, none, nobody, both, either — neither.
No is used only before a noun as an adjective-substitute in the function of attribute: There is no telephone in our house. He is no gentleman.
None is used as a noun-substitute and takes a singular verb: I'm afraid we can't have coffee — there's none left. When none is followed by of it may take either a singular or plural verb: There are faults from which none of us is/are free. None of them has/have come back yet. In the sentence none is either subject or object. For example: None of this money is mine, (subject) They chose none but the best, (object)
The negative pronouns nobody and no-one are noun-substitutes and refer to human beings only. They correlate with somebody, someone and all, every, each and everybody. They are mostly used as subjects and objects: Nobody could find their luggage. No-one likes to be criticized, (subject) We saw nobody we knew, (object) [5].
Nothing is a noun-substitute that refers to things. It is opposed to something and everything. In the sentence it is used as subject, predicative and object. For example: Nothing I could say had any influence on her. (subject) He's had nothing to eat yet. (object) She's nothing to me. (predicative)
The negative pronoun neither is the opposite of either and both. It can be used as both a noun- and adjective-substitute. As a noun-substitute it is used with of before a plural noun and takes a singular verb: Neither of the statements is true.
In the sentence neither of functons as subject and object: Neither of them was happy, (subject) / like neither of them, (object)
As an adjective-substitute neither takes a singular noun, functioning as an attribute: Neither neither statement is true. I can agree in neither case [4].
In Uzbek, pronouns are words that substitute for nouns or adjectives. The negative pronouns hech kim, hech nima, hech kimga, hech nimaga, hech qanday, hech qancha, hech qayer are used to talk about absent or nonexistent things and people.
Consider these examples:
Uyda hech narsa yo‘q. (There is nothing at home.) U hech kimni tanimaydi.
(He doesn't know anybody.)
The negative pronouns are formed from the interrogative pronouns with the help of such prefixe as hech and affix -ma. For example [2]:
Interrogative pronoun |
Negative pronoun |
kim |
Hech kim |
qancha |
Hech qancha |
nima |
Hech nima |
qachon |
Hech qachon |
Note that hech- is always stressed. It is used to negate. On the contrary, the prefix ma-is never stressed. It is used to intensify negation. Here are some examples:
hech- is used to intensify the Men hech nima qilmadim.
negation formed by the
I was doing nothing.
verb qilmadim and the particle hech.
Mening hech qanday ishim yo‘q. hech- is used to show that an action can
I have nothing to do. not be performed because there is no an
object (i.e. there is nothing to do)
Discussion and results
Nowadays, We are learning a whole bunch of Uzbek and English pronouns: personal, demonstrative, possessive, determinative and reflexive ones. There is one more group of Uzbek and English pronouns that we have not covered yet, it is called negative pronouns. So in this article, we will discuss what they are and how to use them in both languages.
The same way as in English you have such negative pronouns as nobody, none, nothing, never, nowhere, etc., there are equivalents of them in Uzbek.
They are:
– hech kim – nobody
– hech nima – nothing
– hech qaysi – none
– hech qanday – by no means, not at all, in no way, nowise
– hech kimniki – nobody’s, no one’s
– hech qancha – none at all
– hech qachon – never
– hech qayerda – nowhere (location) – hech qayerga – nowhere (direction) – hech qayerdan – from nowhere e.c.t.
As you can see, all of them are formed by simply adding the prefix hech- to the pronouns that you already know. Let’s have a look at how and when you can use them:
–hech kim menga yordam bera olmaydi – No one can help me.
– Hech narsa o‘tkazib yuborilmaydi.
– Nothing is missing.
– Qanday sumka senga ko‘proq yoqadi? – Hech qanday.
– Which backpack do you like more? – None.
– Men senga hech qanday yordam bera olmayman.
– I can’t help you in any way.
– Bu kimning to’pi? – Hech kimning.
– Whose ball is this? – Nobody’s.
– Men sizga umuman shubha qilmayman.
– I have no doubt in you.
– Hech qachon hech qachon dema.
– Never say never.
– Menga kerakli narsani hech qayerdan topa olmayapman.
– I cannot find what I need anywhere.
As you have noticed, all the negative sentences above have both a negative pronoun and -ma, which is unusual for English. It is because double negation is a norm in Uzbek.
Negative pronouns with prepositions
Pay attention, that used with prepositions, negative pronouns separate in two parts (prefix and the base pronoun), the preposition goes in between the parts.
Examples:
– Hech kimda savol yo'q.
– No one has any questions.
– U hech narsa bilan keldi.
– He came with nothing.
Conclusion
It should be noted that a rhyme is a group of words that have an abstract meaning and an independent function in the language, and partially indicate the objects and their symbols, as well as the syntactic connections between the objects. Although pronouns are used in place of different word groups, they do not directly express the subject and their meaning.
Therefore, instead of concluding, the negative pronouns in English and Uzbek differ structurally in their use in speech, but there is almost no change in meaning in translation.
Above, we have only considered the specifics of negative pronouns. If we analyze other rhymes in the same way, it becomes clear that they have their own stylistic, semantic features, the scope of their use, their versatility and differ from other word groups.
REFERENCES:
1. O‘zbekiston Respublikasi Vazirlar Mahkamasining 19.05.2021 yilda qabul qilingan “Xorijiy tillarni o‘rganishni ommalashtirishni samarali tashkil etish chora-tadbirlari to‘g‘risida”gi 312-son qarori
2. The World Atlas of Language Structures (WALS)
3. Иванова И.П., Бурлакова В.В., Почепцов Г.Г. Теоретическая грамматика современного английского языка. – М.: 1984. – 285 с.
4. Каушанская В.Л., Ковнер Р.Л., Кожевникова О.Н., Прокофьева Е.Ф., Грамматика английского языка. – Л.: Просвещение, 1973. – 319 с.
5. www.studfile.net
https://doi.org/10.5281/zenodo.6465526
Gafurova Sh. K. teacher of Bukhara State University Shukrullaeva Sh.
1st year student of Bukhara State University
Abstract : Arrangement of management activity in educating institution is the most actual to education and training quality growth. There is provided theoretical visions of researchers and payed attention to effective management factors in the article. As well there are disclosed notions for efficiency of management activity.
Key words: educational institution, management process, efficiency, model, psychological environment, management decisions, organization.
Management is the organizational, planned, systematic influence on a particular object. Management of pedagogical activity of an educational institution is a management activity carried out in order to plan, organize, encourage, control and analyze the results of the pedagogical process, depending on the nature of the educational institution.
Today, the science of pedagogy is gaining new insights into the management of educational institutions, the essence of which is deeper than ever. For example, the concepts of "interaction", "cooperation", "reflexive management" are used instead of "influence".
The theory of educational management has been enriched by the theory of educational management. Management theory is characterized by trust in employees, the creation of conditions for their productive work and mutual respect.
Different researchers interpret the management process of an educational institution differently. For example, S. Xedekar noted that the management process in an educational institution is the process of planning, organizing, managing and controlling the activities of an educational institution using human and material resources in order to achieve educational goals. In other words, S. Xedekar meant that the management process of an educational institution depends on human and labor resources and the form of management. However, unlike S. Hedekar, O. Homeriki recognizes that the objects influencing the management of educational institutions are related to the content and form of management, and develops a multidimensional conceptual model that fully reflects the management process in education. This model shows that the content of management activities is divided into three areas: administrative and financial activities, training and experimental work, staffing and strengthening the psychological environment of the team.
The first direction provides for the administrative and financial activities of the educational institution, the second - to improve the skills of teachers, the third - to improve the general and pedagogical culture of teachers, the selection and evaluation of teachers, and the fourth - to create optimal socio-psychological conditions in the community.
Scientists have conducted various studies in this regard. In particular, Gabor Kertesi, Ph.D., of the Hungarian Academy of Sciences, in his article "Taxation, Analysis and Evaluation of Educational Institutions: The Case of Schools", said that in order to assess the effectiveness of an educational institution's management, The social income and expenditure of the educational institution should also be taken into account.
Here, it refers to 3 components as social income:
- labor (e.g., pedagogical staff),
- goods and services (training materials and electricity consumption), - capital services (e.g., services provided to buildings and facilities).
The solution is the level of formation of learners as active members of society and the acquisition of knowledge and skills that can effectively contribute to the development of the state. A.S. Krasikov says that the assessment of the labor efficiency of the head of the educational institution is just one of the tools used by higher authorities to ensure the achievement of high performance of the subordinate organization. He also emphasizes that in order to assess the effectiveness of the management of educational institutions, the leaders of higher education institutions should determine the level of results in accordance with the established requirements.
Based on the above definitions and approaches, an assessment of the effectiveness of the management of educational institutions is the use of available resources (material, human) and tools, the formation of students as members of society and the knowledge and skills that can contribute to the development of the state. We can conclude that it is a tool for studying what they have mastered.
Scholars also point out that education management has a number of unique characteristics. Among them, the following features are key:
- education management has a moral dimension, defined by the word
"expediency";
- education management is a science and an art (because the interaction between people plays an important role in this);
- mutual dialectical unity of interests of the individual, the state and society, reflected in the content of management;
- active public participation in education management.
From the above it is clear that now the education system is moving from state to public administration. The purpose of public administration is to address pressing issues of educational institutions in the state and public partnership, to expand the rights and freedoms of teachers, students and parents in choosing educational programs, types, educational institutions.
Principles and objectives of educational management. As with any activity, management performs its functions based on a number of principles. The pedagogical literature emphasizes the definition of the principles that serve as the basis for the management of the education system based on the tasks performed by them (planning, organization and control). Here we try to define each principle of management of an educational institution separately. The main principles of management in the theory and history of educational institution management are:
- Democratization and humanization of the management of the pedagogical system;
- Systematic and unified management;
- Rational combination of centralized and decentralized management;
- Unity of public administration with individual government;
- Objectivity and completeness of information in the management of the education system Democratization and humanization of the management of the pedagogical system.
Recruitment of pedagogical staff on a competitive and contractual basis, open discussion of decisions, open and understandable introduction of information to all, regular reporting of the administration to the public of the educational institution, training of teachers and students, allowing them to express their views on life means that democratic ideas take precedence in the educational institution. In the management of the education system to treat the individual with special respect, trust in him, to achieve the level of subject-subject attitude in pedagogical activity, to protect the rights and interests of students and teachers, to show their talents and professionalism. creating the conditions for the free expression of their skills implies the
essence of governance based on the principle of humanity.
Systematic and unified management. Based on a systematic approach to the management of the educational institution, the leader has a clear idea of the educational institution as a whole and its characteristics. The first feature of the system is its uniqueness and the fact that it can be divided into parts, components. The second sign indicates the presence of the internal structure of the system. The third sign is that the system can be integrated. Although each component of the system has its own quality, the interaction creates a new quality of integration of the system. The fourth sign is that educational institutions are closely linked to the external environment. Because educational institutions adapt to the external environment, rebuild this educational process and subjugate the external environment to achieve their goals. Systematic and unified management ensures interaction and communication between the leader and the teaching staff, preventing one-sided management.
Rational combination of centralized and decentralized management. When there is more centralization of governance, of course, there is more administrative governance. This situation leads to disregard for the needs, requirements and desires of teachers and students, unnecessary work and time of leaders and teachers. Also, if too much attention is paid to decentralization, the pedagogical system will slow down. The combination of centralization and decentralization in the management of the educational institution focuses the activities of the heads of administrative and public administration in the public interest and creates conditions for decision-making at the level of professionalism. The principle of unity of individual government and public administration is aimed at preventing monopoly in the management of the pedagogical process. In management activities, it is important to draw reasonable conclusions based on students' experience and knowledge, comparing different perspectives. Collaborative decision-making does not eliminate the responsibility of each team member. In turn, there are specific aspects of autocracy. Sovereignty provides discipline, authority, and adherence to the pedagogical process.
In short, while a collegial approach to decision-making is acceptable, it is preferable to be subject to autonomy in enforcing the decision.
The state-public nature of the management of the education system facilitates the implementation of this principle. The effectiveness of education management also depends on how accurate and complete the information is. If the information is accurate, complete, or excessive, it can lead to confusion in decision-making.
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Rate Policy of Commercial Banks. In " ONLINE-CONFERENCES"
PLATFORM (pp. 259-263).
22. Bakhodirovna, U. A., & Ilkhomovna, Z. M. (2021). Tourist potential of the Bukhara region. Researchjet journal of analysis and Inventions, 2(04), 243-246.
23. Abdulloev, A. J., Tairova, M. M., & Aminova, N. B. Environmentally friendly and sustainable supply chain management in the platform economy.
24. Abdullayeva, H. (2021). Japanese Experience in Increasing the Efficiency of Tourist Territories in Uzbekistan. ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz), 7(7).
25. 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.
26. Bakhodirovna, U. A., & Ilkhomovna, Z. M. (2021). Tourist potential of the Bukhara region. Researchjet journal of analysis and Inventions, 2(04), 243-246.
BOLALARDA O’NG VA CHAP MIYA YARIMSHARLARINING
RIVOJLANISHIDA NEYRODIDAKTIK O’YINLAR VA MARKAZLARDAGI IJODIY FAOLLIKNING AHAMIYATI
https://doi.org10.5281/10.5281/zenodo.6465036
TerDuPi Maktabgacha ta`lim mutaxassisligi 1-kurs magistranti
Annotatsiya: Maktabgacha ta`lim tashkilotlarida tarbiyalanuvchilarning o’ng va chap miya yarimsharlarining qay darajada ishlayotganligini tashxislash va ularni baravariga ishlashida ijodiy faoliyatning va rivojlanish markazlarining ahamiyati haqida so’z yuritilgan.
Kalit so‘zlar: Miya yarimsharlari,ijodiy faollik, rivijlantirish markazlari, vizual xotira,diskursiv fikrlash,tasavvurlar bilan ishlash,neyrodidaktik o’yinlar, syujetli rolli o’yinlar,dramalashtirish, neyropedagogik sharoitlar,intuitiv fikrlash, pedagogik diognostika.
Inson hayoti davomida egallashi lozim bo’lgan bilimlarning qay darajada o’zlashtirishi uning chap va o’ng miya yarimsharlarinig faol ishlashiga bog’liq.Bu yarimsharlar bola tug’ulgandan so’ng, dastlabki yoshlaridan boshlab shakllana boshlaydi.Miyaning o’ng va chap yarimsharlari o’ziga xos funksiyalarga ega bo’lib,chap yarimsharlarning funksiyalari quyidagicha,abstrkt fikrlash,diskursiv fikrlash, mantiqiy fikrlash, sintez,tahlil sintez,dunyoni analitik idrok etish,o’qish yozish kabi funksiyalarni bajaradi.O’ng yarimsharlar ijodiy fikrlash, assosativ fikrlash, tasavvur, dunyoni yaxlit idrok etish,kabi funksiyalarni bajaradi.Bu funksiyalar bolalarda maktabgacha ta’lim yoshidan shakllantirilib boriladi, natijada mavjud bililmlarni o’zlashtirish ko’rsatkichi ortib boradi.Ma’lumki aksariyat holatlarda miya yarimsharlarining bittasi faol ishlaydi,ikkinchisida esa faollik darajasi kamroq bo’ladi natijada mavjud bilimlarni o’zlashtirish jarayoni sekinlashadi.Bu holatlarni bartaraf etish uchun maktabgacha ta’lim tashkiloti va oila hamkorlikda ishlashi lozim, ya’ni oilada va maktabgacha ta’lim tashkilotida neyrodidaktik o’yinlar va neyropedagogik sharoitlar tashkil etiladi.Bu kabi sharoitlarga didaktik materiallar,turli boshqotirmalar bolani o’ylashga majbur etuvchi o’yin vositalari tashkil etiladi va bu muhum vosita sanaladi.
Bu o’yinlar orqali bola ongi va yarimsharlarning baravar shakllanish ko’nikmalari shakllanadi.Bundan tashqari maktabgacha ta’lim tashkilotida rivojlantirish markazlari orqali miya yarimsharlarini shakllantirish samarali natija beradi. rivojlantirish markazlarida syujetli rolli o’yinlar,dramalashtirish,saxnalashtirish vositalari ijodiy faollikni oshiruvchi vositalar orqali bolada fikrlash, idrok etish,dunyoni analitik ravishta tahlil etish ko’nikmalari shakllantirib boriladi.
Inson organizmida o’ng va chap miya yarimsharlarini baravariga ishlashi muhim jarayon hisoblanadi,bu jarayon orqali ong ostiga kelayotgan ma’lumotlar organizmga teng miqdorda taqsimlanadi va ma’lumotlarni qabul bo’lish jarayoni yaxshilanib boradi.Maktabgacha yoshdagi bolalarda o’ng va chap miya yarimsharlarining qay biri faol ishlayotganligini aniqlash uchun eng avvalo neyrodiognostika qilish muhum omil hisoblanadi,bunda tarbiyachi pedagog bir qator metodlar yordamida diognostik tahlil olib boradi.Xususan kuzatish orqali bunda boladagi xatti-harakatlar,qaysi qo’lda buyumlarni tutishi,ma’lumotlarni qancha muddatgacha yodda saqlashini kuzatib tahlil qiladi va neyroprofilaktika jarayonlarni tashkil etadi.
Miyaning o’ng yarimsharlari yaxlit vizual tasvirni idrok etadi va obektlarni farqlash va vizualizatsiya qilish vazifasini bajaradi.Bundann tashqari, sensor sohada o’ng va chap yarimsharlar insonning vizual idrok etish qobiliyatida faqrlanadi. Maktabgacha yoshdagi bolalarda vizual hotirani o’stirish muhum jarayon hisoblanib bola vizual xotira orqali dunyoviy bilimlarni tez oson va mukammal tarzda o’zlashtiradi.Vizualizatsiya orqali bolada tafakkur etish qobilyati shakllanadi pedagog maktabgcha yoshdagi bolalarga vizual xotirani shakllantirish uchun dasltab bola ongida elementar matematik ko’nikimalarni shakllantirish, fazoviy tushunchalarni bola ongiga turli metod va vositalar orqali yetkizibb berishi muhum vositalardan biri sanaladi.Miya yarimsharlarini aktiv ishlashi va uni shakllantirish maktabgacha ta’lim yoshidagi bolalarda intuitivlikni oshirish uchun xizmat qiladi.
Maktabgacha yoshdagi bolalarda intuitivlikni rivojlantirish uchun miyaning o’ng yarimsharlarini faollashtirishni tadbiq etish lozim.Bu yarimsharlarda ijodning barcha turlari rasm chizish, qo’shiq aytish,musiqa tinglash, tasavvurlar bilan ishlash kabilar misol bo’ladi.O’ng yarimsharlarni rivojlanishi eng murakkab muammolarni bir zumda hal qilish, tez o’qish kabi jarayonlarga bevosita ta’sir qiladi.Yapon professori Makato Shichida o’z kitoblarida bola tug’ulgandan uch yoshgacha bo’lgan davrda ma’lumotlarni tez o’zlashtiradi va dunyoviy bilimlarni o’rganishga juda ishtiyoqli bo’ladi deb ta’kidlaydi. Inson miyasi tug’ulgandan so’ng tez rivojlana boshlaydi va o’n yoshga kelib bolaning miyasi 90 foyizgacha rivojlangan bo’ladi.Hayotning dastlabki uch yilida inson organizmida asosan miyaning o’ng yarimsharlari ishlaydi, shu sababli beshta his tuyg’ularning rivojlanishini muntazam ravishta rag’batlantirish muhumdir.Ko’rish, eshitish,hidlash,sezish, tam bilish bu sezgilarni keyinchalik rivojlantirish nihoyatda qiyin kechadi.Bola hayotining birinchi yillarida miyaning o’ng yarimsharini rivojlantirish muhim ahamiyatga ega, chunki uch yoshga kelib chap yarimshar dominant bo’ladi.Shichida miya yarimsharlarining butunlay sinxron ishlashiga erishish mumkinligi haqida aytib o’tgan.O’ng yarimsharning rivojlanishi nafaqat akademik muvaffaqiyatga qaratilgan,asosiysi bolalarda har bir yangilikni xotirjam qabul qiluvchi aql rivojlanadi.Pedagog hamda otaonalarning asosiy vazifasi bolada o’ng yarimsharni ishga tushirishdan iborat bo’lib,uning yordamida bola keyingi hayotda har qanday bilimni tez va oson o’raganadi.Shuningdek besh yoshgacha bo’lgan bola juda katta hajmdagi ma’lumotlarni osongina o’zlashtira oladi bu yosh davri maktabgacha ta’lim yosh davriga to’g’ri keladi.Bolalarda miya yarimsharlarini samarli rivojlantirish uchun pedagog uning ong faoliyatini tinimsiz o’rganishi,bola bilan turli suhbatlar olib borishi,beshta rivojlanish markazlarida tarbiyalanuvchilarni faol ishtirok ettirishi lozim.O’rgatilayotgan predmetlarni tarbiyalanuvchilar bilan birgalida rivojlanish markazlarida kuzatish muhum vositadir, bundan tashqari pedagog mashg’ulot jarayonini tashkil etishda resurs manbalaridan ko’proq foydalanishiga e’tibor qaratsa tarbiyalanuvchilar ongida mavjud bilimlar tez,oson va qiyinchiliklarsiz uzoq vaqt mobaynida saqlanib qoladi zero,Muhtaram Yurtboshimiz
Sh.Mirziyoyev “Farzandlari sog’lom yurt qudratli bo’lur”deya ta’kidlaganlari bejiz emas.
FOYDALANILGAN ADABIYOTLAR RO’YXATI:
1. Sh.Mirziyoyev PQ-2487-sonli qaror 9-fevral 2016-yil
2. Qodirova Fotima “Maktabgacha Pedagogika” T.Tafakkur bo’stoni 2019-
yil
3. G’ulomov.J Neyropedagogika rivojlanish asoslari “Pedagogika”jurnali.
4. Yunusova N.X.G’ulomov .Anvarova.V” Bolalarning bosh miya
yarimsharlari faoliyati bilan o’zaro bog’liqligi” 2018-yil
MAKTABGACHA TALIM TASHKILOTLARIDA SO’LOMLASHTIRISH
https://doi.org10.5281/zenodo.6464492
Jizzax viloyati, Mirzacho‘l tumani 14-son DMTTda tarbiyachi
Annotatsiya: Ushbu maqolada maktabgacha ta’lim tashkilotlarida jismoniy tarbiya darslarida olib borilayotgan ishlar , harakatli o’yinlar URM mashqlari,sog’lomlashtirish ishlari bolalarning kun tartibini to’g’ri tashkil etish haqida ma’lumot berilgan.
Kalit so’zlar: Sog’lom muhit, mashg’ulot, jismoniy sifatlar, jismoniy tayyorgarlik,axloqiy, estetik tarbiya,sog’lomlashtirish, harakat.
Sog’lom avlodni tarbiyalashda eng avvalo sog’lom muxitni yaratishdir bunda bolaning ovqatlanish tartibi vaxtida uxlashi va gigiyenik talablarni bilishi lozim bo’ladi. Bolaning maktabgacha ta’lim tashkilotida ilk kunlaridan uning bolalarni aniq bir tartibdagi rejimada ertalabki badan tarbiya to'g'ri ovqatlanish darslar va mashg’ulotlarga qatnashish ovqatlanish uxlash tartibi bilan olib boriladi bolalar uyqudan turgach ovqatlanib mustaqil o’yinchoqlar o’ynashlari mumkin bo’ladi. Maktabgacha ta’lim muassalarida jismoniy tarbiya darslari mutaxasilar tomonidan olib borilmoqda bunda o’qituvchi darsga puxta tayyorlangan bo’lib dars ishlanma va dasturlari ishlab chiqilgan malaka talablari yetarli ishlanmalarda bog’chaning sharoitlari ko’zda tutilgan. “Maktabgacha ta’lim va tarbiya to‘g‘risida”gi O‘zbekiston Respublikasining Qonuni ijrosini ta’minlash, shuningdek, ilk va maktabgacha yoshdagi bolalarga samarali ta’lim-tarbiya berish hamda qulay shart-sharoitlar yaratish maqsadida Vazirlar Mahkamasi qaror qiladi:
1. Quyidagilarni nazarda tutuvchi maktabgacha ta’lim va tarbiyaning davlat standarti 1-ilovaga muvofiq tasdiqlansin:
davlat standartining maqsadi, asosiy vazifalari va prinsiplari; maktabgacha ta’limning namunaviy o‘quv rejasi; davlat standartini joriy etish hamda unga rioya etilishini nazorat qilish;, davlat standartining tarkibiy qismlari, jumladan:
ilk va maktabgacha yoshdagi bolalar rivojlanishiga qo‘yiladigan davlat talablari; maktabgacha ta’lim tashkilotining davlat o‘quv dasturi; sog’lomlashtirish ishlari dasturda ko’zda tutilgan maktabgacha ta’lim tashkilotlarini o‘yinlar to‘plami, o‘yinchoqlar, mebel, jihozlar va boshqa texnik, reabilitatsiya vositalari bilan jihozlash me’yorlari.
2. O‘zbekiston Respublikasi Maktabgacha ta’lim vazirligi tomonidan tizimdagi davlat maktabgacha ta’lim tashkilotlari uchun markazlashtirilgan holda jihozlarni xarid qilish bo‘yicha komissiya tarkibi 2-ilovaga muvofiq tasdiqlansin.
3. O‘zbekiston Respublikasi Maktabgacha ta’lim vazirligi, Vazirlar Mahkamasi huzuridagi Ta’lim sifatini nazorat qilish davlat inspeksiyasi manfaatdor vazirliklar va idoralar bilan birgalikda o‘zlari qabul qilgan normativhuquqiy hujjatlarni bir oy muddatda ushbu qarorga muvofiqlashtirsinlar.
4. Mazkur qarorning bajarilishini nazorat qilish O‘zbekiston Respublikasi Bosh vazirining ijtimoiy rivojlantirish masalalari bo‘yicha o‘rinbosari B.A. Musayev, O‘zbekiston Respublikasi maktabgacha ta’lim vaziri A.V. Shin hamda Vazirlar Mahkamasi huzuridagi Ta’lim sifatini nazorat qilish davlat inspeksiyasi boshlig‘i U.N. Tashkenbayev zimmasiga yuklansin. Insonning jismoniy jihatdan kamol topishiga qaratilgan faol harakat faoliyati mashg’ulotlarning asosiy mazmunini tashkil etadi. Shug’ullanayotgan kishilarning faoliyati har qanday mashg’ulotda nisbatan mustaqil bo’lgan bir qator elementlardan, ya’ni jismoniy mashqlarning o’zidan, ularni bajarish uchun tayyorgarlikdan, faol dam olishdan va boshqalardan iborat bo’ladi. Bu elementning o’zaro qanday aloqadorligi, ya’ni mashg’ulot mazmuni elementlarning tuzilmasi jismoniy mashq mashg’ulotlari shaklsini tashkil etadi. Bunga mashqlarni bajarish tartibi, shug’ullanuvchi kishilarning o’zaro munosabatlari, tavsifi, ularni uyushtirish va boshqalar kiradi. Har bir ayrim holatda shakl mashg’ulot mazmuniga mos kelishi kerak. Bu esa mashg’ulotning yaxshi o’tishi uchun zarur asosiy pedagogik qoidalaridan biridir. Masalan, mashg’ulotning mazmuni jismoniy sifatlarni rivojlantirishga qaratilgan bo’lsa, u holda mashqlar ish bilan dam olish qat’iy bir izchillik bilan almashib turadigan muayyan tartibda bajarilishi kerak. Xuddi shuningdek, mashg’ulotning qanday natija berishi o’quvchilarni uyushtirish, mashg’ulot qay paytda o’tkazilishi, mashq o’tkaziladigan joydan to’g’ri foydalanish kabi holatlarga ham bog’liq. Binobarin, mashg’ulotlarning shakli ularning mazmuniga faol ta’sir etar ekan. Shakl bilan mazmun birligigina shug’ullanuvchi kishilar faoliyati zarur darajada muvaffaqiyatli chiqishini ta’min etadi, aks holda mashg’ulotlar natijasi tuzuk bo’lmaydi. Hadeb bir xil mashg’ulot shaklidan foydalanaverish shug’ullanayotgan kishilarning jismoniy tayyorgarligini takomillashtirishni to’xtatib qo’yadi. Eski shakllardan kechib, ularni yangi shakllarga almashtira borish esa, jismoniy tarbiya vazifalarini muvaffaqiyatli hal etishga imkon beradi.
1.Sog’lomlashtirishning mazmuni va vazifalari xaqida umumiy tushunchaga
ega bo’lishi;
2.Sog’ligi zaiflashgan o’quvchilar bilan sog’lomlashtirish mashg’ulotlarini tashkil qilish va o’tkazish to’g’risida ma’lumotlarga ega bo’lish;
3.Sog’ligi zaiflashgan o’quvchilar bilan sog’lomlashtirish mashg’ulotlarini tashkil qilish va o’tkazish to’g’risida ma’lumotlarga ega bo’lish;
Maktabgacha ta'lim tizimida tarbiyalanuvchilarning yozgi ta'tilini namunali o'tkazish, ularning jismoniy va aqliy salohiyatlarini oshirish, vaqtlarini maroqli o'tkazish, sog'lomlashtirish va chiniqtirish ishlarini tashkil etish, ta'lim-tarbiya jarayonini uzluksiz olib borish, shuningdek yozgi sog'lomlashtirish tadbirlarini tashkil etish vazifalari belgilab olindi. Yozgi sog'lomlashtirish mashg'ulotlari har yili 1iyundan 31- avgustgacha davom etib, maxsus moslashtirilgan reja asosida faoliyat olib boriladi. Bunda bolalar ko'p vaqtini toza havoda o'tkazadigan tarzda yaratiladi. Sayr vaqtida bolalarning rivojlanishi uchun turli tadbirlar tashkil etiladi. Chunki, yoz - bolalarning salomatligini mustahkamlash va jismoniy qobiliyatlarini rivojlantirish uchun eng yaxshi davr hisoblanadi. Yozgi sog'lomlashtirish mashg'ulotlarida bolalarning sog'ligi, bo'sh vaqtlarini mazmunli o'tkazish masalalari rejaga kiritiladi. Reja asosida tashkil etilgan chiniqtirish, sog'lomlashtirish, ko'ngilochar tadbirlar bolalarni jismoniy va psixik rivojlanishida muhim ahamiyat kasb etadi. Bu jarayonda barcha pedagoglar ishtirok etishlari lozim. Yozgi mashg'ulotlar bolalarda tevarak-atrofga bo'lgan qiziqishlarni, o'z ishlaridan va tabiatdan zavqlanish, ularning jismoniy va aqliy salohiyatlarini oshirish imkonini beradi.
Hozirgi sinovli kunlarda maktabgacha ta'lim tizimida farzandlarimizning vaqtlarini maroqli o'tkazish, sog'lomlashtirish va chiniqtirish ishlarini davom ettirish lozim. Yozgi sog'-lomlashtirish tadbirlarini samarali o'tkazish maktabgacha ta'lim tashkilotining, tarbiyachilarning o'z vaqtida va puxta tayyorgarlik ko'rishiga bog'liqdir. Bu borada bolalar organizmining jismonan sog'lom bo'lishi va chiniqishi uchun zaruriy sharoitlarni yaratish maqsadga muvofiqdir. Buning uchun tarbiyachilar tomonidan ota-onalarga tavsiyalar onlayn tarzda ham berib boriladi. Tarbiyachilarning asosiy vazifalari bolalarning maroqli hordiqqa, ijodiy faoliyatga, harakatga bo'lgan ehtiyojini qondirishdir.
Yozgi sog'lomlashtirish davrida quyidagi vazifalar hal qilinadi:
Ushbu vazifalar metodik tavsiyalarga amal qilgan holda tashkil etilishi lozim.
1. Toza havoda bo'lish uchun shart-sharoitlarni yaratish, bolalarning faol harakatlanishini ta'minlash.
2. Bolalarning bo'sh vaqtlarini o'tkazish jarayonlarida musiqiy qobiliyatlarini rivojlantirish.
3. Bolalarda tabiatga ahloqiy munosabatni, mehnatsevarlikni rivojlantirish.
4. Tabiat hodisalarini, jonli va jonsiz tabiat ob'yektlarini kuzatish jarayonida bolalarda hissiy idrokni shakllantirish.
5. Bolalar uchun xavfsiz, rivojlantiruvchi va sog'lomlashtiruvchi muhitni yaratish.
6. Jarohatlanishning oldini olish.
7. Bolalarning jismoniy va aqliy qobiliyatlarini rivojlantirish, ijobiy hissiy holatini shakllantirishga hissa qo'shish orqali bolalar salomatligini mustahkamlash.
8. Sayrni to'g'ri tashkil etish, sovuq suv bilan yuvinish, ochiq havoda yengil kiyimda jismoniy mashqlar bilan shug'ullanish;
9. Suv, havo va quyosh vannalarini o'tkazish. Bizning hayotiy va kasbiy tajribamiz shuni ko'rsatadiki, suv - bola organizmiga va ruhiyatiga ijobiy ta'sir ko'rsatadi. Suvning gigiyenik va fizik ahamiyati bebahodir. Inson organiz-mining fiziologik jarayonlari va qulay hayot tarzi uchun suvning ahamiyati kattadir. Suv havzasida cho'milishni tashkil etishda bolalar yoshiga alohida ahamiyat berish lozim: kichik va o'rta guruhlarda 15-20 daqiqa, katta va tayyorlov guruhlarida 25 daqiqa. Bolalarga suv havzasida cho'milish faqatgina shifokorpediatrning ruxsati bilan amalga oshiriladi.
Havo vannalarini o'tkazishda alohida qoida talab etilmaydi, imkoniyat darajasida ochiq havoda ko'proq sayr qilish tavsiya etiladi.
Faqat quyosh vannalarini qabul qilishda ehtiyot choralarini ko'rish lozim. Bola quyosh vannalarini qabul qilishdan avval bosh kiyim kiygan holda bo'lishi va quyosh ostida uzoq qolmasligi lozim. Quyosh vannasini qabul qilish davomiyligi 7-10 daqiqani tashkil etishi lozim.
Bolalarni yozgi sog'lomlashtirish mashg'ulotlarida rivojlantirish usullaridan yana biri - Qum o'yinlaridir.
Bolalarning o'zaro muloqotlari qum maydonchalarida sodir bo'ladi. Yozgi mashg'ulotlarni qum maydonchalarida olib borilishi ko'proq ta'limiy-tarbiyaviy natija beradi. Qum bilan o'ynaladigan o'yinlar boshqa o'yinlarga nisbatan ma'lum bir maqsadga yo'naltirilgan va barqaror bo'ladi. Aynan shuning uchun qum bilan o'ynaladigan o'yinlardan korreksion rivojlantiruvchi va ta'limiy o'yinlar sifatida foydalaniladi.
Bundan tashqari yozgi mavsumda har-xil mavzularda tadbirlar, sport musobaqalari tashkil etiladi.
Kun tartibida tashkil etiladigan sport va sog'lomlashtirish tadbirlarining maqsadi - bolalarning vaqtini sermazmun o'tkazish, ularning ham jismoniy, ham ruhiy jihatdan hordiq chiqarishlarini ta'minlash orqali har tomonlama barkamol avlodni voyaga yetkazishdan iboratdir. Chunki, ilk yoshdagi bolalarning psixologik rivojlanishida jismoniy tarbiya mashqlarining ahamiyati juda kattadir. Maktabgacha ta'lim yoshidagi bolalarni jismoniy tarbiyalashda ta'limning sistemalilik va izchilligi prinsipiga asoslanish, har bir bolaning yosh xususiyatlarini hisobga olgan holda tanlash va o'tkazish maqsadga muvofiq bo'ladi. Bunday tadbir va musobaqalar bolalarning qaddi-qomatini to'g'ri shakllanishiga, yassi oyoq bo'lib o'sishini oldini olishga, asosiy harakat malakalarini rivojlanishi bo'yicha jismoniy ta'lim berish, o'yinlar orqali milliy odatlarni tarbiyalashga, harakat ko'nikmalari va jismoniy sifatlarini shakllantirish, gavdani to'g'ri tutish, shaxsiy va ijtimoiy gigiyenik malakalarini tarbiyalash, kundalik mashg'ulotda jismoniy mashqlar bilan shug'ullanish va ularda ko'nikma hosil qilish kabi xislatlarni shakllantiradi.
Xulosa qilib aytganda, bunday yozgi sog'lomlashtirish mashg'ulotlarini tashkil etish kelajagimiz egalarini aqlan yetuk, jismonan sog'lom bo'lib voyaga yetishlariga puxta zamin yaratadi.
FOYDALANILGAN ADABIYOTLAR RO’YXATI:
1. M.X.Tadjiyeva, S.I.Xusanho’jayeva “Maktabgacha tarbiya yoshidagi bolalarni jismoniy tarbiyalash nazariyasi va metodikasi” Qo’llanma – moliya – iqtisod 2013y
2. «Sog’lom avlod dasturi»Qo’llanma –T.2000
3. Maktabgacha ta’lim tashkilotlarida olib borilayotgan sog’lomlashtirish ishlarni tahlil qilgan xolda.
4. Saloydinov, S. Q. (2021). Paxta tozalash zavodlarida energiya sarfini kamaytirishning texnik-iqtisodiy mexanizmini yaratish. “Academic research in educational sciences”, 2(9), 886-889. https://doi.org/10.24412/2181-1385-20219886-889
5. Saloydinov, S. Q. (2021). Creation of feasibility studies to reduce energy costs in ginneries. "Экономика и социум", 9(88), 147-149.
6. Caлойдинов, C. К. (2021). Образовательные кредиты в Узбекистане. "Экономика и социум", 12(91), 470-472.
7. Caлойдинов, C. К. (2021). Спрос на рынке дифференцированных продуктов.
8. "Экономика и социум", 12(91), 473-476.
9. Goole.uz www
10. Charome.uz www
ISSUES OF DEVELOPING INVESTMENT ATTRACTION IN MODERN
https://doi.org/10.5281/zenodo.6466002
M.Kh. Urakova – Senior Lecturer
Department of Economics, Bukhara State University
M.Sh.Negmatov –student of joint educational program of
Bukhara State University and Kazan Federal University
Abstract: This article provides an analysis of what infrastructure needs to be formed in the process of attracting investment today, Uzbekistan's opportunities and ways in this direction. In addition, the results, status and financial turnover of investments in previous years are also given. In recent years, the ongoing socio-economic reforms in the country are also taking comprehensive measures to increase the volume of foreign investment in the country's economy.
In today's modern conditions, it is becoming increasingly important to provide production in the world economy with new equipment and technologies, to gain a place and position in the international market, to attract investment in the national economy to produce competitive and quality products.
Increasing investment in the national economy is also one of the key tasks in reducing the impact of the global crisis on the world community as a result of the spread of the COVID-19 pandemic, which is now a global phenomenon.
According to the scientific literature in the field, the methods of assessing the effectiveness of investments in the context of volatility and uncertainty of international markets require consideration of risk factors, regulation of investment and proper distribution between regions and economic sectors.
In recent years, the ongoing socio-economic reforms in the country are also taking comprehensive measures to increase the volume of foreign investment in the country's economy. In particular, the Action Strategy for the five priority areas of development of the Republic of Uzbekistan for 2017-2021 identifies priorities such as active attraction of foreign investment in the sectors and regions of the economy by improving the investment climate, effective use of foreign investments and loans. These tasks play an important role in pursuing an active investment policy aimed at modernization of production, technical and technological renewal, implementation of investment projects for the development of production and social infrastructure, as well as the creation of a favorable investment climate.
In a video conference on December 26, 2020 on "Preliminary results of 2020 and tasks for 2021 in the field of investment and foreign trade" against the background of a 40% decline in foreign direct investment worldwide and a 25% reduction in world trade in 2020, At the end of the year, the volume of foreign direct investment increased compared to the previous year and amounted to 6.6 billion soums. USD and the export index - 15.1 bln. dollars. It was noted that these indicators were achieved through the implementation of major investment projects in the production of construction materials, information and communication, electricity, chemical and light industries, as well as a significant increase in exports of goods and services in textiles, agriculture, mining and transport. According to the forecast, in 2021 the volume of foreign direct investment will reach 7.5 billion. USD, and the volume of exports amounted to 17 bln. dollars. The need for more effective organization of work to attract investors and increase export potential was emphasized.
It was noted that one of the most promising ways to achieve these goals is an objective analysis of the opportunities for entrepreneurs to expand existing production capacity and create new ones by attracting capital investment and modern technologies to the most efficient industries - "growth points".
Whatever the form of investment in the national economy, it will develop a competitive environment, accelerate the production of competitive products, as well as bring modern innovative, advanced equipment and technologies and diversify the economy. It should be noted that attracting investment will accelerate the production of high quality products or help to produce products that will replace existing products.
Foreign direct investment in the structure of foreign investment is important for the sustainable development of sectors of the economy, which can have a positive impact on economic development by accumulating more capital than the level of domestic savings, supporting the balance of payments and expanding import opportunities. Foreign direct investment plays an important role in improving the operation, production and capital efficiency of individual enterprises, the introduction of new technologies and the improvement of the management system. These processes help to develop the domestic market, increase the skills and practical experience of workers by indirectly influencing suppliers of goods and services, customers, competitors.
The active investment policy pursued by the state plays a special role in increasing the volume of investment in the country's economy. Investment policy is a function of the state to mobilize investment funds to organize the reproduction of material goods in society.
For the effective implementation of investment policy, it is expedient to establish a number of institutions that will serve to create a favourable investment climate. An effective model in the world economy relies on a market system and takes full advantage of the national economy. There is every reason to say that Uzbekistan has created a unique, favourable investment climate, a system of privileges and preferences for foreign investors. This is evidenced by the fact that the volume of foreign investment in the economy of our country is growing from year to year. In the implementation of the program of further deepening structural changes in the economy, accelerating the investment activities of enterprises, modernization of production, technical and technological re-equipment, it is necessary to attract foreign investment, primarily direct investment. This will allow for the widespread introduction of new technologies in the production process, the creation of new jobs and, on this basis, to ensure the sustainable development of the country's economy.
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2. 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.
3. Bebudovna, B. S., & Mukhtorovna, N. D. (2020). The cost-effectiveness of the use of water resources in agriculture. Вестник науки и образования, (23-2 (101)).
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Journal, 10(6), 1784-1796.
5. Abdullayeva, H. (2021). Japanese Experience in Increasing the Efficiency of Tourist Territories in Uzbekistan. ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz), 7(7).
6. 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.
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8. Urakova, M. H. (2021). Management accounting as an enterprise management tool. International Engineering Journal For Research & Development, 6, 3-3.
9. Hakimovna, U. M. (2021). Features of accounting for innovation processes and recommendations for its improvement. ResearchJet Journal of Analysis and Inventions, 2(06), 157-162.
10. 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.
11. 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.
12. 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).
13. Narzullayeva, G. S., & Sh, O. S. (2021). Theoretical aspects of assessment of marketing communications. International Engineering Journal For Research & Development, 6, 3-3.
14. 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).
15. 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.
16. 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.
17. 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.
18. Turobova, H. R., & Kodirov, A. A. (2016). The role of small businesses to improve the export potential. Academy, (12), 21-23.
19. Bakhodirovna, U. A., & Ilkhomovna, Z. M. (2021). Tourist potential of the Bukhara region. Researchjet journal of analysis and Inventions, 2(04), 243-246.
20. 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.
21. 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.
22. Yavmutov, D. S., & Rakhimov, O. H. (2021). Pilgrimage Tourism And Its Prospects In Uzbekistan. Economics, (1), 29-31.
23. Qayimova, Z. A., & Aminova, N. B. (2021, October). Modern Interest Rate Policy of Commercial Banks. In " Online-Conferences" Platform (pp. 259-263).
24. Khalimova, N. J. (2022). Uzbekistan Hospitality Training Programs and its Problems. Journal of Ethics and Diversity in International Communication, 2(3), 57-
66.
25. Hakimovna, U. M., & Muhammedrisaevna, T. M. S. (2022). The role of banking and accounting in the development of small business and entrepreneurship. International journal of social science & interdisciplinary research ISSN: 2277-3630 Impact factor: 7.429, 11, 136-143.
ABDULLA ORIPOV SHE’RIYATIDA MILLAT RUHI IFODASI
https://doi.org10.5281/10.5281/zenodo.6465062
Qashqadaryo viloyati, Shahrisabz tumani
21-maktab o’qituvchisi
Annotatsiya: Istiqlol yillarida yozilgan yirik asarlar badiiy-estetik saviyasi, mavzu mundarijasi, tasvirlash va bayon etish usuli ham rang-barang, biri ikkinchisini takrorlamaydi. Bu davr avvalambor chinakkam ijod qilish, yaratish xalq so`zini, haqiqatni baralla aytish erkinligini berdi. Bu haqda Birinchi Prezidentimiz I.A.Karimovning quyidagi fikrlari muhim ahamiyatga ega: “… dunyodagi zo`ravon va tajavvuzkor kuchlar qaysi bir xalq yoki mamlakatni o`ziga tobe qilib bo`ysundirmoqchi, uning boyliklarini egallamoqchi bo`lsa avvalambor, uni qurolsizlantirishga ya`ni eng buyuk boyligi bo`lmish milliy qadriyatlari, tarixi va ma`naviyatidan judo qilishga urinadi”. Har bir xalqning uyg`oq farzandlari esa bu kabi jaholatga yo`l qo`ymaslikka harakat qilishadi. Xalqning shunday farzandlaridan biri Abdulla Oripov sanaladi.
Kalit so’zlar: she‟riyat, ruhiyat, mavzu, millat ruhi
KIRISH
Abdulla Oripov o`zbek she‟riyatiga o`z ohanglari, o`z ifoda usuli, borliqqa- tabiat va jamiyatga, odamlarning ruhiy olamiga o`z qarashlariga ega bo`lgan shoir sifatida kirib keldi. Shoir she‟riyatining mavzulari turfa xil. Shoir lirikasi orqali o`zbеk shеriyatiga ko`ngil dardlarining suvratlari, ruhiy iztiroblar manzarasi, armonga aylangan orzular inson sеzimlarida qoldirgan iz tasviri kirib kеldi. Bu shе‟riyat yo`liga kirgan davrda shaldiroq so`zlarni qofiyaga solish, baxtiyorlik haqida ko`tarinki satrlar tizish odat edi. Mavzuni shе‟r emas, balki shе‟rni mavzu mukarram qiladi dеb hisoblanar, shuning uchun shе‟rning qanday yozilishidan ko`ra, uning nima haqida ekanligi muhimroq sanalardi.
ADABIYOTLAR TAHLILI VA METODOLOGIYA
Abdulla Oripov tuyg`ulari quruqshagan o`zbеk shеriyatiga o`ychil g`am va g`amchil o`y olib kirdi. Shoir alohida bir odam va uning dardlari haqida o`yga botdi, qalam surdi. Bu odam shoirning o`zi edi. Binobarin, bir odam to`g`risida hayqirish, baqirish noqulay bo`lardi, u haqda pichirlab shе‟r o`qish lozim edi. Chunki shovqin, baland tovush odamni o`zga odamlardan yiroqlashtiradi, samimiylikdan mahrum etadi. O`tgan asrning 60-70-yillarida Abdulla Oripov shе‟riyati o`zbеk millati tuyg`ularini samimiyatsizlikdan saqlab qoldi. Shuning uchun ham shoirni o`zbеk shе`riyatida o`ziga adabiy haykal o`rnatdi. Abdulla Oripov shе`rlaridagi bеadad samimiyat, tuyg`ularning chinligi kishini bеixtiyor o`ziga asir qiladi. Shoir she‟rlari kayfiyat va hissiyotning yaxlit obrazlaridir. U inson tuyg`ularini, hissiyotini shu qadar chuqur bilgani va ifoda eta olganidan butun shе‟r emas, balki ayrim misralarning o`ziyoq shе‟rxonda muayyan kayfiyat hosil qiladi.
Hur fikrlilik, istiqlol umidi, Vatanni hur, ozod, insonni erkin ko`rish orzusi, jamiyatdagi salbiy ko`rinishlarga ayovsiz munosabat, adolatga, haqiqatga yetishish istagi A.Oripov ijodida markaziy o`rinda turadi va lirik qahramon obrazi ko`p jihatdan shoirning mana shu hayotiy va estetik tamoyillari, ideallaridan kelib chiqib shakllanadi. Ona yurt- jonajon O`zbekiston, shoir eng baland maqomlarda qalamga olgan mavzudir. Shoir bevosita O`zbekistonga she‟r bag`ishlaydimi, uning boyliklarini madh etadimi, hamma vaqt ko`z o`ngida jafokash xalqimiz turadi. Millatning muammolari, tashvishlari uning qalbini o`rtaydi. Xalqning mudrayotgan ko`ngil ko`zini uyg`onishida, milliy g`urur tuyg`ularining chuqur tomir yoyishida, vatanni tanishning teranlashishida shoir she‟rlarining salmog`i beqiyos ahamiyatga egadir. Uning lirik qahramoni bevosita shoirning o`zidir. Uni shaxsan o`zi aytmasa ham, buni shoir she‟rlarining satrlaridagi ovozlar orqali anglashimiz mumkin. Shoir bir she‟rida shunday yozadi:
Million yillik so`z erur, paxta bizning lug`atda,
Jo`yaklarda boshlangan, onalar to`lg`oq dardi.
Mabodo o`simlikka, zabon bitsa, albatta, Paxta navi eng avval, O`zbekcha gapirardi.
Shoir O`zbekistonni otashin bir sevgi bilan sevadi. Bor og`riqlari, bor azobi bilan sevdi. Xalqning og`ir tutmush-tarzi, zahmatli mehnatini his qildi. Dardalamlarini qog`ozga to`kdi, she‟r qilib uchirma qildi…
Shunisi xarakterliki, O`zbekistonga bo`lgan muhabbat balandparvoz misralar, yalang`och madhiyalar bilan emas, balki shoir qalbining tub-tubidan otilib chiqqan, vujudini vulqon cho`g`lariday kuydirgan kechinmalar, bezovta o`ylar tarzida inkishof topadi. Shoirning quyidagi she‟rida Vatan timsoli qanday chizilganiga e‟tibor bering: Shabnam shovullaydi bog`lar qo`ynida, Salqin tuman ichra bo`zarar tonglar. Quyoshning erinchak yog`dularida, Nafis yaltiraydi bargi xazonlar. A.Oripov she‟riyatini millat ruhining timsoliga aylantirgan sifatlardan yana biri – undagi obrazlarning teran xalqchil tomirlarga egaligida. Eng murakkab holatlarni ham g`oyat ulkan nazokat va yuksak madaniyat bilan ta‟sirli qilib, o`zbekcha ifodalay bilish shoir she‟rlarining qimmatini oshiradi.
Shoirning “Men nechun sevaman O`zbekistonni‟‟, “Istiqlol yurti”, “Xalqim”, “O`zbekiston”, “Bu yurtda”, “Vatandosh”, “O`zbekiston davlati” kabi yuzlab she‟rlarida Vatanga bo`lgan samimiy, beg`araz muhabbatini, ona xalq, Vatan hurligi va ozodligi uchun qayg`urganligini, yurtini hech qanday ta‟nalarsiz sevishini ko`rishimiz mumkin.
Shoir xalqimiz tarixi, olis moziyda va yaqin o`tmishda yashab o`tgan buyuk siymolarimiz, qatag`on qurbonlari bo`lgan ulug` adib-u shoirlarimiz haqida millatimizning qadrini baland ko`tarishga, o`zlikni anglab olishga da‟vat qiluvchi she‟rlari hali hanuz o`z muxlislarining qalbida yashamoqda. Bugungi kunga osonlikcha yetib kelmaganimizni, bu yo`lda anchadan-qancha otabobolarimizning jasoratlari-yu fidokorliklari bor ekanligini bot-bot takrorlaydi. Xususan, shoir kechagi kunini, bosib o`tgan qiyinchilik yo`lini unutmaslikka da‟vat qilib, “Xalq” she‟rida shunday yozadi:
Janggohlarda jon bergan bobolarni unutmang, Moshoq terib non bergan momolarni unutmang.
E‟tiqod iymon bergan duolarni unutmang, Faqatgina xalq yashar, faqatgina qolur xalq.
XULOSA
Biz buyuk insonlarni tiriklik chog`ida negadir buyuk ekanini aytishga o`rganmaganmiz. Ular hayotdan ketgach, ularning naqadar buyukligini, o`rni borligini anglaymiz. Abdulla Oripovsiz o`zbek she‟riyati ham kemtikday go`yo. Shoirning jismi mavjud bo`lmasa ham, she‟rlari, umrboqiy satrlari hali uzoq yashaydi. Uning satrlari qatiga jo bo`lgan vatanparvarlik, yurtni sevish, millat ruhi ifodasi ko`nglimizga, qalbimizga ko`chadi.
Har tong yeti yoshdan yetmish yoshgacha bo`lgan O`zbekiston fuqarosi shoirning “O`zbekiston madhiyasi” she‟rini ong-u shuuri bilan, yurak qo`ri-yu Vatanga bo`lgan muhabbati jo`rligida tinglaydi. Uning har bir misrasida millat ruhi ifodalangani sababidan ham, ko`zlarimizdan faxr yoshlari sizadi. Shoirning abadiy tirik ekanligini yana bir bor his etamiz.
REFERENCES:
1. Karimov A.I. Yuksak ma‟naviyat-yengilmas kuch.-Toshkent:
Ma‟naviyat, 2008.
2. Орипов А. Эҳтиёж фарзанди.-Тошкент.: Ёш гвардия нашриёти.1988.
3. Yo`ldoshev Q, Qodirov V, Yo`ldoshbekov J. Adabiyot, Umumiy o`rta ta‟lim maktablarining 9-sinfi uchun darslik.-Toshkent.: O`zbekiston, -2019.
4. Oripov A. Tanlangan asarlar. –Toshkent.: “Sharq” nashriyot-matbaa aksiya-dorlik kompaniyasi bosh tahririyati, 2019.
5. Shayxislamov, N. (2021). JAHON LINGVISTIK
EKSPERTOLOGIYASIDA
TARKIBIY QISMLAR MASALASINING O „RGANILISHI.
Scientific progress, 2(5), 333-337.
6. Шайхисламов, Н. (2021). ДУНЁ ТИЛЛАРИНИНГ
МОРФОЛОГИК
(ТИПОЛОГИК) ТАСНИФИ. Scientific progress, 2(4), 961-965.
7. Shayxislamov, N. (2021). Ona tili fanini o'qitishda interfaol usullardan foydalanishning samarasi. The 21st Century Skills for Professional Activity,(9), 2325.
8. Шайхисламов, Н. (2020). Ўқувчиларнинг нутқий компетенцияларни ривожлантиришда нутқнинг илмий-назарий изоҳи.
Science and Education, 1(5).
9. Norbekov, R. (2021). NAZAR ESHONQULNING “URUSH ODAMLARI” QISSASIDA NORMAT XARAKTERI DINAMIKASI. Academic research in educational sciences, 2(9), 901-905.
EQUATION OF THE THIRD ORDER, WHEN THE CHARACTERISTIC OF
THE FIRST ORDER OPERATOR IS PARALLEL TO THE YORDINATE AXIS
https://doi.org10.5281/10.5281/zenodo.6463959
Mirza Mamajonov (associate professor of KSPI),
Tursunoy Mukhtorova (Master student of FerSU)
Annotation: In the present paper, one boundary value problem third is posed and studied for a-order parabolic-hyperbolic equation in a quadrangular domain with two lines of type change.
I. Introduction.
Many problems in physics, engineering, mechanics and other areas require the study of equations of mixed, composite and mixed-composite types.
Fundamental research into mixed equations of the second order of elliptichyperbolic type began to be studied by the Italian mathematician Tricomi in the 20s of the last century [1].
After that, many different problems for equations of these types began to be investigated. A review of theoretical and applied research is given in the works and books of A.V. Bitsadze [2, 3], L. Bers [4], M.M. Smirnov [5], and also in the books of M.S., T.D. Dzhuraeva [7].
Research into equations of elliptic-parabolic, parabolic-hyperbolic types began in the 1950s and 1960s. In 1959, I.M. Gel'fand [8] pointed out the need for joint consideration of equations in one part of the domain of parabolic, and the other part - of hyperbolic types. He gives an example related to the movement of gas in a channel surrounded by a porous medium: in the channel, the movement of gas is described by the wave equation, outside it - by the diffusion equation.
Then, in the 1970s and 1980s, they began to study various problems for equations of the third and higher orders of the parabolic-hyperbolic type. Such problems were studied mainly by T. D. Dzhuraev and his students (for example, see [9]-[13]).
II. Formulation of the problem
Let us be given a quadrangular area G on the plane xOywith vertices at the points D(−1;0), C(2,0), B0(1;1), A0(0,1)and let the area G have the form
G = G1 G2 G3 J1 J2, where G1 − the rectangle with vertices at the points
A(0;0), B(1;0), B0(1,1), A0(0,1);G2 − triangle with vertices at points A(0;0),
D(−1;0), A0(0,1);G3 − triangle with vertices at points B(1;0), B0(1,1), C(2,0); J1 − open segment with vertices at points A(0;0), A0(0,1); J2 − open segment with vertices at points B(1;0), B0(1,1).
In the area G , consider the equation
b
y
+ c(Lu)
=
0
( 1 )
u1xx −u1y , (x, y)G1,
where b,cR ,Lu
uixx −uiyy , (x, y)Gi (i = 2, 3,4).
For equation (1), the following problem is posed:
Problem 1. Find a function u(x, y)that 1) is continuous in G and G J\ 1 \ J2 \ J3 has continuous derivatives involved in equation (1), and ux , uy anduyy are continuous up to a part of the boundary of the region G specified in the boundary conditions; 2) satisfies equation (1) in the region G J\ 1 \ J2 \ J3; 3) satisfies the following boundary conditions:
u(x,0)= f1(x), 0 x 1, (2)
uy(x,0)= f2(x), 0 x 1, (3) u(x,0)= f3(x), −1 x 0, (4) uy(x,0)= f4(x), −1 x 0, (5) uyy(x,0)= f5(x), −1 x 0, (6)
u(x,0)= f6(x), 1 x 2, (7)
uy(x,0)= f7(x), 1 x 2, (8) uyy(x,0)= f8(x), 1 x 2, (9)
and 4 ) satisfies the following continuous gluing conditions:
u(+ 0, y)= u(−0, y)=1(y), 0 y 1, (10)
ux (+ 0, y)= ux (−0, y)=1(y), 0 y 1, (11) u(1+0, y)= u(1−0, y)=2(y), 0 y 1, (12)
ux (1+ 0, y)= ux (1−0, y)=2(y), 0 y 1. (13)
Here fi (i =1,8), are given sufficiently smooth functions, and 1, 1, 2, 2 are unknown yet sufficiently smooth functions to be determined.
Theorem. If f1 C30,1, f3 C3−1,0, f6 C31,2, f2 C20,1, f4 C2−1,0, f7 C21,2, f5 C1−1,0, f8 C11,2, and the following matching conditions are satisfied: 1(0) = f1(0) = f3(0), 2(0)= f1(1)= f6(1), 1(0)= f2(0)= f4(0), 2(0) = f2(1) = f7(1), then Problem 1 admits a unique solution . To prove this theorem, we rewrite equation ( 1 ) in the form
c
− y u1xx
−u1y
=1(x)e
b , (x,
y)G1,
(14)
c
−
y uixx
−uiyy
=i (x)e b , (x, y)Gi (i =
2,
3),
(15)
where i (x) (i =1,2,3)are so far unknown sufficiently smooth functions.
First, we study Problem 1 in the domain G2. Passing in the equation (15) ( i = 2) to the limit at y → 0, due to (4) and (6) we find 2(x)= f3(x)− f5(x), −1 x 0.
Further, by the continuation method after long calculations and transformations, we arrive at the relation between the functions1(y) and 1(y):
1(y)=1(y)+1(y), 0 y 1 (16) where1(y)− known function.
Similarly, passing to the region G3 , at y → 0from Eq. (15) ( i = 3) we find function 3(x).
Using the continuation method, as in the area G2, we obtain the relation between the functions2(y) and 2(y):
2(y)= −2(y)+2(y), 0 y 1 (17) where2(y)− known function .
Next, move on to the area G1. Assuming in equation (14) y → 0, due to (2) and (3), we find the function 1(x).
Now we write down the solution of equation (14) that satisfies conditions (2), (10), (12) (see [9]):
y y
u1(x, y)= 1()G(x, y;0,)d− 2()G(x, y;1,)d+
0 0
1 y c 1
−
+ f1()G(x, y;,0)d− e b d1()G(x, y;,)d.
0 0 0
Differentiating this solution with respect to x, we get:
y y
u1x(x, y)= −1()N(x, y;0,)d+ 2()N(x, y;1,)d+
0 0
1 y c 1
−
+ 1()N(x, y;,0)d+ e b d1()N(x, y;,)d, (eighteen)
0 0 0
where
G(x,
y;,)
1
+
(x −−
2n)2
(x +−
2n)2
= =−
exp−
4(y
−)
m
exp−
4(y
−)
-
N(x, y;,) 2 (y −) n
Green's functions of the first and second boundary value problems for Eq.
(14).
Assuming in (18) x = 0and x = 1we obtain two relations between the unknown functions 1(y), 1(y),2(y) and 2(y).
Eliminating from these two relations and from (16), (17) the functions 1(y) and 2(y), we arrive at a system of Volterra integral equations of the second kind with respect to 1(y)and 2(y):
y y
1(y)+ K1(y,)1()d+ K2(y,)2()d= g1(y), (19)
0 0 y y
2(y)+ K3(y,)2()d+ K4(y,)1()d= g2(y), (20)
0 0
where K1(y,), K2(y,). K3(y,). K4(y,). g1(y). g2(y)− known functions,
K1(y,)andK3(y,)
have a weak singularity (with degree 12), while the functions K2(y,),
K4(y,),
g1(y)and
g2(y)−
are continuous functions.
Solving the system (19), (20), we find the functions 1(y)and 2(y), and thus the functions 1(y). 2(y). u2(x, y), u3(x, y) and u1(x, y).
LITERATURE:
1. Трикоми Ф. О линейных уравнениях в частных производных второго порядка смешанного типа. М.-Л., Гостехиздат, 1947, 190 с.
2. Бицадзе А.В. Уравнения смешанного типа. Итоги науки (2). Физ.мат. науки. М., 1959, 164 с.
3. Бицадзе А.В. Некоторые классы уравнений в частных производных. М., Наука, 1981, 448 с.
4. Берс Л. Математические вопросы дозвуковой и околозвуковой газовой динамики. М., ИЛ., 1961, 232 с.
5. Смирнов М.М. Уравнения смешанного типа. М., Наука, 1970, 296 с. 6. Салахитдинов М.С. Уравнения смешанно-составного типа.
Ташкент, Фан, 1974, 156 с.
7. Джураев Т.Д. Краевые задачи для уравнений смешанного и смешанно-составного типов. Ташкент, Фан, 1979, 240 с.
8. Гельфанд И.М. Некоторые вопросы анализа и дифференциальных уравнений. УМН, т. XIV, вып. 3(87), 1959, с. 3-19.
9. Джураев Т.Д., Сопуев А., Мамажанов М. Краевые задачи для уравнений параболо-гиперболического типа. Ташкент, Фан, 1986, 220 с.
10. Джураев Т.Д., Мамажанов М. О корректной постановке краевых задач для одного класса уравнений третьего порядка парабологиперболического типа. Дифференциальные уравнения, 1983, т.19, №1, с.37-
50.
11. Мамажонов, М., Шерматова, Х. М., & Мухторова, Т. Н. (2021). Об одной краевой задаче для уравнения параболо-гиперболического типа третьего порядка в вогнутой шестиугольной области. XIII Белорусская математическая конференция: материалы Международной научной конференции, Минск, 22–25 ноября 2021 г.: в 2 ч./сост. ВВ Лепин; Национальная академия наук Беларуси, Институт математики, Белорусский государственный университет.–Минск: Беларуская навука,
2021.–Ч. 1.–с..
12. Мамажонов, М., Мамажонов, С. М., & Шерматова, Х. М. (2017). Об одной краевой задаче для уравнения параболо-гиперболического типа вида
(d/dx+d/dy)(Lu)=0. In ТЕОРИЯ И ПРАКТИКА СОВРЕМЕННЫХ ГУМАНИТАРНЫХ И ЕСТЕСТВЕННЫХ НАУК (pp. 239-242).
13. Мамажонов, М., и Шерматова, К.М. (2017). ОБ ОДНОЙ КРАЕВОЙ
ЗАДАЧЕ ДЛЯ ПАРАБОЛО-ГИПЕРБОЛИЧЕСКОГО УРАВНЕНИЯ ТРЕТЬЕГО ПОРЯДКА В ВОГНУТОЙ ГЕКСАГОНАЛЬНОЙ
ОБЛАСТИ. Вестник КРАСЕЦ. Физико-математические науки, 16 (1), 11-16.
https://doi.org10.5281/10.5281/zenodo.6464523
Andijon shahar 1-umumta’lim maktabi Davlat tili fani òqituvchisi
Annotatsiya: Ushbu maqolada o’zbek tilinning rivojlanish tarixi, uning rasmiy tilga aylanishi va dunyoga yuz tutishi, o’zbek tiliga berilayotgan e’tibor va bu rivoji yo’lida qilinadigan ishlar xususida so’z yuritiladi.
Kalit so’zlar: o’zbek tili, nutq, qonun, bayram, tadqiqot, lotin yozuvi, tarix.
Barchamizga ma’lumki, 1989-yil 21-oktabrda O‘zbеkiston Rеspublikasining “Davlat tili haqida”gi Qonuni, 1993-yil 2-sеntabrda “Lotin yozuviga asoslangan o‘zbеk alifbosini joriy etish to‘g‘risida”gi Qonuni qabul qilindi. Bu yil “Davlat tili haqida”gi qonunning 31yilligi keng nishonlandi. O‘tgan shu davrda ona tilimizning yanada sayqallanishi, badiiyligi, tarixiyligi va dunyo miqyosida ahamiyati hamda nufuzini oshirishga qaratilgan qator madaniy, ma’naviyma’rifiy, mafkuraviy ijod, izlanishlar, ilmiy tadqiqotlar olib borilayotganligi xalqimizni quvontiradi.
Bugungi kunda jahondagi ko‘plab mamlakatlar xalqlari davlatimiz ramzlari — O‘zbеkiston Rеspublikasi bayrog‘i, gеrbi, davlat madhiyasi qatorida o‘zbеk tiliga ham hurmat bilan qarab, unga nafis va boy til sifatida yuksak baho bеrib kеlmoqdalar. Har yili 21-oktabr kunini yurtimizda “O’zbek tili” bayrami sifatida kеng nishonlanishi an’anaga aylanib qolgan. Chunki, mamlakatimizda ona tilimizni yanada rivojlantirish va takomillashtirish, uning milliy ruhini oshirish, madaniyat va san’atni yuksak pog‘onalarga ko‘tarish, shuningdеk, lotin yozuviga asoslangan o‘zbеk alifbosini joriy etish sohasida qabul qilingan Davlat dasturi ijrosini ta’minlashdеk ustuvor yo‘nalishdagi vazifalarni bajarish tom ma’noda kundalik hayotimizga tobora singib bormoqda.
Birinchi prеzidеntimiz Islom Karimovning: «…o‘zlikni anglash, milliy ong va tafakkurning ifodasi, avlodlar o‘rtasidagi ruhiy-ma’naviy bog‘liqlik til orqali namoyon bo‘ladi. Jamiki ezgu fazilatlar inson qalbiga til orqali, ona allasi, ona tilining bеtakror jozibasi bilan singadi. Ona tili — bu millatning ruhidir» — degan purma’no so’zlari ona tilimizning naqadar yuksakligi, ahamiyatliligini anglatadi.
Ona tilimizga bo’lgan e’tibor nafaqat mamlakatimizda, balki uni xorijiy mamlakatlarnig adabiyotshunos olimlari tomonidan o’rganilib, o‘zbеk tilining jahon tillari orasida eng go‘zal va nafis til ekanligi, boy tarixga egaligi e’tirof etiladi. Turli anjumanlarda ona tilimizning boy til ekanligi haqida bildirilgan odilona-xolisona fikrlar buni isbotidir.
Mirzo Ulug‘bеkning «Tarixi arba’ ulus» (To‘rt ulus tarixi») kitobida quyidagilar bayon etiladi, ya’ni: 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 bilan mahalliy aholi tarkibida «o‘zbеk»larning nufuzi yanada ortgan va astasеkin bu nom turkiy aholining umumiy nomiga aylangan. Bu esa turkiy tilning tobora kеngayishi va nufuzi oshib borishiga kеng imkoniyat yaratib bеrgan.
Tilshunos olimlarning fikriga ko‘ra, turkiy tillar eramizning IV asrida uch guruhga bo‘lingan hamda qarluq, qipchoq, o‘g‘uz guruhlari vujudga kеlgan. Bular orasida eng qadimgi yozuv tili qarluq guruhi zaminida shakllangan azaliy o‘zbеk tilidir. Tarixda eng ko‘p adabiy va ilmiy asarlar ham shu tilda ijod qilingan. Lutfiy, Sakkokiy, Navoiy, Bobur singari so‘z ustalari ijodi bilan bu til yanada sayqallangan va rivojlangan.
Taniqli rus tarixchisi A.P.Grigoryеv shunday dеb yozgan: «O‘sha paytda (XIIIXIV asrlar) Oltin O‘rdada so‘zlashuv va yozuv tili sifatida qipchoq lahjasi qo‘llanilgan bo‘lsada, rasmiy yozishmalar va adabiy matnlarda Chig‘atoy lahjasi, ya’ni eski o‘zbеk tili qo‘llanilgan».
Xulosa qilib aytganda, Oltin O‘rdaning rasmiy va adabiy tili turk tilining Chig‘atoy lahjasi o‘zbеk mumtoz adabiy tili bo‘lgan. Ajdod va avlodlarimizning asrlar osha say’-harakati bilan ona tili — o‘zbеk tilida samarali ijod qilingan, til qadrlanib rivojlantirilgan, boshqa el-ulus, millat va elatlar o‘rtasida kеng mushohada qilish hamda o‘zaro muloqot o‘rnatilib, til madaniyatining ta’sirchanligi va nufuzi oshirib kеlingan.
Ma’rifatparvar va zabardast adibimiz Abdulla Avloniy: «Har bir millatning dunyoda borligini ko‘rsatadurgan oynai hayoti til va adabiyotidir. Milliy tilni yo‘qotmak millatning ruhini yo‘qotmakdur», - degan aniq va tеran fikrlarni bayon etganda naqadar haq edi. Uning ona tili va adabiyotni buzish, boshqa tillar bilan aralashtirib, mazmunmohiyatini o‘zgartirish, natijada bir tilning boshqa tildan ustun turishiga, tilning ruhiyatini buzishga qaratilgan har qanday urinish va zid harakatlarga qarshi chiqqanligi quyidagi purma’no so‘zlarida yaqqol isbotlanadi. «Zig‘ir yog‘i solub, moshkichiri kabi qilub, aralash-quralash qilmak tilning ruhini buzadir. Bobolarimizga еtishg‘on va yaragan muqaddas til, adabiyot bizga hеch kamlik qilmas. Dunyoning lazzati sodiq do‘stlar ila suhbat qilmoqdan iborat».
Ushbu dalillar shundan dalolat bеradiki, ajdod va avlodlarimiz tomonidan yaratilgan o‘zbеk tili asrlar osha rivojlanib, turkiy xalqlar orasida kеng tarqalib, taraqqiy qilib, yuksak madaniy tilga aylanganligi va o‘zining tarixiyligi bilan ham ahamiyatlidir.
Dunyo hamjamiyatida BMT tashkilotining 75-sessiyasida prezidentimiz Shavkat Mirziyoyev tomonidan tarixda birinchi marotaba o’zbek tilida ma’ruza qilishi o’zbek tilini rivojlanishini yangi bosqichga olib chiqdi desak mubolag’a bo’lmaydi.
2020-yil 1-oktabr prezidentimiz Shavkat Mirziyoyev tomonidan o’tkazilgan bayram dasturi davomida til madaniyati, adabiy til va shеvalar munosabati, adabiy talaffuz va stilistik mеzonlar haqida nazariy hamda amaliy tadqiqotlar olib borish, o‘zbеk adabiy talaffuzi lug‘atini tuzish zarurligi ta’kidlandi. Shuningdek o‘zbеk tilida har xil matnlar tuzish tartib-qoidalari chuqur izohlangan ilmiy asarlar, nasr 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 o’zining munosib natijasini beradi.
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1. I.A.Karimov “Yuksak ma’naviyat – yengilmas kuch” Toshkent 2008-yil
2. Sh.M.Mirziyoyev 2020-yil 1-oktabrdagi ma’ruza
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https://doi.org/10.5281/zenodo.6465966
Department Of Economics, Bukhara State University, Bukhara, Republic Of Uzbekistan
Abstract. Today, there is a growing interest in small businesses in our country. In particular, efforts are being made to boost the economy of such enterprises by providing them with various benefits. This article covers small businesses and their management systems. The organizational structure will be an important factor in the success of the enterprise, its ability to withstand competition, maintain or increase its capacity, and its ability to adapt to changing conditions.
Keywords. household, economy, market economy, income, employment, community, resource, small business, marketing, profit.
The organizational structure will be an important factor in the success of the enterprise, its ability to withstand competition, maintain or increase its capacity, and its ability to adapt to changing conditions. The word "structure" is Latin and refers to the interconnected arrangement and structure of the components of things. a set of gins. Today, companies are trying to restructure their organizational structure and fully adapt their activities and functions to the needs of consumers.
In the 1990s, many companies around the world underwent unprecedented structural changes. The purpose of these changes is to increase the level of customer service, eliminate unnecessary management links, and create working groups to develop and produce new products. That is, the company adapts to the rapidly changing environment by overcoming organizational changes, overcoming fierce competition and increasing the efficiency of the enterprise.
Adapting a small business to market demand requires a comprehensive analysis of its vertical organizational structure. Based on the analysis, the restructured structure will conduct business at a high level, providing constant communication with all market participants. The organizational structure of the enterprise management is a holistic system of departments, specially designed links and relationships between employees, and the people working within it perform the task of achieving the goal in the most effective way. . In order for a small business to be effective, it needs to determine what kind of professionals it needs, what skills it has, and what personal qualities it needs to bring together. The organizational structure of many businesses is constantly changing. Such changes are not limited to the transition from a vertical management system to a horizontal management system, but through these structures, businesses must be able to communicate effectively with all market participants and conduct effective business activities.
Organizational structures come in the form of management units and management levels. The following elements are distinguished in the structure of the enterprise: leadership and communication (horizontal and vertical) places (departments), levels (stages). The department is a separate, independent governing body. The main goal of the department (group of people) is to perform a certain task. Relationships between departments are horizontal. The connection between the steps is a vertical connection. They have a consistent subordination, freely expressed from the lower levels to the higher levels. In any, even a small enterprise, it is possible to determine the presence of all of the structural elements described above.
The entrepreneur is the owner of the company he founded and manages it. Vertically, it is subordinated to its employees. The vertical organizational structure consists of several levels of management that are interconnected. The management phase is a link that operates at a certain level of hierarchy. The control steps show the consistent subordination of one control joint to another, usually the lower joint to the upper joint, i.e., a vertical division. organizational structure of management, such as the structure of the stages and the order of their mutual subordination, the rights and duties of each governing body and link, as well as the order of relations between them, the creation of functional units, information provision The sides form a vertical control system. Agreeing on these in terms of content and timing will allow different services to connect many elements of production.
In some cases, such horizontal links between functional services can be very lengthy, subject to a number of disputes and conflicts, and can be very difficult to coordinate. It is known that the organizational divisions of business enterprises are formed on the basis of functional, geographical, commodity, market principles or through their joint application.
Businesses that are now operating effectively have as few management units as possible in their organizational structures, such as fulfilling orders, inventing new products, and planning production, distributing goods, and serving customers. pay great attention to processes. These businesses are reducing the number of management units, introducing a one-tier management system, and reducing the number of managers.
Horizontal links are established between employees of the company performing various functions (organizational marketing, accounting, etc.). They are not directly subordinate, but often determine the consistency and interdependence of the various production (practical) operations of the enterprise. The communication system means that all government agencies perform their functions in close cooperation with each other. Loss of connection means loss of control. Relationships can take many forms: linear (vertical), functional (horizontal), banded, and regional. The linear organization of management is based on the division of direct job responsibilities in such a way that each employee is most focused on the tasks facing the firm.
All powers are defined directly (linearly). They vary from top management to lower management. The linear-functional organization of the management structure combines both linear and functional management elements, ie linear management is strengthened by special ancillary services. The organizational structure of many businesses in the world is based on the business process, which retains the usual functional and specialized departments (human resources, research and marketing departments). Business processes include the production of new goods, the comprehensive processing of orders received, and other strategic directions. As the organizational structure based on these business processes is strengthened, some unnecessary management links will be reduced and working groups will be formed to develop new products that are competitive and adapt to the business environment.
The transformation of the organizational structure is constantly taking place in market conditions, with changes in competitors.
The following comparative characteristics of the organizational structure based on functional organizational structure and business process can be given:
1. Business process-based management requires managers with sufficient experience to solve complex problems.
2. Functional organizational structure requires staff with the skills to collect and analyze information and influence external audiences.
3. The organizational structure based on the business process, the establishment of relations between the parties leads to the elimination of conflicts, negotiations, management of information gathering, organization of working groups, training with high skill.
4. A company that adapts to market demand focuses on the consumer, not the product or technology.
5. Functional organizational structure requires employees to have a deep and thorough knowledge of their field, the ability to analyze and evaluate processes and events, to be able to defend their recommendations and to convince others of it.
6. Lack of clear and responsible staff for the final results of the work of departments in the functional structure, it is advisable to use a combined (mixed) management structure to resolve business disputes between functional departments.
Conclusion
The organizational structure will be an important factor in the success of the enterprise, its ability to withstand competition, maintain or increase its capacity, and its ability to adapt to changing conditions. There are linear, linear-functional, projected and matrix, venture and intra-firm innovative organizational types of management structures of small businesses. Structural change is not only the transition from a vertical management system to a horizontal management system, but also the ability to operate effectively through these structures. Solving current problems in the activities of modern small businesses requires the coordinated use of several management structures of organizational types.
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ONA TILI VA SAVODXONLIK O‘QITISH DARSLARIDA
O‘QUVCHILARNI MANTIQIY TOPSHIRIQLAR USTIDA O‘QITISH METODIKASINING NAZARIY ASOSOLARI
https://doi.org10.5281/10.5281/zenodo.6464531
Navoiy davlat pedagogika instituti,
“Ta’lim va tarbiya nazariyasi va metodikasi( boshlang’ich ta’lim)” 1-bosqich magistranti
Annotatsiya: O’zbekistonda ilm-fanni talab qiladigan va yuqori texnologiyali sanoatning rivojlanishi munosabati bilan yuqori darajadagi savodxonlikga ega bo’lgan malakali kadrlarga bo’lgan ehtiyoj ortib bormoqda. Shu munosabat bilan maktab o’quvchilarining mantiqiy tafakkurini rivojlantirish, ularni nostandart muammolarni hal qilishga o’rgatish, bu o’quvchilarga atipik fikrlash qobiliyatini rivojlantirishga, muammolarni hal qilishda ijodiy bo’lishga va olingan bilimlarni qo’llashga o’rgatish imkonini beradi.
Kalit so’zlar: yechimlar, nostandart vazifalar, mantiqiy fikrlash, ijodiy topshiriqlar, kognitiv faoliyat, ko’nikmalar.
Abstract: Due to the development of science-intensive and high-tech industries in Uzbekistan, there is a growing need for qualified personnel with a high level of literacy. In this regard, the development of logical thinking in school students, teaching them to solve non-standard problems, which allows students to develop atypical thinking skills, be creative in solving problems and apply the acquired knowledge.
Keywords: solutions, non-standard tasks, logical thinking, creative assignments, teaching mathematics, cognitive activity, skills.
Ta'lim o‘qituvchi va o‘quvchilarning hamkorlikdagi faoliyati bo‘lib, shu jarayonda shaxsning taraqqiyoti, uning ma'lumoti va tarbiyasi ham amalga oshadi. Darslarda o‘qituvchi o‘z bilimi, ko‘nikma va malakalarini mashg‘ulotlar vositasida o‘quvchilarga yetkazadi, o‘quvchilar esa uni o‘zlashtirib borishi natijasida undan foydalanish qobiliyatiga ega bo‘ladi. O‘rganish jarayonida o‘quvchilar o‘zlashtirishning turli ko‘rinishlaridan foydalanishadi, ya'ni o‘zlashtirilayotgan ma'lumotlarni qabul qilish, qayta ishlash hamda amaliyotga tatbiq etishda o‘ziga xos tafovutlarga tayanadi. Ta'lim jarayonida o‘qituvchi va o‘quvchilarlarning dars paytidagi hamkorligi, o‘quvchilarning mustaqil ishlashi, sinfdan tashqari ishlar shaklida ta'lim va tarbiya masalalari hal etiladi. Ta'limning maqsadi jamiyat ehtiyojiga mos ravishda shakllanadi. Shunday ekan, ta'lim-tarbiya maqsadi mos va mutanosib bo‘lishi kerak. Ilmiy adabiyotlarda ta'limning maqsadi imkoniyatlaridan to‘g‘ri, aniq, o‘rinli foydalanish ko‘nikma va malakalarini hosil qilish, mantiqiy-ijodiy tafakkurni rivojlantirish, kommunikativ savodxonlikni oshirish, milliy g‘oyani singdirish, sharqona tarbiyani shakllantirish, shaxsni ma'naviy boyitishdan iboratligi ta'kidlangan. Ta'limiy maqsad asosida o‘quvchilarda mustaqil fikrlash, og‘zaki va yozma savodxonlikni oshirish, mantiqiy tafakkurni rivojlantirish orqali ularning muloqot madaniyati takomillashtiriladi. Insonning fikrlash qobiliyatining muhim tarkibiy qismlaridan biri bu mantiqiy savodxonlik, ya’ni har qanday intellektual faoliyatda zarur bo’lgan ma’lum bir minimal mantiqiy ko’nikma va bilimdir.
Bugungi kun o‘qituvchidan ilg‘or pedagogik va yangi axborotlar texnologiyalaridan o‘quv jarayonida foydalanishni talab etmoqda. Quyida sinflar kesimida ayrim mavzular asosida o‘qitishning zamonaviy usullarini tatbiq etish bo‘yicha tavsiyalar beramiz.
“Beshinchisi (oltinchisi, yettinchisi …) ortiqcha” metodi
O‘quvchilar mantiqiy tafakkur yuritish ko‘nikmalariga ega bo‘lishlarida ushbu metod alohida ahamiyatga ega.
Uni qo‘llashda quyidagi harakatlar amalga oshiriladi:O‘rganilayotgan mavzu mohiyatini ochib berishga xizmat qiluvchi tushunchalar tizimini shakllantirish;
-hosil bo‘lgan tizimdan mavzuga taalluqli bo‘lgan to‘rtta (beshta, oltita, …) va taalluqli bo‘lmagan bitta tushunchaning o‘rin olishiga erishish;
-o‘quvchilarga mavzuga taalluqli bo‘lmagan tushunchani aniqlash va uni tizimdan chiqarish vazifasini topshirish;
-o‘quvchilarni o‘z harakatlari mohiyatini sharhlashga undash (mavzuni mustahkamlash maqsadida o‘quvchilardan tizimda saqlanib qolgan tushunchalarga ham izoh berib o‘tishlari hamda ular o‘rtasidagi mantiqiy bog‘liqlikni asoslashlarini talab etish lozim).
Mazkur metod o‘quvchilardan o‘rganilayotgan mavzu (yoki bo‘lim, bob) yuzasidan tahliliy mulohaza yuritish, shuningdek, eng muhim tayanch tushunchalarni ifodalay olishni talab etadi. Metodni qo‘llashda quyidagi harakatlar tashkil etiladi:
-o‘qituvchi o‘zaro teng nisbatda mavzuga (bo‘lim, bob) oid va oid bo‘lmagan asosiy tushunchalar tizimini yaratadi;
-o‘quvchilar mavzuga (bo‘lim, bob) oid va oid bo‘lmagan asosiy tushunchalarn aniqlaydilar va daxldor bo‘lmagan asosiy tushunchalarni tizimdan chiqaradilar;
-o‘quvchilar o‘z harakatlarining mohiyatini izohlaydilar.
Metoddan individual, guruhli va ommaviy shaklda o‘quvchilar tomonidan mavzuning puxta o‘zlashtirilishini ta’minlash hamda ularning bilimlarini aniqlash, mantiqiy taffakurini o’stirish maqsadida foydalanish mumkin. 1-sinf darsligidagi «Oshxona jihozlari», «Qushlar», «Uy hayvonlari va parrandalar» kabi mavzularini o‘rganishda yangi mavzuni mustahkamlash uchun mazkur metodni qo‘llash ijobiy natija beradi. Bunda mavzuga oid to‘rtta va taalluqli bo‘lmagan (ortiqcha) bitta so‘z (tushuncha, fikr) beriladi. O‘quvchilar ana shu so‘zni (tushuncha, fikr) aniqlaydilar. Masalan, 1-sinf darsligidagi 1-mashqda berilgan topshiriqni bajarishda quyidagicha qo‘llash mumkin. Yozuv ekranda ko‘rsatiladi.
O‘quvchilar ortiqcha so‘zni aniqlashadi.
Uy hayvonlari: sigir, qo‘y, toshbaqa, ot, it.
So‘ng bu so‘zlar ishtirokida gap tuzish topshirig‘I beriladi va tuzilgan gaplar asosida axloqiy tarbiya beriladi.
Namuna: Ot – insonning eng ishonchli do‘sti.
O‘quvchilar tomonidan tuzilgan gaplar asosida o‘quvchilar qalbida ona tabiatga muhabbat uyg‘otiladi, uy hayvonlariga nisbatan ijobiy munosabatda bo‘lishga o‘rgatiladi.
«Videotopishmoq» metodi
Hozirgi kunda pedagogik faoliyatda turli axborot vositalari (kompyuter, televideniye, radio, nusxa ko‘chiruvchi qurilma, slayd, video va audio magnitofonlar) yordamida ta’lim jarayoni tashkil etilishiga alohida e’tibor qaratilmoqda. O‘qituvchilar oldida ta’lim jarayonida turli axborot vositalaridan o‘rinli va maqsadga muvofiq foydalanish vazifasi turibdi. Videotopishmoq metodidan foydalanishda quyidagi harakatlar amalga oshiriladi:
-o‘quvchilar e’tiboriga o‘rganilayotgan mavzu mohiyatini tasviriy yoritishga yordam beruvchi izohlarsiz bir nechta videolavha namoyish etiladi;
-o‘quvchilar har bir lavhada qanday jarayon aks ettirilganini izohlashadi;
-jarayonlarning mohiyatini daftarlariga qayd etishadi;
-o‘qituvchi tomonidan berilgan savollarga javob qaytarishadi.
Mazkur metod asosida mavzuga doir kompyuter orqali videolavha namoyish etiladi. O‘quvchilar videolavha mavzusi, unda ifodalangan mavzu haqida o‘z fikr-mulohazalarini bildirishadi.Masalan, «Elektr jihozlari» (1-sinf), «Yil fasllari» (2-sinf) kabilar asosida o‘quvchilarga milliy an’analarimiz, urfodatlarimiz, iqtisodiy munosabatlar haqida tushunchalar beriladi. Boshlang‘ich sinflarda interfaol metodlar va ta’limiy o‘yinlardan, zamonaviy axborotkommunikatsiya texnologiyalaridan foydalanish o‘quvchilarni mustaqil fikrlashga, ijodiy izlanish va mantiqiy fikrlash doiralarini kengaytirish bilan birga ularni darslarda o‘rganganlarini hayot bilan bog‘lashga, qiziqishlarini oshirishga yordam beradi. O‘qituvchilarning bunday zamonaviy talablar asosida yaratilgan sharoitlardan samarali foydalanib, darslarni ilg‘or pedagogik hamda axborot kommunikatsiya texnologiyalari asosida tashkil etilishi ta’lim-tarbiya jarayonini sifatini kafolatlaydi.
Bizningcha, ta’limiy o‘yinlarga qo‘yiladigan asosiy talablar quyidagilardan iborat:
1. Ta’limiy o‘yinlar o‘quvchilar yoshiga mos bo‘lishi kerak;
2. O‘yinlar o‘tilayotgan mavzu mazmun-mohiyatiga mutanosib bo‘lishi lozim;
3. Ta’limiy o‘yinlarni o‘tkazish vaqti aniq belgilanishi shart;
4. Ta’limiy o‘yinlar ham ta’limiy, ham tarbiyaviy ahamiyatga ega bo‘lishi kerak;
5. Ta’limiy o‘yinlarning o‘tkazilish maqsadi, ahamiyati belgilanishi lozim.
XULOSA:
1. Yuqoridagilardan xulosa qilib aytsak, ushbu metodlar talablariga amal qilingandagina dars samaradorligi ortadi va zamonaviy texnologiyalar ta’lim samaradorligiga bolalarda mantiqiy takomillashuvga xizmat qiladi.
2. Foydalanilgan adabiyotlar
3. 1.Karimov I.A. Barkamol avlod – O`zbekiston taraqqiyoti poydevori.-
T., 1997.
4. 2.Karimov I.A. Yuksak ma`naviyat- yengilamas kuch. -T.: Ma`naviyat, 2008.
5. 3.Karimov I.A. O`zbekistonning o`z istiqlol va taraqqiyot yo`li.- T., 1992.
6. 4.Karimov I.A. Milliy istiqlol mafkurasixalq e`tiqodi va buyuk kelajakka ishonchdir. -T.: O`zbekiston , 2000.
7. 5.Karimov I. A. Eng asosiy mezon – hayot haqiqatini aks ettirish. – T.: O`zbekiston, 2009.
8. 6.Umumiy o‟rta ta‟limning davlat ta‟lim standarti va o‟quv dasturi ARASTU IJODIDA NOTIQLIK SAN’ATI VA AXLOQSHUNOSLIKNING
O‘ZARO BOG‘LIQLIGI
https://doi.org/10.5281/zenodo.6466037
Nosirova Madina Mo‘min qizi
O‘zMU, Falsafa (soha turlari),
2-bosqich magistranti
Annotatsiya: Maqolada Yunonistonning buyuk faylasufi Aristotel ijodidagi axloqiy masalalar yoritilgan. Aristotel asarlaridagi g‘oyalar necha vaqt o‘tibdiki o‘z aktualligini yo‘qotmagan. Bugungi kunda buyuk allomaning asarlaridagi g‘oyalar yoshlar tarbiyasida juda katta ahamiyatga ega.
Kalit so`zlar: Aql-idrok, tarbiya, maqsad, tajriba, axloq, ishonch, fazilat.
Arastu qomusiy bilimlar sohibi, peripatetika maktabi asoschisi, uning taʼlimoti ayrim, alohida fanlarni falsafiy nuqtai nazardan yoritib berdi. Fan sohalarini tasniflashda falsafiy tizim yaratish bilan Arastu insoniyat tafakkurini rivojlantirishga juda kuchli taʼsir koʻrsatdi. Arastu ijodi oʻz zamonidagi deyarli barcha bilim sohalarini qamrab oldi. Arastu jahon ilm tarixida ilk bor axloq fani — etikaga asos soldi. Uning axloq sohasidagi maʼnaviy ideali Xudodir, Xudo eng oliy faylasuf va mutafakkirdir.
Etika qadimda fizika va logika bilan birgalikda falsafaning uzviy uchinchi qismi hisoblanar edi. Keyinchalik Arastu birinchi bo‘lib «Etika» darsligini yozgach, u alohida falsafiy yo‘nalishdagi fan maqomini oldi. Etikaning boshqa falsafiy fanlardan farqi, o‘ziga xosligi shundaki, unda nazariya bilan amaliyotning, praktikaning omuxtaligidir, uyg‘unligidir.
Qadimgi Yunonistonda ritorika - xitoba san’ati poetika bilan uzviy aloqador bo‘lsada, u davlat boshqaruvi, davlat va jamoat arboblarining siyosiy faoliyati, sulh va harb, urush va tinchlik, vatan himoyasi, davlatning iqtisodiyharbiy qudratini oshirish, shon-shuhratli ishlar, qahramonliklarning barchasi vatan uchun deb biluvchi xalq oldida eng muhim muammolarni muhokama qilish, o‘z maqsadi, taklifi, siyosiy yo‘lining vatan va xalq manfaatlariga muvofiq ekanligini dalillash kabi hayoti zarurat bilan bog‘liq edi. Ellada viloyatlarida va poytaxtlarida Alkiviad, Dionisiy, Gorgiy, Isokrat, Aikurg, Solon, Demosfen va boshqa davlat, jamoat arboblarixalq oldida nutqsuzlar ekan, avvalo shaxsiy fazilatlari, sung ritorika san’atini yaxshi egallab olgani sababli, o‘z fikrlarini mantiqiy dalillar, fuqarolarni buyuk ishlarga safarbar qilar edilar. Ellada davlatlari gullab-yashnagan davrlarda poetika ilmiga nisbatan ritorika ilmiga qiziqish juda katta edi. Suqrot, Pifagor, Empedokl, Demosfen, Fokion, Protagor va boshqa donishmandlar poetika va ritorika san’atlarini falsafiy talqin qilib, falsafaning muhim qismiga aylantirdilar. Lekin, Arastuning boshqa ritorlardan farqi shundaki, u ritorikani faqat so‘z san’ati deb cheklanmay, uni axloq bilan, inson ruhiy olami bilan, ma’naviyat bilan bogliq holda tushuntirdi. Arastu «Ritorika»si uning «Poetika»siga nisbatan falsafiy teranligi, jo‘shqinligi, serqirraligi, salmoqdorligi bilan ajralib turadi. Antik dunyo madaniyatining atoqli bilimdoni, qadimshunos olim A.F. Losevning yozishicha, mumtoz yunon madaniyati davrida davlat, jamiyat va shaxe munosabatlari adolatsevarlik, vijdon-e’tiqod, mardlik, samimiylik, tabiatga yaqinlik, or-nomus, vatan va xalq ishiga fidoyilik kabi insoniy fazilatlar izzat-hurmatda, baxt-saodat, qadri baland edi.
Baxt-saodatni fazilatlar bilan qo‘shilgan farovonlik deb ta’riflash mumkin. U yana: o‘z hayotida mamnunlikdir yoki yoqimli va xavf-xatarsiz hayot, xizmatkorlarning ko‘pligi hamda ularni bemalol saqlab turish va foydalanish imkoniyatimi? Bizningcha turli jamiyatlarda turli axloqiy, ma’naviy kamolot bosqichlaridagi odamlar baxt-saodatni turlicha tasavvur qiladilar va turlicha tushunadilar. Arastu ko‘pchilik xalqlar qadrlaydigan ne’matlar haqida so‘zlaydi. «Agar baxt-saodat chindan ham shu kabi narsalarda bo‘lsa, bular qatoriga yana: nasl-nasabning aslligi, do‘st-yoronlar ko‘pligi, yaxshi odamlar bilan do‘stlashish, boylik, yaxshi (odobli) va ko‘p farzandlar va nabiralar, baxtli keksalik kabilarni ham qo‘shishga to‘gri keladi. Bundan tashqari, baxt-saodatga yana: sog‘lomlik, chehra go‘zalligi, baquvvatlik, xushqadamlik, musobaqalarda epchillik kabi jismoniy ustunliklarni va yana shon-shuhrat, izzat, obro‘, omad kabi ne’matlarni ham qo‘shish mumkin. Chunki, inson ham o‘zida, ham o‘zidan tashqarida mavjud ne’matlarga egalik qilganidan o‘zini baxtli his etadi. Insonning o‘zida ruhiy va jismoniy ne’matlar bo‘lishi mumkin. O‘zidan tashqarida esa - nasl-nasabning aslligi (bu ne’mat, qanday oilada tug‘ilish insonning o‘ziga bog‘liq emasligi tufayli – undan tashqarida hisoblanadi. ), yaxshi do‘stlar, izzat-hurmat kabi ne’matlar bo‘ladi. Yana: izzu joh (mansab) qudrati, omadham inson ixtiyoridan tashqaridagi ne’matlar bo‘lib, agar shular bo‘lsa, odam qo‘lga kiritgan boshqa ne’matlarini ham yaxshi saqlay oladi. Lekin ko‘pchilik odamlar nohaq va nopok yo‘l bilan topilgan boyliklarni tolei balandlik, omad deb o‘ylaydilar. Arastu baxtsaodatni tashkil etuvchi noz-ne’matlarning har birini alohida ko‘rib chiqadi. Biror kuchli xalq yoki qudratli davlatning aslzoda fuqarosi bo‘lishi uchun o‘sha odamning ota-bobolari shu davlatda qadimdan yashab, mashhur yo‘lboshchilar, podshoh, vazir yoki ulamolar avlodidan bo‘lishi ham baxt-saodatdir. Mana shunday mashhur zotlar avlodi bo‘lgan odamlar (nasl- nasab bahsi musobaqasida) boshqalardan o‘zini ustun deb biladilar. Ayrim shaxs uchun naslnasabning tozaligi ota tomonidan ham, ona tomonidan ham davlatga, xalqqa katta xizmatlar qilgan mashhur odamlarning xonadoniga mansublikka bog‘liqdir. Ajdodlari orasida ana shunday shon-shavkatli erkaklar, ayollar, yoshlar va qariyalarning bo‘lishi nasl-nasab aslligidir. Oilada yaxshi (solih, xushxulqli, sofdil, mard, mehnatsevar, pahlavon, olijanob) farzandlar ko‘p bo‘lishi - davlatning ham qudratini tashkil etadi: chunki, mamlakatda yaxshi tarbiya ko‘rgan (ruhiy, ma’naviy) va jismoniy jihatdan ham go‘zal, bo‘ydor, pahlavon, chaqqon yigitlar ko‘p bo‘lishi davlatni kuchli qiladi, obro‘yini oshiradi. Ma’naviy go‘zallikka kelsak, kamtarlik va mardlik - yigitlarning eng yaxshi fazilatlaridir. Davlat uchun ham, ayrim oila boshligi uchun ham fozil (fazilatli) yigitlar va qizlar bo‘lishi baxt-saodatdir.
Arastuning Ritorika asaridagi yana bir muhim sifatlardan bizri bizning falsafamizda keng o‘rganiladigan “avtoritetlar” yani - yaxshi obro‘ (reputatsia)ga ega bo‘lish, xalq orasida jiddiy odam deb nom chiqarishdir. Ko‘pchilik odamlar, fozil va oqil odamlar intiladigan xislatlar sohibi bo‘lishdir. Olihimmatli odamni xalq hurmatlaydi. Adolat yuzasidan, fuqarolarga yaxshilik, xayr-ehson qiluvchi odam izzat-hurmat qilinadi. Yoxud ma’lum vaqtlarda, ma’lum joylarda nodir, noyob bo‘lgan narsalar vaxislatlarga ega bo‘lgan odamlar ham izzat-obro‘ qozonadilar. (Masalan, nosog‘lom ijtimoiy sharoit tufayli ko‘pchilik munofiq, riyokor, yolg‘onchi, bir-birini aldab, yoxud laganbardorlik, xushomadgo‘ylik bilan kun ko‘radigan jamiyatda rost gapiruvchi va xalq farovonligini o‘ylovchi odam begona ko‘rinadi. Bunday aziz odamlarni qadrlash o‘rniga, ularni ta’qib qiladigan hokimiyatdan esa el-yurt nafratlanadi...)
Jismoniy fazilatlar: badan sog‘lomligi, badanni turli kasalliklardan asrash. Ba’ziuzoqyashovchi odamlarga, masalan Gerodik muolaja qilgan odamlarga boshqalar havas qilmaydilar. (Gippokratning shogirdi, Megarali Gerodik kasallarni gimnastika bilan «davolab» umrini cho‘zar ekanu, dardiga davo qilmas ekan - A.A.Taxo - Hodi izohi.) - Go‘zallikka kelsak, - deydi Arastu, - bu fazilat turli yoshdagi odamlarda turlichadir. O’smirlar, yoshlar yugurish, tosh ko‘tarish yoki boshqa qiyin mashg‘ulotlar bilan xushqomat va kuchli, chayir gavdali bo‘lsa - go‘zalhisoblanadi. Ayniqsa, pentatl (besh kurash, yugurish, sakrash, kurash tushish, disk uloqtirish va nayza otish) bilan shug‘ullangan atlyotlarning gavdasi go‘zaldir, chunki ular gavdasini har jihatdan chiniqtirganlar. Yetuk yoshdagi odamlarning tanasi harbiy mashaqqatlarga chidamli, xushqomat, savlatli (viqorli) bo‘lsa go‘zaldir. Qariyalar agar tirikchilik uchun zarur yumushlarni o‘zi bajarolsa, munkillab, kasal bo‘lib yotib qolmasa – go‘zal hisoblanadi. Baquvvat deb, boshqa narsalar yoki odamlarni o‘z ixtiyori bilan harakatga keltira oladigan odamni aytamiz. Bu esa (og‘irroq) narsa yoki odamni joyidan jildirish, turtish, qisish va hokazolarda ko‘rinadi. Kuchli odam shularning barchasida yoki ba’zilarida mohir bo‘lishi mumkin. Pahlavon deb, boshqalarga nisbatan bo‘ydor, chayir, keng yag‘rinli — elkali odamni aytamiz. Ammo, bu sifatlar uning chaqqonligiga xalaqit bermasligi kerak.
Arastu aql-zakovatning kuzatish, mushohada qilishdan iborat faoliyatini barcha neʼmatlardan ustun qoʻyadi, uni ezgulik, rohat va lazzat manbai, deb biladi. Amaliy faoliyat esa hamisha ham aql hukmiga boʻysunavermaydi, binobarin kundalik ishlarda ham aql, ham hayotiy tajribani ishga solib oʻrta yoʻlni tanlagan maʼqul. Arastu nazariyasi zamirida axloqiy va ruhiy qarashlari yotadi: tarbiyadan maqsad — ruhning oliy jihatlari boʻlmish aql-zakovat va irodani kamol toptirishdir. Tarbiyaning oʻzaro chambarchas bogʻliq uch jihati — jismoniy, axloqiy va aqliy tarbiya — ruhning uch turiga muvofiq keladi, yaʼni kamolatga erishishning harakatlantiruvchi kuchlari — tabiiy qobiliyat, koʻnikma va aqlidrokdan iborat hamda tarbiya ishi ayni shu kuchlarga asoslanishi zarur.
Arastu fanlarni tasnif qilar ekan, ularni uch guruhga bo‘ladi: nazariy, amaliy va ijodiy.
Birinchi guruhga falsafa, matematika va fizikani; ikkinchi guruhga etika va siyosatni; uchinchi guruhga esa san'at, hunarmandchilik va amaliy fanlarni kiritadi. Arastu birinchi bo‘lib axloqshunoslikni ruhshunoslik bilan siyosatshunoslik oralig‘idagi alohida falsafiy fan sifatida taqdim etdi va unga (keyinchalik Ovro‘poda qabul qilingan) “Etika” degan nomni berdi.
Arastuning axloqiy qarashlari, asosan o‘g‘liga bag‘ishlangan «Nikomaxning axloq kitobi» va «Evdemning axloq kitobi» hamda «Katta axloq kitobi» risolalarida o‘z aksini topgan. Arastu Qadimgi Yunon mutafakkirlari ichida birinchi bo‘lib ixtiyor erkinligini axloqning asosi sifatida olib qaraydi va axloqiy fazilatni Aflotunga qarama-qarshi o‘laroq, ruhning tug‘ma xususiyati emas, balki kasb etiladigan (hosil qilinadigan) sifat ekanini aytadi. U barcha fazilatlarni ikkiga bo‘ladi:
birinchisi, ruhning donishmandlik, tajribakorlik, topqirlik singari ma'naviy
soha bilan bog‘liq aqliy qismiga oid fazilatlar va, ikkinchisi, ruhning intiluvchan (ixtiyoriy) qismi – sof axloq bilan bog‘liq fazilatlar.
Uning fikricha, asosiy fazilat adolatdir. «Fazilat, – deydi Arastu, – ma'lum ma'noda o‘rtalikdir, zero, doimo o‘rtalikka intiladi». Masalan, mardlik telbavor jasorat bilan qo‘rqoqlik orasidagi o‘rtalik va hokazo. Shuningdek, mutafakkir niyatga katta ahamiyat beradi va uni harakatning tamoyili, boshlanishi deb ataydi. Lekin u pirovard maqsad emas, niyatning tamoyili esa intilish va aql, shu sababli niyat aqldan, es-hushdan va odobdan tashqarida bo‘lmaydi.
Arastu, Aflotundan farqli o‘laroq, vujud va ruh yaxlitligi nuqtai nazarini ilgari suradi; inson kamolotga, oliy ezgulik va erkinlikka bilish faoliyati, voqelikka faol munosabati orqali, hirsu ehtiroslar ustidan hukmronlik qila olishi tufayli erishadi, degan fikrni aytadi. Demak, insonda ixtiyor erkinligi bor, zero u ezgulik yoki yovuzlikni, fazilat yoki illatni tanlashda bir xil hukmronlik mavqeiga ega.
Maqsad bilan vositani Arastu yaxlitlikda ko‘radi; maqsad vositani belgilaydi, shu sababli maqsadning axloqiy tabiati faqat axloqiy vositalarnigina tan oladi va, ayniqsa, axloqsiz maqsad axloqsiz vositalarni talab qiladi.
Arastu aql-idrok faoliyatini hayot va faoliyatning oliy shakli, hech bir narsa bilan qiyoslab bo‘lmaydigan qadriyat deb hisoblaydi. Oliy aql doirasida subyekt va obyekt, fikr va fikrning narsa hodisasi bir-biriga mos, ya'ni Oliy aql (Xudo) tafakkur haqidagi Tafakkurdir. Garchand inson hech qachon ilohiy hayot darajasiga yetisha olmasa-da, lekin unga, ideal sifatida imkon boricha intilishi kerak; inson erishgan komillik doimo nisbiy bo‘ladi.
Shunday qilib Arastuning fikricha, axloqli inson aqliy fazilatlar bilan yo‘g‘rilgan kishidir; aqlni inson emas, insonni aql belgilaydi. Ayol zoti esa past darajali, zaif, ko‘z yoshiga erk beradigan, o‘zini tutolmaydigan inson, ularda ehtiros aql-idrokdan yuksak turadi, illatlarga erkaklarga nisbatan ko‘proq moyil bo‘ladilar, shuning uchun ham donishmandlik ularga xos emas; xotin erga bo‘ysunishi adolat tamoyilini buzmaydi. San'at, siyosat va ilm fan ozod kishilar uchun. Qul, umuman, axloqdan tashqaridagi mavjudot. Qullarni past tabaqali kishilar, hatto jonli narsalar qatoriga kiritish Arastuning inson mohiyatini ijtimoiysiyosiy mavjudot sifatida tushunishidan kelib chiqadi. Uning uchun jamiyatdan, qabila, jamoa, davlatdan tashqaridagi odam – yo Xudo, yoki hayvon. Shu bois yot qabiladan kelgan, polis fuqaroligi huquqiga esa bo‘lmagan qullar odam hisoblanmaydi. Qul faqat ozodlikka erishgandagina insonga aylanadi.
Arastu, yuqorida keltirganimizdek, ilmni (aqlni) axloqdan (vijdondan) yuksak qo‘yadi va bu bilan mushohadakor hayotni, nazariyaga, ijodga bag‘ishlangan hayotni axloqiy ideal tarzida talqin etadi. Shunga ko‘ra, buyuk mutafakkir antik dunyo fuqarosining an'naviy fazilatlari bo‘lmish donishmandlik, mardlik, odillik, do‘stlikni yuksak qadrlaydi. Biroq, uning insonga muhabbati, insonparvarligi bizning hozirgi barcha bandalar Xudoning oldida baravar, degan tushunchamizdan farq qiladi. Yuqorida ko‘rganimizdek, uning nazdida odamlar teng emas, tenglik tushunchasi Arastuga yot. U faqat odamlar o‘rtasidagi do‘stlik va xayrixohlikni tan oladi.
FOYDALANILGAN ADABIYOTLAR RO‘YXATI:
1. «Etika.Estetika.Mantiq» fanidan o‘quv adabiyotlari- O‘.Jalolova, B.Oqbo‘taev, U.Qudratova, D.Raxmatova T.:2012
2. Etika, Estetika, Mantiq fanidan ma’ruzalar matni- Komolova Farida Qodirjonovna-A.:2013
3. Axloqshunoslik-Abdulla Sher T.:2002
4. Etika Ma’ruzalar matni.- T.:2010
O’ZBEK TILINI O’QITISHDA ZAMONAVIY TEXNOLOYIYALARNING
O’RNI
https://doi.org10.5281/10.5281/zenodo.6464506
Samarqand shahar, 24- maktab davlat tili fani o’qituvchisi
Annotatsiya: Ushbu maqolada zamonaviy ta’lim texnologiyalarining ta’lim sohasiga xususan, o’zbek tilini o’qitishdagi ahamiyati, zamonaviy o’zbek tili va adabiyoti o’qituvchisi uchun xos axborot asri sharoitida pedagogik jarayonni samarali tashkil etish uchun zarur ko‘nikmalarni, ijodiy va texnologik madaniyatni shakllantirishdan iborat.
Kalit so’zlar: kompyuter, dastur, pedagogik texnologiya, metodika, multimedia
Bugungi kunda jamiyatimizni umuman olganda kundalik hayotimizni ommaviy axborot vositalarisiz tasavvur qila olmaymiz. Qaysi soha haqida gapirmaylik bu vositalar bizni tark etmaydi. Ayniqsa, ta’lim jarayonida axborot tеxnologiyalari alohida dolzarblik kasb etmoqda. Kompyutеr dasturlari vositasida yoshlarning bilimi va dunyoqarashini kеngaytirishda kеng foydanilmoqda. Turli fanlardan o‘qitishda zamonaviy axborot tеxnologiyalari joriy etilib, dars samaradorligini yanada oshirmoqda. Mamlakatimiz ijtimoiy-ma’naviy hayotining barcha sohalarida bo‘lganidek, ta’lim tizimida ham keng qamrovli islohotlar yo‘lga qo‘yildiki, bunda ta’lim-tarbiya tizimiga, oliy ta’limning o‘quvtarbiya jarayoniga axborot texnologiyalarini olib kirish orqali ta’lim sifatini uzluksiz ravishda takomillashtirib borish, samaradorligini ortirish talab etilmoqda. O‘zbekiston Respublikasi Birinchi Prezidenti I.A.Karimovning 2016-yil 13maydagi “Alisher Navoiy nomidagi Toshkent davlat o‘zbek tili va adabiyoti universitetini tashkil etish to‘g‘risida”gi Farmoni o‘zbek tili va adabiyoti o‘qituvchilari oldiga juda katta ma’suliyatni qo’ydi.
“Zamonaviy ta’lim texnologiyalarini chuqur o‘zlashtirgan, davr talablarigajavob beradigan yuksak malakali ilmiy va pedagog kadrlar tayyorlash, umumta’lim maktablari, akademik litsey va kasb-hunar kollejlari, oliy ta’lim muassasalarida o‘zbek tili va adabiyoti fanini o‘qitishning yangi va samarali metodlari bo‘yicha ilmiy izlanishlar olib borish, ilg‘or pedagogik texnologiyalarni keng joriy etish” borasida katta ishlar qilinishi ko’zda tutildi. Va shu boisdan o’zbek tili va adabiyoti universitetida “O‘zbek tili va adabiyoti ta’limida zamonaviy axborot texnologiyalari” fani o’quv dasturiga kiritildi. “O‘zbek tili va adabiyoti ta’limida zamonaviy axborot texnologiyalari” fani o‘zbek tili va adabiyotini o‘qitishda qo‘llanilishi mumkin bo‘lgan axborot-kommunikatsiya texnologiyalari, ulardan foydalanish metodikasini talab darajasida o‘rgatishga yo‘naltirilgan. Fanni o‘qitishdan maqsad – bo‘lajak o‘zbek tili va adabiyoti o‘qituvchilarini dars jarayonida zamonaviy axborot texnologiyalaridan foydalanishga oid bilim, ko‘nikma va malakalar bilan qurollantirishdir.Fanning vazifasi talabalarga o‘quv mashg‘ulotlari jarayonida qo‘llaniladigan pedagogik dasturiy vositalar haqida, aynan o‘zbek tili va adabiyoti darslari uchun tayyorlanadigan resurslarga qo‘yiladigan talablar to‘g‘risida, bu boradagi chet el tajribasi haqida ma’lumot berish hamda talabalarda axborot asri sharoitida pedagogik jarayonni samarali tashkil etish uchun zarur ko‘nikmalarni, ijodiy va texnologik madaniyatni shakllantirishdan iborat. [1]
Ushbu “O‘zbek tili va adabiyoti ta’limida zamonaviy axborot texnologiyalari” o‘quv fanini o‘zlashtirish jarayonida amalga oshiriladigan masalalar doirasida talaba quyidagi natijalarga erishishi ko’zda tutilgan:
✓ ta’limda axborot texnologiyalari bo‘yicha tayanch tushuncha, atama va
vazifalar;
✓ axborot-ta’lim muhitining tarkibi va tuzilishi;
✓ axborot texnologiyalari bilan ishlash ko‘nikmasining shakllanishida
jahon tajribasi;
✓ axborot texnologilar dunyosida ilmiy va ta’limiy tadqiqot ishlarning reformasi haqida tasavvurga ega bo‘lishi lozim;
✓ ta’limida axborot texnologiyalarini tatbiq etishning ahamiyati;
✓ axborot texnologiyalari sohasida innovatsion baholash;
✓ masofaviy ta’limni rivojlantirish sohasida asosiy loyihalar;
✓ axborot texnologiyalari bilan ishlash madaniyati;
✓ ta’lim jarayonida interaktiv doska; bilishi va ulardan foydalana olishi kerak;
✓ zamonaviy axborot texnologiyalarini o‘quv jarayoniga tatbiq etgan holda pedagogik faoliyatni tashkil etish;
✓ multimedia darsliklarining turlari va tuzilishini bilish ko‘nikmalariga ega bo‘lishi kerak;
✓ o‘quv jarayonini tashkil etish va samarali boshqarish;
✓ elektron ta’lim resurslaridan oqilona, samarali foydalanish malakalariga ega bo‘lishi kerak.[1]
Ushbu fan ya’ni “O‘zbek tili va adabiyoti ta’limida zamonaviy axborot texnologiyalari” fani 1-semestrda o‘qitiladi. Fanning o‘quv rejasidagi boshqa fanlar bilan o‘zaro bog‘liqligi va uslubiy jihatdan uzviyligi juda yuqori ahamiyatga ega hisoblanadi. Xususan, dasturni amalga oshirish o‘quv rejasida rejalashtirilgan ”Umumiy pedagogika”, “Dasturlash asoslari va axborot texnologiyalari”, “O‘zbek tili va adabiyoti ta’limida zamonaviy pedagogik texnologiyalar” hamda “Mutaxassislik fanlarini o‘qitish metodikasi”, “O‘zbek tili va adabiyotini o‘qitish metodikasi” kabi fanlar bilan bog‘liqdir.
Bugungi kunda istalgan fan o‘qituvchisining pedagogik dasturiy vositalarni yarata olishi va ularni mashg‘ulotlarda unumli qo‘llay olishi davr talabidir. O‘zbek tili va adabiyoti darslarida foydalaniladigan elektron materiallarning sifati, samaradorligini oshirish yo‘llarini o‘rgatadigan yuqoridagi fan o‘zbek tili va adabiyoti darslarining yanada yuqori saviyada tashkil etilishini ta’minlashga xizmat qiladi.
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2. Shayxislamov, N. (2020). Ona tili darslarida interfaol usullardan foydalanish. Prospects of Development of Science and Education, 1(2), 247-249.
3. Shayxislamov, N. (2020). Ona tili fanini o'qitishda zamonaviy pedagogik texnologiyalardan foydalanish. O 'zbekistonda ilm-fan va ta 'lim masalalari: muammo va yechimlar, (3), 71-73.
4. Шайхисламов, Н. (2021). ЗАМОНАВИЙ ТИЛШУНОСЛИК
ЙЎНАЛИШИ: КОНТАКТ ЛИНГВИСТИКАСИ. Scientific progress, 1(4).
5. Shayxislamov, N. (2021). Tilshunoslik nazariyasi va tushunchasi. The 21st Century Skills for Professional Activity, (3), 174-176.
6. Shayxislamov, N. (2021). Lingvomadaniyatshunoslikning shakllanishi va vujudga kelishi. The 21st Century Skills for Professional Activity, (2), 274-276.
7. Kobilova, N., Shayxislamov, N., & Raimova, M. (2021). O ‘ZBEK VA
INGLIZ PAREMIOLOGIK BIRLIKLARINING QIYOSIY-SEMANTIK TAHLILI.
Scientific progress, 1(4).
8. Шайхисламов, Н. (2020). Синтаксисни морфология билан интегратив ўргатиш. Нутқ маданияти ва ўзбек тилшунослигининг долзарб муаммолари, 383385.
9. Shayxislamov, N. Z. O. G. L., & Shofqorov, A. M. (2020). RASMIY
HUJJATLAR
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BERILISHI. Science and Education, 1(Special Issue 3).
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11. Шайхисламов, Н. (2020). МАВКЕИ ЛИНГВОКУЛТУРОЛОГИЯ ДАР
СИСТЕМАМ ФАНХ, О ВА ВОБАСТАГИИ ОН БО ЭТНОЛИНГВИСТИКА, СОТСИОЛИНГВИСТИКА ВА
ЭТНОПСИХОЛИНГВИСТИКА. Academic research in educational sciences,(4).
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(2021). SMART ТЕХНОЛОГИЯСИ ВА УНДАН ТАЪЛИМДА ТИЗИМИДА КЛАСТЕРЛИ ФОЙДАЛАНИШ ИМКОНИЯТЛАРИ. Scientific progress, 1(3).
13. Shayxislamov, N. (2021). ONA TILI DARSLARINI O ‘QITISHDA ZAMONAVIY METOD–KAKOGRAFIYA USULIDAN FOYDALANISH. Scientific progress, 1(3).
14. Shayxislamov, N. (2020). LINGVISTIKА, UNING ZAMONAVIY TURLАRI HAMDA ULARNING O ‘ZBEK TILSHUNOSLIGIDAGI TALQINI.
Scientific progress, 1(2).
https://doi.org10.5281/10.5281/zenodo.6464473
Associate dosent “Social sciences”
Karshi Engineering and Economic Institute (Uzbekistan)
Annotation: The independence of the nation, its uniqueness can be ensured only as a result of national ideas, their transformation into a material force. The national idea begins to take shape in the process of young people's self-awareness. National development is of an evolutionary nature, it is a continuous process of formation, improvement and growth of the nation. National revival is a process associated with the reorientation of the potential lost for certain reasons at a certain stage in the history of a nation’s development to the nation’s development.
Key words: The independence of the nation, its uniqueness can be ensured only as a result of national ideas, their transformation into a material force. The national idea begins to take shape in the process of young people's self-awareness. National development is of an evolutionary nature, it is a continuous process of formation, improvement and growth of the nation. National revival is a process associated with the reorientation of the potential lost for certain reasons at a certain stage in the history of a nation’s development to the nation’s development.
After gaining independence, Uzbekistan has chosen a unique and appropriate path of development and renewal in the economic, socio-political, ideological and spiritual spheres. The experience of the country's transition to a market economy, the "unique and appropriate" path of development, a new theory of statehood based on our national traditions from the first days of independence, the idea of national revival, strategic issues, regional and international policy, Uzbekistan's place and position in the world community. issues were developed.
He also substantiated the features of the rule of law in Uzbekistan, the development of democracy and the people's spirit, the development of democratic principles, the synthesis of cultures and civilizations, the formation of civil society, the need for national ideology and its foundations, the restoration of national values.
It is known that the first President of the Republic of Uzbekistan Islam
Karimov "Let us have a free and prosperous homeland!" This motto is deeply rooted in the hearts of all of us, all our people, and he has fulfilled this great task with honor at all times and in all circumstances. Our people have seen that Islam Karimov gained independence in a very difficult historical period, achieved great success in restoring our national statehood and taking a worthy place in the world community, developing and implementing the Constitution of the Republic of Uzbekistan, reforming all spheres of life. and will never forget that it is becoming a solid foundation for our prosperous lives [1].
Today we have every reason to tell the truth with great pride: our brave and courageous people, no matter how difficult and difficult trials they face, have always shown their strong will and remained faithful to the path of independence they have chosen[2].
Development is manifested in the complexity of the system of society, in its effective adaptation to external conditions in the process of improvement, in the expansion of the scope of reality, in the growth of quantity and quality in any field, in the emergence of structural structures to ensure it in practice[3].
Today, many educational institutions - libraries - are being built to promote reading among our people, especially among our youth, to raise their spirituality. Special attention is paid to their activities. In the past, these educational institutions were limited to books, newspapers and magazines, but now there are electronic forms of books, audio, video and audio-video multimedia.
Therefore, one of the most pressing issues today is to fill the gaps in the minds of our youth and children, to protect their thinking from alien and harmful influences, to direct their inner world to perfection. “Because we cannot ignore the fact that our children's consciousness and worldview are formed not on the basis of our world and national literature, which has been tested for centuries, but on the basis of some dubious, harmful information[4].”
As the head of state noted, it is very sad that our young people do not read books. The problem of acquainting our children with books, first of all, requires a qualitative renewal in the teaching of literature. At a young age, a love of books is formed only after knowing the secrets of the book being read. Literary education is an educational process in which the reader is committed not only to the minds of young people, but also to the formation of their feelings, hearts, and world of emotions[5].”
According to our famous writer Oybek, books are the inexhaustible wings of thinking. In this sense, it can be said that the book is the jewel of the human heart, the treasure of thought. We need to make sure that the book is the most precious gift for our children. Only then will our children grow up to be spiritually mature, deeply thinking, kind, big and small, loyal to their homeland, honest, pious and noble, as we dreamed of [6].
After all, it is expedient to take the lead in the study of good works, to learn from good heroes, to determine the basis and factors of the good of the good, the bad of the bad, to analyze the characteristics, behavior, words of the heroes. In the words of Otabek, the protagonist of the novel "Last Days", "... it should be added that the wife you marry should be suitable for you, and the husband should be suitable for his wife." A change in attitude to the issue, a change in nature, in spirituality, is inevitable.
It is very important for the destiny of the society and the state that our young people grow up spiritually mature, oriental, morally active, responsible and loyal to the motherland. Man has always aspired to goodness, spiritual heights, to live a good life, to leave a good name and life-giving values for future generations. As we set ourselves the slogan of building a democratic society, leaving us a free and prosperous homeland, the main factor in achieving these great goals is to bring up perfect people [7].
Today, the preservation and development of such a high spirituality is dictated by the time itself. Because, as we have already shown in the previous paragraph-mizdek, it has come to the present stage of the development of mankind, which is a serious threat to the existence of the nation, its lifestyle and its mentality, the amount of factors and Means directed against the spiritual world of the same nation and its clays has greatly increased. Ignoring them means ignoring the fate of the nation[8].
A spiritually mature person does not pursue a career, fame, does not bend when faced with difficulties, is patient, enterprising, and sets an example for others in every field. People who do not respect the history, values, language, destiny and independence of their people cannot be called perfect people, and such people do not benefit the welfare of the Motherland and the development of the state.
Aziziddin Nasafy, a 13th-century mystic, wrote in his book The Perfect Man:, then let the following four things be perfected: good words, good deeds, good morals, and education»[9].
The devotion and hard work of spiritually mature, educated, sane young people with a new outlook in building a new Uzbekistan will serve to raise the new development to a higher level.
LIST OF LITERATURE:
1. Mirzièev Sh.M. Founder of the independent state of Uzbekistan. // Islam Karimov - the founder of the independent state of Uzbekistan. –T .: Republican Charitable Public Fund named after Islam Karimov 2018. -10 p.
2. Mirzièev Sh.M. At the solemn ceremony dedicated to the 28th anniversary of the independence of the Republic of Uzbekistan, "Dear Uzbekistan, long live!" speech on the subject
3. Alimardonov T. Action Strategy - Uzbekistan at a new stage of national development. The word of the people. 29.01 2019 y.
4. Mirziyoev Sh.M. We will resolutely continue our path of national development and raise it to a new level. Tashkent: Uzbekistan, Volume 2018.1. – Page 529.
5. Yuldashev Q. Scientific and theoretical bases of teaching literature. T., "Teacher", 1996, p
6. S. Shadmatova. The book is the cultural and spiritual heritage of the nation. The role and relevance of the social sciences in the formation of reading thinking in young people. Republican scientific-practical conference. Against.5-6 May. 2021 Pages 196-198.
7. Kamol J. Epics. -T .: G. Gulom Publishing House of Literature and Art, 1978. p
8. Ulugjonov N., Yunusova M., Ubaydullaev O. Spirituality is the beauty of man. Andijon; 2007. pp. 41-108
9. Ochilova Nigora Ruzimuratovna. Moral Threats in the Era of Globalism: The Main Goals and Directions. ISSN 2792-4017 (online), Published under Volume:1 Issue: 4 in September-2021 Copyright (c) 2021 Author (s). This is an open-access article distributed under the terms of Creative Commons Attribution
License (CC BY).To view a copy of this license, visit
https://creativecommons.org/licenses/by/4.0/
N. Ochilova. THE MAIN FEATURES OF WESTERN EUROPE MEDIEVAL,
MODERN PHILOSOPHY AND PHILOSOPHICAL VIEWS IN THE 9TH-12TH
CENTURIES IN CENTRAL ASIA. Journal of Critical Reviews . ISSN- 2394-5125. Vol 7, Issue 14, 2020. 193-199. DOI: http://dx.doi.org/10.31838/jcr.07.14.34
10. N. Ochilova . East And West: Integration And Cooperation In The Process Of Globalization. The American Journal of Social Science and Education Innovations, 2020.2(11),543-546.
https://doi.org/10.5281/zenodo.6465987
Department of Economy
Bukhara State University, Bukhara, Uzbekistan.
Abstract: This article is aimed at training highly qualified personnel and increasing their role and importance in the labor market. The infrastructure of the market of specialist education services works to regulate the relationship between employers and employees on labour costs, working conditions, training and retraining of workers, protection of the rights of employees and consumers. The system of training specialists is one of the elements of the labour market infrastructure, which directly regulates supply and demand in the market.
Keywords: Higher education system, institution, quality, economy, human resource, market economy, expediency, efficiency, usefulness, labor market, flexibility, modernization.
The infrastructure of the market of specialist education services works to regulate the relationship between employers and employees on labour costs, working conditions, training and retraining of workers, protection of the rights of employees and consumers. The system of training specialists is one of the elements of the labour market infrastructure, which directly regulates supply and demand in the market.
One of the problems of the country is the underdevelopment of infrastructure in the market of educational services for specialists. Creative groups of leading professors and representatives of enterprises at the specialized departments of higher education institutions serve as a mechanism for cooperation - a unique infrastructure in the labour market, which in turn is a key link in the organization of innovative cooperation. plays the role of Creative groups collect a list of modern enterprises in accordance with the specialization of the department and detailed information about their activities. Studies, analyzes and systematizes the existing scientific and technological problems of each enterprise on the list. This will allow to mobilize the intellectual potential of the department to solve these problems and thus ensure the effectiveness of scientific research in higher education. As a result of such mutually beneficial cooperation both for the higher education system and for production, on the one hand, the practice of training and production will be improved, the quality of education will increase, the practical knowledge and skills of teachers will be improved. nicknames are constantly updated, and potential employers are involved in the employment process of graduates.
On the other hand, in accordance with the real needs, the supply of highly qualified, competitive personnel will be established, a portfolio of investment projects on practical problems of enterprises will be formed, product quality improvement, cost reduction, transition of enterprises to innovative development. As a result of the work carried out in the country, a total of about 4,500 mature professors and scientists, graduate students, doctoral students and researchers, talented students, including more than 600 departments of higher education institutions, have been created. More than 750 innovation groups have been formed, consisting of representatives of industry, and a database of modern enterprises in accordance with the direction of the departments has been created. Appropriate work has been done to establish innovative corporate partnerships with about 1,200 of these enterprises on a contractual basis, and a bank of existing scientific and technological problems has been formed. These practical problems of enterprises serve as a basis for the formation of topics of graduate work, master's, candidate's and doctoral dissertations, scientific research on the basis of economic contracts, which are carried out at the departments since the new academic year. Such creative groups have been established at more than 40 departments of Bukhara State University and contracts have been signed with more than 200 enterprises. The work being done, in turn, requires improving the infrastructure.
It is necessary to further expand the market of educational services for specialists and organize and develop the activities of personnel agencies and various types of specialized labor exchanges, which collect information on the supply and demand in the labor market, work on decent employment. It would be appropriate for these agencies to focus on remote areas and rural areas.
It is known that the personnel agency is an independent organization that selects employees at the request of the employer. Applying to recruitment agencies is often ineffective, as resumes submitted by young professionals are sometimes ignored. This is due to the fact that many agencies are not adapted to work with young professionals and their resumes are kept with people who do not have work qualifications. The low demand for graduates is due not only to their low qualifications, but also to the fact that many companies do not have the principles of working with young professionals, and recruitment agencies do not provide such services.
The activities of regional personnel agencies are aimed at coordinating the interaction of universities in the region and public administration, helping professionals to find suitable positions in the labor market and forecasting the demand for specialists in the labor market. The solution to the problem of employment of specialists can be solved only in the coordination of relations between universities and regional enterprises, organizations and the formation of mutually beneficial relations.
One of the new organizational methods of interaction between higher education and industry is the Board of Trustees. Today, each higher education institution has a Board of Trustees. The Board of Trustees is a voluntary society, a non-profit organization, a public administration organization that wishes to assist in the training and retraining of specialists, the development of the scientific base, the social protection of students and staff. But at the moment, this opportunity is not fully used. The relationship of the institution with the Board of Trustees is directly related to the production of this institution. Through these contacts, the issues of student internships, the expansion of research, employment of young professionals can be addressed. Relationships should develop in a way that satisfies mutual interests.
As a result of our research, we came to the conclusion that in order to increase the professionalism of students in the market of educational services and their competitiveness in the labor market, a fund should be established to assist graduates in employment. The fund's work to help graduates find jobs is coordinated with the authorities and employment services. Employment assistance centers should develop comprehensive measures to regulate vocational education services in the labor market on the basis of current legislation. In our opinion, it is expedient that these measures include: annual analysis of the professional staff, monitoring the number of unemployed graduates and their employment; formation of a database on the structure of vacancies for young professionals; organization of contacts with employers in order to provide employment for graduates; Establishing relations with the regional authorities, the leadership of the university and the funds of educational institutions for the employment of graduates; planning requirements for young professionals in the regional economy; making suggestions for new emerging specialties.
The coverage of teachers with higher education in rural schools is 65%, while in urban areas it is about 95%. 126.4 thousand teachers (27.4%) working in schools of the republic do not have higher education, of which 16.4 thousand teachers (7.4%) have basic subjects - native language and literature, mathematics, physics, chemistry , history, basics of state and law, foreign language, geography, biology. The issue of providing primary school teachers remains relevant. Among them, 60-65% by region have higher education, although the foundation for a person's later life is laid at the age of primary school1.
The level of education and the status of the profession (job position) are compatible only if the supply and demand for skilled labor in the labor market are balanced. If the demand for skilled labor is higher than the supply of highly skilled workers, employers will be forced to fill existing jobs with less skilled labor than required. In this case, the professional requirements for the specialist will change.
One of the problems in the field of education is still the high demand of employers for specialists trained by higher education institutions for production, service and management systems. This problem has existed before, at the heart of which is the concept of specialization, and now at the heart of this term is the training of specialists and quality indicators based on the requirements of market relations.
The market for educational services to some extent reflects the socioeconomic aspects of society that affect the adaptation and employment opportunities of university graduates. In this regard, as a subject of market relations, university graduates should be ready to look for jobs that meet the requirements of the labor market and employers.
A group of scholars classifies the strategy of behavior of university graduates in the market of educational services as follows:
- start work at the end of the study period;
- to continue studying;
- not to start "waiting" study or work;
- Spending free time with the family without starting work.
In the current situation, not only changes in the system of vocational training from a socio-psychological point of view have led to the selection of flexible specialties from narrow specialties and small responsibilities to a wide range of qualifications, but also to the selection of flexible professional skills. market movements have not yet been sufficiently studied.
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O’ZBEKONA MILLIY TARBIYA METODLARI
https://doi.org10.5281/10.5281/zenodo.6464553
Olamova Mamura Umarovna – Farg’ona davlat universiteti maktabgacha va boshlang’ich ta’lim kafedrasi o’qituvchisi
Ma’murova Diyora Alisher qizi – Toshkent davlat universiteti talabasi
Anatatsiya: Ushbu maqolada o’zbek xalqidagi odob-axloq mezonlarining tarkib topishida diniy e’tiqodi, jamiyatning siyosiy-iqtisodiy holati, xalqning turmush tarzi, tabiiy-iqlimiy sharoiti, o’ziga xosliklari to’g’risida so’z boradi. O’zbek xalq milliy tarbiyasi an’analarida bolalarni oilada tarbiyalab borishning bir qator metod va vositalari, xususiyatlari bayon etilgan.
Kalit sozlar: xulq, ahloq, odob, tarbiya, ma’naviyat, milliy, madaniyat, axloqiy normalar.
Классификация: В данной статье речь пойдет о религиозных верованиях узбекского народа, политико-экономическом положении общества, образе жизни, природно-климатических условиях, особенностях формирования нравственных критериев. В традициях узбекского народного национального воспитания изложен ряд методов и средств, особенностей воспитания детей в семье.
Ключевые слова: поведение, мораль, нравственность, воспитание, духовность, национальные, культурные, нравственные нормы.
Classification: This article will focus on the religious beliefs of the Uzbek people, the political and economic situation of society, lifestyle, natural and climatic conditions, features of the formation of moral criteria. In the traditions of the Uzbek national national education, a number of methods and means, features of raising children in the family are outlined.
Keywords: behavior, morality, morality, upbringing, spirituality, national, cultural, moral norms.
Turli xalqlar madaniyatida odob-axloq mezonlari o’ziga xosdir. O’zbek xalqidagi odob-axloq mezonlarining tarkib topishida diniy e’tiqod, jamiyatning siyosiy-iqtisodiy holati, xalqning turmush tarzi, tabiiy-iqlimiy sharoit va boshqa shu kabilar ta’sir ko’rsatgan. Shu sababli, Jamiyat o’zgarishiga bog’liq ravishda odob mezonlari ham o’zgarib boradi.
O’zbek xalqining odob-axloq qoidalari ko’rinishlari juda ham ko’p. Bu odobaxloq qoidalarni mazmunan quyidagilarga ajratish mumkin:
- jamoat orasida o’zini tutish qoidalari;
- xushmuomalalik odobi;
- yoshga qarab muloqatda bo’lish (kattalarni xurmat, kichiklarni izzat, tengdoshlarga nisbatan samimiy munosabat) talablari;
- salomlashish, so’rashish qoidalari;
- ovqatlanish, dasturxon oldida o’zini tutish mezoni;
- kundalik turmush tartibi (erta turish,..);
- kiyinish, kiyim tanlash me’yorlari;
- orastalik bilan bog’liq talablar;
- mehmon kutish va mezbonlik ododbi;
- mehnat qilish va mehnatga munosabat odobi va boshqalar.
Oilada tarbiya orqali odob-axloq mezonlari bolalarga singdirilib borilar ekan, bu “o’zbekchilik”, “odamgarchilik”, “yaxshi”, “yomon”, ‘mehr-oqibat” tushunchalarini anglatib borish va “yaxshi odam”, “yomon odam” obrazi me’yorlarini tushuntirish orqali amalga oshirilgan.
Kattalarga hurmat, ota-onalarni qadrlash, ularga bo’ysunish, kamtarlik, boshqalar dardiga hamdardlik, qat’iyatlilik, bir so’zlilik kabi insoniy xislatlarni tarbiyalash o’zbek xalqining “odamgarchilik” – ma’naviy-axloqiy kodeksiga kiritilgan.
Milliy muhit bolalarning psixik rivojlanishining barcha tomonlariga ta’sir ko’rsatadi, ya’ni bolalarning ma’naviy ulg’ayish jarayonida idrok qilinayotgan ma’lumotlarni kategoriyalashtirish milliy tus oladi. Ob’yektlarni kategoriyalashtirishning milliy xususiyati, ayniqsa, maktabgacha yoshda bo’lgan bolalarda kuchli bo’ladi. Ya’ni bolalar o’zbeklarda “yaxshi” va “yomon” kategoriyalar haqida tushunchaga, malumotga ega bo’ladilar .
O’zbek ahloqida “yaxshi” xulqlarga: kattalarni hurmat qilish, kichiklarga g’amxo’rlik, o’z qarindoshlariga mehribonlik, odobli bo’lish, xushmuomalalik, tejamkorlik, xalollik va h.k..., “yomon” xulqlarga: g’iybat, ig’vo, chaqimchilik, qo’rslik, o’g’irlik, birovning haqida hiyonat, ota-onalar hamda boshqa katta yoshli kishilarga hurmatsizlik va hokazolar kiritilgan. Bundan tashqari, “halol” va “harom” kategoriyasi bo’yicha ham narsa va hodisalarga baho berilgan, taqiqlangan hatti-harakatlarga doir islomiy tasavvurlar singdirilgan. Yosh otaonalar milliy tarbiya an’analarini o’z ajdodlaridan o’rganadilar va farzandlariga o’rgatadilar.
O’zbek xalq milliy tarbiyasi an’analarida bolalarni oilada tarbiyalab borishga qaratilgan bir qator metod va vositalar yaratilgan. Tarbiya metodlari: tushuntirish, namuna ko’rsatish, odatlantirish (o’rgatish, mashq qildirish), iltimos, tilak, maslahat, rag’batlantirish, jismoniy jazo va shu kabilarni o’z ichiga oladi. Tarbiya vositalari esa bolalar o’yinlari choyxo’rlik, bolalar gapi, yig’Ilari, bolalarning kattalar bilan to’ylar, sayllar, marosimlarda qatnashishi, safarlarga chiqishi kabi tadbirlardir.
Ijtimoiy malakalarni singdirish metodlari ikki xil tarzda - verbal va noverbal shaklda amalga oshirilgan. Og’zaki usulga – uqtirish, tushuntirish, o’rgatish, maslahat, rag’batlantirish, tanbeh, qo’rqitish, jazolash kabilarni, amaliy tarbiya usullariga esa yuz va ko’z imo-ishoralari qo’l harakatlarini kiritish mumkin. Noverbal usulning eng samaralisi va keng tarqalgani namuna ko’rsatishdir. Otaonalar va kattalarning bolalar oldida o’z xis-tuyg’u (emosiya)larini boshqara olish usulini ham kiritsak, o’rinli bo’ladi.
Tarbiya vositalari sifatida ertak, matal, latifa, nasihat, afsona, rivoyat, hikmat maqol kabilardan foydalaniladi.
Tarbiya matodlari bolalarning yoshiga mos tarzda qo’lanilgan. Kichiroq yoshda bo’lgan bolalarni tarbiyalashda namuna qilish va tushuntirish (taqlid, bolalar o’yinlari, choyxo’rlik) dank ko’proq foydalanilsa, o’smir yoshdagi bolalar maslaxat, yo’l-yo’riq ko’rstish (choyxo’rlik, bolalarning kattalar bilan to’ylar, sayllar, marosimlarda qatnashishi, safarlarga chiqishi jarayonida) orqali tarbiyalangan.
Milliy tarbiya bo’yicha tatqiqotlardan ma’lum bo’ldiki, o’tkan asrning 60-70 yillari ota-onalari bola tarbiyasida ko’proq o’zi namuna bo’lib yoki boshqalarni namuna qilib ko’rsatishdan ko’proq foydalaniladi, ananalarida so’zdan emas, ko’proq, namuna va harakatlardan foydalaniladi.
Milliy tarbiyaning an’anaviy hususiyatlaridan biri farzandning ota-ona oiladagi burchini bajarish, kattalarda esa ota-onalik burchini ado etishga bo’lgan intilishining kuchliligidir. Bunday hislatlar juda ko’p xalqlarga xos, lekin o’zbeklarda bu yorqinroq ko’zga tashlanadi. Olimlar keyingi paytlarda shahar oilalarida bu an’analarning susayib borayotganligini oila nuklerizasiyasi bilan bog’laydilar.
Professor I.S.Kon 3-6 yoshli o’g’il va qiz bolalarga xos o’yinni tahlil qilar ekan, qizlarga hos o’zaro g’amxo’rlik, qo’lab-quvatlash hamda o’g’il bolalardagi kuch ishlatish tug’ma xususiyatlarga bog’liqligini ta’kidlaydi. U o’xshash madaniyatlarda bola ijtimoiylashuv jarayonini kuzatar ekan, o’g’il va qiz bolalarga xos jinsiy xususiyatlar ko’proq tarbiya mahsuli ekanligini ta’kidlaydi.
O’zbeklarda “o’g’il bola” so’zi “bir so’zli”, “qatiyatli”, “to’g’ri so’z”, “qo’rqmas”, “botir” degan ma’noni ham anglatadi. O’zbeklarning an’anaviy tarbiyasida o’g’il uchun tag’alarning o’rni katta hisoblanadi. Barcha oilaviy marosimlarda tag’a boshchilik qiladi, agarda bola yetim qolsa tag’a o’z qaramog’iga olgan.
An’anaviy o’zbek oilalarida qizlar tarbiyasi bilan, asosan, onalar shug’ullanadi. Keksalarning fikricha, qiz bola tug’ulishi bilan turmushga tayyorlab boorish, onalar talabchan bo’lishi, qizlarni mehnatkash qilib tarbiyalashi lozim. “Qiz bola birovning xasmi”, shuning uchun shirin so’z, iboli, hayoli, og’ir va vazmin qilib tarbiyalash kerakligi qizlar tarbiyasida yetakchi sanaladi.
FOYDALANILGAN ADABIYOTLAR:
1. L.M.Ivanova. “Формирование толерантности в системе современного менталитета учащихся старшего школьного возраста”. M. 2010 2. Z.Mirtursunov. “O’zbek xalq pedagogikasi”. Toshkent: Fan. 1973
3. Tarix fanlari doktori B.Ubaydullayeva. xududlar bo’ylab olingan ma’lumotlar to’plami. 2007-2012
4. I.S.Kon. “Меняющиеся мужчины в меняющемя мире: Гендерные исследования мужчин”. M. 2001
5. O.Bo’riyeva, I.Shoymardonov, Q.Nasriddinov. “O’zbek oilasi tarixidan”
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6. Tog’a va jiyan o’rtasidagi yaqin munosabatlar qoldiqlari etnologiyada AVUNKULAT (lotinchada AVUNCULUS-“tog’a”) deb nomlangan. M.O.Kosven. Ibtidoiy madaniyat tarixidan ocherklar. T 1960
O‘ZBEKISTON RESPUBLIKASI IQTISODIYOT TARMOQLARIDA
RAQAMLI IQTISODIYOTNI QO‘LLASHINING ASOSIY YO‘NALISHLARI
https://doi.org10.5281/10.5281/zenodo.6471059
Samarqand davlat universiteti
Kattaqo`rg`on filiali “Bank ishi va auditi” 1-bosqich talabasi
Annotatsiya: Mazkur maqolada mamlakatimizda raqamli texnologiyalarning iqtisodiyot tarmoqlarida qo‘llanilishining metodologik asoslari, shu jumladan, kriptovalyutalar, kraudfonding, blokcheyn texnologiyalari va bulutli texnologiyalarni rivojlantirishning imkoniyatlari hamda yo‘nalishlari tahlil qilingan holda bu yo‘nalishda amalga oshirilishi zarur bo‘lgan bir qancha taklif va mulohazalar berilgan.Shu bilan birga, mahalliy darajada milliy blokcheynli tizimlar, kraudsorsing va kraudfonding hamda Respublikaga investitsiyalar jalb qilishda muhim ahamiyat kasb etadigan bir qancha raqamli rivojlanish mexanizmlari ham taklif qilingan.
Kalit so‘zlar: kriptografiya, kriptoanaliz, kriptovalyuta, digital currencies, blokcheyn, ICO, fiat pullar, kraudsorsing.
Аннотация: В данной статье проанализированы методологические аспекты использования средства цифровой экономики в отраслях и сферах национальной экономики Республики Узбекистан для формирования основ информационного общества и даны конкретные предложения по развитию данного направления. Также обсуждены преимущества и риски развития цифровых технологий, в частности, криптовалют, блокчейн технологий, краудсорсинга и краудфондинга. Обсуждено некоторые механизмы использования механизмов краудфондингга, блокчейнов и других цифровых механизмов местных условиях.
Ключевые слова: криптография, криптоанализ, криптовалюта, цифровые технологии, блокчейн, ИСО, фиатные деньги, краудсорсинг, краудфондинг.
Abstract: In this article discussed and analyzed contemporary issues of further developing digital economy, krowdtechnologies, blokchayin technology and kriptocurrency in the Republic of Uzbekistan in the conditions of globalization. Also, authors analyzed mechanisms of implementing sovereign kriptocurrency systems, blockchain, kraudsorsing, kraudfunding technologies and initial coin offering mechanizms in the local conditions.
Keywords: cryptography, criptoanaliz, criptocurrency, digital technology, blokcheyn, ICO, fiat currencies, kraudsorsing, kraudfunding, e-commerce.
Innovatsion rivojlanish va iqtisodiyot sohasida bir qancha olamshumul o‘zgarishlar amalga oshirilayotgan bir davrda raqamli iqtisodiyot va u bilan bog‘liq bo‘lgan bir qancha ilg‘or raqamli texnologiyalar kundalik hayotimizga shiddat bilan kirib kelmoqda. Respublikamiz rahbariyati bu sohada bir qancha muhim qarorlarni qabul qildi hamda joriy yilni “Faol investitsiyalar va ijtimoiy rivojlanish yili” deb ataldi. Prezidentimiz 2018- yil 28- dekabrdagi Oliy Majlisga Murojaatnomasida mamlakatimizda raqamli iqtisodning rivojlanishi bo‘yicha quyidagi fikrlarini aytib o‘tdi: “Iqtisodiyotning barcha sohalarini raqamli texnologiyalar asosida yangilanishini ko‘zda tutadigan “Raqamli iqtisodiyot milliy konsepsiyasi”ni ishlab chiqishimiz kerak. Shu asosda “Raqamli O‘zbekiston-2030” dasturini hayotga tadbiq etishimiz zarur. Raqamli iqtisodiyot yalpi ichki mahsulotni kamida 30 foizga o‘stirish, korrupsiyani keskin kamaytirish imkonini beradi. Nufuzli xalqaro tashkilotlar o‘tkazgan tahlillar ham buni tasdiqlamoqda. Shuning uchun Hukumatga ikki oy muddatda raqamli iqtisodiyotga o‘tish bo‘yicha “yo‘l xaritasi”ni ishlab chiqish topshiriladi. Bu borada axborot xavfsizligini ta’minlashga alohida e’tibor qaratish zarur”.
Bu ko‘rsatmalarning ahamiyatini ta’kidlagan holda, aytishimiz mumkinki, postindustrial yoki informatsion jamiyatga xizmatlar sektori mamlakat yalpi milliy daromadning 60% dan ortig‘ini tashkil qiladigan davlatlar kiradi hamda ularda dasturiy ta’minot ishlab chiqarish bilan band bo‘lgan tarmorlarda moliyalashtirish keyingi o‘ttiz yil davomida 130 martadan ko‘proq ortdi. Informatsion innovatsiyalarning tarkib toptirish uchun dunyo miqyosida faoliyat ko‘rsatuvchi global kompaniyalarda rivojlanish g’oyasi juda ham oddiydir – yangi progressiv imformatsion texnologiyalar biznes masalalarini hamda tijorat muammolarini hal qilib beradilar va informatsion tizimlarning har bir yangi avlodi bir qancha yangi
Innovatsion xizmatlarning vujudga kelishiga va yanada rivojlanishiga sabab bo‘ladi.
Raqamli iqtisodning asossiz ko‘rsatkichlari sifatida yangi ishlab chiqarish usullarini ((pear-to pear production), ommaviy hamkorlikni, ommaning intellektual mulkka egalik qilishini, iste’mol modellaring o‘zgarishini (sharing economy) va ochiq mehnat bozorini keltirish mumkin. Ammo, hozirgi paytda raqamli iqtisod
(internet-savdo, internet-xizmatlar, kontentlar, electron to‘lov va boshqalar)ning
O‘zbekiston Respublikasi yalpi milliy daromadidagi hissasi 1% ga ham bormaydi. Lekin mamlakatimizning rivojlanish tendensiyalari shuni ko‘rsatadiki, yuqorida ko‘rsatilgan bozorlar kelajakda tezlik bilan rivojlanib ketadi. Bundan tashqari, to‘rtinchi sanoat revolyutsiyasi va 4.0 industriya texnologiyalari bilan bog‘liq bo‘lgan texnologik o‘zgarishlar, ya’ni, ommaviy robotlashtirish, qo‘shimcha va virtual reallik texnologik platformalari hamda 3D-printerlar texnologiyalari ushbu jarayonni yanada tezlashtiradi. 4.0 Industriya (to‘rtinchi sanoat inqilobi) atamasi 2011-yilda iste’molga kirdi va uning ma’nosi raqamli texnologiyalar vositasida qo‘shimcha qiymat hosil qilish global zanjirini amalga oshirishdan iborat. “Aqlli texnologiyalar” va “aqlli robotlar” kabi texnologiyalarining jahon bo‘ylab tarqalishini amalga oshirgan holda, to‘rtinchi sanoat revolyutsiyasi global darajada virtual va fizikaviy navbatida mahsulotlarning to‘liq moslashuvchanligiga hamda yangi operatsion modellar yaratilishiga olib keladi. Raqamli iqtisod va 4.0 Industriyaning korporativ miqyosdagi joriy qilinishi yo‘nalishlariga misol sifatida quyidagilarni ko‘rsatishimiz mumkin:
- Professional xizmatlar – on-demand professional services – buxgalter xizmatlari, dizayner xizmatlari, maslahatchilar, tarjimonlar va boshqalar.
- Jamoaviy moliyalashtish – collaborative finance – kraudfonding (crowdfunding), o‘zaro kreditlash (peer-to-peer lending)
- Uyda ko‘rsatiladigan xizmatlar – on-demand household services
- Uy-joydan birgalikda foydalanish (peer-to-peer accommodation)
- Transportdan birgalikda foydalanish (peer-to-peer transportation)
Raqamli iqtisodiyotning yana boshqa bir xizmatlari, shu jumladan, bir qancha, sun’iy intellekt, mashina vositasida ta’lim berish, kraudsorsing, kraudfonding, blokcheyn va bulutli texnologiyalar ham kelajak iqtisodiyotida va korporativ boshqaruvda hal qiluvchi ahamiyat kasb etishini hayotning rivojlanish tendensiyalari yaqqol ko‘rsatib turibdi. Masalan, kraudsorsing va kraudfonding texnologiyalari kompaniyaning oyoqqa turib olishini, rivojini va raqobatbardoshliligini ta’minlash uchun xizmat qiladi. Agarda kraudsorsing jamoaviy tafakkur bo‘lsa, kraudfonding jamoaviy moliyaviy mablag‘lar yig‘ish mexanizmi deb hisoblaniladi. Ish ko‘lami, faoliyat turi va kattaligidan qat’iy nazar, turli xil loyihalar uchun moliyaviy mablag‘lar yig‘ish texnologiyasi bo‘lgan kraudfondung barcha kompaniyalar uchun katta ahamiyatga ega bo‘lgan unikal moliyaviy mexanizmdir. Misol sifatida, Rossiya bozorida ham bir qancha yirik kraudfonding platformalari bo‘lib, ular kraudfonding loyihalarining amalga oshishiga ko‘mak berib turadilar. Eng ommabop kraudfundung platformalar planeta.ru va Boombaster 2012-yilda tashkil qilinganlar. Hozirgi paytda esa bunday platformalarning soni 30 dan oshib ketgan. Planeta.ru tomonidan sakkiz mingta loyihaga 660 mln rubl yig‘ilgan bo‘lsa, xuddi shu davrning o‘zida taniqli xorijiy kraudfonding platforma Kickstarter tomonidan 3 mlrd dollar mablag‘ yig‘ilib, 126 mingta muvaffaqiyatli loyihalar amalga oshirilgan.
Korporativ boshqaruv uchun muhim ahamiyatga ega bo‘lgan texnologiyalardan biri blokcheyn texnologiyasi bo‘lib, u nafaqat virtual pullar bo‘yicha operatsiyalarni amalga oshira oladi, balki u yangi turdagi biznesning arxitekturasi ham bo‘la oladi. Raqamli iqtisodiyotning kelajakda rivojlanishida ushbu progressiv texnologiya dunyo miqyosida yanada ommabop bo‘lib ketishi kutilmoqda. Bulutli texnologiyalar ham kelajak korporativ va moliyaviy boshqaruv uchun alohida ahamiyatga molik bo‘lib, virtual iqtisodiyot uchun yangidan-yangi va kutilmagan imkoniyatlar yaratmoqda. Ma’lumotlarni bulutli uslubiyatda saqlash va on-line texnologiyalardan foydalanish ma’lumotlar xavfsizligini ta’minlash hamda operatsion xarajatlarni keskin qisqartirishga shartsharoitlar yaratmoqda. Masalan, hozirgi kunda Amazon bulutida 10 mingta serverni ijaraga olish soatiga tahminan 90 dollarga tushmoqda. Bu esa ushbu turdagi xizmatlarning narxini yanada pasayishini bashorat qilishga va respublikamizda ham bunday texnologiyalarda keng miqyosda imkon beradi hamda keyinchalik bu texnologiyalardan kichik va o‘rta biznes ham bemalol foydalana oladi.
Virtual reallik (virtual reality, VR) va qo‘shimcha virtual reallik (augmented reality, AR) texnologiyalarining rivojlanishi ham kelajak trendlaridan biri bo‘lib, ularning ishlab chiqarishga bo‘lgan ta’siri borgan sari salmoqli bo‘lib bormoqda. Bunday texnologiyalar ishchi va xizmatchilarga mashina va mexanizmlarning ichki tuzilishini ko‘rish hamda ularning faoliyatini kuzatish imkonini beradilar. Masalan, Gigi Capital kompaniyasining baholashicha, AR bozorining hajmi 2016yilda 1 mlrd dollar bo‘lgan bo‘lsa, 2020-yilga kelib 90 mlrdga etishi mumkin ekan. Goldman Sachs ning bashoratlariga ko‘ra,virtual reallik dasturiy ta’minotining sotuv hajmi 2025-yilga kelib 9 mlrd dollarga yetar ekan.
Hozirgi paytda kraudsorsing atamasining bir qancha aniqlanuvlari bo‘lib, ulardan biri quyidagicha: “Jamoa uchun katta ahamiyatga ega bo‘lgan muammolarni ko‘ngillilar kuchi vositasida hal qilish yoki bir qancha ishlab chiqarish bilan bog‘liq bo‘lgan amallarni aniq bo‘lmagan shaxslar jamoasiga topshirish”. Lekin kraudsorsingning bu ta’rifida bir qancha kamchiliklar bo‘lib, ularni to‘g‘ri hal qilish uchun, shu jumladan, kraudsorsing mexanizmini real biznesga tadbiq qilish imkoniyatiga ega bo‘lish uchun kraudsorsingni quyidagi keng ma’nodagi alternativ aniqlanuvi ham taklif etiladi. Kraudsorsing platformasi vositasida mahsulot yoki xizmatga qo‘shimcha talab yaratish yoki muhim ijtimoiy-iqtisodiy masalalarni hal qilish hamda loyihalarni amalga oshirish, ishlab chiqarishni yo‘lga qo‘yish yohud yangi mahsulot yaratish asosida insonlarni jalb qilish keng ma’nodagi kraudsorsing deb ataladi. Chegaralangan ma’noda esa kraudsorsingni sinergetik effektga olib keluvchi kollektiv bilim va xattiharakatlarni masofaviy usulda dunyoning turli nuqtalaridan turib, internet orqali 24/7/364 rejimida ishlatishga asoslangan yangi interfaol ishlab chiqarish mexanizmi sifatida ham tushunish mumkin. Biz tadqiqotimizni xuddi shu aniqlanuv asosida amalga oshiramiz. Bunda milliy, irqiy, bilim darajasi, professional mahorat kabilar bo‘yicha insonlar birbiridan farq qilinmaydilar. Ko‘pchilik insonlarni bunday usulda qandaydir ishlarni bajarishga jalb qilish faqatgina internet texnologiyalar asosidagina amalga oshirilishi mumkin, albatta. Sinergetik samaraga esa kraud-loyihalarga jalb qilingan insonlarning turlitumanligi asosida erishiladi. Kraudsorsing platformasi deb esa maxsus ishlab chiqilgan, ijaraga olingan yoki foydalaniladigan texnologik servisga tushunilib, uning yordamida kata hajmdagi ma’lumotlarni hamda moliyaviy mablag‘larni yig‘ish, qayta ishlash, saqlash va uzatish mumkin bo‘lgan mahsus avtomatlashtirilgan tizimga aytiladi. Kraudsorsing mahsuloti sifatida esa loyiha, mahsulot yoki xizmat turi tushunilishi mumkin. Bunda bir misol sifatida Rossiyaning 2010-yilda asos solingan Vitology Innovasion kompaniyasini keltirish mumkin.
Bu kompaniya o‘z kraudsorsing platformasiga ega bo‘lib, bu kompaniya o‘z kraudsorsing texnologiyasi yordamida intellectual biznes masalalarini yechib berish bo‘yicha xizmatlar taklif etadi. Hozirgi paytda tijorat, ijtimoiy va innovatsiya kraudsorsinglari mavjud. Masalan, mahsulot yoki xizmatning sifatini oshirishga yo‘naltirilgan Innovatsion g‘oyalarni qidirishga bag‘ishlangan amalni innovatsiyalar kraudsorsingi texnologiyasi deyish mumkin. Shu o‘rinda aytish kerakki, kraudfunding (crowdfunding) moliyaviy kraudsorsing texnologiyasi bo‘lib, uning yordamida turli xildagi Innovasion loyihalarni amalga oshirish uchun moliyaviy mablag‘lar yig‘ilishi mumkin. Bu holda kraudfundingning oxirgi mahsuloti bo‘lib, loyihani moliyalashtirish uchun yig‘ilgan mablag‘lar tushuniladi. AQSh dagi Kickstarter deb nomlangan yirik venchur fondi 2014yilning mart oyida turli xil loyihalar uchun bir milliard dollar hajmidagi mablag‘ yig‘a oldi. Biz ham huddi shunday loyihalarning amalga oshirilish mexanizmini o‘rganib chiqqan holda, respublikamizda ham shunday katta loyihalarni amalga oshirishimiz kerak.
Keyingi davrlarda nashr qilingan bir qancha ilmiy-amaliy adabiyotlarni va internet resurslarini chuqur o‘rganish natijasida shuni taklif etishimiz mumkinki, O‘zbekiston Respublikasida amalga oshirilishi rejalashtirilayotgan Innovatsion kraudsorsingning asosiy ko‘rsatgichlariga quyidagilarni kiritishimiz maqsadga va aqlga muvofiq bo‘ladi deb fikrlaymiz:
1. Ko‘ngillilik asosida berilgan ishlarni bajaruvchi huquqiy va jismoniy shaxslar – kraudsorserlardir;
2. Kraudsorserlarning faoliyati internet tarmog‘ida bulutli texnologiyalar yordamida amalga oshiriladi;
3. Kraudsorserlar respublikaning turli-tuman xududlaridagi tashkilotlar va insonlardan iborat bo‘ladi;
4. O‘zbekistonda amalga oshiriladigan kraud-loyiha uning kim yoki qaysi tashkilot tomonidan amalga oshirilishiga bog‘liq ravishda tijorat yoki notijorat ko‘rinishiga ega bo‘lishi mumkin.
Yana bir muhim xulosa sifatida shuni aytishimiz lozimki, o‘zbek milliy valyutasi – so‘mni ham qisman yoki qandaydir chegaralangan optimal nisbatlarda kriptovalyutali ko‘rinishga va uni bu bilan bog‘liq bo‘lgan blokcheynga o‘tkazish mamlakatimizdagi bir qancha moliyaviy muammolarni muvaffaqiyatli ravishda hal qilish imkonini berar edi. Taklif va xulosalar sifatida quyidagilarni qayd qilishimiz mumkin:
1. Raqamli iqtisod usul va vositalaridan foydalangan holda joriy bank operatsiyalarining shaffofligini va tezkorligini oshirish;
2. Blokcheyn texnologiyalar asosida davlat sektori samaradorligini va uning ishlash tezligini oshirish;
3. Raqamli va bulutli texnologiyalar yordamida ikkilamchi va yashirin bank sektorini yo‘q qilish yoki uni nazorat ostiga olish;
4. Raqamli iqtisodiyot usullaridan foydalangan holda davlat apparatidagi byurokratiyani yengish va korruptsiyaga qarshi samarador kurashish;
5. Blokcheynlardan foydalanib, soliqlar to‘lash jarayonini mukammallashtirish orqali, soliq to‘lamaslik holatlariga qarshi samarador kurashish;
6. Raqamli iqtisodiyot usul va vositalari yordamida kichik biznes va tadbirkorlikning rivojlanishiga yangi Innovasion imkoniyatlar yaratish;
7. Kriptovalyutalar va raqamli texnologiyalarning turli mexanizmlari yordamida xalqaro valyuta-kredit resurslarini O‘zbekiston iqtisodiyotiga keng miqyosda jalb qilish;
8. Raqamli texnologiyalar vositasida iqtisodiyotga naqd pullar va boshqa turdagi valyutalar bosimini kamaytirish va shu asosda so‘mning raqobatbardoshligini oshirish;
9. Kraudsorsing va kraudfonding usullari vositasida korxona, tashkilot, xususiy tadbirkorlar hamda jismoniy shaxslar uchun yangi, qulay va samarador kredit mexanizmlarini ishga tushirib yuborish;
10. Kriptovalyutalar va blokcheyn infratuzilmalarini yaratish orqali yangi ish o‘rinlarini yaratish va zamonaviy intellectual information texnologiyalarni respublikamizga keng miqyosda jalb qilish;
11. Innovatsion jarayonlarni raqamli iqtisodiyot texnologiyalaridan foydalangan holda yanada jadallashtirish.
REFERENCES:
1. O‘zbekiston Respublikasi Prezidentining 2017-yil 3-iyul “O‘zbekiston Respublikasida raqamli iqtisodiyotni rivojlantirish bo‘yicha chora tadbirlar” to‘g‘risidagi qarori, PQ-3832.
2. Vazirlar Mahkamasining 2018-yil 31-avgustdagi “O‘zbekiston Respublikasida raqamli iqtisodiyotni yanada rivojlantirish va amalga oshirish bo‘yicha chora tadbirlar” to‘g‘risidagi qarori.
3. Gulyamov S.S., Baltabayeva G.R. va boshqalar. Raqamli iqtisodiyotda blokcheyn texnologiyalari. T: “Navruz” nashriyoti, 2019-yil. 192-bet.
4. Лапидус Л.В. Цифровая экономика: управление электронним бизнесом и электронной коммерцией // М.: ИНФРА-М, 2018. -381 стр.
5. Натаниэль Поппер. Цифровое Золото. Невероятная история биткойна или о том, как идеалистi и бизнесменi изобретают деньги заново, 2016, 350 стр.
6. Балтабаева Г.Р., Аюпов Р.Х. Кичик бизнес ва тадбиркорликда инновацион ривожланиш йўналишлари. –Т: «Фан ва технология» нашриёти, 2018, 232-бет.
TUPROQNING BIOLOGIK FAOLLIGIDA MIKROORGANIZMLAR ROLI
https://doi.org10.5281/10.5281/zenodo.6464457
Namangan viloyati, To’raqo’rg’on tumani, “Ibrat” ijod maktabi, biologiya fani o’qituvchisi
Annotatsiya: Maqolada tuproqlarda mikroorganizmlarning xillari , faoliyati tuproqning unumdorligini oshirishdagi roli, simbiotik munobatlar, azotofiksatsiya, ammonifikatsiya nitirifikatsiya jarayonlari haqida ma’lumotlar berildi .
Kalit so’zlar: Mikroorganizm , aeroblar , anaeroblar , saprofitlar , simbioz , mikoriza, azotofiksatsiya , ammonifikatsiya , nitirifikatsiya.
Ma’lumki, yer yuzida turli tuman tirik organizmlar yashaydi va ularning har biri o’ziga xos xususiyatga ega bo’lib, biosenozda o’z orniga ega , Bularning orasida mikroorganizmlarning ahamiyati beqiyosdir.Ularning xilma-xilligi , yashash tarsi va faoliyati o’rganilganda juda ko‘plab xususiyatlarga ega ekanligi aniqlangan.Jumladan, o‘simliklarni eng muhim hisoblangan azot yoki fosfor bilan ta'minlash qobiliyati mavjud. O‘simlik ildizlarida havodagi molekulyar azotni biologik azot (bioazot)ga aylantirib bera oladigan juda ko‘plab bakteriyalar yashaydi.
Ular umumiy nom bilan azot o‘zlashtiruvchi bakteriyalar deb nomlanadi. Tuproqda bu bakteriyalar qanchalik ko‘p bo‘lsa tuproq shunchalik unumdor, hosildorlik shunchalik yuqori bo‘ladi.
Tuproqda juda ko’p mikroorganizmlar uchraydi, ya’ni 1 g tuproqda millionlab yoki milliardlab mikroorganizmlar bo’ladi.Havo va suvga qaraganda bu ancha ko’p.Tuproqda turli tuman bakteriyalar , aktinomitsetlar , achitqilar , suvo’tlari va soda hayvonlar mavjud bo’lib olimlarning hisoblashlaricha haydalgan gektar yerning 25 sm chuqurlikkacha bo’lgan qatlamida 3-5 tonnagacha bakteriya uchrar ekan.Bakteriyalarning tuproqda tarqalishi tuproqning xususiyatiga bog’liq Tuproqqa tushgan o’simlik va hayvonlar qoldig’i hisobiga mikroorganizmlar juda ko’payib ketadi.Tuproqdagi mikroorganizmlar soni tuproqning turi , fizik-kimyoviy xossalari va iqlim sharoitiga bog’liq holda har xil bo’ladi.Tuproqning yuza qismida mikroorganizmlar soni ko’p bo’lib , pastga tushgan sayin ularning soni kamayib boradi.Mikroorganizmlar 10-15 sm li qatlamda ko’p boladi ,chunki bu yerda quyosh nurlari tik tushmaydi,oziq va namlik yeterlicha bo’ladi.Chuqur qatlamlarda esa bular kam chunki tuproq tabiiy filtr vazifasini bajaradi va bakteriyalarni yer osti suvlariga kam o’tkazadi. Oʻsimlik va hayvon qoldiqlari sellyuloza, pentozalar, kraxmal, pektin moddalar va boshqalarni oʻzlashtira oladigan mikroorganizmlar ishtirokida parchalanib, pirovardida karbonat angidrid bilan suvga aylanadi. Tabiatda azot aylanishida ham mikroorganizmlarning roli katta. Hayvonlar oʻziga zarur azotli birikmalarni oʻsimlik oqsillaridan hosil qiladi. Hayvon va oʻsimlik oqsillari bakteriyalar taʼsirida minerallashib, avval ammiakka, keyin nitrit va nitratlarga aylanadi. Ammoniyli tuzlar ham, nitratlar ham yuksak oʻsimliklar uchun oziq boʻladi, ular shu tuzlardan foydalanib, oʻz tanasida oqsil hosil qiladi Bakteriyalar.boshqa biogen elementlarni ham minerallashtiradi. Ular organik fosfor birikmalarini parchalab, suv havzalari va tuproqda fosforning mineral birikmalarini koʻpaytiradi.
Bakteriyalar taʼsirida oltingugurtning organik birikmalari ham minerallarga aylanadi.
Turli tuman fiziologik guruhga mansub aeroblar, anaeroblar, saprofitlar, nitirifikatorlar, azotofiksatorlar, selyuloza parchalovchilar,oltingugurt bakteriyalari, spora hosil qiladigan va spora hosil qilmaydigan vakillari faoliyati natijasidir. Yil fasllariga qarab mikroorganizmlar soni ham o’zgarib turadi. O’simliklarning ildiz tizimi atrofida bakteriyalar ko’p toplanadi,ularning ko’pchiligi aerob,tayoqchasimon spora hosil qilmaydigan vakillaridir.Bu avlodga mansub bakteriyalar uglevodlar,organik kislotalarni o’zlashtiradiva bir qator vitaminlarni sintezlash xususiyatiga ham ega.Bu vitaminlarni o’simliklar o’zlashtiradi.
Tuproqdagi organik moddalar parchalanganda bakteriyalarning biosenozi almashinib turadi. Avvalo tuproqda tez va oson parchaladigan moddalar bo’lganda, asosan spora hosil qilmaydigan tayoqchasimon bakteriyalar keng tarqaladi, keyinchalik ularning o’rnini spora hosil qiluvchi aerob bakteriyalar egallaydi.Tuproqqa yaxshi ishlov berilganda bekteriyalar sonining oshishi kuzatiladi. Tuproq hosil bo’lish jarayonida tirik organizmlardan bakteriyalar, zamburug’lar, infuzoriyalar, o’simliklarning ildizi va bir qator hayvonlarning roli nihoyqtda katta.
Azot qishloq xo‘jaligi o‘simliklarning hosildorligini oshirishda fosfor, kaliy, kalsiy, magniy, temir, oltingugurt kabi elementlardan ham yuqori o‘rin egallaydigan asosiy element hisoblanadi. Ammo azotning molekulyar holati o‘simliklarga to‘gridan-to‘gri o‘zlashtirila olmaydi. Asosan uning minerallashgan shaklini o‘simliklar o‘zlashtiradilar xolos. Aynan tuproqda ham mineral shakli mavjud, boshqa shakllari havoga uchib ketadi. Shu sababli tuproqdagi azotning bir holatdan ikkinchi holatga o‘tib turishi o‘simlik oziqlanishi uchun ahamiyatlidir. Azot toplovchi mikroorganizmlar azotofoksatirlar-atmosferadagi molekulyar azotni o‘zlashtiruvchi va uni organik birikmalarga o‘tkazuvchi mikroorganizmlar bo’lib ular dukkakli o‘simliklar bilan simbioz hayot kechiruvchi Phisobium turkumiga mansub bakteriyalardir. Dukkakli o‘simliklar ekilgan har bir gektar maydonda yiliga 100– 250 kg va undan ortiq atm. azoti to‘planadi. Beda ildizida to‘plangan biologik azot tuproq unumdorligini oshiradi, tuproq tarkibidagi chirindi miqdorini ko‘paytiradi, tuproqning gidrolitik kislotaligini pasaytiradi. Dukkaksiz o‘simliklar ildizida tuganaklar hosil qiluvchi aktinomitsetlar ham Azot toʻplovchi mikroorganizmlar hisoblanadi. Tuproqda va suv havzalarida erkin yashovchi sporali anaerob bakteriya – klostridium, aerob sharoitda yashovchi mikroorganizmlar – azotobakter, oligonitrofillar ham azot to‘plovchi faol mikroorganizmlarga kiradi. Ko‘k-yashil suvo‘tlarning ko‘pchilik turlari (Nostoc, Anabaena va boshqalar), ayrim to‘q-qizil oltingugurt bakteriyalar va yashil bakteriyalar ham aktiv Azot toʻplovchi mikroorganizmlardir. Azot to‘plovchi ko‘k-yashil suvo‘tlarning 80 turi ma’lum bo‘lib, 45 turi O‘rta Osiyo tuproqlari va suv havzalarida tarqalgan. Ayrim zamburug‘ turlari, achitqilar, spiroxetlar va boshqa ham atm. azotini to‘plashda ishtirok etadi. Azot toʻplovchi mikroorganizmlar tabiatda azotning aylanishida, xususan o‘simlikni o‘zlashtira olish mumkin bo‘lgan azot bilan ta’minlashda, ya’ni atm. azotini o‘simliklar foydalanadigan ko‘rinishga keltirishda katta ahamiyatga ega.
Xulosa qilib aytganda Molekulyar azotni o’zlashtiruvchi mikroorganizmlar ahamiyati nihoyatda katta.Atmosferadagi azot zahirasi bitmas -tuganmas bo’lib yerning 1 km sathidagi havoda 8 mln tonna azot mavjud bo’lib osimliklar tomonidan o’zlashtirila olinmaydigan bu azot mikroorganizmlar tomonidan o’zlashtiriladi va o’simliklar uchun maqbul holatga keltiriladi.Azotobakteriyalarning turli xillari : oltingugurt bakteriyalari , qizil (purpur) bakteriyalar sianobakteriyalar va boshqalarning faoliyati natijasida bu jarayon boradi.O’simlik va mikroorganizmlarning simbiozi natijasi bo’lgan bu jarayon ahamiyatlidir . Ektosimbioz shaklida (mikroorganizm o'simlik tashqarisida joylashgan joyda) yoki endosimbiozda (mikroorganizm o’simllikda bo'lgan joyda) o'simliklar bilan, xususan dukkakli va o'tlar bilan simbiyotik assotsiatsiyalarni o'rnatishga qodir bo'lgan boshqa azotni biriktiruvchi mikroorganizmlar mavjud. Quruq ekotizimdagi turg'un azotning ko'p qismi avlod bakteriyalarining simbiyotik assotsiatsiyasidan kelib chiqadi Rhizobium,
Bradyrhizobium, Sinorhizobium, Azorhizobium,
Allorhizoium Y Mesorhizobiumlar simbiozi
Ammonifikatsiya – oqsil, amonikislotalar va boshqa tarkibida azot saqlovchi moddalarning parchalanishi natijasida ammiak hosil bo‘lishi jarayondir. Bu jarayonni azot minerallashuvi deb ham aytiladi. Chunki hosil bo‘lgan ammiak yana nitrifikatsiyalovchi bakteriyalar yordamida mineral holatga aylantiriladi. Oqsillarning aerob, anaerob bakteriyalar, zamburuglar ishtirokida ammonifikatsiyaga uchrashi aniqlangan. Bu jarayonda alohida aktivlik namoyon qiluvchi mikroorganizmlarga Psevdomonas oilasi vakillari, basillalar oilasi vakillari mansub .
Nitrifikatsiya – tuproq, go‘ng, suvda organik moddalar parchalanishidan hosil bo‘lgan ammiakning oksidlanib nitrit va keyin nitratlarga aylanishi jarayonidir. Nitrafikatsiyaning birinchi bosqichini besh avlodning vakillari: Nitrosmonas, Nitrosokokkus, Nitrosospira, Nitrosolobus va Nitrosovibrio vakillari amalga oshirsalar, ikkinchi bosqichini Nitrobakter, Nitrospira,
Nitrokokkus avlod vakillari amalga oshiradilar. Bu jarayonlarning barchasi tuproqning
unumdorligini
oshirish,tarkibini yaxshilash va o’simliklarning hosildorligini oshirishga xizmat qiladi
REFERENCES:
1. Raupova N. Tohirov B. Ortiqova H. «Tuproq biologiyasi va
mikrobiologiya »
2. M.F. Fyodorov . «Mikrobiologiya», T.1966.
3. OʻzME. Birinchi jild. Toshkent, 2000-yil
4. Tuproqning biolohik faolligida mikroorganizmlar roli.
Azotobakterning xususiyatlari Academic research in educational sciences volume
2. Issue 2021 ISSN: 2181-1385 Scientific Journal Impact Factor (SJIF) 5.723Tuproq.
5. Qizil nurlanish, uzun qizil nurlanishning fitogarmonlar bòyicha
fiziologik testlarda ta'sirini òrganish. Scientific progress. Vol 1 issue 2. 2020 6. Jo'rayeva O. Sho'rlangan tuproqlarda g'o'zaning o'sish fiziologiyasi //ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz). – 2020. – Т. 1. – №. 1.
7. Amonova D.B. CAJMNS. Vol 2. No 2. 2021. Действие Эмп На Ауксиновую регуляцию.
DUNYOQARASHNI SHAKLLANTIRISHDA SA`NAT MARKAZINING AHAMIYATI
https://doi.org10.5281/10.5281/zenodo.6465041
Termiz davlat universitetining Pedogogika institutining Magistratura bo’limi
Ta’lim va tarbiya nazariyasi va metodikasi
(Maktabgacha ta’lim) 1-bosqich magistranti
Annotatsiya: Bolalarning har tomonlama shaxs sifatida rivojlanishida va estetik tarbiyani berishda musiqaning ahamiyati va Maktabgacha ta’lim tashkilotlarida musiqa mashg‘ulotlarini tashkil etishning afzalliklari haqida so‘z yuritilgan.
Kalit so‘zlar: San’at , musiqa , rivojlanish , izchiilik , maktabgacha ta’lim , estetik tarbiya , ta’lim, tarbiya, estetik did, ruhiyat, jismoniy tarbiya, tinglsh.
“Zamonaviy maktabgacha ta`lim sog`lom va barkamol avlodni voyaga yetkazishda muhim o`rin tutadi”
O`zbekiston Respublikasi Prezidenti
SH.M.Mirziyoyev
Rivojlanib borayotgan Mustaqil O‘zbekistonimizda yosh avlod ta’lim va tarbiyasi borasidagi ishlar davlat siyosti darajasida jadal va izchillik bilan olib borilmoqda. Darhaqiqat, “ Farzandlari sog‘lom yurtning kelajagi buyukdir” deyilishi ham bejiz emas, bunda nafaqat farzandlarning jismoniy balki, ma’naviy,axloqiy,estetik va aqliy jihatdan ham sog‘lomligini tushunishimiz lozim. Jahon psixologlarining olib borgan tadqiqotlari natijasida bolalar hayoti davomida 70% foiz ma’lumotni 5 yoshgacha bo‘lgan davrda egallar ekan. Albatta, bu davr Maktabgacha yosh davrga to‘g‘ri keladi. Mamalakatimizdagi ta’lim tizimining bosh bo‘g‘ini bo‘lgan Maktabgacha ta’lim tizimida so‘ngi yillar davomida amalga oshirilayotgan keng qamrovli o‘zgarishlar va yangilanishlar yuqoridagi fikrimizning yorqin dalilidir. Muhtaram Prezidentimiz tomonidan qabul qilinayotgan barcha qaror va farmonlar bu tizimda tub o‘zgarishlarni amalga oshirmoqda.
Zamonaviy usulda jahon standartlariga mos ravishda bunyod etilayotgan maktabgacha talim tashkilotlari binosida tarbiyalanayotgan bolalar uchun barcha shart-sharoitlar mujassamdir. Bu ta’lim musassasalarida farzandlarimizning barkamol shaxs bo‘lib voyaga yetishlari uchun malakali kadrlar tayyorlashga ham katta e’tibor berilmoqda. Uzluksiz amalga oshirilayotgan o‘zgarishlar samarasi esa albatta natija ko‘rsatadi. Maktabgacha ta’lim tizimida bolalarga ta’lim –tarbiya berish o‘ziga xosligi bilin ajralib turadi. Bu yoshgacha bo‘lgan bolalarga ta’lim-tarbiya berish albatta ko‘proq o‘yin tarzida amalga oshiriladi. Mashg‘ulotlar bolalarga quvnoq kayfiyat bag‘ishlashi lozim. Shuning uchun Maktabgacha ta`lim tashkilotlarida faoliyat markazlari tashkil etilgan. Maktabcha ta`lim tashkilotlari da rivojlanish markazlarini tashkil etish Davlat talablari va «Ilk qadam» davlat o‘quv dasturini amalga oshirishni nazarda tutadi. Markazlarda ishlash har bir bolaning individual xususiyatlarini hisobga olgan holda eng samarali rivojlanishiga imkon beradigan tarzda, uning individual qobiliyatlari, qiziqishlari, faoliyat darajasini inobatga olgan holda tashkil etiladi.
Insonning shaxs sifatida kamol topishida musiqiy ta’lim-tarbiyaning o‘rni benihoya kattadir. Jumladan , faoliyat markazlari orasida “Sa`nat markazi” juda muhimdir. Bu markazda bolalarga sa`nat asarlari, cholg`u asboblari , sa`natga bo`lgan qiziqishlari uyg`otiladi.
Musiqa san’ati –estetik tarbiyaning muhim omili hisoblanadi. Chunki garmonik rivojlangan shaxsning kamolotga erishishi uchun unga muhim ta’sir ko‘rsatishda musiqaning o‘rni benihoya ahamiyatlidir. Maktabgacha ta’lim muassasasi va oilada musiqa mashg‘ulotlarini qoniqarli uyushtirish yosh avlodning ichki dunyosini boyitish va san’atni to‘g‘ri tushuntirishdagi yagona yo‘ldir. Shu o‘rinda buyuk allomamiz Abu Ali ibn Sino musiqaning hissiy ta’sir kuchini e’tirof ertgan holda uni o‘zining tibbiyot kitoblarida aks ettirgan hamda ruhiy kasalliklarni davolashda shifo dasturlari sifatida tavsiya qilgan . “Tib qonunlari” asarida bir o‘rinda musiqaning ruhiy ta’siri haqida so‘z yuritib shunday ta’riflagan “Go‘dakning tanasi chiniqishi uchun ikkita narsa zarur: Birinchisi uni asta qimirlatib tebratish, Ikkinchisi onasining qo‘shig‘i (allasi). Birinchisi –tanasiga, ikkinchisi-ruhiga tegishlidir”. Darhaqiqat, milliy an’analarimiz va qadryatlarimizdan biriga aylangan “ona allasi” jajji bolakayning ruhiyatiga katta ta’sir ko‘rsatadi.
Maktabgacha ta’lim tashkilotlarida ham bolalarga estetik ta’lim-tarbiya berish maqsadida sa`nat markazida musiqa mashg‘ulotlari olib borilsa maqsadga muvofiqdir. Bu mashg‘ulotlarning maqsad va vazifalari quyidagilardan iborat. ❖ Maktabgacha yoshdagi bolalarda musiqaga mehr-muhabbat va qiziqish uyg‘otish, boshlang‘ich musiqali didni tarbiyalash.
❖ Maktabgacha yoshdagi bolalarning musiqani idrok etish, uni tinglash qobilyatini rivojlantirish va estetik didini hamda umumiy madaniyatini yuksaltirish.
❖ Bolalarni o‘z idrokiga mos klassik zamonaviy musiqa na’munalari bilan tanishtirib boorish.
❖ Musiqaga mos harakatlar qilish, ularni yod olish va musiqa asboblarini bir-biridan farqlash kabi ko‘nikmalarni shakllantirish.
❖ Musiqa mashg‘ulotlarida bolalar nafaqat qo‘shiq aytadilar balki, unga mos harakatlar qiladi, qo‘shiqlarni yoddan xirgoya qiladi, musiqa asboblarini chalishni va bir-biridan farqlashni o‘rganadilar. Bundan tashqari bolalarga xorijjiy tillarni o‘rgatishda ham aynan musiqaviy usul yuksak natijalarga erishishga yordam beradi. Shu o‘rinda bolalarda musiqa orqali rivojlanadigan muhim uchta faktni keltirib o‘tmoqchiman.
❖ Musiqaga qiziqish, musiqiy asarlarni ishtiyoq bilan tinglash va ilarni eslash, olingan tassurotlarni eslash.
❖ Musiqa tinglshga turg‘un diqqat e’tiborni va tinglash madaniyatining boshlang‘ich elementlarining shakllanishi.
❖ Musiqiy didning shakllanishi va musiqiy asarlarga badiiy baho berolish ko‘nikmalarining tarkib toptirish.
Maktabgacha yoshdagi bolalarni tarbiyalashda rivojlanish markazlarini tashkil etishning asosiy sharti pedagogdan tayyor bilim olishdan ko‘ra, bolaga rivojlanish markazlarida faoliyatni tanlash imkoniyatini berish, bunda u atrofdagi dunyo haqida bilimlarni mustaqil ravishda egallashi, ko‘nikmalari va qobiliyatlarini rivojlantirish, bolaga qiziquvchanlik, mustaqil izlanish, tadqiqot jarayoniga qo‘shilish imkoniyatini berishdir.
Rivojlanish markazlari ta’lim, rivojlantiruvchi, o‘qitish, rag‘batlantiruvchi, uyushgan, kommunikativ funksiyalarni bajarishi kerak.
Eng muhimi, ular mustaqillikni rivojlantirish ustida ishlashlari kerak, bolalar va kattalar o‘rtasidagi o‘zaro munosabatlarning shaxsga yo‘naltirilgan ta’limga asoslangan bolaning tashabbusini rag‘batlantirishi kerak.
FOYDALANILGAN ADABIYOTLAR RO‘YXATI:
1. Mirziyoyev SH.M. “Buyuk kelajagimizni mard va olijanob xalqimiz bilan
2. birga quramiz.” - Toshkent, О‘zbekiston, 2017.
3. “Maktabgacha yoshdagi bolalar rivojlanishiga qo`yoladigan Davlat ta`lim Standarti” 2021-yil
4. “Ilk Qadam” davlat o`quv dasturi 2017-yil 7-iyun
5. O`zbekiston Respublikasi Maktabgacha ta`lim vazirining 2020-yil 27martdagi 54-son buyrug`i
6. Qodirova Fotima “Maktabgacha pedagogika. “ T.: Tafakkur
bo‘stoni,2019
7. Nafisa Yusupova. “Musiqa savodi metodikasi va ritmika “T.: Musiqa, 2019.
https://doi.org10.5281/10.5281/zenodo.6464473
Jizzax viloyati, Mirzachoʻl tumani 14-DMTT metadisti (Jizzax davlat pedagogika instituti sirtqi boʻlim BT va STI yoʻnalishi 3-kurs talabasi )
Annotatsiya: Ushbu maqolada maktabgacha yoshdagi bolalarni to`g`ri talaffuzga o`rgatishning mazmuni va mohiyati, to`g`ri talaffuzga o`rgatishning asosiy bosqichlari, bolalar nutqini rivojlantirish mashg`ulotlarida to`g`ri talaffuzga o`rgatish yo`llari haqida yozilgan.
Kalit so’zlar: maktabgacha yosh davri, to`g`ri talaffuz, talaffuz, mazmun, mohiyat, usul, taraqqiyot.
NamSU
Abstract: this article describes the content and importance of teaching preschool children to pronounce correctly, the main stages of teaching correct pronounciation, ways to teach correct pronounciation in children’s speech development classes.
Keywords: preschool age, pronunciation, correct pronunciation, content, essence, method, development.
Har bir mamlakatning taraqqiyoti, istiqboli, farovonligi, ma`naviy yuksalishi, jahonning eng rivojlangan davlatlar qatoridan o`rin olishi-bilimli, yuqori intellektual salohiyatli, qalbiga va ongiga ezgu fazilatlarni mujassamlashtirgan yoshlarga bog`liq hisoblanib, har jihatdan yetuk va barkamol, Vatan taqdiri uchun sidqi dildan xizmat qiladigan, fidoyi, iymonli avlodni voyaga yetkazish, o`qitishni mazmunli va sifat jihatdan yuqori pog`onalarga olib chiqish avvalo tarbiyachi va o`qituvchi-murabbiylar zimmasiga sharafli va ayni paytda mas`uliyatli vazifani yuklaydi. Barkamol shaxs tarbiyasini tashkil etish barcha davrlarda ham ijtimoiy jamiyatning muhim talabi va asosiy maqsadi bo`lib kelgan. Buning isboti sifatida Birinchi Prezidentimiz Islom Karimovning quyidagi fikrlarini keltirish mumkin:”Vatanimizning kelajagi, xalqimizning ertangi kuni, mamlakatimizning jahon hamjamiyatidagi obro`-e`tibori avvalambor, farzandlarimizning unib, o`sib, ulg`ayib, qanday inson bo`lib hayotga kirib borishga bog`liqdir.”
1997- yil 29- avgustda qabul qilingan “Kadrlar tayyorlash Milliy dasturi” hamda “Ta`lim to`g`risida” gi Qonuni fikrimizning yorqin dalilidir. Bunga ko`ra yoshlarni o`z fikrini mustaqil bayon qilishga o`rgatish, o`zgalar fikrini to`g`ri anglash, fikr ifodalash imkoniyatlariga e`tibor berish, chet tilini o`rganish va o`rgatish masalasiga alohida urg`u berilgan.
O`zbekiston Respublikasi Prezidentining 2020-yil 24-yanvardagi Oliy Majlisga Murojaatnomasida ham maktabgacha ta`lim sohasiga ham lohida e`tibor berildi. Unga ko`ra, 6 yoshli bolalarning maktabga tayyorlash tizimini joriy qilish hamda maktabgacha ta`limga bolalarning qamrovini 60%ga oshirish kerakligini aytib o`tildi.
Bir yarim yoshdan uch yoshgacha bo`lgan bolalarda nutqni tushunish tez rivojlanadi, lug`at boyligi keskin ortadi va so`z tarkibi takomillashadi. Ular avval tovush birikmalarini, so`ngra esa oddiy iboralar, kichik she`rlarni oson takrorlay oladilar. Ushbu davrda nutq nafaqat kattalar bilan, balki tengdoshlar bilan ham muloqot vositasi sifatida shakllanadi. Aynan shu davrda bolada tovush talaffuzi va tinglash qobiliyati jadal rivojlanadi.
Ushbu davrdagi asosiy vazifa tinglash qobiliyatini doimiy rivojlantirish, nutq apparati a`zolarini mustahkamlash va rivojlantirishdan iborat.
Ushbu maqsadlarga erishish uchun muayyan tovushlar guruh tanlab olinadi va bolalar tovushga taqlid qilish asosida ularni mashq qildiradilar. Asosa bu eng oddiy tovushlar guruhlaridir:
- unlilar-a, i, o.
- lab-lab undoshlari-b, m, p.
- til orqa undoshlari-k, g, x.
- lab-tish undoshlari-v, f.
- til oldi undoshlari-t, d, n.
Ikki yildan keyin asta-sekin artikulyatsiya jihatdan nisbatan murakkab bo`lgan til oldi undoshlar ham beriladi-xushtaksimonlar-s,z; shuvillovchilar-sh, j, ch; sonorlilar-l, r. Ammo bu degani 3 yoshdan boshlab bolalarning to`g`ri talaffuziga erishish zarur, degani emas. Bolalar ushbu tovushlarni muntazam mashq qilish natijasida asta-sekin, 5-6 yoshlarga kelib to`g`ri talaffuz qila boshlaydilar.
Tovushga taqlid qilishni bolaning turli faoliyatlariga qo`shish bolalarning nafaqat turli ko`rinishdagi tovushlarni to`g`ri talaffuz qilishlarini aniqlash va mustahkamlashga yordam beradi, balki tovushlar hamda so`zlarni aniq va tushunarli qilib talaffuz etishlariga erishishda ham ko`maklashadi. Aynan bir xil tovush taqlidlarini bir necha marta qo`shib talaffuz qilish nutqiy nafasning rivojlanishiga yordam beradi.
To`g`ri talaffuzga o`rgatishning asosiy bosqichlari.
To`g`ri talaffuzga erishish yo`li 3 bosqichni o`z ichiga oladi:
1-bosqich: Ayrim tovushlar talaffuzini rivojlantirish.
2-bosqich: Ayrim so`zlar talaffuzini shakllantirish.
3-bosqich: Namunaviy gaplar talaffuzini shakllantirish.
1-bosqich-ayrim tovushlar talaffuzini shakllantirish- bu qattiq va yumshoq, jarangli va jarangsiz undoshlar talaffuzi ustida ishlashni ko`zda tutadi.
B-lab undoshi, portlovchi, jarangli undoshdir. So`zning oxirida, boshida va o`rtasida kelishi mumkin. boshida kelsa-B…, oxirida kelsa-…B, o`rtasida kelsa …b…, b-v kabi aytiladi. Masalan, aroba-arava, kabob-kavob.
P –lab undoshi, portlovchi jarangsiz undosh tovush. P…, …p…,…p, b va f undosh tovushlari o`rnida talaffuz qilinadi, fabrika-pabrika, kelib-kelip.
D-til oldi, portlovchi, jarangli undosh tovushdir. D…, …d…, …d, t undosh tovushi qilib talaffuz qilish mumkin. Masalan, o`tdi-o`tti, ketdi-ketti shaklida.
S – til oldi, sirg`aluvchi, jarangsiz undosh tovush. So`zning boshida, oxirida, o`rtasida kelishi mumkin. U o`zining jarangli jufti – z tarzida talaffuz qilinish hollari kuzatiladi.Masalan, soatsoz.
2-bosqich-ayrim so`zlar talaffuzini shakllantirish-bu leksikani to`g`ri talaffuz qilish, urg`u berish, so`zda urg`u bo`g`inini ajratishdan iboratdir.
Leksik jihatdan: “Ko`klam keldi” biri faslning nomini, 2-si harakatni anglatadi.
“Kul” so`zining biri-harakatni anglatsa, ikkinchisi esa narsa ma`nosini anglatadi.
“O`t ” so`zining ham bir ma`nosi-harakat ma`nosida, ikkinchi ma`nosi esa o`tmaysa ma`nosini anglatadi.
Urg`u so`zning oxirgi bo`g`iniga tushib, so`zdagi bo`g`inning boshqalariga nisbatan kuchliroq talaffuz qilishni bildiradi: tikuvchi, ti-kuv-chi. Sandiq, san-diq shu boshqalar.
3-bosqich- namunaviy gaplar talaffuzini shakllantirish- bu o`zgacha gap ohanglari ustida maxsus ishlashni ko`zda tutadi. Masalan, chumchuq-kichkina qushcha. Bizning bog`chamiz-sevimli makon. Onajonim-mehribonim.
Agarda 3 yoshli bolalar-s, z, sh, ch, r, l kabi tovushlarni yetarli darajada yaxshi talaffuz qila olmasa, darhol ularni mashq qilishga kirishish kerak emas, chunki bu bolalarning ularni noto`g`ri talaffuz qilishga odatlanib qolishlariga olib kelishi mumkin.
5 yoshdan 7 yoshgacha bo`lgan davrda tovushlarni to`g`ri talaffuz qilishni shakllantirish bolalar tomonidan ko`pincha aralashtirib talaffuz qilinadigan tovushlarni tabaqalashtirish ishlari bilan bog`liq holda amalga oshirish mumkin. bunda asosan jarangli va jarangsiz tovushlarni, v-f, z-s, j-sh, b-p, d-t, g-k, shuningdek, l va r tovushlarining talaffuziga e`tibor berish darkor.
FOYDALANILGAN ADABIYOTLAR :
1. Sodiqova Sh. “Maktabgacha pedagogika”. T.:”Fan va texnologiya”.
2012.
2. Babayeva D.R. “Nutq o`stirish nazariyasi va metodikasi”-T.,”Barkamol fayz media”-2018.
3. Qodirova F.R. “Maktabgacha pedagogika” T.,”Tafakkur nashriyoti”
2019.
4. “Ilk qadam” davlat o`quv dasturi. T.: 2018
MUNOSABATLARNING RIVOJLANISHIDA IJOBIY OBRAZLARNING AHAMIYATI
https://doi.org10.5281/10.5281/zenodo.6465051
Termiz davlat universitetining Pedogogika institutining magistranti
Annotatsiya: Maktabgacha yoshdagi bolalar tafakkurining rivojlanishi va alohida xususiyatlari hamda tafakkurni rivojlatiruvchi didaktik o`yinlarni maktabgacha ta`lim tashkilotlarida tashkil etish haqida so‘z yuritilgan.
Axloqiy munosabatlar bu jamiyatdagi insonlarning o`zaro munosabatlarini tartibga solib turuvchi miiliy qadryatlar yig`indisidir. Qadim zamonlardan buyon faylasuflar ,olimlar , ota-onalar, yozuvchilar va psixologlar axloqiy munosabatlarni shakllantirish vositalari , usullari haqida izlanishlar olib borishgan va bu izlanishlar hozirgi kunda ham davom etib kelmoqda. Darhaqiqat, bu munosabatlar avvalombor bolaning yoshligidan shakllantirish lozimligini isbot qilishgan. Bola oilada va maktabgacha ta`lim tashkilotida o`zaro munosabatlarga kirishish ko`nikmasini egallay boshlaydi. Axloqiy munosabatlarga to`xtalishdan oldin avvalombor axloq va uning normalari hamda axloqiy tarbiyaning maqsad va vazifalari xususida to`xtalsak.
Axloq ijtimoiy ong shakllaridan biri bo'lib, muayyan jamiyatda yashovchi kishilar amal qilishi zarur bo'lgan ma'lum xatti-harakat qoidalari yig'indisidir. Axloq odamlarning bir-biriga, jamiyatga, davlatga, xalq mulkiga, oilaga munosabatini muayyan tartibga soladigan xatti-harakat qoidalari tizimida namoyon bo'ladi. Maktabgacha ta'lim muassasalarida axloqiy tarbiya berish har xil vositalar yordamida amalga oshiriladi. Birinchi galda bolalarni har xil faoliyatlar vositasida kattalar mehnati bilan tanishtirish, mashg'ulotlarda va mashg'ulotlardan tashqari vaqtlarda ta'lim berish orqali amalga oshiriladi.Har xil bayramlar, ijtimoiy hayot voqealari, bolalar adabiyoti, musiqa, o'yin materiallari, ommaviy axborot vositalari oynayi jahon, radio va boshqalar bolalarning axloqiy tarbiyasiga katta ta'sir ko'rsatadi.
Maktabgacha yoshdagi bolalarni axloqiy tarbiyalash nima uchun kerak?
Kopgina olimlar bu savolga har xil javob berishadi, ammo har qanday holatda ham javob noaniq. Aksariyat tadqiqotchilar shunga qaramay, bolada bunday fazilatlarni tarbiyaslash mumkin emas, faqat ularni singdirishga harakat qilishining mumkin degan fikrga qo`shilishadi. Har bir bolaning individual idrokini belgilaydigan narsani aniq aytish qiyin. Agar bola xotirjam muhitda o`sgan bo`lsa, unda undagi bu fazilatlarni “uyg`otish” osonroq bo`ldi. Zo`rovonlik va doimiy tushkun sharoitda yashaydigan bola tarbiyachining urinishlariga qaramay o`zgarishi qiyinroq bo`ladi.
Kichik yoshli bolalar axloqiy tasavvur va bilimlarni faqat o'yin mashg'ulotlarida yaxshi o'zlashtirib oladilar. Bolalar tomonidan o'zlashtirib olingan axloqiy tasavvurlarni ular ongli ravishda tushunib yetishlari dastlab mashg'ulotlarda, keyinchalik o'yin, mehnat jarayonlarida, sayrda, mustaqil faoliyatlar orqali amalga oshiriladi. Kamtarlik, to'g'rilik, halollik va quvnoqlik xususiyatlarini tarbiyalash. Bu xususiyatlar sog'lom shaxsni tarbiyalashning eng muhim omillaridan hisoblanadi.Kamtarlik har bir kishining eng muhim va olijanob fazilatlaridan biridir. Bu asosan maktab yoshidan tarbiyalanadi. Ammo maktabgacha yoshidan boshlab, bolalarga kamtarlik hissini singdirish, manmanlik, takabburlik va maqtanchoqlikni yo'qotib borish zarur. Bunda eng ma`qul usullardan biri na`muna qilib ko`rsatishdir.
Bunda albatta ijobiy harakterga ega bo`lgan obrazlar : Zumrad, Kichkina botir , Alpomish, Sahiy dehqon kabi milliy qahramonlarimizni misol qilishimiz mumkin. Bu obrazlar orqali bolalarda kamtarlik, insonparvarlik, yaxshilarni qadrlashga, kattalarni hurmat qilishga o`rgatish mumkin. Bundan tashqari jamiyatda bo`layotgan voqea, hodisa va jarayonlarga daxldorlikni his etish va ularda faol ishtirok etish , o`zining burch va huquqlarini bilish hamda huquqiy madaniyatga ega bo`lish layoqatlari shakllanadi. Bolalar vatanga sadoqatli, insonlarga mehr-oqibatli, hamda umuminsoniy va milliy qadryatlarga e`tiqotli bo`lish, badiiy va san`at asarlarini tushunish, orasta kiyinish, madaniy qoidalarga va sog`lom turmush tarziga amal qiladigan holda tarbiyalanadi.
Milliy ertaklarimizdan, jumladan; “Zumrad va Qimmat” ,“Uch og`a ini botirlar”, “Shamol botir” kabilarda bolalarga ibrat bo`luvchi jihatlar juda ko`pdir. Ertakalar doimo yaxshilikkka yetaklaydi. Ertakda xalq og`zaki ijodining xususiyatlari to`laligicha namoyon bo`ladi. O`tmishda ham, hozirgi zamonda ham ertakdagi ijobiy va salbiy obrazlar ibrat na`munalari bo`lib kelgan. Ertaklarda asosan, hayvonlar, turli afsonaviy jonzotlar qahramaon sifatida qatnashadi. Aksariyat o`zbek ertaklarida mardlik, halollik , va`daga vafo, adolat, ota-onaga, kata-kichikka hurmat, Vatanga muhabbat, jasurlik kabi tushunchalar va fazilatlar ilgari suriladi.
Ertaklardagi ijobiy obrazlar shunchaki xayolot emas, balki insoniy munosabatlar, eng muhim ahloqiy toifalar, kelajakda –hayotiy dunyoni yaratishga yordam beradigan vositadir. Ijobiy obrazlardagi qahramonga o`xshashni istashadi. U kabi insonlarga, do`stlariga mehribon va g`amxo`r bo`lishga urinishadi. Ijobiy obrazlar bolalarda axloqiy va ijtimoiy munosabatlarni shakllantirishda juda ahamiyatlidir.
FOYDALANILGAN ADABIYOTLAR RO‘YXATI:
1. Qodirova Fotima “Maktabgacha pedagogika. “ T.: Tafakkur bo‘stoni-
2019
2. Pedagogy in early childhood education and care (ECEC): an international comparative study of approaches and policies Research brief July 2015
3. http://www.ziyonet.uz. - axborot ta’lim portali.
4. http://www.gazeta.uz/uz/subject/534.
https://doi.org10.5281/10.5281/zenodo.6464447
Student of master degree
Uzbekistan State World Languages University
Annotation: the article presents the idea of analyzation of active stylistic devices metaphor, metonymy and hyperbole used in Uzbek and English language humorous texts. Stylistic devices are used more in not only Uzbek and English nation s’ but also all nations’ humorous texts and it is very important in creating humour.
Keywords: stylistic devices, Uzbek language, English language, metaphor, metonymy, hyperbole, translation, active, source language, target language.
Many researchers made research works on stylistic devices, humor, humorous texts, the role of stylistic device in causing laughter. Every scientist mentioned different view on the role of stylistic devices in causing laugher. According to Vinogradov, pun or play with homonyms have denotative and connotative meanings is one of most styles of cause laughter. Galperin mentioned that the most stylistic device of cause laughter is author’s occasional word created by masterly combining different words by writer. Arnold considered the function of humour is specific feature of polysemy and homonymy. Chairo purposed alogism is the main style of comic. Crystal suggested whole “cascade” of stylistic devices in creating comic effect: pun, syntactic homonymy, alogism, and author’s neologisms.
Nash mentioned that there is more potential off humour in ambiguity, though pun explained with context or situation in which is figuring itself . Norrik guessed every stylistic device fill all functions, but one of others may be more dominant . By analyzing all scientists’ opinions about stylistic devices which are used active in creating humorous texts we support Norrik’s guess in this case.
I. Metaphor
Metaphor occurs by transference the name of an object to another one on the base of some quality of two objects. Metaphor means transference of some quality form one object to another. Abramovich considered metaphor is implicit type of simile. Rubaylo mentioned simile is the base of metaphor. According to Bobohonova metaphor is based on relative attitude of denotative-logical and figurative-contextual meanings.
Uzbek national folklore which is used metaphor in:
Original version: (Подшо вазири билан Афандини олиб, овга чиқди. Хийла ов қилгандан кейин подшо устидаги чакмонини ечиб Афандига берди. Буни кўрган вазири ҳам чакмонини Афандига узатди. Подшо Афандига тегишди:
- Афанди, устингизга биз бир эшакнинг юкини ортиб қўйдик-а? - Кошки эди бир эшакнинг юки бўлса, – деди Афанди. – Устимда икки эшакнинг юки бор.)
In English translation: King went hunting his vazir (this word is old fashioned version of present term minister.) and Afandi (Afandi is Uzbek national folklore character in humour). After having hunted a little the king took off his chakmon(It is oriental robe) and gave it to Afandi.Having seen this, vazir also passed his own chakmon Afandi.
King mocked at Afandi:
- Afandi, we loaded the luggage of a donkey, didn’t we?
- I wish I had the luggage of a donkey, – said Afandi.
– I have the luggage of two donkeys on my shoulders.(“Anecdotes of Afandi”, Tashkent, 1983, p. 214.)
The style of witting is the base of laughter by metaphorical meaning of the word donkey and derivativemeaning which was indicated by it. Here the word “donkey” is expressed with two meanings. The first one is primary meaning and the second one is derivative meaning relative with the word “donkey”. Both of the meanings are fitted with both form and content:
1. We loaded the luggage of adonkey.
2. You are donkey, so we loaded the luggage.
1. I have the luggage of two donkeys on my shoulders.
2. I have the luggage of two bawdy, foolish people on my shoulders.
The main point caused humorous text indicative derivative meaning of the sentence “I have the luggage of two donkeys on my shoulders” based on the style witting by the second speaker (Afandi). The word “donkey” consists of semes “foolish”, “bawdy”, “human being” and the elements of slowness, foolishness are considered more than elements belong to human being.
Metaphors are also used active in English humorous texts.
“Excuse me,” said the detective as he presented himself at the door of the music academy, “but I hope you’ll give me what information you have, and not make any fuss.”
“What do you mean?” was the indignant inquiry.
Simple metaphor was expressed with the verb “to murder” in this anecdote. Here the verb “to murder” was used in the meaning of “to play badly”, “to ruin”. The word “to murder” in figurative meaning said on the purpose of expressing teacher’s opinion to pupil with high emotional fulfilled the metaphor. But having heard this word detective understood this word in primary meaning and thought the murdering had happened.
Derivative meaning of auxiliary construction used in metaphorical meaning cause laughter in the following humorous text:
Original version: (Қози Афандини беда ўрдиргани боғига олиб борди. Иш тамом бўлгандан кейин зиқна қози Афандининг қўлига икки боғ беда бериб:
- Мана бу – эшагингизга,-дебди. Шунда Афанди қозига қараб:
- Ажабо, мен эрталабдан кечгача эшак учун ишлабман – да? – деб жавоб берибди.)
In English translation:
Once Qozi (old version of the name of judge in Central Asia) followed Afandi to scythe trefoil. When the work has done skimpy qozi gave two bundles of trefoil to Afandi and said:
- This is for your donkey, – said he. Then Afandi looked at qozi and said:
- I have worked the whole day for the donkey, haven’t I? – answered Afandi. (“Afandi anecdotes”,Tashkent, 1989, p. 189).
The word is played with the word “donkey” in this text. The meanings of auxiliary “учун (for) in Uzbek” is formed this word play. There is also style witting in this humorous text.
II. Metonymy
Metonymy is also stylistic device which used active in Uzbek and English humorous texts. Use the name of an object, element, action to the name of another object, element, and action on the basis of internal and external dependence; metonymy occurred by transference the name of an object, element, action to another object, element, and action on the base of such using.
Metonymy is very important in creating new meanings of a word [14, p. 54]. So, metonymy is one occurences cause to create new meaning by transference the name of every object to another object.
Metonymy in Uzbek national joker Xojiboy Tojiboyev’s jokes:
Original version:
Ўзбекнинг ўзи қизиқ. “Ҳожибой ака, фалончининг ошида кўринмадиз?” – дейди. Мен гўштманми ошда кўринадиган...”
Uzbek people’s words are interesting. “Xojiboy aka (Aka is a type of addressing form), you were not seen in pilov (Palov is Uzbek national dish. It is prepared in weddings in the morning, on Thursday and Sunday at home. Wedding pilav is eaten by thousands of people who came restaurant in the morning) in the morning. Am I meat which is seen in pilav…” [8, p. 113].
Metonymy is used by figurative meaning of phrases express the meaning
“you were not seen in pilav-you didn’t participate in ceremony” in this text. However, there is the second meaning of this sentence and it exists in case of relating to the word “pilav”. Here it is not paid attention to the metonymical figurative meaning of the phrase “you were not seen in pilav”. So, the phrase “were not seen in pilav” expresses the notion that “somebody didn’t participate in ceremony or wedding” in metonymical figurative meaning and indicates communicative function of the sentence, it expresses the notion “not seen in pilav” in primary meaning and causes laughter.
III. Hyperbole
Hyperbole is also used in Uzbek and English humorous texts. According to the Explanatory dictionary of Linguistic terms hyperbole means describing an object, situation, features, conditions of processes by overcharg ing [14, p. 32]. Imagination created by describing an object, thing and the element related to it causes laughter in speaker or listener’s imagination in humorous texts. Hyperbole means to aggrandize, to exaggerate, pursuing and there are two views of it. An object and its element is very exaggerated in the first view and is made so diminution.
Original version:
Бир лофчи иккинчи лофчига ўғлини мақтади:
- Менинг ўғлим уч ёш бўлишига қарамай, бўйи чунонам ўсиб кетдики, юлдузларни қўли билан ушлаб текширяпти.
Иккинчи лофчи деди:
- Ўғлингиз юлдузларни текшираётганда бошига бирор нарса тегмасмикан? Биринчи лофчи булутни айтаётган бўлса керак деб ўйлади ва жавоб берди:
- Ҳа. Шунда иккинчи лофчи деди:
- Ўша теккан нарса ўғлим кийган тўннинг пеши бўлади.
In English translation of the original version:
A lof-maker boasted of his son to another lof-maker.
- Although my son is three years old he is very tall and he is checking the stars catching with his hands. The second lof-maker said:
- When your son is checking the stars does something touch your son? The first lof-maker thought he is speaking about clouds and said:
- Yes.
Then the second lof-maker said: The touched thing is the lower part of my son’s coat. Hyperbole was created on the basis of the element of height of the word “son” in this text. Hyperbole is inflamed by words “height” and “star” in first speaker and words “coat” and “lower part” by the second speaker. So, hyperbole in the speech of the second speaker caused laughter.
As a conclusion, I can say that stylistic devices metaphor, metonymy, hyperbole are used active in Uzbek and English folklore, though, these nations’ humorous texts. The role of every stylistic device is greater in creating humor. According to investigation this paper not above mentioned stylistic devices but others, such as pun, irony, oxymoron, personification, and allusion are used active in humorous texts.
REFERENCES:
1. Chiaro, D. (1992). The language of jokes: Analysing verbal play. London: Routledge.
2. Crystal D. (1999) “The Future of the Englishes”. English Today 15(2), 10-20.
3. Galperin I., 1981, Stylistics. Moscow.
4. Galperin I. R. Stylistics. Moscow. “High school”. 1977.
5. Nash W., 1985, The Language and Humour. Style and Technique in Comic Discourse.
6. Norrik Neal R. 1993. Conversational Joking: Humor in Everyday Talk.
7. Bloomington & Indianapolis: Indiana University Press.
https://doi.org10.5281/10.5281/zenodo.6464549
SamSIFL, “International language and literature” 2-course
Abstract: Authentic material is any material written in English that was not created for intentional use in the English language classroom. Using this content to teach the English language can make the learning process even more engaging, imaginative and motivating for students. here are several reasons for this, primarily a kind of fear that students will panic when faced with language that is largely unfamiliar, and a feeling that to prevent this the language should be edited to the students' level. This is an unnecessary fear, as using authentic materials can be rewarding and stimulating for both teacher and students. Unlike the ESL materials, worksheets, study guides and other lesson plans you download from the web, authentic materials are resources created for native speakers of the target language.
Keywords: methods, approach, new devices, ICT, pedagogy, educational process, coeducation, assume, fascinated, encourages
When people first think of authentic materials, they usually assume that we are talking about newspaper and magazine articles. However, the term can also encompass such things as songs, web pages, radio & TV broadcasts, films, leaflets, flyers, posters, indeed anything written in the target language and used unedited in the classroom.
Why choose authentic materials? Well, let us have a look at some of their advantages.
1. Authentic materials bring learners into direct contact with a reality level of teaching English.
2. Authentic materials drawn from periodicals are always up-to-date and constantly being updated.
3. Authentic materials from a particular source, such as language learners, tend to work in consistent areas of language, so, after a while, students who practice reading language materials will become experts in reading English language publications.
4. Authentic materials provide us with a source of up-to-date materials that can be directly relevant to business English learners’ needs.
The materials used, will of course, depend on the 'usual' factors:
• topic
• target language area
• skills
• students' needs and interests
It is no good trying to get your students fascinated by a text on the latest art movie if they are all fans of action films. You might as well save your time and energy and just use the text book! Aren't authentic materials too difficult? Yes, they are, but that is the point! Your text, written or recorded, is likely to be too hard, even, in some cases, for advanced students. The trick, regardless of the text used, is not to edit and grade the text, but to grade the task according to your students' abilities. This is for three reasons: most importantly, it reflects the kind of situation your students may face in an English-speaking environment, it saves you time and energy (more of an added bonus than a reason) and lastly it encourages and motivates your students when they can 'conquer' a real text. An example:
The same text could be used in a variety of different ways. Let us take a tourist information leaflet. This kind of authentic material has the added advantage that it can be easily and swiftly ordered for free and in multiple copies from tourist boards and agencies. This also removes issues of copyright, which is a common problem of using authentic materials and should be checked depending on your particular situation. (Some countries allow a small number of copies to be made for educational purposes, but this can vary.)
• With a little pre-teaching a low level class can use the leaflet to find out key information, 'What is the telephone number for..?' or 'When is..?' and so on.
• At higher levels the same text could be used together with similar or related texts to form part of a research project (in this case, web sites, posters and similar leaflets spring to mind).
There are no reading comprehension tests and vocabulary sections at the end of an article to quiz students’ understanding.
To get your mind thinking of all the possibilities, authentic materials can include:
• Listening: TV shows, radio, commercials, news broadcasts, documentaries, movies, phone messages, etc.
• Visual: photographs, art works, signs with symbols, postcards, picture books, etc.
• Printed: restaurant menus, newspaper articles, bulletin board advertisements, company websites, coupons, sales catalogues, travel brochures, maps, telephone books, signs, blogs, movie posters, food labels, etc.
Give your students authentic materials to boost their confidence and experience
“real” language with the support of constructive feedback.
The main benefits of using real English are clear. By using authentic materials, students will encounter words and constructions that they would probably never see in formal ESL materials. They will learn abbreviations when looking and handwritten notes, and hear the true tone, see body language and encounter filler “umm”s of native speakers when listening.
If listening to an authentic audio source, students will also have to filter out the background noises, and at times really concentrate to understand friends talking over one another. It could prove more challenging than clear ESL recordings, but it is a taste of what is really out there.
Authentic materials will no-doubt expose your students to culture, so you can actually take the context into consideration instead of just looking at how language is used.
The fact that these resources are the real deal will also increase students’ motivation and better meet the learner’s needs. The goal is to understand and use English in real life, so using authentic resources will teach the student what he or she needs to know to get there.
Maximize the benefits of authentic materials in your ESL lesson by evaluating its content and readability. Ask yourself these questions:
Q1: Is the content relevant or interesting?
Try to pick topics that are relevant and of interest to your students. While you may be a fan of the American Revolution, your students may be overwhelmed by the names, geographic locations, dates and other theoretical facts.
Providing materials that are both practical and applicable can spark interest, while helping students to see the relevance of ESL classroom lessons in real life.
Q2: Is the length appropriate?
The length of the content can cost your lesson (and your students) more than you ever imagined. Do not scare your students off with a lengthy article. Instead, provide articles that could be finished in a two-hour class period or less.
Q3: How difficult is the content or subject?
Remember to choose material that is linguistically appropriate. Before handing out authentic materials, make sure you read through them to plan lessons and in-class activities that will reinforce a known idea, teach a new word or explain a complex concept.
Authentic materials bridge the gap between classroom language use and real life language use by bringing familiar linguistic situations and materials right into the classroom. When teachers use authentic materials, they are in fact helping ESL students to make a comfortable transition into the L2 culture.
Give your students some weather reports and ask them to apply for a few jobs on the web to make learning a part of their everyday life. Your students will appreciate the lessons and remember new words much better when they need to use them for survival.
So let us put away the ESL workbooks and experiment with the “real stuff” out there!
As can be seen, using authentic materials is a relatively easy and convenient way of improving not only your students' general skills, but also their confidence in a real situation. This is only a brief introduction to the ideas involved, but some of these ideas could easily be expanded to form part of a motivating and effective course.
REFERENCES:
1. K. Yong - Current trends in ELT // F: A Triannual Publication on the Study of English Language Teaching. - 2011. - No. 2. - P. 18.
2. S. Krashen - We acquire vocabulary and spelling by reading: Additional proofs of the input hypothesis // Journal of Contemporary Language. - 1999 - S.
64.
3. Peter S. - Interaction outside the classroom: leveraging the community. Interactive language learning // New York: Cambridge University Press. - 1987 - S. 170-176 4. Kennedy, C. (1988). Evaluation of the management of change in ELT projects. Applied Linguistics, 9(4), 329– 42.
5. Markee, N. (1997). Managing curricular innovation. Cambridge, England: Cambridge University Press.
6. Ахмедова, Н., Пулатов, Ш., & Азаматов, А. (2020). Ёш теннисчиларда тана мувозанати турғунлигининг ҳаракатланаётган объектга реакция аниқлигининг намоён этишдаги роли. Academic research in educational sciences, (4).
7. Кариева, Р. Р. (2021). Методика планирования нагрузок скоростносиловой направленности в подготовительном периоде гандболисток групп спортивного совершенствования. Проблемы науки, (3 (62)), 53-55.
8. Солиев, И. Р., Смурыгина, Л. В., Олимов, М. С., Расулова, Т. Р., Иванова-
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турлари билан шуғулланувчиларда меъёрлаштирилган махсус машқларни бажариш тезлиги ва унинг гипоксик қиймати (каратэ мисолида). Фан-Cпортга, (1), 65-68.
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THEORETICAL BASIS AND PRACTICAL EXPRESSION OF MARKETING
https://doi.org/10.5281/zenodo.6466002
Tairova Ma’suma Muhammedrisaevna- Senior Lecturer;
Department of Economy,
Bukhara State University,
Bukhara-Kazan joint program,
Bukhara, Uzbekistan
Abstract: This article describes the methods, theoretical and practical aspects of improving the effectiveness of marketing services by evaluating the effectiveness of marketing activities, as well as the effectiveness of marketing services. In addition, the article discusses the possibilities of evaluating the effectiveness of marketing activities by analysing the economic performance of the enterprise.
Keywords: marketing, marketing activities, marketing service efficiency, marketing management, methods of evaluating the effectiveness of marketing activities.
In today's rapidly evolving market economy, with the rapid change of the external environment and the complexity of the market activities of enterprises, it is important to constantly monitor and evaluate the effectiveness of marketing services, including business processes, customer satisfaction, improving service quality in all areas. earns. Assessing the effectiveness of marketing in the activities of enterprises is a difficult task, the impact of the service provided to consumers through the services of the marketing department is not always measurable, and the value created does not give accurate results.
Despite the fact that marketing specialists pay enough attention to the problems of enterprise efficiency, marketing service efficiency, there is still no clearly structured models, methods and system of indicators that allow to evaluate marketing activities.
As a result of our research, considering the effectiveness of marketing activities, Peter Doyle concluded: “Efficiency links results to cost, which is an internal indicator that is easy to measure and can be improved if needed.
The concept of efficiency is related to the satisfaction of consumer needs and is an external indicator that is difficult to measure and takes a long time to implement.” In addition, Peter Drucker, an economist, analyses the concept of efficiency and compares productivity and efficiency, interpreting their essence as follows: "Productivity allows you to do everything you need, and efficiency is finding what you need."
Philip Kotler, a marketing scientist, focuses on the effectiveness of marketing activities in his research, arguing that “continuous monitoring of efficiency suggests that it is a very important process for any firm”.
Based on the theory of marketing efficiency, the process of evaluating the effectiveness of marketing services is analysed in several ways. As a rule, the concepts of evaluating the effectiveness of marketing activities and the effectiveness of marketing services can be defined as follows: for what purpose the evaluation is carried out?; Who are the results for? where and how to use the results? and others. The concepts mentioned above are closely related and complement each other. As a result of our research and studies, scientists and researchers have proposed the following methods to determine the effectiveness of marketing activities to date:
The quality method involves the use of marketing control and audit, during which a comprehensive analysis of all threats and opportunities through the results of the SWOT analysis of the external environment of the organization, as well as the internal environment. Results-oriented marketing control and audit, analysis of the qualitative aspects of the organization's activities.
A quantitative method of evaluating the effectiveness of marketing activities requires a comparison with the subtraction of marketing and advertising costs from the gross profit received after marketing expenses are made, which represent the final financial results of the organization's activities.
The sociological method of evaluating the effectiveness of marketing activities will focus on the use of practical sociological tools - the development of a sociological research program and the conduct of research itself.
The scoring method of evaluating the effectiveness of marketing activities allows to determine the effectiveness of each event by assigning a certain score for each criterion, taking into account compliance with the list of criteria, the conformity of structures and processes to the marketing concept.
The regressive and correlation method is used to establish relationships between groups of variables that characterize marketing activities.
Multivariate method, factorial and cluster analysis is used to substantiate marketing decisions based on many interrelated parameters, such as determining sales of a new product based on its technical level, price, advertising costs, and marketing elements.
The statistical theory method is used to stochastically describe the attitude of consumers to changes in market conditions.
We have already covered the methods of evaluating the effectiveness of marketing activities, and learned their theoretical basis. In addition, information methods in evaluating the effectiveness of marketing activities allow you to evaluate the effectiveness of marketing activities using software Sales Expert 2, Success and others, whose purpose is to collect marketing data. The information is also a necessary resource for the marketing service, providing an opportunity to analyse the level of impact on mailings, publications, advertising, workshops and customers.
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DEMONOLOGIK VA MIFOLOGIK PERSONAJLARNING O’ZBEK VA INGLIZ TILLARIDA QIYOSIY O’RGANILISHI
https://doi.org10.5281/10.5281/zenodo.6464732
Samdchti, Xorijiy til va adabiyot yo’nalishi
1-bosqich magistranti
Annotatsiya: Ushbu maqola o’zbek va ingliz mifologiyasi va demonologiya nazariyalari, shu bilan birgalikda “Demonologik va mifologik personajlarning o’zbek va ingliz tillarida qiyosiy o’rganilishi “ masalalarini o’z ichiga oladi.
Kalit so’zlar: demonologik, ruh va ajinalar, mif, folklar, mifologik maktab , ingliz mifologiyasi, qiyosiy metod.
KIRISH
Mifologik obrazlar - ibtidoiy badiiy uydirma-fantaziya mahsuli boʻlib, koinot, tabiat va jamiyatdagi turli-tuman hodisalar, qadimgi odam tasavvurida mavjud boʻlgan gʻayrioddiy kuchlarning kelib chiqish sabablarini izohlashga xizmat qilgan. Badiiy tafakkur shakllangach, qadimgi mifologiyannig tarkibiy qismi sanalgan asotiriy obrazlar adabiyot va sanʼatga koʻchgan. Oʻzbek mumtoz adabiyoti namoyandalarining asarlari,
“Alpomish”,“Kuntugʻmish”,“Rustamxon”,“Goʻroʻgʻli” turkumiga mansub dosto nlar,oʻzbek xalq, afsonalari va ertaklaridagi Mifologik obrazlar shular jumlasidandir. Folklor va yozma adabiyotdagi Mifologik obrazlar badiiy talqinning toʻlaqonli chiqishi hamda poetik tafakkurning keng qamrovliligini koʻrsatish vazifasini bajaradi. Oʻzbek folklorida “Avesto” asotirlariga aloqador Kayumars, Anaxita, Axriman, dev, pari, ajdar; suv kulti bilan bogʻliq Hubbi, Sust xotin, Suv xotin, Chala xotin; shamol “piri” si-fatida tasavvur qilingan Haydar, Yalli momo, Yalangʻoch ota, Choymomo; xalq taqvimiga aloqador Ayamajuz, Aziz momo,
AhmanDahman; momaqaldirok, va chaqmoq “egasi” Guldur momo; afsonaviy paxdavonlar sifatida tasvirlanuvchi Odami Od, Olangʻasar, Dorokoʻz; yovuz kuchlar haqidagi qarashlarni oʻzida ifoda etgan alvasti, yalmogʻiz kabi ko’pgina
Mifologik obrazlar mavjud.[1]
ADABIYOTLAR TAHLILI VA METODOLOGIYA
Miflarni tadqiq etuvchi, oʻrganuvchi fan, mifshunoslik deb yuritiladi. Mifologik tasavvurlar mohiyatini anglash va ularni ilmiy talqin qilishga boʻlgan ilk urinishlar antik davr olimlari tomonidan amalga oshirilgan. Xususan, Platon asotirlarni falsafiy-ramziy nuqtai nazardan talqin qilgan boʻlsa, yunon faylasufi Evgemer (miloddan avvalgi 3-asr) mifik obrazlarni oʻtmishda yashab oʻtgan real tarixiy shaxslarning timsoliy ifodasi deb bilgan.
XIX asrning 1-yarmida Germaniyada "mifologik maktab" yuzaga kelgan. Mifologik maktabning nazariy asoslari ingliz filologlari aka-uka Ya. va V. Grimmlarning "Nemis mifologiyasi" kitobida bayon qilingan. Ular xalq ertaklarini tahlil qilish jarayonida qad. mifologik tasavvurlarning epik syujetlar tarkibidagi qoldiqlarini aniqlashgan , mifologiyani “Ingliz mifologiyasi” ga qiyoslab o’rganishgan va hindyevropa xalqlari Mifologiyasi yagona negizga borib taqaladi, degan muhim ilmiy xulosaga kelishgan. Ana shu nazariyani rivojlantirgan A. Kun, V. Shvars, V. Mannhardt (Germaniya), M. Breal (Fransiya), M. Myuller (Angliya), F. I. Buslayev, A. N. Afanasyev, O. F. Myuller, A. A. Potebnya (Rossiya) kabi olimlar miflarni qiyosiy tadqiq etishgan.[2] Keyinchalik jahon mifshunosligida koʻplab yangi ilmiy yoʻnalishlar yuzaga kelgan. Xususan, ingliz qiyosiy etnografiyasining yutuqlari asosiga qurilgan "antropologik maktab" (E. Taylor, E. Lang , G. Spenser, J. Freyzer); mif va marosimlarni oʻzaro uzviyliqda tadqiq etgan kembrijlik mifshunoslarning "ritualistik maktab"i (D. Harrison, F. M. Kornford, A. B. Kuk, G. Marri); ibtidoiy madaniyatning ruhiy asoslarini oʻrgangan fransuz etnologlarining "ijtimoiy maktabi" (E. Dyurkgeym, L. Levi-Bryul); mifologik tafakkurning intellektual hodisa sifatidagi oʻziga xosligini yoritib bergan "simvolistik maktab" (E. Kassiyer, V. Vundt, K. G. Yung— Germaniya); "strukturual maktab" (K. Levi-Stross—Fransiya) vakillarining asarlarida miflar turli nuqtai nazardan taxdil qilingan. Oʻzbek Mifologiyasi esa Gʻ. Akramov, B. Sarimsoqov, T. Haydarov, T. Rahmonov (mif va epos), M. Joʻrayev, Sh. Turdimov (oʻzbek M.sining obrazlar silsilasi va genetik asoslari), Sh. Shomusarov (oʻzbek va arab M.sining qiyosiy tahlili) kabi olimlar tomonidan tadqiq etilgan.
O’zbek folklorshunosligi fanining asoschisi, atoqli olim H.Zarifov « O’zbek tili va adabiyoti» jurnalining 1958-yilgi ilk sonida bosilgan «Folklor va arxeologiya materiallarini qiyosiy o’rganish masalalariga doir» (25-30-betlar) nomli programm xarakterdagi maqolasi bilan O’zbek folklorshunosligida «arxeofolkloristika» yo‘nalishini boshlab bergan edi. Zéro, folklor asaridagi muayyars obraz, motiv yoki epik syujetning tarixiy asoslarini oydinlashtirishda arxeologik qazilmalar chog‘ida topilgan turli osori atiqalar, qoyatoshlarga chizilgan petrogliflar, Varaxsha, Afrosiyob, Bolaliktepa va Tuproqqal’adan topilgan qadimgi devoriy suratlar, xullas, ajdodlarimiz tomonidan yaratilgan moddiy madaniyat namunalari muhira qiyosiy manba rolini o‘taydi. Xalq og‘zaki ijodi asarlarini qiyosiy metod asosida o’rganish va folklomi “xalq ommasining ijodkorligi natijasida yaratilgan qadriyat” sifatida talqin qilish (ya’ni folklorga xos “kollektiv ijod mahsuli ekanlik” belgisi) an’anasi folklorshunoslik tarixida birinchi marta “mifologik maktab” tadqiqotlarida amalga oshirildi. Mif, afsona, ertaklarni sistemali to‘plash va tahlil qilish ishlari bevosita “mifologik maktab”ning shakllanishi bilan bog’liq holda boshlandi. Bu ilmiy maktab vakillari miflarni milliy qadriyatlar tizimi va an’anaviy madaniyatning ibtidosi sifatida talqin qildilar.Ushbu maktab o’zbek mifologiyasini ingliz va rus mifologiyasiga qiyoslab o’rganishni yo’lga qo’ydi.
Mif mohiyatini oydinlashtirishda XVIII asrda yashagan italiyalik olim J.Viko (1668-1744)ning miflarni “poetik nutq”ning arxaik shakli sifatida talqin qilishga asoslangan nazariyasi, shuningdek, uning “ibtidoiy ideologiya sinkretizmi”, “mifning poetik tabiati”, “mif - ilohiy poeziya ekanligi” haqidagi ilmiy qarashlari muhim ahamiyatga ega bo’ldi. Uning yozishicha, insoniyat o‘z taraqqiyotining eng quyi qatlamida fikrni imo-ishoralar, belgi-ifodalar va ramzlar vositasida bayon qilgan. Bu “til” shakli o‘z mohiyatiga ko‘ra metaforik, ya’ni «poetik nutq» tabiatiga ega bo’lgan. Mifni talqin qilishning bu o‘ziga xos nazariyasi keyinchalik mifshunos M.Myuller tomonidan ilgari surilgan “miflami lingvistik talqin qilish konsepsiyasi”ga asos bo’ldi. [2] XIX asrning ikkinchi yarmiga kelib, folklorshunoslar miflarni qiyosiy o‘rganish maqsadida juda boy faktik material to‘pladilar. Bu esa jahonning turli joylarida istiqomat qiluvchi xalqlar og‘zaki badiiy ijodi va yozma adabiyotida ko‘piab o‘xshash syujet, motiv va obrazlar mavjudligini ko‘rsatdi. Aniqlanishicha, tarixiy-etnik kelib chiqishida umumiylik boimagan xalqlarning ertaklari orasida syujet qurilishi va motivlar tizimiga ko‘ra bir-biriga juda o‘xshash asarlar ko‘pchilikni tashkil etar ekan. Dunyo xalqlari folkloridagi bunday mushtarakliklarning sababini o‘sha davr folklorshunosligidagi asosiy yo‘nalish hisoblangan “mifologik maktab”ning “mifologiyani o‘rganishga asoslangan “qiyosiyfilologik” metodi yordamida aniqlashning imkoni bo’lmadi. Chunki epik syujetlarida o‘xshashlik mavjudligi aniqlangan xalqlar bir-biridan jo‘g‘rofiy o‘rni, etnik mansubiyati, diniy-e’tiqodiy qarashlari va turmush tarziga ko‘ra jiddiy farqlanib turardi. Shu tariqa, folklorning bu o'ziga xos xususiyatini yangi ilmiy konsepsiya va nazariya asosida tadqiq etish ehtiyoji tugildi va turli-tuman xalqlar folkloridagi o‘xshashliklarning sababini tushuntirishga qaratilgan “sayyor syujetlar nazariyasi” yuzaga keldi.
Har xil xalqlar so‘z san’atidagi mushtarak epik hodisalarni folklorshunoslikda “migratsion nazariya”, “o‘zlashtirish nazariyasi”, “kezuvchi syujetlar nazariyasi”, “sayyor syujetlar nazariyasi” kabi turli xil nomlar bilan ataluvchi mazkur ilmiy yo‘nalish XIX asrning 50-yillaridan e’tiboran G'arbiy Yevropa folklorshunosligida “ Migratsion maktab” nomini oldi. [3] “Meteorologik nazariya”ni Shimoliy Germaniya aholisining afsona, ertak, urfodat va tasavvurlarini tadqiq etish asnosida rivojlantirgan etnograf va folklorshunos V.Shvars (1821-1899) “mifologik maktab” tarixida “demonologik nazariya” nomi bilan yuritiladigan konsepsiyani asoslab berdi. U “Mifologiyaning kelib chiqishi” (1849) asarida yovuz kuchlar bilan bog‘liq xalq qarashlari va irimsirimlarga aloqador asotirlarni “quyi mifologiya” deb atadi va bu atama folklorshunoslik amaliyotidan o‘rin oldi.
Demonologiya (demon va ...logiya) — demonlar haqidagi diniy taʼlimot. Uning vujudga kelishi ibtidoiy davrlarga xos yovuz ruhlarga eʼtiqod qilishga borib taqaladi. [4] Demonologiya demonologik obrazlarni o’rganish va tadqiq etish bilan shug’ullanadi. Demonologik obrazlar ayniqsa Bobil dini va qad. Eron dinida rivojlangan, ulardan iudaizm, xristianlik va islomga ham oʻtgan. Demonologik obrazlar joy va davlatning diniy e’tiqodiy hamda urf-odatlariga ko’ra farqlqnadi. O’zbek demonologik obrazlariga shayton va ajinani misol tariqasida keltirishimiz mumkin. O’zbek demonologik obrazlari boshqa davlat vakillari shuningdek, ingliz demonologiyasiga qiyosiy tarzda bir necha amaliyotlar yordamida o’rganilgan. Cingliz demonologik obrazlari” boshqa davlat personajlaridan farqli belgisi, bu ularning hayotiy uydirmalarga asoslanishi, hamda jonli jonzotlarni belgi qilib olinishidadir. Ingliz olimi Baygert. Shinuza tomonidan demonologik obrazlar 1987 yilda ilk bor tadqiq etilgan va muhim belgilari o’rganilgan.Tadqiqot natijalariga ko’ra ingliz demonologik obrazlari va o’zbek demonologik obrazi o’rtasida bir necha o’xshasj jihatlar ko’zga tashlanadi. Jumladan, ingliz demonologiyasi ham o’zbek demonologiyasi kabi jin ajinalarga taqlid tarzida qiyosiy personajlarni mahfiy tasvirlaydi, va majoziy ma’noga yo’giradi.
XULOSA
Xulosa qilib aytganda, Ingliz va o’zbek mifologiyasi, demonologik personajlari o’rtasida muayyan bog’liqlik bor. Olimlar tomonidan ikki til mifologiyasi qiyosiy metod yordamida tadqiq etib kelinmoqda, hamda bugungi kunga qadar folklorshunoslikka bir qancha yangiliklar olib kirilishiga erishildi.
FOYDALANILGAN ADABIYOTLAR:
1. Sarimsoqov B., Zpik janrlar diffuziyasi //Oʻzbek folklorining epik janrlari, T., 1981; Joʻrayev M., Shomusarov Sh., Oʻzbek mifologiyasi va arab folklori, T., 2001. Mamatqul Joʻrayev.
2. .https://uz.m.wikipedia.org/wiki/Mifologiya#cite_ref-1
3. OʻzME. Birinchi jild. Toshkent, 2000-yil
4. Аникин В. Теория фол кл о pa. – М.: Наука, 2012, 480 с. M.Jo‘rayev, L.Xudoyqulova. Marosimnoma-T. 2008. 172 b.
https://doi.org10.5281/10.5281/zenodo.6464675
Zakirova D.Y.
Senior teacher, Foreign languages department, TIF
Abstract: This article is dedicated to find out ways to use Communicative LanguageTeaching techniques in order to develop students’ creative abilities; to implement communicative-based techniques in practice; to work out ways how to encourage students to use their creative abilities; to focus on the importance of creative abilities of learners that it can serve as a good source of information for all teachers looking for some new techniques based on communication.
Keywords: Communicative Language, process of speaking, grammar, teaching techniques.
In this modern era, we can easily connect from one country to another and even from one culture to another. The third industrial revolution made our life easy and super fast, and we currently live in a period of globalization.
Communicative language teaching is one of the best and popular methods of learning a second language throughout the 20th century. Global communication is increasing day by day and in some cases rapidly.Language plays a vital role in global communication, especially the English language. That’s why teachers and researchers have been searching for the best ways of teaching a second or foreign language.CLT is deployed to develop communicative proficiency, and it has some primary objectives to improve communication skills. Some of the objectives of communicative language teaching are given below:
CLT improves communicative proficiency of all the skills including reading, writing listening and speaking.
Gradually it focuses on the grammatical, discourse, functional, sociolinguistic of communicative competence.
It used to engage the learners in the pragmatic and functional use of language.
It enhances the productivity of the language in scientific ways.
CLT usually appreciates the learners to engage in linguistic interaction with real-life objectives.
Fluency is the first priority rather than accuracy.
Communicative language teaching is a learner-centered method that mainly focuses on learning the language through communication. The significant characteristics of communicative language teaching are given below:
CLT emphasizes to engage the learners in real-life situations in the classroom so that they can understand how to communicate in the real world.
It gives the importance of the necessity of the learners and attempts to explain it.
In communicative language teaching, errors are considered in a natural phenomenon.
Normally CLT focuses on the fluency of the learners rather than the accuracy of the grammar and learners acquire their accuracy gradually and naturally.
CLT also believes that communication is the fundamental objectives of language and the learners need to develop all the skills of language (reading, writing, listening and speaking).It offers the opportunity to join in teacher-learner and learner-learner interaction in the classroom.It focuses on the use of techniques which encourage the learners in participating in the natural environment, for instance, group and pair work etc.CLT agrees with the perception of individual work.In communicative language teaching, grammar is the second option of the learners and they discover and internalize the grammatical rules and functions themselves.It uses authentic language materials so that the students find the similarity between the classroom activities and the real world.Classroom Activities In Communicative Language Teaching.The classroom activities of communicative language teaching (CLT) are given below:
Learners interact with other people through pair and group work.
Students are encouraged to concentrate on communication.
Reading and writing may start on the first day.
Interaction between teacher and students should be applicable.
Teachers motivate the students so that they can easily interact with them.
The teaching methods must be learner-centred.
Students should be engaged in several activities so that they can be able to generate new ideas.
Teachers Role In CLT
Teachers play a very significant role in CLT. However, the teacher’s roles in CLT is given below:
Teachers remain in the classroom as a facilitator to be done the communication process among all the participants. They also encourage learners to join various activities.
As a professor, a teacher answers the questions of the students and also care about their performance and activities.
The teacher also plays the role of a communicator in the learning process. He or she also cooperates with the learning-teaching group.
Sometimes the teacher plays the role of a guide in the classroom activities. He/she monitors the errors of the students and delivers some positive feedback among the learners.
Students Role In CLT
Students also need to play some roles in CLT. These are given in the below:
The learners have to create some groups among themselves for their learning purpose and taking care of how they are able to perform in the classroom.
The students must have to cooperate and support each other in the group to complete their all tasks assigned by the responsible teacher.
The learners should involve in interaction and conversation with the teacher and other learners in the classroom.
The students should be more interactive and create an interactive environment in the classroom for making the learning more easy and attractive.
To sum up, it can be said that communicative language teaching (CLT) is the most valuable and modern method to acquire the best ways to learn a second language quickly.Students get enough opportunities to interact with the teacher and remove their misconceptions. The primary and exciting thing is that communicative language teaching tolerates errors as a natural phenomenon.
REFEFRNCES:
1. Clarke, M., and S. Silberstein (1977). Toward a realization of psycholinguistic principles in the ESL reading class. Language Learning, 27 (1), 48–65.
2. George M. Jacobs, Thomas S. C. Farrell. Understanding and Implementtng the Clt (Communicative Language Teaching) Paradigm. JF New Paradigm Education, Singapore and National Institute of Education, Singapore.
Volume: 34issue: 1. - Pp. 5-30.
3. Harmer J. (2001). How to teach English, Longman.
https://doi.org10.5281/10.5281/zenodo.6464687
Zakirova D.Y.
Senior teacher, Foreign languages department, TIF
Abstract: Through the use of critical activities students can also learn how to reach to conclusions, and selfassess their performance in class Interactive classes could be the major factor for the development of critical thinking. Based on Bruffee (1984) ideas, people who think well must first have the ability to communicate well and reason within a learning community.
Keywords: Critical reading, hypothetical problems, assignments, ability, logical relationships,clarity.
Therefore, group work, pair work and project work are the processes that enable our students becoming critical thinkers. As well they also develop collaborative strategies that give them the opportunity to participate effectively and listen or accept others´ ideas.
Which are critical thinkers competences?
Critical thinking calls for the ability to:
• Recognize problems, to find means for meeting those problems.
• Understand the importance of prioritization in problem solving.
• Gather pertinent and relevant information.
• Recognize unstated assumptions and values.
• Comprehend and use language with accuracy, clarity, and discernment.
• Interpret data and evaluate arguments.
• Recognize the existence of logical relationships between propositions.
• Draw conclusions and generalizations.
• Put to test the conclusions and generalizations at which one arrives.
• Reconstruct one’s patterns of beliefs on the basis of wider experience.
• Render accurate judgments about specific things and qualities in everyday life.
Instead, begin with a reading exercise. Read a passage in an English book out loud, and then have your students read it out loud themselves. Then discuss it. The topic of teaching students to think while reading-critical reading-should be central to any discussion of thinking skills, in part because the reading of textbooks plays such a prominent role in the content fields. Critical reading has been defined as learning to evaluate, draw inferences and arrive at conclusions based on the evidence (Zintz and Maggart, 1984).
One method that promotes critical reading involves the use of news media in the class. Newspapers, magazines, television, and radio can motivate students to develop critical listening and reading skills. Differing accounts and editorials can be compared as a way of helping students read with a questioning attitude. Students can construct their own arguments for discussion or publication in student newspapers. In the process, they become more discriminating consumers of news media, advertising, and entertainment.
During this activity students need to organize pieces from a story in the correct order; they will make up a title for it as well as write a new ending. This exercise provides students the opportunity to think logically, to solve problems and relate the events to their own previous experiences.
Socratic thinking: it is a process of questioning hypothetical problems so thinking would be triggered, the idea is to challenge students to answer questions analysis between facts and assumptions and get to the best possible solution according to the situation.
Think Out-of–the-box: make students draw a specified number of dots and then tell them to join the dots making creative figures with a determined number of lines.
What if you were: make students imagine and characterize a person, who could be a famous are popular one. Give a student a hypothetical event and ask them to react as if they were that know person. These kind of activities will help students understand others reactions and think in different ways.
This article is intended to help teachers who are interested in developing and encouraging critical thought in their language classrooms. First I will explain briefly how I define critical thinking and why I feel it is important, relevant, and highly applicable to the EFL/ ESL teaching context. Then I will look briefly at what I feel are two key elements teachers interested in this topic should keep in mind. The majority of this article however, is given over to an analysis of three classroom techniques which I feel teachers in most any circumstance or situation can begin to use almost immediately. I have tried to focus on techniques which I think help students to focus on the real world around them and which teachers may make use of even with limited resources.Simple Debate Skills While a debate might seem like a huge challenge for EFL students just learning about critical thinking and problem solving I've often discovered, if it's kept at a simple level and about a subject they're interested in, it's usually quite successful and students have a blast.
This miniature guide focuses on of the essence of critical thinking concepts and tools distilled into pocket size. For faculty it provides a shared concept of critical thinking. For students it is a critical thinking supplement to any textbook for any course. Faculty can use it to design instruction, assignments, and tests in any subject. Students can use it to improve their learning in any content area. Its generic skills apply to all subjects. For example, critical thinkers are clear as to the purpose at hand and the question at issue. They question information, conclusions, and points of view. They strive to be clear, accurate, precise, and relevant. They seek to think beneath the surface, to be logical, and fair. They apply these skills to their reading and writing as well as to their speaking and listening. They apply them in history, science, math, philosophy, and the arts; in professional and personal life. When this guide is used as a supplement to the textbook in multiple courses, students begin to perceive the usefulness of critical thinking in every domain of learning. And if their instructors provide examples of the application of the subject to daily life, students begin to see that education is a tool for improving the quality of their lives. If you are a student using this miniguide, get in the habit of carrying it with you to every class. Consult it frequently in analyzing and synthesizing what you are learning. Aim for deep internalization of the principles you find in it until using them becomes second nature. If successful, this guide will serve faculty, students, and the educational program simultaneously.
All educators are interested in teaching critical thinking to their students. Many academic departments expect their professors and instructors to be well informed about the strategy of teaching critical thinking skills, identify areas in one’s courses as the proper place to emphasize and teach critical thinking, and develop and use some problems in exams that test students’ critical thinking skills. The urgent need to teach thinking skills at all levels of education continues. But we should not rely on special courses and texts to do the job. Instead, every teacher should create an atmosphere where students are encouraged to read deeply, question, engage in divergent thinking, look for relationships among ideas, and grapple with real life issues.
A well-known fact is that students during their learning years do not achieve sufficient language skills to understand lectures, comprehend texts books, participate in class discussions or generate an accurate written work. The development of met cognitive strategies can help them organize, plan and make decisions about their own learning. This development is, of course, teachers´ responsibility to get acquired by the use of new strategies, so students will be expected to think, to communicate and to continue their learning by themselves in and outside the classroom.
As a teacher, it does not matter whoever you are a primary school teacher or a high school teacher or a university teacher, we should enclose these different type of critical thinking skills, because we need talented and gifted people in the future. These people will make our life easier and give us fruitful activities and works.
Focusing skills come into play when an individual senses a problem, an issue, or a lack of meaning. Focusing skills enable him or her to attend to selected pieces of information and ignore others. The two focusing skills we chose to include in this framework, defining problems and setting goals, are often use dearly in a thinking process, but that also be used at any time during a task to clarify or verify something or to redefine or refocus one's efforts. Focusing skills may also be used at the end of problem solving, comprehending, or other processes as a way of establishing "next steps."
Defining Problems
This may include asking and answering such questions as:
What is a statement of the problem? Who has the problem? What arc some examples of it? By when must it be solved? What makes it a problem? Or, why must it be solved? These questions help the learner identify the "problem space" or boundaries of the problem as well as clarify its nature (Newell & Simon, 1972).
Giving some attention to defining problems is crucial when the problem is ill-defined or unstructured, such as finding ways to conserve eroding soil or determining the reasons for behaviors of the a laractersin Lord of the Flies; however, the same questions are important even with well-structured problems such as how to if lance a car (Frederiksen, 1984). Defining problems is important not only in problem solving but also in many of the other processes, such as scientific inquiry.
Key Concepts and Issues Once a problem has been "found" most research on problem solving emphasizes the importance of clarifying the situation early in the process, but students tend to ignore this step, perhaps because of the way problem solving is taught (Bransford, Sherwood, Rieser,& Vye, 1986). For example, students are often given problems for practice that are not of real significance to them. A page of story problems theta nothing but computational exercises in sentence form can be solved simply by changing the sentences into computational algorithms. To ask the question "W I lose problem is it?" would seem strange and pointless in this situation. Such exercises are appropriate for practicing computation, but they do very little to help students apply mathematics to solve realworld problems.
Indeed, many situations call for "problem finding" recognizing a problem when there appears to be none. For example, students do not always recognize that their writing cannot be understood by their intended audience. They pro-duce writing that only they can understand (writer -based prose)and express surprise when a reader is confused. As part of writing instruction, teachers need to help students discover that taking the reader's point of view is indeed a real problem and that solving it requires definition and clarification.
Strategies A general principle for teaching students to define problems is to begin with problems that are clearly structured and then move to more unstructured problems. The problem-defining questions listed above can be used to guide the discussion. A discussion of the national debt a complex, familiar, unstructured problem might be preceded by discussion of something simpler and more familiar, such as a personal debt. Such questions can lead students to define a problem more carefully, to change or reshape a problem, or even to reassess whether a situation is a problem in the first place. Equally important, applying these questions to familiar problems helps students link the new information to prior knowledge.
Comments on Classroom Applications A key issue for most skills in this chapter is whether or not students benefit from isolated skills instruction. Is it useful to teach defining problems as an end in itself? While many thinking skills programs attempt to do that, there is considerable debate among researchers about whether generic skills instruction helps students to solve or lessen the content areas.
REFERENCES:
1. Critical thinking skills by Alec Fisher
2. Handbook for teachers University of CAMBRIDGE Faculty of Education
3. Incorporating Critical Thinking Skills Development into ESL/EFL Courses. Andy Halvorsen halvora [at] seattleu. edu Polytechnic University
(Tirana, Albania)
4. Generating Questions: Using Critical Thinking Skills By: Liz Fothergrill
(2006)
5. Performance more by Reza Gholami
АНТРОПОЛОГИЧЕСКИЕ ПРОБЛЕМЫ В ФИЛОСОФИИ
АЗИЗУДДИНА НАСАФИ
https://doi.org/10.5281/zenodo.6465949
Бўриев Исроил Исмоилович
Қарши муҳандислик-иқтисодиёт институти
“Ижтимоий фанлар” кафедраси ўқитувчиси
Аннотация: Статья посвящена исследованию научного творчства одного из великих мыслителей Кашкадарьи Азизиддина Насафий. На основе анализа известных произведений ученого, занимающих особое место в истории суфийского учения освещены взгляды ученого на мусульманскую мистику.
Ключевые слова: Суфизм, мир большой, мир малый, мир скрытный, мир свидетельств, сущность, материальный мир, идеальный мир.
Азизуддин Насафи является одним из ярких, но, к сожалению, малоиз ученных представителей суфизма (суфийской философии) XIII в. Его фил ософское наследие имеет энциклопедический характер, потому что в нем о бобщаются существовавшие в тот период различные философские идеи. Философия Азизуддина Насафи многогранна. В его произведениях исслед уются проблемы онтологии, гносеологии, этики и эстетики. Однако особое место в его философском наследии занимает проблемы человека и его сущ ности и существования. Для Азизуддина Насафи характерно то, что онтол огические и гносеологические вопросы он решает с позиции антропологич еского видения проблемы. Отсюда исследование философии Азизуддина Насафи представляется весьма актуальным и злободневным. С другой сто роны, она органически связана с общечеловеческими ценностями, присущ ими практически всем народам мира, которые ныне в трудных, порою тра гических условиях, стараются определить свои исторические перспективы. Однако последние невозможно осуществить без творческого освоения мир ового гуманистического наследия. Насафи верит в могущество человеческо го разума, мощь науки, проповедует идеи прогресса, для достижения котор ого по его утверждению необходимо развитие естественно научного и фил ософского знания. Исходя из вышеизложенного, автор констатирует, что а ктуальность диссертационного исследования заключается в том, что филос офское учение Азизуддина Насафи не потеряло своего значения до сегодн яшнего дня и поэтому требует более глубокого и системного анализа. Наса фи, обобщив в своих произведениях интеллектуальные средневековые иде и, наряду с антропологическим видением проблемы попытался также расс мотреть проблему человека с точки зрения суфийской философии. Послед нее придает его мировоззрению особую специфику.
Конечно, проблема совершенного человека (инсони комил), которая я вляется объектом размышления представителей суфизма, рассматривалась в трудах многих мусульманских мыслителей. В литературе по исламу трад ищюнно считается, что концепция совершенного человека впервые разраб атывалась в творчестве великого учителя шейха Ал-
Араби. Его дело продолжил его ученик ал-
Джили. Идею «инсони комил» развивал и ал-
Газзали. Свое понимание «совершенного человека» изложил и Дж.Руми. Пр и всем том антропологические идеи Азизуддина Насафи во многом обогат или то, что уже было разработано в этом аспекте великими философами и богословами, и заложили новые основы для развития идей о человеке и его роли в бытии. Доказательством тому тот факт, что Насафи свое видение пр облемы человека изложил в 22х трактатах, объединенных в одну книгу под названием «Совершенный че ловек». Её объем составил 500 страниц.
Первые исторические сведения об Азизуддине Насафи встречаются в трактате «Риёзулорифин», которая не лишена некоторых неточностей и законченности. Азизуддин Насафи был одним из первых восточных мыслителей которые стали известны в Европе. Еще 1625 г. его произведения были переведены на латинский язык. Первымевропейцем, который исследовал произведения А зизуддина Насафи, был француз Е.Палмер. Затем другой французский исс ледователь -
Мериджон Моле написал введение к книге Насафи «Инсони комил» («Сов ершенный человек»), где привел некоторые сведения об Азизуддине Наса фи и его наследии. Из иранских исследователей об Азизуддине Насафи пи сал Абулхусайн Зарринкуб в работе «Джустуджу дар тасаввуфи Эрон».3 (И сследование по иранскому суфизму), а также Сайд Зиёуддин Дехшахри в своём вступлении к книге «Катфулхакоик» («Открытие истины») В 1987 г. по инициативе таджикского ученого Рустама Шукурова на русски й язык было переведено произведение Азизуддина Насафи «Зубдатулхакоик», которое вошло в книгу «Суфизм в контексте мусульманской культ уры» Е.Э.Бертельса. К сожалению, в таджикской научной и литературной с реде, особенно в исследованиях учёных советской эпохи, произведения На сафи остались вне поля зрения. После обретения Таджикистаном независи мости, изучение философии средневековья активизировалось. При этом уч еные попытались исключить из своих исследований всякую идеологизиров анность. Появились новые философские работы, в которых имелись упоми нания и об Азизуддине Насафи. Так, таджикские философы А.Мухаммадх оджаев, И.Зиёев и М.Т.Мухаммаджанова на основе кабульских копий руко писей Азизуддина
Насафи в своих исследованиях приводят некоторые ссылки на произв еденья этого
мыслителя. Этим и исчерпываются исследования о творчестве мыслителя Азизуддина Насафп -
отмечается, что ХІѴХѴ вв. считаются весьма важным периодом в истории Мавераннахра и Хорасана. Это было время разрушительного нашествия на этот регион монголов, которое началось в 1220 г. В этот период государств ом правила династия Хорезмшахов (1070 -
1220), а столицей государства был город Ургандж. Государство Хорезмшах ов распалось изза резкого снижения авторитета Мухаммада Хорезмшаха. Бесчисленные ор ды монголов под руководством Чингизхана ворвались в пределы государст ва предков таджиков с намерением безжалостного уничтожения населения и грабежа его имущества. Монгольское нашествие не только уничтожило государство Хорезмшаха, но и нанесло невосполнимый ущерб хозяйству и культуре народов Мавераннахра и Хорасана. Персидскотаджикский летописец, автор «Таърихи гузида» Хамидулло Муставфии Ка звинк так писал о страшных последствиях монгольский оккупации: «Чинг изхан послал Тулихана, чтобы уничтожить Хорасан. Переправился через р еку Джейхун (Аму), вошёл в страну Хорасан и занял все иранские земли. А затем совершил массовую казнь, какой никогда не было в истории. Какие б ы трагедии в истории впоследствии не происходили, они не могут сравнит ься с тем, что было тогда произашло. Спросили у одного мудреца о нашест вии монголов, он ответил: пришли, убили, ушли и унесли». ' Многие пред ставители науки и культуры были вынуждены эмигрировать в другие стра ны. Так, семейство Джалолиддина Балхи эмигрировало в Рум, Мухаммад А вфии Бухори в Индию, а Шамс Кайси Рози в Шираз. Следует отметить, что Азизуддин Насафи в эту страшную эпоху также был вынужден скитаться, он на себе испытал бесчинства и безжалост ное отношение монгольских захватчиков к местному населению. И все же, несмотря на многочисленные убийства и грабежи, безжалостность монголь ских захватчиков, в это смутное время наука и культура не только не исчез ли, но даже продолжали развиваться. Как минула половина десятой ночи. Ваш покорный слуга (т.е. я), сидя перед лампой (свечой), чтото писал и заснул. Во сне видел своего отца, который вошел в дверь. Встал, поздоровался. Ответил и сказал, что Пророк с Шейхом Абуабдуллохом и Шейхом Саъдиддином Хамуви (царство ему небесное) в пятничной мечети Абаркуха сидел и спрашивал тебя. Я вместе с отцом пошел в мечеть, увиде л Пророка, поздоровался и сел. Затем Пророк сказал, что Шейх Саъдиддин Хамуви рассказывал ему про меня, и его мысли о тебе были добрыми». Его слова были о том, что собрал в 500 главах книга. Азизуддин все это собрал в десяти книгах. И как я не стремился скрыть смысл этих книг, пытался быть откровенным. Думал, что вдруг ктото ему навредит. Тогда Посланник сказал: «О, Шейх, будь спокоен, он нахо дится под защитой Бога, и скажи Азпзуддину, чтобы он не распространял э ту книгу. И теперь говорю тебе, что пока не пройдет 700 лет со дня моей с мерти, эту книгу не распространю среди народа, и по истечении 700 лет в б ольшинстве медресе большая часть учеников будет уделять внимание этой книге и её будут изучать». Тогда я сказал: «О, Посланник Бога! Некоторые переписали згу книгу и унесли в разные страны. На это (Посланник) ответ ил: что ушло, то ушло, придержи остальные»Из содержания данного расска за можно сделать вывод, что Азизуддин Насафи (по предупреждению Посл анника Аллаха о том, что остальные экземпляры книги не должны распрос траняться 700 лет со дня его смерти), возможно, умер до 700 г.х. Другим фа ктом, свидетельствующим о времени жизни Азизуддина Насафи, является то, что он в заключении своей четвертой книга «Алинсонулкомил» так говорит о дате написания своей четвёртой книга: «Эти четыре к ниги (имеются в виду четыре книги «Алинсонулкомил» И. Ш.) я собрал и написал в четырёх областях.
Первую книгу во время ситтун и ситтуниа (т.е. в 660 г.х.) в городе Бухаре, вторую книгу в Хорасане в городе Бахрабад, у гробницы Шайхулмашоих Саъдиддина Хумави. Третью книгу написал в городе Кирмане, и ч етвёртую книгу в городе Ширазе, у гробницы Шайхулмашоиха Абдуллохи Хафифа в 680
г.х.»Отсюда следует, что Азизуддин Насафи свои четыре книги «Алинсонулкомил» написал в течение 20 лет. Остальные его произведения предположи тельно написаны раньше или одновременно с этими книгами. Эта мысль ч астично доказывается на основе, указания самого Азизуддина Насафи в кн иге «Максадулаксо»: «Достаточно этих 80 лет, я познал все, и в это время везде, где увидел когонибудь из бдительных, стремился познать самого себя» '. Если при написа нии этой книги Азизу Насафи было более 80 лет, то становится ясно, что эт о произведение было последним и, согласно его же высказываниям, было « самой далёкой его целью». Следовательно, книга была завершена в конце 9
0х годов VII в.х. Если основываться на приведенных выше фактах, то период жизни Азизуддина Насафи соответствует приблизительно 607 (610) г. 695 ( 698) Г.Х., умер он в Хорасане. Таким образом, жизнь и деятельность Азиза Насафи соответствуют тому историческому периоду, когда народы Средне й Азии переживали самые трудные времена, нашествие монголотатарской орды.
ИСПОЛЬЗОВАННЫЕ ЛИТЕРАТУРЫ:
1. Угнетение и воля в природе человека с точки зрения Азизуддина
Насафи // Вестник Национального университета, Душанбе, 2006, №6, С. 1 22126. (На тадж. яз.)
2. Проблема сущности человека в наследии Азиза Насафи // Извест ия АН Республики Таджикистан. Отделение общественных наук. 2010. №2.
С. 6164.
3. Проблема природы человека в произведениях Азиза Насафи // В естник Таджикского национального университета. Серия гуманитарных на ук. Душанбе, 2010. №2 (58). С. 166171 (На тадж. яз.).
4. Проблема познания свободы с точки зрения Азизуддина Насафи
// Единство. Государство. Президент. Выпуск 10. Душанбе 2010. С. 241246.
5. Проблема вечного возвращения в учении Азизиддина Насафи // Материалы международной научно-
практической конференции (30,3 Іоктября и 1ноября) на тему « Подготовка научных кадров и специалистов новой форм ации в свете инновационного развития государств». Душанбе2010. с.1015.
ТАЪЛИМ ТЕХНОЛОГИЯСИНИ ЖОРИЙ ЭТИШ ТАЛАБАНИ ФАОЛЛАШТИРИШ МЕЗОНИ СИФАТИДА
https://doi.org10.5281/10.5281/zenodo.6464565
Курбанов.Б. ГулДу доценти
Курбанов С.Б. ГулДу магистранти
Аннотация: Мақолада замонавий таълим тизимида кенг қўлланилаётган технологиялар, улардан фойдаланиш йўллари, педагогик технология даражасидаги фаолиятнинг мезонлари (критериялари) ва талабалар билиш воситаларига оид билимларга эга бўлишлари келтирилган. Шу билан бирга “Технология ва дизайн” фани бўйича талабаларда шакллантириладиган билим, кўникма ва малакалар мазмуни берилган.
Калит сўзлар: билим, малака, кўникма, критерия, технология, дизайн.
Аннотация: В статье приводятся сведения о технологиях, используемых в современной системе образования, способах их использования, критериях деятельности на уровне педагогических технологий и знаниях с формирующихся у учащихся. Наряду с этим, изложено содержание знаний, умений и навыков, которые будут формироваться у студентов по предмету «Технология и дизайн».
Ключевые слова: знания, умения, навыки, критерии, технология, дизайн.
Annotation: The article provides information on technology used in the modern education system, the ways in which they are used, the criteria for the using of pedagogical technology and students shoul have knowledge of the tools. At the same time, the content of knowledge, skills and abilities formed in students on the subject "Technology and Design". Keywords: knowledge, qualification, skills, criteria, technology, design. |
Хозирги таълим жараёнида компьютер техникасидан фойдаланиб, дарсларда слайдлар, вертуал маърузалар, мултимедиялар намойиш этилмоқда. Бу эса ўз навбатида экран қўлланмаларини яратишга ва улардан фойдаланишга нисбатан қўйиладиган услубий, ташкилий санитариягигиена қоидаларини, талабларини ишлаб чиқишни ҳамда амалда жорий этишни талаб қилмоқда. Бундан ташқари хозир ўқитиш ишларида “Замонавий технология”, “Илғор педагогик технология”, “Ўқитиш технологияси”, “Таълим технологияси”, “Ноанънавий усул” каби атамалар кенг қўлланилмоқда. Хусусий ҳолда бу атамалар ўзига хос маъноларни билдиради. Масалан: “Педагогик технология” умумий номни билдирса, “Таълим технологияси” унинг илмий йўналишини, “Ўқитиш технологияси” эса амалий йўналишини ифодалайди. Қолганлари эса ҳосилавий атамалардир. Мазкур атамаларни умумлаштириб таълимнинг фаол (ёки фаоллаштирилган) усуллари деб аташ мумкин. Чунки мазкур атама ва номлар қандай аталишидан қатъий назар уларнинг замирида талабаларга билим бериш, уларни тарбиялаш ишларини фаоллаштириш масаласи ётади.
Фанни ўқитиш жараёни, талабаларнинг билиш, ижодий фаолиятини фаоллаштириш дидактик шароитлари ва технологиясига йўналтирилганлиги ҳисобга олинса, педагогик технология даражасидаги фаолиятининг мезонлари (критерийлари) сифатида қуйидагиларни кўрсатиш муҳимдир:
• Аниқ берилган мақсаднинг мавжудлиги, яъни тушунчалар, талабалар фаолиятининг кутилаётган ўқитиш натижалари, бу мақсадга эришиш усуллари каби коррект ўлчаниши;
• Мавзуни ўзлаштиришнинг етарлича қатъий кетма-кетлиги, маълум босқичларнинг мавжудлиги;
• Ўрганилаётган мавзу мазмунини билиши ва амалий масалалар кўринишида ва уларни ечиш усулларини кўрсатиш;
• Ўқув жараёни иштирокчиларининг (ўқитувчи ва талабаларнинг бир-бири билан) ўзаро ишлаши усулларини кўрсатиш;
• Ўқув жараёнининг натижавийлиги нуқтаи-назаридан
ўқитувчининг энг оптимал ўқитиш воситаларидан фойдаланиши;
• Ўқитувчи ва талабаларнинг шахсий вазифаларини амалга оширишларига асосланган фаолиятнинг мотивацияли асосланиши (эркин танлов, креативлик, мусобақалашиш, ҳаётий ва касбий маъно);
• Ўқитувчининг қоидавий (алгоритмик) ва ижодий фаолияти чегараларини белгилаш, ягона қоидалардан руҳсат этиладиган четга чиқишларини кўрсатилиши.
Бу санаб ўтилган критерийлар талабаларнинг ижодий фаолиятини фаоллаштиришнинг дидактик шароитлари ва технологияси шаклланганлик баҳолари критерийларини ишлаб чиқишда асос бўлади ва талабалар билиш воситаларига оид қуйидаги билимларга эга бўлишади:
• Ўзбекистонда ишлаб чиқариш турлари, ишлаб чиқаришда янги техника ва илғор технологиялар, фан-техника тараққиётини жадаллаштириш омиллари ва истиқболлари, ишлаб чиқаришни тайёрлашга оид технологик ҳужжатлар;
• Ёғоч турлари ва уларнинг хусусиятлари, ёғочга ишлов беришда қўлланиладиган асбоблар, ускуналар, қўлда ишлов берадиган асбоблар, механизациялаштирилган ва электрлаштирилган дастгоҳлар, станоклар технологик картани тузиш ва ундан фойдаланиш;
• Метал турлари ва хусусиятлари, металга ишлов беришда ишлатиладиган асбоб-ускуналар, дастгоҳлар, станоклар, электрлашган ва механизациялаштирилган жиҳозлар, машина, механизм элементлари ва турлари, технологик карта тузиш ва фойдаланиш;
• Юртимиз меъморчилиги тарихи, хона интерери ва жиҳозлаш дизайни, замонавий дизайн йўналишлари;
• Меҳнатни муҳофаза қилиш қонунлари, низомлари, хавфсизлик асослари, ишлаб чиқаришда соғлом ва хавфсиз меҳнат шароитини яратиш, инструкциялар турлари ва улар билан танишиш, ҳодимларнинг ҳуқуқ ва бурчлари, ишлаб чиқариш саноатида санитария-гигиена талаблари.
Талабаларда “Технология ва дизайн” фанига оид қуйидаги билим, кўникма ва малакалар шакллантирилади: ёғоч ва металнинг турлари, хусусиятлари, уларни режалаш, арралаш, тешиш, пардозлаш, қўл ва электр асбобларининг тузилиши, ишлаши, дастгоҳлар, электр ва механизациялаштирилган жиҳозлар, машина ва механизмлар элементлари, янги техника ва илғор технологиялар асослари ҳамда технологик хариталар тузиш ва фойдаланиш, пол ва мебел қопламалари уларни сақлаш, пардозлаш меъморчилик ишлари, меҳнат қонунлари ва низомлари, инструкциялар техника хавфсизлиги ва санитария-гигиена қоидалари.
Юқорида айтилган фикрларни умумлаштириб технология ва дизайн фанини ўқитишда технологик ёндашувининг моҳияти қуйидагича асосланиши мумкин:
• Ўқув жараёнини дастлабки лойиҳалаш ва бу лойиҳани педагогик амалиёт даврида қайта тиклаш имконияти;
• Қуйидаги дидактик мақсадларга эришганлик сифатини объектив назорат қилиш имкониятини кўзда тутувчи махсус мақсад тузиш;
• Ўқитиш технологиясининг структуравий ва мазмунини яхлитлиги яъни унинг компетентларидан бирига, бошқаларига тегмасдан туриб ўзгартишлар киритилишига йўл қўйиб бўлмаслиги;
• Ўқитиш технологияси барча элементларининг тўла аниқланган ва қонуниятли боғланишлари билан тақазо этиладиган оптимал методлар ва воситаларнинг танланиши;
• Ўқитиш жараёнини ўз вақтида ва самарали коррекциялаш имконини берадиган тескари алоқанинг мавжудлиги.
Хулоса қилиб айтганда, талабаларнинг билиш, ижодий фаолиятини фаоллаштиришнинг дидактик шароитлари ўқитиш технологияси доирасида назарий билимларни ўзлаштириш жараёни, ўқув фани лойиҳасини яратишлари ва амалга оширишлари шароитларида рўёбга чиқариш мумкин. У талабаларнинг билиш ижодий фаолиятини фаоллаштиришнинг дидактик шароитлари фаолиятини фаоллаштиришнинг дидактик шароитлари ва технологияси мақсадларига эришиш воситаси бўлади. Талаба таълимий дастурнинг барча бўлимларни фаолиятининг билимлари ва усулларини, касбий вазифаларни ҳал этиш воситасига айлантириш технологиясига эга бўлади.
ФОЙДАЛАНИЛГАН АДАБИЁТЛАР:
1. Р.Ишмухаммедов ва бошқалар. “Таълимда инновацион технологиялар” Т – 2008 й. -179 б.
2. Р.Ишмухаммедов ва бошқалар. “Тарбияда инновацион технологиялар” Т – 2010 й. – 140 б.
3. Ж.Толипова ва бошқалар. “Таълим-тарбия жараёнида замонавий педагогик технолгиялар” “Халқ таълими” журнали, 202 й. №3. 20-24 б
4. А.Мавлонов ва бошқалар. “Педагогик технология – тамойиллари асосида дарс машғулотларини олиб бориш технологияси” Т – 2010 й. 16-22 б.
5. Ҳ.Омонов ва бошқалар. “Педагогик технологиялар ва педагогик маҳорат” дарслик ТМИ – 2012 й. 555б.
ОРГАНИЗАЦИОННО-ЭКОНОМИЧЕСКИЕ ОСНОВЫ
ФИНАНСИРОВАНИЯ БЮДЖЕТНЫХ ОРГАНИЗАЦИЙ СТРАНЫ
https://doi.org10.5281/10.5281/zenodo.6463968
Тешабаева Одина Насридиновна-учитель,
Cодиков Нажибулло Асадулло угли -магистр,
Ферганский государственный университет
Аннотация : Целью данного исследования является изучение влияния методов бюджетного финансирования на изменение государственных расходов, достижение и эффективность цели использования методов бюджетного финансирования.
Ключевые слова: финансирование, бюджет, инвестиции, дефицит
В современных экономических условиях широко распространено понимание категории "финансирование" как совокупности методов и средств возмещения затрат на реализацию экономических проектов. Несколько шире и конкретнее к данному термину относится взгляд Игошина Н.В., занимающегося проблемами организации финансирования инвестиций: "Финансирование–обеспечение необходимыми финансовыми ресурсами расходов на реализацию мероприятий, проектов, бюджетных программ и тому подобное.Она представляет собой совокупность экономических отношений в процессе создания и использования централизованных денежных фондов в условиях регулирования государством или государством товарно-денежного обмена и его потребности в ресурсах, а также необходимости перераспределения ресурсов"[1].
В отечественной и зарубежной научной литературе наблюдаются различные подходы к толкованию экономического термина "финансовое обеспечение", однако до сих пор нет его общепринятого точного толкования. Через него раскрываются отдельные аспекты финансирования предприятий.
Существуют также его определения финансирования с точки зрения вложения денежных средств с целью увеличения активов хозяйствующих субъектов. В экономической литературе можно встретить, в частности, следующее определение: "финансирование – это сумма, внесенная в активы из различных источников (пассивов) в начале процесса производственной деятельности, приводящая к изменению активов к концу года".
А.М.Бабич, Л.Н. Павлова под финансированием и кредитованием понимают "совокупность форм, методов и принципов финансового обеспечения простого и расширенного воспроизводства в ограниченном объеме финансовых ресурсов", а под "финансовым обеспечением предпринимательства" - деятельность по управлению капиталом, его привлечению, размещению и использованию.
В.М. Родионова трактует финансовое обеспечение воспроизводства как возмещение затрат на воспроизводство за счет финансовых ресурсов, накопленных хозяйствующим субъектом и государством. В данном случае автор рассматривает финансовое обеспечение с точки зрения формирования финансовых ресурсов с последующим их распределением и целевым использованием через целевые целевые денежные фонды.
Исходя из состояния сельскохозяйственных предприятий в Узбекистане, можно сказать, что их финансовое обеспечение, несмотря на то, что большая часть из них финансируется государством, находится в крайне тяжелом положении по сравнению с другими отраслями. В результате произошло субъективное присвоение определенной части ценностей, созданных в сельском хозяйстве, предприятиями других отраслей.
Объективной необходимостью сегодняшнего дня стал новый подход к анализу производственных отношений в сельском хозяйстве республики, к проблемам эффективного использования современных технических средств с учетом изменений в структуре экономики.
Целью исследования является изучение теоретических основ бюджетного финансирования и разработка научных предложений по дальнейшему развитию финансирования бюджетных организаций в условиях рыночной экономики на основе изучения практического опыта. Для реализации этой цели были определены следующие основные задачи:
- теоретическое изучение содержания, сущности и экономических основ концепции финансирования;
– охват структуры, видов и характеристик планирования расходов бюджетных учреждений финансового контроля;
– проведение анализа состояния финансирования бюджетных организаций страны;
– Разработка научно-практических предложений по определению перспективных путей и возможностей процесса финансирования из государственного бюджета в Узбекистане.
Обеспечение (возмещение) расходов бюджетных организаций средствами из республиканского бюджета оформляется: целевой справкой установленной в Министерстве финансов формы (с указанием в ней пунктов бюджетной классификации - классификации и групп расходов) и платежной карточкой на перечисление средств по каждой группе расходов по одной строке.
Оплата расходов по получателям бюджетных средств, поступивших на исполнение в казну:
• из республиканского бюджета - на основании договоров, зарегистрированных Казначейством Министерства финансов и его территориальными подразделениями, или иных документов, обязывающих перечислять бюджетные средства на счета юридических и физических лиц;
• Из республиканского и местных бюджетов Республики Каракалпакстан - на основании договоров, зарегистрированных соответствующими территориальными подразделениями казначейства Министерства финансов, или иных документов, обязывающих перечислять бюджетные средства на счета юридических и физических лиц. Порядок финансирования расходов:
• По I и II группам в первую очередь осуществляется финансирование (погашение) расходов.
• III группа финансируется (оплачивается) в пределах лимитов, установленных Республиканской инвестиционной программой на текущий финансовый год.
• IV группа - средства на" прочие расходы " расходуются в пределах установленных лимитов с соблюдением следующей очередности:
➢ Продукты питания;
➢ Лекарственные медикаменты; ➢ Коммунальные услуги; ➢ И прочие расходы.
Рисунок-1
Формы бюджетных ассигнований [2]
Доходы республиканского бюджета
Общегосударственные налоги, пошлины, сборы и другие обязательные платежи в порядке и на основе нормативов, установленных законодательством
Доходы от размещения, ввода в эксплуатацию и реализации государственных финансовых и иных активов по нормативам, установленным законодательством
Доходы от размещения, ввода в эксплуатацию и реализации государственных финансовых и иных активов по нормативам, установленным законодательством
Денежные средства, перешедшие в собственность государства на праве наследования, дарения в соответствии с законодательством
Безвозвратные денежные поступления от юридических и физических лиц, а также от иностранных государств
Платежи, предоставляемые юридическим лицам — резидентам и иностранным государствам в счет погашения выданных бюджетных кредитов
Формируется за счет иных доходов, не запрещенных законодательством.
Рисунок-2
Процесс финансирования дефицита республиканского бюджета [2]
С внедрением рыночной экономики расширяются источники финансирования предприятий, формируются новые, нетрадиционные виды финансирования. В частности, это лизинг, фьючерс, факторинг, овердрафт и т. д.
Неоценимо значение материально-технических ресурсов, научнотехнического прогресса и передовых инновационных технологий в развитии сельского хозяйства, повышении его эффективности. Без них невозможно добиться желаемого результата в сельском хозяйстве.
В результате научно-технического прогресса создаются новые, производительные, устойчивые, качественные виды материальнотехнических ресурсов. Благодаря их рациональному использованию в сельскохозяйственное производство внедряются новые, эффективные технологии. Степень, эффективность их использования должны определяться с помощью системы соответствующих показателей.
Передовые, эффективные инновационные технологии должны внедряться во всех отраслях сельского хозяйства с учетом всех факторов. Необходимо развивать рынок материально-технических ресурсов, инструментов, являющихся продуктом научно-технического прогресса, и передовых технологий.
В дальнейшем необходимо своевременно и качественно осуществлять все меры по повышению уровня использования и экономической эффективности материально-технических ресурсов отрасли.
ЛИТЕРАТУРА:
1. Игошин Н.В. Инвестиции: организация упавления и финансирования: учебник для ВУЗов – 2-е изд., - М., Юнити – Дана, 2001.
2. Шодмонов Ш.Ш., Ғафуров У.В. Иқтисодиёт назарияси.Дарслик; Ўзбекистон Республикаси oлий ва ўрта махсус таълим вазирлиги. – Т.: Iqtisod-Moliya, 2010 й.
3. Ахунова, О., Тешабаева, О., & Шахобиддинова, А. (2018). Методы влияния процесса капитала на рост стоимости компании в системе корпоративного управления. In Приоритеты мировой науки: эксперимент и научная дискуссия (pp. 236-238).
4. Тешабаева, О. Н., & Ахунова, О. Э. (2020). Привлечение инвестиций в развитие экономики агропромышленного комплекса республики Узбекистан. In развитие регионального апк и сельских территорий:
современные проблемы и перспективы (pp. 241-243).
5. Тешабаева, О. Н., Мухаммадов, И. Б. О., & Джамолиддинов, Д. Р. (2020). O'zbekiston respublikasida qishloq xo'jaligi kompleksi iqtisodiyotni rivojlanishida investitsiyalarning o'rni. In минтақа иқтисодиётини инвестициялашнинг молиявий-ҳуқуқий ва инновацион жиҳатлари (pp. 600-
603).
XOLID HUSAYNIYNING “MING QUYOSH SHU`LASI” ROMANIDAGI
https://doi.org/10.5281/zenodo.6466264
Buxoro davlat universiteti talabasi
Annotatsiya: Mashhur afg`on-amerikalik yozuvchi Xolid Husayniy “Ming quyosh shu`lasi” romanida Afg`onistondagi ayollar va ularning qizlari o`rtasidagi munosabatlar, ayollarning xo`rlanishi , Afg`onistonda siyosiy janglardan so`ng o`z haq-huquqlari poymol etilgan ayollarning hayoti va qiyinchiliklarini ochiq-oydin ko`rsatib beradi.Ushbu maqolamizniyozishning asosiy maqsadi shundaki, Afg`onistonda yashagan va zulm ko`rgan ayollarning hur O`zbekistonimiz va gender tengligi mavjud bo`lgan davlatda yashayotgan ayollarning hayotidan farqini ko`rsatib, 1979-2003-yillarda yashagan , asosan, ayollarning ko`rgan jabr-zulmlarini ko`rsatib bermoqchiman.
Annotation: Well-known Afghan-American writer Khalid Husseini's novel "A Thousand Suns" explores the relationship between women and their daughters in Afghanistan, the abuse of women, and their rights after the political war in Afghanistan. The main purpose of this article is to show the difference between the lives of women living and oppressed in Afghanistan and the lives of women living in a free Uzbekistan and a country with gender equality. I would like to point out the atrocities committed by women in 2003.
Аннотация: Известный афгано-американский писатель Халид Хуссейни в романе "Тысяча солнц" исследует отношения между женщинами и их дочерьми в Афганистане, жестокое обращение с женщинами и их права после политической войны в Афганистане. Основная цель этой статьи - показать разницу между жизнью женщин, живущих и угнетаемых в Афганистане, и жизнью женщин, живущих в свободном Узбекистане и стране с гендерным равенством. Я хотела бы указать на зверства, совершенные женщинами в 2003 году.
Kalit so`zlar: Xolid Husayniy, ayollar, ona- bola, paranjida yurgan o`ksik qalblar, haq- huquqsiz ayollar.
Key words: Khalid Husseini, women, mothers and children, poor people in shawls, women without rights.
Ключевые слова: Халид Хусейни, женщины, матери и дети, бедняки в платках, женщины без прав.
Xolid Husayniy Afg`onistonning Kobul shahrida dunyoga kelgan. Otasi diplomat bo`lganligi sababli , 15 yoshli Xolid oilasi bilan Amerika Qo`shma Shtatlariga ko`chib borishiga to`gri keladi. U Kaliforniyada ta`lim olib, o`sib – ulg`ayadi va oila Amerikada doimiy aholi sifatida qolishadi. Xolid Husayniy 2000yil 36 yoshigacha Afg`onistonga kelmaydi, ammo u vatanini tashlab ketganidan, o`zi farovon hayotda yashaganidan afsuslanadi. U Kobul ko`chalarida kezar ekan, u yerda ayollar chorda kiyib, 4-5 ta o`g`il bolalar bilan yurganini ko`radi. U o`zining 2007-yilda bergan intervyusida shunday deganedi: “I hope the book offers emotional subtext to the image of the burqa-cloud women walking down a dusty street in Kabul”(Umidqilamanki,
kitobKobuldagichangliko`chadaketayotganchodraliayollarningtasvirigahissiysubtekstsiya taqdimetadi). Uning ayni “Ming quyosh shu`lasi” asari yozishining sababi ham ayni shu changli ko`chada yurgan chodrali ayollar qismatidir. U Kobul ayollari bilan bo`lgan suhbatida ,o`zining talqinicha, Maryam va Layloning syujetlari ko`z o`ngidan o`tib turadi. “Ming quyosh shu`lasi” Xolid Husayniyning
Afg`onistondagi notinch aholi hayoti haqidagi ikkinchi kitobi hisoblanib, birinchi kitob “The Kite Runner”(Shamol ortidan yugurib) bo`lib , unda “Ming quyosh shu`lasi” asaridan farqli ravishda, faqat erkaklar va o`g`il bolalar hayoti , ularning turli zulmlar ko`rganlari
Haqida yozilgan. Ayollarning kamsitilishi ,ya`ni asarning bosh qahramoni – Maryam nikohsiz tug`ilgani uning aybi bo`lmasa-da, u bolaligidan haromi deb kamsitilgan, tahqirlangan. Quyidagi holatni Rashidning Layloga Maryamga qarata aytayotgan so`zida bilishingiz mumkin.
“Endi sen bilan men shaharlikmiz. U esa g`irt qishloqi! Bo`lib ham bir tupkaning tagida, loysuvoq katakda katta bo`lgan! Aytgancha, Maryam ,sen bunga haromi ekaningni aytganmisan? Ha, bu g`irt noshar`iy tug`ilgan”. “ Maryam o`ttiz uchga to`lgan , ammo “haromi” degan so`z hali-hanuz uning qulog`iga qo`rg`oshindek botardi. U oyisiningchinni idishini sindirgan paytdagi qarg`ishi hali qulog`I ostidan ketmaydi: “ Bu mitti haromi meni xonavayron qilmasa go`rgaydi”.
Maryam bolaligidan turli xo`rliklarni boshidan o`tkazgan, u har doim birovga ortiqchadek tuyilgan. Jalil qizini yaxshi ko`rsa ham, uning uch xotini Maryamning oyisi va o`zini o`lgudek yomon ko`rgan. Oyisi unga “ Jalil va uning xotinlari uchun men oddiy qichitqio`t yoki ajriqdan boshqa narsa emasdim. Sen ham. Hali tug`ilmasingdan turib ularning nafratini qozongansan”. Shu sababli ham oyisi o`zini o`ldirganidan keyin, Maryam otasining uyida ortiqchalik qiladi. Uch ayol Maryamni ko`zlaridan uzoqlashtirishga harakat qilishgan va uni Rashidga kobullik pushtun erkakka turmushga berishgan. Maryam qarshilik qilishga harakat qilgan, otasidan najot kutganida juda kech qolgandi. Ya`ni ular Jalilni allaqachon o`z taraflariga og`dirib olgandilar. Maryam o`zining dardini hech kimga aytmagan va bir kuni Layloga “O`sha oqshom…. O`sha oqshomgacha… hali bir banda mening yonimni olmagandi!” deb o`z boshidan kechirgan qiyinchiliklari haqida aytib bergan.
Maryam bola ko`rmaganidan keyin Rashid unga qo`pol bolar, unga yaxshi munosabatda bo`lmasdi. Maryam bir kuni kechlik uchunovqat tayyorlaganida , Rashid hatto shundan ham ayb topgandi.
“ Eri kuch bilan uning iyagidan tutib, jag`ini qisdi va ochilgan og`ziga mayda toshchalarni joyladi. Maryam uning qo`lidan yulqinib chiqmoqchi edi, bo`lmadi. …..Maryam noiloj chaynashga tushdi. Og`zida nimadir qisirlab ketti. … Maryam qonga belangan toshchalarni birin-ketin tupura boshladi. Yerga sochilgan toshchalar orasida ikkita kurs tishi ham bor edi”.
Afg`onistonda yana bir muammo – qizlarning ta`limga mos ko`rilmasligi va o`g`il bolalarni qiz bolalardan ustun qo`yishi edi. Bu ham gender tengsizligiga ham misol bo`ladi.
Bu holat ko`proq Maryamning kundoshi Layloning qizi Aziza va o`g`li Zalmay o`rtasida kuzatiladi.
“ O`lay agar , shu yig`loqini bir kuni qutiga solib , Kobul daryosiga oqizivoraman”. Bu asar qahramoni Rashidning Azizaga bo`lgan munosabati ,uni chaqaloqligidan Rashid yomon ko`rardi. Aziza erkalanib otasining oyog`iga o`ralashganicha o`tirganida , Rashid unga “Qani yo`qol! Jo`na! Menga osilma, tushundingmi? Hatto yalinib-yolvorsang ham qo`limga olmayman. Bosib netib olmasimdan daf bo`l” deb jertgan edi. Hatto Zalmay uchun olib bergan televizorga Azizani umuman yaqinlashtirmasdi. “ Aziza qiziqsinib , televizorga yaqinlashdi…. Aziza televizorning tugmasini bosishi bilan Rashid sakrab turdi va qizchaning qo`lini zarda bilan nari surdi. –Bu Zalmayniki , sen qo`l tekkizma!” deb Azizani kamsitardi.
Ammo o`g`li Zalmayni haddan tashqari erkalatar, sho`xlik qilsa-da sekingina tanbeh berardi. Bunga yana bir misol keltirishimiz mumkin.
“ O`yinchoqlar rastasida Zalmay to`q sariq rangli koptokni tanladi. ….Aziza g`alati avtomat-o`yinchoqqa qiziqib qoldi. Ancha savdolashuvdan so`ng koptok Zalmayda qoldi. -Qani, sen joyiga qo`y,- baqirdi Azizaga.
-Pulimiz yetmas ekan”
Xolid Husayniy “Ming quyosh shu`lasi” asarida faqatgina 2-3 ayolning hayoti emas ,balki butun Afg`onistonda haq-huquqlari poymol etilgan ayollar haqida yozilgan. Asarning o`zida ham “… Zero, ayollarning erkin, ozod davri ortda qolgandi. …bir paytlar ayollarga berilgan imtiyozlarning bari bekor qilingan, xotin-qizlar yaqin qarindoshi hamrohligidagina safarga chiqa olar,eriga xiyonat qilgan xotinlar esa toshbo`ron qilinardi.
E`tiborga olinadigan yana bir masala borki, u asarda tilga olingan notinch Afg`onistonning tashqi ko`rinishi edi. U juda ham ayanchli holda tilga olinardi. “ Kechagina ro`y bergan shiddatli otishmalarning izlari ko`chalarda yaqqol ko`zga tashlanadi : parchalangan g`ishtlar, devor qoldiqlari , yonib ketgan avtomobil qismlari birbiriga ayqash-uyqash bo`lib ketgan.” .
Bu kitobni o`qigan o`quvchi turli muammolarni uchratgandan keyin, bir tomondan shukr qilishni ham boshlaydi. O`zbekiston mustaqillikka erishganidan keyin har bir ko`cha , har bir mahallani obodonlashtirish ishlarini qonuniylashtiradi. Bunga yorqin misol qilib, 2018-yilda Prezidentimiz Shavkat Mirziyoyev “Obod mahalla” va “Obod qishloq” rejasi uchun 3mlrd.dan ko`proq pul ajratdi. Afg`onistonning changli, vayrona ko`chalarini o`quvchi O`zbekiston bilan solishtirsa albatta, unda shukronalik hissi ortadi.
Maqolamning oxirida shuni ham aytmoqchimanki, Afg`onistonda ayollar uyda qamalib o`tirganlarida ,O`zbekistonda ayollar erkaklar bilan teng huquqli qilib qo`yilgan . Ular erkaklar bilan bir joyda ishlashlari, ko`chada erkin yurishlari mumkin. Davlatimizda 2018-yilda gender tengligi qonuni o`rnatilgan bo`lib, ayollarimiz hur O`zbekistonda erkin va baxtli yashash huquqiga egadirlar….
FOYDALANILGAN ADABIYOTLAR:
1. Xolid Husayniyning „Ming quyosh shu`lasi” asari. Rustam Jabborov va Munira Norovalar tarjimasi – Toshkent 2020
2. https://en.wikipedia.org/wiki/Khalid_Hussain
3. https://lex.uz/ru/docs/-5352583
4. Khalid Husseini “ Thousand splendid of Suns” – USA-2007
https://doi.org/10.5281/zenodo.6466166
Basic doctoral student of Tashkent Financial Institute
Annotation: This research paper theoretically describes the basic rules and stages of accounting policy in public medical institutions. The structure of accounting policy in public medical institutions and the features of its formation are described. The existing methodological problems in the formation of accounting policies related to the organization and maintenance of accounting in public medical institutions and their solutions are presented.
Key words: accounting, budget accounting, public medical institution, calculation, reporting, accounting policy.
Introduction. The organization and maintenance of accounting in public medical institutions reflects the process of conducting accounting in institutions on the basis of the principles of accounting policy, from the establishment of accounting to the preparation and submission of financial statements, depending on the specifics of medical institutions.
The development of accounting policies for public health facilities is a complex process that takes place in several stages and is an important part of the institution’s accounting and reporting. The formation of accounting policies in medical institutions is carried out on the basis of the rules and principles established by applicable regulations.
In order to establish an effective accounting policy in public medical institutions, it is necessary to define the stages of accounting policy development together with the principles applied and implemented at each stage. As a result, the principles that affect accounting policies are complemented and interconnected. This will help to formulate a meaningful and correct accounting policy adopted in the medical institution. This aspect allows the development and formulation of accounting policies of understandable public medical institutions that provide users of all information with the necessary and reliable accounting information [3].
The main part
The accounting policy of public medical institutions plays an important role in the implementation of internal financial control in institutions. The Law of the Republic of Uzbekistan "On Accounting" defines internal control as follows: is a system of measures based on the accounting policy adopted by the head of the accounting entity for the purpose of prevention and detection ”[1].
Accounting policies are developed by public health facilities to select one of several mutually exclusive accounting methods available in the budget legislation.
The state medical institution independently develops accounting policies for the implementation of the tasks assigned to it in accordance with the rules established by applicable regulations. Its main goal is to provide maximum coverage of the activities of the institution, the formation of reliable, complete and objective information for effective management [3].
Based on the results of our research, the main rules of accounting policy of the state medical institution should be:
1. The accounting policy is based on all applicable budget accounting standards.
2. The accounting policy is approved by the order or decision of the head or his deputy. The organization of accounting and reporting is carried out by the head of the state medical institution. In addition, the responsibility for compliance with applicable law in the conduct of business operations in the institution rests with the head of the institution.
3. The accounting policy adopted by the medical institution shall be applied consistently from year to year.
4. In the case of amendments and additions to the legislation governing budget accounting, as well as in the case of reorganization of the state medical institution or the establishment of separate departments and units within the institution, changes may be made to the accounting policy. The accounting policy adopted by the institution is also mandatory for its individual departments and divisions.
Changes and additions to the accounting policy shall be made from the beginning of the fiscal year in order to ensure the comparability of accounting data, from the date of its reorganization if the public medical institution is being reorganized. The public medical institution must provide information on changes and additions to the accounting policy for the next fiscal year in an explanatory letter to the annual financial report [2].
The accounting policy should reflect only the accounting methods that give the medical institution the right to choose or be independent. A well-designed accounting policy is one of the most important tools for managing the economic activity of a medical institution, and the effectiveness of the institution's activities depends on how well it is formed, structured and disclosed.
The process of formulating accounting policies for public health facilities is inherently complex and multifaceted, and it involves several successive steps (Picture 1).
The process of preparation of the accounting policy of the preparatory stage is carried out before the analysis of the current legislation in the field of medicine, which identifies a number of issues that the public medical institution intends to consider in the accounting policy. At the project stage, all possible options for formulating accounting policies will be considered.
In the final stage, the decisions made by the state medical institution on the choice of accounting methods for certain medical areas, accounting objects and operations are formalized by including them in the accounting policy.
The phase of changes in the accounting policy involves changes and additions to the legislation governing the budget, as well as changes in the accounting policy in the event of reorganization of the state medical institution.
Disclosure of the accounting policy of the state medical institution means that it will announce it to the public. In this case, in accordance with the current budget legislation, the obligation to disclose accounting policies applies to public medical institutions that publish their financial statements in full or in part [5].
Public medical institutions should also avoid technical errors in the process of formulating and developing accounting policies. We consider it expedient to
reflect the following in the accounting policy of public medical institutions (Picture 2).
Picture 2. Structure of accounting policy in public medical institutions [12]
In addition to the above, it is important that the accounting policies of public health facilities reflect the criteria for recognizing assets as a primary instrument and the valuation of the initial cost.
Also, the formation of the structure of accounting policy in public medical institutions, depending on the direction of activities of medical institutions and the types of paid medical services provided, serves as a basis for organizational, technical and methodological correctness of accounting [4].
Conclusion
State medical institutions currently provide more than 250 medical services to the population. Also, in order to effectively use budget funds in a market economy and to stimulate the work of medical personnel, from January 1, 2000, state medical institutions were allowed to provide paid medical services to the population and foreign citizens [6]. This, in turn, requires the establishment of accounting in public medical institutions in accordance with the areas of activity.
To do this, first of all, it is necessary to develop an accounting policy based on the areas of activity in public medical institutions. In this case, the accounting policy of public medical institutions should be developed in accordance with the provisions of the Standard of Budget Accounting of the Republic of Uzbekistan (BAS № 1) "Accounting Policy".
Second, it should be reflected in the accounting policy for the types of paid medical services and work performed by public medical institutions.
Thirdly, we consider it expedient that the method of determining the proceeds from the sale of works and services in order to determine the taxable profit should also be clearly stated in the accounting policy.
In conclusion, it should be noted that the proper development of accounting policies in public medical institutions is important in fully reflecting the activities of the institution, the formation of reliable, complete and unbiased accounting information for effective management.
LIST OF USED LITERATURE:
1. Law of the Republic of Uzbekistan "On Accounting". April 13, 2016. No. ORQ-404.
2. Budget Accounting Standard of the Republic of Uzbekistan (IFRS 1) “Accounting Policy”. Registered by the Ministry of Justice of the Republic of Uzbekistan on December 27, 2016, No. 2853.
3. Kuliboev A.Sh. Methodological issues of formation of accounting policy in medical institutions // International scientific journal of finance and accounting.
№4, August, 2017 https://www.interfinance.uz/en/arxiv/231-ikki-4hh-2.
4. Mehmonov S.U., Kuliboyev A.Sh. Account of extra-budgetary funds of budget organizations. Textbook. – T .: “Economics-Finance”, 2018. -192 p.
5. Ostonokulov Azamat Abdukarimovich. Budget Organizations Formation and Improving Accounting for Out-of-Budget Budgets. International Journal of Advanced Science and Technology Vol. 29, no. 8s, (2020), pp. 11-16. ISSN: 2005-
4238 IJAST Copyright 2020 SERSC. http://sersc.org/journals/index.php/IJAST/article/download/10409/5603/.
6. Ostonokulov Azamat Abdukarimovich. Monograph. Improving the methodology of accounting and reporting of extra-budgetary funds of budget organizations. T .: VNESHEWESTPROM Publishing House, 2021, 208 p.
MARK TVEYN QALAMIGA MANSUB " SHAHZODA VA KAMBAG'AL ( "
PRINCE AND PAUPER " ) ASARIDAGI ANTRPONIMLARNI INGLIZ TILIDAN O`ZBEK TILIGA TARJIMA QILISH MUOMMOLARI
https://doi.org/10.5281/zenodo.6466221
Termiz Davlat Universiteti
“Filologiya va tillarni o’qitish” fakulteti
“Gid hamrohligi va tarjimonlok faoliyati” yo’nalishi talabasi
Annotatsiya: Ushbu maqola Mark Tven qalamiga mansub "Shahzoda va kambagʻal" asaridagi antroponimlarni ingliz tilidan o`zbek tiliga tarjimasi va ularning mohiyatiga lingvistik nuqtai nazardan o`quvchi uni anglashi uchun ta`sir qiluvchi omillarni hisobga olgan holda tahlil qilingan. Maqolada tarjimon ularni o`zbek tiliga o`girishdan oldin etimologik, leksikologik, semantik va fonetik tahlil qilinishi uchun qoliplar taklif qilingan.
Kalit so`zlar: Mark Tveyn, antroponimlar, etimologiya, transliteratsiya, semantik transformatsiya.
Kirish: Ushbu maqolaning obyekti sifatida olingan asar “Shahzoda va kambag`al”ning muaalifi Semual Lanforn Klemens (1835-yil 30-noyabr – 1910-yil 21 aprel) o`zining Mark Tveyn taxallusi bilan tanilgan. U amerikalik yumorist va sayohat yozuvchisi edi. Bugungi kunda u "Tom Soyerning sarguzashtlari" (1876) va “Geklberri Finnning sarguzashtlari “(1885) kitoblarining muallifi sifatida yaxshi eslanadi. Tven barcha davrlarning eng buyuk yozuvchilaridan biridir
“Shahzoda va faqir “ birinchi marta 1881 yilda Kanadada, 1882 yilda AQShda nashr etilgan. Roman Tvenning tarixiy fantastika yo`nalishidagi birinchi urinishi hisoblanadi. Bolalar uchun yozilgan bu asar ijtimoiy tengsizlikni hamda boshqalarni tashqi ko‘rinishiga ko‘ra hukm qilishni tanqid ostiga oladi. Tven kitob haqida shunday deb yozgan edi: "Mening fikrim, qirolning o'ziga bir necha jazo qo'llash va boshqalarga nisbatan qo'llanilgan o'sha kun qonunlarining qanchalik qat`iyligini anglashdir. Asar voqealari 1547-yilda sodir bo`lib, shu yili tugʻilgan ikkita bir xil yosh oʻgʻil bolalar haqida hikoya qiladi.
Kishi nomlariga xos xususiyatlarni o'rganuvchi onomastikaning bir bo'limi antroponimikadir. Antroponimlar, eng avvalo so'zdir. Ular tilboyligining bir qismini tashkil qiladi. Shu bilan birga ular o'ziga xos qator xususiyatlarga ega.
Antroponimlar til lug'at tarkibida o'z o'rniga va tizimiy xususiyatlariga ega. Antroponimlar - belgilangan inson yoki biron bir joy, narsa nomi bo'lishi mumkin. Barcha odamlar ularni ajratib olishga imkon beradigan element bilan eslab qoladi. Antroponim, bu hatto ramziy yoki tavsifiy ma'noga ega bo'lishi ham mumkin. Hozirgi kunda kamida ikkita antroponimni birlashtirib qo`llash ko`p kuzatiladi. Misol uchun: bitta yoki ikkita ism yani ism, otaning ismi va familiyasi.
Ushbu maqolada o`nga yaqin antroponimlarning etimologik va morfologik xususiyatlariga ko`ra tahlil qilindi. Tadqiqotlar onomastika ba`zi muommoli jihatlari, ismlarning o`simlik ovqatlar nomi bilan aloqador jihatlari qisman o`rganildi va turli yechimlar taklif qilindi.
1. Leksikologik transformatsiya .
I have no reason to live . Menda yashash hech qanday sabab yo'q .
Bu gapda " Hech qanday " So'zi qo'shilgan . 1. Leksikologik transformătsiya . I have no reason to live . Menda yashash hech qanday sabab yo'q .
Bu gapda " Hech qanday " So'zi qo'shilgan . Bu gapda esa " Bilmoq " So'zining Sinonimi bo'lgan " Tănimoq " so'zi qo'langan.
One , you wake up låte . Bir tomondan siz kech uyg'onásiz .
Bu gapda " Támon " so'zining qo'shilishi yuz bergan .
It was in 1590 - winter- 1590 - yilning qahraton qishi edi .
" Qahraton " So'zining qo'shilishi .
Australia was far away from the world , and ásleep - Australiya dunyodan olisdă vă mudroqda edi .
" Asleep " So'zining sinonimi qo'llanilishi .
2. Morfologik transformătsiya .
I'm an ordinary boy .
Oddiy bolaman .
Găpidă " bir " so'zi tushib qolgan .
I am a good businessman . Men yaxshi tadbirkormån .
Gapida " bir " So'zi tushib qolgan .
A far - reaching plain - Uzoqqa cho'zilgan tekislik Bir so'zining tushib qolishi.
Orkut is a networking site.
Orkut bu tarmoq sayti .
Bir so'zining tushib qolishi va " bu " so'zining qo'shilishi .
Transliteratsiya usuli orqali tarjima qilingan antroponimlar:
Lady Jane Grey - Jeyn Grey xonim
Henry VIII - Genriy VIII
Lord Edward - janob Edvard
Alack - Alak
Majesty of England - Angliya qirolichasi
Lord Hertford - Lord Xertford
The Lord St. John - Lord avliyo Jon
Lady Elizabeth - Elizabet xonim
Lord the Earl of Berkeley - Lord Berkli grafi
Lord Arcy - Lord Arsy
Lord Chief Butler - Lord Bosh Budler
The Lord Great Steward - Buyuk Lord Stuard
The Lord Head Cook - Lord Bosh Kuk
The Lord Chancellor - Lord Kansler
Antroponimlar tilning lug'aviy boyligi tizimida o'ziga xos tizimga egadir. Antroponimlarga so'zlararo tizimiy munosabatlarning voqealanish nuqtai nazaridan yondshganda,ularning ma'lum darajasida sintagmatik va pragmatik munosabatlardan holi emsligini ko'rish mumkin. Ismlar ijtimoiy ahamiyatga ega bo'lib, ularda jamiyatning madaniyatli va ijtimoiy hayoti aks ettirilgan bo'ladi. Ismlar ma'lum bir shaxsning avlodi, uning jamiyatda tutgan o'rni haqida ham xabar beradi. Har bir ism ma'lum bir sabablarga ko'ra paydo bo'ladi. U ommabop yoki kam qo'llanuvchi bo'lishi mumkin. Ular bir nom o'z tarixi, "biografiyasi" va "geografiyasi"ga ega. Ismlar lingvostilistik jihatdan real yoki to'qima bo'lishi mumkin.Ismlarni obrazlar orqali boyitish ularni semantik jihatdan yanada ma'nosini oshirish mumkin.Badiiy adabiyotlarda qahramonlarning ismlari qisman ularning xarakteridan kelib chiqib ham tanladi.Bu ularga bo'yoqdorlik beradi va obrazliligini oshiradi.
FOYDALANILGAN ADABIYOTLAR:
1. Oxford University. Oxford Dictionary of Current English. – USA: Oxford University press, 2006
2. https://en.m.wikipedia.org/wiki/Mark_Twain
3. Jo’ramurodova, Z., & Solijonov, J. (2022, April). JK ROULINGNING “BIDL QISSANAVIS ERTAKLARI”(“THE TALES OF BEEDLE THE BARD”) ASARIDAGI ANTROPONIMLARNING O’ZBEK TILIDAN INGLIZ TILIGA TARJIMA QILISHDAGI MUAMMOLARI. In МЕЖДУНАРОДНАЯ НАУЧНАЯ КОНФЕРЕНЦИЯ:" СОВРЕМЕННЫЕ ФИЛОЛОГИЧЕСКИЕ ПАРАДИГМЫ: ВЗАИМОДЕЙСТВИЕ ТРАДИЦИЙ И ИННОВАЦИЙ II" (Vol. 2, No. 18.03, pp.
554-560). https://doi.org/10.47100/nuu.v2i18.03.115
4. Qodirovna, A. Z., & Kamoljonovich, S. J. (2022). JK ROULINGNING, GARRI POTTER VA AFSUNGARLAR TOSHI’’ROMANIDAGI SEHRGARLAR OBRAZINI INGLIZ TILIDAN O’ZBEK TILIGA TARJIMA QILISHNING LINGVO-PERSPEKTIV TAHLILI. Central Asian Research Journal for
Interdisciplinary Studies (CARJIS), 2(3), 176-180. https://doi.org/10.24412/2181-
2454-2022-3-176-180
5. Kamoljnovich, S. J. (2022). JK ROULINGNING FANTASTIK ASARLARIDAGI ANTROPONIMLARNING LINGVO-PERSPEKTIV
MUAMMOLARI. Central Asian Research Journal for Interdisciplinary Studies
(CARJIS), 2(1), 334-343. https://doi.org/10.24412/2181-2454-2022-1-334-343
MАKTАBGАСHА YОSHDАGI BОLАLАRNI MАKTАB TА`LIMIGА
TАYYОRLАSHDА INTЕRFАОL USULLАRDАN FОYDАLАNISH
https://doi.org/10.5281/zenodo.6466168
Mаmаyusupоvа Сhаrоsхоn Аlishеrоvnа
TеrDU Pеdаgоgikа instituti
Аnnоtаtsiyа: Ushbu mаqоlаdа mаktаbgасhа yоshdаgi bоlаlаrni mаktаb tа`limigа tаyyоrlаsh bоsqiсhidа qо`llаsh mumkin bо`lgаn intеrfаоl mеtоdlаr hаqidа sо`z bоrаdi.
Ushbu mеtоdlаrdаn kutilаdigаn nаtijаlаr, ulаrning о`zigа хоsligi yоritib bеrilаdi.
Kаlit sо‘zlаr: Mаktаbgасhа tа`lim, intеrfаоl mеtоd, usul, tа`lim, jаrаyоn.
Annotation: This article discusses the interactive methods that can be used in the preparation of preschool children for school education. The expected results of these methods and their specificity are highlighted.
Keywords: Preschool education, interactive method, method, education, process.
Аннотация: В данной статье рассматриваются интерактивные методы, которые можно использовать при подготовке дошкольников к школе. Выделены ожидаемые результаты этих методов и их специфика.
Ключевые Слова: дошкольное образование, интерактивный метод, метод, обучение, процесс.
KIRISH
Intеrfаоl о’rgаnish, shubhа yо’qki, pеdаgоgikаning qiziqаrli, ijоdiy, istiqbоlli yо’nаlishidir. Bu ulаrning psiхоlоgik imkоniyаtlаrini hisоbgа оlgаn hоldа mаktаbgасhа yоshdаgi bоlаlаrning bаrсhа imkоniyаtlаrini rо’yоbgа сhiqаrishgа yоrdаm bеrаdi. Intеrаktiv tехnоlоgiyаlаrdаn fоydаlаnish butun dunyо bо’ylаb dunyоdаgi bоlаlаr hаqidаgi bilim vа tаqdimоtni bоyitishgа imkоn bеrаdi, tеngdоshlаr vа kаttаlаr bilаn munоsаbаtlаr hаqidа bоlаlаrni ijtimоiy munоsаbаtlаr tizimidа fаоl munоsаbаtdа bо’lishgа undаydi. Pеdаgоgikа sоhаsidа bir nесhtа о’quv mоdеllаri fаrq qilаdi[13]:
1) Pаssiv – bоlа mаshg’ulоtning “оb’еkt” sifаtidа ishlаydi (tinglаsh vа tоmоshа qilish)
2) fаоl – bоlа mаshg’ulоtning “mаvzusi” sifаtidа ishlаydi (mustаqil ish, ijоdiy vаzifаlаr)
3) Intеrfаоl – bоlа vа о’qituvсhining о’zаrо ishlаshi.
Shuningdеk, аytib jоizki, bundаy о’quv vа tа’limning аsоsiy vаzifаlаri:
• Bоlаlаr tаshаbbusi hаmdа о’zаrо mustаqilligi rivоjlаnishi;
• Mа’lumоtni о’rgаnish vа mustаqil rаvishdа ishlаb сhiqаrish
qоbiliyаtini shаkllаntirish;
• Bоlаlаr bilаn intеgrаtsiyаlаshish;
• Bоlаlаr vа kаttаlаr о’rtаsidаgi mulоqоtlаr;
• Bоlаning jаmiyаtgа fаоl jаlb qilish.
Mаktаbgасhа yоshdаgi bоlаlаr bilаn ishlаsh uсhun intеrfаоl 78 аtа 78 z 78 iс tехnоlоgiyаlаrni jоriy еtish аstа-sеkin аmаlgа оshirilаdigаn jаrаyоn, bu, аlbаttа, mаktаbgасhа yоshdаgi bоlаlаrning yоsh хususiyаtlаrini hisоbgа оlgаn hоldа аmаlgа оshirilаdi. Bugun yurtimizdаgi mаktаbgасhа tа’lim muаssаsаlаridа bir nесhа intеrfаоl tехnоlоgik mаshg’ulоtlаrdаn fоydаlаnilаdi[14].
“Zаnjir” Ushbu tехnоlоgiyаning аsоsi bittа vаzifаgа hаr bir ishtirоkсhining izсhil yесhimi qidirishi hisоblаnаdi. Umumiy mаqsаdning mаvjudligi, vа о’zаrо bir-birlаrigа yоrdаm kо’rsаtish muhitini bir-birlаri bilаn qаmrаb оlishgа, vаzifаni hаl qilish imkоniyаtlаrini tаqdim еtаdi, bоlаlаrdа jаmоаdа ishlаsh imkоniyаtini shаkllаntirаdi. “Bilim dаrахti”- bu bоlаlаrdа kоmmunikаtiv kо’nikmаlаrni rivоjlаntirаdi, muzоkаrаlаr оlib bооrish vа vаzifаlаrni hаl qilishdа mаs’uliyаt his qilish qоbiliyаtini shаkllаntirаdi
Intеrfаоl mаshg’ulоtlаr fаоl о’quv usulining nаvlаridаn biridir. Intеrfаоl о’quv о’zаrо tа’siri nаfаqаt tаrbiyасhi vа mаktаbgасhа yоshdgi bоlаjоnlаr о’rtаsidа аmаlgа оshirilаdi, bu hоldа bаrсhа kо’plаb tinglоvсhilаr birgаlikdа ishlаydi (yоki guruhlаrdа ishlаydilаr). Intеrfаоl о’rgаnish usullаri hаr dоim о’zаrо tа’sir, hаmkоrlik, qidirish, mulоqоt, оdаmlаr yоki insоn vа ахbоrоt muhiti о’rtаsidаgi о’yindir. Dаrslаrdа fаоl vа intеrfаоl о’rgаnish usullаridаn fоydаlаngаn hоldа о’qituvсhi tаlаbаlаr tоmоnidаn о’qilgаn mаtеriаllаr miqdоrini 90 fоizgасhа оshirаdi. Mаktаbgасhа tа’lim muаssаsаsidаgi intеrfаоl tехnоlоgiyаlаr vа о’quv usullаrigа аsоsаn qо’llаnilаdi. Mаktаbgасhа tаrbiyасhi uсhun о’yin – bu аsоsiy fаоliyаt vа u оrqаli bоlаning yоshidа zаrur bо’lgаn hаmmа nаrsаni о’rgаtishingiz mumkin.
Shu о’rindа dunyоning rivоjlаngаn mаmlаkаtlаrui tаjribаsigа hаm nаzаr tаshlаymiz. Mаsаlаn:
1. Rеgjiо Еmiliyа usuli. О’z-о’zini bоshqаrish- bu usulning о’zigа хоs хususiyаti. Uning fаlsаfаsi shundаn ibоrаtki, bоlаning shахsiyаti, ulаr о’sib ulg’аygаn pаytlаridа yоshligidа pаydо bо’lаdi vа ulаrdа о’zlаrini vа g’оyаlаrini
ifоdа еtishning kо’plаb usullаri mаvjud. О’zlаrini ifоdа еtishning bu usullаri hаykаltаrоshlikdаn tоrtib rаsmgасhа bо’lishi mumkin.
2. Wаldоrf usuli. Wаldоrf uslubining diqqаt mаrkаzlаri qаt’iy аkаdеmiklаr еmаs. Buning о’rnigа, u о’z hаyоtining mаzmunini tоpа оlаdigаn hаr tоmоnlаmа rivоjlаngаn bоlаlаrni rivоjlаntirishgа intilаdi. Ushbu intizоm bоlаlаrni mustаqil fikrlоvсhi bо’lishlаrini istаydi. Shundаy qilib, ushbu uslub о’zlаrining о’quv dаsturlаrigа sаn’аt, musiqа, hissiy, jismоniy vа аkаdеmik tа’lim kаbi kо’plаb fаnlаrni о’z iсhigа оlаdi[15].
3. Plаy-Wаy usuli. Bоlаlаr о’yin-kulgini yахshi kо’rаdilаr vа ushbu mаktаbgасhа tаrbiyа о’yin uslubini tа’lim usuli sifаtidа ishlаtаdi. Ulаr о’ynаshdаn tuzilgаn fаоliyаtni о’rgаnishаdi. Shundаy qilib, uni bоshqа usullаr bilаn, shuningdеk sinfхоnаlаrdа birlаshtirish mumkin. Аsоsiy е’tibоr о’yin-kulgi vа о’ynаshgа qаrаtilgаnligi sаbаbli, bоlаlаr kо’pinсhа mаktаbgасhа tаrbiyа uslubidаn zаvqlаnishаdi.
4. Bаnk kо’сhа usuli. Ushbu uslubning mаqsаdi bоlаlаrni umrbоd о’rgаnishgа undаydi. Bоlаlаrgа shunсhаki fаktlаrni yоdlаtishning о’rnigа, bоshqоtirmаlаr, еkskursiyаlаr vа blоklаr kаbi о’rgаnishning bоshqа usullаri bеrilаdi. Bu sinfdа rаqоbаtbаrdоsh еmаs, bоlаlаrni о’z tеzligidа vа tеngdоshlаri bilаn о’zаrо munоsаbаtlаr оrqаli о’rgаnishgа undаydi. О’yin о’rgаnish uсhun fоydаlаnаdigаn аsоsiy еlеmеntlаrdаn biridir.
5. Tilgа shо’ng’ish. Bа’zi оdаmlаr yоshligingizdа tillаrni о’rgаnish оsоnrоq dеb о’ylаshаdi. Ikkinсhi tilni bilish, bоlаni kаrеrаdа о’sishigа оlib kеlishi yоki оilаngizning mаdаniy kеlib сhiqishi vа аlоqаlаrini sаqlаb qоlishi mumkin. Ushbu mаqsаdgа yоrdаm bеrish uсhun immigrаtsiоn mаktаbgасhа tа’lim muаssаsаlаri mаvjud.
ХULОSА VА MUNОZАRА
Zеrо, intеrfаоl tехnоlоgiyаlаr muаmmоlаrni muvаffаqiyаtli hаl qilishgа imkоn bеrаdi: kаttаlаr vа bоlаlаr bilаn bеpul аlоqа о’rnаtish; bоlаlаrning оg’zаki nutqining bаrсhа tаrkibiy qismlаrini ishlаb сhiqish; nutq stаndаrtlаri о’quvсhilаri аmаliy mаhоrаtigа hissа qо’shish. Хulоsа qilib аytish mumkinki, dunyоning turli institutlаri tоmоnidаn о’qitilgаn bоshqа turli хil uslublаr mаvjud. Yоndаshuv jihаtidаn hаr хil bо’lishigа qаrаmаy, hаr dоim hаm ushbu mеtоdlаrni о’qitishning аniq usullаrigа аjrаtish mumkin еmаs. Kо’p mаrtа turli хil yоndаshuvlаr mа’lum dаrаjаdа mоs kеlishi mumkin, shuningdеk, turli хil bоlаlаr еhtiyоjigа bоg’liq. Birоq, ushbu turli хil usullаrni аks еttirаdigаn nаrsа – bu bоlаning еhtiyоjlаrini
qоndirish uсhun muаssаsа tоmоnidаn qilingаn hаrаkаtdir. Ushbu usullаr, shuningdеk, bоlа uсhun mаktаbgасhа tа’lim muаssаsаsi bilаn fаоl аlоqаdа bо’lish zаrurligini аks еttirаdi.
АDАBIYОTLАR RО`YХАTI:
1. M. Vоhidоv. Bоlаlаr psiхоlоgiyаsi. – Tоshkеnt. «О‘qituvсhi» – 2012.
2. А.V. Pеtrоvskiy vа bоshqаlаr. Umumiy psiхоlоgiyа. – T.: «О‘qituvсhi». – 2015.
3. M.G. Dаvlеtshin, Sh. Dо‘stmuhаmеdоvа, M. Mаvlоnоv, S.Tо‘yсhiyеvа. Yоsh dаvrlаri vа pеdаgоgik psiхоlоgiyа (о‘quv-mеtоdik qо‘llаnmа). TDPU, – T.: – 2014.
4. Z. Nishаnоvа. Bоlаlаr psiхоdiаgnоstikаsi. TDPU nаshriyоti. Tоshkеnt – 2018.
5. Запорожец А.В., Элконин Д.Б. Психология детей дошкольного возраста. – Москва. Просвещение. – 2014.
https://doi.org/10.5281/zenodo.6466229
Toshkent davlat agrar universiteti O'zbek tili va adabiyoti o'qituvchisi
Annotasiya: Ushbu maqola atamashunoslik tarixi va uni hozirgi kundagi rivoji xususida. Qishloq xo’jaligi sohasidagi atamalar, ularning mazmuni, xususiyatini ko’rib chiqamiz.
Kalit so’zlar: Fan taraqqiyoti, lug’at, tеxnik mahorat va malaka, agrar munosabatlar, ona tili, agronomiya, agrotexnika.
Atamashunoslik lug’atshunoslikning ajralmas qismi sifatida ko’plab tilshunoslarning tadqiqot maqsadi bo’lib kelmoqda. Keyingi yillarda mustaqillikka erishgandan so’ng bu sohaga bo’lgan qiziqish yanada ortdi. Respublikamizga ilmiy texnik informatsiyaning muddatli oqimi kirib kela boshladi.
Atama ma'lum fan yoki hunar sohasiga oid tushunchalarni qayd qilish, saqlash va bu sohada to’plangan bilim, tajriba, tеxnik mahorat va malakani boshqalarga bеrish vositasidir.
Ilmiy adabiyotlarda ta’kidlanishicha, ma’lum fan, ishlab chiqarish sohasidagina qo‘llaniladigan va asosan o‘sha soha kishilari tushunadigan maxsus so‘zlar terminlar – atamalar sifatida qaraladi.
«Hozirgacha termin tushunchasi tilshunoslikda turlicha talqin qilinmoqda – deb qayd etishadi «O‘zbek tili leksikologiyasi» asarining mualliflari. – Ba’zi tilshunoslar terminga ilm va texnikaga oid so‘z va iboralarnigina emas, barcha uyro‘zg‘or asboblari nomlarini, ishlab chiqarishning hozirgi darajasidagi qurollarinigina emas, balki o‘tmishdagi ibtidoiy qurollarning barcha nomlarini, shuningdek, kustarchilik kasb-hunarga oid so‘zlarni ham kiritadilar.
Agar masala shu taxlitda qo‘yiladigan bo‘lsa, har bir konkret predmet nomini termin deb atash lozim bo‘lar edi. Gap terminning aniq bir ma’noni ifodalashida emas, bu jihatdan qaraladigan bo‘lsa, kasb-hunar leksikasining ilmiy-texnikaviy terminlardan deyarli farqi yo‘q, termin har qanday tushunchaning aniq atamasi sifatidagina emas, balki ilmiy tushunchani ifodalovchi vosita sifatida asosan yozma shaklda maydonga keladi».
Demak, «atama» so‘zini «termin» tushunchasi ma’nosida qo‘llaganimizda, uni umuman narsa-predmetlar, voqea-hodisalarning nomi sifatida emas, balki aniq bir ilmiy tushunchani ifodalaydigan va ma’lum bir fan sohasiga tegishli bo‘lgan birliklarni anglashimiz lozim.
Atama ifoda etilayotgan tushunchani o’zida to’la mujassamlashtirishi kеrak. Atamalarning aniqligi va qat'iylashishi mazkur millatning fani, maorifi, madaniyati darajasini bеlgilaydi. Atamalar adabiy tilining bir tarmog’i bo’lib, uning ichki qonuniyatlariga bo’ysunadi. Asossiz tanlangan atama davr o’tishi bilan ifodalagan tushuncha mazmuniga mos kеlmasa, istе'moldan chiqadi, uning o’rniga yangi atama yaratiladi yoxud uning ma'qul sinonimi o’rnini egallaydi.
Atama va atamashunoslik hozirgi kunning eng muhim va dolzarb muammolaridan bo’lib qoldi. Har bir tur o’z nomini talab qiladi. Shu boisdan ham atamalarni aniqlash, tanlash, yangisini topish, ularni umumlashtirish va standart bir shaklga kеltirish, atama bilan so’zni bir-biridan farqlash muhim ahamiyatga ega.
Hozirgi kunda ijtimoiy-siyoisy sohada rus-baynalmilal atamalar miqdori 20 foizni, kimyo sohasida esa 90 foizni tashkil etadi. Bu hol milliy atamashunoslik oldiga katta muammolarni qo’yadi.
Fan taraqqiyoti bilan atama lug’atlarga talab tobora oshib boradi. Bunday lug’atlar tuzish, atamalarni ikki tomondan ishlashga bog’liq:
Nazariy tomondan (ularning o’rni, xususiyati, vazifasi, shakllanishi) amaliy qimmatini aniqlash (ularni tartibga solish mе'yori, umumlashtirish, yasalish va tuzilish tizimini aniqlash)
Bu ishda-Atamashunoslik qo’mitasi barcha ishlarni muayyan yo’nalishga solib turishi zarur.
Atama lotincha chegara ma’nosini bildirib anglatib, turli sohalarda, aniq tushunchani ifodalash uchun qo’laniladigan so’zga aytiladi.
Atamalarning o’zgarishi til tarixi uchun ham, xalq tarixi uchun ham qimatli manba xisoblanadi.
O’zbek atamashunosligi o’zbek tili tarixini, uning ayrim noaniq masalalarini yoritish uchuin asosiy manbadir. Atamalarni o’rganish ham ilmiy ham amaliy ahamiyatga ega. Atamalarni o’rganish tilning fonetik, leksik, grammatik, uslubiy va snonimik meyyorlarini belgilashda, shunindek orfografiya va orfoepiyani mo’tadillashtirsh uchun ham katta yordam beradi.
Atamashunoslik va atamalarni o’rganish, avvalo, atamalarni oddiy so’zlardan, kasb-hunar so’zlardan farqlay olish zarur.
Atamalarni belgilashda quyidagi talablarni hisobga olish kerak:
• Ona tilida mavjud bo’lgan tartib qoidalarga mos kelishi.
• Tallafuz qonun-qoidalarga to’g’ri kelishi ohangdorligi.
• Ona tilining umumiy sistemasidan joy olishi.
Atamalarning dastlab ikki katta guruhga ajratish to’g’ri bo’ladi:
• Umumiylik xususiyatiga ega bo’lgan atamalar
• Xususiylik hususiyatiga ega bo’lgan atamalar
Ona tilidagi mavjud so’zlar umumiy qonun-qoidalarga so’z yasalishi va so’zlar bilan birikishi sistemasiga mos kelishi, xozirgi kunda ko’p atamalar sinonimik qatorga ega. Masalan: rayon, tuman, unversitet, dorilfunun, ilmgox, muallif, avtor, sinonim ma’nodosh.
E’tirof etish kerakki, o’zbek tilida chetdan qabul qilingan ilmiy-texnikaviy atamalarning salmog’i katta. An’anaga ko’ra ularni quyidagi yo’nalishlarda o’rganamiz:
Arabcha: amaliyot, asar, asos, izoh, ilm, in’ikos, ilova, isloh, istiloh, islohot, maqola, misol, masala, maxraj, manfiy, musbat, mavzu, mazmun, mantiq, ma’naviy, ma’rifiy, muqaddima, mushohada, tajriba, taqriz, tahlil, uslub, fan, falsafa va hokazo.
Forscha-tojikcha: bastakor, duradgor, zabtkor, navosoz, navoxon, shogird, peshqadam, sovrin, sozanda, ustoz, chavandoz, yakkaxon, havaskor, hamshira kabi.
Ruscha-baynalmilal: abzats, agronomiya, agrotexnika, arxeologiya, gazeta, kodeks, nekrolog, plenum, realism, romantiam, sessiya, syezd, va hokazolar.
Agrar munosabatlar yerga egalik qilish, undan foydalanish va uni tasarruf etish bilan bog'liq bo'lgan munosabatlardan iborat.
Agrobiznes deganda kishloq xo'jaligidagi biznes tushuniladi. Keng ma'noda, bunga qishloq xo'jaligi bilan shug'ullanuvchi biznes turlari kiradi.
Agrofirma muayyan turdagi qishloq xo'jaligi mahsulotini yetishtirish va uni sanoat asosida qayta ishlaydigan korxonadan iborat.
Agrosanoat birlashmalari qishloq xo'jaligi, sanoat tarmoqlari, qishloq xo'jaligiga xizmat ko'rsatuvchi va tijorat ishlari bilan shug'ullanuvchi korxonalar yig'indisi.
O’zbekiston Respublikasi qishloq xo’jaligi doimiy ravishda rivojlanib, chuqur islohotlar sharoitida yashab kelayotgan tarmoqlardan biri hisoblanadi. Islohotlarning biri yo’nalishi tarmoqni boshqarish va ishlab chiqarishni tashkil etish shakllaridan eng maqbullarini joriy etishdir. Aynan qishloq xo’jaligini sanoatlashtirish (industrlash) jarayoni agrosanoat integratsiyasini kuchaytiradi.
Bunda qishloq xo’jaligi va sanoat yanada yaqinlashadi. Bu esa fan, texnika taraqqiyotini tezlashtiruvchi asosiy omillardan biridir.
FOYDALANILGAN ADABIYOTLAR RO’YXATI:
1. 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
2. O‘zbekiston Respublikasining "Davlat tili haqida"gi Qonuni.
T.,"O‘zbekiston", 1995-yil
3. O‘zbek tilining imlo lug‘ati. T., “Sharq”, 2004-yil
UMUMTA‘LIM MAKTABLARIDA KASB-HUNARGA YO‘NALTIRISH VA
https://doi.org/10.5281/zenodo.6466156
Farg’ona Davlat Universiteti, Psixologiya kafedrasi 2-kurs magistranti
Annotatsiya: Yosh avlodni kasbga yo’naltirish ustuvor masalalardan biridir. Buni amalga oshirish uchun ta’lim muassasalaridagi pedagog va psixologlarning o’rni katta ahamiyatga ega. Ushbu maqolada umumta‘lim maktablarida kasb-hunarga yo‘naltirish va psixologik- pedagogik xizmat samaradorligini oshirish muammolari va yechimlari haqida fikr yuritilgan.
Kalit so’zlar: Pedagog, psixolog, muammo, yosh davrlari, tajriba.
O‘zbekiston Respublikasi mustaqillikka erishgandan so‘ng boshqa sohalar qatori ta‘lim tizimida ham tub islohotlar bo‘lib o‘tdi.O‘quvchi–yoshlarni kasbhunar egallashlari, to‘g‘ri va ongli kasb egallashlari uchun e‘tibor kuchaytirildi va keng imkoniyatlar yaratildi.
Mamlakatimizning birinchi Prezidenti I.A.Karimov o‘quvchilarimizda ilk yoshdanoq kasb-hunar o‘rgatish, mustahkam bilim berishimiz naqadar zarur ekanligini “Biz o’z iste‘dodli fidoyi o‘quvchilarimizga bilim va kasb cho‘qqilarini zabt etishlari uchun qanot berishimiz kerak” degan purma‘no fikrlarida juda ko‘p ta‘kidlab o‘tganlar.
Jamiyatning bugungi kundagi rivojlanish bosqichining asosiy xususiyati bu hayotning barcha yo‘nalishlaridagi o‘zgarishlar dinamikasidir. Bu bugungi kun shaxsiga ayniqsa umumiy o‘rta ta‘limni bitiruvchisiga qo‘yiladigan talablarni tubdan o‘zgartiradi.Mustaqil tashkil etish, mustaqil ravishda rivojlantirish o‘zo‘zini dolzarblashtirish qobiliyatlari hozirgi paytning muhim sifatlari hisoblanadi. Agar biz farzandlarimizda ushbu xislatlarni shakllantira olsak u holda ular nafaqat vatanimizda, balki xorijda ham kasb-hunarga yo‘naltirish ishlarini va ijtimoiy tuzilmalarni o‘zaro muvofiqlashtira oladi.
Shuning uchun ta‘lim muassasalarining muhim vazifasi bu nafaqat shaxsni muvaffaqiyatli shakllantirish, balki farzandlarimizni mustaqil rivojlanishi va ularni tom ma‘nodagi barkamol shaxsga aylantirish uchun zaruriy tadbirlar majmuasini yaratishdan iboratdir. Mazkur vazifalarni amalga oshirish o‘quvchilarning qobiliyatlari va moyilliklarini yuqori darajada mahorat bilan chuqur o‘rganib chiqishni pedagogika va boshqaruvdagi mas’uliyat muammolarini dolzarblashtiradi. Biz, inson hayotining muhim bosqichidagi kelgusidagi oilaviy, mehnat va qiziqishlarining tashkiliy asoslari boshqacha aytganda kelgusi hayotining mazmun mohiyati yaralayotgan davridagi yetakchi bo‘lim ekanligimizni to‘la mas‘uliyat bilan anglab yetamiz.
Har bir kasb o‘z tarixiga ega bo‘lib kasb tanlovchi uning jamiyatda tutgan o‘rniga alohida e‘tibor bergan holda u yoki bu kasbni tanlaydi. Kasb tanlash murakkab psixologik-pedagogik jarayon hisoblanib, unga ta‘sir ko‘rsatadigan omillar talaygina bo‘lib, ota-onalarning kasbi oiladagi farzandlarining kasb tanlashiga ham alohida ta‘sir ko‘rsatadi.
Hozirgi fan-texnika va ijtimoiy taraqqiyot sharoitida umumiy o‘rta ta‘lim maktablarining yosh avlodni jamiyatimizni taraqqiy etishda qatnashishga tayyorlash borasidagi mas‘uliyati har qachongidan ko‘ra ortib bormoqda. Shu munosabat bilan o‘quvchilarning ilm-fan asoslariga oid bilimlarini rivojlantirish ularda yuksak onglilikni tarbiyalash, umuminsoniy va milliy axloqiy sifatlarni o‘zaro uyg‘unlikda kamol toptirish, yosh avlodni turmushga va mehnatga ijtimoiy zarur kasblarni ongli ravishda tanlashga tayyorlash hozirgi kun maktab ta‘limining asosiy vazifalaridandir.
Tajribalardan ma‘lumki ko‘p hollarda maktab o‘quvchilari kasb tanlashga amaliy yondoshishga harakat qiladilar. Ular o‘zlarining mavjud imkoniyatlarini hisobga olgan holda u yoki bu kasbni yoqtirganligi to‘g‘risida ham fikr bildiradilar. Lekin “Tanlangan kasb kishida ma‘naviy qoniqish hissini uyg‘otadimi, yoki yo‘qmi, jamiyat uchun qay darajada naf keltirishi o‘quvchilar tomonidan anglanadimi” degan savolga javob berilgan taqdirdagina ijobiy natija berishi mumkin.
Ammo shuni ta‘kidlab o‘tish kerakki, kasbni tasodifan tanlash ba‘zan o‘quvchilarda og‘ir ichki kechinmalar, umidsizliklar, ikkilanishlar va ruhiy ziddiyatlarni keltirib chiqaradi. Bunday munosabatlar yuz berishining asosiy sabablaridan biri maktab o‘quvchilarining kasb tanlash jarayonida turli motivlarning namoyon bo‘lishidir.
Kasb tanlashda asosan quyidagi xatoliklarga yo‘l qo‘yiladi.
1. O‘quvchilarning tanlagan kasblari yuzasidan to‘la axborotga ega bo‘lmasdan, o‘z oldilariga birdaniga oliy malaka talab qiluvchi yuksak kasbni egallashni maqsad qilib qo‘yishlari. Inson kelajakda ishining haqiqiy ustasi bo‘lib yetishishi uchun o‘z mehnat faoliyatini nimadan boshlashi to‘g‘risida jiddiy o‘ylab ko‘rmog‘i kerak.
2. O‘quvchilarda kasblar nufuzli yoki nufuzsiz bo‘ladi degan xato tushunchaga ega bo‘lishlari kasb tanlashdagi haqqoniylikni buzilishiga olib keladi. Bu boradagi xatoliklarga yo‘l qo‘ymaslik uchun o‘quvchilarda kasbning yomoni bo‘lmasligini har qanday sohada yetuklikka erishish uchun avvalo insonning o‘zida mujassam bo‘lgan sifatlarga bog‘liq ekanligini anglab yetishlariga ko‘maklashish talab
etiladi.
3. ‘‘O‘rtoqlaridan orqada qolmaslik uchun” kasb tanlash. Bu boradagi xatoliklarni bartaraf etish uchun u yoki bu kasbni tanlashda birinchi yoki oxirgi bo‘lishdan ko‘ra o‘z qiziqishlari va qobiliyatlari hamda salomatligiga mos keladigan kasbni tanlashi ahamiyatliroq ekanligini tushuntirish lozim.
4. Biror kasb egasi bo‘lgan kishiga qaratilgan munosabatni kasbni o‘ziga ko‘chirish. Har bir insonning kasbga bo‘lgan munosabati turlicha bo‘ladi. Masalan, ba‘zida o‘quvchi shafyorlik kasbi egalari qiyofasida doimo avtomobilda xush kayfiyatda xizmat vazifalarini bajarib yuradigan insonlarni tassavur qiladi.Biroq har qanday kasbga bo‘lgani kabi shafyorlik kasbini ham ko‘plab qiyin va murakkab tomonlari borligini o‘quvchilar har doim ham tasavvur qilavermaydi.
5. Kasbning faqat tashqi yoki xususiy bir jihatiga qiziqishi o‘quvchini ko‘p muammolarga olib keladi. Jumladan, kasb tanlash formulasiga ko‘ra o‘quvchida mavjud bo‘lgan qobiliyat va salomatligi o‘zaro mos kelmasligi mumkin.
Kasbga yo‘naltirish tizimi-shaxsga kasbni va uning shaxsiy sifatlarini o‘rganishda yordam beruvchi maqsadlar, mohiyat va prinsiplar, uslub va vositalar birligidir. Kasbga yo‘naltirish barcha ta‘lim-tarbiya ishlari bilan bog‘lab olib boriladi. Ongli kasb tanlash yoshlar yetarli darajadagi umumiy va politexnik tayyorgarlikka ega bo‘lgan taqdirdagina muvaffaqiyatli amalga oshadi.
O‘quvchini u yoki bu kasbda maqsadli yo ‘naltirishdan avval uning shaxsini o‘rganish lozim. Buning uchun uni kuzatish, o‘quvchining maktabdagi, jamoat joylaridagi, oila va mehnatdagi amaliy harakatlarini tahlil qilish, so‘rovnomalar o‘tkazish, suhbat, test, intervyu olish o ‘z samarasini beradi. Kasbga yo ‘naltirishda turli kasblar, ularga qo‘yiladigan talablar, bu kasbni qayerda egallashlari mumkinligi to‘g‘risida o‘quvchilarga ma‘lumot berish katta ahamiyatga ega. Bu esa o‘quvchilarni biror kasbni tanlashga ongli munosabatda bo‘lishga tayyorlaydi.
O‘quvchilar kasblar to‘g‘risidagi ma ‘lumotlarni, bilimlarni faqat maktabda emas, balki ommaviy axborot vositalaridan, tanishlari va qarindoshlaridan ham bilib oladilar.
Insonni qiziqishlariga va psixologik imkoniyatlariga to‘g‘ri kelmaydigan kasbni tanlashi, tabiiyki uning shaxs sifatida kamol topishida salbiy ta‘sir ko ‘rsatadi. Shu nuqtai nazardan shaxsning ichki intilish va imkoniyatlariga u tanlagan kasbi bilan shaxsi orasidagi munosabatini o‘rganish o‘ta dolzarb masala hisoblanadi.
Kasb tanlash jarayoni ijtimoiy ahamiyat kasb etsa-da, uning ortida individual shaxs turadi. Xolbuki, shunday ekan kasb tanlovchi shaxsiyatiga individual munosabatni amalga oshirish zarur.
Yuqoridagi mulohazalardan ko‘rinib turibdiki, kasb-hunar to‘g‘risida axborot, kasb haqida maslahat vositalari ongli kasb tanlash uchun yetarli emas. Shuning uchun o‘quvchilarning bilish faoliyatini faollashtirish, ularni mustaqil bilim olishga o‘rgatish, kasb tanlashda o‘z kuchini muayyan faoliyatda sinab ko‘rishga
imkoniyat yaratadi.
FOYDALANILGAN ADABIYOTLAR:
1. 1.Barkamol avlod –O ‘zbekiston taraqqiyotinig poydevori.-T.:
‘‘Sharq’’,1997.
2. 2.G ‘oziyev E.G ‘. Umumiy psixologiya.-T.2010.
3. 3.Jalilova S.X.,Haydarov F.I.,Xalilova N.I. Kasbiy psixologiya.- T.2010.
4. 4.Sharipov Sh.va b., Kasbiy pedagogika.-T.: TDIU,2001.
A MODERN APPROACH TO INCREASING QUALITY EFFICIENCY IN
https://doi.org/10.5281/zenodo.6466241
Kashkadarya region, Dehkanabad district School № 93, Primary education teacher
Annotation: The modern approach to primary education and education in Uzbekistan requires the effective organization of the educational process using specific tools. One of the most important tasks facing educators today is to ensure the successful achievement of educational goals in Uzbekistan. This article focuses on modern approaches to improving the quality of primary education.
Keywords: pedagogue, hypothesis, interactive method, pedagogical theory, “Brainstorming” method
The essence of the radical reforms in the field of education in the Republic of Uzbekistan today is enriched with a new approach to the design of the educational process. A modern approach to education ensures the effective management of the educational process with the help of specific tools and the successful achievement of learning objectives. The modern approach to improving the quality of education in primary school is a system in which the tasks of all stages and parts of the pedagogical process are programmed in accordance with the division of time, scientifically based and ensure the achievement of the expected result. Educational technologies cover a specific area of pedagogical activity. Constructing the stages of the didactic process in a certain sequence means organizing students' learning activities using selected teaching methods in accordance with the objectives set for the topic. The modern approach to improving the quality of education in the primary grades is based on a certain pedagogical theory, which, by its nature and content, belongs to one or another classification. When considering their effectiveness, it is important to ensure that all teachers are able to co-ordinate the teaching process and ensure that teacher-student collaboration is achieved. should be kept in mind. Or teaching methods are concepts that are directly related to educational practices. In primary school, reading lessons included texts, one of which was Alisher Navoi. The text is presented in an artistic and scientific style. The task of the exercise is to compare the texts and identify their similarities and differences. Studying this text using the Brainstorming method will help you achieve your goal. This method is based on the text in several stages.
Step 1. To prepare students to understand the topic. The information about the speech methods given in the previous lessons will be remembered and repeated, and the specific features of each speech style will be remembered. Because in order to compare texts, students need to have enough knowledge of speech styles. Both texts are read independently by the students after memorizing the knowledge of speech techniques. Students try to understand the content of the text.
Step 2. Identify similarities between given texts. To do this, the teacher asks the students the following question? How are the two texts similar? Students answer this question as follows:
- Both texts about Alisher Navoi:
- The content of the mant is the same:
- Both texts comment on Navoi's work:
- In both texts the names of the poet's teachers are given:
- It is said that Navoi wrote in Turkish:
- It is said that Navoi is a world-famous poet
- The attitude of Persian poets to Navoi's work is expressed.
The teacher summarizes the students' work on Navoi and expresses his attitude.
Step 3. Identify features specific to the artistic and scientific style based on both texts. At this stage, the specifics of each style are identified. In the first text, the following features of the artistic style are used: figurative expression (chain poem), words with a figurative meaning (the sky of poetry, dimmed the stars, overshadowed his fame). The second text uses the following features of the scientific style: numbers (born 1441, 60s of the XV century), clear evidence names of European and Asian countries, names of historical figures such as Nizami Ganjavi, Sadi, Hafiz Sherozi, Abdurahman Jami, A. Jami's opinion about Navoi is given. If the text "Alisher Navoi" is studied using this method, students will better understand the content of the text, will go deeper into their content, will have a deeper understanding of their essence by comparing texts, and interactive methods will help students think, actively participate in lessons, actively participate in lessons. teaches. Thus, the program of increasing the effectiveness of education and a modern approach to the educational process based on the application of the above interactive methods in the educational process will be implemented.
REFERENCES:
1. Tolipov O. General pedagogy Tashkent: 2007.
2. Yuldashev O. Pedagogy Tashkent: 2008.
3. Hasanboeva O. Family pedagogy. Tashkent: 2007.
4. Daminov T, Adambekova T. Game lessons. Tashkent: 1993 /
https://doi.org/10.5281/zenodo.6466198
Nukus davlat pedagogika instituti magistratura bòlimi 2- kur magistranti
Annotatsiya: Mazkur maqolada O'zbekiston tarixi darsliklarida qadimgi va o'rta asrlardagi davlarlatr tarixini o’rganish, Markaziy Osiyo hududida ibtidoiy jamiyatning rivojlanish bosqichlari, O‘zbekiston hududlaridagi eng qadimgi odamlarning manzilgohlari, shahar madaniyatining shakllanishi, ilk o’rta asrlarda davlatlar vujudaga kelishi haqida batafsil ma’lumotlar berilgan.
Kalit so’zlar: Sivilizatsiya, , geografik joylashuvi, iqlimi, paleolit, Mezolit, Neolit, Eneolit, Bronza.
Har qaysi mamlakat, har bir xalq o’zining uzoq va betakror tarixiga ega bo’lganidek, O‘zbekistonning, o’zbek xalqining tarixi ham boy va sermazmundir. Qadim zamonlardayoq Turon, Turkiston deb e’tirof etilgan ona vatanimiz turli tarixiy yozma va arxeologik manbalarga ko’ra Xitoy, Hindiston, Eron, Misr, Rim kabi qadimiy va buyuk mamlakatlar qatori dunyoda mashhurdir. Vatanimiz jahon tarixining turli xalqlar, sivilizatsiyalar tutashgan eng qaynoq, shiddatli chorrahalaridan biri bo’lib, bu zaminda mahalliy aholining fors, hind, xitoy, yunon, arab, rus xalqlari bilan ma’lum darajada aralashuvi sodir bo’lgan, ularning madaniyati, fani, san’ati va umuman turmush tarzi bir-biridan bahra olgan, mushtaraklashgan.
Tariximiz ildizlari necha-necha ming yillarga borib taqaladi. O‘zbekiston xalqining boy va qadimiy davlatchilik tajribasi bor. Hozirgi O‘zbekiston hududida dastlabki mustaqil davlat tuzilmalari miloddan avvalgi birinchi ming yillik boshlaridayoq paydo bo’lib, qariyb 3000 yil davomida takomillashib borgani va dunyo davlatchiligi rivojida eng yuksak darajaga ko’tarilgani jahonga ma’lum.
O‘zbekiston hududi eng qadimgi davlatlardan boshlab jahon sivilizatsiyasining o‘choqlaridan biri bo‘lib kelgan. Markaziy Osiyo, shu jumladan O‘zbekiston hududlarida olib borilayotgan tadqiqot ishlarining ko‘lami va natijalari bunga yaqqol dalil bo‘la oladi. Qadimda Turon, o‘rta asrlarda Movarounnahr, keyinchalik Turkiston, O‘rta Osiyo, Markaziy Osiyo deb atalgan hudud insoniyat sivilizatsiyasi ilk o‘choqlaridan biri bo‘lgan. Arxeologlar va boshqa olimlar o‘lkamiz o‘tmishini taqiq etib, bu makon jahon sivilizatsiyasining o‘choqlaridan biri ekanligini ta’kidlamoqdalar. O‘zbekiston Prezidenti I.Karimov “Tarixiy xotirasiz kelajak yo‘q” asarida “Hozir O‘zbekiston deb ataluvchi hudud, ya’ni bizning Vatanimiz nafaqat Sharq, balki umumjahon sivilizatsiyasi beshiklaridan biri bo‘lganganligini jahon tan olmoqda”,– deydi. “Sivilizatsiya” so‘zi lotinchadan olingan bo‘lib, u hozirgi zamonda insoniyatning komillikka, yetuklikka intilish mazmunida talqin etiladi, shuningdek u inson hayoti uchun qulayliklar yaratish jarayonini ifodalovchi tushuncha hamdir.
Olimlarimiz xulosalari, ko‘plab ashyoviy dalillardan bilamizki, geografik joylashuvi, iqlimi va boshqa qulayliklari tufayli O‘zbekiston insoniyatning qadimgi makonlaridan biri bo‘lgan.
Hozirgi paytda Markaziy Osiyo hududida ibtidoiy jamiyatning rivojlanish bosqichlari quyidagi davrlarga bo‘linadi:
1. Paleolit (“palayos”-qadimgi, “litos”-tosh) davri; bundan taxminan 1 million yil ilgari boshlanib, 15-12 ming yil ilgari tugaydi; o‘z navbatida bu davr uchga bo‘linadi; a) ilk paleolit-(Ashel’) davri, 1 million - 100 - ming yillikni o‘z ichiga oladi; b) o‘rta paleolit-(Mustьe) davri, mil. avv. 100-40 - ming yilliklar; 17 v) so‘nggi paleolit-mil. avv. 40-12 - ming yilliklar;
2. Mezolit (“mezos”-o‘rta, “litos”-tosh) miloddan avvalgi 12-7 - ming yilliklar.
3. Neolit (“neos”-yangi, “litos” tosh) miloddan avvalgi 6-4 - ming yilliklar.
4. Eneolit (mis-tosh davri)-miloddan avvalgi 4 - ming yillikning oxiri 3 - ming yillikning boshi.
5. Bronza davri-miloddan avvalgi 3-2 - ming yilliklar. 6. Temir davrimiloddan avvalgi 1-ming yillikning boshlaridan.
O‘zbekiston hududlaridagi eng qadimgi odamlarning manzilgohlari Farg‘ona vodiysidagi Selung‘ur, Toshkent viloyatidagi Ko‘lbuloq, Buxorodagi Uchtut makonlaridan topilgan. Bu davr odamlari toshlardan qo‘pol qurollar (chopperlar) yasab, termachilik va jamoa bo‘lib ov qilish balan shug‘ullangan. Ilk paleolit davri odamlari jismoniy jihatdan ham, aqliy jihatdan ham hozirgi odamlardan tubdan farq qilgan. Ular tabiat oldida ojiz bo‘lib, faqat tayyor mahsulotlarni o‘zlashtirganlar. Ular na diniy tushunchani, na dehqonchilikni va na chorvachilikni bilganlar.
Nafaqat O‘zbekiston, balki dunyo tarixida ilk davlatchilikning paydo bo‘lishi masalalari hozirgi kunda tadqiqotchilar orasida eng dolzarb bo‘lib turgan muammolardan biri hisoblanadi. Davlatchilikning ildizlari va paydo bo‘lish shartsharoitlarini aniq bilish kata ahamiyatga ega. Davlat bu siyosiy tashkilot, muayyan hududda joylashgan va yagona hokimiyatga uyushgan xalq hokimiyatidir. Davlat insoniyat taraqqiyotining ma’lum bir bosqichida ishlab chiqarish qurollari va vositalariga egaligi, xususiy mulkchilikning paydo bo‘lishi va jamiyat tabaqalasha boshlashi bilan ro‘y bergan mehnat taqsimoti natijasida vujudga kelgan tashkilot.
Arxeologik tadqiqotlarga, “Avesto” va boshqa yozma manbalarga tayanib aytish mumkinki, mil.av. I ming yillikning birinchi yarmida, aniqrog‘i bundan taxminan 2700 yil ilgari Markaziy Osiyoda Katta Xorazm, Baqtriya, so‘ng Sug‘diyona, Marg‘iyona deb atalgan davlat tuzilmalari paydo bo‘ladi.
mil.avv. II ming yillikka kelib qadimgi O‘zbekistonning dehqonchilik vohalarida o‘troq qabilalar rivojlanib, aholining alohida joylashuv manzilgohlaridagi ijtimoiy-iqtisodiy o‘zgarishlar-o‘troq dehqonchiligining rivojlanishi, aholi zichligining yuqori darajasi, hunarmandchiligining taraqqiy etishi, ijtimoiy tabaqalanish va boshqaruv tizmining murakkablashib borish, o‘zaro almashinuv, savdo-sotiq va madaniy aloqalarning kuchayishi hamda harbiy-siyosiy vaziyat O‘zbekiston hududlarida dastlabki shaharlarning paydo bo‘lishida asosiy omillari hisoblanadi.
Shahar madaniyatining shakllanishi ham huddi jamiyat taraqqiyotida bo‘lgani kabi taraqqiyot yo‘li bilan rivojlangan. Bu qonuniyatga ko‘ra shaharsozlik madaniyat-ining shakllanishi, uzoq, bosqichmabosqich davrlarni bosib o‘tgan. Mil.avv. II ming yillikka oid O‘rta Osiyodagi Jarqogg‘on Sopolli, Dashli, Gonur, Namozgoh, Oltitepa, Ulug‘tepa kabilar ilk shaharsozlik madaniyatining shakllanishi.
Ilk o’rta asrlarga kelib esa yurtimizda kuchli davlatlar vujudga kelib boradi. Bular: Qang‘ davlati, Xorazm davlati, Xioniylar davlati, Kidariylar davlati, Eftallar davlati va boshqa davlatlar.
Xorazm davlati. Xorazm davlati Qang’ davlatidan ajralib chiqgan davlat bo’lgan. III asr o‘rtalarida Xorazm davlatining poytaxti hozirgi Qoraqalpog‘istonning Ellikqal’a tumanida joylashgan qadimgi Tuproqqal’a shahar xarobasining o‘rnida bo‘lgan. Xorazm xioniylar, kidariylar, eftallar hamda Turk xoqonligi davrida ham o‘zining siyosiy mustaqilligini saqlab qoladi. Xorazm Vizantiya va turklar bilan diplomatik aloqalar olib borgan.
Xioniylar davlati. IV asrning 70-yillardan V asrning ikkinchi yarmigacha O‘rta Osiyoda xioniylar hukmronlik qilgan. Bu davlatga turkiy qabilalardan xioniylar asos solgan bo‘lib, davlatning markazi Zarafshon vohasida bo‘lgan. Xioniylar dastlab Zarafshon vohasini egallab, Janubga harakat qilishgan va ancha zaiflashib qolgan Kushon podsholigi o‘rnini egallagan. Markazi Toxariston bo‘lgan Shimoliy Hindiston, Afg‘oniston, Xurosonning bir qismini ham o‘z ichiga olgan Xioniylar Afrig‘iylar – Xorazmda IV–X asrlarda hukmronlik qilgan xorazmshohlar sulolasi. Sulola asoschisi – Afrig‘. Burgut va lochin Xorazmning hukmronlik ramzlari bo‘lgan 10 davlatini barpo qilishgan. Ushbu davlat 120 yildan oshiqroq faoliyat yuritgan.
Kidariylar davlati. V asrning 20-yillarida sharqdan Sirdaryo va Orol bo‘ylari orqali Xorazm hamda Amudaryo havzasiga yana bir ko‘chmanchi chorvador aholi – toxarlar kirib kelgan. Toxariylar kushonlarning avlodlari bo‘lgan. Ularga Kidar ismli hukmdor boshchilik qilganligi uchun ularni kidariylar deb ham atashadi. Tez orada kidariylar Xioniylar davlatining janubiy qismida o‘z hukmronligini o‘rnatganlar. Balx shahri bu yangi davlatning poytaxtiga aylantirilgan.
Eftallar davlati. V asrning 20-yillaridan VI asrning 70-yil - larigacha bo‘lgan davrda O‘rta Osiyoda Eftaliylar davlati faoliyat ko‘rsatgan. Yozma manbalarda eftaliylar, eftallar, eftalitlar, xaytallar kabi turli nomlar bilan atalgan bo‘lib, bu nomlar Eftallar shohi “Eftalon”, ba’zi manbalarda “Vaxshunvar” dan olingan.
O’rta Osiyoda VI asr o‘rtalarida xoqonliklar tashkil topa boshlaydi. Oltoy va Janubiy Sibirda yashagan turkiy qabilalarni birlashtirgan yangi davlat vujudga keladi va bu davlat tarixga Turk xoqonligi nomi bilan kirgan. Oltoy xoqonlikning markazi qilib belgilanadi. Turk xoqonligi VI asrning 80-yillari oxirlarida ikkiga: Sharqiy turk xoqonligi va G‘arbiy turk xoqonligiga bo‘linib ketadi. Buyuk turk xoqonligi barpo etilgan el-yurt Oloy tog‘lari sharqidan to Uzoq Sharqqacha bo‘lgan hudud, ya’ni Janubiy Sibir, Urxun havzasi (Mo‘g‘uliston), Shimoliy Xitoy Sharqiy xoqonlik tasarrufida bo‘lgan. Mazkur xoqonlikning poytaxti O‘tukan vodiysi (Mo‘g‘uliston)da qaror topgan. Oloy tog‘larining g‘arbida joylashgan o‘lkalar: Yettisuv, Sharqiy Turkiston, Sirdaryo va Amudaryo havzalari hamda ularga tutashgan hudud G‘arbiy xoqonlik tomonidan idora etilgan, qarorgohi Yettisuvda joylashgan. Shunday qilib, O’rta asrlarda ko’plab davlatlar tashkil topib rivojlangan.
FOYDALANGAN ADABIYOTLAR:
1. Murtazaeva R.X. va boshqalar. O‘zbekiston tarixi. Darslik. – T.: Yangi asr avlodi, 2005. -420 b.
2. Murtazaeva R.X. va boshqalar. O‘zbekiston tarixi. O‘quv qo‘llanma. –
T.: Akademiya, 2010. - 384 b.
3. Eshov B.J. O‘zbekistonda davlat va mahalliy boshqaruv tarixi.
Darslik. – T.: Yangi asr avlodi, 2012. -396 b.
4. Eshov B., Odilov A. O‘zbekiston tarixi. I jild. Eng qadimgi davrdan XIX asr o‘rtalarigacha. Darslik. – T.: Yangi asr avlodi, 2014. -416 b.
5. O‘zbekiston tarixi: 7-sinf uchun darslik. / Muall. A.
Muhammadjonov. – T.: “Sharq”, 2017. – 160 b.
ПРОБЛЕМЫ МУЗЫКАЛЬНОГО ИСПОЛНИТЕЛЬСТВО
https://doi.org/10.5281/zenodo.6466247
Ахмедова Шахноза
Студентка Государственной Консерватории Узбекистана Кафедра «Хорового дирижирования»
Аннотация: В данной статье рассматриваются некоторые проблемы музыкально-исполнительского образования. Эти проблемы по разному проявляясь в преемственно связанных между собой звеньях музыкально-образовательной системы (колледж, вуз) требуют своего решения в плоскости серьёзного обновления содержания, приёмов и методов его освоения, и, главное, замены авторитарной парадигмы преподавания музыкально-исполнительских дисциплин на так называемую либеральную, основанную на творческом диалоге независимо от его возраста и уровня подготовки.
Ключевые слова: Проблемы музыкального исполнительства, музыкальная культура, музыка.
Музицирование– исполнение музыки – наиболее привлекательное, понятное и доступное проявление музыкального искусства. Круг «творцов» в этом виде творчества максимально широк. Он включает в себя инструменталистов и вокалистов, солистов и ансамблистов, оркестрантов, хоровиков, а также дирижеров и музыкальных руководителей всех мастей – то есть тех, кто, музицируя,творит искусство. Исторически с той поры, когда автор музыки и ее исполнитель разделились, и родилось музыкальное исполнительство как самостоятельная творческая деятельность.
Однако художественная ценность исполнительского творчества, несмотря на очевидность, не всегда и не всеми воспринимается именно в таком качестве. Стравинский, к примеру, отрицая интерпретацию, по существу отказывает исполнительству в самостоятельном художественном значении, он требует от музыканта-исполнителя лишь неукоснительного воспроизведения детально разработанного авторского текста. Но музицирующая личность при всем желании и уважении к первоисточнику не может абсолютно раствориться в чужом материале, будучи низведенной до «механического пианино». Она всегда слышна.
Но творение живописца или скульптора воплощается в материале, сохраняющем его на века, а материал музыки (звук) живет пока он звучит.
Отзвучав, музыкальное произведение перестает реально существовать, исчезает. Чтобы услышать его снова, его нужно каждый раз заново возрождать к жизни, заставлять снова звучать. Умение это делать и есть то, что называется музыкально-исполнительским искусством. Понятно теперь, почему исполнительство (как особая художественная специальность) существует не во всех искусствах. Произведения искусств, такие как — картина, скульптура, архитектурное сооружение, — не нуждаются, если они не были испорчены ни в каком воссоздании. Только в тех искусствах, которые протекают во времени, возникает надобность в особых посредниках между произведением и его слушателями или зрителями, посредниках — актерах, танцорах, чтецах, музыкантах, способных многократно воспроизводить эти запечатленные в преходящих звуках или движениях процессы.
Но зачем же нужны для этого какие-то специальные исполнители? Не лучше ли, если и исполнением музыкального произведения будет заниматься тот, кто его создал, — сам автор? Что в роли исполнителя музыкальных произведений может выступать и сам их автор — это не подлежит сомнению, как и то, что подобное «авторизованное» исполнение представляет особо выдающиеся интерес и ценность. В старину совмещение специальностей композитора и исполнителя было даже правилом: еще в восемнадцатом столетии почти все крупнейшие музыканты — Бах, Гендель, Куперен, Рамо, Скарлатти, Моцарт и другие — с одинаковым блеском проявляли себя на обоих этих поприщах. Позже такое сочетание встречается постепенно все реже. Правилом же становится разъединение названных профессий, раздельное существование «чистых» композиторов, не выступающих в концертах, и «чистых» исполнителей, занимающихся исключительно (или почти исключительно) публичным интерпретированием чужих сочинений. Чем объясняется подобный оборот дела? Почему профессиональное исполнительство получило такое развитие, оттеснив, на второй план авторское исполнение?
Прежде всего потому, что публичное исполнение музыкальных произведений требует специального призвания к артистической деятельности, специфических природных данных, времени и сил для ежедневной длительной тренировки и т. д. Композитор может не иметь и часто не имеет того или другого. Между тем без артистического «нерва» и темперамента или без выдержки и самообладания на эстраде, без голоса при пении или без моторной (двигательной) ловкости при игре на каком-либо музыкальном инструменте, без выработанной и постоянно поддерживаемой техники и многого другого из той же области исполнение обречено на провал: оно не «донесет» произведения до слушателей, только незаслуженно дискредитирует его в их глазах. Но и в том случае, когда речь идет о композиторе, наделенном необходимыми исполнительскими данными, ограничить интерпретирование его произведений одним только авторским исполнением значило бы чрезвычайно ослабить их общественный резонанс, до крайности сузить круг их воздействия. Сколько раз в течение жизни — точнее, за время своей концертной деятельности — успеет какой-нибудь композитор-пианист сыграть публично каждое из своих произведений, сколько человек его услышат? И как неизмеримо вырастают эти цифры, когда за дело вместо одного берутся сотни, тысячи пианистов! А как выйти из положения, если автор по болезни или старости не может больше выступать публично?
Пройдя долгий путь совершенствования, этот способ постепенно принял вид современной нотной записи. Читая ее, человек, владеющий нотной грамотой, узнаёт, когда и какой звук должен быть взят, сколько времени он должен длиться и т. д.
Нотная запись — бесспорно замечательное изобретение, значение и пользу которого трудно переоценить. Благодаря ей музыкальные произведения стали доступны широким слоям людей и сохраняются для потомства. Она — главное подспорье исполнителя, единственный для него источник познания произведения, основная база, на которой строится разучивание последнего; не будь этого источника — не было бы и самого исполнительства: нельзя было бы воспроизводить то, что бесследно утрачено. Однако нотную запись, при всей ее ценности, ни в коем случае нельзя, как это по недоразумению нередко имеет место, прямо отождествлять с подлинником музыкального произведения в том смысле, в каком мы говорим о подлиннике (а не репродукции) «Моисея» Микеланджело или «Сикстинской мадонны» Рафаэля. Музыка — искусство звуков, подлинное музыкальное произведение должно звучать, а нотная запись сама по себе не звучит, она обращена не к уху, а к глазу; ее рассматривание само по себе не вызывает тех эмоций, какие порождает рассматривание картины или слушание музыкального произведения. Она не есть само это произведение, а лишь посредник между ним и воспринимающим, посредник, вызывающий у человека, если он умеет читать ноты, определенные ассоциации, позволяющие ему воссоздать в слуховом воображении или в реальном звучании «зашифрованное» этими условными знаками произведение.
Музыкальное произведение по самой своей природе не однолико, как картина, а многолико, то есть имеет не одно, а множество обличий, из которых ни одно не раскрывает полностью, не исчерпывает всей его сущности, но каждое выражает, являет ее в каком-то аспекте. Это можно сравнить с фотографиями, изображающими одного и того же человека, снятого с разных точек зрения, в разном освещении или в различные моменты жизни.
Более того: музыкальное произведение не только может менять (до известной, разумеется, степени) свой облик; как и человек, как все живущее во времени, оно не может оставаться абсолютно неизменным, не может не меняться в чем-то от раза к разу, от звучания к звучанию. «Музыкальное произведение, — говорит композитор Скрябин, — изменчиво, как море: сегодня оно одно, завтра другое». В этом одна из важнейших, специфичнейших особенностей музыкального произведения.
Вот почему чрезмерно уточненная авторская нотная запись, фиксирующая одну-единственную возможность звукового воплощения всех мельчайших деталей музыкального произведения, оказала бы, как это ни кажется парадоксальным, скорее плохую услугу музыке и музыкантам: ибо один-единственный ракурс, в котором предстало бы произведение, застывший, мертвый слепок с одного из выражений его «лица» давали бы несравненно более ограниченное, узкое понятие о действительном содержании произведения, чем. современная «неточная» запись с ее богатым многообразными возможностями «подтекстом».
Сюиты Баха, оперы Моцарта, симфонии и сонаты Бетховена потому и дожили до наших дней и будут жить еще долго, что, перерастая «душу» своей эпохи, не потеряли способности изменять свой облик, расти вместе с временем. Исчезновение же этого качества означает, что произведение отжило, утратило жизнеспособность, лишилось жизненной силы; оно умирает как источник художественного наслаждения и переживания, выпадает из концертно-оперного обихода, сохраняясь — в лучшем случае — лишь в качестве мертвой музейной ценности, объекта научного исследования, как случилось, например, со многими музыкальными произведениями средневековья.
Проблема «исполнитель и произведение» вновь обострилась в начале XX столетия в связи с деятельностью одного из крупнейших пианистов века и эпохи — Бузони. Громадный талант и удивительное мастерство этого замечательного артиста вызывали всеобщее восхищение; но часть музыкантов резко осуждала его за отступления от канонического текста исполняемых произведений и от привычной, традиционной их интерпретации. Правда, «новации» Бузони принципиально отличались от «отсебятин» салонного типа: а основе первых лежали не легкомыслие или невежество, не невнимание к авторскому тексту или стремление к «самовыпячиванию», а как раз наоборот — на редкость серьезное отношение к произведению, вдумчивое изучение его (со всеми сопутствующими вариантами и иными материалами) в сочетании с умением взглянуть на него «свежими очами», отрешившись от вошедших в традицию, хотя порой весьма сомнительных, исполнительских трафаретов, под густым слоем которых в конце концов уже еле виднеется подлинное лицо произведения.
Далее, когда была изобретена грамзапись, фиксирующая реальное звучание музыки, музыканты стали отмечать некоторую «стандартизацию» исполнения тех или иных произведений, усматривая в этом явлении отрицательно влияние чужих интерпретаций, записаных на пластинки.
Но в таком случае, как мы уже знаем, исполнительство перестает быть творчеством, искусством. Художественное исполнение должно отражать не только личность автора, но и личность исполнителя, его чувства, его воображение. Настоящий артист должен не «выполнять» нюансы, а воссоздавать произведение, творить его заново, ощущая себя в этот момент как бы его автором и, подобно последнему, действуя по вдохновению, а не по предписанию или образцу. Иначе перед нами не воодушевленный интерпретатор, а жалкий копиист; в его мертвенной «репродукции» произведение не оживет, не «заразит» слушателей таящейся в нем жизненной силой, а превратится в некую окаменелость, место которой разве что под стеклом музейной витрины.
Примечательна тут, в частности, позиция Рубинштейна. Его ученик — Гофман — спросил его однажды, почему он на уроках добивается от него педантически-точеного выполнения текста, а сам, играя в концертах, так вольно обращается с ним. Рубинштейн ответил, что сначала нужно тщательно изучить текст, вжиться во все его детали (ибо текст — единственные «врата» к произведению) , но потом, когда произведение уже освоено (то есть как бы «сделалось своим»), играть его свободно, не боясь чтолибо изменить в нем (как не боялся бы этого сам автор), если того требует логика чувств.
Таким образом, величайший русский пианист решал — и в теории, и на практике — данный вопрос совершенно так же, как решали его Лист, Бузони и другие крупнейшие исполнители. Все они занимали тут одну и ту же позицию, в равной мере противостоящую как дилетантскому небрежению к тексту, так и школярскому фетишизму нотной записи — двум крайностям, одинаково губительным для художественного исполнения.
И наконец, исполнительство — как и всякое искусство — есть сотворчество художника и тех, кому адресовано, кто воспринимает его искусство. Но сотворчество требует соответственной подготовленности, требует работы, усилий, труда обеих участвующих сторон. Иначе все важное, значительное, прекрасное, что заключено в данном явлении искусства, попросту не дойдет до воспринимающего.
«Искусство, — говорил знаменитый пианист Иосиф Гофман, — это посредник, связывающий, подобно телеграфу, два пункта — отправителя послания и получателя. Оба должны быть настроены одинаково высоко для того, чтобы передача была безупречной».
ИСПОЛЬЗОВАННАЯ ЛИТЕРАТУРА:
1. 1.Г. М. Коган 1970г. «Основы музыкального исполнительство»
2. 2.Т.А.Курышева «Музыкальная журналистика и музыкальная критика».2007.год
3. 3.А.А.Баренбойм «Музыкальная педагогика и исполнительство».
ЗИЁРАТ, ЗИЁРАТГОҲЛАР ВА ҚАДАМЖОЛАР ТЎҒРИСИДАГИ ҚАРАШЛАР
https://doi.org/10.5281/zenodo.6466176
Бутаева Мохинур Акрам қизи
Денов тадбиркорлик вa педагогика институти талабаси
Aнотация: Республикамизда ўзининг географик жойлашуви, хўжалиги ва иқтисодиётига кўра етакчи минтақаларидан бири ҳисобланган Тошкент вилоятида 200га яқин тарихий, табиий ҳамда диний қадамжо ва зиёратгоҳлар жойлашган бўлиб, ушбу масканлар тарихи, ўзига хослиги ҳамда улар билан боғлиқ тарзда ўтказилган турли маросимлар этнологик жиҳатдан тўлиқ тадқиқ этилмаган. Шу жиҳатдан, мазкур мавзуни элшунослик йўналишида тадқиқ қилиш долзарб аҳамият касб этади.
Kaлит сўзлар: қадимий кўриниши, ислом дини, Зиёрат
Маълумки, зиёрат – диний маданиятнинг ўзига хос қадимий кўриниши бўлиб, барча динларда асрлар давомида сақланиб келаётган маросимлардан бири ҳисобланади. Масалан, христианлар Фаластинда жойлашган муқаддас жойлар, мусулмонлар – Маккани, буддистлар – баланд тоғли Лхаса шаҳрини зиёрат қилади. Муқаддас қадамжо ва зиёратгоҳлар дунё бўйлаб кенг тарқалган бўлиб, уларнинг пайдо бўлиши қадимги даврга бориб тақалса-да, бугунги кунда ҳам инсоният ҳамда жамият ҳаётида ўз аҳамиятини йўқотмаган.
Ўзбек халқи турмуш тарзининг ажралмас қисмига айланган “Зиёрат” – атамаси арабча сўз бўлиб, “бирор ерга ёки шахс ҳузурига бориш” маъносини билдиради. Зиёрат – ислом динида муқаддаслаштирилган мозорлар ва зиёратгоҳларга бориб, муайян расм-русмларни бажариш демакдир23.
“Ўзбек тилининг изоҳли луғати”да зиёрат – ташриф, табаррук жойларга сафар қилиш, муқаддас жойлар, мозор ва қабристонларга бориш, зиёратгоҳ –зиёрат қилинадиган жой, табаррук қадамжо, зиёратҳона –
зиёратгоҳнинг зиёратчи тавоф қиладиган биноси, зиёратчи – муқаддас жойларга зиёратга борган ёки борувчи киши сифатида талқин қилинган24.
Ислом динида қабрларни зиёрат қилиш савоб тарзида изоҳланади. Ҳадисларда ёзилишича, Пайғамбаримиз Муҳаммад (с.а.в.) “Қабристонларни зиёрат қилинг, зеро у охиратни эслатади”, деганлар25. Охиратни эслаш эса кишини ёвузликдан узоқлаштириб, эзгуликка яқинлаштиради, шунингдек, дунёвий неъматларга бўлган интилиш ва нафсни жиловлашга ёрдам беради. Зиёрат маросими одатда, қабр тепасида Қуръоннинг айрим суралари (айниқса, Фотиҳа сураси)ни ўқиб, марҳум ҳақига дуо қилиш, шунингдек, хайр-эҳсон, садақа бериш каби одатлардан иборатдир.
Ислом ақидасига кўра, азиз-авлиёларнинг мақбараларига зиёрат учун борилганда, уларнинг руҳларидан мадад сўраш, ҳожатлари раво қилиниши, дардларга шифо берилиши ва фарзанд ато этилиши каби илтижолар ножоиздир. Чунки, бу каби амалларни рўёбга чиқиши фақат Аллоҳнинг ихтиёридадир. Зиёрат қилинувчилар пайғамбар бўладими, авлиё ёки тариқат шайхими, улардан нажот сўраш ўрнига уларнинг ҳақларига дуои хайр қилиш ва садақа-эҳсон савобларини руҳларига ҳадя этиш ўринлидир. Чунки, ислом динида шахсга сиғиниш ширк амаллардан ҳисобланади26. Ўз навбатида шуни ҳам қайд этиш керакки, зиёратчилар учун ҳафтанинг пайшанба ва жума кунлари муқаддас жойлар ҳамда мозорларга бориш учун энг қулай кунлар ҳисобланади27.
Бугунги кунда зиёратга бориш ўзбек халқининг кундалик турмуштарзи ва менталитетининг ажралмас қисми бўлиб, асрлар давомида ўзига хос зиёрат одоби шаклланган. Зиёрат одоби – муқаддас қадамжо, авлиёлар, пиру-муршид, шайх ва ислом уламоларининг қабрлари ҳамда мақбараларига ташриф буюрилганда зиёрат қилиш тартиб-қоидаларидан иборат.
“Зиёратгоҳ” атамаси якка ёки жамоавий тарзда борилувчи, иймон келтирганлар илоҳий кучларга ҳурмат бажо келтириш орқали ўзларининг мақсадларини амалга ошириш учун илоҳий кучлардан кўмак сўраб, мурожаат қилинадиган жой маъносини англатади. Ислом динининг ҳанафийлик маҳзабида зиёрат қилиш савобли иш, деб қаралади28. Агар зиёрат учун кўп меҳнат ва харажат сарфланса, шунчалик савоби катта
бўлади, деб тушунилган. Масалан, зиёрат учун улкан тоғ чўққисига кўтарилиш жисмоний ва маънавий жасорат, кучли ирода ҳамда ўзига хос инсоний фазилатларни талаб этади. Умуман олганда, асрлар давомида зиёратгоҳлар авлиёларга ҳурмат, ишонч ва уларнинг руҳларини шод қилиш билан бир қаторда, ҳар бир инсоннинг эзгу орзу-истакларини рўёбга чиқариш воситаси ҳисобланган. Одатда, муқаддас қадамжо ва зиёратгоҳларда авлиё қабрини етти маротаба айланиш, қабр тошларни юзкўзига суриш, авлиё руҳларига атаб чироқ ёқиш, ният қилиб, дарахтларга латта боғлаш, булоқ сувига танга ташлаш, қабр тупроқларини танага суртиш орқали шифо излаш, қурбонлик келтириш ва эҳсон қилиш каби урф-одатлар бажарилган. Исломга қадар диний эътиқодлар ва табиат культлари билан боғлиқ қарашлар ҳукмрон бўлганлиги боис мазкур одатлар бугунги кунда ширк амаллар сифатида диний уламолар томонидан тақиқланса-да, ҳанузгача бундай урф-одатлар халқона қарашларда сақланиб келмоқда. Зиёратгоҳларда бефарзандлар фарзанд, беморлар дардларига шифо, ҳунарманд, савдогар, деҳқон ва чорвадорлар асосан, барака сўраган.
Зиёратгоҳларга асосан, баҳор (апрель ва май ойлари) ҳамда куз фасли (сентябрь ва октябрь ойлари)да, яъни деҳқонлар экин экишдан олдин ҳамда кузда экинларни йиғиштириб олингандан сўнг асосан, чоршанба, шанба ва якшанба кунлари борилади. Савдо билан шуғулланувчилар эса асосан, душанба кунлари зиёратга боришга ҳаракат қиладилар.
Халқона қарашларга кўра, зиёратгоҳдаги барча буюмлар муқаддас ҳисобланиб, уларнинг илоҳий куч-қудратга эга эканлигига ишонилган. Зиёратгоҳлардаги муқаддас ашёлар зиёратгоҳга ихлосни ошириш ва зиёратчиларнинг диний ҳиссиётларини кучайтириш воситаси ҳисобланган. Масалан, Бекобод тумани Бузрукбобо зиёратгоҳи туғи бугунги кунга қадар сақланиб, эъзозлаб келинмоқда. Анъанага кўра, Саид Немаъматиллахон Мағрибийнинг авлодларидан энг улуғи туя сўйилиб, туғни янгилаш маросими ўтказиб келинади. Шунингдек, Тошкент шаҳридаги Шайх Зайниддин Қуйи Орифон мақбарасида 3 дона туғ сақланиб қолган. Мазкур туғларнинг бирида беш панжа рамзи ўрнатилган бўлиб, исломдаги бешта фарзни англатиш билан бирга, инсон бу дунёдан қуруқ қўл билан кетишининг рамзи ҳам ҳисобланади. Бу орқали инсон нафсини жиловлаши кераклиги ҳамда бу дунё ўткинчи эканлигини эслатиб турилади
Шуни таъкидлаш керакки, беш панжа қадимги петроглиф расмларда ҳам тасвирланган бўлиб, айрим тадқиқотчилар томонидан магик кучга эга ҳимояни англатади, деб изоҳланган29. Бугунги кунда ҳам беш панжа ҳимояловчи тумор сифатида кенг қўлланилиб, заргарлик буюмларида кенг сақланиб қолган.
Хулоса қилиб шуни қайд этиш мумкинки, зиёратгоҳлар ва қадамжолар тўғрисидаги қарашлар ҳамда тасаввурлар асрлар давомида шаклланиб, бугунги кунга қадар яхши сақланиб қолган. Зиёратгоҳлар билан боғлиқ маросимлар анъана тарзида аждодлардан авлодларга мерос сифатида ўтиб келмоқда. Муқаддас жойлар, ер, сув, ҳайвонлар ва ўсимликлар тўғрисида халқона қарашлар, маросимлар ҳамда табобат сирлари одамлар онгида сақланиб, авлоддан-авлодга ўтади.
ФОЙДАЛАНИЛГАН АДАБИЁТЛАР:
1. Ўзбек тилининг изоҳли луғати / А. Мадвалиев таҳрири остида // https://n.ziyouz.com/ books/ uzbek_ tilining izohli_lugati/. – Б. 148.
1. 2.Ислом энциклопедия. А–Ҳ. – Тошкент: ЎзМЭ, 2004. – Б. 93.
2. 3.Шубель В. Разнообразие ислама: поиск «истинного ислама» в Центральной Азии. Сборник / Святые места Иссык-куля: паломничество, дар, мастерство.
3. 4.Культурно-исследовательский центр «Айгине» Кыргызстан. – Бишкек, 2009. – С. 248.
4. 5.Privratsky B. G. Muslim Turkistan. 2001.– P. 118–123, 159–160, 189.
1
ШАРҚ МУТАФАККИРЛАРИ АСАРЛАРИДА ИНСОН ҚАДР-ҚИММАТИ
ВА ЗЎРАВОНЛИК МАСАЛАЛАРИНИНГ ЁРИТИЛИШИ
https://doi.org/10.5281/zenodo.6466210
Зиявутдинова Хумора Шермаматовна
Андижон Давлат Университети
Умумий психология кафедраси таянч докторанти
Аннотация: Мазкур мақолада шарқ мутафаккирлари асарларида инсон қадрқиммати ва зўравонлик масалаларининг ёритилади. Шарқнинг буюк алломалари, олимлари ва жамиятнинг илғор кишилари ўзларининг оила ва никоҳ масалаларига таълуқли асарларида кўпгина дурдона фикрларни ёзиб қолдирганлар. Жумладан, Абу Наср Фаробий, Имом Ғаззолий, Абу Лайс Самарқандий, Абдулла Авлоний, Абдурауф Фитрат, Шайх Мухаммад Содиқ Мухаммад Юсуф[1,2,3,4,6] асарларида шахс тарбияси ва камолотида оилавий мухитнинг ўрни, ота ва онанинг аҳлоқий шаклланганлигининг фарзанд тарбиясидаги аҳамияти, оилада эр-хотин ўртасидаги муносабатлар, аёлга нисбатан муносабат ва уларнинг оила муҳитига бевосита таъсири ҳақида ибратли маслахат ва ўгитлар баён этилган.
Калит сўзлар: зулм, зўравонлик, оилавий зўравонлик, аёлларга нисбатан зўравонлик, оила тутиш ва аёлларга муносабат.
Аннотация: В данной статье рассматриваются вопросы человеческого достоинства и насилия в творчестве восточных мыслителей. Великие ученые, ученые и прогрессивные люди Востока написали много блестящих идей в своих трудах о семье и браке. В частности, в работах Абу Насра Фароби, Имама альГаззали, Абу Лайса Самарканди, Абдуллы Авлони, Абдурауфа Фитрата, Шейха Мухаммада Садыка Мухаммада Юсуфа [1,2,3,4,6] роль семейного окружения в воспитание и развитие личности, нравственное становление ребенка, образцовые советы родителей и наставления о важности воспитания, отношениях между супругами в семье, отношении к женщине и их непосредственном влиянии на семейную среду.
Ключевые слова: угнетение, насилие, домашнее насилие, насилие над женщинами, отношения пары и отношение к женщинам.
Аnnotation: This article deals with the issues of human dignity and violence in the work of Eastern thinkers. The great scholars, scholars and progressive people of the East have written many brilliant ideas in their writings on family and marriage. In particular, in the works of Abu Nasr Farobi, Imam al-Ghazzali, Abu Lays Samarkandi, Abdulla Avloni, Abdurauf Fitrat, Sheikh Muhammad Sadiq Muhammad Yusuf [1,2,3,4,6] the role of the family environment in the upbringing and development of the individual, moral the formation of the child, exemplary advice from parents and instructions on the importance of education, relations between spouses in the family, attitudes towards women and their direct impact on the family environment.
Key words: oppression, violence, domestic violence, violence against women, couple relationships and attitudes towards women.
Жамиятнинг турли даврларида оила ва никоҳ масаласи олимларнинг диққат марказида бўлиб келган. Шарқнинг буюк алломалари, олимлари ва жамиятнинг илғор кишилари ўзларининг оила ва никоҳ масалаларига таълуқли асарларида кўпгина дурдона фикрларни ёзиб қолдирганлар. Жумладан, Абу Наср Фаробий, Имом Ғаззолий, Абу Лайс Самарқандий,
Абдулла Авлоний, Абдурауф Фитрат, Шайх Мухаммад Содиқ Мухаммад Юсуф[1,2,3,4,6] асарларида шахс тарбияси ва камолотида оилавий мухитнинг ўрни, ота ва онанинг аҳлоқий шаклланганлигининг фарзанд тарбиясидаги аҳамияти, оилада эр-хотин ўртасидаги муносабатлар, аёлга нисбатан муносабат ва уларнинг оила муҳитига бевосита таъсири ҳақида ибратли маслахат ва ўгитлар баён этилганки, улар хозирги замон илм фани учун ҳам катта ижтимоий ва мафкуравий ахамиятга эгадир.
Ўтмиш мутафаккирлари фарзандлар камолотида оилавий муҳит ва тарбиянинг аҳамиятини юқори ўринга қўйишган, айниқса, оиладаги эрхотин муносабатлари, ота-она ахлоқий шаклланганлиги, оила бутунлиги ва тўкислиги оила аъзоларининг барчасига боғлиқ эканлигига алоҳида эътибор қаратадилар.
Зардуштийликнинг муқаддас китоби “Авесто”да оила барқарорлигида эр ва хотиннинг тенг масъуллиги тўғрисидаги фикрлар алоҳида баён этилган. Унда оила бошлиғи “Нманапати”, унинг хотини “Нманапатни” шаклида берилган. Авестода оилавий тартиб-қоидаларга барча оила аъзолари риоя этиши ва ундаги етакчилик отада бўлгани маъқуллиги таъкидланади. Бу китобда ифодаланган энг ахамиятли ҳолат шундаки, унда аёлнинг ҳақ-ҳуқуқини ҳимоя қилиш ўша даврда ҳам қонун даражасига кўтарилганлигидир. Зардуштийлик давридаёқ эр-хотин муносабатлари масалаларига катта эътибор қаратилган бўлиб, бу оиланинг жамиятдаги ўрни ва мавқеини мустаҳкамлаш учун қилинган харакат узоқ тарихий заминга эгалигини кўрсатади.
Ислом динининг муқаддас манбаларидан бўлмиш Қуръони Карим ва Ҳадисларда аёлларга муносабат, уларнинг турмушдаги ўрни ва аҳамияти, эр ва хотин ўртасидаги муносабатлар, никоҳ ва муҳаббат, аёлга тўлақонли инсон сифатида қараш, уларга қилинаётган зулм, жабр ва ситамни кесишга кириш масалаларига кенг ўрин берилган. Исломнинг асосий мақсадларидан бири инсонга ёмонликнинг зарарларини баён қилиб, ундан асраб қолишдир. Динимиз илк даврданоқ оилада аёлларнинг ҳақҳуқуқларини тиклаш, хурматини жойига қўйиш билан уларнинг жамиятдаги мавқеини юксалтирган. Аёл кишига хурмат эътиборда бўлишни тарғиб этган. Қуръони Каримнинг “Бақара” ва “Нисо” сураларида эр-хотин ўртасидаги алоқалар – уларнинг бир-бирлари олдидаги ҳуқуқ ва бурчлари ҳамда эр оилада бошлиқ экани ва бу ҳуқуқдан у қандай фойдаланиши лозимлиги ҳақида йўл-йўриқлар билан бирга аёлларга зулм ва зўравонлик масалаларига эътибор қаратилади. Жумладан, “Нисо” сураси 19-оятда “Хотинларингиз билан турмушингиз ҳурмат-эҳтиром, меҳрмуҳаббат асосида бўлсин” дейилади[7]. Яъни, бу ояти калимада Аллоҳ таоло эркаклар аҳли аёллари билан тинч-тотув яшашга амр этган. “Аёллар итоат қилсалар, уларга зулм қилишдан сақланинглар. Албатта, Аллоҳ олий ва буюкдир”. Ибн Касир раҳимаҳуллоҳ ушбу оят тафсирида қуйидагиларни айтган: “Агар хотин эри хоҳлаган барча мубоҳ ишларда унга итоат этса, бундай аёлга озор беришга йўл излаши эрга дуруст бўлмайди. Уни уриш, тўшакни алоҳида қилиб қўйиш мумкин эмас. Аллоҳ таолонинг: “Албатта, Аллоҳ олий ва буюкдир” деган сўзлари хотинига зулм қиладиган, сабабсиз таъзирини берадиган эрларга таҳдиддир. Олий ва буюк Аллоҳ аёлларнинг валийсидир ва У аёлларга зулму тажовуз қилган кимсалардан интиқом олади”.
Бу каби сўзларни Ибн Жарир Табарий ҳам айтган, фақат озгина қўшимча қилиб: “Агар аёл эрига итоат этаётган бўлса, бироқ эрини яхши кўрмаса, эри уни яхши кўришга мажбурлаши ва шу боис унга озор бериши мумкин бўлмайди. Чунки муҳаббат қўйиш ё қўймаслик аёлнинг қўлида эмас”, деган.[4]
Хадисларда келтирилишича, эркак киши аҳли-оиласига меҳрибон, кўп яхшилик қилувчи бўлиши керак. Пайғамбар саллаллоҳу алайҳи ва саллам дедилар: “Мўминларнинг иймони энг комили хулқ-атвори гўзал бўлгани, сизларнинг энг яхшингиз аёлларингизга яхши бўлганингиздир”[6]. Хотинлар эрининг қўлида тутқиндир. Бу ҳақда Набий саллаллоҳу алайҳи ва салламдан қуйидаги ҳадис бор: “Аёллар сизнинг асирангиздир”[6]. Шунинг учун Пайғамбар саллаллоҳу алайҳи ва саллам аёлларга насиҳат қилиб туришни таълим берганлар. Абу Ҳурайра разияллоҳу анҳудан ривоят қилинган ҳадисда Расулуллоҳ саллаллоҳу алайҳи ва саллам дедилар: “Ким Аллоҳга ва охират кунига иймон келтирган бўлса, қўшнисига азият етказмасин. Аёлларга яхши муомалада бўлинглар. Зеро, аёл киши қовурғадан яратилган, қовурғанинг энг эгри жойи юқорисидир, агар уни тўғрилайман десанг синдириб қўясан. Агар ташлаб қўйсанг, қийшиқлигича қолаверади. Шундай экан, аёлларга яхши муомалада бўлинглар”[6]. Самура ибн Жундуб разияллоҳу анҳудан ривоят қилинган ҳадисда ҳам шу маъно бор: “Хотин қовурға кабидир, тўғрилайман десанг синдириб қўясан. Шундай бўлгач, муросаю мадора қил, яшаб кетасан”[6].
Муовия Қушайрий разияллоҳу анҳу айтади: “Мен: “Эй Расулуллоҳ, хотинларимизнинг бизнинг устимиздаги ҳаққи нима?” деб сўрадим. Набий саллаллоҳу алайҳи ва саллам: “Едириб-ичиришинг, кийинтиришинг, юзига урмаслигинг, “башаранг қурсин” демаслигинг ва уйдан бошқа жойга кетиб ҳажр қилмаслигинг”, дедилар[5]. Яъни пайғамбаримиз аёллар билан муносабат масаласига алоҳида эътибор қаратиб, аёлларга зулм ва зўравонлик қилмоқдан қайтаради. Яна бир хадисда келтирилишича, Саҳобалардан Амр ибн Аҳвас разияллоҳу анҳу Ҳажжатул-вадоъда Расулуллоҳ саллаллоҳу алайҳи ва саллам билан бирга ҳаж қилган. Шу ҳажда Расулуллоҳ саллаллоҳу алайҳи ва саллам хутба қилдилар. Хутбанинг аввалида Аллоҳга ҳамду сано айтдилар, сўнг одамларга панд-насиҳат қилдилар. Шу насиҳатлари ичида жумладан бундай дедилар: “Эй одамлар, ҳушёр бўлинглар. Аёлларга яхши муомала қилинглар. Улар сизнинг асирангиздир. Агар итоат қилсалар, уларга зулм қилишдан сақланинг. Жазолашга йўл қидирманг. Шуни билингки, аёлларингиз устида сизнинг ҳаққингиз бор, сизнинг устингизда уларнинг ҳам ҳаққи бор”[5].
Яна бир манбада Иёс ибн Абдуллоҳ ибн Абу Зубоб айтади, Расулуллоҳ саллаллоҳу алайҳи ва саллам: “Аёлларингизни урманглар”, Хотинини урадиган эрлар яхшиларингиз эмас”[5] дедилар.
Оилавий муносабатларда аёлларга нисбатан зулм ва зўравонлик шариатимизга тўғри келмайдиган амал хисобланади. Шу сабабли оилада эр-хотин бир-бири билан тинч-тотув ва аҳилликда, ўзаро ҳақларини тўлиқ ўтаган ҳолда ҳаёт кечиришлари мақсадга мувофиқ ишдир деб белгиланади. Мабодо келиша олмай, жанжаллашиб қолгудай бўлишса, дарҳол ярашиб олишга ҳаракат қилишлари, бирлари ё ҳар иккиси ўз ҳаққидан воз кечиб бўлса ҳам орани ислоҳ қилишга уринишлари лозим. Аллоҳ таоло: “Келишиб олиш яхшироқ ва афзалроқдир” деб марҳамат этган. Эр-хотинлар ажрашиб кетгандан кўра келишиб, ярашиб олиш ҳар икки тараф учун ҳам яхшидир.
Сулҳ фарзандлар учун ҳам яхшидир. Ота-она ажрашса, болалар ҳам сарсон бўлиб қолади. Отасини деса онаси, онасини деса отаси, болалар икки ўт орасида қоладилар. Сулҳга келиш қудалар учун ҳам яхшидир. Бир оиланинг ажралиши сабаб қудалар ҳам бир-бири билан юз кўрмас бўлиб кетади. Сулҳга келиш дўстона муносабатлар кучайиши ва қалбларнинг улфат бўлишига сабаб бўлгани боис барча мусулмонлар учун ҳам яхшидир.[4]
Нисо сураси 128-оятда келтирилишича, “Хотинларингизга чиройли муомала қилсангиз, улар хусусида Аллоҳдан қўрқсангиз”, яъни, эркаклар гарчи хотинлари хунуклиги ё бирон хулқи сабаб ёқтирмаса ҳам уларга яхшиликлар қилса, гўзал муомалада бўлса, сабр қилса, ҳақларини тўлиқ ўтаса ва улар хусусида Аллоҳдан қўрқиб уларга зулм ва зўравонлик қилмаса: “Албатта Аллоҳ таоло сизлар қилаётган бу ва бошқа ишларингизни билиб турувчидир”, дейилади.
Қуръони каримнинг Бақара сураси 187-оятида: “...Улар сизлар учун либос, сизлар улар учун либосдирсиз...” дейилган. Кийим йиртиқ ва калта бўлса, кишининг авратини тўлиқ ёпмайди. Эр-хотин ҳам шундай. Бири иккинчисига ёпинчиқ бўлади: сирларини беркитади, фош қилмайди. Оила сирларини ошкор қилиш, ҳатто талоқдан (яъни, эр-хотин ажрашиб кетганидан) кейин ҳам мумкин эмас[7].
Юқорида келтирилган ҳадис намуналарида ва диний манбаларда эркак ва аёлларнинг оила олдидига бурч ва маъсулиятлари, эркакнинг хотинига ҳурмат ва эъзози, уларга нисбатан адолатли муомалада бўлишлик муқаддас қадриятлар сифатида қаралганлигини кўрамиз. Неча асрлар давомида муқаддас китоблар руҳида тарбия топган ота-боболаримиз турмушда, оилавий муносабатларда уларга риоя қилганлар ва аёлларга нисбатан зўравонликдан ўзларини сақлаганлар.
Дунёга машхур маърифатпарвар олим Абу Наср Фаробий(873) “Фозил одамлар шаҳри” ва “Бахт-саодатга эришув ҳақида” номли асарларида келтирилишича, ҳақиқий бахт бир одамнинг бошқасига ғайирлиги, зулми йўқолгандагина бўлади, оила аъзоларининг бир-бирига самимий муносабатлари, меҳру оқибатлари эса ана шу оиладаги одамларнинг бахтини ташкил қилади. Аллома эр-хотинга ота-она сифатида алоҳида талаблар қўйилишига алоҳида эътибор қаратади [1]. Бу фикрлар аллома асарларининг ҳозирги кунда ҳам долзарб аҳамиятга эга эканлигини кўрсатади.
Қонуншунос ва илоҳиёт олими "Хизонат ул-фикҳ", "Бўстон ул-орифин", каби асарлар муаллифи Абу Лайс Ас-Самарқандий асарларида ҳам оилавий муносабатларда эр-хотин ўртасидаги одоб қоидалари, оила тутиш ва аёлларга муносабат, эркаклар аёлларга ҳомий эканлиги, аёлларга таълимтарбия бериш, уларни молиявий таъминлаш, ҳимояга олиш, ғамхўрлик қилиш каби фикрлар берилади. Абу Лайс Ас-Самарқандий ўзининг “Танбеҳул-ғофилийн” асарида эркаклар маъсулияти, уйланиш ҳукми, аёллар қадри, уларга муносабат, хотинларга зулм ва зўравонлик қилмаслик ҳақида айтиб ўтади.
Абу Лайс Ас-Самарқандий фикрича, диёнатли йигит хотинини ҳар томонлама ҳимоя қилади, у билан тотув яшайди, унча-мунча инжиқликларини кўтаради. Энг муҳими, уни яхши кўрса, эъзозлайди. Борди-ю ёмон кўрса, зулм қилмайди. Агар аёл бирга яшашни истамаса, уни қийнаб ушлаб турмайди, йўлини очиб қўяди. Хотинга одоб бериш босқичма-босқич олиб борилади. Аввало панд-насиҳат, огоҳлантириш, тарғиб қилиш лозим. Аслида аёлини урадиганлар ахлоқли кишилар тоифасига кирмайди. Эр хотинини сўкмайди, айбламайди, ҳақоратламайди, ёмонлаб пастга урмайди, унинг танасию хулқини, оиласию яқинларини камситмайди. Чунки бундай қилиш мусулмон кишига мутлақо тўғри келмайди. Эр хотинини яхши кўрса, ҳурматини жойига қўяди, ёмон кўрса, зулм қилмайди. Истаса, чидаб яшасин ёки яхшиликча ажрашсин.
“Қаттиққўл эркак” бўлиш учун хотинингизга, болаларингизга зулм қилиб қўйманг. Ҳар нарса меъёрида бўлсин. “Мени кўрганда тиззалари қалтираса, соямга салом беришса, шунда ҳаммаси яхши бўлади”, деб ўйлаган эркак қаттиқ янглишади. Ҳаммага бирдек адолатли бўлинг. Улар сиздан қўрқишмасин, балки ҳурмат қилишсин. Ҳурмат қилганлари учун гапингизни икки қилишмасин. Зеро, ҳурматга қўқ-пўписа билан эмас, ҳурматга лойиқ бўлиш билан эришилади.
Бир нарсани таъкидлаб ўтиш лозим: хотинини қулни калтаклагандек калтакловчилар эркак ҳам, яхши одам ҳам эмас. Хотинига озор берувчилар, қўполлик қилувчилар, уларни камситувчилар меҳрдан айро, жуда ёмон эркаклардир. Ҳақиқий маънодаги эр киши хотини билан яхши муносабатда бўлади, зиммасидаги масъулиятни садоқат билан адо этади, унинг ҳолатини яхшилайди, уни эзгу ишларга бошлайди, ёмонликдан қайтаради, хотини хато қилса, айбини тушунтиради, унга илтифот кўрсатади, қўполлик, манманлик қилмайди. Хотинларингиз хусусида ҳам эҳтиёткор бўлинглар. Маҳрларига вафо қилинглар. Уларга зулм қилманглар. (Зулм қилсанглар) қиёмат куни яхшиликларингдан маҳрум этади[2].
Абу Лайс Ас-Самарқандий асарлари да инсон қадри ва зўравонликка қарши қимматли фикрлар кўп ўринларда келтирилади.
ХIХ аср охири ХХ аср бошидаги ўзбек миллий маданиятининг машҳур вакилларидан бири А.Авлонийнинг хам фикрлари диққатга сазовордир. Авлоний “Туркий гулистон ёхуд ахлоқ” асари инсоний муносабатлар, зулм ва зўравонлик ҳақида, инсон қадри ҳақида фикрлар билдиради. Асарнинг “Яхши хулқ, ёмон хулқ” номли бобида оилада аёлларга муносабат, уларга зўравонлик қилмасдан, балки, яхши муносабатда бўлишликни таъкидлайди. Адиб бу бобда “Қуш уясида кўрганини қилади” деб, фарзанд оилада зўравонлик гувоҳи бўлиб катта бўлса, албатта келажакда бундай болалардан зўравон ёки жабрдийдалар камол топишини айтиб ўтади.
XX аср ўзбек адабиёти, фани ва маданиятининг йирик вакилларидан яна бири А.Фитратнинг “Оила”номли асарида оилавий муносабатлар, фарзандлар тарбияси, аёлларга муносабат, қизларнинг илм олишига имкониятлар берилиши кенг ёритилган. Жумладан, “Эр-хотиннинг қандай яшамоқликлари хусусида” номли бобида ўзи яшаган даврда аёлларга муносабат қандай эканлиги гапириб, шундай ёзади: “Мамлакатимиздаги аёллар ҳар дақиқада қанчадан-қанча таҳқир ва жафоларга дучор бўлиб яшамоқдалар. Дарвоқе, аёллар шунча зулм кўрсалар ҳам ўз эрларига итоат қилиб бўйсунадилир. Лекин уларнинг бу харакатлари меҳр ва мухаббатдан эмас, балки чорасизлик ва мазлумликдандир. Бу каби қабих ва хунук ишлар фақат бизнинг мамлакатимизда эмас, балки аксар ибтидоий миллатлар ҳам бу балога олдин чалинганлар. Шунинг учун хам ислом дини кўпроқ эркакларга мурожаат қилиб, оилада муомала ва муносабат хусусида уларга таълим беради. Масалан, “Нисо” сурасида шундай оят нозилдир: “Аёлларга яхши муомалада бўлинглар”.
Саҳоба Аёс бин Абдуллоҳдан хадис: “Набий алайхиссалом дедилар: “Аллоҳ бандалари бўлмиш аёлларни урманглар”. Хотин-қизлар ҳақига яхшилик қилиш учун ташвиқ ва тарғиботига манашу хадис кифоя қилади[3]. Фитратнинг бу асарни ёзиш давомида ўзи яшаб ижод этган замон нуқтаи назаридан ёндошган бўлсада, асарнинг аҳамияти бугунги кунгача ўз қийматини йўқотган эмас.
Биз ўз тадқиқотимиз йўналишидан келиб чиққан ҳолда шарқ мутафаккирлари маданий меросининг қисқа таҳлили асосида қуйидаги хулосаларга келдик:
- шарқ мутафаккирлари қадим-қадимдан оила, оилада аёлларга муносабатларга алоҳида эътибор қаратиб келганлар;
- оилавий ҳаётда аёлларга нисбатан ижобий муносабат фарзандлар тарбиясига яхши таъсир этиши мумкинлиги тўғрисидаги фикрлар шарқ мутафаккирларида устивордир;
- шарқ алломалари оилавий муносабатлар тизимида эр ва хотин, ота ва она ролларининг дифференциаллашувига алохида урғу берадилар, бунга оилавий тарбиянинг асосий устуни сифатида қарайдилар;
- таҳлилдан яна шу нарса маълум бўлдики, оилада аёл асосий тарбиячи вазифасини бажаришига алоҳида урғу берилган ҳолда, аёлнинг жамиятда тенг ҳуқуқлилиги эътироф этилган бўлиб, бу масала доимо шарқ мутуфаккирлари диққат марказида бўлиб келган.
АДАБИЁТЛАР:
1. Абу Наср Фаробий. Фозил одамлар шаҳри. –Т., 1993.
2. Абу Лайс Самарқандий. “Танбеҳул-ғофилийн”. –Т., 2008.
3. Абдурауф Фитрат. Оила ёки оила бошқариш тартиблари. –Т., 2000.
1. 4.Абдулҳай Турсун. Мустаҳкам оила асослари . –Т., 2012.
4. Имом Муслим. Саҳиҳи Муслим. 1-китоб –Т., 2007.
5. Имом ал-Бухорий. Ал-Жомеъ ас-саҳиҳ. 1-жилд –Т., 1991.
6. Қуръони карим.Ўзбекча изоҳли таржима. –Т., 1992.
ЎЗБЕКИСТОННИНГ ХАЛҚАРО ТАШКИЛОТЛАР БИЛАН АЛОҚАСИ
https://doi.org/10.5281/zenodo.6466253
Ойбек Турдимаматович Нурматов
Андижон давлат университети
Катта ўқитувчиси
Аннотация: Мақолада муааллифи Ўзбекистоннинг ҳалқаро хамжамият билан алоқаларининг самарали жиҳатларини ёритган. Жумладан, халқаро ташкилот БМТ аъзоси бўлган Ўзбекистоннинг хамкорликда олиб бораётган ишлари ва ташкилот тамонидан Ўзбекистон давлати илгари сурган таклифлар асосида бир қанча резолюциялар қабул қилинганлиги ёритилган. Шунингдек Ўзбекистон давлатининг ШҲТ ташкилотидаги иштироки ҳам ёритилган.
Калит сўз: Марказий Осиё, БМТ, Жаҳон Соғлиқни сақлаш ташкилоти, Халқаро меҳнат ташкилоти, Жаҳон интеллектуал мулк ташкилоти, ЮНЕСКО, Жаҳон озиқ-овқат ташкилоти, Жаҳон банки, МАГАТЭ, ОИВ/ОИТС, ШҲТ.
Марказий Осиё минтақасида ўзининг мустаҳкам ўрнига эга бўлган Ўзбекистоннинг ташқи сиёсатида ҳалқаро хамжамият билан тенг ҳуқуқли мустақил суверент давлат сифатида расмий алоқаларни ўрнатди. Жумладан, БМТнинг тенг ҳуқуқли ва тўлақонли аъзоси сифатида Ўзбекистон тенглик, ҳамкорлик, кўптомонламалик ва халқаро сиёсий тизимни ҳимоя қилиш принципларига сўзсиз амал қилишини намойиш этмоқда.
Ўзбекистон БМТ ва унинг ихтисослаштирилган муассасалари, жумладан, Жаҳон Соғлиқни сақлаш ташкилоти, Халқаро меҳнат ташкилоти, Жаҳон интеллектуал мулк ташкилоти, ЮНЕСКО, Жаҳон озиқ-овқат ташкилоти, Жаҳон банки, МАГАТЭ ва бошқалар ишида фаол иштирок этиб келмоқда.
1993 йилнинг 24 октябрида Тошкентда БМТ ваколатхонаси очилди. Ўзбекистонда БМТнинг ўндан ортиқ дастурлари, фондлари ва агентликлари, шу жумладан, БМТ Тараққиёт дастури, Аҳолишунослик фонди (ЮНФПА), Болалар фонди (ЮНИСЕФ), Наркотиклар ва жиноятчиликка қарши кураш бошқармаси, ОИВ/ОИТС бўйича бирлашган дастур, Гендер тенглик, аёлларнинг ҳуқуқ ва имкониятларини кенгайтириш масалалари бўйича тузилмалари фаолият кўрсатмоқда.
Ўзбекистоннинг БМТ ҳузуридаги доимий ваколатхоналари Нью-Йорк (АҚШ), Женева (Швейцария)даги БМТ бўлимлари ҳузурида ва бошқа халқаро ташкилотларда ҳамда Вена (Австрия)даги БМТ бўлимида фаолият кўрсатмоқда.
Ўзбекистоннинг БМТ билан ҳамкорлиги сўнгги беш йилда мутлақо янги даражага кўтарилди. Президент Шавкат Мирзиёевнинг БМТ Бош Ассамблеясининг 72-сессиясидаги ташаббуси билан “Маърифат ва диний бағрикенглик” резолюцияси қабул қилинди. Резолюциянинг асосий мақсади сифатида барчаниинг таълим олиш имкониятини таъминлаш, саводсизлик ва жаҳолатни тугатишга қаратилди. Бирлашган миллатлар ташкилотининг 2020 йил 25 сентябрда видеоконференция шаклида ташкил этган 75-юбилей сессиясида илгари сурилган ташаббус асосида ўтказилаётган мазкур анжуманда БМТ нинг Глобал аксилтеррор стратегиясини Марказий Осиёда амалга ошириш бўйича нойоб тажриба тақдим этилди.[16]
Шунингдек, 2021 йилда БМТнинг Инсон ҳуқуқлари бўйича кенгашининг 46-сессиясида онлайн форматда ва Бош Ассамблеянинг 76сессиясида маъруза қилди. Уларда Ўзбекистоннинг халқаро ва минтақавий хавфсизликни мустаҳкамлаш, таълим, маънавият, экология, туризмни янада ривожлантириш, инсон ҳуқуқларини ҳимоя қилиш ва бошқа соҳаларга тааллуқли ташаббуслар билан чиқди.
Ўзбекистоннинг кейинги йиллардаги саъй-ҳаракатларининг халқаро эътирофи БМТ Бош Ассамблеясида қуйидаги резолюцияларнинг қабул қилинишида яққол намоён бўлди:
“Марказий Осиёда тинчлик, барқарорлик ва барқарор тараққиётни таъминлаш бўйича минтақавий ва халқаро ҳамкорликни мустаҳкамлаш”;
“Маърифат ва диний бағрикенглик”;
“Барқарор туризм ва Марказий Осиёда барқарор тараққиёт”;
“Оролбўйи минтақасини экологик инновациялар ва технологиялар зонаси деб эълон қилиш” каби резалютцияларнинг қабул қилинииши Ўзбекистоннинг ҳалқаро хамжамият олдидаги мавқейини яқол белгилаб берди.
Бинобарин, 2018 йилнинг 22-23 ноябрь кунлари Самарқандда “Инсон ҳуқуқлари умумжаҳон декларациясининг 70 йиллиги якунлари: замонавий чақириқлар ва реаллик” мавзусида ўтказилган Осиё форуми 20 га яқин
халқаро ташкилотлар вакилларини ҳамда дунёнинг 30 дан зиёд мамлакатларидан экспертларни иштрокини таминлади. Форумда Инсон ҳуқуқлари бўйича Самарқанд декларацияси БМТ Бош Ассамблеясининг 73сессияси расмий ҳужжати сифатида тарқатилди.
2020 йилнинг 12-13 август кунлари “Ёшлар 2020: глобал миқёсдаги бирдамлик, барқарор тараққиёт ва инсон ҳуқуқлари” Самарқанд вебфоруми ўтказилди. Шу номдаги Самарқанд резолюцияси БМТнинг расмий ҳужжати сифатида қабул қилинди.
Ўзбекистон барқарор тараққиёт соҳасида БМТ билан яқин ҳамкорлик қилмоқда. Ўзбекистон ҳукумати томонидан 2030 йилгача даврни қамраб олган барқарор тараққиёт соҳасидаги Миллий мақсад ва вазифалар қабул қилинди, 16 та миллий мақсад ва 125 та вазифа тасдиқланди.
Бинобарин, инсон ҳуқуқлари бўйича Миллий стратегия доирасида гендер тенглик, сўз ва дин эркинлигини таъминлаш, фуқаролик жамияти институтларини ривожлантириш борасида аниқ чоралар қабул қилинган, жумладан:
• 2021 — 2025 йилларда фуқаролик жамиятини ривожлантириш
Концепцияси тасдиқланди;
• “Виждон эркинлиги ва диний ташкилотлар тўғрисида”ги янги қонун қабул қилинди;
• 2030 йилга қадар Ўзбекистон Республикасида гендер тенгликка эришиш стратегияси тасдиқланди;
• Инсон ҳуқуқлари соҳасида Ўзбекистон Республикасининг халқаро мажбуриятларига риоя этилиши бўйича Парламент комиссияси ташкил этилди;
Бинобарин, Ўзбекистон тарихда биринчи марта 2021 — 2023 йиллардаги давр учун кенгаш аъзолигига сайланди. Мамлакатимиз аъзолиги учун БМТга аъзо 193 давлатнинг 169 таси овоз берди. 2022 йилнинг январидан Ўзбекистоннинг БМТнинг Женевадаги идораси вакили Инсон ҳуқуқлари бўйича кенгашнинг раиси ўринбосарлигига сайланди[17].
Бугунги кунда, Ўзбекистонда олиб борилаётган очиқ прогматик сиёсат натижаси охирги беш йил ичида ШҲТ фаолиятида ҳам кўзга ташланди.
Мамлакатнинг халқаро майдондаги нуфузини оширишга қаратилган кўплаб долзарб ташаббус ва таклифларнинг илгари сурилиши унинг ҳалқаро обросининг ошиб боришига замин яратди.
Шанхай Ҳамкорлик Ташкилоти (ШҲТ) - минтақавий хавфсизлик ва иқтисодий ҳамкорлик ташкилоти бўлиб, у Хитойнинг Шанхай шаҳрида - Қозоғистон, Хитой, Қирғизистон, Россия, Тожикистон ва Ўзбекистон давлат раҳбарлари учрашувида 2001 йил, 15 июнда тузилган. Янги ташкилотнинг мақсад ва принциплари, келажак режаларни эълон қилган Декларация, шунингдек терроризм, айирмачилик ва экстремизмга қарши кураш тўғрисидаги конвенция қабул қилинди[18].
Жумладан, Шавкат Мирзиёев етакчилигида ШҲТ майдонида амалга оширилаётган стратегия конструктивлик, прагматизм ва ташаббускорлик каби асосий тамойилларга асосланди.
Биринчидан, охирги беш йил ичида мамлакатнинг мазкур ташкилотга нисбатан ёндашуви конструктивлик томон ўзгарди. Ўзбекистон ШҲТнинг барча фаолият йўналишларидаги ҳамкорлик жараёнида ўта фаол бўлиб қолди. Масалан, 2017 йилга қадар республика вакиллари ташкилотнинг хавфсизлик соҳасидаги айрим тадбирларида, хусусан, қўшма ҳарбий ва аксилтеррор машғулотларида, шунингдек муайян маданий ва таълим дастурларида тўлиқ иштирок этмаган. Ҳозир эса республика тузилма доирасида турли соҳалар ривожига таъсир этибгина қолмасдан, бошқа аъзо давлатлар томонидан илгари сурилаётган долзарб, умумий манфаатларга жавоб берувчи таклифларни тўлиқ қўллаб-қувватламоқда. Айтиш мумкин, Ўзбекистон ўз фаоллиги билан ШҲТнинг “тамал тоши” ҳисобланган “шанхай руҳи”даги “ҳамжиҳатликда тараққиёт” тамойили ҳаётга тадбиқ қилинишига бевосита ва салмоқли ҳисса қўшиб келмоқда.
Ўзбекистон Республикаси Президентининг ШҲТ 2020 йилги саммитида “ташкилотимиз, қачонки, ҳар бир аъзо кучли бўлсагина, қудратли бўлади” – деган баёноти мамлкатнинг мазкур тузилмага нисбатан конструктив ёндашуви моҳиятини тўлиқ очиб беради.
Иккинчидан, бошқа кўптомонлама дипломатия платформаларида намоён бўлаётган ташқи сиёсатимиздаги прагматизм ШҲТдаги иштирокимизга ҳам тааллуқли. Расмий Тошкент томонидан илгари сурилаётган ташаббуслар мамлакатимиз миллий манфаати ва тараққиётини таъминлайдиган устувор йўналишларни акс эттириб, минтақани барқарор ривожлантиришга қаратилган асосий вазифаларга ҳам тўлиқ мос келади. Шу
сабаб, мазкур ташаббуслар ташкилотнинг барча аъзолари томонидан кенг қўллаб-қувватланмоқда.
Учинчидан, Ўзбекистон кейинги даврда ШҲТнинг энг ташаббускор аъзоларидан бирига айланди. Аслида, бу юқорида таъкидлаб ўтилган конструктивликка ва прагматизмга асосланган стратегия маҳсули, дейиш мумкин. Яъни, ташкилотнинг муҳим жабҳалардаги фаолиятини кучайтириш ва кун тартибини янги долзарб йўналишлар ҳисобига бойитиш истаги салмоқли ташаббусларда яққол акс этмоқда.
Ўзбекистон раислигида жами 80 дан ортиқ турли даражадаги тадбир ўтказилиши кутилмоқда. Анжуманлар доирасида барча жабҳаларда ҳамкорликни янада ривожлантириш билан боғлиқ кенг кўламли масалалар кўриб чиқилади.
Кўриниб турибдики, ШҲТ раислиги доирасида ўтказиладиган асосий тадбирлар ва қабул қилинадиган ҳужжатлар Янги Ўзбекистоннинг ички ва ташқи сиёсати, устувор мақсадларини ёрқин намоён этишга қаратилган.
Расмий Тошкент ШҲТ нинг раиси сифатида қуйидаги сиёсий вазифани ўз зимасига олмоқда.
Биринчидан, бугун, замонавий ҳалқаро муносабатлар тизимининг трансформациялашуви шароитида, ШҲТ геосиёсий тараққиётнинг муҳим марказларидан бири ҳисобланади.
Иккинчидан, у халқаро муносабатларга ўзаро ишонч, тинч-тотув яшаш, яхши қўшничилик ва ўзаро ҳамкорликка. Бир-бирининг ички ишларига аралашмасликка асосланган тамойилларни тадбиқ этувчи “Шанхай руҳи”ни киритди.
Учинчидан, ШҲТ ҳозирги кунда ижтимоий-иқтисодий ҳамкорликнинг муҳим минтақаси саналади. Маскур минтақа хом ашё ресурсларига бойлиги, ишлаб чиқарилган маҳсулотларни сотиш бозорларига ва малакали ишчи кучига эгалиги нуқтаи назаридан ташкилотни ўзига ҳос иқтисодий истиқболли кучга айлантиради. ШҲТ муайян маънода ўз ўмрини тарихан ўтаб бўлган замонавий иқтисодий моделларга муқобилдир.
Тўртинчидан, Шанхай ҳамкорлик ташкилоти ижтимоий-сиёсий муаммоларини ечишда борган сари фаол роль ўйнамоқдаки, афғон инқирозини барқарорлаштириш билан боғлиқ масалалар ҳам шундан далолат беради.
Бундай ёндашув истиқболда ижтимоий-сиёсий муаммоларни ечиш бўйича ҳозирда аниқ ишлаётган ташкилий тузилмалар билан бир қаторда, ШҲТнинг тезкор мувофиқлаштирувчи маркази тузилади[19].
Бинобарин, 2017-2021 йиллар мобайнида мамлакатимиз раҳбари ШҲТ саммитларида жами 50 га яқин муҳим ва долзар ташаббусни илгари сурган. Бу жуда салмоқли кўрсаткич. Энг асосийси,таклифлар “йўл хариталари”, ҳуқуқий-меъёрий, дастурий ва концептуал ҳужжатлар шаклида, шунингдек, янги ҳамкорлик механизми кўринишида изчиллик билан амалиётга, ҳаётга татбиқ этилмоқда[20].
Хулоса қилиб айтганда Ўзбекистоннинг ташқий сиёсий фаолият консепциясида аввало Ҳалқаро ташкилотлар билан дунё давлатларининг тенг ҳуқуқлий аъзоси сифатида очиқ ва прогматик сиёсат олиб бориши мамлакатнинг ҳалқаро муносабатлардаги обросининг ортиб боришига асос бўлди.
О ФИЗИОЛОГИЧЕСКОЙ И ФУНКЦИОНАЛЬНОЙ ХАРАКТЕРИСТИКИ
ПОЛУГЛАСНЫХ ВО ФРАНЦУЗСКОМ ЯЗЫКЕ
https://doi.org/10.5281/zenodo.6466146
Халиллаева Наргиза
Студентка 1 курса УзГУМЯ
Научный руководитель
Зульфия Давронова
Старший преподаватель УзГУМЯ
Аннотация: В данной статье рассматривается фонетический строй французского языка, в частности даётся характеристика полугласных, изучаются совокупности языковых явлений и фактов и их использование при фонологической интерпретации полугласных.
Ключевые слова: фонетический строй, языковые явления, интерпретация полугласных, межвокалическая характеристика, артикуляция.
В фонетической системе французского языка имеются три звука, определение фонологического статуса которых вызывают постоянные споры. Это полугласные (или полусогласные) [j], [γ], [w]. Лингвисты их относят то к системе гласным фонем [i, y, u] как их простые варианты, то к дифтонгам [je, γe, we], то к числу щелевым согласным-сонантам. Термины «полугласный» и «полусогласный», используемые во многих учебниках и научных работах свидетельствуют о неустойчивости их определения. Они напоминают промежуточную позицию между гласными и согласными, подтверждая тот факт, что в них содержатся характерные черты и гласных и согласных фонем. Это по той причине, что эти звуки по своей натуре происходят от гласных, за исключением некоторых слов, в которых звук [j] обязан своим происхождением звуку [l]: soleil, bail, travail и т.д.
Среднеязычная щелевая согласная [j] в качестве сонанта состоит из музыкального тона, сопровождаемого шумом. Шум находится между серединой спинки языка и серединой твердого нёба. Спинка языка, приближаясь к твердому нёбу, оставляет очень узкое пространство, через которое струя воздуха идущая из легких выходит с трудом. Здесь нужно вспомнить, что щелевые сонанты образованны на основе закрытых согласных, артикулируемых спинкой языка приближенного к нёбу. Это добавляется с помощью мускульного напряжения, что позволяет создать локализованное напряжение, которое характеризует согласный звук. В конце слова звук [j] такой же звонкий, как если бы он находился перед гласной, что противопоставляет конечному «е» в русском языке. Сравните; пай – [‘paj], пай – paille, рай – rail, кий – quille и т.д.
Согласный звук [j] происходит либо от [i] перед гласной (историческое происхождение результат дифтонгизации гласной), либо от смягченного [l’] (современное происхождение которое указывает на орфографию слов).
В качестве согласного звука [j] не является слоговым, он всегда образует один слог с предыдущей гласной [pa-‘rεj] или со следующей гласной [pa-‘lje],
[pε-‘je].
Он противопоставляется гласной [j] в следующих словах: pays [pε’i – pe’i], paye [‘pεj], abbaye [abε’i – abe’i], abeille [a’bεj].
Употребление [j] часто в современном французском языке, согласный звук [j] находясь в разных позициях за исключением тех случаев, когда он находится в середине слова между двумя согласными: hier, iode, griller, tailler, grouiller, seuil, soleil и т.д. Он не может предшествовать согласному, если только не находится в середине слова перед суффиксом в разговорной речи: artill(e)rie, paill(e)té, pareill(e)ment. Он никогда не находится после носового звука.
В отличии от сонантных [γ, w] согласная [j] может следовать или предшествовать гласной, соответствующей [i]: piller, griller, fille, saillie, faillir, cueillir, так как он происходит не только от «i» в случае, когда сталкиваются две гласные, но также от смягченного [l’].
Средне щелевая сонанта [γ] является согласной, имеющей двойную артикуляцию: первая формируется между средней частью спинки языка и твердым нёбом, вторая в самой середине продвинутых и закрытых губ. Эта напряженность и отличает согласный звук [γ] oт гласного [y]. Достаточно только сравнить щели, которые формируются при произношении этих двух звуков. Щель при произношении [ų] 2 и 3,5 мм, а при произношении [y] между спинкой языка и твердым нёбом достигает 4,25 мм.
Это различие ещё более заметно между согласным [w] и гласным [u]. Щель между губами 1 мм для [w] и 3,5 мм для [u], в то время как в задней части рта она достигает 2.5 мм для [w] и 4 мм для [u]. Сонанта [w] тоже является согласным, имеющим двойную артикуляцию. Первая формируется между задней частью языка и мягкого нёба, а вторая – между закругленными и продвинутыми губами. Мускульное напряжение для [w] в отличие от гласного [u] локализировано.
Имея недавнее происхождение, эти два согласных никогда не находятся ни перед, ни после гласных [y] и [u], от которых они произошли, они так же не встречаются в конце слова или в межвокалической позиции. Оба согласных встречаются в начале слов: huit, huile, oust, ouate, [‘γit – ‘γil – ‘west – ‘wat], после одной или двух согласных в начале или в середине слова – fuite, luire, truite, fluide, essuyer, influer [‘f γit – ‘l γi:r – ‘tr γit – ‘fl γid – es γi’je - ε·’flγe]; foire, louis, droite, gloire, côtoyer, refroidir [‘fwa:r – ‘lwi – ‘drwat – ‘glwa:r - kכּtwa’je – rœfrwa’di:r] в случаях, когда две согласные предшествуют [γ] и [w], состоит из сонантов [l] или [r], которые должны заменяться с [γ] и [w]. Тогда можно создать группу из трёх и четырёх согласных – construir [kõ·s -‘tryi”r].
Многие лингвисты (L.Šterba, G.Gougenheim и т.д.) считают, что различие [u-w] может производиться на французском языке несмотря на, что они редки: il doua [du’a] – il doit [‘dwa], il échoua – il échoit, il noua – il noie, il voua – il voit.
Надо сказать, что слова содержащие «oui» не рифмуются: mouille, houille [muj, uj] – Louis, ouïe [lwi, wi]. Это не только из-за разницы [j-i], но также ввиду слоговой (или вокалической) характеристики ou в словах mouille, trouille, а также своим неслоговым признаком, следовательно, согласная [w] в словах Louis, ouïe. Следовательно, только фонема [γ] не является в оппозиции с соответствующим гласным [y]. Однако, мы оставляем в нашей схеме специальную клетку для [γ], до тех пор, пока фонема [γ] не является слоговой. И то, что во французском языке благодаря существованию одной единственной формы с [γ] в словах с lu, huit и т.д.
Таким образом, полугласные [w, γ , j] имеют особенный лингвистический статус в современном французском языке. Они являются не слогообразующими, поэтому рассматриваются как полусогласные. В литературном языке, в официальном стиле они могут быть разграничителями слов, а иногда и морфем.
ЛИТЕРАТУРА:
1. Гордина М.В. Фонетика французского языка. Л., 1989.
2. Катагощина Н.А. О современном французском произношении. М., 1974.
3. Трубецкой Н.С. Основы фонологии. Москва, 1960.
4. Щерба Л.В. Фонетика французского языка. Л.-М., 1937;
Изд.2. Л., 1939.
5. Gougenheim G. Eléments de phonologie française. Etude descriptive des sons français au point de vue fonctionnel. P., 1958.
THE ROLE OF MUSEUMS IN THE DEVELOPMENT OF TOURISM IN THE
https://doi.org/10.5281/zenodo.6466288
Senior Lecturer of the Department of History of Uzbekistan of Andizhan State University
Abstract: Title much attention has been paid to the development and reorganization of museums in our country since independence. A special program has been developed for the development of museums. In particular, the “Uzbekmuseum” was established in 1999. The attention paid to museums has paved the way for the development of tourism. In addition, the Law of the Republic of Uzbekistan ‘’On Tourism’’ is an important guideline. Today tourism has become one of the sectors that take its place in the global economy.
Key words: Domestic tourism, museology, ceramics, history, international tourism, Uzbek tourism, cooperation.
Аннотация: Основная роль в статье отведена развитию и реорганизации музеев в нашей стране с момента обретения Узбекистаном независимости. Для развития музеев разработана отдельная программа. В частности, в 1999 году была создана организация «Узбекмузеум». Внимание к музеям проложило путь для развития туризма. Кроме того, законы Президента «О туризме» являются важными ориентирами. Сегодня туризм стал одним из секторов, занимающих свое место в мировой экономике.
Ключевые слова: внутренний туризм, музеология, керамика, история, международный туризм, узбекский туризм, сотрудничество.
As each state moves forward, it is natural that it should always look at its history and strive to study and preserve existing customs, traditions and ancient monuments. In this regard, the role of museums is invaluable. Because they are an integrated system of culture, enlightenment, natural monuments from the past, which are preserved and displayed in accordance with current procedures. Our country is a paradise where many saints, scientists and geniuses were born, and the tourism industry is also widely developed. Although Uzbekistan is relatively new in the field of tourism, it has made progress in many areas. Our country has a great potential for the development of international tourism. After gaining independence, our state has developed new principles in the field of tourism. On July 27, 1992, by the decree of the first President of the Republic of Uzbekistan, the National Company “Uzbektourism” was established. The main task of the company was to create a national module for tourism development. Since 1993, our country has been a member of the International Tourism Organization (UNWTO).
The establishment of new museums in our country, the history of the largest and most influential Timurids in the capital, the memory of the victims of repressions, the opening of the Archaeological Museum in Termez in the south of the country. Along with the establishment of new museums, special attention was paid to the radical improvement of the activities of all large and small museums, reorganization in the spirit of national independence [1, 44].
President of the Republic Sh.M. Mirziyoyev in his Address to the Oliy Majlis, expressed the following views on the development of tourism: “Currently, one of the most promising sectors of the national economy is tourism. Uzbekistan is a country with great potential in the field of tourism. There are more than 7,300 cultural heritage sites in our country, and most of them are included in the UNESCO list. It is necessary to fully use the great potential for the development and acceleration of the “small pilgrimage” program, which includes visits to the holy shrines and monuments in the cities of Samarkand, Bukhara and Tashkent”[2].
Tourism is a new and promising link in the modern economy. Recently, raising the economy of our country to a higher level has risen to the level of public policy. It is becoming a mass movement to organize trips to historical cities, especially the so-called open-air museum city, which reflects our great and young past history. In this regard, a number of works are being carried out in Samarkand, Bukhara and Khiva, our ancient cities, which are recognized as “open-air museums”.
The Action Strategy for the five priority areas of development of Uzbekistan for 2017-2021, including the State Program “Year of Support of Active Entrepreneurship, Innovative Ideas and Technologies” also identifies the main tasks for the development of tourism. According to him, it is planned to stimulate the travel of locals across the country, create a favorable infrastructure for tourists, systematically develop domestic tourism through the promotion of tourism in the regions, create conditions for foreign tourists, expand their travel programs.
It includes the development of pilgrimage tourism as a promising area of the industry through the formation of appropriate infrastructure in the objects of material and cultural heritage of the country and the surrounding objects, the creation of appropriate conditions for religious ceremonies. In particular, Rishtan district of Fergana region is a region with a unique geographical location, tourism, labor potential, objects of cultural heritage and ceramics museums. Widely promoting the traditions of Rishtan pottery, the production of ceramic products is developing from year to year and is formed in a way that is typical of modern styles. The school of pottery, which has been formed in the district over the years, is recognized all over the world and is of great interest to tourists visiting our country.
The State Committee for Tourism Development of the Fergana region, together with the relevant state economic bodies, is taking practical measures to increase the number of tourists by including the school of ceramics in the UNESCO Representative List of Intangible Cultural Heritage of Humanity and improving the material and cultural heritage of the district.
In short, as a result of the high attention paid to museology, the following unprecedented work has been done in this area:
- A number of laws on the development and improvement of museology have been adopted and the organizational and legal framework for the activities of museums has been created.
- In order to effectively organize the work of the museum and coordinate the activities of museums, a fund was established.
- During the years of independence, a number of exhibitions have been organized in world museums to demonstrate to the world the material and cultural heritage preserved in the museums of Uzbekistan [3, 56].
In addition, it is planned to expand cooperation with international and national tourism organizations, build restaurants, purchase tourist vehicles, lease cultural heritage sites to entrepreneurs, organize balloon tours, organize rural tourism in the districts.
In the following years, the activities of museums and tourism have grown at a high rate, all of which has been achieved with great difficulty. I believe that the work done by our President in the face of these difficulties is of great importance, because they open many opportunities for our people by signing mutually beneficial and mutually beneficial agreements with different countries for the development and peace of our country.
REFERENCES:
1. Bekmurodova M.B., Rashidova M.Kh. Museumology. -Tashkent,
2005. -360 p.
2. Key points from the address of the President of the Republic of Uzbekistan Shavkat Mirziyoyev to the Oliy Majlis and the people dedicated to 2021 // 29.12.2020, Sputnik Uzbekistan.
1. Boltaev B.B. Museology. -Bukhara: Durdona, 2016. -236 p. ительство».
ISSIQLIK O'TKAZUVCHANLIK TENGLAMASI UCHUN QO'YILGAN BIR
https://doi.org/10.5281/zenodo.6466300
JDPI Magistratura bo'limi
Matematika yo'nalishi 2-bosqich talabasi
Jizzax viloyati Zarbdor tumani
11-umumiy o'rta ta'lim maktabining matematika fani o'qituvchisi
Annotatsiya: Maqolada ikkinchi tartibli parabolik tipdagi tenglamalar uchun chegaraviy masala qo`yilishi, nostatsionar issiqlik o`tkazuvchanlik tenglamasi uchun ayirmali sxemalar yaqinlashishi va maksimum prinsipi o`rganildi. Tanlab olingan namunaviy masala maksimum prinsipi va tekis yaqinlashishga tekshirildi.
Kalit so’zlar: Stefan masalasi, Stefan - Boltsman doimiysi, qattiq faza, suyuq faza, bug’lanish fazasi, qaynash fazasi, entalpiya, erish nuqtasi, issiqlik potensiali, elektr potensiali.
Ko’pgina fizik jarayonlarda fizik maydonni tahlil qilish xususiy hosilali differensial tenglamalarni yechishga olib kelinadi. Amalda bunday masalalarni analitik usulda yechishning imkoniyati juda kam. Bu tahlil sohasining murakkabligidan va bir jinslimaslik xossasidan bog’liq.
Shunga qaramasdan bunday masalalarni yechishni kompyuter yordamida sonli tahlil qilish mumkin. Buning uchun dastlab tadqiqot sohasini ifodalovchi matematik-fizika tenglamalarning turi aniqlab olinadi. Masalan, muhitda issiqlik tarqalishi jarayonlarini quyidagi issiqlik o’tkazuvchanlik tenglamasi tavsiflaydi:
bu yerda va C – moddaning jichligi va issiqlik sig’imi; T – temperatira; k –
issiqlik o’tkazuvchanlik koeffisiyenti; Q – issiqlik manbalari zichligi.
Statsionar jarayonlarni tahlil qilish, masalan, statik issiqlik, elektr, magnit maydonlari yoki statik yuklanishda deformatsiyalar quyidagi Puasson tenglamasiga olib kelinadi:
bu yerda u(x,y,z) – statik maydonni ifodalovchi funksiya; f(x,y,z) – taqsimlangan manbalar. Agar (1.2) da f(x,y,z)=0 bo’lsa, u holda quyidagi Laplas tenglamasiga kelamiz:
Bulardan tashqari boshqa masalalar ham va ularga mos xususiy hosilali tenglamalar ham mavjud, masalan, diffuziya tenglamasi yoki Gelmgolts tenglamasi.
Xususiy hosilali differensial tenglamalar bilan ifodalanuvchi jarayonlarning muhim tashkil etuvchilaridan biri bu tenglamalarning o’zidan tashqari ularga mos qo’shimcha shartlardir.
Giperbolik va parabolik tipdagi tenglamalar uchun erkli o’zgaruvchi t vaqtga nisbatan muhit yoki sistemaning boshlang’ich holatini ifodalovchi boshlang’ich shartlar kiritiladi. x,y,z koordinatalar bo’yicha esa chegaraviy shartlar kiritiladi. Issiqlik jarayonlari masalalarida, masalan ular muhit tadqiqot sohasining chegaralaridagi temperatura taqsimotini tavsiflaydi. Elliptik tenglamali masalalarda esa t vaqt qatnashmaydi, unda faqat x,y,z koordinatalar bo’yicha chegaraviy shartlar kiritiladi, masalaning o’zi esa chegaraviy masala deb ataladi.
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