extracted_text:
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
"MODERN PSYCHOLOGY AND PEDAGOGY: PROBLEMS AND
SOLUTION"

2-part, 2-639 pages.

Committee List for
2021-2022

Members Of The Editorial Board:
1.
Dame Sally Davis (Chief Medical Officer).

2.
Sir Bruce Keogh (medical director of the
National Health Service).
3.
David Livingstone (congregationalist
pioneer medical missionary in South Africa–Charing Cross Hospital).
4.
Norman Morris (Obstetrician and
healthcare reformer).
5.
Albert Neuberger (chemical pathologist).

6.
William Kitchen Parker (physician and
zoologist).
7.
Sir Andrew Pollard
(Chief Investigator on the Oxford–AstraZeneca COVID-19 vaccine).
8.
Sir Rodney Robert Porter (Nobel
Laureate, Physiology and Medicine)
9.
Ann Redgrave (orthopaedic surgery).
CONTENT

Arzimatova Inoyatkhon Madimarovna
ART AS A FACTOR OF
  AESTHETIC EDUCATION

11

Ulasheva Umida
BO’LAJAK BOSHLANG’ICH SINF O’QITUVCHILARINI
  IQTISODIY TARBIYALASHNING HOZIRGI
HOLATI

14

Abdullayeva Dinora, Fayzullayeva Gulhayo
PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT
  OF HEALTHY THINKING IN
STUDENTS

17

Abdullayeva Sanobar Berdiyevna, Xoliyorov
  Jamshid Nusratulla ugli
KREDIT TIZIMIDA “ZAMONAVIY AXBOROT
  TEXNOLOGIYaLARI” ASOSIDA TA’LIM
JARAYoNINI TAShKIL
  ETISh VA UNING SIFATINI TA’MINLAShDA INNOVASION METODLAR

21

Abdurahimova Marjona
PHRASEOLOGICAL UNITS EXPRESSING “RESPECT”
  IN ENGLISH AND UZBEK LINGUO-
CULTURES

27

Abduraximova Shahnoza Abdurashitovna
NEW TEACHING
  METHODS OF VOCABULARY TO ADVANCED LEARNERS

32

Arabov Jasur Olimboyevich, Ramazonova
  Ruxsora Shuxratovna
FIZIK MASALALARNI ISHLASHDA ILG`OR
  PEDAGOGIK TEXNOLOGIYALARDAN
FOYDALANISH

37

Axrorov Xushvaqt
PRINCIPLES OR FUNDAMENTALS OF THE DIDACTIC
  EDUCATIONAL PROCESS THROUGH
THE TEACHING
  ENGLISH LANGUAGE

41

Azimova Tamara Abrorovna, Bozorboyev
  Behro’zbek Baxodir o’g’li
YURIDIK VA JISMONIY SHAXSLAR PUL
  MABLAG’LARINI BANK HISOB VARAG’IGA,
JAMG’ARMALAR
  QO’YISHGA JALB QILISH BO’YICHA PASSIV OPERATSIYALAR.

49

Azimova Umirkhon Odilovna
SOME CHALLENGES OF
  TEACHING RECEPTIVE SKILLS

56

Boboeva Rano Raximovna
METHOD OF ASSESSMENT OF THE EFFECT OF
  SILIBOR AND RUTAN ON THE LIVER BILIARY
FUNCTION IN
  EXPERIMENTAL ACUTE HEPATITIS

60

Boboyev Faxriyor
  Baxtiyorovich, Boboxonov Lochinbek Yunusali o’g’li, Umrzoqov Nurbek Otabek
  o’g’li
O’RTA OSIYONING
  ARABLAR  TOMONIDAN  FATX ETILISHI

63

Boltaboyev Omonboy Yo‘ldosh o‘g‘li
XARAKTER YARATISHDA
  XAT VOSITASINING PSIXOLOGIK FUNKSIYASI

70

Bozorov Asadbek Ilhom o’g’li
SOLIQ TIZIMIDA ZAMONAVIY AXBOROT
  TEXNOLOGIYALARI VA DASTURIY
MAXSULOTLARNI JORIY
  ETISH MUOMMOLARI VA YECHIMLARI

75

Egamnazarova Feruza Alimovna
THE SIGNIFICANCE OF
  CONGUCTING THE CLASSES BY GAME –BASED APPROACH

78

Ergasheva Nazokat Erkin qizi, Ergasheva
  Aziza Erkin qizi
PECULIARITIES OF
  USING GAMES IN THE PROCESS OF TEACHING ENGLISH

84

Gapparova Alfiya
  Narimonovna

88

CHALLENGES IN
  TEACHING METHODS OF SPEAKING SKILLS FOR EFL STUDENTS

Giyazova Nozima Bayazovna, Tolibova Aziza
  Tulkin kizi
THE ROLE OF
  “INFLUENCER MARKETING” IN THE AGE OF HIGH TECHNOLOGY

94

Hasanova Nargiza, Ahrorova Sitora,
  Abdurahimova Barchinoy
INDIVIDUAL
  DIFFERENCES IN PSYCHOLOGY

98

Igamova Shakhinya Zikrillaevna, Jamilova
  E’zoza Vahobjonovna
THE ROLE OF THE STATE IN THE INNOVATIVE
  DEVELOPMENT OF INDUSTRIAL
ENTERPRISES

104

Islomova Muattar Bozor kizi
PROBLEMS OF THEORY AND PRACTICE OF
  SYNTHETIC STYLISTICS IN UZBEK COMPOUND
SENTENCES

109

Joldasbayeva Dilnoza Konisbayevna
PROFESSOR A.M.MUXIN
  TOMONIDAN YARATILGAN SINTAKTIK ALOQALAR

114

Khudayberganova Zulfiya Sultonmakhmud qizi
THE ROLE OF
  INNOVATIVE TECHNOLOGIES IN LEARNING ENGLISH

119

Mahmudova Odina Obiddin qizi
Asadullayeva Durdona Shuxratilla qizi
HADIS ILMLARIDA
  TOBEINLARNING O’RNI

123

Majidov Olimjon Salimovich
PROFESSIONAL TA’LIM
  TIZIMIDA DUAL TA’LIMINI TASHKIL ETISH KO’RSATMALARI

128

Mamatqulova Marjona
THE DEVELOPMENT OF SPEAKING IN THE CONTEXT
  OF TEACHING ENGLISH AS A
FOREIGN LANGUAGE

132

Mashhura Ahmadjonova Akramjon qizi
BOSHLANG‘ICH TA’LIM SIFATINI BAHOLASH VA
  TAKOMILLASHTIRISHDA XALQARO
TADQIQOT
  DASTURLARINING O‘RNI: MUAMMO VA YECHIMLAR

138

Mirzayev Nurshodbek
MOTIVATION AS A
  TOOL OF LEARNING FOREIGN LANGUAGES

142

Mukhidinova Jasmina Jasuriddinovna
DURING THE
  EPIDEMIC, REMOTE LEARNING HAD SEVERAL UNIQUE CHARACTERISTICS

149

Mustafayeva Fazilat Abdusalomovna
MAKTABGACHA TA’LIM
  TASHKILOTLARIDA PEDAGOGIK JARAYONNI TASHKIL ETISH

152

Muzrapova Shahnoza Saydullayevna
O‘ZBEKISTONDA MOLIYAVIY HISOBOTLARNING
  XALQARO STANDARTLARINI
AMALIYOTDA
  QO‘LLASHDAGI MUAMMOLAR VA ULARNI BARTARAF ETISH YO‘LLARI

160

Pozilova Odina
PSYCHOLINGUISTIC BASES OF DEVELOPMENT OF CREATIVE
  ACTIVITY OF HIGH SCHOOL
STUDENTS IN THE
  PROCESS OF ENGLISH LANGUAGE TEACHING

173

Ravshanova Nafisa Rahmiddinovna
GORIZONTGA QIYA
  OTILGAN JISM HARAKATI

178

Safarov Alisher Ibrohim o’g’li
KORXONALARDA
  BUXGALTERIYA HISOBI VA TAHLILINI TAKOMILLASHTIRISH

180

Salomov Ramazon
DEVELOPING STUDENTS
  CRITICAL THINKING THROUGH LITERATURE READING

187

Sayfullaeva Madina Ismatovna, Mansurova
  Makhliyo
OPPORTUNITIES TO
  REVIVE TOURISM AFTER PANDEMIC

193

Shodiyeva Lutfiya
INNOVATIVE CLUSTER OF PEDAGOGICAL
  EDUCATION: COMMON GOALS AND SPECIFIC
INTERESTS

199

Shodmanov Dostonbek THE
  DEVELOPMENT OF SPEAKING IN THE CONTEXT OF
TEACHING ENGLISH AS
  A FOREIGN LANGUAGE

203

Shohmurod Berdiqulov
TURLI DARAJADAGI TALABALARDA SO’Z BOYLIGINI
  OSHIRISHNI O’RGATISHNING
KOMMUNIKATIV
  METODLARI

209

Shohrux Saidmurodov
MILLIY BURJUAZIYANING SHAKLLANISHI VA UNING
  TURKISTON O'LKASI IQTISODIYOTIGA
TA'SIRI

214

Shukurova Nodira Nazimovna
INNOVATIVE TEACHING
  METHODS OF VOCABULARY FOR ESP LEARNERS

219

Sodiqova GulshodaYusufovna
GORIZONTGA QIYA
  OTILGAN JISM HARAKATI

225

Tillayeva Nodira
MAKTAB
  O'QUVCHILARINING IJTIMOIY MOSLASHUVINING PSIXOLOGIK XUSUSIYATLARI

231

To’liyeva Shoira Ilhomovna
O’ZBEK TILI VA
  UNING DAVLAT TILI SIFATIDAGI MAVQEI

236

Toshmatov
  Ulugʻbek Qadirjon oʻgʻli, Jamoliddinova Xurshidabonu
  Toʻychiboy qizi HAZRAT MIR ALISHER NAVOI, SULTAN OF
  PROPERTY, FOUNDER OF TURKISH
LANGUAGES, BRIGHT
  REPRESENTATIVE OF UZBEK LITERATURE.

239

Tugalova Laylo
HOW TO TEACH THE PRONUNCIATION PROBLEMS OF UZBEK
  LEARNERS OF FOREIGN
LANGUAGES

243

Turdiyev Jaxongir Djura o‘g‘li
KORXONALARDA
  BOSHQARUV HISOBI VA HISOBOTI TIZIMINI TAKOMILLASHTIRISH

248

Ubaydullaeva Nafisa Murodjonovna
USE OF
  INTERDISCIPLINARY COMMUNICATIONS IN ENGLISH LEARNING

260

Vahobova Feruzakhon Bakhtiyorjon qizi,
  Abdullayev Behruz Abdunazar o‘g‘li
KORXONA BUDJETINI
  TUZISH MUAMMOLARI VA UNI BOSHQARUV HISOBIDAGI O’RNI

264

Xasanov Mahmudjan Abduraxmanovich, Karimova
  Umida Erkinovna
MORPHOPHONOLOGY IN
  THE ENGLISH LANGUAGES

274

Xikmatov Diyorbek
VIRTUAL REALITY AS
  A NEW METHOD OF TEACHING FOREIGN LANGUAGE

279

Xomidova Xurshidaxon Mamirovna
ONA TILINI
  O`QITISHNING UMUMDIDAKTIK VA O`ZIGA XOS PRINSIPLARI

284

Yoqubjonova Mexrinoz Yaxyojon qizi
TOG’AY  MURODNING  “OTAMDAN  QOLGAN
  DALALAR” ASARINING  SEMANTIK
GRAMMATIK
  XUSUSIYATLARI

296

Yunusov Ismat
  Inogomovich, Niyazov Sunnat Sagdullayevich

300

DEVELOPMENT OF
  ELECTRONIC RESOURCES IN THE COURSE OF AUTOMATION OF TECHNOLOGICAL PROCESSES

Алиева Ш.Б
ТАЛАБАЛАРГА РУС ТИЛИНИ ЎРГАТИШДА ПЕДАГОГИК
  ТЕХНОЛОГИЯЛАРНИНГ
АҲАМИЯТИ

302

Арипова Дилнозахон Вахобжон кизи
СЕМАНТИЧЕСКОЕ ПОЛЕ
  «СЕМЬЯ» В РУССКОЙ И УЗБЕКСКОЙ ИДИОМАТИКЕ

309

Бозоров Зайниддин Аширович
ТАЛАБА-ЁШЛАРДА ФУҚАРОЛИК МАДАНИЯТНИ
  РИВОЖЛАНТИРИШДА ТАЪЛИМ
ИНТЕГРАЦИЯСИНИНГ
  ТУТГАН ЎРНИ

312

Бутаева Мохинур Акрам қизи
ЗИЁРАТ,
  ЗИЁРАТГОҲЛАР ВА ҚАДАМЖОЛАР ТЎҒРИСИДАГИ ҚАРАШЛАР

318

Гулчеҳра Ғаффарова, Йўлдошев
  Авазбек Абдурашид ўғли
КЛАСТЕР
  ТУШУНЧАСИНИНГ ФАЛСАФИЙ МОҲИЯТИ

322

Есенбаев Садык
ИЗОБРАЗИТЕЛЬНОЕ
  ИСКУССТВО 20-30-Х ГОДОВ МУЗЕЯ ИМЕНИ И.САВИЦКОГО

329

Закиров Азамжон Алимджанович, Шаназаров
  Шерзод Фарход угли
ПЕРСПЕКТИВЫ ПРИМЕНЕНИЯ НОВЫХ ТЕХНОЛОГИЙ
  ДОБЫЧИ ВЫСОКОВЯЗКИХ
НЕФТЕЙ

332

Мавланов Фахраддин Хакимович, Атаханов
  Алибек Бахтиёр ўғли
ИСТИҚБОЛЛИ
  МЕХАНИК УЗАТМА

337

Равшанова Гулрухсор Зохидовна
БОШЛАНҒИЧ
  ТАЪЛИМ ДИДАКТИКАСИ

343

Салимов Саламат
КАРАКАЛПАКСКОЕ
  ЮВЕЛИРНОЕ ИЗДЕЛИЕ.

350

Усманов Илхомжон Икромжанович
НОРМЫ РАСХОДА ТОПЛИВА И СМАЗОЧНЫХ
  МАТЕРИАЛОВ АВТОМОБИЛЬНЫМ
ПОДВИЖНЫМ СОСТАВОМ

353

Файзиева Динара Махмудовна
ЗНАЧИМОСТЬ ИНОСТРАННОГО ЯЗЫКА В ПОДГОТОВКЕ БУДУЩИХ
  СПЕЦИАЛИСТОВ В
НЕЯЗЫКОВЫХ ВУЗАХ

366

Х.Х. Джураева
СПОРТИВНАЯ
  ТЕРМИНОЛОГИЯ  СОВРЕМЕННОГО  РУССКОГО ЯЗЫКА

371

Hakimjonova Ruxshona Jahongirovnaб
  Хакимжонова Рухшона Жахонгировна
СРАВНИТЕЛЬНЫЙ АНАЛИЗ ЛЕКСИЧЕСКИХ ВАРИАЦИИ В
  АМЕРИКАНСКОМ И
БРИТАНСКОМ
  АНГЛИЙСКИМ, ВКЛЮЧАЯ ИСТОРИЮ ЯЗЫКА

375

Шаназаров Шерзод Фарход угли
ПРОБЛЕМЫ ПРИМЕНЕНИЯ НОВЫХ ТЕХНОЛОГИЙ ПРИ
  ДОБЫЧЕ ВЫСОКОВЯЗКИХ
НЕФТЕЙ (НА ПРИМЕРЕ
  МЕСТОРОЖДЕНИЙ СУРХАНДАРЬИНСКОГО РЕГИОНА)

382

Ережепова Гулбахар Тажетовна, Жумамуратова
  Жулдиз Тлеклесовна
HIMOYALANGAN
  JOYLARDA BОDRING YETISHTIRSH  TEXNOLOGIYASINI URGANISH

387

Abdullayeva Zulfiya Komiljanovna
MAKTABGACHA
  YOSHDAGI BOLALARGA BERILADIGAN TA’LIM MAZMUNI

392

Abduxoliqov Bonazar

396

ENGLISH OR GLOBAL
  ENGLISH: TEACHING DILEMMAS IN LANGUAGE SKILLS DEVELOPMENT

Bakayeva M.A
THE IMPACT OF TAX
  AND CUSTOMS PRIVILEGES ON THE PROSPERITY OF THE POPULATION

404

Borotov Mirzoxid
PHONOSTYLISTIC
  PECULIARITIES OF ENGLISH-LANGUAGE COMIC BOOKS

407

Buranova Xayriniso Shodiyeva
BIOLOGIYA FANINING
  MAZMUNI, VAZIFALARI VA O`RGANISH METODLARI

418

Chuyanova Zarina Erkinovna
THE PROBLEM OF TRANSLATION OF POLITICAL
  PHRASEOLOGICAL UNITS FROM ENGLISH
INTO UZBEK

422

Dauletova Akmaral Najimatdinovna
THE ANALYSIS OF THE STYLISTIC POTENTIAL OF
  TENSE-ASPECT VERBAL FORMS IN
MODERN ENGLISH BY
  GEORGE YULE

426

G.G.Uzakova
SEMANTIC FEATURES
  OF NEGATIVE PRONOUNS IN UZBEK AND ENGLISH LANGUAGES

430

Gafurova Sh. K, Shukrullaeva Sh
MODERN TOOLS OF THE
  QUALITY MANAGEMENT IN HIGHER EDUCATIONAL INSTITUTIONS

435

Jalilova Nazokat Axmed qizi
BOLALARDA O’NG VA CHAP MIYA
  YARIMSHARLARINING RIVOJLANISHIDA
NEYRODIDAKTIK
  O’YINLAR VA MARKAZLARDAGI IJODIY FAOLLIKNING AHAMIYATI

442

Jumanova Dilnoza Ismoilovna
MAKTABGACHA TALIM
  TASHKILOTLARIDA SO’LOMLASHTIRISH ISHLARI

445

M.Kh. Urakova, M.Sh.Negmatov
ISSUES OF
  DEVELOPING INVESTMENT ATTRACTION IN MODERN CONDITIONS

451

Mardonova Shohsanam Komiljonovna
ABDULLA ORIPOV
  SHE’RIYATIDA MILLAT RUHI IFODASI

456

Mirza Mamajonov, Khilolaxon
  Shermatova,Tursunoy Mukhtorova
ON ONE BOUNDARY
  PROBLEM FOR A PARABOLIC-HYPERBOLIC EQUATION OF THE THIRD
ORDER, WHEN THE CHARACTERISTIC OF THE FIRST
  ORDER OPERATOR IS PARALLEL TO
THE YORDINATE AXIS

460

Muzaffarova Nilufarxon Dilmurodjon qizi
ONA TILIM –
  MILLATIM FAXRI

465

Arziyeva Nargiza Sayfullayevna, Navruz-zoda
  Zebiniso
MANAGEMENT SYSTEMS
  OF SMALL BUSINESS ENTERPRISES

468

Nazarova Kamuna
ONA TILI VA SAVODXONLIK O‘QITISH DARSLARIDA
  O‘QUVCHILARNI MANTIQIY
TOPSHIRIQLAR USTIDA
  O‘QITISH METODIKASINING NAZARIY ASOSOLARI

474

Nosirova Madina Mo‘min qizi
ARASTU IJODIDA
  NOTIQLIK SAN’ATI VA AXLOQSHUNOSLIKNING O‘ZARO BOG‘LIQLIGI

478

Nurmatova Xurshida Narzullayevna
O’ZBEK TILINI
  O’QITISHDA ZAMONAVIY TEXNOLOYIYALARNING O’RNI

484

Ochilova Nigora Ruzimuratovna
THE IMPORTANCE OF
  THE NATIONAL IDEA IN THE DEVELOPMENT OF YOUTH CONSCIOUSNESS

488

Odinayeva Nigina Furqatovna,
Xudoyberdiyev Xojiakbar Muxammadsobir o'g'li                            492
ANALYSIS OF THE LABOR MARKET TO MEET THE
DEMAND FOR HIGHLY QUALIFIED PERSONNEL

Olamova Mamura Umarovna Ma’murova Diyora
  Alisher qizi
O’ZBEKONA MILLIY
  TARBIYA METODLARI

498

Omonova Nigina  Kamoliddin qizi
O‘ZBEKISTON RESPUBLIKASI IQTISODIYOT
  TARMOQLARIDA RAQAMLI IQTISODIYOTNI
QO‘LLASHINING
  ASOSIY YO‘NALISHLARI

502

Ozodaxon Boqixonova
TUPROQNING BIOLOGIK
  FAOLLIGIDA MIKROORGANIZMLAR ROLI

509

Rasulova Shoira Yunus qizi
MAKTABGACHA
  YOSHDAGI BOLALARDA MUSIQIY DUNYOQARASHNI SHAKLLANTIRISHDA
SA`NAT MARKAZINING
  AHAMIYATI

514

Safarova Nargiza Rahimova, Adasheva Matluba, Usmonova Adiba
MAKTABGACHA
  YOSHDAGI BOLALARNI TO`G`RI TALAFFUZGA O`RGATISH

518

Shodmonova Manzura  Zokirovna
MAKTABGACHA YOSHDAGI BOLALARDA AXLOQIY
  MUNOSABATLARNING
RIVOJLANISHIDA
  IJOBIY OBRAZLARNING AHAMIYATI

522

Sobirova Shahlo Jamshidovna
THE USAGE OF STYLISTIC DEVICES: METAPHOR,
  METONYMY, HYPERBOLE IN UZBEK AND
ENGLISH HUMOROUS
  TEXTS

525

Suyunov Abduvakil
CREATIVE WAYS TO
  USE AUTHENTIC MATERIALS FOR TEACHING ENGLISH

530

Tairova Ma’suma Muhammedrisaevna, Shukurova
  Mumina Sadikovna
THEORETICAL BASIS AND PRACTICAL EXPRESSION
  OF MARKETING EFFICIENCY
ASSESSMENT

536

Xontemirova Kamola Erkinovna
DEMONOLOGIK VA MIFOLOGIK PERSONAJLARNING
  O’ZBEK VA INGLIZ TILLARIDA QIYOSIY
O’RGANILISHI

541

Zakirova D.Y
COMMUNICATIVE
  LANGUAGE TEACHING

546

Zakirova D.Y
CRITICAL THINKERS
  COMPETENCES

549

Бўриев Исроил Исмоилович
АНТРОПОЛОГИЧЕСКИЕ
  ПРОБЛЕМЫ В ФИЛОСОФИИ АЗИЗУДДИНА НАСАФИ

555

Курбанов С.Б, Курбанов.Б.
ТАЪЛИМ ТЕХНОЛОГИЯСИНИ ЖОРИЙ ЭТИШ ТАЛАБАНИ
  ФАОЛЛАШТИРИШ МЕЗОНИ
СИФАТИДА

561

Тешабаева Одина Насридиновна, Cодиков
  Нажибулло Асадулло угли
ОРГАНИЗАЦИОННО-ЭКОНОМИЧЕСКИЕ ОСНОВЫ
  ФИНАНСИРОВАНИЯ БЮДЖЕТНЫХ
ОРГАНИЗАЦИЙ СТРАНЫ

565

Halimova Parvina Umid qizi
XOLID HUSAYNIYNING
  “MING QUYOSH SHU`LASI” ROMANIDAGI AYOL OBRAZI

571

Kuliboev Azamat Shonazarovich
RULES AND STEPS OF
  ACCOUNTING POLICY IN STATE MEDICAL INSTITUTIONS

575

Moʻminova Zebuniso
MARK TVEYN QALAMIGA MANSUB " SHAHZODA
  VA KAMBAG'AL ( " PRINCE AND
PAUPER " )  ASARIDAGI ANTRPONIMLARNI
  INGLIZ TILIDAN O`ZBEK TILIGA TARJIMA
QILISH MUOMMOLARI

581

Mаmаyusupоvа Сhаrоsхоn Аlishеrоvnа
MАKTАBGАСHА YОSHDАGI BОLАLАRNI MАKTАB TА`LIMIGА
  TАYYОRLАSHDА INTЕRFАОL
USULLАRDАN
  FОYDАLАNISH

585

Nurutdinova Malikaxon Sharabovna
ATAMA VA
  ATAMASHUNOSLIK

589

Sadikova Dildora Yoqubjon qizi
UMUMTA‘LIM
  MAKTABLARIDA KASB-HUNARGA YO‘NALTIRISH VA PSIXOLOGIK- PEDAGOGIK XIZMAT
  SAMARADORLIGINI OSHIRISH MUAMMOLARI VA YECHIMLARI

593

Turakulov Normirzo Rakhimberdievich
A MODERN APPROACH
  TO INCREASING QUALITY EFFICIENCY IN PRIMARY EDUCATION

597

Yerbayeva Kamila
O'ZBEKISTON TARIXI DARSLIKLARIDA QADIMGI VA
  O'RTA ASRLARDAGI DAVLATLAR
TARIXI

600

Ахмедова Шахноза
ПРОБЛЕМЫ
  МУЗЫКАЛЬНОГО ИСПОЛНИТЕЛЬСТВО

605

Бутаева Мохинур Акрам қизи
ЗИЁРАТ,
  ЗИЁРАТГОҲЛАР ВА ҚАДАМЖОЛАР ТЎҒРИСИДАГИ ҚАРАШЛАР

611

Зиявутдинова Хумора Шермаматовна
ШАРҚ МУТАФАККИРЛАРИ АСАРЛАРИДА ИНСОН
  ҚАДР-ҚИММАТИ ВА ЗЎРАВОНЛИК
МАСАЛАЛАРИНИНГ
  ЁРИТИЛИШИ

615

Ойбек Турдимаматович Нурматов
ЎЗБЕКИСТОННИНГ
  ХАЛҚАРО ТАШКИЛОТЛАР БИЛАН АЛОҚАСИ

623

Халиллаева Наргиза, Зульфия Давронова
О ФИЗИОЛОГИЧЕСКОЙ И ФУНКЦИОНАЛЬНОЙ
  ХАРАКТЕРИСТИКИ ПОЛУГЛАСНЫХ ВО
ФРАНЦУЗСКОМ ЯЗЫКЕ

629

Khudoyorov Noibjon Marufjonovich
THE ROLE OF MUSEUMS IN THE DEVELOPMENT OF
  TOURISM IN THE REPUBLIC OF
UZBEKISTAN

633

Mamatqobilov Rasul Erkin o'g'li
ISSIQLIK O'TKAZUVCHANLIK TENGLAMASI UCHUN
  QO'YILGAN BIR FAZALI STEFAN
MASALASINI SONLI
  YECHISH

637

ART AS A FACTOR OF AESTHETIC EDUCATION

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

Arzimatova Inoyatkhon Madimarovna
Associate Professor of Fergana State University,
Candidate of Philosophical Sciences

Annotation: This article
discusses the fact that art is the most important form of aesthetic approach to
reality, its role in the aesthetic education of the younger generation.
Keywords: art, aesthetic
education, social life, aesthetic culture, harmonious human being, universe,
subject-object, aesthetic feeling, aesthetic taste, aesthetic dream.

Among the means of aesthetic education, art plays an
important role. Art is the most important form of aesthetic approach to
reality. The level of aesthetic culture of a society depends in many respects
on the level of development of art, how much it plays an important role in
social life.
Civil society has set itself the goal of successfully
solving the tasks related to the upbringing of a harmoniously developed person,
the formation of a broad outlook, high morals, aesthetic culture. The
scientific and technological revolution has made great changes not only in
human life, but also in the system of their upbringing, revealing new aspects
of the old problems in human education and making rational and emotional
balance a very urgent problem. This includes the issue of seeing art as a
unique tool of education.
In many works on the theory of aesthetic education
(Plato, Aristotle, Schiller, Gegel, Russian revolutionary democrats, etc.) art
is given such a place. Recent research on art and personality structure
provides a new basis for a careful study of the distinctive features of art as
an important tool in human education. The process of studying the impact of art
on the individual requires the use of modern methods and approaches, including
the idea of system and structure, in modeling two complex dynamic systems - the
artistic image and some aspects of personality relationships.
In recent years, a number of researchers have begun to
use the term “model” to describe the specific features of the depiction of an
entity in art. For example, the German aesthetic scientist H. Redeker writes:
creates a picture, similar to what literature shows in front of his eyes ”[1].
Art assimilates the universe in its relation to man, in
turn, the object of art, as a product of man's relation to the universe,
manifests itself in all its clarity. These relationships are specific to the
subject-object relationship, through which all aspects of human activity take
place. Analyzing the creative principles in the work of M. Gin Nekrasov, he
made some interesting observations: "It's very difficult to separate each
of them, to divide them into parts"[2].
Art uses all its means of artistic expression to
convince people that the reality perceived through art is the same in real
life. As Dostoevsky points out, in a real artist, the characters are
"almost real." Emphasizing this feature, M.S. Kagan connects it with
the specific features of art modeling existence. "Artistic imagery
models," he writes, "unlike scientific models, do not simply
interpret the universe, but rather coexist with the 'illusioned being' that
exists and is so perceived by us"[3]. In art it is a peculiar form of illusion,
in which the model itself is taken as an interchangeable object. At the same
time, the acceptance of art by listeners, spectators and students always
preserves a sense of norealism, the illusion of art models.
Art, as a means of aesthetic education, is aimed at
each person, to form a sense of a broad and open view of the world, to directly
observe the subtleties, to create creativity in the way of high dreams and
hopes. If science serves to develop a person's professional activity, art
develops his all-round natural ability, teaches him to perceive the world as a
whole. While art also helps you get a career, it does help you get stuck in a
narrow profession. Compared to other forms of social consciousness, art has a
greater and more effective effect on the all-round, harmonious development of
the human person.
As the most important means of aesthetic education, art
involves not only the perception of artistic values, but also their creation.
The active participation of members of society, especially the younger
generation, in the creation of artistic values leads to the development of
their aesthetic tastes and needs, the stimulation of creative abilities.
Aesthetic theory, which is the basis of aesthetic
knowledge, is also of great importance in the system of means of aesthetic
education. Aesthetic theory affects components of aesthetic consciousness such
as aesthetic feeling, aesthetic taste, aesthetic desire. Aesthetic feeling,
aesthetic taste, aesthetic desire are strengthened under the influence of
aesthetic theory. A person’s aesthetic views become his beliefs, expanding his
scope of knowledge.
Aesthetic education can achieve the intended results
and success only if it is based on the purpose, system of methods of general
educational activity, the combination of external and internal factors in the
formation of aesthetic culture of the individual, the specific features of
educational activity. The system of aesthetic education leads to the expected
results only when it is integrated in the family and school, production
communities, ideological institutions, the media, cultural institutions,
socio-political and public organizations. The interaction of family, school and
educational institutions in aesthetic education also brings good results.
Aesthetic education is aimed at educating a socially
active, versatile and harmoniously developed person. Further formation of the
aesthetic consciousness of the citizens of the independent state of Uzbekistan
is an urgent task of aesthetic education, which serves to further enhance the
artistic culture of society, the further development of aesthetic needs and
values.
It is possible to correctly understand the essence of
this process on the basis of identifying the factors of aesthetic maturity of
the person, understanding the nature of their interrelationship. In this sense,
the factors that ensure the aesthetic maturity of an individual are diverse in
terms of the mechanisms and nature of their influence on him.

REFERENCES:

1.   1.Redker X.
Refrain and action. Dialectics of realism in godly creativity. M. 1971. p.79.
2.   2.Gin M. From
fact to image and plot. M., 1971. p.71.
3.   3.Kagan M.S.
Lectures on Marxist-Leninist aesthetics. s.333.

BO’LAJAK BOSHLANG’ICH SINF O’QITUVCHILARINI IQTISODIY
TARBIYALASHNING HOZIRGI HOLATI

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

Ulasheva Umida

Hozir mamlakatlar о’rtasidagi iqtisodiy raqobat - fan,
texnika va texnologiya soxasidagi raqobatga aylandi. Demak, raqobat
intellektual mohiyat kasb etib, ta‘lim sohasidagi raqobatga aylanmoqda, desak
xato bо’lmaydi. Shuning uchun ham butun dunyoda malakali mutaxassis kadrlar
tayyorlashga, buning uchun esa о’quv jarayonini samarali tashkil etishga
alohida diqqat-e’tibor qaratilmoqda.
So’ngi yillarda respublikamizda uzluksiz ta’lim
tizimida iqtisodiy ta’limtarbiya asoslarini joriy qilish borasida dadil
qadamlar tashlandi. Tarixga nazar tashlab, shunga amin bo’lamiz-ki,
respublikamiz mustaqillikka aylangunga qadar iqtisodiy ta’lim olishga faqat shu
yo’nalishdagi oliy o’quv yurtlarida tahsil olayotgan talabalargina molik
bo’lgan bo’lsalar, bugun oiladan boshlab, tarmoq akademiyalariga qadar bo’lgan
uzluksiz ta’lim tizimining barcha bo’g’inlarida iqtisodiy ta’lim tarbiya joriy
etildi.
Uzluksiz ta’lim tizimi ilk bolalik yoshidan boshlanib, to
shaxs sifatida kamol topguncha bo’lgan davrni o’z ichiga olishi ko’zda tutilib,
bo’lajak boshlang’ich sinf o’quvchilarida iqtisodiy bilimlar “ Ilk iqtisodiy
tarbiya”, “ Iqtisodiy bilim asoslari”, “ Iqtisodiyot asoslari” dasturiga ko’ra
amalga oshiriladi.
Iqtisodiy ta’lim-tarbiya yo’nalishi pedagogika fanining
yangi, to’liq o’rganilmagan sohasi sirasiga kirgani bois, uzluksiz ta’lim
tizimining barcha bosqichlarida u bilan bog’liq hal etilishi zarur bo’lgan
muommolar mavjud. Bunda asosiy e’tibor respublikamizda olib borilayotgan ta’lim
islohatlari ko’zda tutgan maqsad va vazifalarni amalga oshirish, uzluksiz
ta’lim tizimining bosqichlarida ta’lim oluvchilarining iqtisodiy tarbiyasini
takomillashtirishi zarur. OTM da ta’lim oluvchilarga bosqichlararo uzviylikda
iqtisodiy tarbiya berish muommosi ham, shu nuqtai nazardan qaralganda ilmiy
yechimini kutayotgan muhim vazifalardandir. Ta’lim oluvchilarga aqliy, axloqiy,
huquqiy, istetik bilimlar uyg’unligida iqtisodiy bilim berish vatanparvarlik,
mehnatsevarlik hislari qatorida ularda intizomlilik, tejamkorlik va atrof-muhitga
ma’suliyat hissini ham tarbiyalash ahamiyatlidir.  Shaxs kamolida iqtisodiy
tarbiyaning g’oyat muhimligi sharq va g’arb olim, shoir, mutaffakirlari
tomonidan e’tirof etilgan va ular merosidan munosib joy egallagan. Bo’lajak
boshlang’ich sinf o’qituvchilarida  mehnatsevarlik, to’g’riso’zlik, savdodagi
hallollik, ma’suliyat va allomalarining fikrlarini o’rganish, tavsiyalaridan
foydalanish o’rinlidir. Misol uchun iqtisodiy fikrlar g’arb olimlari J.J.Russo,
I.G.Pestalotssi, Y.A. Komenskiy, A.S.Makarenko asarlarida o’z ifodasini topgan.
Bu pedagoglarning mehnat ta’limi negizida talabalarga ilk iqtisodiy bilim
berishga qaratilgan ko’p fikrlarni tahlil etish zarur va o’rinlidir.
Jan-Jak Russo yosh bolalarni kichik yoshdanoq mehnat
qilishga jalb etish, ularga mehnat qilish ko’nikma va malakalarni o’rgatish
kelgusida hayot uchun, yashash uchun kurashchanlik xislatlarini tarbiyalashini
e’tirof etadi. U uch turdagi tarbiya va uch turdagi o’qituvchi mavjudligiga
urg’u beradi. Jan-Jak Russo bu o’qituvchilar tabiat, insonlar va predmetlar
ekanligini ta’kidlab, tarbiyaning qaysi turi tanlashidan qat’iy nazar, bu
o’qituvchilar ozod va baxtli insonlarni tarbiyalay olishini bildiradi. U inson
mehnatining iqtisodiy jihatlari to’g’risida “ Har bir inson u boy yoki
kambag’al, kuchli yoki kuchsizligidan qat’iy nazar tabiatdan ishyoqmasdir.
Mehnat qilish jamiyatda inson bajarishi shart bo’lgan vazifadir…” degan fikrni
bayon etadi. Uning fikricha, hayot kechirish uchun mehnat qilishga majbur
bo’lgan kambag’al kishilarni qo’shimcha tarbiyalashga ortiqcha ehtiyoj yo’q ,
chunki bu insonlarning eng yaxshi o’qituvchisi-mehnatdir. Shu nuqtai nazardan
qaralganda o’quvchilarni qo’shimcha iqtisodiy tarbiyalash kerak degan ilgari
surgan Jan-Jak Russo, asosiy e’tiborni qo’l mehnati, ya’ni hunarmandchilikka
qaratish zarurligini bildirgan.
I.G.Pestalotssi tabaqalangan tarbiya berish tarafdori bo’lib,
o’zining mashhur  “Oqqush qo’shig’i” asarida talabalarga ularni o’rab turgan
muhit va sharoitdan kelib chiqqan holda bilim, ko’nikma va malaka berishni
zarur deb hisoblagan. U ushbu asarda yo’qsil oilalarnng bolalari avvalo mehnat
qilishga o’rganishlari zarurligi, bu ularni kelgusida  qashshoqlikdan olib
chiquvchi yagona omil ekanini bayon etgan. U ta’lim dargohida talabalarga pul
ortidan  “quvish” ni emas, balki boshlang’ich iqtisodiy bilim va ko’nikmalarni
berish orqali iqtisodiy mustaqillikka erishish malakasini egallashni o’rgatish
zarurligini ta’kidlagan.
Angliya, Germaniya, Yaponiya, AQSH kabi taraqqiy etgan
davlatlarning ta’lim muassasalari o’quv rejalariga, o’quvchilarni kundalik
hayotga tayyorlash maqsadida pul ishlab topish, uni saqlash, mol-mulk yig’ish,
daromadli biznes, tejamkorlik, vaqtni foydali sarflash, irodani mustahkamlash,
sog’liqqa e’tibor berish , foydali kasbni tanlash  va iqtisodiy bilim berish
maqsadiga yonaltirilgan “ iqtisodiy pedagogika “ fani kiritildi. Ushbu fan
uchun alohida o’quv dasturi va uslubiy tavsiyalar yaratilgani ham ma’lum va
olimlar bugun alohida o’quv dasturi va uslubiy tavsiyalar yaratilgani ham
ma’lum va olimlar bugun shiddat bilan o’zgarayotgan iqtisodiy hayotda faol
harakatlanish uchun “ tejamkor inson” ega bo’lishi lozim bo’lgan tushuncha,
tasavvur, bilim va malakalar, shuningdek, ularda pulga, mulkka bo’lgan to’g’ri
munosabatni shakllantirish imkoniyatlarini bayon etganlar.
Amerkalik mutaxassislar bolalarga kichik yoshdan, ya’ni
boshlang’ich sinflardan ilk iqtisodiy mahsulotlari, giginik vositalar,
kiyim-kechak hamda boshqa shu kabi vositalarni tanlash, sotib olish, ulardan
foydalanishni bilishi muhim deb hisoblaydilar va bunga umumiy o’rta ta’lim
maktabni ma’sul deb biladilar. Bolalarga ular to’g’risida nafaqat ma’lumot
berish, balki ularda kelgusida asqotadigan bilimlarni tarbiyalash kerakligini
ta’kidlaydilar.
Faylasuf B.N.Feldman talabalarda pulga bo'lgan
munosabatni to'g'ri shakllantirishda foydalanish mumkin bo'lgan olti maslahatni
bayon etgan:
-
Talabalarni tejamkorlikka o’rgatish;
-
Ularga mayda sarf-harajatlar uchun pul berish;
-
Ularga uy-ro’zg’or ishlariga jalb qilish; puldan jazolash yoki
o’z maqsadi yo’lida biron tomonga og’dirish vositasi sifatida foydalanmaslik;
-
Oilaning moliyaviy ahvolini boladan yashirmaslik’
-
O’z mashg’uloti va ishlari to’g’risida bola bilan o’rtoqlashish.
Germanyada yoshlik chog’idan pul topish va uni
sarflash malakasiga ega bo’lishi, xuddi ko’chada yo’lni kesib o’tish
qoidalarini bilish kabi oddiy va muhim sanaladi. Shu bois bola son sanoqni ilk
bor o’zlashtira boshlagan zahoti ularga mayda sarf-xarajatlar uchun haftalik
pul ajratiladi. Ota-onalar va bolalar o’rtasidagi bunday “ iqtisodiy
munosabatlar” 4 asosiy qoidaga asoslanadi.
1.Kundalik harajatlarga berilgan pullarni bolalar o’z
istaklariga ko’ra muzqaymoq o’yinchoq va boshqalarga sarflashiga ruxsat
etiladi.
2.   Kundalik
harajat pullari 4-6 yoshdagi bolalarga haftasiga, 10 yoshdan keyin esa har
oyda, faqat belgilangan kunda beriladi. Bolalarga avans tariqasida ota-onalarda
qo’shimcha pul undirishga izn berilmaydi.
3.   Bolalarga
beriladigan pul miqdori oilaning moliyaviy imkoniyati va kattalarning umumiy
kelishuviga asosan tayinlanadi. Sinchkov bolalar ba’zan ota-onalaridan
tayinlagan pul miqdorini inflatsiya va pul qadrsizlanishi nuqtayi-nazaridan
qayta ko’rib chiqishni talab qiladilar.
4.   Kundalik
xarajat pullari bolalarni jazolash yoki rag’batlantirish vositasi bo’la
olmaydi.

PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF HEALTHY
THINKING IN STUDENTS

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

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

Abstract: This article discusses the concept and
essence of "healthy thinking" and the role of healthy thinking in the
formation of a firm life position in students. It also discusses the
pedagogical and psychological features of the development of healthy thinking
and the pedagogical conditions for the development of healthy thinking in
students.
Keywords: Thinking, healthy thinking,
personality, student, pedagogical environment, communication, teaching process,
attitude.

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

METHODOLOGY
Free thinking in citizens through the ability of each
future generation to reconcile their personal interests with the interests of
society, to eliminate indifference and indifference to what is happening in
society, and to form a healthy spiritual need It is everyone's duty to think,
to achieve intellectual independence. The question of the role of each student
of common sense in the development of the individual, that is, the next
generation, has always been in the focus of thinkers living in different times
and places. In particular, Abu Nasr alFarabi, in his book The City of Noble
People, thinks about human thinking: “As long as he is able to think of his own
nature, he can be wise. As a result, if his offspring comes to his senses, then
he will become intelligent by his actions. Maybe he can be intelligent, he can
be intelligent, he can think with his offspring.If a person has an intellect,
then he can also have an intellect. ” Our ancestor Abu Nasr alFarabi, as a
well-rounded, thoughtful person, can be an example to all modern readers.
According to Farobi, man can build his world with his sane mind, but on the
contrary, evil and perverse thinking can harm the whole society with his
imagination. The pedagogical conditions for the development of healthy thinking
in students are very important, first of all, to bring them up with beautiful
and healthy thoughts, in particular, to develop in them a healthy mindset
towards society, people, homeland and family. is an important part of
pedagogical education, including the task.
In fact, the first secret of everyone's health is in
our minds, and there is nothing that is not subject to our minds. One must have
faith in life and goodness. Whoever believes will win. The author expresses the
possibility of the power of confidence in a person to form a firm position in
life through the following ideas: Confidence is a spiritual power, thanks to
which the impossible becomes possible. Confidence opens the door to miraculous
powers. In the process of education, the teacher should develop selfconfidence
in his students and help them psychologically in this regard as well. As a result,
students are nurtured with a sense of belonging. It does not stop at
innovating, benefiting society through common sense.

RESULTS
In the "Philosophy: Encyclopedic Dictionary"
the concept of "thinking" is defined as follows: "Thinking
(Arabic - thinking, mental cognition) - defining the general, important
features of objects and events, the internal, necessary relationships between
them, the law a rational stage of cognition that reflects connections ”.
Although a number of studies have been conducted by scientists of our country
on thinking and its manifestations (creative, logical, artistic-aesthetic,
ethical, ecological, independence, historical), but healthy among secondary
school students the problem of developing thinking has not been studied separately.
This is probably due to the fact that common sense applies to all forms of
thinking.
Pedagogical aspects of common sense are being studied
in our country. Because the concept of “healthy thinking” needs to be fully
understood so that all students and young people can think for themselves. For
example, according to the scientific and pedagogical definition of healthy
thinking, the following are important links - the concept of healthy thinking,
the concept of the necessary social environment, the concept of pedagogical
purpose and outcome, a healthy lifestyle.
If healthy thinking is properly developed by teachers,
it will not only lead to a healthy country and society, but also to a healthy
family and a healthy lifestyle in which children grow up in a healthy family
environment. serves as a superior. Common sense is the thoughts, consciousness,
consciousness, emotions, morals, aesthetic views, ideas, aspirations of people
aimed at maintaining their health (physical, spiritual - emphasis is ours).
-Actions and they are the result. Foreign researchers have focused on shedding
light on some aspects of common sense. In particular, according to K. Jung, in
order to think healthy, it is necessary to master the ways of thinking,
understanding, which determine the archetypal characteristics of the individual
(images, ideas, motives in the imagination).

DISCUSSION
That is, one should control one's thinking in a healthy
way. The more the students' cultural outlook influences rational thinking, the
less the influence of irrationality. Common sense is based on an understanding
of how to understand reality. A self-aware person understands his inner world,
his imagination, is not afraid of it and does not hesitate to express it, his
thoughts and actions are focused on the situation "now and here". The
development of common sense requires a systematic and broader description of
this pedagogical and psychological knowledge. If a teacher is a sane person, he
or she can educate his or her students to be sane. In fact, education begins in
the family. A healthy lifestyle and a healthy competitive education system are
the most important conditions for young people to have a healthy mindset.
Unless students are able to concentrate, they will not
be able to observe reality and their place in it. The ability to concentrate
and set the necessary symbols helps to visualize objects in a practical and
intellectual way. Common sense allows you to gain knowledge about specific
mental states that need to be controlled by a person. To think about protest,
inappropriate protest, you need to know what a protest mood is, how it is
structured, what causes it, and how it manifests itself. Common sense requires
knowledge of the basics of personality psychology, emotional and volitional
qualities. Reflexive (external and self-assessment) skills play an important
role in the development of healthy thinking. A person corrects his behavior by
evaluating his negative thoughts, feelings, and experience in the whole from
the outside.

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

REFERENCES:

1Adabiyot: Abu
Nasr Farobiy. Fozil odamlar shahri. — T.: Yangi asr avlodi, 2016
2Исматуллаева, Г.
Э. Sog„lom tafakkur tushunchasi haqida // Молодой ученый. — 2020. —. 449-451-b

KREDIT TIZIMIDA “ZAMONAVIY AXBOROT TEXNOLOGIYaLARI”
ASOSIDA TA’LIM JARAYoNINI TAShKIL ETISh VA UNING SIFATINI
TA’MINLAShDA INNOVASION METODLAR.

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

Abdullayeva Sanobar Berdiyevna
SamDTI Informatika, informasion texnologiyalar kafedrasi
assistenti
Xoliyorov Jamshid Nusratulla ugli
SamDTI pediatriya fakulteti 123 gurux talabasi

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

Ishning maqsadi: Oliy ta’limda o’quv jarayonini
tashkil etishning demokratik tizimi namunasi hisoblangan kredit tizimida
(YeSTS)  ta’lim jarayonlarini tashkil etish va uning sifatini ta’minlash - o’qituvchi
va talabaning hamkorlikda ishlashida muhim omil hisoblangan innovasion metodlar
hamda zamonaviy axborot texnologiyalaridan unumli foydalanishning samarasi ekanligini
yoritib berishdan iborat. (“Biz ta’lim tarbiya tizimining barcha bo’g’inlari faoliyatini
bugungi zamon talablari asosida takomillashtirishni o’zimizning birinchi
darajali vazifamiz deb bilamiz.” Sh.M. Mirziyoyev)
Ishning vazifasi: Ta’lim
muassasalari pedagog xodimlarining yangi, ilg’or pedagogik texnologiyalar,
jumladan o’qitishning zamonaviy interfaol usullarini bilishi, uning uchun
tegishli ma’lumotlarni o’rganishi, tahlil qilishi va umumlashtirishi,
amaliyotda qo’llay olishi bugungi kunning ijtimoiy ahamiyat kasb etuvchi
talabidir.
Material va uslublar: Ta’lim xizmati bozorida
zamonaviy raqobatning mavjudligi ta’lim muassasalari oldiga juda katta
vazifalarni qo’yganligi bois, hozirgi davr taraqqiyoti barcha  sohalar uchun
raqobatbardosh kadrlarni ta’lim muassasalari tomonidan tayyorlanishini  talab
etayotganligi sababli, kadrlar sifati, ularning raqobatbardoshligini
ta’minlash avvalam bor ta’lim muassasasiga, undagi ta’lim sifatiga ta’lim
standartlariga, professor - o’qituvchilar salohiyatiga, ta’lim jarayonining
tashkil etilishi va innovasion ta’lim usullariga bog’liq. Oliy ta’limning
normativ-huquqiy asoslari va qonunchilik normalari, ilg’or ta’lim
texnologiyalari va pedagogik mahorat, ta’lim jarayonlarida axborot-
kommunikasiya texnologiyalarini
qo’llash, amaliy xorijiy til, tizimli tahlil va qaror qabul qilish asoslari,
maxsus fanlar negizida ilmiy va amaliy tadqiqotlar, texnologik taraqqiyot va
o’quv jarayonini tashkil etishning zamonaviy uslublari bo’yicha sunggi
yutuqlar, pedagogning kasbiy kompetentligi va kreativligi, global Internet
tarmog’i, multimedia tizimlari va masofadan o’qitish usullarini o’zlashtirish
bo’yicha yangi bilim, ko’nikma va malakalarini shakllantirishni nazarda tutadi.

Kredit-modul tizimining joriy etilishi o’qituvchi va
talabaning hamkorlikda ishlashida muhim omil hisoblanadi. Modulli ta’limda
pedagog tinglovchining o’zlashtirish jarayonini tashkil etadi, boshqaradi,
maslahat beradi, tekshiradi. Talaba esa yo’naltirilgan obyekt tomon mustaqil
harakat qiladi. Eng katta urg’u ham talabalarning mustaqil ta’lim olishiga
qaratiladi. O’quv jarayonida mustaqil ta’lim olishning ahamiyati ortadi va bu
kelajakda mutaxassislarning mustaqilligi, ijodiy tashabbuskorligi hamda
faolligini oshirishga olib keladi. Kredit-modul tizimida universitet talabalari
har doim o’qituvchi va kursdoshlaridan yordam hamda maslahat olish imkoniyatiga
ega bo’ladi. Bu esa o’zaro hamjihatlikni mustahkamlaydi va jamoada ishlash
ko’nikmalarini shakllantirishga xizmat qiladi.
Kredit-modul o’qitish tizimiga o’tish oliy o’quv yurti
professoro’qituvchilariga bo’lgan majburiyat hamda talabni ham oshiradi.
Yuqorida ta’kidlab o’tilganidek, modulli o’qitish tizimi bilan o’qituvchi
nafaqat axborot beruvchi va nazorat qiluvchi funksiyalarini, balki maslahatchi
hamda muvofiqlashtiruvchilik vazifalarini ham bajaradi. Pedagogik jarayonda o’qituvchining
yetakchilik roli saqlab qolinadi.
Ta’limning kredit tizimi talabalar almashinuvini
oshiradi. Chunki bitta universitetda olingan kreditlar ikkinchisida hisobga
olinadi va talabalar kredit yo’qotmasdan bir universitetdan boshqasiga o’tishi
mumkin. Aynan ushbu tizim o’zbekistonlik talabalarning ilg’or xorijiy
universitetlarda o’qishini davom ettirishiga hamda murakkab byurokratik
to’siqlarni olib tashlashga imkoniyat yaratadi.
Ammo shuni ham qayd etish lozimki, har qanday xalqaro
tajribani ko’rko’rona, o’z qadriyatlarimizni hisobga olmasdan turib, to’g’ridan-to’g’ri
tatbiq etish, uning har bir elementini chuqur tahlil qilmasdan, ilmiy asoslarga
tayangan holda amalga oshirilmas ekan, kelajakda ma’lum bir salbiy holatlarning
yuzaga kelishini ham unutmaslik kerak.
Ya’ni ushbu tizim bizning dunyoqarashimiz, shart-sharoit,
barkamol insonni voyaga yetkazishga qaratilgan qadriyatlarimizga to’la-to’kis
mos keladi, degani ham emas. Shu sababli, o’quv jarayonining faol elementlari
hisoblanmish professor-o’qituvchi va talabaning ham bu boradagi qarashlarini
o’zgartirishimiz, mazkur tizim talablarini ularga singdirishimiz, o’ziga xos madaniyatni
shakllantirishimiz darkor. Zero, mehnat bozori talabiga mos kadrlarni tayyorlamas
ekanmiz, raqobatda o’z o’rnimizni, mavqyeimizni yo’qotishimiz muqarrar
ekanligini his qilishimiz lozim. Ammo, oldimizda bundan yaxshiroq yo’l ham,
tanlov ham yo’q. Nega deganda, barcha rivojlangan mamlakatlarning oliy ta’lim
muassasalari ushbu yo’ldan yurib, yuqori natijalarni qo’lga kiritmoqda.
An’anaviy oliy ta’lim tizimimiz dunyoda tan olinmaganidan keyin, biz ilg’or
standart va tizimlarni oliy ta’lim muassasalariga tatbiq etishga majburmiz. Shunday
ekan, yangilikka intilish, oliy ta’lim tizimini tubdan qayta isloh qilish
bo’yicha boshlangan harakatlarni davom ettirish har tomonlama to’g’ri qarordir. Oliy ta’lim tizimida o’quv sifatini ta’minlash va uning
samaradorligini oshirishda axborot texnologiyalaridan foydalanish, oliy o’quv
yurtlarida uni keng joriy etishning ahamiyati katta Hozirgi sharoitda oliy
ta’lim tizimining rivojlanib borayotganligi, oliy o’quv yurtlari o’rtasidagi
integrasiyaning mavjudligi ham axborot texnologiyalari tufaylidir.
Hozirgi davrda yangi texnologiyalarkun sayin rivojlanib,
axborotlashtirish jarayoni tez sur’atlar bilan o’sib borayotgan vaktda ta’lim
sohasida axborot resurslarini  tashkil  etish  va  undan ta’lim  tizimida
foydalanishga  katta e’tibor  qaratilmoqda.
Interaktiv metodlar - bu jamoa bo’lib fikrlashdan
iborat deb yuritiladi, ya’ni pedagogik ta’sir etish usullari bo’lib, ta’lim
mazmunining tarkibiy qismi hisoblanadi. Bu metodlarning o’ziga xosligi
shundaki, ular faqat pedagog va talabalarning birgalikda faoliyat ko’rsatishi
orqali amalga oshiriladi. Interaktiv metodlardan foydalanish innovasion faoliyatdir.
Innovasion faoliyatni eng muhim masalalardan biri - o’qituvchi shaxsi: u
novator, sermahsul ijodiy shaxs, keng qamrovli qiziqish, ichki dunyosi boy,
pedagogik yangilikka o’ch bo’lishi lozim. Innovasion texnologiyalar pedagogik
jarayon hamda o’qituvchi va talaba faoliyatiga yangilik, o’zgarishlar kiritish
bo’lib, uni amalga oshirishda asosan interaktiv metodlardan to’liq foydalaniladi. AKTdan ta’lim
jarayonida foydalanish – ta’lim berishda optimal va qulay
shart-sharoit
yaratadi. Hozirgi kunda barcha sohalar kabi
o’quv jarayonida ham kompyuter va axborot texnologiyalaridan samarali
foydalanish bugungi kunning muhim masalalaridan biri bo’lib qolmoqda. Ayniqsa,
davlatimiz tomonidan qolaversa hurmatli Prezidentimiz Sh.M.Mirziyoyev sayh
harakatlari tufayli ta’lim jarayonini axborotlashtirish va hamda o’quv
jarayonida axborot telekommunikasion texnologiyalaridan samarali foydalanish
yuzasidan ko’plab tadbirlar amalga oshirilmoqda.
Mul’timediya tushunchasi 90 yillar boshida hayotimizga
kirib keldi. Mul’timedia bu informatikaning dasturiy va texnikaviy vositalari
asosida audio, video, matn, grafika va animasiya effektlari asosida o’quv
materiallarini o’quvchilarga yetkazib berishni mujassamlangan xoldagi ko’rinishidir.
Multimedia (multimedia - ko’p muhitlilik) - bu kompyuter texnologiyasining
turli xil fizik ko’rinishiga ega bo’lgan (matn, grafika, rasm, tovush,
animasiya, video va b.q.) va turli xil tashuvchilarda mavjud bo’lgan (magnit va
optik disklar, audio va video-lentalar va b.q.) axborotdan foydalanish bilan bog’lik
sohasidir. Multimedia foydalanuvchiga fantastik (virtual haqiqiy) dunyoni
yaratishda juda ajoyib imkoniyatlarni yaratib beradi, bunda foydalanuvchi
chekkadagi sust kuzatuvchi rolini bajarmasdan, balki u yerda avj olayotgan
hodisalarda faol ishtirok yetadi; shu bilan birga muloqat foydalanuvchi uchun
odatlangan tilda - birinchi navbatda tovushli va videoobrazlar tilida bo’lib o’tadi.

Multimedia- bu zamonaviy kompyuterli axborot
texnologiyalari bo’lib, matn, tovush, video tasvir, grafik tasvir va
animasiyani (multiplekasiyani) yaxlit kompyuter tizimiga birlashtirish imkonini
yaratadi. Multimedia amaliyotdagi ish tartibi - bu apparat-dasturiy muhit bo’lib,
kompyuterga axborotni kiritish, ishlov berish, saqlash, uzatish va matn,
chizmalar, videotasvir, tovush hamda nutqlarni insonga zarur va qulay holatda
yetkazishdir. Birinchidan - foydalanuvchiga albatta interfaollikni taqdim
etadigan, ya’ni inson va kompyuter o’rtasida buyruqlar va javoblar
almashinuvini ta’minlab, dialog muhitini yaratadigan dasturiy mahsulot.
Ikkinchidan, turli video va audio effektlar ishlatiladigan muhit. U
tomoshabinga o’zicha u yoki bu ilovani tanlash imkonini beruvchi videofilmni
eslatadi. Multimedia mahsuloti - tarkibida musiqa taraladigan, videokliplar,
animasiya, rasmlar va slaydlar galereyasi, turli ma’lumotlar bazalari va
boshqalar kirishi mumkin bo’lgan interfaol, komp’yuterda ishlangan mahsulotdir.
Multimedia texnologiyasi axborotni bir vaqtning o’zida insonga tushunarli, ko’p
shakllar (jumladan, nutq, rasm, chizma, tasvir, musiqa, raqam va harflar)
kombinasiyasida havola qila oladi. Bu texnologiya axborotni qidirish, nusxa
olish va boshqa biror komp’yuterga ko’rsatilgan shaklda, ko’chirib o’tkaza
oladi hamda ularning hohlagan kombinasiyasini yarata oladi.
Undan tashqari multimedia texnologiyasidan
foydalanuvchi o’zi dizayn bilan shug’ullana olishiga imkon beradi, shuningdek
statik (harakatsiz) va dinamik (harakatlanuvchi) tasvirlarni yaratishi hamda o’z
ijodiy ishining natijalarini aloqa kanallari orqali tashqi muhitga tarqatishi
mumkin.
Multimedia tizimlarining jadallik bilan rivojlanishiga
shaxsiy kompyuterlarning imkoniyatlarini kengayganligi va texnik, dasturiy
vositalarining rivojlanishi sabab bo’ldi. Oxirgi yillarda kompyuterning tezligi
va xotira qurilmalarning sig’imi keskin oshdi, shuningdek grafik imkoniyatlari
kengayib, tashqi xotira qurilmalarining texnik ko’rsatgichlari yaxshilandi.
Multimedia texnologiyalarining rivojlanishiga videotexnika yo’nalishi, lazer
disklar, shuningdek yozish texnikasining hamda tovush va tasvirni hosil qilish
texnologiyalarining rivojlanishi katta hissa qo’shdi. Axborotlarni xotirada
ixcham (zich) joylash va saqlash maqsadida tez va samarali o’zgartirish
usullarini yaratilishi ham muhim ahamiyat kasb etdi. Multimedianing texnik -
dasturiy vositalari. Multimedia vositalari- bu apparat va dasturlar to’plami bo’lib,
u insonga o’zi uchun tabiiy bo’lgan turli-tuman muhitlarni: tovush, video,
grafika, matnlar, animasiya va boshqalarni ishlatgan u xolda kompyuter bilan
muloqot qilish imkonini beradi.
Ta’lim jaraѐnida
internet tarmog’idan foydalanish natijasida butun jahon kompyuter tarmoqlari
majmuidan, ya’ni yagona standart asosida faoliyat ko’rsatuvchi jahon global
kompyuter tarmog’idan foydalanish imkoniyatiga ega bo’lamiz. Internet
(internet) - minglab lokal va mintaqaviy kompyuter tarmoqlarni birlashtiruvchi
axborot tizimi hisoblanadi. WWW (World Wide Web) – butun dunѐ o’rgamchak to’ri hisoblanib,
Internet resurslarini tashkil etish va undan foydalanishni ta’minlab beradi.
 ZiyoNET ta’lim tarmog’i - www.ziyonet.uzZiyoNET
ta’lim tarmog’ining missiyasi - internet tarmog’ida milliy ta’lim axborot
resurslarini shakllantirish va rivojlantirish uchun
qulayshart-sharoitlaryaratishdir.
ZiyoNET ta’lim taromog’ining asosiy
vazifalari: texnologik maydonchani (portalni) yaratish va unda elektron ta’lim
resurslarini shakllantirish hamda birlashtrish uchun uni rivojlantirish;
internet-texnologiyalar vositasi sifatida axborot resurslariga keng, xavfsiz va
bepul kirishni ta’minlash yoshlarni, o’quv muassasalarini va boshqa manfaatdor
aholi qatlamlarini birlashtiruvchi virtual hamjamiyat yaratishdir. Zamonaviy
aloqa va axborot texnologiyalari tizimini keng ko’lamda rivojlantirish
mamlakatimiz va jamiyatimizning taraqqiyot darajasini ko’tarishga xizmat qilmoqda,
bu hozirgi kunda o’z samarasini ko’rsatmoqda.
Zamonaviy sharoitda innovasion xarakterga ega vositalarning qo’llanilishi
ularning texnologik-didaktik imkoniyati talabalarning o’quv-bilish faolligini oshirish
bilan birga, o’qitish sifatini yaxshilab, samaradorligini oshirishga yordam
beradi. Bugungi kunda har bir OTMda tashkil etilayotgan o’qitish jarayonida
kompyuter, skaner, videoko’z, videokamera, proyektor, elektron doska, modem, telefon,
internet, multimedia, mikrofon, karnay (kolonka), vebkamera, CD-ROM kabi texnik
vositalar, ma’lumotlar ombori (bazasi) va vebinar texnologiyalar kabi innovasion
xarakterga ega vositalar samarali qo’llanilmoqda va bu zamonaviy axborot
texnologiyalarining qo’llanilishi ta’lim jarayonlarini samarali tashkil etish va
ularning sifatini ta’minlashda yuqori samara berayotganligini xulosa sifatida
aytish mumkin.
Xulosa: Agar kredit-modul tizimi to’g’ri va to’liq
joriy etilsa, u mamlakatimiz oliy ta’lim tizimiga juda katta ijobiy
xususiyatlarni olib kirishini kutish mumkin. Shundagina o’qitishning kredit
texnologiyasi yordamida yuksak ma’naviyatli, ijodkor, noodatiy fikrlaydigan,
innovasiya va tashabbuslarga boy mutaxassislarni yetishtirishga erishiladi.

ADABIYOTLAR:

1.
Usmanov B.Sh., Xabibullayev R.A. «Oliy o’quv yurtlarida o’quv jarayonini
kredit-modul tizimida tashkil etish» O’quv qo’llanma, Toshkent, 2020 yil
2.
Aripov M. Internet va elektron pochta asoslari.- T.; 2000 yil
3.
Ishmuxamedov R., Abdukodirov A., Pardayev A. Ta’limda innovasion
texnologiyalar (ta’lim muassasalari pedagog-o’qituvchilari uchun amaliy
tavsiyalar). - T.: “Iste’dod” jamg’armasi, 2008y.

PHRASEOLOGICAL UNITS EXPRESSING “RESPECT” IN ENGLISH AND
UZBEK LINGUO-CULTURES

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

Abdurahimova Marjona
SamSIFL, “International language and literature” 2-course

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

The degree of motivation is correlated with the
rigidity, indivisibility and semantic unity of the expression that is with the
possibility of changing the form or the order of components and of substituting
the whole by a single word though not in all the cases.
According to Vinogradov’s classification all
phraseological units are divided into phraseological fusions, phraseological
unities and phraseological combinations. Phraseological fusion is
a semantically indivisible phraseological unit which meaning is never
influenced by the meanings of its components
It means that phraseological fusions represent the
highest stage of blending together. The meaning of components is completely
absorbed by the meaning of the whole, by its expressiveness and emotional
properties.
Once in a blue moon – very seldom;  To
cry for the moon – to demand unreal; Under the rose – quietly.
Sometimes phraseological fusions are called idioms
under which linguists understand a complete loss of the inner form. To explain
the meaning of idioms is a complicated etymological problem (tit to tat means
“to revenge”, but no one can explain the meaning of the words tit and tat).

Phraseological unity is a semantically
indivisible phraseological unit the whole meaning of which is motivated by the
meanings of its components [2; 245].
In general, phraseological unities are the phrases
where the meaning of the whole unity is not the sum of the meanings of its
components but is based upon them and may be understood from the components.
The meaning of the significant word is not too remote from its ordinary
meanings. This meaning is formed as a result of generalized figurative meaning
of a free word-combination. It is the result of figurative metaphoric
reconsideration of a word-combination.
To come to one’s sense –to change one’s
mind; To come home – to hit the mark; To fall into a rage – to
get angry.
Phraseological unities are characterized by the
semantic duality. One can’t define for sure the semantic meaning of separately
taken phraseological unities isolated from the context, because these
word-combinations may be used as free in the direct meaning and as
phraseological in the figurative meaning.
Phraseological combination (collocation) is
a construction or an expression in which every word has absolutely clear
independent meaning while one of the components has a bound meaning [2; 246].
It means that phraseological combinations contain one
component used in its direct meaning while the other is used figuratively.
To make an attempt – to
try;
To make haste – to
hurry;
To offer an apology –
to beg pardon.
Some linguists who stick to the general understanding
of phraseology and refer to it communicational units (sentences) and winged
words, define the fourth type of phraseological units.
Phraseological expression is a stable by
form and usage semantically divisible construction, which components are words
with free meanings
East or West, home is best; Marriages are made in
heaven; Still waters run deep.
Phraseological expressions are proverbs, sayings and
aphorisms of famous politicians, writers, scientists and artists. They are
concise sentences, expressing some truth as ascertained by experience of wisdom
and familiar to all. They are often metaphoric in character and include
elements of implicit information well understood without being formally present
in the discourse.
Prof. A.I. Smirnitsky worked out structural
classification of phraseological units, comparing them with words. He points
out one-top units which he compares with derived words because derived
words have only one root morpheme. He also points out two-top units
which he compares with compound words because in compound words we usually have
two root morphemes.
Among one-top units he points
out three structural types:
a)
units of the type “to give up” (verb + postposition type);   To
back up –
to support;
To drop out – to miss,
to omit.
b)
units of the type “to be tired”. Some of these units remind the
Passive Voice in their structure but they have different prepositions with
them, while in the
Passive Voice we can have only
prepositions «by» or «with»:
To be tired of;  To
be surprised at.
There are also units in this type which remind free
word-groups of the type “to be young”:
To be akin to;  To
be aware of.
The difference between them is that the adjective
“young” can be used as an attribute and as a predicative in a sentence, while
the nominal component in such units can act only as a predicative. In these
units the verb is the grammar centre and the second component is the semantic
centre:
c)
prepositional-nominal phraseological units:  On the doorstep -
quite near;  On
the nose – exactly.
These units are equivalents of
unchangeable words: prepositions, conjunctions, adverbs, that is why they have
no grammar centre, their
semantic centre is the nominal part.
Among two-top units A.I. Smirnitsky points out
the following structural types:
a)
attributive-nominal such as:  A month of Sundays; A
millstone round one’s neck.
Units of this type are noun equivalents and can be
partly or perfectly idiomatic (if the expression is idiomatic, then we must
consider its components in the aggregate, not separately). In partly idiomatic
units (phrasisms) sometimes the first component is idiomatic: high road;
in other cases the second component is idiomatic: first night.
In many cases both components are idiomatic: red
tape, blind alley, bed of nail, shot in the arm and many others.
b)
verb-nominal phraseological units:  To read between the lines;
To sweep
under the carpet.
The grammar centre of such units is the verb, the
semantic centre in many cases is the nominal component: to fall in love.
In some units the verb is both the grammar and the semantic centre: not to
know the ropes.  These units can be perfectly idiomatic as well: to burn
one’s boats, to vote with one’s feet, to take to the cleaners’ etc.
c)
phraseological repetitions, such as:
Now or never;
Part and parcel
(integral part).
Such units can be built on antonyms: ups and downs,
back and forth; often they are formed by means of alliteration: cakes
and ale, as busy as a bee. Components in repetitions are joined by means of
conjunctions. These units are equivalents of adverbs or adjectives and have no
grammar centre. They can also be partly  or  perfectly  idiomatic: cool  as
a  cucumber (partly), bread  and butter (perfectly).
Phraseological units the same as compound words can
have more than two tops (stems in compound words): To be a shadow of one’s
own self, At one’s own sweet will.
Phraseological units can be classified as parts of
speech. This classification was suggested by I.V. Arnold. Here we have the
following groups:
a)
nominal phrases or noun phraseologisms denoting an object, a person
or a living being:
Bullet train;
The root of the
trouble.
b)
verbal phrases or verb phraseologisms denoting an action, a state
or a feeling:
To sing like a lark;

To put one’s
best foot forward.
c)
adjectival phrases or adjective phraseologisms denoting a
quality:    As
good as gold; Red
as a cherry.
d)
adverbial phrases or adverb phraseological units, such as:    From
head to foot;    Like a dog with two tails.
e)
prepositional phrases or preposition phraseological units:    In
the course of; On the stroke of.
f)
conjunctional phrases or conjunction phraseological units:
As long as; On the
other hand.
g)
interjectional phrases or interjection phraseological units:     Catch
me!;     Well, I never!
In I.V.Arnold’s classification
there are also sentence equivalents, proverbs, sayings and quotations: “The sky
is the limit”, “What makes him tick”, “I am easy”.
Proverbs are usually
metaphorical: “Too many cooks spoil the broth”, while sayings are as a rule non-metaphorical:
“Where there is a will there is a way” [1; 172].
REFERENCES

1.
www.ziyonet.uz
2.
www.phraseology.com

NEW TEACHING METHODS OF VOCABULARY TO ADVANCED LEARNERS

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

Abduraximova Shahnoza Abdurashitovna
Teacher At The Uzbek State University Of Physical
Education And Sport

Abstract:  Present article
discuss the new innovative teaching methods of vocabulary to advanced level
students. It explains the how to teach vocabulary to advanced level students.
Keywords: advanced learners, memory and storage
systems, dealing with meaning, using language

As we know advanced learners can generally communicate well, having
learnt all the basic structures of the language. However, they need to broaden
their vocabulary to express themselves more clearly and appropriately in a wide
range of situations
Advanced learners can generally communicate well,
having learnt all the basic structures of the language. However, they need to
broaden their vocabulary to express themselves more clearly and appropriately
in a wide range of situations.  Students might even have a receptive knowledge
of a wider range of vocabulary, which means they can recognise the item and
recognise its meaning. Nevertheless, their productive use of a wide range of
vocabulary is normally limited, and this is one of the areas that need greater
attention. Traditionally, the teaching of vocabulary above elementary levels
was mostly incidental, limited to presenting new items as they appeared in
reading or sometimes listening texts. This indirect teaching of vocabulary
assumes that vocabulary expansion will happen through the practice of other
language skills, which has been proved not enough to ensure vocabulary
expansion.
Nowadays it is widely accepted that vocabulary teaching
should be part of the syllabus, and taught in a well-planned and regular basis.
Some authors, led by Lewis (1993) argue that vocabulary should be at the centre
of language teaching, because ‘language consists of grammaticalised lexis, not
lexicalised grammar’.
There are several aspects of lexis that need to be
taken into account when teaching vocabulary. The list below is based on the
work of Gairns and Redman (1986):
·Boundaries between conceptual meaning: knowing
not only what lexis refers to, but also where the boundaries are that separate
it from words of related meaning (e.g. cup, mug, bowl).
·Polysemy: distinguishing between the various
meaning of a single word form with several but closely related meanings (head:
of a person, of a pin, of an organisation).
·Homonymy: distinguishing between the various
meaning of a single word form which has several meanings which are NOT closely
related ( e.g. a file: used to put papers in or a tool).
·Homophyny:understanding words that have the
same pronunciation but different spellings and meanings (e.g. flour,
flower).
 Synonymy: distinguishing between the different
shades of meaning that synonymous words have (e.g. extend, increase, expand).
Affective meaning: distinguishing between the
attitudinal and emotional factors (denotation and connotation), which depend on
the speakers attitude or the situation. Socio-cultural associations of lexical
items is another important factor.
Style, register, dialect: Being able to
distinguish between different levels of formality, the effect of different
contexts and topics, as well as differences in geographical variation.
Translation: awareness of certain differences
and similarities between the native and the foreign language (e.g. false
cognates).
Chunks of language: multi-word verbs, idioms,
strong and weak collocations, lexical phrases.
Grammar of vocabulary: learning the rules that
enable students to build up different forms of the word or even different words
from that word (e.g. sleep, slept, sleeping; able, unable; disability).
Pronunciation: ability to
recognise and reproduce items in speech.
The implication of the aspects just mentioned in
teaching is that the goals of vocabulary teaching must be more than simply
covering a certain number of words on a word list. We must use teaching
techniques that can help realise this global concept of what it means to know a
lexical item. And we must also go beyond that, giving learner opportunities to
use the items learnt and also helping them to use effective written storage
systems.
MEMORY AND STORAGE SYSTEMS
Understanding how our memory works might help us create
more effective ways to teach vocabulary. Research in the area, cited by Gairns
(1986) offers us some insights into this process.
It seems that learning new items involve storing them
first in our short-term memory, and afterwards in long-term memory. We do not
control this process consciously but there seems to be some important clues to
consider. First, retention in short-term memory is not effective if the number
of chunks of information exceeds seven. Therefore, this suggests that in a
given class we should not aim at teaching more than this number. However, our
long-term memory can hold any amount of information.
Research also suggests that our ‘mental lexicon’ is
highly organised and efficient, and that semantic related items are stored
together. Word frequency is another factor that affects storage, as the most
frequently used items are easier to retrieve. We can use this information to
attempt to facilitate the learning process, by grouping items of vocabulary in
semantic fields, such as topics (e.g. types of fruit).
Oxford (1990) suggests memory strategies to aid
learning, and these can be divided into:  creating mental linkages: grouping,
associating, placing new words into a
context; applying images and
sounds: using imagery, semantic mapping, using
keywords and representing sounds
in memory; reviewing well, in a structured way; employing action: physical
response or sensation, using mechanical
techniques.
The techniques just mentioned can be used to greater
advantage if we can diagnose learning style preferences (visual, aural,
kinesthetic, tactile) and make students aware of different memory strategies.
Meaningful tasks however seem to offer the best answer
to vocabulary learning, as they rely on students’ experiences and reality to
facilitate learning. More meaningful tasks also require learners to analyse and
process language more deeply, which should help them retain information in
long-term memory.
Forgetting seems to be an inevitable process, unless
learners regularly use items they have learnt. Therefore, recycling is vital,
and ideally it should happen one or two days after the initial input. After
that, weekly or monthly tests can check on previously taught items.
The way students store the items learned can also
contribute to their success or failure in retrieving them when needed. Most
learners simply list the items learnt in chronological order, indicating
meaning with translation. This system is far from helpful, as items are
de-contextualised, encouraging students to over generalise usage of them. It
does not allow for additions and refinements nor indicates pronunciation.
Teachers can encourage learners to use other methods,
using topics and categories to organise a notebook, binder or index cards.
Meaning should be stored using English as much as possible, and also giving
indication for pronunciation. Diagrams and word trees can also be used within
this topic/categories organisation. The class as a whole can keep a vocabulary
box with cards, which can be used for revision/recycling regularly.
Organising this kind of storage system is
time-consuming and might not appeal to every learner. Therefore adapting their
chronological lists to include headings for topics and a more complete
definition of meaning would already be a step forward.
DEALING WITH MEANING
In my opinion the most important aspect of vocabulary
teaching for advanced learners is to foster learner independence so that
learners will be able to deal with new lexis and expand their vocabulary beyond
the end of the course. Therefore guided discovery, contextual guesswork and
using dictionaries should be the main ways to deal with discovering meaning.
Guided discovery involve asking questions or offering
examples that guide students to guess meanings correctly. In this way learners
get involved in a process of semantic processing that helps learning and
retention.
Contextual guesswork means making use of the context in
which the word appears to derive an idea of its meaning, or in some cases,
guess from the word itself, as in words of Latin origin. Knowledge of word
formation, e.g. prefixes and suffixes, can also help guide students to discover
meaning.  Teachers can help students with specific techniques and practice in
contextual guesswork, for example, the understanding of discourse markers and
identifying the function of the word in the sentence (e.g. verb, adjective,
noun). The latter is also very useful when using dictionaries.
Students should start using EFL dictionaries as early
as possible, from Intermediate upwards.  With adequate training, dictionaries
are an invaluable tool for learners, giving them independence from the
teacher.  As well as understanding meaning, students are able to check
pronunciation, the grammar of the word (e.g. verb patterns, verb forms,
plurality, comparatives, etc.), different spelling (American versus British),
style and register, as well as examples that illustrate usage.
 USING LANGUAGE
Another strategy for advanced learners is to turn their
receptive vocabulary items into productive ones. In order to do that, we need
to refine their understanding of the item, exploring boundaries between
conceptual meaning, polysemy, synonymy, style, register, possible collocations,
etc., so that students are able to use the item accurately.
We must take into account that a lexical item is most
likely to be learned when a learner feels a personal need to know it, or when
there is a need to express something to accomplish the learner’s own purposes.
Therefore, it means that the decision to incorporate a word in ones productive
vocabulary is entirely personal and varies according to each student’s
motivation and needs.
Logically, production will depend on motivation, and
this is what teachers should aim at promoting, based on their awareness of
students needs and preferences. Task-based learning should help teachers to
provide authentic, meaningful tasks in which students engage to achieve a
concrete output, using appropriate language for the context.

REFERENCES:

1.   Allen, V.
(1983) Techniques in teaching vocabulary. OUP.
2.
Gairns, R. Redman, S.(1986)  Working with words. CUP.

3.
Hill, J. (1999) ‘Collocational competence’ English
Teaching Professional, 11, pp. 3-6.
4.
Lewis, M. (1993) The lexical approach. LTP.
5.   Lewis, M.
(1997) Implementing the lexical approach. LTP
6.
Oxford, R.(1990) Language learning strategies. Newbury
House.
7.   Richards,
J. (1985) The context of language teaching. CUP.
8.
Scrivener, J. (1994) Learning teaching. Heinemann.
9.
Thornbury, S. (1998) ‘The lexical approach: a journey without
maps’.
MET, 7 (4), pp. 7-13
10.
Willis, J. (1996) A framework for task-based learning.
Longman.

FIZIK MASALALARNI ISHLASHDA ILG`OR PEDAGOGIK TEXNOLOGIYALARDAN FOYDALANISH

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

Arabov Jasur Olimboyevich
Buxoro
davlat universiteti Fizika-matematika fakulteti Fizika kafedrasi o’qituvchisi.
Ramazonova Ruxsora Shuxratovna
Buxoro Davlat
Universiteti Fizika-matematika fakulteti Fizika kafedrasi  1-4 FIZ-18 guruh
talabasi.

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

Mamlakatimiz mustaqillikka erishgach
Respublika ta’lim sohasida tub o’zgarishlar sodir bo’ldi va bu sohada yangidan-yangi
islohotlar olib borilmoqda. Umumiy o’rta ta’lim o’quv fanlari dasturlari, o’quv
adabiyotlari butunlay  yangidan qayta qarab chiqildi va kerakli o’zgartirishlar
kiritildi. Jumladan  fizikani o’qitish  uslubida ham qator tajribalar
to’plandi. Biroq bu sohada hal qilinishi kerak bo’lgan muammolarimiz ham yo’q
emas. Buni oliy o’quv  yurtlariga  kirish  imtihonlarini  topshirish
natijalaridan  aniqlash  mumkin.
Bugungi kun fizika o’qituvchisi oldida  turgan  dolzarb
muammolardan  biri ta’limning ilg`or pedagogik texnologiyalarini  loyihalash va
uni o’qitish  amaliyotida qo’llashdir. Fizika o’qituvchisi o’quvchilarga fizika
fanidan zaruriy bilimlarni beribgina  qolmay, ularda fanga  nisbatan qiziqish
uyg’ota  olishlari kerakki, natijada   bu  sohada yaxshi mutaxassis, yetuk
kadrlar yetishib chiqishiga erishilsin. O’qituvchi o’tgan har bir dars boshqa
darsdan  farq qilishi,  bugungi o’tiladigan  dars  kechagisiga  nisbatan
mukammal  bo’lishi  kerak.
Ma’lumki,
fizika o`qitishda nazariy va amaliy metodlar mavjud. Amaliy metodlar ichida
fizikadan masalalar yechishning ahamiyati salmoqlidir. Masala yechish
jarayonida o`quvchilarga bilim berish bilan birga o`quvchilar qobiliyatlarini
rivojlantirish, o`quvchilarga tarbiya berish kabi muhim masalalar hal
qilinadi.
Fizikadan
masalalar echish jarayonida o`quvchilarning mantiqiy fikrlashlari kengayadi,
ijodiy qobiliyatlari rivojlanadi. Fizik hodisalarning tub mohiyatini kengroq
tushunadilar, fizikadagi qonunlarning amalda qo`llanilishini chuqurroq anglaydilar.
Ko‘pgina fizik o‘lchov asboblarining vazifasi, tuzilishi, ishlash prinsiplari
bilan tanishadilar, ular bilan ishlash ko‘nikma va malakalariga ega bo‘ladilar. Shuningdek,
masalalar o‘quvchilarda mehnatsevarlik, jur’atlilik, iroda va xarakterni
tarbiyalaydi.
Ko‘pgina
metodik adabiyotlarning tahliliga ko‘ra, mantiqiy xulosalar, matematik amallar
va fizikadagi qonunlar hamda metodlarga asoslangan holda yoki eksperiment
yordamida yechiladigan muammo, odatda fizik masala deyiladi. Fizik masalada
qo‘yilgan muammoni hal etish, masala yechishdan iboratdir.

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

Masalalar mazmuniga qarab, mexanikaga, molekulyar
fizikaga, elektrga doir va hakozo bo‘lishi mumkin. Bunday bo‘linish shartli
ekanini bilamiz, chunki ko‘pincha bitta masalaning shartida fizikaning bir
nechta bo‘limlaridagi ma’lumotlardan foydalaniladi. Shuningdek, politexnik
mazmunga ega bo‘lgan, ijodiy qobiliyatlarni rivojlantirishga qaratilgan,
tarixiy xarakterdagi ma’lumotlarni o‘z ichiga olgan masalalarga
klassifikatsiyalanadi.
Yechish usullariga ko‘ra masalalar: sifat, eksperimental,
grafik va ijodiy masalalarga bo‘linadi. Bunday bo‘linish ham shartlidir, chunki
eksperimental masalalarni echishda ham og‘zaki mulohazalardan ham,
grafikdan ham, hisoblash ishlaridan ham foydalanamiz. Biroq bu masalalarning
har biri mazmun va murakkablik jihatidan xilma-xildir. Bu masalalarning
echimlari aniq bir maqsadga qaratilgan bo‘lib, echilish usullariga ega. Bu
masalalarning har bir turlari uchun alohida adabiyotlar mavjud. Shunday
bo‘lsada, bu masalalar ustida qisqacha to‘xtalib o‘tamiz.
Sifat
masalalari
Fizik
qonunlarga, fizik formulalarga tayangan holda, mantiqiy fikrlash orqali hal
qilinadigan masalalar sifat masalalar deyiladi. Bunday tipdagi masalalarda
arifmetik hisoblash ishlari bajarilmaydi.
Sifat masalalarning metodik afzalliklari ko‘pdir. Fizik
qonunlarga asoslangan, mantiqiy xulosalar chiqarishdan iborat bo‘lgan bu
masalalarni echish metodi, fikrlashning ajoyib maktabi bo‘lib xizmat qiladi.
Sifat masalalar o‘quvchilarga fizik hodisalar va ularning qonuniyatlarini aniq
tushuntirib beradi, nazariy bilimlarni amalda qo‘llashga o‘rgatadi, hisoblash
masalalariga nisbatan to‘g‘ri munosabatni tarbiyalaydi, har qanday masalani
yechishni, uning fizik mazmunini tahlil qilishdan boshlashga o‘rgatadi. Darsda
o‘tilgan materialni mustahkamlash maqsadida sifatga oid masalalar beriladi.
Fizikaning gidrodinamika bo‘limida asosan sifat masalalar echilishi bizga
ma’lum. Bu bo‘limda miqdoriy masalalar deyarli echilmaydi. Sifat masalalar
tematikasi, mazmuni va murakkabligi jihatdan xilma-xildir, ya’ni sifatga oid
sodda va murakkab masalalar bo‘ladi. Sifat masalalarning namunalari va ularni
echish metodlari adabiyotlarda to‘liq keltirilgan.

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

ADABIYOTLAR RO’YXATI:

1.
A.A. Rasulev, M.M. Haydarov “ O’qitishning interfaol metodlari ”
o’quv- uslubiy qo’llanma,T.2015.
2.
P. Habibullayev, A. Boydedayev, A. Bahromov, K. Suyarov, J.
Usarov,
1.
M. Yo’ldosheva “Fizika” 9-sinf darslik. Toshkent-2019.
2.
B.E Niyozxonova Fizika darslarida internet axborot resurslaridan
foydalanishning tashkiliy -uslubiy jihatlari.// “Ta’lim muassasalarida aniq
fanlarni o’qitishning dolzarb muammolari” . Resp.ilmiy-amaliy anjumani. Buxoro:
19.05. 2017. - 229 bet.
3.
Ниёзхонова Б.Э., Файзиев Ш.Ш., Махсуд М., Махмудова ^ .
Умумтаълим             мактабларида       физикани   укитишда   инновацион
технологияларнинг урни // Academic research in educational sciences № 12 С 1116-1120

PRINCIPLES OR FUNDAMENTALS OF THE DIDACTIC EDUCATIONAL
PROCESS THROUGH THE TEACHING ENGLISH LANGUAGE

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

Axrorov Xushvaqt
SamSIFL, “International language and literature” 2-course

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

INTRODUCTION: Several researches
in the educational context of Uzbekistan have already pointed out that teachers
in the country look forward to teaching methodologies and practices that are
capable enough of sustaining them through the challenges in the classroom. This
article shares the results of a number of researches of DidacticFormative
Intervention [10] that were outlined in accordance with the Cultural
Historical Theory and the Developmental Education. The
context was Uzbekistan High School and its adolescents, i.e. transitional age
youths. The systematic study sought to identify which developmental processes
are most likely and adequate for the transitional stage. Subsequently, as a
possible synthesis, propositions of teaching organization were established and materialized
in the form of principles and didactic actions that serve as guidelines for the
teaching practice.
Didactic principles that guide the Developmental
Education Although an extensive number of authors [4; 5; 6] have already
schematized didactic principles from the perspective of the Cultural Historical
Theory, it is worth mentioning that, in
the context of this article, the propositions consist
in the formulation of feasible principles for High School in University
students. Thus, they are situated both historically and socially.
According to the literature, there are four principles
that guide the didactic action in the allotted conjuncture: 1. the class seen
as a process of forming concepts; 2. teaching as an activity that promotes
crisis; 3. the teaching practice and its capability of forming new interests;
4. teaching in order to develop the intellectual abilities of an awareness of
itself.

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

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

ANALYSIS AND RESULTS
The fundamental fuel for every development process lies
in the subject‟s
inherent reasons and interests. This means that there can be no ongoing
development process without having, in its basis, the outbreak of new interests
and/or the reorganization of old ones. In order to reach a potential learning
and develop, one relies deeply on the existence of some kind of interest.
Therefore, a phenomenon that marks the transitional period is the
internalization of new interests. This is based upon the need of confrontation
with a new pattern of social relationship the adolescent experiments in this
stage. In other words, it is fitting that the teacher considers setting up an
environment that offers the means for expanding and developing students‟ interests. The
increased participation in social situations is dialectically related to the
development of conceptual thinking, resulting in the expansion of the
adolescent‟s
interest for something beyond his/her immediate experience. This condition is
positively transformed in an environment that supports good learning processes
and that enables the development of new abilities and interests. The use of
problematization stands out as a remarkable didactic instrument. In this third
proposition, problematization holds its importance as long as it can be used as
a motivational tool. Problem situations are created and organized by the
teacher, and they offer the student an external method of internalizing and
developing interest for the study and the appropriation of school knowledge.
Problematizations must be organized in a way so as to make sure that students
are capable of providing an adequate solution to challenges, by applying
scientific and school knowledge.
The development of consciousness as a superior
psychological function has a social origin, linked to the development of
perception, the formation of concepts and the conceptual thinking. Vygotsky
demonstrates that socialized language has a fundamental participation in the
organization and formation of thought. By socializing their internal language,
children simultaneously take conscience of their own thought and start to form
verbal thinking. Afterwards, in the transitional stage, verbalized thinking
plays a decisive role in developing logical thinking, by converting concrete
reality to an object of knowledge. It must be noted that in both moments the
process of consciousness development is intimately connected to the elaboration
of thought in language. Every didactic strategy designed to require from the
student the appropriation of knowledge from the verbal application of meanings
and senses elaborated in the classroom enables the realization of thought. The
development of intellectual abilities of an awareness of itself can only occur
if the student recognizes the cultural heritage of his/her society and participates
in its expression, by appropriation.
The verbal elaboration of these meanings and senses is
a safe way for appropriation. Didactic actions serving as guidelines for the
Developmental Education The systematization of didactic principles has also
permitted the systematization of five didactic actions that integrate them: 1.
diagnosis as starting point and process of teaching-learning-development, 2.
problematization as a generator of contradiction: propelling crisis and the
emergence of interests, and being the driving force for the formation of
concepts, 3. collective activity, 4. the patent consciousness in the
intentional use of conceptual meanings and 5. generalization as an
objectification of the concept for itself.

Table.1. Didactic-pedagogical basis
As long as the teacher recognizes the set of real and
potential abilities of his/her students, it becomes possible the intentional
planning of teaching activities that will offer the best conditions for the
learning to occur, enabling development. The abilities that comprise the Zone
of Proximal and Real Development are not immediately evident and are
continuously moving and transforming. From the initial diagnosis the teacher is
able to recognize the knowledge and abilities already mastered by the students,
and then plan the teaching activities. Then, with continuous diagnosis, the
teacher can enhance the possibilities of potential abilities and knowledge
becoming real ones. Problematization is a strategy that enables continuous
diagnosis both in the form of adequate questions (idem) and problem situations.
It is the teacher‟s
duty to permanently evaluate changes in interests and patterns in students,
since these alterations are a sign of developmental processes in action.
Problematization as a generator of contradiction:
propelling crisis and the emergence of interests, and being the driving force
for the formation of concepts
Vygotsky elucidates how adolescence is a period of
“crisis and thought maturation”. A typical feature of the transitional period
is the establishment of new patterns of social relationships and needs, when
old abilities developed during childhood prove no longer to be enough, and to
fulfill the demands of this new context. This tense contradiction raises
crisis, which for its turn generates great possibilities for the occurrence of
developmental processes.
The recognition of the crisis‟ potential for development plays a key
role for the conception of teaching practices. These are understood as
processes intentionally planned to provoke critical situations. Teaching
issues, a feature of the problematization strategy, are devised in order to
demand a command of knowledge and abilities more sophisticated than the one the
student carries in a given moment. This generates motivation in learning a new
content and favors the development of the theoretical thinking.
Problematizations act in the abilities circumscribed in the students‟ Zone of Proximal
Development (ZPD), highlighting the importance for continuous diagnosis, strategy
previously described in this article.
The strategy of collective activity is a transformative
element in the transitional age, and there are especially two reasons for this.
First, because it takes advantage of the interests that are already present in
students, i.e. to be in close contact with its peers, by bringing them closer
to the aims of education and the teaching practice. This enables the teacher to
bring up students‟
interests while instigating them to participate in activities, habits and knowledge
acquisition. The second reason makes reference to the relevance of collective
activities in formation processes of feelings, qualities and values. Collective
activities comprise opportunities of being in action and relation to the
historical and cultural elements that must be internalized. This appropriation
allows the formation of the conceptual thinking and, by doing so, transforms
the psychic structure of the subject, while modifying old interests and
establishing new standards of conduct. When mingled to the whole of the
teaching practice, collective activities represent a strategy that act as a
driving force for processes of appropriation and development.
Consciousness refers to the intentional use of
appropriate conceptual meanings; namely, to make a transference “from the
course of action to the language system, recreating it in the imagination in a
way that is possible to express it in words”. Consciousness results from the
dialectical relation between the activity elaborated in the concrete reality,
the internalized elements and the establishment of personal senses. This
process enables the capacity of intentional use of appropriate conceptual
meanings. Vygotsky demonstrates that, in what concerns
the process of internalization, the possibility of understanding meanings walks
hand in hand with language, either in its social use as a means of
communication or in its individual application as a mode of thinking. Thus, the
socialization of thought by language becomes “the decisive factor for the development
of logical thinking in the transitional age”. Furthermore, the development of
formation of concepts and of the conceptual thought becomes possible through
the intentional use of the personal senses elaborated by study and the
internalization of scientific and school knowledge.

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

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YURIDIK VA JISMONIY SHAXSLAR PUL MABLAG’LARINI BANK HISOB
VARAG’IGA, JAMG’ARMALAR QO’YISHGA JALB QILISH BO’YICHA
PASSIV OPERATSIYALAR

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

Azimova Tamara Abrorovna
Bozorboyev Behro’zbek Baxodir o’g’li
Denov tadbirkorlik va pedagogika instituti
Iqtisodiyot(tarmoqlar va sohalar bo’yicha) yo’nalishi talabalari

Annotation: This article
describes the passive operations of legal entities and individuals to attract
funds to bank accounts, deposits.
Keywords: Bank,
passive operations, deposit, bank resources, legal entity, physical person.
Аннотация: В данной статье
описаны пассивные операции юридических и физических лиц по привлечению денежных
средств на банковские счета, во вклады.
Ключевые слова: Банк, пассивные
операции, депозит, банковские ресурсы, юридическое лицо,физическое лицо.
Annotatsiya: Ushbu maqolada
yuridik va jismoniy shaxslar pul mablag’larini bank hisob varag’iga,
jamg’armalar qo’yishga jalb qilish bo’yicha passiv operatsiyalar haqida yoritib
berilgan.
Kalit so’zlar: Bank, passiv
operatsiyalar, depozit,bank resurslari, yuridik shaxs,jismoniy shaxs.

Tijorat banklari, boshqa xo’jalik subyektlari kabi o’zining
xo’jalik va tijorat faoliyatini ta’minlash uchun ma’lum miqdorda pul
mablag’lriga, ya’ni resurslariga ega bo’lishlari lozim. Iqtisodiyot
rivojlanishining zamonaviy talablarida bank resurslarini tashkil etish muammosi
bank faoliyatini bir maromda olib borish uchun birinchi darajali hisoblandi.
Buni shunday izohlash mumkin, ya’ni iqtisodiyotning bozor modeliga o’tishi
bilan bank ishida davlat monopoliyasi tugatiladi, ikki bosqichli bank tizimini
shakllantirishida bank resurslari xarakteri ijobiy tomonga o’zgaradi. Undan
tashqari, uning aktiv operatsiyalari obyekti orqali aniqlanadigan bank
faoliyatining ko’lami, ular joylashtiradiganresurslar hajmi, miqdori, jalb
qilingan mablag’lar summasiga bog’liq bo’ladi. Bunday holat resurslarni jalb
qilish bo’yicha banklar o’rtasida raqobatni ketirib chiqaradi. Bankning asosiy vazifalaridan
biri bo’sh pul mablag’larini mumkin qadar ko’proq jalb qilish va ularni boshqa
foyda keltiruvchi optimal aktivlarga joylashtirishdan iborat.
Bank resurslari banklar tomonidan amalga oshiriladigan
passiv operatsiyalari orqali tashkil topadi va bank balansining passiv qismida
yuritiladi. Bank resurslarini ikki katta guruhga bo’lish mumkin. Bular,
qilingan depozitlar, boshqa majburiyatlar va sotib olingan resurslardir. Bu
resurslar bankning aktiv operatsiyalarini amalga oshirishda sohalarga
joylashtiriladi. Bankning passiv va aktiv operatsiyalari o’zaro chambarchas
bog’liq bo’lganligi sababli passivlarning tarkibi va xarakteri ko’p jihatdan
banklarning aktiv operatsiyalarini amalga oshirishda o’z ifodasini topadi. Shu
bilan birga resurslar xarakteriga banklarning kreditlash siyosatining
o’zgarishi ham ta’sir qiladi.
Bank resurlarining asosiy qismini bank mijozlarining
mablag’lari tashkil qiladi. Bank boshqa kapitallarni jalb qilish uchun bank o’z
kapitalining yetarli darajasi miqdorini ko’rsatish lozim.
Tijorat banki o’z mijozlarining bo’sh turgan mablag’larini
qarzga olish bilan bir vaqtnig o’zida bu mablag’larni o’z vaqtida
qaytarilishini ta’minlash majburiyatini ham oladi, shuning uchun bank barqaror
likvidlikka ega bo’lishi kerak. Ishonchlilik va likvidlilik tamoyillari tijorat
banki mavjudligining zarur shartlaridan bo’lib, ular aholining bo’sh turgan pul
mablag’larining bankka sari oqimini ta’minlaydi. Undan tashqari bankning ahvoli
moliyaviy jihatdan kam samarali bo’lgan holatda mijolar o’z mablag’larini
qaytarib olishlariga ishonch hosil qilishlariga zamin yaratadi.
Bank resurslarining shakllanishi va aylanishi uzluksiz
jarayonni tashkil qiladi va bu esa o’z mablag’larini qaytarib olishlariga
ishonch hosil qiloshlariga zamin yaratadi.
Jalb qilingan mablag’lar aktiv operatsiyalarni, avvalo kredit
operatsiyalarini amalga oshirish uchun pul resurslariga bo’lgan ehtiyoj
qoplaydi. Ularning roli juda katta bo’lib, bank resurslarining 70%dan ortig’ini
tashkil qiladi. Yuridik va jismoniy shaxslarning vaqtinchalik bo’sh
mablag’laridan foydalanish orqali, tijorat banklari ular yordamida xalq
xo’jaligining va aholining qo’shimcha aylanma mablag’larga bo’lgan ehtiyojini
qondiradi, pullarni kapitalga aylanishiga yordam beradi.
Banklar mablag’larni jalb qilish imkoniyatlari
chegaralangan bo’lib, barcha mamlakatlarda bu jarayon Markaziy bank tomonidan
tartibga solinib turadi. Jalb qilingan mablag’lar tijorat banklari kredit
resurslarining asosiy qismini tashkil qiladi.
O’zbekiston Respublikasi Markaziy banki bank kapitali bilan
jalb qilingan mablag’lar orasidagi nisbatni bir qator zaruriy me’yorlar
yordamida tartibga soladi. Bu quyidagi normativlar: kapital yetarliligi, bir
kredit oluvchiga to’g’ri keladigan maksimal risk miqdori, aholidan jalb
qilingan depozitlarning maksimal miqdori va boshqalar O’zbekiston Respublikasi
Markaziy banki yo’riqnomasiga muvofiq, aholidan pul omonatlarini jalb qilish
miqdori bankning o’z kapitali miqdori bilan chegaralanadi.
Hozirgi kunda banklar amaliyotida
mavjud me’yoriy hujjatlardagi asosan:
1.Davlat ixtisoslashtirilgan banklar bazasida tashkil
topgan tijorat banklari uchun jalb qilinadigan mablag’lar hajmi o’z
kapitalining 25 barobaridan oshmasligi kerak;
2. Yopiq turdagi aksioner banklar
uchun 20 barobardan oshmasligi; 3. Ochiq turdagi aksioner banklar uchun 15
barobardan oshmasligi kerak.
Rejali iqtisodiyot davrida banklarda bo’sh turgan
mablag’larini jalb qilishdan manfaatdorlik yo’q edi,  chunki banklarning aktiv
operatsiyalari miqdori jalb qilingan mablag’lar miqdoriga qarab emas, balki
kredit qo’yilmalar bo’yicha rag’batlantirish bilan banklar shug’ullanmas
edilar. Aksariyat hollarda yirik loyihalarni amalga oshirish uchun bank
ssudalari o’rniga ko’proq byudjet mablag’lari jalb qilinar edi. Shu bois
muddatli omonatlarni o’rta va uzoq muddatli kredit manbalari sifatida
jamg’arishga ehtiyoj bo’lmagan.
Ikki pog’onali bank tizimiga o’tilishi, iqtisodiy
mustaqil tijorat banklarining tashkil topishi,  banklarning o’z-o’zini
moliyalashtirish tamoyiliga o’tishi, passivlar va aktivlar muvofiqligiga
erishish muammosi bank faoliyatida dolzarb masalalarga aylandi. Bozor
munosabatlarining rivojlantirish bank resurslarining ham turli-tumanlashuviga
olib keldi.
Banklar jalb qiladigan
mablag’lar tarkibi turlicha bo’ladi. Ularning asosiy turlariga quyidagilar
kiradi: bank mijozlar bilan ishlash jarayonida jalb qilingan mablag’lar
(depozitlar), o’z qarz majburiyatlarini chiqarish yo’li bilan mablag’larni
to’plash (depozit va jamg’arma sertifikatlarini, veksellar, obligatsiyalar) va
banklararo kredit vositasida boshqa kredit tashkilotlaridan olinadigan va
O’zbekiston Respublikasi Markaziy bankidan olinadigan ssuda mablag’lari va
boshqalar kiradi. Xalqaro bank amaliyotida jalb qilingan resurslar ularni
yig’ish usuliga qarab quyidagi guruhlarga bo’linadi:
1.  Depozitlar;
2.  Nodepozit resurslar.
Jalb qilingan mablag’larni asosiy qismini depozitlar tashkil
qiladi. Banklarda maqsadlarni amalga oshirish uchun pul mablag’larini
qo’yilmalarga jalb qilish operatsiyalari depozit operatsiyalari deyiladi.
Depozitlar faqatgina omonatchiga emas, shu bilan birga bankka ham manfaatlidir.
Ko’pgina depozitlar orqali bankning ssuda kapitali shakllanadi, keyinchalik esa
bank turli xo’jalik sohalarini qulay shartlar asosida kreditlaydi. Depozit va
kredit foizlari orasidagi farq bo’sh pul mablag’larini jalb qilish va ssuda
kapitalini joylashtirish borasidagi bank marzasi (mukofoti) bo’lib hisoblanadi.

Bankning “Oltin qoidasi”ga ko’ra, bank moliyaviy
talablarining hajmi va muddati bank majburiyatlari miqdori va muddatiga mos
kelishi kerak. Bu qoidaga rioya qilib, banklar joriy schotlar bo’yicha
qoldiqlarni kredit resursi sifatida ishlata olmaydilar, chunki mijozlar ularni
xohlagan vaqtda talab qilib olishlari mumkin. Vaholanki, mijozlar, odatda, o’z
mablag’larining hammasini birdaniga olishmayi, shuning uchun, bankning naqd pul
rezervi omonatlarga nisbatan shakllanadi.
Bundan tashqari, aksariyat bank operatsiyalari naqd pulsiz
ko’rinishda amalga oshiriladi. Kassa zaxiralari ko’rinishida bo’lmagan  naqd
pullar bank likvidligini oshiradi va u boshqa mijozlarga yoki bankka kredit
sifatida yo’naltirilishi mumkin. Kassa zaxiralaridan tashqari tijorat banklari
tomonidan depozitlardan kredit resursi sifatida foydalanishda boshqa cheklovlar
bo’lib, u O’zbekiston Respublikasi Markaziy banki tomonidan o’rnatiladigan
majburiy zaxiralar shaklida ifodalanadi.
Depozitlar hisobvaraqalari turlicha bo’lishi mumkin va
ularning tasniflanishi asosida qo’yilmalar manbai, ularning maqsadli yo’naltirilganligi,
daromadlilik darajasi va boshqa shu kabi mezonlar yotadi, ammo aksariyat
hollarda mezon sifatida pul qo’yuvchi toifasi va qo’yilmani olish shakllari
inobatga olinadi.
Pul qo’yuvchilar toifasidan kelib chiqqan holda, depozitlar
quyidagilarga bo’linadi:
1. Yuridik shaxslar (korxonalar,
tashkilotlar);
2.Jismoniy shaxslar ;
Mablag’larni olish shakliga ko’ra
depozitlar quyidagilarga bo’linadi:
3.       Muddatli
depozitlar mablag’lar;
4.       Talab
qilib olingunga qadar depozitlar mablag’lar;
5.       Aholining
jamg’arma qo’yilmalari.
O’z navbatida bu guruhlarning har biri turli belgilariga
qarab tasniflanadi. Muddatli depozit mablag’lar ularning muddatidan kelib
chiqib tasniflanadi;
6.       3
oy muddatgacha depozitlar;
7.       3
oydan 6 oygacha depozitlar;
8.       6
oydan 9 oygacha depozitlar;
9.       9
oydan 12 oygacha depozitlar;
10.  12 oydan yuqori
bo’lgan depozit mablag’lar.
Bank tomonidan jalb qilingan
mablag’larning yuqori likvidlik darajasini ushlab turish va ma’lum yuqori
daromad olish ehtiyojini belgilab beruvchi mavjud qonun va tartibga soluvchi
aktlardan kelib chiqib turli aktivlarga joylashtiriladi.
Talab qilib olinguncha qadar depozitlar- bu
bankni oldindan ogohlantirmay mijoz tomonidan xohlagan vaqtda talab qilib
olinadigan mablag’lardir.
Ularga joriy, hisob-kitob, byudjet va hisob –kitoblar
amalga oshirishi yoki mablag’larni, boshqa banklarning vakillik
hisobvarag’idagi qoldiqlarni kiritish mumkin. Talab qilinguncha depozitlar
joriy hisob-kitoblar uchun mo’ljallangan. Bu hisobvaraqdagi mablag’lar harakati
naqd pul, pul o’tkazish, boshqa hisobkitob hujjatlari bilan rasmiylashtirilishi
mumkin. Bank likvidligi boshqarish nuqtayi nazaridan qaraganda joriy va byudjet
hisobvaraqlari, kapital qo’yilmalarni moliyalashtirish bo’yicha hisobvaraqlar,
maxsus hisobvaraqlar banklar uchun foydaliroq hisoblanadi. Chunki bu mablag’lar
yuqori likvidlikka ega. Bu depozit turining asosiy kamchiligi – ular bo’yicha
juda kam miqdorda foizlarning to’lanishi yoki umuman to’lanmasligidir. Bundan
tashqari joriy va byudjet hisobvaraqa egalari o’zlarining statuslaridan kelib chiqib
kredit olmaydilar, bu esa banklarga mablag’larni o’z rejalari asosida
ishlatishga imkon bradi.
Talab qilib olguncha bo’lgan depozitlarga banklarning
korrespondent banklarda ochilgan vakillik hisob varaqalaridagi mablag’larini
ham kiritish mumkin. Bu hisobvaraqalar ular hisob-kitoblarni va to’lovlarni bir
tomonlama tartibda yoki bir birlarining topshiriqlari bo’yicha amalga oshirish
maqsadida ochilgan. Mazkur bankning boshqa bankda ochilgan vakillik
hisobvarag’i “Nostro” scheti, mazkur bank boshqa bank uchun ochgan vakillik
hisobvarag’i “Loro” scheti deb yuritiladi va bunday hisobvaraqlarini ochish
banklararo imzolangan shartnomaga muvofiq amalga oshiriladi. Bu
hisobvaraqalardan to’lovlar, qoidaga ko’ra, ulardagi mablag’lar hajmi
chegarasida amalga oshirilishi kerak. Ular bo’yicha mavjud mablag’lardan
ko’proq operatsiyalar o’tkazish zaruriyati tug’ilganda, vakilga alohida balans
hisobvarog’idan overdraft krediti berilishi mumkin.
Talab qilib olinguncha bo’lgan depozitlarga kontokorrent
hisobvarag’i mablag’larini ham kiritish mumkin.
Xalqaro bank amaliyotida talab qilib olinguncha
yuqoridagi depozitlardan tashqari nau-hisobvaraqalar (uchinchi shaxs foydasiga
hisob hujjalarini yozib berish), bank tomonidan belgilanadigan hisob cheklari
ham kiritiladi.
Talab
qilib oligungacha bo’lgan depozitlar quyidagi xususiyatlarga ega:
11.
depozitning bu turida xohlagan vaqtda, xohlagan summada mablag’ni
qo’yishi yoki olishi mumkin;
12.
depozit muddati chegaralanmagan;
13.
kam miqdorda foiz to’lanadi;
14.
bu turdagi depozitlar bo’yicha Markaziy bankga o’tkaziladigan
majburiy rezervlar salmog’i yuqori va h.k.
Tijorat banklarida jalb qilingan mablag’lar tarkibida
talab qilib olinguncha depozitlar turlicha hajmga ega. Bu odatda, bank
resurslarini shakllantirishning eng arzon manbaidir.  Mablag’larning yuqori
harakatchanligi tufayli talab qiluvchi hisobvaraqalardagi qoldiq doimiy emas,
ba’zida juda o’zgaruvchan. Hisobvaraq egasi istagan paytda mablag’larni olish
ehtimoli bank oborotida yuqori likvid aktivlarning hissasi ko’proq bo’lishini
talab qiladi. Bu esa kamroq likvidlikka ega bo’lgan, biroq yuqori daromad
keltiruvchi aktivlarning hissasining qisqartirishi evaziga yuz beradi. Shu
sababli banklar talab qilgungacha hisobvaraq egalariga past foiz to’laydilar
yoki umuman to’lamaydilar. Biroq, talab qilguncha hisobvaraqalardagi
mablag’larning yuqori darajadagi harakatchanligiga qaramasdan, ularning
minimal, doimiy qoldig’ini aniqlash va ulardan barqaror kredit resursi sifatida
foydalanish imkoniyatiga banklar ega bo’lmog’i lozim.
Muddatli depozitlar-bu banklar tomonidan ma’lum
muddatga jalb qilinadigan depozitlardir. Bu turdagi depozitlar qo’yilgan
muddatda o’zgarmas bo’lishi lozim va ular joriy to’lovlar uchun ishlatilmaydi.
Muddatli qo’yilmalar mablag’larni shartnoma bo’yicha muddat va shartlarda
to’liq bank ixtiyoriga berishni anglatadi, bu muddat tugashi bilan muddatli
qo’yilma  xohlagan paytda egasi tomoonidan qaytarib olinishi mumkin. Muddatli
qo’yilma bo’yicha to’lanadigan foiz hajmi depozit muddati, summasi va shartnoma
pul qo’yuvchi tomonidan bajarilishiga bog’liqdir. Qo’yilmaning muddati va
summasi qanchalik katta bo’lsa, foizi ham shunchalik yuqori bo’ladi. Yuqorida
ta’kidlaganimizdek amaliyotda asosan 1, 3, 6, 9,12 oy  yoki yanada uzoqroq
muddatga qo’yilmalar rasmiylashtiriladi. Bunday aniq chegaralar pul
qo’yuvchilarni o’zlarining mablag’larini ratsional tashkil qilish va
qo’yilmalar qo’yishga rag’batlantiradi, shuningdek banklarga o’zlarining
likvidliklarini boshqarish uchun sharoit yaratadi. Pul qo’yuvchi tomonidan
qo’yilma bo’yicha mablag’larni muddatidan oldin olinganda u shartnomada
ko’rsatilgan foizlardan to’liq yoki qisman mahrum bo’lishi mumkin. Odatda
bunday hollarda foizlar hajmigacha pasaytiriladi. Muddatli depozitlar
depozitlarning boshqa turiga nisbatan bankka barqaror resurs bazasini
ta’minlaydi. Shu bois tijorat banklari muddatli depozitlar salmog’ini
ko’paytirishga harakat qilishlari lozim.
Muddatli depozitlar quyidagi
xususiyatlarga   ega:
15.
aniq muddatga ega va ular bo’yicha o’zgarmas (depozit siysatida
ko’rsatilgan) foiz to’lanadi;
16.
joriy hisob-kitoblar uchun foydalanilmaydi;
17.
mijoz tomonidan muddatidan oldin olinmasligi lozim aks holda foiz
to’lash bo’yicha shartnoma shartlari bekor qilinadi va talab qilib olinguncha depozit
miqdorida foiz to’lanishi mumkin;
18.mablag’lar sekin aylanadi, uzoq
muddatli ssudalarga yo’naltiriladi; 19.majburiy rezerv normasi nisbatan past
bo’lishi mumkin

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

FOYDALANILGAN ADABIYOTLAR:

1. A15
Pul va banklar: O’quv qo’llanma | Sh.Z. abdullayeva; - T. : “Iqtisodiyot – Moliya”,
2018-yil
1.
2.Sh. Shodmonov, M. Raxmatov. Iqtisodiyot nazariyasi: Darslik. –
T. :
“Zamin nashr”, 2021 –yil
2.
Ya 31 Bank auditi: Darlik | M. Yadgarova, R. Qurbonov; - T. :
“IqtisodMoliya”,  2019-yil

SOME CHALLENGES OF TEACHING RECEPTIVE SKILLS

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

Azimova Umirkhon Odilovna
Senior lecturer at the Uzbekistan State
University of Physical education and Sport

Abstract. Present article
explains two types of receptive skills, differences between them, some main
approaches of teaching receptive skills, teaching versus testing in receptive
skills and others
Key words: receptive skills,
differences between reading and listening, background knowledge, teaching
approach

As we know reading and listening involve receiving
information and so they are called the receptive skills. Speaking and
writing are known as the productive skills because they involve producing
words, phrases, sentences and paragraphs. Receptive skills are the ways in
which people extract meaning from the discourse they see or hear. There are
generalities about this kind of processing which apply to both reading and
listening - and which will be addressed in this chapter - but there are also
significant differences between reading and listening processes too, and in the
ways we can teach these skills in the classroom. As the processes involved in
both take place internally, it is difficult for teachers to gain access to what
our learners are actually doing when they read or listen, and therefore to help
them to improve in these areas. In this article we will explore the processes
involved in reading and listening and some of the best ways to teach them.
Processing language
Decoding is the process of converting language input
(the visual sign in reading or the audio signal in listening) into meaning.
Language processing therefore involves making links between the input and what
the reader/listener already knows about the world (background knowledge) and
about the language (linguistic knowledge). These knowledge systems, or
schemata, are mental representations of information. They are not fixed, but
constantly developing in response to new information. As the learner reads or
listens, they actively match words, phrases and concepts to what they already
know in order to comprehend and interpret what they read/hear.
This is why we often provide images or discussion
questions before a reading or listening task; pre-reading/listening tasks
activate the parts of the brain in which information relevant to the text is
stored, and therefore facilitate successful processing. Such tasks are
especially important when there are cultural differences that might cause
processing issues. For example, to someone in the Englishspeaking world the
topic of music festivals may activate images of Glastonbury, flooded tents and
disgusting portaloos, whereas in many other countries a music festival may be a
traditional, family-oriented event, so you will need to help learners
understand these differences so they can achieve adequate comprehension of the
text.
Although the processes involved in reading and
listening are very similar, the contexts in which they happen are enormously
different. This is mostly as a result of two basic restraints: temporal and
permanence. For example, a learner can read at their own pace, and may read at
different speeds depending on the task. On the other hand, listening happens in
real-time, usually without the option to slow down at challenging parts or
speed up for easier sections. Equally, a reader who is confused by a section of
text can re-read it or look for clarification in earlier or later sections of
the text, whereas the spoken word disappears into thin air as soon as it is
uttered, and cannot be re-heard unless the context allows for the listener to
ask the speaker to repeat what they had just said. These differences require
the listener to remember, store in short-term memory, and analyse the previous
section of speech while simultaneously listening to new sections.
The written sign and spoken signal are also very
different. In written language, words are clearly separated by blank spaces,
ideas into sentences, themes into paragraphs. The intonation used in speech
acts as a form of punctuation, but there is often no clear division between
word boundaries as they appear in connected speech, and words may sound
different as a result of the sounds of other words in their immediate vicinity,
adding to the challenges already faced by the listener.
Approaches to reading and listening instruction often
hinge on an emphasis on either top-down or bottom-up processes. Top-down
processing is the use of background knowledge to make sense of the text, while
bottom-up processing is based on the input itself. These two approaches are
essentially a pendulum that swings in and out of fashion every decade or so,
but in reality there is no such thing as purely top-down or purely bottom-up
processing. The human brain at all points makes use of both types of processing
in order to reach the closest possible understanding. One thing that research
has demonstrated is that what we as teachers do before asking learners to read
or listen can have a massive impact on comprehension. Pre-teaching of grammar
or vocabulary (bottom-up processing) is not particularly helpful, while the
activation of appropriate schemata before reading or listening (top-down) is.
Another approach that has increased in popularity since
the mid-1970s is skills or strategy-based approaches. Skills can be viewed as
unconscious abilities that need to be developed over time, while strategies are
conscious techniques meant to compensate for and overcome difficulties. So a
reading strategy might be to skim read for general comprehension or to identify
where certain information might be in the text, and a listening strategy might
be to listen for differences in pitch that mark a change in topic. This
approach views the learner as having an active role in reading/listening, as
opposed to earlier approaches which viewed reading and listening as passive
activities that our students would eventually learn to do well, given enough
time. A strategy-based approach insists that the teacher’s role is to guide
learners to become more efficient readers and listeners.
A final dichotomy in reading and listening instruction
is that of teaching versus testing. Again, this is key to the development of
receptive skills. The most common approach to receptive skills in the English
classroom is to ask students to read/listen and answer comprehension questions.
The problem with comprehension questions is that they actually only test what
learners have understood rather than teaching them how to improve their
reading/listening skills. This does not mean that comprehension questions have
no place in the classroom; the key is in how teachers respond to answers. If
students have answered a question incorrectly, this gives us insight into a
potential processing issue, and should be seen as an opportunity to explore why
this has occurred. It may be the result of an unknown word, difficult syntax,
variation in the speech signal as a result of connected speech, or any number
of other reasons. If we are to teach rather than simply test receptive skills,
we must guide learners towards the answer by zooming in on that section of the
texts and encouraging learners to identify where they went wrong, why that was
the case, and what they might do in the future to avoid making a similar
mistake.
In conclude, teaching receptive skills will always be a
challenge, as we cannot know what processes our learners employ. However, by
questioning and asking learners to provide evidence for answers given, we can
help them gain insight into their own abilities and weaknesses and encourage
them to develop strategies to become more effective and efficient readers and
listeners.

REFERENCES:

1.
Akinnaso, N. F. (1985). On the similarities between spoken and
written language. Language and Speech, 28, 323–359.
2.
Biber, D. (1982). On the investigation of spoken/written
differences. Studia Linguistica, 40, 1–21. Burns, P. C., & Roe, B. D.
(1993). Burns/Roe informal reading inventory: Preprimer to twelfth grade (4th
ed.). Boston, MA: Houghton Mifflin.
3.
Carlisle, J. F., & Felbinger, L. (1991). Profiles in
listening and reading comprehension. Journal of Educational Research, 84, 345–354.

4.
Curtis, M. E. (1980). Development of components of reading skill.
Journal of Educational Psychology, 72, 656–669.
5.
https://hongkongtesol.com/blog/2019/06/receptive-skills-englishteachers-how-teach-listening-and-reading
6.
https://www.teachingenglish.org.uk/article/using-poems-developreceptive-skills

METHOD OF ASSESSMENT OF THE EFFECT OF SILIBOR AND RUTAN
ON THE LIVER BILIARY FUNCTION IN EXPERIMENTAL ACUTE HEPATITIS

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

Boboeva Rano Raximovna
Bukhara Medical Institute, Assistant Professor of
Otorhinolaryngology and Ophthalmology

Annotation. The experiment
revealed high hepatoprotective and choleretic activity of rutan in hepatitis
caused by tetrachloromethane. Rutane can be recommended in practical medicine
as a means of pathogenetic treatment of hepatitis of various etiologies,
including infectious toxic pathologies of the hepatopancreatobiliary system.
Keywords: tetrachloromethane,
silibor, rutan.
The aim of the study: to study the method of
comparative evaluation of the effect of Silibor and Rutane on liver biliary
function in acute hepatitis caused by tetrachlomethane.
Materials and research methods
The choice of tetrachloromethane in the amount of
hepatotoxin was due to the fact that it is a drug that frequently causes damage
to the liver. The experiments were performed on 28 sexually mature white male
rats with an initial weight of 160–220 g in adulthood. In the experiment, the
animals were divided into 4 groups, 7 in each group. The first group consisted
of healthy animals, and the animals in the remaining group were treated with a
model of acute toxic hepatitis (OTG) using tetrachloromethane. Ssl 4 was
administered subcutaneously at a dose of 0.25 ml / 100gr (in the form of a 50%
oily solution) per day for 4 days. No treatment was given to the animals of the
1st group. 2gr animals received enough boiled water instead of medication.
Animals of group 3 were given a dose of 25 mg / kg of Rutan once a day, and
rats of group 4 were administered Silibor in the form of an aqueous solution of
80 ml / g for 6 days. Twenty-four hours after the last administration of the
drug, the exocrine function of the liver and the chemical composition of bile
were studied in all groups of animals using the methods we described
Research results and their discussion.
The results and experimental studies have shown that
the drugs studied have a clear positive effect on biliary function of the liver
in acute toxic hepatitis caused by tetrachloromethane. In acute toxic
hepatitis, a clear positive effect is observed in the study of the effect of
Rutan on the composition of the main constituents of bile compared with
Silibor. In animals, the total amount of bile acids in bile was statistically significantly
lower than that of intact rats by 26.6%. In rats treated with Silibor and
Rutan, by contrast, it increased by 25.6% and 28.6%, respectively, and reached
the level of practically healthy rats. Against this background, their bile
cholesterol excretion was also restored under the influence of experimental
pharmacotherapy. It is noteworthy that when treated with Rutan, the amount of
cholesterol released does not differ statistically significantly from the value
of healthy animals.When we studied the effect of these drugs on the excretion
of bilirubin in bile, we found a similar positive effect of Silibor and Rutan
pharmacotherapy. From the above experimental material, it can be seen that the
experimental therapy with Rutan allowed to completely eliminate the
disturbances of the exocrine function of the liver and the chemical composition
of the grass in acute toxic hepatitis under the influence of
tetrachloromethane.
Conclusion
1. Tetrachloromethane causes acute toxic hepatitis in
rats, characterized by significant impairment of bile secretion function of the
liver.
2.Experimental therapy by Silibor and Rutan has a clear
corrective effect on the excretory function of the liver and the chemical
composition of bile.
3. Rutane may be recommended as a choleretic agent for
diseases of the hepatobiliary system.

LIST OF USED LITERATURE:

1.
Bunyatyan N.D., Kalko E.A., Dorogovoz S.M., Konenko A.V.
Chronopharmacological features of the action of hepatoprotectors in the
experiment // Byulliten eksperimentalnoy biologii i meditsiny. 2018.-t.168.- №
6.s.712-715.
2.
Pashko A.Yu., Dose zavisimov gepatotoksicheskoe deystvie
paracetamola i ego korrektsiya kombinatsiey taurina s tsinka diaspartaton // Sbornik
nauchnyx trudov // «BGMU: 90 let v avangarde meditsinskoy nauke i praktiki»
MINS.-2014.-2014.
3.
Oparin          A.G.,  Lavrova        N.V.,  Blagoveshchenskaya       A.V.

Hepatoprotectors: tactics of clinical
application.//Vostochnoevropeyskiy zhurnal vnutrenney i semeynoy
meditsiny.-2016.-№1.-S.75-81.
4.
Gridchik I.E., Kurdyakov A.V., Maveev A.I. Experiments with the
use of hepatoprotectant remaxol in the treatment of cirrhosis of the liver.
Experimental and clinical pharmacology. -2015.-Tom78, №12.-S.11-14.
5.
Bibik E.Yu., Shipilova N.V., Krivokolysko B.S. and soavt.
Features of pharmacological properties of modern hepatoprotectors.
Morphological almanac name V.G. Koveshnikova, -2019.-Volume 17, №4.-S.101-110.
6.
Mixtiev S.N., Zinoveva E.N., Mextieva O.A. Lekarstvennыe
porazheniya pecheni pri mnogokomponentnoy terapii komorbidnyx sostoyaniy. //
Eksperimentalnaya i klinicheskaya gatroenterologiya.-2015.-№6.-S.71-77.
7.
Salixov Sh.I., Kim R.Yu., Mavlyanov S.M. and dr. Determination of
protivogrippoznoy activity of drugs on the basis of polyphenols from
rastitelnogo syrya. // Medical Journal of Uzbekistan. 2007.-№ 5.-p.64-67.
8.
Abdullaev N.X., Karimov X.Ya. Pechen pri intoxicationatsy
hepatotropnymi yadami.Tashkent, «Meditsina», 1989.-180 p.
9.
Dalimova S.N., Muhammadjanova G.M., Mavlyanov S.A. and dr.
Vliyanie Rutana na funktsionalnoe sostoyanie mitochondriy pecheni pri
xronicheskom porajenii pecheni // Jurnal teoreticheskoy i klinicheskoy
meditsiny. 2007.-№ 2.-p.

O’RTA OSIYONING ARABLAR  TOMONIDAN  FATX ETILISHI.

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

Boboyev Faxriyor Baxtiyorovich
Denov
tadbirkorlik va pedagogika instituti talabasi Boboxonov Lochinbek
Yunusali o’g’li
Denov tadbirkorlik va pedagogika instituti talabasi
Umrzoqov Nurbek Otabek o’g’li
Denov tadbirkorlik  va pedagogika  instituti talabasi

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

Jahon tarixida ulkan  iz qoldirgan davlatlardan biri- bu Arab
xalifaligidir. Arab xalifaligi davri O’rta Osiyo, Eron, Afg’oniston, Yaqin va
O’rta Sharq, Shimoliy Hindiston, Pireney yarimoroli va Shimoliy  Afrika
xalqlarining ijtimoiy,iqtisodiy  hamda madaniy taraqqiyotida o’ziga  xos
yuksalish davrini  belgilab berdi. Arab  istilochilari xususida shubhasiz eng
asosiy  ma’lumotlarni arab, musulmon mualliflari berib o’tishgan. Shu xususda,
jumladan alBalazuriyning  “Futuh al buldon’’( Mamlakatlarning fatx etilishi) ,
at Tabariyning   “Tarixi rasuli va muluk’’(Payg’ambarlar va podsholar tarixi) asarlari
alohida ahamiyat kasb etadi.
VI asning o’rtalariga qadar Arabiston  yarimorolida yashagan
qabila, urug’larning  hayot  tarzi  qoloq bo’lib, ularning  mutlaq  ko’pchiligida
ibtidoiypatriarxal tuzum  munosabatlari  hukm surgan. Ko’chmanchi badaviy  urug’lari
o’z  chorva  mollari uchun  yer-suv  hamda  o’tloq  qidirib  keng  sahrolar
bo’ylab  kezib  yurganlar. Faqatgina  yarimorolning  Qizil  dengizga tutash
Hijoz vohasi  va  janubiy  Yamanda ahvol  birmuncha  boshqacharoq  bo’lib, bu
hududlarda  arab  qabilalari  asosan o’troq  hayot kechirgan, savdo-sotiq,hunarmandchilik
ham  ancha rivoj  topgan  edi. Ayniqsa, Hijozning   bosh shahri – Makka
xalqaro  karvon  savdosining  muhim  markazi  hisoblangan.  Tabariyning
ma’lumotlariga  qaraganda Makkada  doimiy  ravishda katta-katta  savdo
karvonlari  tashkil  qilinib, ular Misr,Vizantiya,Eronga tomon harakat qilgan.
Savdo  karvonlari  yo’lida  joylashgan  Makkadan  tashqari  Yasrib (
keyinchalik  Madina), Toif, Xaybar kabi  shaharlar  ham  rivojlanib  borib,
gavjum  savdo  markazlariga  aylangan edi.
VI asrning  ikkinchi  yarmi, VII asrning  birinchi
yarmidagi  arab  ijtimoiy  hayoti  juda  murakkab  va  rang-barang  edi. Unda
urug’-aymog’lik munosabatlari  endigina  kurtak  ochib  kelayotgan  feodal
munosabatlar  bilan  chatishib  ketgan  edi.  Aholi  orasida  ko’pxudolik
ya’ni butparastlik urf ga aylangan edi ( xususan,  Ka’bada  360  ta  but
bo’lib, ularning  eng  yiriklari  Hubal  va  Lut  bo’lgan ).
Shunday  vaziyatda  islom  to’g’ri  va  haq  yo’lni
ko’rsatuvchi  din  sifatida  yuzaga  keldi. Islom – bu Alloh yagona deb
e’tirof  etib , unga  bo’ysunmoqlik va  butun  qalbi  bilan  Allohga  ixlos
qilish  hamda  Alloh  buyurgan  diniy  e’tiqodga  iymon keltirmaklikdir. Bu
dinning asoschisi quraysh qabilisining  hoshimiylar urug’idan  chiqqan
Muhammad ibn  Abdulloh  ( 570-632) dir.Muhammad  payg’ambarning  ta’limotiga
ergashganlar  “muslim”( “musulmon”), ya’ni “itoatkorlar” deb  yuritishgan. O’z
payg’ambarlik  faoliyatini Muhammad (s.a.v)
Makka shahrida  boshlagan.  Makka
Arabiston  yaromorolining  g’arbiy  qismidagi  Hijoz  viloyatida  joylashgan
shahar  bo’lib, bu yerda  Ka’ba  joylashgan  edi. Diniy  ta’limotga  ko’ra
ka’bani  Odam  Ato  barpo qilgan  bo’lib, uni  Ibrohim  payg’ambar  o’z  o’g’li
Ismoil  bilan birga  qayta  qurgan  va  birinchi  haj  safarini  uyushtirgan.
Ka’baning  ichida  muqaddas  tosh  “Hajar  ul-asvod” o’rnatilgan. Islom
ta’limoti aholining barcha qatlamlari manfaatlariga mos bo’lib, tez orada tarqala
boshlaydi. Lekin yangi din tarafdorlarining ahvoli ularning e’tiqodlariga ko’ra
og’irlashib borgach,Muhammad 622-yil 16-iyulida (ba’zi adabiyotlarda 15iyulda
deyiladi) safdoshi   Abu Bakr bilan  Makkadan  Yasribga ko’chib boradi. Hijrat
( arabcha ko’chish) natijasida  Makkadan Yasribga ko’chib borganlar islom
tarixida  “Muhojirlar”(ko’chib kelganlar), islom dinini qabul qilgan
Yasribliklar esa “Ansorlar”(yordamchilar) deb nom  oladilar.Yasrib shahri
Madina (payg’ambar shahri) nomi bilan ataladigan bo’ldi.Bu arab tilida
“Hijrat”deb atalib, shu kundan boshlab musulmon olamida qabul qilingan hijriy
yil hisobi boshlanadi.
 Muhammad  binni Abdulloh  630-yilga kelib ko’p sonli arab
qabilalarining islom bayrog’i ostida birlashuvi negizida yagona davlatga asos
soladi. Muhammad(s.a.v.) 632-yil (hijriy 10-yil) 25-mayda vafot etgach uning
yaqin safdoshlari Abu Bakr(632-634),so’ngra Umar (634-644),Usmon (644-656) va
Ali (656-661) lar “xalifa”, ya’ni “o’rinbosar” deb  e’lon  qilinadi. Bu
xalifalar  islom  tarixshunosligida  “xulafoiy  rashoddin”, ya’ni “xaq
yo’ldan  borgan sahih xalifalar” degan tabarruk nom bilan  shuhrat topadilar.
Ular  xukmronlik qilgan  davrda Arabistonda islom dini to’la g’alaba  qozonib,
tarixda ilk  bor markazlashgan  musulmon davlati – Arab xalifaligi  tashkil
topadi. Misr, Suriya,Falastin,Iroq,Vizantiya  va  Eron bo’ysundirilib,  islom
jaxon dinlaridan biriga aylanadi.
Arab xalifaligining istilochilik yurishlarida O’rta
Osiyo  yerlarini bosib olish  va uning xalqlarini itoatga keltirish, bu hududda
islom dinini yoyish aloxida o’rin tutadi. VII asr o’rtalariga kelib Eron
hududlari  egallangach, endilikda xalifalik  e’tibori Xuroson va O’rta Osiyo
yerlarini bosib olishga  qaratildi. Ularning O’rta Osiyoga  harbiy  yurishlari
o’z  maqsad  va rejalari  bilan  ikki  davrga  bo’linadi. Birinchi  davr
650-651-yillarda  boshlanib, 705-yilga  qadar  davom  etadi. Ikkinchi davri
esa o’z  ichiga  705-715-yillarga  qadar  bo’lgan davrni  qamrab oladi.
Arablarning  O’rta  Osiyoga  dastlabki  yurishlari
Ubaydulloh  ibn Ziyod  boshchiligida  651-yili  Marvni  egallashi  bilan
boshlanadi. So’ngra hozirgi Afg’onistonning shimoli, Eronning shimoli-sharqiy
qismi janubiy Turkmanistondan to Amudaryogacha bo’lgan hududlarni istilo
etadilar. Ular bu hududlarni Xuroson deb ataydilar.Arablar bu yerlarda
o’rnashib olgach, Amudaryodan shimoldagi boy viloyatlarni “Movarounnahr” ya’ni
“daryoning narigi tomoni” deb ataydilar va ushbu hududlarni bosib olishga
tayyorgarlik ko’radilar. Narshaxiy va arab muallifi  Yoqut  bergan
ma’lumotlarga  ko’ra, Muhammad  payg’ambarning  shaxsan o’zi Movarounnahrni
bo’ysundirishni muqaddas deb  hisoblagan  va islomga  e’tiqod qiluvchilarni
bu  muqaddas  ishga  da’vat  etgan. 652- yilda  arablar  Balx  shahrini
egallashga  muvaffaq  bo’ladilar. O’sha yili Amudaryodan o’tib  Movarounnahrga
hujum  qilish  rejasi  arablar  uchun  muvaffaqqiyatsiz  tugaydi.
 Bu  davrda  Movarunnahrda feodal  tarqoqlik  hukmron
bo’lib, 15 dan  ortiq  kichik-kichik davlatlar  mavjud  bo’lib, ular o’rtasida
o’zaro  urushlar  bo’lib  turardi.Arablar  Amudaryo atrofidagi  hududlarga
bir  necha  bor  hujumlar  uyushtirib, bu  yerlarning  boyliklarini  talab,
o’ljalarni  qo’lga  kiritgach  ortga  qaytardilar.
Xuroson  noibi  Abdulloh  ibn  Amir  652-yilda
Chag’aniyonni  egallashga  muvaffaq  bo’ladi. Bu esa  ilk  bor  Movarounnahr
yerlarinig  egallanishi  edi. Arab lashkarboshilari  Ziyod  ibn  Abu
So’fiyonning  654-yilda Maymurg’ga,  667-yilda
Chag’aniyonga, 673-yilda  uning  o’g’li
Ubaydulloh  ibn  Ziyodning
Amudaryodan  o’tib  Poykand   va  Romiton
yerlarini  egallashi,  so’ngra  Buxoro  hukmdorini yengib, o’z  foydasiga sulh
tuzib,  katta  xazina, boyliklarni  qo’lga  kiritishi  va nihoyat, 675-676-
yillarda  Said  ibn Usmonning  yangidan Buxoro  va  Samarqand  tomon  qo’shin
tortib  kelishi – bular O’rta  Osiyo  hududlarini  egallash   borasidagi
dastlabki  harakatlar  edi. Manbalarning  guvoxlik  berishicha, Movarounnahrga
yurish  qilishdagi  harbiy-siyosiy  tayyorgarliklardan  biri, xalifalikning
Basra  va Kufa  shaharlaridan  50 ming  arab  oilasi   ko’chib  keltirilishi  va
Xurosonning  turli shaharlariga  garnizon  sifatida  joylashtirilishi  bo’ldi.
Narshaxiyning yozishicha, 673 yilning kuzida xalifa
Muoviya І (661-680) farmoni bilan Ubaydulloh ibn Ziyod  Amudaryodan kechib
o‘tib, Buxoro muzofotiga bostirib kiradi. Poykand va Romitanni egallab, Buxoro
shaxrini qamalga oladi. Yordamga kelgan turklar va buxoroliklarning birlashgan qo‘shinlari
jangda arablardan yengiladi, bir lak (yuz ming) dirxam xajmda boj to‘laydi. Bojdan
tashqari arablar 4 ming asir, qurol, kiyim-kechak, oltin va kumush buyumlardan
iborat ko‘p o‘ljalar bilan Marvga qaytadilar. 676 yil Xuroson noibi Said ibn
Usmon boshliq arab qo‘shinlari yana Buxoroga bostirib kiradilar. Sug‘d, Kesh va
Nasaf viloyatlaridan kelgan bir yuz yigirma mingli harbiy kuchga suyanib Buxoro
malikasi Xutakxo’ton dushman bilan jang qilish uchun o‘z qo‘shinini safga
tortadi. Buroq, sug‘dliklar vaximaga tushib Buxoroni o‘z taqdiriga tashlab,
jang maydonidan chiqib ketadi. Natijada malika katta boj to‘lab, malikzoda va
dexqon aslzodalardan iborat 80 nafarini garovga berib, yana sulx tuzishga
majbur bo‘ladi. Said ibn Usmon Buxorodan Samarqand sari qo‘shin tortadi. Bir
oydan oshiqroq davom etgan jangda sug‘dliklar yengilib, sulx tuzishga majbur
bo‘ladi. Samarqandda u o‘ljalar bilan bir qatorda 30 ming nafar asir olib
qaytadi. Yo‘lda u Termiz shaxrini egallaydi. ІX asr arab muarrixi Balazuriy va
Narshaxiylarning yozishlaricha, garovga olib ketilgan 80 nafar Buxoro
aslzodalari va’daga muvofiq Marvga qaytarib yuborilmay, Madinaga olib ketiladi.
Said ibn Usmon ularning belidagi qilich va kamarlarini, egnidagi kimxob
kiyimlarini yechtirib, oltin va kumushlarini tortib oladi. Ularga juldur
kiyimlar kiygizib, sug‘orish ishlarida quldek ishlatadi. Erksevar buxoroliklar
bunday xo‘rlikka chidamasdan, ular Said ibn Usmon saroyiga bostirib kirib,
avval uni, so‘ngra o‘zlarini xalok qiladilar.
Shunday qilib, arablarning Movarounnahrga tomon qilgan
dastlabki yurishlari aslida ayrim sarkardalarning boylik orttirish niyatida
o‘zboshimchalik bilan amalga oshirgan talonchiligidan iborat edi. shubxasiz,
arablarning talonchilik yurishlariga qarshi kurashish maqsadida
Movarounnahrning maxalliy xukmdorlari o‘rtasida harbiy ittifoq tuzish uchun
urinishlar bo‘lgan. VІІ asrning 80-yillari boshida ular xatto Sirdaryo etagida
Xorazm yaqinidagi shaxarlardan birida bir necha bor to‘planadi. Biroq ularning
niyati amalga oshmaydi. Chunki, Movarounnahrning siyosiy tarqoqligi hamda
maxalliy xokimlar o‘rtasidagi o‘zaro nizolar bunga halal beradi.
 Umuman olganda  arablarning, yarim  asr  davomida  Xuroson
noiblari
Abdulloh  ibn  Amir, Ubaydulloh  ibn
Ziyod,  Sayyid  ibn  Usmon,  Salmo  ibn  Ziyod kabilar  tomonidan
uyushtirilgan hujumlari  talon-taroj  qilish o’lkadagi  harbiy-siyosiy
vaziyatni  o’rganish,  boyliklarini  o’zlashtirish  maqsadida  uyushtirilgan
edi.
O'lkamizni bosib olishning ikkinchi, hal qiluvchi bosqichi
VIII asming birinchi choragiga to'g'ri keladi. Xususan, 704—yilda Qutayba ibn
Muslimning Xuroson noibi etib tayinlanishi bilan uning zimmasiga butun O'rta
Osiyo hududlarini uzil-kesil bosib olish vazifasi yuklanadi. Harbiy yurishni
Qutayba 705 yilda Balx viloyati atroflarini zabt etishdan boshlaydi. Tez orada
Chag‘oniyon xokimi jangsiz taslim bo‘ladi. Qutayba 707—yilda Amudaryodan o'tib
Poykandni egallash sari harakatlanadi. Arablar mahalliy xalq qarshiligini
yengib shaharni qo'lga kiritadilar, uning boyliklarini talaydilar. Yozma
manbalarda bu shaxar “Madina at-tujjor”, ya’ni “savdogarlar shaxri”, ba’zan
esa, qal’asining mustaxkamligi tufayli “jez shaxar” deb xam ataladi.  Qamal 50
kun davom etadi. Poykand egallanib, kattagina boj to‘lab, Qutayba bilan sulx
tuzadilar. Qutayba Varqo ibn Nasl Bohiliy ismli o‘z qabiladoshini Poykandga
amir qilib tayinlaydi va o‘zi Buxoro tomon askar tortadi. Biroq Qutayba
Poykanddan besh farsax (30 km) uzoqlashmasdan, shaxarliklar qo‘zg‘olon
ko‘taradilar. Poykand qayta egallanib, qurol tutishga qodir barcha erkak qirib
tashlanadi. Shaxar vayron etiladi. Poykand fojeasidan keyin beshafqat Qutayba
boshliq bu xavfli dushmanga zarba berib, uni daf qilish maqsadida Sug‘d
podshosi Tarxun, Buxoro xukmdori Xunukxudot va Shopurkon xokimi Vardonxudot
boshliq katta harbiy kuch hamda 40 ming lashkar bilan yordamga kelgan turklar
Tarob va Romitan oralig‘ida to‘planadilar. Ittifoqchilar Qutayba qo‘shinini
qurshovga oladilar. Undan xalos bo‘lish uchun Qutayba hiyla ishlatib, g‘alaba
qozonadi. 707-709 yillar mobaynida u Buxoro va uning atroflariga bir necha bor
xujumlar qiladi, ko‘plab yerlarni bosib oladi. Buxoro viloyatiga xokim qilib u
buxorxudot Tuxshodani va unga amir qilib o‘z yaqinlaridan birini tayinlaydi.
Amir buxorxudot ustidan anzorat qilib turish, Buxoroda qoldirilgan harbiy
qismga askarboshi, axolidan soliq undirish va uni o‘z vaqtida xalifalikka
yetkazib berish kabi vazifalarni bajarar edi. 710—yilda Qutayba mahalliy
hukmdorlaming o'zaro kelishuvi va ittifoqiga izn bermay, So'g'dning bosh shahri
- Samarqandni bosib olishga tayyorgarlik ko'radi. Shu orada Xorazm shohi
Chag'on o'z ukasi Hurzod boshchiligida ko'tarilgan xalq qo'zg'olonidan qo'rqib,
711—yilda yordam so'rab Qutaybaga murojaat qiladi. Qutayba qulay vaziyatdan
foydalanib Xorazmga yurish boshlaydi. Hurzod tormor qilinadi va o'ldiriladi.
Biroq Xorazmshoh bundan hech narsa yutmaydi. Aksincha, u o'z mustaqilligini
yo'qotib, xalifalikka tobe bo'lib, uning bojdoriga aylanadi. Chag'onning
qo'shini Qutaybaning harbiy yurishlarida ishtirok etishga majbur etiladi.
710-712-yillarda Samarqand ixshidi Tarxun  va Xorazmshoh  Xurzod Qutayba bilan
tinchlik sulhi tuzib unga yirik  miqdorda boj to’laydi. Ammo, Samarqand
aholisining tovon to’lashga qarshilik  ko’rsatishi, norozilik natijasida
Tarxunning taxtdan ketishi va o’limi, Sug’d  podshosi  va  Samarqand afshini
sifatida G’urak (709-708) ning  taxtga  o’tirishi arablarning Samarqandga
hujumi uchun baxona  bo’lgan  edi. Shuningdek, Qutayba “Tarxunning o’limi
uchun qasd olaman”, deb  e’lon  qildi  va  Samarqandga  hujum  uyushtirdi. 712 yilda
Qutayba arablardan tashqari Buxoro va Xorazm qo‘shinlari bilan Samarqandga tashlanadi.
G’urak Qutaybaga qarshi chiqdi. Kattaqo‘rg‘on va Karmana oralig‘idagi Arbinjon
mavzeyida shidatli jang bo‘ladi. G’urak jangda yengiladi va Samarqandga
chekinadi. So‘g‘diylar Shosh podshoxi, turklar xoqoni va Farg‘ona ixshidiga
elchilar yuborib, yordam so‘raydilar. Ammo Qutayba yordamga kelayotgan
kuchlarni birlashtirmaslikka xarakat qiladi. Ularning yo‘lini to‘sib,
qo‘qqisdan xujum qiladi va tor-mor qiladi. Bu g‘alabadan so‘ng Qutayba Samarqandga
xujumni kuchaytiradi. Arablar shaxar devori qarshisiga 300 manjaniqlar (tosh
otadigan moslama) o‘rnatib, devorni teshishga kirishadilar. Qamal 1 oy davom
etadi va Samarqand taslim bo‘ladi. G’urak bilan Qutayba o‘rtasida sulx
tuziladi. Sulxga muvofiq G’urakning arablarga bir yo‘la 2 ming, yiliga esa 200
ming dirxam xisobida boj to‘lash, 30 ming nafar odam berish, shaxarda birorta
xam Askar saqlamaslik, ichki shaxarni bo‘shatib, unda minbari bilan masjid bino
qilish, otashparastlik ibodatxonasini buzib, butlarni topshirish kabi
shartlarni bajarishi lozim bo‘ladi. Buning ustiga Samarqandning eng gavjum
mavzesi - Afrosiyob kelgindi arab aholisi uchun turarjoy sifatida beriladi.
Uning tub aholisi esa o'z joyidan mahrum etiladi.  Buning evaziga Qutayba G’urakni
Samarqand, Kesh va Naqshabga xokim qilib tayin etadi.
Mug‘ tog‘idan topilgan xujjatlardan ma’lum bo‘lishicha,
Qutayba o‘zining keyingi yurishlarida Choch, Farg‘ona va Turk xoqonligidan
iborat yana bir ittifoqning qarshiligiga duch keladi. Tabariyning yozishicha,
713 yilda Qutayba qo‘shin saflarini butlash maqsadida Buxoro, Kesh, Nasaf va
Xorazm axolisidan 20 ming askar to‘plab berishni talab qiladi. Yig‘ilgan katta
qo‘shin ikkiga ajratiladi. Uning Kesh, Nasaf va Xorazm qo‘shinlarining
birlashmasidan iborat birinchi safi Choch viloyatiga, o‘zi boshliq asosiy kuch
esa Ustrushona va Xo‘jand orqali Farg‘ona vodiysi tomon yo‘l oladi. Choch
voxasi bosib olinib, Chochning poytaxti Madinat ash-Shosh, juda ko‘p qal’a va
qo‘rg‘onlar xamda qishloqlarga o‘t qo‘yilib vayron etiladi. Qutayba Xo‘jand va
Kosonni zabt etadi. 714 yilda u Choch va Turk xoqonligi kuchlarini ajratib,
ularning birlashuviga yo‘l qo‘ymaslik maqsadida Isfijobga yurish qiladi. 715
yilning boshida esa Farg‘ona vodiysini uzil-kesil egallab, Qoshg‘argacha kirib
boradi. O‘sha yili xalifa Volid vafot etadi. Uning o‘rniga Qutaybaning
g‘animi Sulaymon taxtga o‘tiradi. Bundan norozi bo‘lgan Qutayba yangi xalifaga
qarshi isyon ko‘taradi. Lekin u 715 yilda Farg‘onada arab askarlari tomonidan
o‘ldiriladi. Shunday qilib, 10 yil ichida Movarounnaxr arablar tomonidan bosib
olinsada, ammo xalq o‘zini mag‘lub xisoblamaydi.
Shunday qilib, arablar qisqa muddat ichida Movarounnahr
hududlarini  bosib  oldilarki, buning sabablari  quyidagicha  edi:
O’lkada hukm surayotgan  siyosiy  tarqoqlik  va mahalliy
hukmdorlarning o’zaro kurashlari  arablarga  juda  qo’l  kelgan  edi. Chunki,
parokanda va  siyosiy  jihatdan tarqoq hududlarni  alohida-alohida zabt  etish
Qutayba uchun qulay edi.
O’zaro  birlashish harakatida  bo’lgan va
ittifoqchilik  uchun  harakat  qilgan mahalliy  hokimlar  orasiga  Qutayba
turli  nayranglar  bilan raxna solishga erishgan edi.
Arablar o’zaro kurashayotgan hokimlarning biriga
ikkinchisini  yengish  uchun yordam  ko’rsatib, keyin  ularning  har  ikkisini
ham  birin-ketin bo’ysundirardi. Misol  uchun,  Sug’dni  zabt  etish  uchun
Qutayba  arab qo’shini  bilan  bir  qatorda  Xorazm, Buxoro va  Nasafning
kuchlaridan foydalangan  edi.
Arablar  Movarounnahrga  qadar  juda  katta  hududlarni
bosib  olgan bo’lib, katta boylik  va  harbiy  zaxiralarga  ega  edilar.
Arablar  qo’shiniga  muntazam  ravishda bosib  olingan  yerlar va ichki
viloyatlardan  yangi  harbiy  kuchlar  safarbar  qilinib turilar edi.

FOYDALANILGAN ADABIYOTLAR:

1.
Q.Usmonov, M.Sodiqov, S.Burxonova – O’zbekiston tarixi
T:Toshkent 2006
2.
R.Xoliqov, K.G’aniyev, M.Nasrullayev – O’zbekiston tarixi
T:Samarqand
2019
3.
R.Murtazayeva, A.Odilov, A.Ermatov, K Soipova – O’zbekiston
tarixi       T:Toshkent 2020

XARAKTER YARATISHDA XAT VOSITASINING PSIXOLOGIK FUNKSIYASI

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

Boltaboyev Omonboy Yo‘ldosh o‘g‘li
Qoraqalpoq davlat universiteti o‘qituvchisi
                                                              Nukus
Uzbekistan

Annotatsiya: Ushbu maqolada
Pirimqul Qodirovning “Avlodlar dovoni” romani badiiy psixologizm nuqtayi
nazaridan tahlil qilingan. Xususan, romandagi xat vositasining xarakter
yaratishdagi, qahramon, davr va muhit ruhiyatini ochib berishdagi psixologik
funksiyasiga to’xtalib o’tilgan.
Kalit so‘zlar: Tarixiy roman,
badiiy psixologizm, ruhiy tahlil, xat,  xarakter, ma’naviy qiyofa.

Hayotiy ziddiyatlarni qahramonning psixologiyasi, his
tuygʻulari orqali
ongidan oʻtkazib,
xarakterni shakllantirishning bir vositasi- bu qahramonlarning yozgan
xatlaridan foydalanishdir. Ayniqsa, tarixiy roman janrida xat shakli psixologik
tahlilning usuli siifatida oʻrinli
qoʻllaniladi.
“Avlodlar dovoni” romanida yozuvchi Humoyunni hamma qoʻli yetavermaydigan podshoh
tarzida tasvirlabgina qolmay, balki uning ham hamma qatori oddiy, oq koʻngil, oliyjanob inson
ekanligini uning xaloskori oddiy eshkakchi Nizomga yozgan xatida koʻrish mumkin. “Menga
tugʻushganimdek
aziz va muhtaram Nizomiddin! Xudodan iltijo qilurmenkim, bu xat sizning
ilkingizga borib yetsin. Bizning boshimizga tushgan keying kulfatlardan
xabaringiz bordir. Shular tufayli Sindda armon-u alam ichra yurganimda bir
sabab bilan Hamida bonuga yozgan maktubingizdan xabar topdim. Aralashishim
lozim boʻlmagan
bu nozik muammoga faqat sizni qidirib topish niyatidagina aralashmoqdamen.
Buning uchun meni ma’zur tuting. Maktubingizdagi rozlardan hijolat chekmang,
chunki bu boralarda men sizni oʻzimdan
yuz chandon musafforoq va maʻsumroq
deb bilurmen”. (128-129-bet)
Bu xatni qahramonning maʻnan
yetuk insonligiga, mardligiga bogʻlagan
holda doʻstning
doʻstga boʻlgan kuchli muhabbati
tigʻiz birikib
psixologik yoʻnalishda
ochilgan.
Hozirgi oʻzbek
romanlarida ruhiy tahlilning xat shakli faqat roman janrining paydo boʻlishi bilan emas,
balki sharq mumtoz adabiyotimizdagi N.Ganjaviy,
A.Jomiy, A.Navoiy asarlaridagi,
qolaversa, xalq ogʻzaki
ijodidagi uzoq an’anadan ijodiy foydalanganligi natijasidir. Qahramonlar
psixologiyasini xat shakli vositasida tahlil qilish orqali oʻtmish tarixdagi,
ijtimoiy hayotdagi ahamiyatga molik masalalarni, tarixiy shaxslarning maʻnaviy olamini, e’tiqodini,
vatanparvarligini, falsafiy-estetik koʻz
qarashlarini psixologik yoʻnalishda
ochadi.
“Hazratim, sizdan koʻrgan
yaxshiliklarim haqqi Roja Mal Devaning asl niyatini oshkor qilmoqchimen. Men
hozir uning saroy xizmatidamen. Shershohdan Mal Devaga maxfiy maktub kelganidan
aniq xabarim bor. Roja Mal Deva Shershoh bilan yovlashishni istamaydir, bir ish
qilib, uning koʻnglini
olish va oʻz
hokimyatini saqlab qolish harakatida. Shershoh Mal devaga odam yuborib: “Agar
Humoyunni tutib bersangiz, koʻnglingizdagi
ishni qilay, Alvarni ham, Noitni ham ixtiyoringizga beray” deb shart qoʻygan. Mal Deva bu
shartni qabul qilgan. Siz bilan ittifoq tuzgani makru-hiyla, xolos”.(143-bet)
Psixologik tahlilning xat shakli faqat badiiylik
funksiyasini bajarish emas, balki yuksak gʻoyaviy
maqsad, fikriy teranlikning qirralarini ham ochib beradi.
Dunyo adabiyotida juda qadimdan mavjud boʻlgan ushbu ruhiy
tahlil usuli O.Yoqubov, P.Qodirov asarlarida mahorat bilan qo’llanilib,
qahramonlar ichki dunyosini ochishga yordam beradi.
“Osmonning tanho oftobi Hamida bonu! Ilgarigi Nizom boʻlsam, sizga bunday
maktub yozolmas edim. Siz shu vaqtgacha mening ilkim yetmaydigan yuksaklikda
yurar edingiz. Hozir taqdir meni ham oliy bir yuksaklikka koʻtardi. Balki
eshitgandirsiz, Mirzo Humoyun meni oʻzlarining
taxtlariga ravo koʻrdilar.
Qani edi, Jamna boʻyidagi
oʻsha sohilda,
Zarafshon bogʻining
chetida yana uchrashsak. Shu vaqtgacha aytishga jurʻat etolmagan muhabbatimni oshkor qilsam.
Agar yulduzimiz bir-biriga toʻgʻri kelsa-yu, siz rozi
boʻlsangiz, keyin
toʻy tayyorligini
boshlasak. Mirzo Humoyun bu ishda ham tantilik bilan koʻmak berishiga ishonchim komil. Sizni sogʻingan Nizom!”
(101-bet)
Psixologik tahlilning xat shakli boshqa janrdagi
asarlar yoki zamonaviy mavzudagi romanlarga nisbatan tarixiy romanlarga xos
xususiyatdir. Bu degani tahlilning xat shakli roman janrining paydo boʻlishi bilan yuzaga
kelgan psixologik tahlil vosita deb tushunmaslik kerak. Hozirgi roman janridagi
xarakteristikaning bu vositasi xalq ogʻzaki
ijodi dostonlari va mumtoz adabiyotdagi dostonchilk janridagi namunalarning an’anaviy
davomidir. Ayniqsa, sevgi va muhabbat munosabatlarini xat vositasida berish an’anaviy
usullardan biridir. Yuqorida misol qilib keltirilgan xat “Podsho Nizom”ga tegishlidir.
Oddiy suvchi Nizom taqdir taqazosi bilan Humoyunning oʻrnida. Kimsan? Podshohi olam. Nizom choʻkib borayotgan
Humoyunni qutqarib qolib, taqdirida podsho boʻlish
qismati bor ekan. Nizom qalbi pok, samimiy muhabbat egasi. Yozuvchining sharoit
va muhitni toʻgʻri tanlay bilish, toʻgʻri his qila bilish
mahorati shundaki, Nizomga bogʻliq
xat yozish epizodini aynan, uning podsho boʻlganidan
keyingi holatida berilishi juda real chiqqan. Asarda xat epizodi boʻlmasdan oldingi
voqealar rivojida berilganda edi. Bu narsa voqealarning mantiqiy rivojini oʻzgartirib asar
syujetiga putur yetkazgan boʻlar
edi. Chunki oddiy suvchi yigitning podsho saroyidagi bir qizga maktub yoʻllashi nooʻrin uydirma boʻlar va sharoitning
realligiga putur yetgan boʻlardi.
Yuqorida misol qilib keltirilgan xat Nizomning monologi shaklida berilgan.
Ushbu xatning vazifasi oshiqning yoriga boʻlgan
dil izhorini tasvirlashgina emas. “Podsho Nizom”ning ruhiyatidagi tartibsiz
ichki kechinmalarni, “podsho”lik taxtiga oʻtirgan
kishining insoniy qiyofasini yorita bilishdir.
Romandagi Nizom yordamchi obrazdir. Shu sababdan
yozuvchi Nizom xarakterini shakllantiruvchi barcha voqealar tasvirini berib oʻtirmaydi. Asardagi
Nizomga tegishli ikkinchi xat vositasi kitobxon koʻz oʻngida
Nizomning toʻliq
xarakterini namoyon qiladi.
“Unutilmas ogʻam Mirzo Humoyun!
Oʻzingiz
ogʻir kulfatlarni
boshdan kechirib yurgan kunlaringizda meni yod etib maxsus odam yuborganingiz
majruh dilimga malham boʻldi.
Sizning maktubingizni ham, Hamida bonuning javobini ham yigʻlab oʻqidim. Toj-u taxt
qanday balo ekanki, hammamizga shuncha baxtsizlik keltirdi. Minbaʻd men shohlik
dargohlariga qadam bosmaslikka ahd qildim… Oʻshanda
shohlik gʻururiga
berilib qilgan xatolarimdan hali ham pushaymonmen. Hamida bonuga yozgan xatim
juda pok va samimiy edi. Faqat nopok odamlar shu tufayli Bonuning diliga ozor
yetkazgan bo’lsalar, men uzr so’rayman. Yoshlik shoʻxliklari uchun shunchalik qattiq
jazolandim. Hamida bonu oʻz
javoblarida menga “ogʻa”
deb murojaat qilibdirlar. Men ham Hamida bonuni qiyomatlik singlim deb
bilurmen. Ikkovlaringizga chin dilimdan baxt tilayman”. (135-bet)
Romanda qo’llanilgan xat vositalari faqat
qahramonlarning xarakter xususiyatlarini, ruhiy holatlarini ochish uchungina
emas, balki milliy nizo va diniy adovatlardan iborat oʻsha zamonning ma’naviy qiyofasini ochish
vazifasini ham bajargan. Yozuvchi romanda xat vositasidan juda koʻp oʻrinlarda foydalangan.
Lekin asarda qahramonlar mansub bo’lgan sharoit va muhitning psixologik
jarayonlarni tasvirlovchi xat usuli alohida ahamiyatga ega.
Yozuvchi xat vositasida Akbar xarakterining qirralarini
ochish bilan birga otaligʻi
boʻlmish “Xoni
xonon” Bayramxon bilan boʻlgan
munosabatlarini ham psixologik tasvirda ochishga muvaffaq boʻlgan.
“Mayin ipak qogʻozga
yozilgan bu maktub Bayramxonga oʻylarini
bosib yiqitadigan va odamlarni oqizib ketadigan dahshatli bir toshqinday ta’sir
qildi. “Muhtaram Bayramxon janoblariga”- deb boshlangan birinchi satrdanoq
kuchli toʻfon
Bayramxonning “otaliq, vakili xoni-xonon” degan yuksak unvonlarini choʻktirib yuborganday
tuyuldi.
Sizning boburiylar xonadoniga qirq yil davomida qilgan
buyuk xizmatlaringiz olamga mashhurdir. Hazrat otam bilan biz sizning
yaxshliklaringizni doim munosib ravishda taqdirlashga intildik, dargohimizda eng
yuksak e’zozda boʻldingiz,
koʻnglingiz
tilagan koʻp
narsalarga erishdingiz, biz yosh boʻlganimiz
uchun toʻrt
yildan beri vakili saltanat lavozimiga davlatni boshqardingiz.
Akbar “buning hammasi endi oʻtmishga aylanadi” degan ohang bilan
yozgani Bayramxonni larzaga keltirdi. Nahotki buni Akbar oʻzi yozgan boʻlsa? Mohim enagami?
Hamida begimmi? Yoʻq,
mana satrlardan goʻyo
Akbarning oʻz
ovozi eshitila boshladi, Bayramxon bu ovozni tanidi:
“Otaliq lavozimida bizga bergan tarbiyangiz, oʻrgatgan saboqlaringiz
umrbod yodimizdan chiqmagay. Bizning hammamiz Haq oldida boʻyin egurmiz, adolatni
otamizdan ham baland qoʻymogʻimiz kerak” degan soʻzlaringiz xotiramga
naqshlanib qolgan. Men shu e’tiqodga tayanib ish qilmoqdamen. Ming afsuski, soʻnggi paytlarda
manfaatga berilgan gʻarazli
odamlar sizni oʻrab
oldi… boshqalarga lak-lak in’omlar berib sahovat koʻrgazdingiz, bizning shaxsiy
xarajatlarimizdan mablagʻni
tejab, mute qilib qoʻydingiz.
Qaysi birini aytayki, yomon odamlarni e’zozlab, bizga eng yaqin kishilarni
tuxmat bilan jazoladingiz”. (343-bet)
Kitobxon romanda keltirilgan ushbu xatni oʻqir ekan,
uning(kitobxonning) qalbida Bayramxonga nisbatan nafrat hissi uygʻonadi. Yozuvchi xatni
Bayramxon ko’nglidagi ruhiy iztiroblarni muallif tilidan oʻqib beradi. Ayni
bunday berilishi esa, emotsionallikni yanada oshirgan. Bayramxonning xatni oʻqish jarayonidagi
ruhiyatning avtor nutqi orqali aynan shu paytda berilishi hissiy tasvirning realligini
ta’minlagan. Agarda Bayramxonning hissiy kechinmalari xat epizodidan keyin
berilganda edi, unda yozuvchi bayonchilikka yoʻl
qoʻygan boʻlar edi. “Bayramxonning
“otaliq, vakili saltanat, xoni-xonon” degan yuksak unvonlarini choʻktirib yuborganday
tuyuldi”, “Nahotki buni Akbar oʻzi
yozgan boʻlsa?
Mohim enagami? Hamida begimmi?” kabi ichki kechinmalar tasviri orqali kitobxon
koʻz oʻngida Bayramxonning
asl qiyofasi namayon boʻladi.
Lekin yozuvchi Bayramxon tasvirida salbiy pozitsiyada turmaydi. Chunki yozuvchining
yagona maqsadi Bayramxon xarakterining qirralariga e’tibor berish emas, balki
Bayramxonni salbiy obraz darajasiga olib borgan sharoit psixologiyasini
yaratishdir.
Biz ushbu maqolamizda P.Qodirovning “Avlodlar dovoni”
tarixiy romanidagi  xat  vositasining psixologik funksiyasiga e’tibor berib,
yozuvchining oʻziga
xos uslubini, mahoratini baholashga harakat qildik. P.Qodirovning “Avlodlar
dovoni” romanini “toʻgʻridan-toʻgʻri biror tarixiy
maktabga mansub etib boʻlmaydi.
Ularda xilma-xil romanchilik maktablarining tajribalari oʻziga xos tarzda
mujassamlashgan”- deb baho bergan U.Normatov ming bora haqlidir.

ADABIYOTLAR:

1.
1.P.Qodirov. Humoyun va Akbar. –Toshkent: Sharq, 1997.
2.
H.Umurov. Badiiy ijod moʻjizalari.
–Samarqand: Zarafshon, 1992.
3.
A.Zayniddinova.Tarixiy va badiiy haqiqat. Toshkent-1999.

SOLIQ TIZIMIDA ZAMONAVIY AXBOROT TEXNOLOGIYALARI
VA
DASTURIY MAXSULOTLARNI JORIY ETISH MUOMMOLARI VA
YECHIMLARI

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

Bozorov Asadbek Ilhom o’g’li
Denov Tadbirkorlik va Pedagogika instituti

Annotatsiya: Ushbu maqolada soliq
tizimida axborot texnologiyalarining shuningdek  dasturiy maxsulotlarning o’rni
va ahamiyati, ularni keng joriy qilishda mavjud muommolar tahlili va ularning
yechimlari yoritilgan. Tadqiqotlar natijasida aholining soliq to’lashdagi qator
muommolari o’rganilgan va bu muommolarning yechimi sifatida elektron soliq
to’lash tizimini joriy qilish deb qaralgan
Kalit So’zlar: Axborot
texnologiyalari, dasturiy maxsulot , soliq tizimi, Soliq to’lovchilar,yuridik
shaxslar,jismoniy shaxslar, soliq kodeksi  CLICK, PAYME, U-PAY  ilovalari

Soliq bu yuridik va jismoniy shaxslar tomonidan davlatga
to’lanadigan majburiy to’lovdir. Soliq to’lashda aholini qiynaydigan bir qancha
muommolar mavjud. Ushbu muommolar o’rganilganligi natijasida Davlat Soliq
Qo’mitalaridagi qog’ozbozliklar, uzundan uzoq navbatlar va yo’qotiladigan vaqtlardir.
Biz ushbu muommolarni bartaraf etishda va aholiga qator qulayliklar yaratish
maqsadida aynan soliq tizimida elektron soliq to’lash tizimini joriy etishni
eng maqbul yo’l deb topdik. Binobarin O’zbekiston Respublikasi mustaqilligining
dastlabki yillaridanoq Davlat soliq  xizmati  organlarida  axborotkommunikatsiya
texnologiyalarini  joriy etish masalalariga jiddiy e’tibor qaratila boshlangan.
O’zbekiston  Respublikasi  Vazirlar  Mahkamasining  1993  yil  3 avgustdagi
«O’zbekiston  Respublikasi  soliq  idoralarida  ma’lumotlarni  qayta
ishlashning  yagona  kompyuter  tizimini  yaratish  to’g’risida»gi  388-sonli
qarori  bilan  davlat  soliq  xizmati  organlarida  axborot  resurslari,
axborot texnologiyalari  va  aloqa  vositalarini  o’z  ichiga  olgan  axborot
tizimlarining shakllanishiga  asos  solingan  va  ushbu  tizim  orqali  soliq
ma’lumotlarini yig’ish, qayta ishlash, saqlash va ulardan foydalanish ishlari
yo’lga qo’yilgan. Shu  bilan  birga,  axborot-texnologiya  ta’minoti
boshqarmasi  va  uning hududiy bo’linmalari tashkil etilgan. O’zbekiston
Respublikasi  Vazirlar  Mahkamasining  1995  yil  14 sentabrdagi  «O’zbekiston
Respublikasi  soliq  organlarining  moddiy texnika bazasini  mustahkamlash  va
uning  xodimlarini  ijtimoiy  himoya  qilishni kuchaytirish chora-tadbirlari
to’g’risida»gi 359-sonli qarori bilan Davlat soliq qo’mitasi  qoshida
xo’jalik  hisobidagi  «Yangi  texnologiyalar  ilmiy-axborot markazi»  (YaТIAM)
tashkil  etilgan  va  soliq  ma’lumotlarini  qayta  ishlash uchun  zarur
bo’lgan  maxsus  dasturiy  mahsullarni  yaratish  ishlarini  tizimli ravishda
tashkil etish imkoni yaratilgan.  Davlat  soliq  qo’mitasi  tomonidan  ishlab
chiqilgan  kompleks  tadbirlarga  asosan  o’zaro  sifatli  elektron  axborot
almashinuvini  joriy  etish,  davlat  soliq  xizmati  organlari  ishining samaradorligini
kuchaytirishga  qaratilgan  o’ttizga  yaqin  dasturiy  mahsullar amaliyotga
tatbiq  qilindi  hamda  soliq  to’lovchilarga  interaktiv,  ya’ni qog’ozsiz,
masofadan turgan holda xizmatlar ko’rsatish yo’lga qo’yildi.
Soliq tizimini axborotlashtirish
natijasida:
1.
Soliq tizimini axborotlashtirish darajasining rivojlanishi soliq
tizimi oldiga qo’yilgan vazifalarni to’liq  va tez bajarish uchun imkoniyat
yaratdi.
2.
Soliq  tizimida  axborot  texnologiyalardan  samarali
foydalanilgan  taqdirda axborot  almashuvining  tezlashishi  hisobiga
sarf-xarajatlar  (turli  xarajatlar:  material,  ish  kuchi,  qog’ozbozlik  va
h.k.)  keskin  qisqaradi  va  ish samaradorligi oshib, tizim faoliyati
yaxshilanadi.
3.
Soliq tizimida yangi axborot  texnologiyalaridan foydalanishning faollashuvi
mamlakat bo’yicha  yangi  axborot  texnologiyalaridan foydalanishning  bir
qismi  hisoblanadi,  shuning  uchun  bu  jarayonda  soliq tizimining  faol
ishtirok  etishi  barcha  iqtisodiy  jihatdan  bog’liq  jarayonlar uchun katta samara
beradi.
4.
Soliqlarni  hisoblash,  to’plash  jarayoni  soddalashadi  va
davlat  budjetini to’ldirish tezlashadi.
Shu  tariqa  soliq  tizimida  axborot
texnologiyalarini  qo’llash  zaruriyativa dolzarbligi yuzaga keldi.
Quyida soliqlarni elektron
to’lashda foydalaniladigan ilovalardan bir nechtasini keltirb o’tamiz. Payme,
Click, Upay to'lov tizimlari orqali soliqlarni to'lash!
Jismoniy shaxs tomonidan to'lov
tizimlari orqali soliqlar qanday to'lanadi?
Jismoniy shaxsning soliq to'lovlari Payme.uz , click.uz
, u-pay.uz saytlarida joylashgan to'lov tizimlarining veb-saytlari orqali yoki
ushbu to'lov tizimlarining Play Marketdan yuklab olinadigan tegishli mobil
ilovalari orqali amalga oshirilishi mumkin.
To'lov tartibi barcha mobil to'lov tizimlarida bir xil.
"Xizmatlar uchun to'lov" - "Soliqlarni to'lash" bo'limida
soliq turini tanlash, o'z raqamingizni kiritish, to'lov miqdorini kiritish va
"To'lash" tugmachasini bosish kifoya. Amaliyotni tugatgandan so'ng,
sizga muvaffaqiyatli to'lov to'g'risida SMS-xabar keladi.
Xizmat ko'rsatuvchi bank tomonidan to'langan soliqlar
to'g'risidagi ma'lumotlar avtomatik ravishda soliq organlarining axborot
tizimiga kiradi va soliq to'lovchining shaxsiy kartalarida joylashtiriladi.
Shuningdek, amalga oshirilgan soliqlarni to'lash
to'g'risidagi ma'lumotlarni "Jismoniy shaxslarning shaxsiy kartalari"
elektron davlat xizmatidan foydalangan holda "elektron soliq
xizmatlari" portalidagi jismoniy shaxsning soliq to'lovchisining shaxsiy
kabinetida olish mumkin.

FOYDALANILGAN ADABIYOTLAR:

1.
www.my.gov.uz
2.
www.my.soliq.uz
3.
O'zbekiston Respublikasi Soliq Kodeksi (yangi tahrir)
4.
Lex.uz

THE SIGNIFICANCE OF CONGUCTING THE CLASSES BY GAME –BASED
APPROACH

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

Egamnazarova Feruza Alimovna
Teacher At The Uzbek State University Of Physical
Education And Sport

Abstract: Present article explains the
significance of conducting the lessons with games. Games can also be a great
way for students to develop relationships with others. He/she also learns the
rules by interacting and interacting throughout the game.
Keywords: game, method, education, school, young
generation, upbringing, labor activity, low-achieving students, didactic games

As we know, playing games in English teaching is one of
the effective ways to motivate children to work hard and cultivate their
interests in learning English. With the recent development of English teaching,
the roles of games in class have been discussed in different aspects. And more
and more teachers use games in their teaching as they come to realize that
playing games in English teaching is very important.
Game-based approach is a kind of instructional
activity, which integrates games into teaching for instructional goals. Through
game-based approach, instructional goals achieved more easily. Under the
teachers’ guide, students can learn knowledge and improve abilities. So,
game-based approach in English teaching is also an important instructional
method, which is used in teaching English for purpose of stimulating students’
learning interests and improving teaching effect. Someone points out that
game-based approach in English teaching is playing dramatic conflict, in which
students can master English knowledge and skills through interesting games.
This one also states that game-based approach in English teaching should be dramatic,
playable and instructional. Game-based approach aims at creating suitable
context for students to learn and practice English with the application of
interesting games and teamwork. According to other people, English game
teaching refers to the method used by teachers in English instruction. However,
there are some demerits of the game-based approach in its application. This
thesis is to provide the game-based teaching method for English teachers in
primary school. Children enjoy playing games and prefer to acquire knowledge in
a relaxed environment. The concept of "game pedagogical technologies"
includes a wide range of methods and methods of organizing the pedagogical
process in the form of various pedagogical games.
The student will be able to use life images during the
game, which in turn will serve as a basis for the transition to the next
complex creative activity. And the importance of developing the imagination is
self-evident, because without it, even the simplest human activity is impossible.

Play can also be a great way for students to develop
relationships with other people. In addition, during the game they learn the
rules by interacting and interacting, gaining experience of mutual
understanding when playing with peers, explaining their actions and goals,
making them other students learns to conduct in agreement with.
There is no need to explain how important such
qualities are in a student's later life, especially at school, where the
student joins a large group of peers, pays attention to the teacher's
explanations in the classroom, and monitors his or her homework.
Thus, the differences between regular and creative
games are as follows: in creative games, students' activity is focused on the
implementation of the idea, the most important thing in regular games - to
solve the problem, to follow the rules focused.
The question of the role of learning games in the
classroom is very important for the methodology of science. It is unknown at
this time what he will do after leaving the post. The role and duration of the
game in the course of the lesson depends on many factors, which should be taken
into account when planning the lesson. These factors include: the level of
students' learning, the level of mastery of the information, the level of
complexity of the material to be mastered, or the control of the material from
other languages, and the specific goals and objectives of the lesson.
The transition to adolescence is characterized by
bright physical and spiritual growth, increased interest in learning, and a
desire for self-esteem. Sports, movement, intellectual, role-playing games play
a role in these processes. Creative and roleplaying games come first. This can
be explained by the growing importance of communication in the life of a
teenager.
Therefore, in the secondary level of education, the
means to increase the effectiveness of the educational process are
competitions, games. It's different from regular games in that there are
elements of competition. For some students who are not interested in the
subject, competitions can be a great way to stimulate interest.
Therefore, the use of such games in the classroom can
have a significant effect on students who do not have a constant focus and
interest in the subject.
The game looks carefree and light from the outside. In
fact, it requires the player to expend maximum energy, to think, to behave, to
act independently.
Playful forms of learning allow the use of all levels
of learning, such as creative research. Creative research is a very effective
way for students to learn. The game is multifunctional. We will focus only on
the didactic, educational and developmental functions of games.
Didactic games - this term can be used directly in
relation to games, because it is purposefully included in the section of
didactics.
There is a sufficient number of classification and
systematization of educational games in the methodological literature today,
which meet certain classification criteria. For example, they may include:
-  Goals and objectives
of educational games;
-  Forms of transfer;
-  methods of
organization;
-  level of complexity;
-  The composition of
the number of participants.
Depending on the form of the game, the games are
divided into: subject, moving, plot or situational, role, competition-game,
intellectual games (rebuses, crossword puzzles, quizzes), interactive
(communicative, interactive) games.
Games are organized by computer and without a computer,
written and oral, basic and non-basic, imitation-modeling and creative, and
more.
All learning games are divided into simple (single) and
complex (multiple) situations, depending on the level of complexity of their
actions, and continuous and non-continuous, depending on the time of the event.

Depending on the number of participants, the games are
divided into individual, pair, group, team and team. As you know, the first of
these, one-onone games, demonstrates a one-to-one approach to students and the
learner's "communication" with the source of the information. In
other games, the partners can communicate with each other, for example, in the
process of learning foreign languages, a stratified approach can be implemented
as an individual.
There are several groups of games that develop
students' intelligence and cognitive activity.
Group I - as object games, toys and object
manipulation. Through toys, students learn about shapes, colors, sizes,
materials, animals, people, and more.
Group II - creative, plot-role games, in which the plot
is a form of intellectual activity.
"Lucky Coincidence", "Intelligence" and
other similar intellectual games.
Information is a feature of learning, but it is also an
important component of extracurricular activities.
Role-playing games are very important for young
learners. They are characterized by the fact that the student, while playing,
assumes a certain role and, as imagined, repeats the habits of a particular
person and begins to perform actions.
Despite the variety of plots, there is only one thing
hidden behind it - human activity and human relations in society.
During their play, young learners try to acquire the
qualities of people that attract them in real life. That's why kids love roles
that are about heroism, courage, and openness. Students begin to portray
themselves in role-playing games, trying to express what they can't do in real
life. For example, a low-achieving student assumes the role of a good learner.
The advantage of such a game is that the student begins to set the requirements
for becoming a good student. So, we can think of roleplaying as a way for a
primary school student to be self-disciplined.
Group III games - used as a means of developing
students's cognitive activity - are ready-made rules games, commonly referred
to as didactic games.
As a rule, they require the student to solve the
puzzle, find the riddle, and most importantly - to know the subject. The more
skillfully the didactic game is structured, the more skillfully the didactic
purpose is hidden. The knowledge acquired in the game is acquired by the
student unknowingly, involuntarily, while playing.
Group IV games - games about construction, labor,
engineering, design. These games reflect the professional activities of adults.
In these games, students learn the process of creativity, they learn to plan
their work, choose the necessary materials, critically evaluate the results of
themselves and others, solve creative problems.
Being active at work increases your
interest in learning.
Group V games are intellectual games - games, exercises
that affect the mental environment. These games are based on competitions and
show students the level of their preparation and ways to achieve perfection by
comparing them, that is, increase their activity in learning.
However, teachers and leaders need to keep in mind that
competitions require special preparation to increase their productivity,
keeping in mind that competitions are an effective tool in organizing students’
play activities. Competitions should never be the goal, they should not be for
the sake of one wish - to win first place, to win a prize. In this case, it
shapes the negative aspects: selfishness, jealousy, and so on. The most
important conditions for the success of student competitions are:
Organizing them as a team activity; for this, the
conditions of the competition should be set for all participants, not for
individual students;
Accurate calculation of results: Encouraging students
to improve their results and assessing their success;
Assessment of educational effectiveness - the forms and
skills of relationships that students learn during the competition; in this
assessment, all participants in the game can win;
A teacher who is able to use all six types of play
activities will have a wide range of ways to organize students' learning
activities.
At a young school age, students enjoy didactic games
(story, subject, competition). They include the following elements of the
activity: play problem, game motives, problem-solving solutions related to
learning activities. As a result, students gain new knowledge based on the
content of the game. In contrast to the direct setting of learning problems, in
a didactic game it presents the student as a playful problem. The solution lies
in learning activities.
We will look at this in the following example. Students
play a didactic game called We Are Tourists. It means teaching students to map
the route of a group of tourists. Each student who marks it correctly will
receive a tourist badge. The challenge for students is to play a tourist game.
The motive of the game is to choose the right route to
get the tourist sign. This type of play is characterized by the fact that its
form of activity is determined by adults and is presented to students in the
form of rules of the game. The basic rules of the game "We are
tourists" are as follows: "Listen carefully to the teacher who tells
you the route and place it on your card. Once it's on the map, compare it to
the sample."
It is important to note that there may be a shift in
cognition during and after the game. For example, after the “We are tourists”
game, students began to ask the teacher and other adults many questions,
looking for relevant information in the books, that is, the problem presented
to them as a game. became a matter of persecution. Students are not limited to
information about the events, but actively try to learn new concepts related to
play activities (compass, topographic signs, etc.).
The best didactic games are based on the principle of
independent learning, that is, they are designed to guide students in the
acquisition of knowledge and skills. As you know, learning consists of two
components: gathering the necessary information and making the right decision.
These components provide a didactic experience for students. But it takes time
to gain experience. Enhancing students' "experience" is about
teaching them to practice these skills independently. These include
developmental games of a psychological nature: crossword puzzles, quizzes,
puzzles, rebuses, cryptograms, and more.
Didactic games arouse students' interest in the
subject, give each student the opportunity to develop individual skills,
cultivate cognitive activity. The importance of didactic play is determined not
by how students react, but by the effectiveness with which it is applied to
each student in solving a problem.
The effectiveness of didactic games depends, firstly,
on their systematic use, and secondly, on the fact that the game program, along
with simple didactic exercises, is goal-oriented. For example, in solving the
problem of developing cognitive activity, the development of independent
thinking of the student should be considered as a key   issue.
So, games can be used as a tool to facilitate and
organize students' learning and work activities. In the learning process, play
elements evoke positive emotions in students and increase their activity.
Younger school-age students are more likely to complete work-related tasks with
interest. Play helps students shape all aspects of their mental lives,
problem-solving, and choices.

REFERENCES:

1.
Gurova L.L. Psychology of thinking. – M.: PER SE, 2005. – P. 47.
2.
Davydov V.V. Problems of developmental education: The experience
of theoretical and experimental psychological research. - M .: Pedagogy, 1986.
p. 72.
3.
Dyachenko O.M., Veraksa N.E. What does not happen in the world? –
M.: Knowledge, 1994.
4.
Luk A.N. Thinking and creativity. - M.: Politizdat, 1976. - p.
39.
5.
Mukhina V.S. Age-related psychology. - M.: Academy, 2000. - p.
210.
6.
Reader on Developmental Psychology: Textbook for Students / Comp.
L.M. Semenyuk; Ch. ed. DI. Feldstein. - M.: MODEK, 1998. - p. 210.

PECULIARITIES OF USING GAMES IN THE PROCESS OF TEACHING
ENGLISH

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

Ergasheva Nazokat Erkin qizi, Ergasheva Aziza Erkin qizi
Students of the Gulistan State University

Annotation: Present
article is about peculiarities of games and their role in teaching foreign
languages. Types of game activities and their advantages in the process of
teaching foreign languages are mentioned in the article. Besides some
approaches of how to organize games are also suggested.
Key words: teaching
foreign languages, using games in teaching, playing in pairs, motivating,
language skills, cognitive styles.

The resolution of the President of
Uzbekistan “On measures to further improve system of foreign languages
teaching” dated from 10 December 2012 is being actively implemented in our
republic.
This document serves as an important
guideline in development of new textbooks for teaching foreign languages,
introduction of advanced teaching methods using modern pedagogical and
information-communication technologies, education of a new generation to
foreign languages, cardinal improvement of the system of training of
specialists, fluent in these languages, creation of conditions and
opportunities for wide use of information resources by students.
Persistent works on raising
awareness of the public concerning the essence and significance of the
resolution, ensuring its execution are being carried out.
At present the most topical issues
of reforms in the area of language teaching is in the creation of convenient
methodology for learners of English and other foreign languages starting from
the earliest days of education. As it was mentioned above English and other
foreign languages are being taught from the first classes of public schools.
Moreover, there are many preschool education establishments that give lessons
on foreign languages in our country. In spite of the huge amount of preschool
establishments that teach English as a foreign language there is still need for
a consistent and continuing methodology that will ensure preparation of pupils’
foreign language skills before elementary education is started.
There are many statements about
using games in teaching, e.g. games are not serious, these are only time-fillers,
games could be used only outside a classroom, games are disruptive, or that
children will use their mother tongue when playing a game and gain no benefit
in English. But using games and activities in teaching very young English
learners start from the attitude of children towards learning. As Brumfit
claims, children learn through playing, they interact, so develop their
language skills. “It is a commonplace that young children learn better through
play or at least can be induced to go along with teaching that is tempered by
“fun” activities.” [1]
When using games in teaching, it is
necessary to understand what does the expression “game” means. Brumfit defines
games as: “Games are activities governed by rules, which set up clearly defined
goal. The achievement of these goals signals the end of the game.
Games involve a contest either
between players or between the players and the goal, and games should lead to
having fun. Games are for playing, and this element of play is crucial.”
Before using games and “fun”
activities, it is needed to monitor the class and develop a clear understanding
of the mechanics and effects of various activity types.
Some games are called “drill-like”
where it is necessary to use some “fun” elements; on the other hand, some games
allow children to use their mother tongue. The teacher could choose from
various types or games where it is necessary to use some material or equipment,
e.g. card games, board games, paper and pencil games, blackboard games or box
games. Children could play games in pairs, in groups, in teams, with the whole
class against the teacher. Playing in pairs involve more learners in oral
interaction and demand that the children co-operate each other, so the language
must be used flexibly, well within the child´s limits. By all means, it
is a teacher who considers which game to use, what the right time to use it is,
how to link it up with the syllabus, books or programme, and how each game will
benefit children in different ways.
The focus of the games should be at
speaking or listening, with major focus on pronunciation. [1]
Children naturally and universally
engage in games and when they are involved in one they are eager to play, they
create a powerful need to use the language by nature.
Playing a game is an authentic
opportunity for language use for children. The natures of the games changes as
children develop, ranging through ritual, competition, fantasy and luck. Games
could be motivating for children, and the emphasis of motivation is on
conflicting forces of “instrumental” motivation and “integrative” motivation,
where the “instrumental” motivation focuses on developing of the competence in
the language for reason; and the “integrative” motivation focuses on
“establishing closer links with the language community within which the
language is used.” For younger children learning a foreign language is the
motivation deriving from parental and social attitudes weaker than that one
from the classroom itself. In the classroom children have more opportunities to
develop their knowledge of the foreign language because they could negotiate
the meaning for being sure they understand properly what has been said, so they
develop the language skills more rapidly. On the whole children like games with
luck element which adds excitement to them and reduces the socially divisive
nature of “clever” games. These games could become tiring when the same players
are repeatedly winning, and reducing the level of involvement of players. The
games could be driven by competition between players or cooperation, in some
cases by both together. Many games are competitive whereunto it is important
that co-operation encourages verbal negotiation.
Play is the crucial feature used in
English lessons, encouraging all aspects of development. Physical development
may be supported by using manipulative skills, TPR activities, drawing and
running, jumping or dancing. Making decisions and solving problems or tasks
benefits cognitive development. Language development involves participating,
sharing and co-operating in natural and meaningful language-acquisition
activities. It is good to work in a friendly atmosphere, where children play
alongside with other pupils, are able to follow the instructions or lead; and
this definitely contributes to social development. Children need to be
encouraged during their work (according to my methodology by stickers they
receive every lesson, by some sweets or just by praise commenting on their
efforts) which makes them satisfied and pride contributing positively to
emotional development. The last but not least, by taking into account some
moral rules, being fair and helpful to the others, the concept of spiritual
development is maintained.
Activities taking into account children’s
differences need to be designed properly addressing this diversity and enabling
each child to develop their abilities to the maximum. Learners with right-brain
dominance who work well with movement or feelings need to be catered as well as
left-brain learners showing talent for logic. Learners’ differences may involve
their age, gender (boys prefer different kinds of activities than girls),
intelligence, maturity, concentration span, specific learning difficulties,
cognitive styles associated with mental development and capability to take a
certain amount of information, learning styles, learner autonomy, the knowledge
of L1 and an aptitude for languages, family background and socio-economic status,
interests and preferences, spiritual development and beliefs, the group factor
associated with group dynamics and the mood of children and the overall
atmosphere.

REFERENCES:

1.
Brumfit, Christopher, Jayne Moon, and Ray Tongue. Teaching
English to Children: From Practice to Principle. London: Harper Collins
Publishers, 1991.
2.
Jalolov J.J., Makhkamova G.T.,. Ashurov Sh. S. English Language
Teaching Methodology (theory and practice). Tashkent, 2015.
3.
E. E Hamdamov. Technology Forming the Gnostic Competence of
Future Teachers of Foreign Language, Bulletin of Gulistan State University:
Vol-
1. 2021.

CHALLENGES IN TEACHING METHODS OF SPEAKING SKILLS FOR EFL
STUDENTS

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

Gapparova Alfiya Narimonovna
Teacher At The Uzbek State University Of Physical
Education And Sport

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

Speaking is one of the four language skills (reading,
writing, listening and speaking). It is the means through which learners can
communicate with others to achieve certain goals or to express their opinions,
intentions, hopes and viewpoints. In addition, people who know a language are
referred to as ‘speakers’ of that language.
Furthermore, in almost any setting, speaking is the
most 14 frequently used language skill. As Rivers (1981) argues, speaking is
used twice as much as reading and writing in our communication. Speaking has
usually been compared to writing, both being considered "productive
skills", as opposed to the "receptive skills" of reading and
listening. Speaking also is closely related to listening as two interrelated
ways of accomplishing communication. Every speaker is simultaneously a listener
and every listener is at least potentially a speaker (Oprandy, 1994: 153 &
EL Menoufy, 1997: 9). Speaking has been classified to monologue and dialogue.
The former focuses on giving an interrupted oral presentation and the latter on
interacting with other speakers (Nunan.1989: 27).
Speaking can also serve one of two main functions:
transactional (transfer of information) and interactional (maintenance of
social relationships) (Brown and Yule, 1983: 3). Developing speaking skills is
of vital importance in EFL/ESL programs. Nunan (1999) and Burkart &
Sheppard (2004) argue that success in learning a language is measured in terms
of the ability to carry out a conversation in the (target) language. Therefore,
speaking is probably a priority for most learners of English (Florez, 1999).
Speaking instruction is important because it helps students acquire EFL
speaking skills thus converse spontaneously and naturally with native speakers.
Furthermore, if the right speaking activities are taught in the classroom,
speaking can raise general learners' motivation and make the English language
classroom a fun and dynamic place to be (Nunan, 1999 & Celce-Murcia ,
2001). In addition, speaking can support other language skills. Recent research
has considered oral interaction as an important factor in the shaping of the
learner's developing language (Gass & Varionis, 1994). For instance, it was
proved that leraning speaking can help the development of reading competence
(Hilferty, 2005), the development of writing (Trachsel & Severino, 2004) as
well as the development of listening skills (Regina, 1997). Taking into account
the importance of developing EFL speaking skills, it is vital to determine the
speaking skills SL/ FL learners have to acquire in order to converse with
native language speakers.
Nowadays, speaking is generally perceived as the most
fundamental skill to acquire. Since the onset of the communicative era it has
been treated as the ultimate goal of language training and its proper
development has become the focus of attention on both teachers and learners.
However, it is also a commonly recognized fact that achieving proficiency in
foreign language speaking in classroom conditions is not an easy task. Even
advanced learners often finish a language course with the conviction that they
are not sufficiently prepared for speaking beyond the classroom.
According to Tarone, speaking is usually viewed as “the
most complex and difficult skill to master”. Thus, the basic idea in any oral
interaction is that the speaker has the objective of transmitting his ideas,
feelings, attitudes and information to the hearer through speech. However, in
such oral communication, any faulty production may lead to mismatches and
misunderstandings which could derive from lack of the target language,
difference in the background knowledge and socio-cultural diversity Olshtain
and Celce-Murcia.
Consequently, in order to ensure proper interpretation
by the hearer, Harmer listed some elements necessary for spoken production.
According to him, “the ability to speak fluently presupposes not only knowledge
of language features but also the ability to process information and language „on
the spot”‟.
Likewise, many prerequisites for speaking in another language were suggested by
Celce-Murcia and Olshtain namely knowledge of vocabulary, knowledge of syntax
and the ability to use discourse connectors.
In addition, speaking as a skill constitutes a real hurdle to
overcome by both
the teacher and the learner. In other
words, the teacher has to find appropriate procedures to help the learner with
while the latter has to find a way to master the language. In this context,
Brown and Yule state: “Spoken language production, learning to talk in the
foreign language,   is often considered to be one of the most difficult aspects
of language learning for the teacher to help the students with”.
This difficulty results basically from the character
and inadequate frequency of speaking opportunities in the classroom in
comparison to the abundance of natural varieties and genres of oral
communication. Furthermore, Harmer has reported that students are often
reluctant to speak because they are shy and are not predisposed to expressing
themselves in front of other people, especially when they are being asked to
give personal information or opinions. Students often feel worried about
speaking badly and thus losing face in front of their classmates.
In fact, selecting the most appropriate types of spoken
discourse for classroom practice in a particular language course is also a very
hard. Additionally, Thornbury argues the decision must be appropriately made in
order to make use the regular speaking practice in the classroom to go beyond.
Moreover, Ur mentions some problems in teaching speaking including inhibition –
fear of making mistakes, losing face, criticism, shyness; nothing to say –
learners have problems with finding motives to speak, formulating opinions or
relevant comments; low or uneven participation – often caused by the tendency
of some learners to dominate in the group; mother-tongue use – particularly
common in less  disciplined or less motivated classes, where learners find it
easier or more natural to express themselves in their native language.
According to River, the main goal of teaching speaking
is to develop the communicative efficiency. When learners try to express
themselves there is a hesitation; cliché expressions which fill in
pauses, much repetition and frequent indefiniteness as the speaker seeks the
most convenient combination of element to express his intended meaning. These
difficulties are due to a lack of interest in the subject, poor listening
practice, deficient vocabulary, or lack of self-confidence and fear of making
mistakes.
Lack of Interest in the Subject: One of
the problems that the students felt really shy about is talking in front of
other students; they suffer from fear of making mistakes and “losing face in
front of their teacher and their peers”, as said by teacher. Speaking in front
of other people needs courage, motivation from inside and outside such as a
joyful atmosphere in the conversation and interesting topics. Another cause is
that there are students who dominate and almost intimidate others with their
better ability. In the class, where many students have good ability in English
writing skill but when they should communicate in English, they fail to express
their ideas verbally. They are afraid and anxious about saying something wrong
or incomprehensible, especially when some students are not familiar with the
topic. Most of the students in foreign language classrooms stay silent because
they have "nothing to say ". This may be because the teacher has
chosen a topic about which students know very little. Moreover; the common
expiration second language learners use when they are imposed to participate in
a given topic is "I have nothing to talk about", "I don’t know”,
“no comment" or they keep silent.
Poor Listening Practice: Listening plays
a major role in the interactions that occurs between two or more people.
Student may have an experience in expressing himself in the foreign language in
a conversation. Therefore, the student does not  comprehend sufficient elements
in the message to be able to make further contribution to the discussion.
Deficient Vocabulary: Most of the
students find difficulties in using the appropriate words when expressing their
thoughts so they use the simple form of language. The teacher must be aware of
this psychological factor and help his/her students to feel at ease while using
the foreign language. Vocabulary refers to the words the students must
understand to communicate effectively, but some learners have poor vocabulary.
Mother Tongue Use: Another problem that
is faced is that the students used their native language rather than English to
perform classroom tasks. This might happen because they want to communicate
something important, and so they used the language they know best. They have difficulty
saying them in English and because they do not want to lose face in front of
their peers, they think that they better use their native language so that
others can understand them. Foreign language students of the same mother tongue
tend to use it outside and even inside the classroom because they feel more
comfortable and less exposed to the target language.
Lack of Self Confidence and Fear of Making
Mistakes: When a student speaks, it requires other students to have all
eyes to him/her and exposure to the audience could often give students fright.
They are also worried about making mistakes. In many classes, some students
prefer to keep their ideas to themselves because they are afraid of being
corrected by the teacher. However, students‟
mistakes must be corrected, but when the student is attempting to encode
his thoughts he should be interrupted as little as possible. This problem
reveals more when learners try to participate in the classroom but many factors
stop them to do so.
Low Uneven Participation: There are some
students who tend to be dominant and take almost the whole students‟ talk time. However,
others prefer to speak only if they ensure that what they will say is correct,
and some others keep silent, show no interest or participation all along the
course. Harmer (2001) suggests streaming weak participators in groups and
letting them work together. In such cases they will not hide behind the strong
participators, and the teacher can achieve a high level of participation.
Another factor that can create problem of participation 41 is the classroom
arrangement that may not help students to perform some speaking activities. Low
participation is due to the ignorance of teacher's motivation too. If the
teacher does not motivate his learners, the talkative ones also will show no
interest. So, increasing and directing student motivation is one of the teacher‟s responsibilities.
Pronunciation Problems: Many students had
pronunciation problems and this is common because English and most other languages
which used to be the native language have different sound system.
Lack of Motivation: Ellis states that
learners‟
motivation and needs have always had a central place in language learning.
Thus, sometimes many students lack the motivation to learn English because they
consider it to be a difficult language.
Language is used in   our daily interactions to fulfil
many different goals such as communicating information, ideas, beliefs,
emotions and attitudes to one another. When using language for communication,
both the interlocutor and the addressee are involved in two major processes:
transmitting ideas and   interpreting the message produced. Thus, developing
the oral skill is considered as one of the major building blocks in language
learning as it requires a combination of knowledge of the target language with
skills and strategies that enable to use it effectively. This skill is also
very complicated as it relies not only on the teachers‟ competence in promoting knowledge and
giving feedback on the oral outcome but needs as well the learners‟ willingness and
acceptance of teachers‟
oral correction to refine their performance.
In conclude using English language for communication
involves two major processes from the part of both the interlocutor and the
addressee: transmitting ideas, beliefs, emotions and attitudes to one another
and interpreting the message produced. Therefore, this study looked at the
productive aspect of communication and focused mainly on how to develop EFL
learners‟ spoken
performance. The teacher has to play different roles in the classroom at the
same time. Three roles if the teacher is trying to get students to speak
fluently:

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

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

Giyazova Nozima Bayazovna
senior lecturer
Tolibova Aziza Tulkin kizi - student
Department of economics,
Bukhara State University, Bukhara, Republic of Uzbekistan

Abstract: “Influencer
marketing” is marketing based on organizing a marketing campaign on social
media through celebrities (Facebook and Instagram stars). It drives sales,
which means sales of products increase, it informs about the brand. Influence
marketing is not just for big brands and companies, but small brands can also
grow their businesses through impact marketing campaigns.
Keywords: Marketing, influencer
marketing, social network, brand, pandemy, blogger, tendency, influencer
person, advertising, e – commerce.
The global coronavirus crisis has sparked new consumer
behaviors and emotions. The social distance created by the pandemic has
significantly changed behavioral trends while keeping more people at home.
Consumers have turned to radio, television and other media sources for reliable
information. They also spent most of their agendas by downloading game apps,
spending more time on social media, and downloading more movies. At a time when
the coronavirus is on the rise, it's important to pay attention to advertising.
In the context of a long-running pandemic, influential marketing, which is not
yet well known to many, has grown rapidly.
Influential marketing is marketing based on organizing
a marketing campaign on social media through celebrities (Facebook and
Instagram stars). The advantage of this method is that most ordinary people are
usually interested in the lives of Facebook and Instagram stars and follow
them. That’s why ordinary people rush to buy products that celebrities
advertise. This marketing represents the link between the brand and the
influential person. An influential celebrity displays the products and services
of a particular brand on various social networks such as Instagram, YouTube,
and Facebook.
Influential marketing is very
relevant. It’s a marketing strategy aimed at collaborating with an influential
person (because because so many people follow him, he’s a protagonist on the
Internet, or in other words, an influential person.
Influential individuals are characterized by having a
person who attracts thousands of followers on social media, so that he or she
becomes a representative of his or her sector, and everything he or she says or
does is important to “fans” who imitate him or her. Thus, the interaction of
this person with a brand or company can lead to the following positive
reactions:
•
increase website visits;
•
increase followers;
•
improve brand reputation;
•
increase its sales;
There are many examples of the
benefits of using impact marketing:
✓It
drives sales, which means sales of products increase. Influenced by influential
celebrities, many start buying advertising products. This increase in sales
occurs as soon as the influencer starts talking about the product. And because
of this they are catching the eyes of many.
✓It
creates meaningful and moving videos. It is a well-known fact that high-quality
content attracts a lot of attention. This can be great news for companies
looking for buyers for their products. This is because the plates created by
the influencers inform the potential customers about the brand.
✓It
informs about the brand. Influencers are the link between a brand and its
market popularity. They are the ones that drive sales. Consumer awareness of
the brand is as important as water and air in today’s e-commerce. About 84% of
consumers, or 9 out of 10, make a purchase only after reading blogs about a
product or service. That's why bloggers are not just influencers.
✓He
has won the trust of the people. You know, consumers trust the opinions of
their peers more than the brand. So, there is no doubt that collaboration in
delivering messages about different brands through influential people (Facebook
and Instagram stars) will be successful. Therefore, moving away from
traditional brand advertising methods and using trusted representatives among
the people has become an important marketing tool today.
✓It
has authority and influence. 84% of consumers, or 9 out of 10, make a purchase
only after reading blogs about products and services. That's why bloggers are
not just influencers.
✓They
build relationships. Influencers build relationships between the brand and
their subscribers. Without this kind of interaction, it's very difficult to
build relationships with consumers without the "partner" you know.
 Influence marketing is not just for big brands and
companies. Even small brands can increase the size of their business through
impact marketing campaigns. Small business owners can also work with small
influencers who are influential in their area.
More and more companies are focusing on the people they
influence to reach users, and their company or product is known (has a good
reputation). Therefore, it is common for companies to start spending part of
their advertising budget on “hiring” these individuals. Because this type of
marketing, along with advertising on social networks, gives better and better
results. This doesn’t mean you put other channels and other marketing (e.g.,
email) aside, but it does mean moving to a place where it’s easier to reach
potential customers and clients right now.

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(2016). The role of marketing in the agricultural sector of Uzbekistan.
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& Giyazova, N. B. (2020). Possibilities of improving cooperation relation
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Muhammedrizaevna, T. M., Khakimovna,
U. M., Abdullayevna, K. Z., & Bayazovna, G. N. The role of using
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academy, 11.

INDIVIDUAL DIFFERENCES IN PSYCHOLOGY

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

Scientific adviser: Hasanova Nargiza Ahrorova
Sitora
Student of SamSIFL, 2nd year
Abdurahimova Barchinoy
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:

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THE ROLE OF THE STATE IN THE INNOVATIVE DEVELOPMENT OF
INDUSTRIAL ENTERPRISES

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

Igamova Shakhinya Zikrillaevna
lecturer
Jamilova E’zoza Vahobjonovna-
Student Department of Economy Bukhara State University,
Bukhara, Uzbekistan.

Annotation. The article considers
the role of the state in the innovative development of industrial enterprises.
Locomotive of the social and economic development of countries, the most
important ass of the state consists in the formation of an elementary national
innovation sphere, in ensuring their consolidated activity, in ensuring the
effective implementation of innovation in overgrown economies.
Key
words: innovation, states,
R&D at the enterprise, innovation policy, planning, organization,
commercialization of innovations.

A powerful lever of the mechanism of innovative
development of business entities is the positioning and support of innovations
from the state, incl. with the help of the existing legal and regulatory
framework.
The strategy of innovative development determines the
increase in the innovative activity of business as one of the main conditions
for the transition of the economy to an innovative path of development. The
main direction of innovative development is the saving of natural and material
resources, the limitation in which becomes more and more every year, and the
reduction of labor costs.
We note that the complication of processes in the
field of innovation has led to specialization and the emergence of a spectrum
of participants. Here you can highlight the activities of such subjects
employed:
•
generation of innovative activities;
•
the use of innovations in production;
•
commercialization of innovations.
The above subjects are designed to
perform the following specific functions:
✓
develop and generate innovative knowledge and ideas;
✓
organize investment in innovative activities;
✓
perform R&D at the enterprise;
✓
to carry out the transfer of innovations;
✓
to commercialize developments and researches;
✓
supply innovative resources;
✓
regulate innovative activities at the enterprise.
From here it follows that in modern production a
multi-level system of subjects of innovative activity is formed, which are held
together by the ultimate goal. The subjects of this system are:
➢     the
state, which is designed to form an innovative climate and an innovative
environment, create a regulatory framework for the development of innovative
connectivity, participates in the formation of innovative infrastructures and
inventions as a macro-level of the system; scientific and
innovative departments at the micro level;
➢     individuals
who are carriers of ideas and directly involved in innovative activities.
We note that a significant impact on innovative
activity is provided by the resource provision, which forms the resource
element, as well as the final result.
Unconditionally, the state in the innovative
development of other people's exposed leading rolls: started with the strategy
of innovative development being developed, a conspiracy with analysis and
evaluation of macro-relativistic innovation sphere. Loaded that the innovation
sphere in modern conditions is the Locomotive of the social and economic
development of countries, the most important ass of the state consists in the
formation of an elementary national innovation sphere, in ensuring their
consolidated activity, in ensuring the effective implementation of innovation
in overgrown economies.
The activity of the state is carried
out in several directions:
❖   financing of
fundamental and applied research; stimulation of the activity of the elements
of the innovation sphere;
❖   staff training;

❖   activation and
strengthening of relations between the elements of the innovation sphere;
❖   formation and
improvement of the legal framework.
The implementation of innovative activities is
inseparable from investment, and therefore the regulation of investment and
innovation activities by the state in modern conditions is an objective
necessity, because this activity is directly reflected in macroeconomic
indicators, in the structure of public reproduction and consumption of tangible
and non-material benefits, in the development of new forms of commerce.
The management of this activity is carried out taking
into account the presence of various sectors of the economy that have their own
specifics, including in terms of innovative development. State management of
innovative activities is carried out taking into account the possibility of new
innovations and the need to implement various urgent social programs. Therefore,
this function of the state is extremely complex and, of course, must be carried
out in a highly qualified manner with the use of the most modern methodological
apparatus that ensures sustainable and progressive socio-economic development
of the country.
It is obvious that the national innovation sphere
should develop in line with the innovation policy developed by the state as
part of the economic policy. In turn, the innovative policy of the state should
be in line with the strategy of socioeconomic development, ensuring an increase
in the level of competitiveness of the national economy in the mines.
The innovation policy is designed to ensure the
coordination of the economic interests of all entities participating in the
innovation process, harmoniously distributing economic and legal responsibility
and recognition; create business conditions that initiate and promote the
modernization of the economy.
The goals of the innovation policy
are the states:
✓forecasting
strategic changes in the markets, in the economy, technology, taking into
account the potential of the national economy and integration processes;
✓development
of measures to ensure organizational, economic and legal support for innovative
solutions;
✓meeting
the demand for innovative products;
✓setting
the boundaries of risk when developing a strategy for creating innovation and
methods aimed at its implementation.
The state innovation policy should have an impact on
decision-making by economic entities participating in the innovation process.
This policy should take into account
contemporary challenges such as:
➢ technological revolution in
resource saving and alternative energy;
➢ strengthening on a global
scale of competitive struggle for the power of investment, new knowledge,
technologies;
➢ current demographic
situation;
➢ growing deficit of
non-renewable resources.
This will ensure the competitiveness
of innovative processes.

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Kalmetov B.D. etc. Deepening economic reforms in the building
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Chechurina M. N. Transformation of the role of innovations in the
economic development of society [Electronic resource]: materials of scientific
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Niyazov S.M. Economic reform of the production and technical base
of construction.-T .: Publishing house "Fan va texnologiya",
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OF SOCIAL SCIENCE & INTERDISCIPLINARY RESEARCH ISSN: 2277-3630 Impact
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Узбекистана. ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz)
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Игамова, С. (2021). Комплексная
оценка качества строительных работ с использованием информационных технологий. ЦЕНТР
НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz) , 8 (8).
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Kayimova, Z. A. (2021). Prospects for
the development of Islamic banking services market in commercial banks of
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R. (2021). Development of the competitiveness of industrial enterprises during
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PROBLEMS OF THEORY AND PRACTICE OF SYNTHETIC STYLISTICS IN

UZBEK COMPOUND SENTENCES

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

Islomova Muattar Bozor kizi
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.

PROFESSOR A.M.MUXIN TOMONIDAN YARATILGAN
SINTAKTIK ALOQALAR

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

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

Annotatsiya: Mazkur maqolada
inkor olmoshlarini sintaktik komponent sifatida prof.A.M.Muxin nazariyasiga
asoslanib, ularni gapdagi ishtirokiga ko’ra sintaktiksemantik va paradigmatik
analiz qilish bilan bir qatorda, gap strukturasida sintaktiksemantik
jihatlarning turlicha komponentlari tadqiq etilgan. Shu bilan birgalikda,
maqolani o’rganish davvomida professor A.M.Muxin va uning izdoshlari tomonidan
yaratilgan sintaktik aloqa va vositalar to’g’risida bir qancha ma’lumotlarga
ega bo’lamiz.
Kalit So’zlar: sintaktik,
prediaktiv, A. M.Muxin, yadroviy predikativ bog‘lanish, noyadroviy predikativ
bog‘lanish, subordinativ, kordinativ, appozitiv, substansiya, lokativ,
temporal, stativ

Tadqiqot obyekti va predmeti. Ingliz va o’zbek
tillarida kesim o’rnida kelgan elementlarning differensial sintaktik va
semantik jihatdan qiyoslanishi tadqiqot obyektini tashkil etadi. Tadqiqotning
predmeti esa sodda gaplar tarkibida ishtirok etgan birliklardan kesim
vazifasidagi elementlarning tipologik jihatdan qiyosiy tavsiflanishini o’z
ichiga oladi.
Tadqiqotning maqsad va vazifalari. Ushbu
maqolani tadqiq etishdan asosiy maqsad ingliz va o’zbek tillarida kesim
tipologiyasi talqinidan iborat bo’lib, shu maqsad yo’lida quyidagi
vazifalarlarni bajarishga e’tibor qaratildi:
-
qardosh bo’lmagan tillar (ingliz va o’zbek tillari) tizimida
kesim o’rnida kelgan elementlarni morfologik jihatdan, ya’ni ifodalanish
usuliga ko’ra tasniflash;
-
ingliz va o’zbek tillarida differensial sintaktik birliklarning
izomorflik va allomorflik xususiyatlarini belgilash;
-
gapda kesim (NP2) o’rnida kelgan elementlarning differensial
sintaktik-semantik belgilarini
tipologik jihatdan o’rganish;
-
har ikkala tilda kesim o’rnida kelgan elementlarni kategorial
hamda nokategorial differensial sintaktik-semantik belgilari asosida
tasniflash;
-
har ikkala tilda aniqlangan sintaksema variantlarini
inventarizasiya qilish.

KIRISH
Hozirgi zamon tilshunosligida gaplarni sintaktik
qatlamda tahlil qilish borasida gap bo’laklariga, ya’ni bosh bo’laklar va
ikkinchi darajali bo’laklarga ajratib o’rganish bilan chegaralanadi. Zeroki,
gaplarning sintaktik birliklarini, semantik maydonini, ularning defferensial
sintaktik hamda differensial sintaktiksemantik belgilarni aniqlash va bunda
ma’lum lisoniy metodlarga tayanib gaplarni tahlil qilish zamon talabidir.
An’anaviy grammatikada gapni bosh va ikkinchi darajali bo’laklarga ajratib
tahlil qilishda o’ziga xos juziy kamchiliklar mavjud. Chunki an’anaviy
tilshunoslikda sintaktik birliklarga ajratiladigan bo’laklar ham gapning bir
bo’lagi deb qaraladi.[1]. Bu esa gap bo’laklarini elementar sintaktik
birliklarga ajratish imkonini bermaydi. Undan tashqari, gap tahlilida sintaktik
elementlarning semantikasi hisobga olinmaydi. Ammo ushbu ishda tillar tizimida
gapda kesim  o’rnida kelgan sintaktik birliklarga e’tibor qaratgan holda ularni
sintaktik jihatdan o’rganish bilan cheklandik. Ushbu muammoni tadqiq etishda A.
M. Muxin va uning shogirdlari tomonidan yaratilgan lisoniy metoddan foydalanish
bizning nazarimizda yuqorida qayd etilgan usullarga xos ayrim kamchilik va
nuqsonlarni to’ldirishda muhim ahamiyat kasb etadi. Mazkur tahlil usuli
boshqalaridan farqli ravishda ikki bosqichda amalga oshiriladi. Xususan,
boshlang’ich bosqichda gapdagi elementlar komponentlarga ajratib tahlil
qilinadi hamda ushbu bosqichda berilgan elementlarning o’zaro sintaktik
aloqalari aniqlanib, bir-biridan farqlanish usullari yunksion va komponent
modellarda ifoda etiladi. Tilshunoslik fani taraqqiyotining hozirgi davri
bosqichida til tizimi birliklarining qay tarzda nutqqa ko’chirilishi va
jumlaning nutqiy zanjirda voqelanishi, sintaktik strukturalarning nutqiy
faollashuvi, ularning semantik va sintaktik munosabatlari masalasiga doir muammolar
tilshunos olimlarimizdan o’z tadqiqini kutmoqda [2]. Chunki hozirgacha tilning
sistema ekanligi to’g’risida diqqatga sazovor tadqiqot ishlari qilingan bo’lsa
ham, sistema belgilarining nutqqa ko’chirilishi, boshqacha aytganda, ularning
nutqda real ishlatilishi masalasiga kam e’tibor berildi. Mazkur masalalar
ayniqsa nutq lingvistikasi ilmiy asoslanayotgan bugungi kunda yanada dolzarb
bo’lib qolmoqda.
Hozirgi zamon tilshunosligida gaplarni sintaktik
qatlamda tahlil qilish borasida gap bo’laklariga, ya ni bosh bo’laklar va
ikkinchi darajali bo’laklarga ajratib o’rganish bilan chegaralanadi. Zeroki,
gaplarning sintaktik birliklarini, semantik maydonini, ularning defferensial
sintaktik, hamda differensial sintaktiksemantik belgilarni aniqlash va bunda
ma’lum lisoniy metodlarga tayanib gaplarni tahlil qilish zamon talabidir. Prof.
A. M.Muxin va uning shogirdlari tomonidan ishlab chiqilgan
«komponent va sintaksemalarga ajratib tahlil qilish»
metodi juda samaralidir.
Komponentlab tahlil qilish deganda gapda ishtirok etgan
sintaktik birliklarni o’zaro sintaktik aloqalarini aniqlab, yunksion modellar
yordamida tasvirlash, ularning differensial sintaktik-semantik belgilarini
aniqlash tushuniladi. [3] Gapdagi elementlarning differensial
sintaktik-semantik belgilari elementlar orasidagi paradigmatik munosabat orqali
aniqlanadi. Komponentlab tahlil qilish gap qurilmasini o’rganishning birinchi
bosqichi hisoblanadi. Gapdagi elementlar o’rtasidagi aloqalar esa yunksion
modelda o’z aksini topadi. Biz gaplarni sintaktik va semantik xususiyatlarini
aniqlashda kо‘proq professor A. M. Muxin asarlaridan foydalanamiz va u
tomonidan qо‘llanilgan sintaktik elementar birlik nazariyalari orqali gaplarni
taxlil qilamiz. Yuqorida kirish qismida aytib о‘tganimizdek gapning qurilishida
elementar sentaktik birliklarning ikki turini gapning komponenti strukturasini
ikkinchisi esa gapning sintaksemali strukturasini tashkil etadi. U yoki boshqa
birliklarning xarakterli tomoni ularning sintaktik bо‘limmasliklari
hisoblanadi. Shuning natijasida u elementar sintaktik birliklar deb nomlanadi.
A. M.
Muxin nazariyasiga kо‘ra 6 ta sentaktik semantik bog‘lanish
mavjud bо‘lib, ular:
1.
Yadroviy predikativ bog‘lanish
2.
Noyadroviy predikativ bog‘lanish
3.
Subordinativ predikativ bog‘lanish
4.
Koordinativ predikativ bog‘lanish
5.
Appozitiv predikativ bog‘lanish
6.
Introduktiv predikativ bog‘lanish
1 . Yadroviy predikativ bog‘lanish. – gapning asosini
tashkil etadi va о‘zо‘zidan gap jumlasini hosil qiladi. Ular shunday 2 ta gap
komponentlari orasida mavjud bо‘lib ega va kesim orqali о‘zaro birlikda bir-birlari
bilan bog‘liqlik hosil qiladilar, ya’ni 2 tomonlama yо‘nalish hosil qiladi.
Hozirgi zamon ingliz tili gaplarda oddiy, yasama, qо‘shma sifatlarning
predikativ funksiyasida ishlatilishi kо‘proq kuzatamiz. Aksariyat misollar “to
be” bog‘lovchi fe’li bilan ishlatiladi. [4]  2. Noyadroviy predikativ
bog‘lanish – Yadroviy predikativ bog‘lanishga о‘xshab ketadi. Noyadroviy
predikativ bog‘lanishda gap bо‘laklari xuddi ega va kesim о‘rtasidagi
bog‘lanish singari bir-biri bilan bog‘lanadi. Ushbu bog‘lanish gapning qaysidir
bir bо‘lagiga tobe bо‘ladi.
3. Subordinativ bog‘lanish. Subordinativ yoki tobe
bog‘lanish gapning strukturasi asosini tashkil qilmaydi, yoki predikativ
bog‘lanishdan farqli u bir tomonlama yо‘nalishga ega va hokazo…
Sintaksemalar gap  komponentlaridan  farqli  o‘laroq
birliklar, ya‘ni invariantlar  tildagi  variant  sistemasini  tashkil etadilar.
Ular o‘z ma‘nosiga  ko‘ra sintaktiksemantik  belgilar hisoblanishad,
oppozitsiyalar sistemasidagi bog‘lanishlar asosidagi paradigmalarni  tashkil
etadilar. Paradigmatika (lot.paradigm, example) – bir guruhga mansub elementlar,
ma‘nosini berib, ya‘ni sintaktik – semantik o‘xshashlik asosida  bir guruhga
birikadi. Professor A.M.Muxin sintaksem analiz nazariyasiga ko‘ra
sintaksemalar  asosiy 3 kategorial guruhga  bo‘linadi:
1.Substansial.
2. Kvalifikatsion.
3.Prosessual.
Bog‘lovchilarni  gap strukturasida  qaysi  sintaksem
ega ekanligini  o‘rganishda ularda asosiy komponentlarga tobe bo‘lishiga
qaramay,  substansial, kvalifikatsion hamda prosessual  kategorial guruhlar
ostida  umumlashganini  ko‘rishimiz mumkin:
1. Substansional guruhga:
a) olmosh
As he did so he watched the instrument before him(SWWC123) U
shunday qilgani uchununing ko‘z oldida asbobni ko‘zdan kechirdi. When I met
you, you  were wound pretty  tight (MJAN19) Men seni uchratganimda sen haddan ziyod
go‘zal eding.
I don‘t want him to see us untill
it‘s too late (SWWC48) Men uning bizni kech tbo‘lmasdan ko‘rishini xohlamayman
b) ot: Both men and women got out of
the car (EHH78) Ham erkaklar ham ayollar  mashinadan tushishdi.
As cat watched, one of the men
stretched out on the floor (SWWC79) Mushuk ko‘rganda, odamlardan biri polda
cho‘zilib yotardi.
C) artikl: As the cab pulled up  at  the hotel, a crowd
was gathered out front (SWWC132)
Arava  mehmonxona yoniga kelgach,
odamlar  tashqariga to‘planishdi.
2.
Kvalifikatsion guruhga:
Sifat: The girl seems at  least as
perfectly normal as beautiful (MAB57)
Qiz  mukammal darajada kelishgan va
go‘zal edi.
3.
Prosessual guruhga:
Dad sits and looks at them as if they
were strangers.
Ded o‘tirgancha,  xuddi begonalarga
qaragandek, ularga qarab qoldi.
Kо‘p nazariyalar orqali sintaksis semantika 80 dan
ortiq kategoriyalarni о‘z ichiga oladi deb ta’kidlangan.
Substansiya (narsani
bildiruvchi), Kualikativ (narsaning hususiyati) va
Protsessualiyalarni  (ish-harakatni) о‘z navbatida kichik
kategoriyalarga bо‘lamiz.
Lokativ (joyni) Temporal (vaqt) Stativ (xolat),
Reliativ (nisbiy belgilarni) va xokazolar. [5]
XULOSA.
Yuqorida ko’rib chiqganlarimizdan bizga ma’lumki,
prof.A.M.Muxin nazariyalari bugungi kun tilshunosligida keng qo’llanib, ommaga
targ’ib etib kelinmoqda. Tilshunoslikning juzviy birliklariga bir qancha
tushunchalarni olib kirgan ushbu professor va uning izdoshlari tomonidan olib
borilgan tadqiqotlar, tilimizni sitaktik jihatdan yanada boyitishga katta
hissasini qo’shgan.

FOYDALANILGAN ADABIYOTLAR:

1.
Rafiyev, N. G‘ulomova. Ona tili va adabiyot. Akademik litsey va kasbhunar
kollejlari uchun darslik – T., ”Sharq”, 2013 yil
2.
O‘zbek tilining izohli lug‘ati. T., “O‘zbekiston milliy
ensiklopediyasi” Davlat ilmiy nashriyoti. Besh tomli I,II,III,IV,V tom.
2006-2008-yillar

3.
A.G. G’ulomov O‘zbek tilida kelishiklar, O‘zFa asarlari Toshkent,
1941, Filologiya I Ikitob 5-85 bet.
4.
Faxri Kamol, O‘zbek orfografiyasi haqida O‘quvpeddavnashr, Tosh. 1957
32-35 bet.
5.
F. Abdullayev, Kelishik affikslarining genezisiga doir. «O‘zbek
tili va adabiyoti masalalari» jurnali, 5-son 1961 27 –bet

THE ROLE OF INNOVATIVE TECHNOLOGIES IN LEARNING ENGLISH

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

Khudayberganova Zulfiya Sultonmakhmud qizi
Fergana region, Bagdad district
School №37, English teacher

Annotation: Language is the
primary means of communication, it is difficult for you to imagine the
existence and development of human society. At a time when the world is
undergoing great changes, the demand for learning foreign languages   is
growing in our country. the study of English is very well established. At the
initiative of the President, English is widely taught in all fields of
education. The use of technology in the process of learning English is yielding
effective results.
Key words: school,
technology, lesson, teacher, computer, language.
After the independence of our country, the demand for
learning foreign languages   has increased dramatically. The state creates
ample opportunities for language learning. Today, schools have modern
computers, electronic resources, Internet access. The use of information
technology is possible not only at different stages of school students'
lessons, but also in the usual English lessons. The introduction of computer
technology in the scheme of a traditional lesson allows the teacher to make the
learning process a part of his work on the computer, making the learning
process more interesting, colorful, intense. The computer cannot replace it,
but only fills the teachers. Involving a computer allows you to make any lesson
attractive and truly modern. Completing any task allows you to increase the
intensity of the lesson by using a computer and using the lesson. The use of
flexible materials and operational plans help to individualize reading. It can
be used at all stages of computer training: new materials, merging, repetition,
knowledge management, skills and abilities can be used in the explanation. At
the same time, for the child, it performs a variety of functions: teachers,
tools, teaching aids, learning object, collaborative group, play environment,
entertainment. It helps to introduce new pedagogical technologies, for example:
data and communication, computer and multimedia technologies are closely
interrelated. Implementation of information technology creates the necessary
conditions for the activation of the school learning process. Computer
technology helps to reveal, preserve and develop students ’personal qualities.
In schools, every subject in the teaching process, however, English has always
used information technology (means of storing, processing and transmitting
information) in their activities; Improving their perfection will help increase
efficiency. Therefore, the use of a computer as the most perfect source of
information, using books, fountains, televisions, calculators, VCRs, and so on.
Naturally, it leads to an improvement in the learning process. The development
of computers and software has led to the simplicity of mastering their
underdeveloped users, including preschoolers. In recent years, the issue of
using innovative technologies in schools has been on the rise. It is not only
new technical means, but also a new approach to the learning process and
teaching methods, the learning process. The introduction of innovative
technologies into the learning process is related to the improvement of
teaching and learning methods in the process of learning foreign languages   in
relation to the needs of foreign languages. The main purpose of teaching in
foreign languages   is to form and develop the communicative culture of
schoolchildren, to learn practical skills in a foreign language. The task of
the teacher is to create practical skills with language for each student, to
choose such teaching methods that allow each student to demonstrate their
activities, creativity. Collaboration, project methodology, modern pedagogical
technologies using new information technologies, the use of new information
technologies, Internet resources, taking into account the abilities of
children, their level of education, their individualization will help increase
the level of knowledge. The communication approach is a strategy that
stimulates communication and focuses on a conscious understanding of the
material and ways to communicate with them. It is not very difficult for a user
to implement a communicative approach on the Internet. A question should arise
for a utility task problem or discussion, and students can not only share
information but also evaluate it. The main criterion that allows this approach
to be distinguished from other types of activities is that students choose a
language unit to express their opinions. It is better not to use the Internet
in an alternative approach: its purpose is to learn a foreign language and to
learn a foreign language by expanding their knowledge and experience. One of
the main requirements for learning foreign languages   using Internet resources
is to create interactions in the so-called usual course in this interactive
method. Interactivity is the organization, coordination, and complementarity of
“achieving mutual goals and the outcome of speech resources”. Real language
classes help in the formation of Internet skills and abilities, as well as a
real interest in learning vocabulary and grammar and are therefore effective.
Interactivity not only creates real-life situations, but also forces students
to respond adequately through foreign languages. One of the technologies that
offers individual teaching is the method of these projects, which is a way to
develop creativity, cognitive activity, independence. The typology of projects
varies. In real practice, it has to deal with a variety of research, creative,
practice-oriented, and mixed projects where there are signs of information. The
work of the project is a multi-level approach to learning reading, auditing,
speaking and grammar. The method of the project contributes greatly to the
development of active independent thinking in students. I think project
preparation teaches children to collaborate and collaborative training raises
mutual support and creative skills. At the same time, the essence of innovative
education in learning English is that the involvement of almost all students in
the learning process of the learning process, the use of new ped technologies
increases the quality of lessons. For example, if we look at the following pad
technologies.
Carousel technology. Like many innovative
technologies, the carousel is borrowed. Kids do this kind of work, usually a
lot. Two rings are formed will be: internal and external. Still students facing
the outside of the inner ring, from the outside rotating every 30 seconds. So
they have time to talk for a few minutes and try to convince the interlocutor
to their right. Dialogues of a lauretic nature follow perfectly, the subject is
acquaintance, nationality, conversation in a public place, and so on. The guys
speak with excitement, the profession is dynamic and productive.
"Theater" technology. Something like
the spectrum you participate in as an audience, experts, critics and analysts.
Several students play the situation in the circle, while the rest are observed
and analyzed. The appropriate mood, emotion, character of the spectators, and
the task of the audience is to tell their conclusions based on what they have
followed.
“Group Story” technology. It is done in two
ways. In the first method, each student adds one sentence to a story that has
already begun. At a certain signal (after a minute) a sheet with an unfinished
story is sent in conjunction. The second method is well suited for topic
development. The teacher asks questions in a certain order, each participant in
the process writes an answer, no one can see it, and the neighbor helps. The
movement takes place in a circle. Thus, in the end, a few surprises are
obtained. In short, the use of innovative methods in English lessons develops
students' logical thinking skills, fluency, and the ability to respond quickly
and accurately. Such methods stimulate the student's desire for knowledge. The
student strives to prepare thoroughly for the lessons. This makes students active
participants in the learning process.

REFERENCES:

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

2.
M. R. Otaboeva. - Text: neposredstvennbiy, электронный // Young uchenyy.
- 2017. - № 4.2 (138.2). - pp. 36-37. - URL: https://moluch.ru/archive/138/39058/
(data obrazcheniya: 27.04.2020) Н.
3.
Q. Xatamova, M.N.Mirzayeva. "Interactive methods used in
english lessons" (methodical manual), Navoi, 2006, 40 pages.
4.
M. Kholdorova, N. Fayziyeva, F. Rixsittilayeva. "Use of
assistants in foreign language teaching". Tashkent: Tashkent State
Pedagogical University named after Nizami, 2005
5.
O. Hoshimov, I. Yakubov. "Methodology of teaching
english" (textbook) Tashkent: "Sharq" Publishing House, 2003.

HADIS ILMLARIDA TOBEINLARNING O’RNI

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

Mahmudova Odina Obiddin qizi Asadullayeva Durdona Shuxratilla qizi
O’zbekiston xalqaro islom akademiyasi 3-bosqich
talabalari

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

Bu mavzuga kirishdan oldin tobein atamasi bilan tanishib
olish maqsadga muvofiqdir. Hadis istilohida tobein atamasi:“التاب
عي” arabcha so‘zdan olingan bo‘lib, “izdosh”,
“ergashgan” degan ma’nolarni anglatadi.Istilohda esa, iymon keltirgan holda
sahobiyni ko‘rgan, u bilan suhbat qilgan va shunday iymonda vafot etgan
kishidir.Lekin ulamolar “Tobein” atamasiga aloqador turli fikrlar bildirishgan
masalan:Hofiz al-Xatib al-Bag‘dodiy rahimahulloh “Al-Kifaya fi ilm ar-rivaya”
kitobida shunday deganlar:
التاب
عي:
منيصحبيالصحا
بي "Tobein -
sahobaning yonida bo'lgan kishi".Shayx Mulla Ali al-Qoriy rahimahulloh
aytadiki:
منيل
ىقيالصحا
بيمؤمنايبالن
بيصلىياللهيعليهيوسلميولويتخللتيردةي
 فيالأصح “Eng to‘g‘ri fikr
shuki, tobein agar umrida dindan qaytgan bo‘lsa ham, Payg‘ambarimiz sollallohu
alayhi vasallamga iymon keltirgan holda sahoba bilan uchrashgan kishidir”
.Hofiz Abdurrauf al-Munaviy rahimahulloh shunday yozadi: ولاييلزميأنييكونيمؤمناًيحاليملاقاتهيللصحا
ب،يبليلويكانيكافراًيثميأسلميبعديموتيالصحا
ب،يوروىيعنهيسميناه
تابعياًيوقبلنايه“Sahoba bilan uchrashganda mo‘min bo‘lishi
shart emas – hatto u kofir bo‘lsa ham, sahoba vafot etgandan keyin islomni
qabul qilgan bo‘lsa, undan rivoyat qilishadi va biz uni tobein deymiz”
Tobeinlar fazilatlari:
Ibn Mas’ud (r.a.)dan rivoyat qilinadi: “Rasululloh sollallohu
alayhi vasallam aytdilar:
“Asrlarning yaxshisi mening asrim, خ
ريي القرونِي
قر  بي
ثمّي الذيني
يلونهمي ,ي
ثمّي الذيني
يلونهمso‘ng unga
ergashgani, so‘ng unga ergashgani”. Imom al-Hakim rahimahulloh  shunday yozadilar: فخ
رييالناسيقرناًيبعديالصحابةيمنيشافهيأصحابيرسولياللهيصلىياللهيعليهيوسلميوحفظيعنهميالدينيوالس
 ني
"Sahobalardan keyingi eng yaxshi
avlod - bu Rasululloh sollallohu alayhi vasallamning sahobalari bilan suhbat
qurgan, ulardan din va sunnatni saqlab qolgan va o'tkazganlardir". Tobeinlarning
ilm ar rijolda o’rni va hadis tadviniga qo’shgan hissasi:Ma’lumki, hadisning
ustuni isnoddir uning tarkibi esa roviylardir. Bu ikki narsa hadis matniga
eltuvchi yo‘l va hadis ilmidagi eng muhim narsalardandir. Isnodning ahamiyati
haqida ulamolar quyidagicha fikr bildirishgan:Abu Abbos Muhammad ibn Abdu
Rohman Dog’uvliy aytadiki: “Men Muhammad ibn Hotam ibn Muzaffarni shunday
deganini eshitdim:
“Albatta, Alloh bu ummatni isnod bilan ikrom
qildi, e’zozladi va afzal qildi. Hech bir oldingi o‘tgan ummat ham va hozirgi
ummat ham isnodga ega emas.”, deb”.Shayxul Islom Abul Abbos Ibn Taymiy
aytadiku: “Alloh bu ummatni isnod bilan xosladi. Uni diroyat uchun xavfsiz
qildi. Hech bir ahli kitob o‘zidan isnodni meros qoldirmagan va bu ummat isnod
bilan zaif va sahihni,  egri va to‘g’rini farqladi.”deb. Yahyo al Qatton;
“Isnod bu dindandir”. Abdulloh ibn Muborak aytadiki: “O‘z dinini isnodsiz
so‘ragan kishi xuddiki narvonsiz yuqoriga ko‘tarilmoqchi bo‘lgan kishi kabi”
deb aytishgan. Muhaddislaming asosiy ishlari roviylarning ishonchlilik
darajasini aniqlashdan iborat bo'lgan. Roviylari to'liq va aniq zikr qilinmagan
hadislar muhaddislar tomonidan ishonchli rivoyat sifatida qabul
qilinmagan.Ushbu  shartga tobeinlar davrida qattiq amal qilingan.  Shu bilan
birga roviylarni ishonchli deb qabul qilish uchun ham ma’lum shartlar qo'yilgan.
Bunda, bir hadisni qabul qilish uchun roviy va hadisga juda qattiq talablar
qo'yilgan.Roviylarga qo‘yilgan asosiy shartlardan biri ularning «adolatli» va
«zabtli»bo'lishlari edi.Roviylar haqidagi ilm eng sharafli ilmlardan
hisoblanib, bu ilm haqida eng dastlabki gapirgan shaxslar tobeinlardan bo‘lgan.

Tobeinlarga keladigan bo‘lsa, ularning qovillari ta’dilda
ko‘p bo‘lgan, ulardan jarh kamroq rivoyat qilingan. Bunga sabab, tobeinlar
tabaqasining olamlar sarvari Muhammad a.s.ga yaqin davrda yashaganlaridir. Musulmonlardan
hech biri u davrda Allohga va uning Rosuliga yolg’on gapirishga jur’at eta
olmagan. Faqat u davrda zaif deb topilganlarning ko‘pchiligi aqida tomonidan
zaif bo‘lgan yoki tashqi mazhablar ya’ni xorijiylardan bo‘lgan va hifzining
sustligi va johilligi tufayli zaif deb topilgan. Bu davrda roviylar haqida hamma
narsa so‘ralish boshlangandan so‘ng hatto shunday gap aytishdiki: “Nega buncha
bu kishi haqida so‘rayverasiz? Unga uylanish niyatiz bormi?” deb
Agar biror hadis aytilsa hadis roviylari haqida so‘rash
boshlanardi. Bu roviy qachon tug’ilgan yoki vafot etgan, bu roviyni qachon
uchratding, qayerda uchratding deb.Bu davrda hifzga alohida etibor berilgan va
tobeinlardan bo‘lgan roviylar ham o‘ta xotirasi kuchli bo‘lgan.Masalan, Xalifa
bolalari uchun Imom Zuhriyga hadisni yozib berishini so‘raydi. Zuhriy 400ta
hadisni yozdiradi, so‘ng bu sahifa yo‘qolib qoladi so‘ng qayta aytib turishini
iltimos qilishadi Zuhriy aytib beradi va birinchi yozilgani topilgani ikkinchi
marta yozilgan hadislar birinchisidan bir harf  ham boshqacha emas ekanligini
aniqlashadi. Tobeinlar davrida roviylarni surishtirish, ularni jarh va ta’dil
qilishni kimlar boshlab bergan deyishsa, olimlar quyidagicha javob berishadi:
Ali ibn Madiniy  “Sharh ul Ilal li Ibni rojib” asarida aytadiki: “Ibn Sirin
birinchilardan bo‘lib isnod haqida surishtirgan” ,deb. Romahrumuziy  “Alhadis
ulFasil” asarida Yahyo al Qattondan rivoyat qilib aytadiki: “ Shu’ba isnod
haqida so‘ragan eng birinch shaxslardandir”,deb. Bundan kelib Doktor Muhammad
AzZahroniy“ Ilmu Rijol Nashatuhu va tatovvaruh” asarida yozadiki: “ Sahobalar
davrini tugashi bilan, eng avval ilm ar rijol bilan shug’ullanganlar va
roviylarni poklagan(siqo deb topganlar) Ibn Sirin va Shu’ba ibn Hajjojdir. U
ikkisidan kishilarni ishonchli deb hisoblashni, boshqalarni zaif deb topishni
o‘rganishgan” deb. Shu’ba ibn Hajjoj (83-160hij.)  birinchilardan bo‘lib jarh
va ta’dil bilan shug’ullangan va u bu sohaga qattiq qo‘llik bilan yondashgan
olimlardan hamdir. Rivoyat qilinishicha, Talha ibn Masrifdan bir hadis eshitgan
va har gal uni uchratganida undan shu hadis haqida so‘rayvergan. Bir kuni undan
so‘rashdi: “Nega har safar ayni bir hadis haqida so‘rayverasiz?” deb, shunda u
aytdiki,: “Men uning xotirasini sinab ko‘rmoqchi edim, agar u biror narsani
o‘zgartirsa uni tark qilmoqchi edim” deb. Bilamizki, tobeinlar davrida jarh va
ta’dilga doir atamalar ishlab chiqilib qo‘llanila boshlangan masalan: Jarhga
doir ibn Sirining gapi: Abu Shuayb Muhammad ibn Siringa Akroma haqida nima
deysiz deb so‘raganda ibn Sirin  aytdiki: “uni jannat ahlidan bo‘lishi meni
tashvishga solmaydi,lekin u yolg’onchi.” Ta’dilga doir: Hammod ibn zayddan
rivoyat qilinadi,Abu Haysam aytadi: “ Muhammad ibn Sirindan so‘radim: Kim senga
bu hadisni aytdi?- deb,- Ibn Sirin aytdiki: “Assabt, Assabt Ayub” deb. Ya’ni
hujjat bo‘la oladi deb.
Ibn Adiy Mug’iyradan rivoyat qiladi:” Shu’bani huzurida
Qatoda zikr qilindi va Shu’ba aytdiki :“ U o‘sha tun o‘tin yig’uvchisidir”
deb.  Ya’ni u hujjat bo‘la olmaydi degan ma’noda.
Termiziydan rivoyat qilinadiki, Shu’ba aytdi: “ Horis menga
hadis rivoyat qildi va u yolg’onchi edi”
Ta’dilga doir qavli: Shu’ba Masruq ibn Ajdi haqida
aytadiki: “Men Masruqchalik ilm talabida ufqlarning ufqi bo‘lganini ko‘rmadim”.Temiziy
“Ilal” asarida yozadiki ,Hasan Basriy aytdi: “Mabad al Jahani adashganlarning
adashganidir”deb. Tobeiylar va ularning shogirdlari faoliyati natijasida
musulmonlar yashaydigan o‘lkalarda ustoz-shogird an’analari rivojlanib, hadis
ilmi maktablari vujudga keldi. Manbalarda Madinada Said ibn Musayyab, Ali ibn
Husayn (vaf. 93/712 y.), Abu Salama ibn Abdurrahmon ibn Avf (vaf. 94/713 y.)
kabi yigirmaga yaqin tobeiylarning roviy va rivoyatlarni tahlil qilib, ular
orasidan ishonchlilarini saralash bilan shug‘ullanishgani zikr etiladi
Hadislarning tadvini rivojiga tobeinlarning qo‘shgan
hissasi: Bilamizki, dastlab hadislarni sahobalar og’zaki tarzda yodlab boshqa
sahobalarga yetkazishgan tobeinlar davriga kelib esa hadislarni bir kitobga
jamlash ishlari boshlandi Xalifa Umar ibn Abdulazizning taklifi bilan ilk bor
tarqoq sahifalarda va xotiralarda qolgan va shu tarzda yo‘qolib ketish
arafasida bo‘lgan hadislarni to‘plandi.Dastlab Umar ibn Abdulazizning o‘gli
Solim ibn Abdullohning (tobeinlarning ulug’i, vaf.106/725)sadaqalar borasidagi
risolalari bo‘ldi.
Bu ishga ilk qo‘l urgan tobein imom az Zuhriy bo‘ldi.
Bu xizmati bilan “Bu ilmni mendan oldin hech kim yig’magan” deb ayta oldi. Ibn
Al Madiniy uni Madinada isnodga asoslangan hadis ilmining eng kata ustuni deb
hisoblagan.
Yana bir ilk hadisga doir kitob ta’lif qilgan tobeinlardan
biri Abu Hurayra r.a.ning talabasi Hammom ibn Munabbahdir. Bu asari “As Sahifat
usSahiha” deb nomlanib, unda 140ta mashhur hadislarni keltirgan va bu uning
shogirdi Mamur ibn Roshid tomonidan to‘liq rivoyat etilgan.
Suriya mintaqasining eng buyuk olimlaridan biri Anas
ibn Molikning shogirdi Makhul suriyada tuzilgan ilk sistenatik tasnifning
sohibi hisoblanadi va Az Zuhriyning aytishi bo‘yicha uni u davrda ko‘rgan
to‘rta buyuk olimlari qatoriga kirg’izgan.

FOYDALANILGAN ADABIYOTLAR RO‘YXATI:

             1.       Xatib Bag’dodiy – “Tarixi
Bog’dod” ,Qohira “Dor ul G’arb al Islamiya”
2001 yil
2.   2.Shamsiddin
Muhammad ibn Ahmad Zahabiy – “Siyarul-alam van-
nubala”. 1
3.   Abdulmuhdiy ibn
Abdulqodir. Ilm al-jarh va at-ta’dil: qavoiduhu va
4.   aimmatuhu. –
Asyut: Maktaba al-jomia al-azhariya, 2011.
5.   4.Shamsiddin
Muhammad ibn Ahmad Zahabiy – “Tazkiratul huffaz”
6.   5.Mahmud Tahhon
– “Taysir mustalah al-hadis”.
7.   Sayid Abdul
Majid G’ovriy- “ Ilmu Rijol ta’rifuhu va kutubuhu”  „Dar Ibn Katheer“ Beyrut,
2007yil
8.   Doniyor Murodov
– “Hadis to‘plamlarini qiyosiy o‘rganish” Toshkent:Sharq,2019yil
9.   Doniyor Murodov
– “Hadisshunoslik” o‘quv qo‘llanma.Toshkent,Islom Universtiteti,2005yil
10.
Muxlis.uz

PROFESSIONAL TA’LIM TIZIMIDA DUAL TA’LIMINI TASHKIL ETISH
KO’RSATMALARI

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

Majidov Olimjon Salimovich
Vobkent pedagogika kolleji,
Kasbiy ta’lim bo’yicha direktor o’rinbosari

Annotatsiya: Ushbu maqolada
professional tizimida olib borilayotgan islohotlar, hamda professional ta’lim
tizimida Dual ta’limini tashkil etish chora-tadbirlari to’g’risidagi
ma’lumotlarga ega bo’lasiz.
Kalit So’zlar: Dual ta’limi,
Murodullo Xolmuxamedov, texnologiyalar, Oliy va oʻrta maxsus taʼlim vazirligi,
normativ-huquqiy hujjatlar.

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

Shu bois keyingi yillarda taʼlim tizimi modernizatsiya qilinib, oʻqitishning zamonaviy
shakl va texnologiyalari joriy etilmoqda. Hududlarda yangi, shu jumladan,
xorijiy taʼlim
muassasalari tashkil etilib, talab yuqori boʻlgan
mutaxassislar tayyorlashga sharoit yaratilmoqda. Shu navbatda, yangi turdagi ta’lim
shakllaridan foydalanish, ta’lim tizimiga alohida e’tibor kuchayib bormoqda,
Professional ta’lim muassasalarida Dual ta’lim shaklini joriy etishga to’xtalib
o’tsak maqsadga muvofiq bo’ladi.
DUAL TA’LIM TIZIMI NIMA?
Dual ta’lim tizimi – ixtisoslashgan ta’lim turi bo‘lib,
talaba nazariy bilimlarni ta’lim muassasasida, amaliy ko‘nikmalarini esa
bevosita amalga oshirishdan iborat. Normativ-huquqiy hujjatlar loyihalari
muhokamasi portaliga Oʻzbekiston
Respublikasi Vazirlar Mahkamasining “Oʻzbekiston
Respublikasi professional taʼlimida
oʻqitishning dual
tizimini tashkil etish toʻgʻrisida”gi qarori
loyihasi muhokama uchun joylashtirildi. Unga koʻra,
Oʻzbekiston
Respublikasi professional taʼlimida
oʻqitishning dual
tizimini tashkil etish tartibi toʻgʻrisidagi nizom
tasdiqlanadi. Oliy va oʻrta
maxsus taʼlim
vazirligi manfaatdor vazirliklar va idoralar bilan birgalikda oʻzlari qabul qilgan
normativ-huquqiy hujjatlarni ushbu qarorga muvofiqlashtiradi. Nizom loyihasiga
koʻra, Qoraqalpogʻiston Respublikasi
Vazirlar Kengashi, viloyatlar va Toshkent shahar hokimliklari, vazirlik va
idoralar hamda oliy taʼlim
muassasalari tegishli kasb (mutaxassislik)lar boʻyicha
oʻrta boʻgʻin kadrlarga boʻlgan ehtiyoj asosida
dual taʼlim joriy
etiladigan korxona (tashkilot)larni aniqlaydi va roʻyxatini Oliy va oʻrta maxsus taʼlim vazirligiga taqdim etadi. Bunda, mustaqil
faoliyat koʻrsatuvchi
korxona (tashkilot)lar dual taʼlim
joriy etish boʻyicha
Oliy va oʻrta
maxsus taʼlim
vazirligiga taklif kiritishlari mumkin.
   Professional ta’lim tizimda
“ Dual “ ta’lim shaklini joriy etish choratadbirlari.
Dual taʼlim
tashkil etiladigan professional taʼlim
muassasalari Oʻzbekiston
Respublikasi Oliy va oʻrta
maxsus taʼlim
vazirligi tomonidan belgilanadi. Dual taʼlim
tashkil etilishi koʻzda
tutilayotgan taʼlim
muassasalari imkoniyatlari Oliy va oʻrta
maxsus taʼlim
vazirligi tomonidan belgilangan ekspertlar ishtirokida oʻrganilishi mumkin. Kunduzgi, kechki va
sirtqi taʼlim
shaklida taʼlim
olayotgan oʻquvchilar
dual taʼlimga oʻqishini koʻchirish taqiqlanadi.
Shuningdek, Taʼlim
muassasasi va korxona (tashkilot) oʻrtasida
yoki korxona (tashkilot) va oʻquvchi
(lar) oʻrtasida
tuzilgan shartnoma bekor qilinganda oʻquvchi(lar)
oʻqishi mos taʼlim darajasidagi
kunduzgi taʼlim
shakliga oʻtkaziladi.
Dual taʼlimda oʻquvchilar toʻlov-kontrakt yoki
davlat buyurtmasi boʻyicha
davlat granti asosida taʼlim
olishlari mumkin. Toʻlov-kontrakt
miqdori tizimida Taʼlim
muassasalari mavjud boʻlgan
vazirlik va idoralar tomonidan Oʻzbekiston
Respublikasi Moliya vazirligi bilan kelishilgan holda belgilanadi. Loyihada
bildirilishicha, dual taʼlimni
tashkil etishning maqsad – Oʻzbekiston
iqtisodiyotini rivojlantirish, yirik va kichik
biznes subyektlarida aholi, ayniqsa yoshlar va xotin-qizlarning bandligini taʼminlash hamda kambagʻallikni qisqartirish
uchun mehnat faoliyati bilan taʼlimni uygʻunlashgan holda tashkil etish orqali malakali kadrlar
tayyorlash hisoblanadi.
Maʼlumot uchun: Dual taʼlim – taʼlim dasturining nazariy, oʻquv-amaliy
qismi professional taʼlim muassasasida,
malaka hamda kompetensiyalarni shakllantirish boʻyicha
ishlab chiqarish bilan bogʻliq amaliy qism korxona
(tashkilot)da tashkil etiladigan oʻqitish turi;
Dual
taʼlim dasturi esa taʼlim muassasasi va korxona (tashkilot)da bitiruvchiga
muayyan kasb yoki mutaxassislik boʻyicha kasbiy faoliyatni
malakali bajarishga qaratilgan professional taʼlim
tayyorgarligining asosiy mazmunini belgilovchi taʼlim
standartlari, malaka talablari, oʻquv reja, oʻquv dastur (modul)lari, oʻquv
va ishlab chiqarish amaliyoti dasturlaridan iborat hujjatlar toʻplamidir. Dual ta’lim tizimini joriy etish maqsadi,  O‘zbekistonda yoshlarning kasblar va mutaxassisliklarni
egallashga bo‘lgan qiziqishlarini qo‘llab-quvvatlash uchun keng imkoniyatlar
yaratish, 2021/2022-o‘quv yilidan professional ta’lim tizimiga yangi o’quv
dasturlarini joriy etishdir.
2021-yil
fevral oyida Buxoro viloyatida joylashgan “Vobkent” pedagogika kollejida,
innovatsion ta’lim tizimi sifatida tan olingan dual ta’lim bilan yaqindan
tanishish maqsadida  kollej kasbiy ta’lim bo’yicha direktor o’rinbosari O.S.
Majidov tomonidan o’quvchi va pedagoglar o’rtasida seminar-trening o‘tkazildi.
Kollej kasbiy ta’lim bo’yicha direktor o’rinbosari O.S. Majidov so‘zlariga
ko‘ra, “Vobkent” pedagogika kollejida dual ta’limni joriy etish maqsadida
quyidagi ishlar bosqichma-bosqich amalga oshirilmoqda:
-
ta’lim muassasasi va korxonalar
o‘rtasida shartnoma imzolash;
-
kadrlar borasida ehtiyojlarni
aniqlash;
-
kadrlar tayyorlash yo‘nalishini
tashkil etish;
-
mehnat bozoridagi talabga muvofiq
o‘quv dasturlarini yaratish va ularni doimiy ravishda yangilash;
-
dual ta’limda tahsil olgan tayyor
kadrlarning malakasini baholash.Mazkur seminar-treningda dual ta’lim
kontseptsiya, talabalar va ish beruvchilar uchun uning afzalliklari haqida ham
alohida gapirilib o‘tildi.
    Eslatib
o‘tamiz, 2021/2022-o‘quv yilidan boshlab amaliyotga yo‘naltirilgan ta’lim
dasturlarini joriy etish maqsadida OTMlarda ham dual ta’lim tizimi joriy etiladi.
Dual ta’lim tizimi asosida ishlab chiqarish amaliyotini o‘tayotgan
o‘quvchilarga ish beruvchi bilan tuzilgan muddatli mehnat shartnomasiga muvofiq
ish haqi to‘lanishi mumkin.
Xulosa
qilib aytganda, mamlakatimizda ta’lim
tizimini shakllantirish maqsadida turli innovatsion loyihalar ishlab
chiqilmoqda. Shu o’rinda biz yuqorida Dual ta’limi va uning ta’lim tizimiga
ijobiy afzalliklari to’g’risidagi ma’lumotlarga ega bo’ldik.

FOYDALANILGAN ADABIYOTLAR:

1.
https://www.uzreport.news/society/professional-talimdaoqitishning-dual-tizimi-tashkil-etiladi
2.
O‘Zbekiston Respublikasi Vazirlar Mahkamasining 163-Sonli
Qarori “Professional Ta’lim Tizimida Dual Ta’limni Tashkil Etish Chora-Tadbirlari

Haqida” Nomli Qarori

THE DEVELOPMENT OF SPEAKING IN THE CONTEXT OF TEACHING
ENGLISH AS A FOREIGN LANGUAGE
 https://doi.org/10.5281/zenodo.6465193

Mamatqulova Marjona
SamSIFL, “International language and literature” 2-course

Abstract: Speaking is one of the
four integrated skills that need to be developed as a means of effective
communication in the context of both first and second language learning.
In the teaching environment of English
as a Foreign Language (EFL), the question of how to improve the conversational
competence and speaking confidence of students is a key issue for educators.
This concern has led to the development of qualitative research in the form of
action research in a regular course using a taskbased approach. The results
showed that confidence, creativity with topics, and speaking skills were key
aspects of improving performance in front of an audience.
Keywords: development,
challenges, English language, speaking skills, strategies, EFL learners.

INTRODUCTION
Speaking is one of the four macro-skills required to
communicate in an effective way in any language, especially when speakers do
not use their native language. Due to the fact that nowadays English is widely
used as a means of communication, especially in the world of the Internet,
English speaking skills should be developed along with other skills so that all
integrated skills will definitely improve communication performance.
Bailey (2005) and Goh (2007) Details on how to improve
speech development through program design, teaching principles, types
assignments and materials, assessment of oral speech because of the significant
role of speech in action.
It is regularly asked why the majority of undergraduate
students are not capable of speaking English confidently, especially         for
     real     face-to-face             communication      with international
speakers. One among many reasons to take into consideration is likely to be a
lack of confidence in terms of anxiety about making errors as stated by Trent
(2009).

A task-based learning approach (Nunan, 2006) was used
to answer two main research questions conducted with course participants:
1)
What factors can help English learners improve or develop their
speaking skills?
2)
What are the strengths and weaknesses of learners of English as
English for Special Communication?
The outcome of the study was expected to directly
improve the development of the participants. Oral language, as well as to give
teachers more information about alternative activities for the development of
speaking skills for English learners in both Thai and other English language
contexts.

LITERATURE REVIEW AND METHODOLOGY
EFL learners face challenges in English-speaking
skills. No one can deny that English language speaking is essential for all EFL
learners because it is the way to  communicate orally with others. Lack of
environment, interest, and motivation are the most critical factors that affect
learners’ speaking skills, Ali (2019).
Proficiency in English requires high-level experience
and a good background. Devi (2015) noted that the English language was used in
all corners of the world as a means of communication between people of
different cultural, ethnic and social backgrounds. Al Hosni (2014) explained
that anxiety and reluctance in speaking classes are two of the main barriers of
learning English.
The strategies for developing speaking skills were seen
as communication strategies. One of the aims of teaching English in educational
organizations is to improve students' knowledge, comprehensive ability,
especially oral expression, and encourage them to use their opportunities to
acquire a foreign language fluency adequately Al-Tamimi (2014).
If English learners are well motivated to practice
various life situations, their oral communication in English will be enhanced.
Motivation and encouragement are two sides of the same coin. Al Hosni (2014)
observed that some students lack the motivation to speak English because they
do not see the need to learn or speak English. Therefore, English teachers
should explain to their students the great importance of learning English
skills.
Speaking is an integral part of communication,
especially when learning a language for communication, interaction and other
communicative purposes in various cases. Richard (2006) said that the constant
need for good communication skills in English has become very much in demand in
peace. Speaking is one of the core English skills because it ranks higher.
Therefore, English teachers should prioritize English language skills in the
classroom. This pointed out that when teaching English, a real communicative
approach should be applied. In addition, English language skills are vital for
students both in and out of school. In the communicative approach, language is
an essential tool of communication.
Brown (2007) has pointed out that communicative
language teaching is an approach to language teaching methodology that
emphasizes authenticity, interaction, student-centeredness learning, task-based
activities, and real-world communication. Effective conversational skills
create many advantages for communicating in both languages, targeted language
and mother tongue.

Communication language teaching
materials.
Communicative learning systems have the main function
of teaching materials promoting the communicative use of language. This
learning technique helps teachers in excellent contribution to improving
English skills of foreign
language students.
According to Richards and Rogers (1986), there are
three types of materials are used:
1)
Textbooks
2)
Task-based
3)
Realia
Teachers should provide a variety of authentic
communicative materials in teaching English-speaking skills to improve their
learners' level.

Methods
In this study, a quantitative survey
method was used to collect data.
According to Sarantakos (1998), questionnaires as a
means of data collection have many benefits, and some of them include the
following:
•
Give a quick result.
•
They offer a great guarantee of anonymity.
•
The use of questionnaires promises comprehensive coverage as
researchers can respondents faster than other methods.

RESULTS AND DISCUSSION
The researchers designed the research
tool a questionnaire  for the learners.
The research tool was a quantitative scientific method
of collecting data and information, and it was divided into four parts. The
first part was devoted to general basic knowledge. students. The second part
was devoted to the main difficulties of students when they speak English with
other people. The third part was about the causes of students’ problems with
English language skills and motivating students to learn English. The fourth
part was devoted to acquainting students with English language and spoken
language, students’ opinion of appropriateness of the curriculum.
The results of this study showed that English lessons
were more teacheroriented than student-oriented. The English lessons were
clearly dominated by teachers.
Current research has shown that EFL students suffer
from a lack of time practice in different situations.  Most students felt that
if they tried to talk, they could other students in the class make mistakes and
laugh at them.
Teachers’ knowledge of English must be consistent with
the new methods, techniques of teaching English and current study materials and
course syllabus.
English language skills teachers should use the
appropriate assignments and activities to improve the level of students.
English teachers should provide secondyear students with a variety of practical
skills, learning situations and accurate materials for teaching English skills.

A communication program and communication materials
should be used to teaching English and EFL students must have more time to
practice English conversational skills to improve their command and fluency. A
little teachers ignore the involvement of students in authentic and real
situations and oral communicative activity during language classes in oral
speech lessons. Teachers should provide students with real life situations and
accurate materials in teaching English to improve their level.
English teachers should create a good environment for
interaction to enhance the English language proficiency of Yemeni language
learners EFL skills.
Strategies for teaching English
proficiency should use a student-centered approach rather than a
teacher-centered approach. Communicative teaching materials and
Communicative topics of the curriculum should replace
the current curriculum and teaching materials for teaching English. Technology
should be used to motivate EFL students to speak English without anxiety or
with less anxiety.

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

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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

Mashhura Ahmadjonova Akramjon qizi
Namangan davlat universiteti
“Boshlang‘ich ta’lim” yo‘nalishi talabasi

Annotatsiya:
Ushbu maqolada boshlang‘ich ta’limdagi baholash tizimi, mavjud muammolar,
xalqaro tadqiqot dasturining o‘rni hamda ularning yechimlari haqida fikr
yuritilgan.
Kalit so’zlar: PIRLS,
PISA, TIMSS, TALIS, xalqaro baholash dasturi, milliy ta’lim tizimi, o’qish
savodxonligi.
Annotation: This
article discusses the system of assessment in primary education, the existing
problems, the role of international research
programs and their solutions.
Keywords: PIRLS,
PISA, TIMSS, TALIS, international assessment program, national education
system, reading literacy.
Аннотация: В
этой статье обсуждаются исследования в области повышения квалификации, текущие
вопросы, роль международной исследовательской программы и судебные решения.
Ключевые слова: PIRLS,
PISA, TIMSS, TALIS, международная программа оценки, национальная система
образования, грамотность чтения.

Boshlang‘ich ta’lim – ta’limning poydevori
deb bejiz aytilmagan.  O‘quvchilarning kelajakda komil inson bo‘lib voyaga
yetishini ta’minlovchi muhim bosqich hisoblanadi. Yurtimizda boshlang‘ich
ta’limni rivojlantirish borasida qator yutuqlarga erishildi. Jumladan,
boshlang‘ich ta’lim bosqichi uchun zamon talablariga javob beradigan yangi
davlat ta’lim standartlari, o‘quv dasturi, shu jumladan, darsliklarning
multimedia ilovalari, darsliklar va o‘quv qo‘llanmalari ishlab chiqilib,
amaliyotga joriy etildi. Ilg‘or pedagogik texnologiyalar va o‘qitishning
interfaol usullaridan keng foydalanilmoqda. Modernizatsiyalashgan ta’lim
talablariga muvofiq tarzda yangilangan “Boshlang‘ich ta’lim konsepsiyasi”da
ta’kidlanishicha, “Shaxsga yo‘naltirilgan hamda kompetensiyaviy yondashuvga
asoslangan boshlang‘ich ta’lim jamiyat taraqqiyoti bilan baravar rivojlanib,
takomillashib boruvchi ta’lim nazariyasiga tayangan holda muntazam tarzda
rivojlantiriladi va shaxsni jamiyat talablari asosida yuksaltirishga xizmat
qiladi”. Shuningdek, mazkur konsepsiyaning 6bandida ta’lim jarayoniga
innovatsion pedagogik texnologiyalarni va axborotkommunikatsiya
texnologiyalarini tatbiq etishning mexanizmlari ko‘rsatilib, boshlang‘ich
ta’limni takomillashtirishda ilg‘or pedagogik va mediata’lim
texnologiyalarining o‘rni ko‘rsatib o‘tilgan. Shunga ko‘ra maqsadimiz — boshlang‘ich
ta’limning sifatini jahon talablari darajasiga ko‘tarishga erishish,
bo‘shliqlarni aniqlash va to‘ldirishdir. Bu ishlarni samarali amalga oshirishda
boshlang‘ich sinf o‘qituvchisining yuqori kasbiy salohiyati va ma’lumot
darajasi, bolalar psixologiyasi hamda hozirgi zamon boshlang‘ich ta’lim
metodikasini chuqur bilishi muhim ahamiyat kasb etadi.
O‘qituvchi, dars jarayoni - ta’lim-tarbiyaga
uzluksiz, muayan maqsadga yo‘naltirilganligi, unda barkamol shaxsni
shakllantirishga alohida e’tibor qaratilganligi hamda pedagogik jarayonning
asosiy maqsadi barkamol inson shaxsini tarbiyalab voyaga yetkazishdan
iboratligini unutmasligi kerak. Bugun yurtimiz zamonaviy taraqqiyot yo‘lida
shiddat bilan rivojlanib borayotgan bir davrda kelajagimiz davomchilari bo‘lgan
yoshlarning ijodiy g‘oyalari va ijodkorligini har tomonlama qo‘llab-quvvatlash,
ularning bilim, ko‘nikma va malakalarini shakllantirish hamda ilg‘or xorijiy
tajribalar, xalqaro mezon va talablar asosida baholash tizimini
takomillashtirish, shu yo‘lda xalqaro tajribalarni o‘rganish, mavjud tizimni
har tomonlama qiyosiy tahlil qilish, tegishli yo‘nalishdagi xalqaro va xorijiy
tashkilotlar, ilmiy tadqiqot muassasalari bilan yaqindan hamkorlik qilish muhim
ahamiyatga egadir. Ta’lim sifati va samaradorligini oshirish yo‘lida xorijiy
ilg‘or tajribalarni o‘rganish, xalqaro standartlar talablarining joriy etilishi
muhim ahamiyatga ega. Bu borada O‘zbekiston Respublikasida qo‘yilayotgan amaliy
qadamlarga xalq ta’limi tizimida ta’lim sifatini baholash sohasidagi xalqaro
tadqiqotlarning tashkil etilishi to‘g‘risida hukumat qarorining qabul qilinishi
Ta’lim sohasidagi yutuqlarni baholash xalqaro assotsiatsiyasidek
(IEA-International Association for the Evaluation of Educational Achiyevement)
nufuzli tashkilot bilan hamkorlik aloqalarining yo‘lga qo‘yilishini misol
sifatida keltirish mumkin.
So‘ngi yillarda mamlakatimiz ta’lim tizimida
xususan boshlang’ich ta’limda keng qamrovli ijobiy ishlar amalga oshirildi.
Ta’lim sifatini oshirish uchta eng asosiy tarmoqlarning birdek takomillashuviga
bog‘liq bo‘lib, ular umumta’lim muassasalarining moddiy texnika bazasini rivojlantirish,
uni o‘quv metodik adabiyotlar bilan ta’minlash, o‘quv jarayonida zamonaviy
pedagogik va axborot texnologiyalarni tadbiq etishdan iborat. Boshlang‘ich
ta’limda zamonaviy pedagogik va axborot texnologiyalarni qo‘llashda
o‘qituvchining didaktik o‘quv materiali, dars ishlanmalari kabilar kiradi.
Ta’lim tizimida ilg‘or xalqaro tajriba va jamiyatning zamonaviy talablariga
muvofiq sifatli ta’lim olish imkoniyatlarini yaratish, xalq ta’limi
muassasalarining moddiy-texnik bazasini mustahkamlash va byudjetdan mablag‘
bilan ta’minlashning samaradorligini oshirish, yoshlar ta’limtarbiyasi uchun
qo‘shimcha sharoitlar yaratishga qaratilgan chora-tadbirlarni amalga ooshirish
bo‘yicha izchil islohotlar amalga oshirilmoqda. Shu bilan birga umumiy o‘rta
ta’lim muassasalarining mavjud holati ularning faoliyatidagi tizimli muammolar
va kamchiliklarni tezkor bartaraf etish mexanizmlarini yaratish, qishloq va
shahar maktablarining moddiy-texnik ta’minoti va ta’lim berish sifatidagi
tafovutni qisqartirish hamda o‘quvchi-yoshlarning ta’lim olishlari uchun teng
sharoitlar yaratish zarurligini ko‘rsatmoqda.
PISA –o‘quvchilarni ta’limiy
yutuqlarini baholash xalqaro dasturi; PIRLS – matnni o‘qish va tushunish
darajasini aniqlovchi xalqaro tadqiqot; TIMSS – maktabda matematika va
aniq fanlar sifatini tadqiq qiluvchi xalqaro monitoring; TALIS – turli
mamlakatlarda tashkil etiladigan pedagogik jarayonlarning xalqaro qiyosiy
tahliliga asoslangan tadqiqot - kabi bir qator xalqaro dasturlar mavjud bo‘lib,
ular rivojlangan davlatlardagi ta’lim sifatini yanada oshirishdagi mezon
sifatida keng qo‘llanilmoqda.
PISA (inglizcha - Programme for
International Student Assessment) – turli davlatlarda 15 yoshli
o‘quvchilarning savodxonligini (o‘qish, matematika, tabiiy fanlar) hamda
bilimlarini amaliyotda qo‘llash qobiliyatini baholovchi dastur. Bu dastur 3
yilda bir marotaba o‘tkaziladi. Dastlab 1997-yilda ishlab chiqilgan va 2000-yilda
birinchi marta qo‘llanilgan. PISAda o‘quvchilarning bilim sifati monitoringi 5
ta yo‘nalish bo‘yicha aniqlanadi.
Har besh yilda o‘tkaziladigan PIRLS
dasturi 4-sinf o‘quvchilarining o‘qish savodxonligini xalqaro darajada
baholaydi. 2016-yildan boshlab qo‘shimcha tanlov asosida PIRLS tizimi joriy
qilingan bo‘lib, u o‘quvchilarning onlayn o‘qish savodxonligini baholashga
mo‘ljallangan. Internet o‘quvchilar uchun ma’lumotlar olishning boshlang‘ich
yo‘li hamda maktab fanlari doirasida izlanishlar olib borish uchun markaziy
manba hisoblanadi. PIRLS dasturida qatnashuvchi mamlakatlar soni yildan yilga
ko‘payib bormoqda. Masalan, dasturda 2001-yilda 35 ta mamlakat qatnashgan
bo‘lsa, 2006- yilda 40 ta, 2011-yilda 45 ta, 2016-yilda 50 ta mamlakat va
navbatdagi 2021-yilda o‘tkaziladigan tadqiqotda 60 ta mamlakatning ishtirok
etishi rejalashtirilgan. 2016-yilda tadqiqotga Rossiya Federatsiyasining 42 ta
hududidan 206 ta umumiy o‘rta ta’lim maktabi va 4577 ta boshlang‘ich sinf o‘quvchilari
jalb etilgan bo‘lib, tadqiqot natijalariga ko‘ra Rossiya Federatsiyasi dunyo
bo‘yicha birinchi o‘rinni egallagan. O‘qish savodxonligi o‘quvchilarning ilmiy
va shaxsiy muvaffaqiyatini o‘sishi uchun asos bo‘lib xizmat qiladi, shuningdek,
PIRLS ta’lim sohasida olib borilayotgan siyosatning muvaffaqiyatga ta’sirini
baholash uchun qimmatli vosita hisoblanadi.
Xalqaro tadqiqotlar ta’lim
sohasidagi milliy tadqiqotlarni sifatli o‘tkazishga ijobiy ta’sir ko‘rsatadi.
So‘nggi yillarda mamlakatimizda amalga oshirilayotgan islohotlar natijasida
ulkan iqtisodiy o‘sish ko‘rsatkichlariga erishilayotganligi barcha sohalarda
malakali kadrlar va yetuk mutaxassilarga bo‘lgan talabni yanada oshirmoqda. Bu
o‘z-o‘zidan o‘quvchilarimizning darslarga qiziqish xususiyatini oshirish va
o‘qituvchilarning har tomonlama ta’limtarbiyaga e’tiborini kuchaytirishni talab
etadi. Yuqoridagi talablarning ta’lim tizimi uchun juda muhim ekanligi,
aksariyat xorijiy davlatlardagi kabi ta’lim va fan sohalari rivojlanishini
baholash va monitoring qilish orqali ta’lim sifatini oshirishga qaratilgan
ilg‘or tajribalarni sohaga jalb qilish kerakligini anglatadi.
Boshlang‘ich ta’lim pedagoglari oldida
turgan dolzarb muammolardan biri, o‘quvchilarni xalqaro baholash dasturiga
psixolgik tayorlashdir. Ularning otaonalar ongini o‘stirish va  bu haqida
tushunchalar berishdir. Bugungi kunda, qayd etilgan ishlarning davomi sifatida,
qo‘shimcha o‘quv-metodik qo‘llanmalar, topshiriqlar to‘plami, axborotnoma,
videodars va videoroliklar yaratish, shuningdek, tajriba-sinov jarayonlari
uchun maxsus nazorat materiallarini tayyorlash ishlari olib borilmoqda.

FOYDALANILGAN ADABIYOTLAR:

              1.      Oʼzbekiston Respublikasi Prezidentining
2018 yil 27 iyundagi “Yoshlar
– kelajagimiz” Davlat dasturi to‘g‘risida”gi PF-5466-son
Farmoni. Qonun hujjatlari maʼlumotlari
milliy bazasi 15.08.2018 y., 07.18.3907/1706-son.
2.
Xalqaro tadqiqotlarda boshlang‘ich sinf o‘quvchilarining o‘qish
savodxonligini baholash. (Boshlang‘ich sinf o‘qituvchilari, metodistlar va soha
mutaxassislari uchun metodik qo‘llanma) «Sharq» nashriyot-matbaa aksiyadorlik
kompaniyasi Bosh tahririyati. Toshkent-2019.
3.   https://www.gazeta.uz/oz/2020/09/14/education/
4.   https://lex.uz/docs/-4097073

MOTIVATION AS A TOOL OF LEARNING FOREIGN LANGUAGES

https://doi.org/10.5281/zenodo.6465439

Mirzayev Nurshodbek
SamSIFL, “International language and literature” 2-course

Abstract: Motivation in teaching
is one of the foundations of successful mastery of the subject. In this
article, the author examines the approaches of domestic and foreign specialists
in the field of psychological and pedagogical aspects of teaching foreign
languages. Motivation to study English in educational establishments is defined
as a transitional concept, that is, it depends on both the students themselves
and the teacher. The paper focuses on ways to form and maintain students'
interest in the English language. The author pays attention to both the
psychological features of the teacher's work with students, as well as types of
tasks that contribute to increasing the motivation of students.
Keywords: motivation,
tool, learning, foreign, language, teaching, methodology.

INTRODUCTION
The most effective way to maintain motivation can be
considered training built around intrigue and problematic issues. Also the
necessity of students' autonomy in the educational process is substantiated in
order to develop students' activity and independence. Strategies for forming
and maintaining interest in acquiring knowledge can be successfully applied in
the practice of teaching foreign languages at a university. Motivation is one
of the most important factors in successful learning, and teachers often
discuss how they know how to motivate their students. What does this mean? Some
try to increase interest in the discipline being studied by making certain
demands; someone expresses dissatisfaction with the failure of students, others
remain calm; some talk to a group, others to an individual student. Which
strategy is more effective? Referring to the educational process, where one of
the important components is educational motivation and the motive of teaching,
it is appropriate to define these concepts. The motivation of learning is a
system of goals, needs and motives that encourage a person to acquire
knowledge, skills and methods of cognition, to consciously relate to learning,
to be active in educational activities. The motive of teaching is the
orientation of the student to various aspects of educational activity, the
motivation for active and independent mastery of knowledge and skills. The
motive from a psychological point of view is a multidimensional phenomenon.
Therefore, it cannot be interpreted unambiguously, since it is only one of the
types of motives, along with needs, goals, aspirations, interests and
intentions.
Next, we will focus on the most influential studies of
foreign authors in the field of motivation to learn foreign languages.
As it is known, social and cultural factors have an
impact on learning a foreign language. Given this fact, Robert Gardner he proposed
the most influential theory about motivation to learn a second foreign
language. In it, the scientist highlights socio-psychological aspects, since
the attitude of students to the language being studied and the community
speaking this language strongly influences the desire to learn a particular
language. The coexistence of various linguistic (English and French)
communities in Canada drew the researcher's attention to the importance of
integrative motivation, which implies the desire of students to learn a foreign
language based on positive feelings towards a group of people, in particular
which is spoken in this language. Gardner also defines instrumental motivation –
when a language is studied based on practical considerations, for example,
because of the opportunity to get a better job, a high salary or pass an exam.

MATERIALS AND METHODS
An important addition to Gardner 's concept can be considered
the concept
of
“linguistic self-confidence", introduced by
Richard Clement. This term is interpreted by the authors as confidence that a
person is able to achieve the set results, achieve goals and competently
perform the proposed tasks.
Another significant idea about the structure of
educational motivation belongs to American psychologists Edward Desy and
Richard Ryan. In they created the theory of intrinsic and extrinsic motivation,
argues that students interested in academic tasks and results, and receiving
pleasure and satisfaction from getting knowledge more likely to be more
successful with students than those studying for promotion – good grades, or to
avoid punishment on the part of parents or school.
In the early 90s of the XX century, it was suggested
that a change in the paradigm of the study of educational motivation and the
expansion of motivational concepts in relation to the practice of teaching
foreign languages is required. In the early 90s of the XX century, it was
suggested that a change in the paradigm of the study of educational motivation
and the expansion of motivational concepts in relation to the practice of
teaching foreign languages is required. Thus, the results of Clement's research
showed that integrative motivation, "linguistic self-confidence” and the educational
atmosphere are the most influential factors, which also confirmed the
importance of further psychological and pedagogical research.
Significant contribution to the study of motivation to
study a foreign language was introduced by a British scientist of Hungarian
origin Zoltan Dernei. He expanded the focus of studying this issue and proposed
a more complex structure of motivation to learn a foreign language. He
identifies three levels of motivation: the level of language (culture, society,
intellectual and pragmatic values), the level of the student
(individual characteristics of the student“
"linguistic self-confidence ") and the level of the educational
situation (components related to the course of study itself - programs,
teaching materials, methods, tasks, components affecting the personality of the
teacher – his behavior, style and practice of conducting classes). Z. Dernei
also draws attention to another important feature of educational motivation - instability
and change over time. This means that it changes over the entire time of
learning a foreign language.

RESULTS AND DISCUSSION
The concept of motivating teaching of a second foreign
language by Zoltan Derne and was taken as a basis, where he identified four
successive stages: the creation of basic motivational conditions, the
generation of initial motivation, the maintenance of motivation, the formation
of a positive attitude towards academic performance among students [23, p.
524]. Let's look at each of them and back them up with examples from
educational  practice.
1.
Creation of basic motivational conditions
This includes the proper behavior of the teacher, a
pleasant and supportive atmosphere in the classroom, a cohesive study group
with acceptable standards of behavior. To implement this approach in practice,
the teacher should give students their own example of interest in their
subject. The personality of the teacher, his passion for the subject play a
very important role, especially in the initial courses. It is unlikely that a
student will be able to get full knowledge from a teacher who knows his subject
perfectly well, but is burdened by his work. In addition, it is extremely
important to establish a good relationship with students, which implies trust
and mutual understanding. All kinds of information posted on the bulletin board
are suitable for this, for example, a teacher's greeting, a birthday greeting
or a successful defense of a project in
English. This will help the students themselves to
show their achievements in various subjects. Also , social networks can serve
as a platform for communication between a teacher and a student, and mutual
assistance. Let's add to the above that the study group as a whole has a
powerful influence on its members and even can largely determine the individual
preferences of each student [23, p. 527]. A group acquires motivational value
when it consists of cohesive people. Therefore, the role of the teacher in
creating such a team is especially important. The organization of a friendly
unified ”team" of students can, for example, facilitate the exchange of
information about each other, the history of the group, that is , when students
are connected by common memories, encouragement by the teacher of group
assignments, extracurricular activities (trips to cinema, museums, theaters) or
overcoming difficulties together (whether it's difficult tasks or passing a
difficult exam). Thus, a friendly atmosphere in the group can have a beneficial
effect on the motivation of each student.
2.
Generation of initial motivation
In this case, such aspects as the creation of a
positive image of a community speaking a particular language, respect for the
language and culture itself, and the orientation of students to success are
important. The motivation to learn a new language is also determined by the
specifics themselves the subject. It is well known that any language is
something more than communication and is part of the cultural heritage of the
people who speak it. Accordingly, the desire to comprehend a foreign language
can be influenced by the attitude to culture, traditions, and people who use
it. Such cultural conditionality can influence both positively (when the
student is interested in the culture of the country) and negatively (when this
culture is not accepted) on the motivation of teaching.
Thus, for example, Zoltan Dernei talks about the
unsuccessful experience of studying the Russian language under the influence of
a negative attitude to culture. For ten years, he barely mastered the alphabet
[21, p. 14]. Thinking in this way, the teacher should actively increase the
positive attitude of students to the language and culture being studied. In the
case of the language of international communication, which is English, the
situation is different. So, a teacher can appeal to the well-known and
immutable fact that English has become the official language in many areas – in
the international academic community, business, tourism. In in the modern
world, knowledge of this language is necessary for future study abroad,
building a successful career, doing business, traveling, and the like.
3.
Maintaining motivation
Taking into account the fact that motivation is
characterized by variability and impermanence, the teacher needs to resort to a
number of actions, such as: creating a pleasant and stimulating learning
process, offering tasks that arouse interest in students, maintaining their
positive social image, encouraging their autonomy, forming and maintaining the
image of a "possible Self" within the framework of the theory of Z. Dernei
“motivational self-image system in the context of learning a foreign language”
(L2 motivational self system) and, of course, promote close cooperation between
students. In the aspect of "home reading”, when choosing works, it is
important to take into account that they are relevant to the students'
experience and relevant to various aspects of their lives. It is desirable that
the book addresses the problems that the current generation of students is
facing or may face. The key point is the ability to appeal to your own
experience, make projections on your life and thereby express it in your
speech.
One example is the novel “Reluctant fundamentalist” by
the American writer of Pakistani origin Mohsin Hamid (2007). The main character
of the work is a young
Pakistani Genghis who comes to The United States from
Pakistan to realize the
"American dream” and regain for themselves and
their families the position of middle-class people lost at home. To do this, he
studies hard at Princeton University and, after graduating with honors, gets a
job at a prestigious company as a financial analyst. The author shows the
thorny path of a young Pakistani in American society, notes the impact of the
events of September 11, 2001 on the course of world politics, and also puts
Genghis before a difficult choice between America and his country. Having
discussed in detail the training materials used, let's return to the strategies
for maintaining motivation. So, in order to maintain a positive social image in
students, conditions are needed where they could show their talents and show
their strengths. A good way to implement this strategy can be considered
dramatizations or performances in which each student can be given the role of
the main character in turn.
4. Formation of students' positive
attitude to academic performance
It is well known that the way students relate to their
past academic achievements largely determines their future approach to
completing tasks. It may seem strange, but their assessment of their own academic
performance depends not only on the absolute, objective indicator of their
success, but also on the subjective interpretation of these results. Using
appropriate strategies, a teacher can help his students see their academic
performance in a more positive way to get more satisfaction from success and
progress in studies, as well as to find a constructive explanation for
failures. The mistakes made should not "stifle" the initiatives of
students.
Therefore, the right approach is chosen by those teachers
who do not use a red pen or pencil when checking notebooks, since it is very
unpleasant for a person to get a job that is full of bright corrections and
immediately gives a signal that the result is unsatisfactory. That is, it is
already visually possible to negatively adjust the student. While corrections
with a simple pencil do not differ so much from the text written with a pen and
therefore will not cause a strong negative reaction. It is even worth going
from the opposite and emphasizing not only mistakes, but, for example,
wellexpressed thoughts in an essay, the correct translation of a sentence if it
is complex. Thus, students see that the teacher is not only the person who
notes mistakes, but also the one who is able to notice and appreciate both the
abilities of students and the originality of thought.

CONCLUSION
To conclude, the level of motivation not
only characterizes the trainees, but also the teacher, that is, this is what
motivates students for any activity. A teaching assistant can open up “new
horizons” or prospects for students when mastering a foreign language. Also,
during the long -term interaction of the teacher and the student, some personal
qualities of the latter may change. It follows from this that motivation is a
transitional concept. Moreover, it is dynamic, that is, it can change over
time, especially in cases of long-term study of a foreign language language and
needs to be maintained. Understanding the concept of motivating teaching and
its subsequent application in the practice of teaching a foreign language can
significantly increase the effectiveness of the educational process.

REFERENCES:

1.
Clément, R., Gardner, R. C., & Smythe, P. C.
Motivational variables in second language acquisition: A study of francophones
learning English // Canadian Journal of Behavioural Science. 1977. № 9. p. 123-133.

2.
Clément, R., Dörnyei, Z., Noels, K. A. Motivation,
self-confidence and group cohesion in the foreign language classroom //
Language Learning. 1994. – vol. 44. p. 417-448.
3.
Crookes, G., & Schmidt, R. W. Motivation: Reopening the
Research Agenda // Language Learning. 1991. – vol.41.№4. - p. 469-512.
4.
Deci, E.L. and Ryan, R.M., Intrinsic motivation and
self-determination in human behavior. New York: Plenum Press, 1985. 371 p.
5.
Dörnyei Z., Ottó I. Motivation in action: A process
model of L2 motivation //
6.
Working Papers in Applied Linguistics. 1998. №4. Thames Valley University,
London. p. 43-69.
7.
Dörnyei, Z. Motivational Strategies in the Language
Classroom. Cambridge University Press, 2001. 164 p.
8.
Dörnyei,       Z.        The  L2         motivational           self
system.
9.
http://www.zoltandornyei.co.uk/uploads/2009-dornyei-mm.pdf
10.
Dörnyei,       Z.        Motivation  in        Second          Language
  Learning.
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http://www.zoltandornyei.co.uk/uploads/2014-dornyeicengage.pdF
12.
Gardner, R. C. Social psychology and second language learning:
The role of attitude and motivation. London: Edward Arnold, 1985. 208 p

DURING THE EPIDEMIC, REMOTE LEARNING HAD SEVERAL UNIQUE
CHARACTERISTICS.

https://doi.org/10.5281/zenodo.6464959

Mukhidinova Jasmina Jasuriddinovna
Student at the SamSIFL

Annotation: The importance of the
chosen topic with the growth of distant learning during the pandemic period is
reflected in the paper, which focuses on the analysis of the benefits and
drawbacks of a certain learning method
Keywords: Comfort zone, time
accessibility, affordability, diseases, obesity, unhealthy lifestyle, level of
connection, work-life balance, and computer knowledge are all factors to
consider.

Introduction: The term "new normal"
has become one of the most commonly used terms in the aftermath of the
pandemic. The rising usage of online learning resources has become the new
standard in education.
The COVID-19 resulted in new learning
methods.
Online learning, like any instructional modalities, has
its own set of advantages and disadvantages. Decoding and comprehending these
pros and negatives would assist colleges in developing techniques for more
effectively delivering classes and ensuring that students have an unbroken
learning path.
Affordability: When compared to traditional
schooling, online education is significantly more cheap. Because online
learning reduces the costs of student transportation, lunches, and, most
significantly, real estate, this is the case. Furthermore, all course or study
materials are available online, resulting in a paperless learning environment
that is both more economical and environmentally friendly. This will also give
people with an environmentally friendly environment. Distance education is also
more beneficial to the school. Because distant education courses have a
considerably higher number of students than traditional classrooms, the
institution can reach a bigger audience of students while using the same or
fewer resources as traditional courses, resulting in lower institution
expenditures.
Accessibility of time.
In regular classes, the teacher must teach the same
class to different groups of students at different times. In remote education,
for example, the teacher and tutor record their sessions in video format and
the school makes these films available to students, or the teacher teaches the
topic only once. To just change the content, a new video must be recorded.
Distance learning also allows students to take classes
from any location they want. It also enables schools to reach out to a larger
network of pupils rather than being limited by geographical limits.
Furthermore, online lectures can be recorded, preserved, and shared for
reference in the future. This allows students to access the instructional
materials whenever it is convenient for them.
Computer abilities.
Many children did not use computers as part of their
schoolwork until the outbreak prompted schools to close. Only 56% of
eighth-grade students in the United States reported utilizing information and
communications technology to complete worksheets or exercises at least once a
week in 2018. Furthermore, just 30% of students said they used this technology
at least once a week to collaborate with other students online; 40% said they
used it to plan their time and work; 41% said they used it to prepare reports
or essays; and 43% said they used it to take examinations. To be clear,
computer literacy has steadily increased throughout the pandemy, resulting in
significant advancements in kids' future education.
There are a lot of
benefits, but there are also a lot of drawbacks.
A bad way of life.
Many people are concerned about the health risks
associated with spending so much time staring at a screen. One of the most
serious problems and downsides of online learning is the rise in screen time.
Students may acquire terrible posture and other physical problems as a result
of sitting crouched in front of a screen for long periods of time. Obesity is
evidently a problem for students after "eating and sitting." Living
in this zone of comfort has negative repercussions.
After spending so much time in front of the screen,
students may have poor vision.
The degree of relationship.
Another major issue with online classes is the lack of
internet access. While internet penetration has increased by leaps and bounds
in recent years, maintaining a stable connection with adequate speed remains a
challenge in smaller cities and villages. There can be a loss of continuity in
learning for children if pupils or teachers do not have access to the internet
on a regular basis. This has a negative impact on the educational process.
Work/life balance.
In most situations, students lack schedule discipline and are
unable to efficiently manage their time. It creates a disconnect between job or
school and personal life. They begin working on projects during lunch or
supper, spend little time with family and friends, and create new problems in
their social lives.

REFERENCES:

             1.     ANNETTA is i
1.
n the list of литеpатурs. In online education, the relationship
between cost, reach, and richness is being investigated. v. 7, no. 4, 2004.
Online Journal of Distance Learning Administration.
2.
SHANE, Scott A.; BARON, Robert A. A look at the process of
entrepreneurship. 2007 Cengage Learning.
3.
Nasseh BIZHA, quick overview of distance learning. This is a
once-in-awhile piece of writing. 1997, Ball State University.
4.
Ricardo Wahrendorff CALDAS; Carlos Alberto A. DO AMARAL Changes,
the source of uncertainty: an introduction to knowledge management. CLA
Editora, 2002.
5.
SCHINDLER, Pamela S.; COOPER, Donald R. Administrative research
methods. McGraw Hill Brasil, 12th ed., 2016.
6.
Stephen R. Covey. Principle-based leadership. Elsevier Brasil, 2nd
ed., 2002.
7.
Homewood: Irwin, C. Donald R. COOPER, C. William EMORY, C J.
Evans,

MAKTABGACHA TA’LIM TASHKILOTLARIDA PEDAGOGIK
JARAYONNI TASHKIL ETISH

https://doi.org/10.5281/zenodo.6465176

Mustafayeva Fazilat Abdusalomovna
Jizzax viloyati Mirzacho‘l tumani
14-son DMTT direktori

Annotatsiya: Maqolada
mamlakatimizda maktabgacha ta’lim tizimini yanada takomillashtirish va
rivojlantirish  borasida amalga oshirilayotgan islohotlar, yosh avlodning
aqliy-intellektual, estetik, jismoniy, ma’naviy salohiyatini oshirishga
qaratilgan chora-tadbirlarni takomillashtirish masalalari xususida fikr bayon
etilgan.
Kalit so’zlar: maktabgacha ta’lim
tizimi, tashkilot, yosh avlod, aqliyintellektual, estetik, jismoniy, ma’naviy
salohiyat, maktabga tayyorlash, takomillashtirish.

ORGANIZATION OF THE PEDAGOGICAL PROCESS IN PRESCHOOL
EDUCATIONAL ORGANIZATIONS

Abstract: The article highlights the issues of reforming the system
of preschool education, improving the mechanisms of work on the formation and
development of the mental, intellectual, aesthetic, physical, spiritual
potential of the younger generation.
Keywords: preschool education
system, institution, the younger generation, mental, intellectual, aesthetic,
physical, spiritual development, preparation for school, improvement.

KIRISH
Dunyo va respublikamiz miqyosida yoshlarning
qobiliyatlari, iste’dodlari, ichki imkoniyatlarini, o’ziga xos individual-psixologik
xususiyatlarini tadqiq etish tendentsiyalari kuzatilmoqda.  Yosh avlodning
shaxs va sub’ekt sifatida shakllanishi, aqliy rivojlanishi, tarbiyalanganlik
darajasini yuksaltirish maktabgacha ta’lim tashkilotlaridan boshlanadi. Ushbu
jarayonning samarali tashkil etilishi va boshqarilishi ta’lim tizimining
uzluksizligini ta’minlash sharti bo’lib xizmat qiladi, chunki yosh va murg’ak
qalblar bilan olib boriladigan pedagogik jarayon ularning kelajakda kim bo’lib
yetishishlari, qanday fuqarolik pozitsiyani egallashlari bilan bog’liq holda
qaraladi.

ADABIYOTLAR TAHLILI VA METODOLOGIYA
Respublikamizda 2019 yil 8 maydagi PQ-4312-son “O’zbekiston
Respublikasi maktabgacha ta’lim tizimini 2030 yilgacha rivojlantirish”
kontseptsiyasini ishlab chiqildi.  Kontseptsiya O’zbekiston Respublikasida
maktabgacha ta’limni rivojlantirishning maqsadlari, vazifalari, ustuvor
yo’nalishlari, o’rta va uzoq muddatli istiqboldagi bosqichlarini belgilaydi
hamda maktabgacha ta’lim sohasini rivojlantirishga yo’naltirilgan dasturlar va
kompleks chora-tadbirlarni ishlab chiqish uchun asos bo’ladi. [1]
Ushbu vazifalarni amalga oshirishda maktabgacha ta’lim tashkilotlarida
yosh avlodning aqliy-intellektual, estetik, jismoniy, ma’naviy salohiyatini oshirishga
qaratilgan chora-tadbirlarni takomillashtirish alohida dolzarblik kasb emoqda.
Bu borada pedagog rahbar–jamiyatning yosh avlod ta’lim-tarbiyasiga qo’ygan
ijtimoiy buyurtmasining asosiy ijrochisiga aylanishi muqarrar.
Bugungi kunda jahonda texnologiyalar va axborotlashtirish
jarayonlarining rivojlanishi davrida maktabgacha ta’limni isloh qilish, komil
insonni tarbiyalash, ularga zamonaviy ta’lim berish masalalari birinchi
navbatda hal qilinishi kerak bo’lgan muammo hisoblanadi. Aynan, maktabgacha
ta’limni isloh qilishda bolaning maktabga tayyorgarligi bilan belgilanuvchi
ta’lim sifatini oshirish muhim va zaruriy bo’lib hisoblanadi.
Shu jihatdan olganda, maktabgacha ta’lim
tashkilotlarida ta’lim sifatini ta’minlashda zamonaviy yondashuvlar, boshqaruv,
innovatsiya va axborot texnologiyalarini ta’lim-tarbiya jarayoniga  joriy
etishda rahbarlik layoqatini oshirish muhim ahamiyat kasb etadi.
Mazkur vazifani amalga oshirishda maktabgacha ta’lim
tashkilotlari rahbar xodimlarining har biridan yuksak kasbiy salohiyat va
insoniy sifatlarga ega bo’lish talab etiladi. «Avvalambor, uning vatanparvar va
yurtparvarlik fazilatlariga ega bo’lishi, ona yurtini chin qalbidan sevishi va
ardoqlashi, el-yurti uchun o’zini ayamasligi, kerak bulsa, bu yo’lda jonini ham
fido qilishiga tayyor bo’lishini, o’z kasbkorining ustasi, shu ishning chinakam
bilimdoni, bu borada boshqalarga o’rnak bo’lishini kutadi. Jamoatchilik, halq
rahbar shaxsning mustaqil dunyoqarashi, keng fikrlashi, uzoqni ko’ra bilish
qobiliyati bilan boshqalardan ajralib turishini, iymone’tiqodi mustahkam,
irodasi baquvvat, or-nomusli, haromxarish ishlardan hazar qiladigan,
izlanuvchan, tashabbuskor, tadbirkorlik fazilatiga ega bo’lishini,
tashkilotchi, talabchan va qat’iyatli bo’lishini istaydi» [4; 201-b.].
O’zbekiston Respublikasining mustaqillikka erishishi
maktabgacha ta’lim tashkilotlarining oldiga - yangi demokratik davlatning
fuqarolarini shakllantirishdek muhim vazifani qo’ydi. Bu  esa hozirgi vaqtda
maktabgacha ta’lim tizimida davr talabiga javob beradigan mutaxassislarni
nazariy bilimlar bilan bir qatorda jahon andozalariga mos holatda tayyorlash,
ularning malakasini oshirish zaruriyatini keltirib chiqaradi. SHu bilan birga
maktabgacha ta’limni isloh qilishning asosiy shartlaridan biri - buyuk ma’naviy
fazilatlarga ega, insoniy fazilatlarni o’zida mo’jassamlashtirgan, yetuk kadr
sifatida faoliyat yuritayotgan mutaxassislar avlodini yetishtirishni talab
etadi. Hozirgi davrning bu talabi – matabgacha ta’lim  tarbiyalanuvchilarini
axloqan va ma’nan yetuk, komil insonlar qilib tarbiyalash vazifalarini
bajarishni talab etadi. MTT rahbarlari va pedagog kadrlari oldida turgan eng
dolzarb vazifalardan biri – erkin fuqaro ma’naviyatini, ozod shaxsni
shakllantirish masalasidir. Boshqacha aytganda,  o’z xaqhuquqlarini taniydigan,
o’z kuchi va imkoniyatlarini anglagan, atrofda sodir bo’layotgan voqea va
hodisalarga mustaqil munosabat bilan yondashgan, ayni zamonda shaxsiy
manfaatlarini mamlakat va xalq manfaatlari bilan uyg’un xolda quradigan erkin,
har jihatdan barkamol insonlarni tarbiyalash lozim. Shu jihatdan olganda,
barkamol insonni tarbiyalash avvalo,  pedagoglardan ulkan mahorat va mas’uliyatni
talab qiladi. Ustozlik mahorati va tarbiyachilik san’atining tayyor andozasi
yoki qolipi mavjud emas. Ushbu san’atni egallash uchun insondan katta kuch,
ijodkorlik va ko’p yillik tajriba talab etiladi.
O’zbekistonda maktabgacha ta’limni isloh qilishning asosiy
omillaridan biri komil inson tarbiyasida “shaxs manfaatlari va ta’lim
ustuvorligi” masalalari borasida bir qator olimlar izlanish olib bormoqdalar.
Bular R.H. Djuraev, J.G’. Yo’ldoshev, S.Turg’unov, R.Safarova, M. Yuldashev,
SH.A. Abdullaeva, Y. M. Asadovlardir.

MUHOKAMA VA NATIJALAR
O’zbekistonda maktabgacha ta’lim tizimini tubdan isloh
qilish bo’yicha keng miqyosdagi ishlarning amalga oshirilishi natijasida
bugungi kunda mamlakatimiz maktabgacha ta’lim tashkilotlarida ilmiy va
pedagogik tarkib tubdan o’zgardi, zamonaviy o’quv-dasturiy asosga, moddiy-texnik
bazaga ega bo’lgan ta’lim maskanlari sifatida samarali faoliyat ko’rsatmoqda.
Maktabgacha ta’lim tizimi faoliyatining pedagogik-psixologik
asoslari, davlat va nodavlat maktabgacha ta’lim tashkilotlari hamda ularning
muqobil turlarini tashkil etishning pedagogik shart-sharoitlari, maktabgacha
ta’lim tashkilotlari faoliyatini tashkil etishning xukukiy-me’yoriy asoslari,
boshqarishda jahon tajribasi va uni ta’lim-tarbiya jarayoniga tatbiq etish texnologiyalarini
o’rganish va shu asosda choratadbirlarni belgilash, amaliyotga joriy qilish
ishlari jadallashmoqda.
Maktabgacha ta’lim tizimining yangi avlod rahbarlarini
shakllantirish masalasi ham kundalik dolzarb ahamiyat kasb etuvchi masalalar
sirasiga kiradi. Bunda rahbarning muvofiqlashtirish, rejalashtirish, tartibga
solish, nazorat qilish va baholash vazifalari bilan uyg’unlikda bajarilishi
lozim bo’lgan vazifalari to’g’risida e’tirof etilgan funktsiyalar bolalarning
intellektual jihatdan voyaga yetishiga, ma’naviy barkamol shaxs bo’lib
shakllanishiga va pedagog xodimlarning ilmiy-ma’naviy jihatdan o’sishiga,
siyosiy va fuqarolik pozitsiyasining mustahkamlanishiga olib keladi.
MTT pedagog xodimlaridan keng bilimdonlik, puxta amaliy
tayyorgarlik, yuksak pedagogik mahorat, kompetentlik va ijodkorlik talab
etiladi. Maktabgacha ta’lim jarayonida insonparvarlik omilini ta’minlaydigan
ustozlarning shaxsiy sifatlariga quyidagilar kiradi: talabchanlik, haqqoniylik,
halollik, mehribonlik, xushmomalalik. Ushbu sifatlar pedagogning ta’lim-tarbiya
oluvchilar uchun ahamiyatini belgilashi kerak. Zero, shaxsiy sifatlar o’qitish
va tarbiyalash mahoratiga ta’sir ko’rsatadi.
Muhtaram Prezidentimiz Sh.M.Mirziyoev o’zining “Buyuk
kelajagimizni mard va olijanob halqimiz bilan birga quramiz” kitobida: “O’z
xalqiga fidoyi, biz boshlagan ishlarni davom ettirishga qodir bo’lgan, har
tomonlama  yetuk rahbar oldida dolzarb vazifa – kelgusi avlodni komil inson
qilib tarbiyalash vazifasi turibdi”degan fikrni e’tirof etadilar. Darhaqiqat,
XXI asrda ijtimoiy - iqtisodiy munosabatlar rivojida inson aql zakovati va ma’naviyati
asosiy muvofiqlashtiruvchi, rivojlantiruvchi omil va vosita ekanligi tobora
namoyon bo’lmokda. SHuning uchun insonparvarlik bozor iqtisodiyoti asosida
huquqiy, demokratik davlat, erkin fuqarolik jamiyati qurilishining bosh
tamoyili sifatida maydonga chiqdi.
Maktabgacha ta’lim tizimida ta’lim sifati – tarbiyachi va
xodimlarning kasbiy rivojlanishi tavsifi bo’lib, zamonaviy bosqichida iqtisodiy
taraqqiyot talablariga mos kasbiy faoliyatni muvaffaqiyatli yurituvchi
mutaxassis qobiliyati va ish faoliyati bilan belgilanishi e’tirof etiladi.
Maktabgacha ta’lim tashkilotlari o’quv faoliyatining
sifati o’quv jarayonini rejalashtirish, uni amalga oshirish, o’quv reja,
dasturlarining mazmun mohiyati bilan emas, balki bolalarning olgan bilimlari,
malaka va ko’nikmalari, mustaqil ravishda olgan bilimlari bilan bog’liq ta’lim
natijasi sifati bilan belgilanmoqda. Har tomonlama taraqqiy etgan, aqlan va
ma’nan barkamol, jismonan va ruhan tetik farzandlarni maktabgacha tarbiya
tashkilotlarida kamol toptirish ahamiyati, Vatanimizning ravnaqi bugungi kunda
yosh avlodlarga bergan ta’lim sifati va tarbiya mohiyati bilan chambarchas
bog’liqligi alohida dolzarblik kasb etadi. Mamlakatimizda bu borada amalga
oshirilayotgan islohotlar buyuk ma’naviy fazilatlarga ega, insoniy fazilatlarni
o’zida mo’jassamlashtirgan, yetuk kadr sifatida faoliyat yuritishga zamin
hozirlaydi.
O’zbekistonda maktabgacha ta’lim tizimini tubdan isloh
qilishda  ta’lim jarayonning barcha shakllarini eng qulay va samarali holatda
tashkil etish, ularni shaxs kamoloti maqsadlari tomon yo’naltirish,
tarbiyalanuvchilarda dunyoqarash, qobiliyatni shakllantirish va ularda jamiyat
uchun zarur bo’lgan faoliyatga moyillik uyg’otishdir. Pedagogning ko’p qirrali
faoliyati va uning qobiliyati, ijodkor va fidoiy bo’lishi hamda shogirdlarni
barkamol insonlar qilib tarbiyalash masalasi davlat siyosati darajasidagi dolzarb
masalalardan biridir. Pedagogik mahoratga ega bo’lgan pedagog tarbiyadagi
qiyinchiliklarni yengishga qodir bo’lgan nufuzli rahbar, o’sib kelayotgan yosh avlodning
ma’naviy dunyosini tushuna oladigan, ularning tuyg’ularini his qila oladigan,
ichki dunyosi nozik bo’lgan bola shaxsiga mohirlik bilan avaylab yondashadigan,
donolik va ijodiy dadillik, ilmiy tahlil, xayol va fantaziya, chuqur ilmiy
tafakkurga ega bo’lgan shaxslardir.
Mustaqil O’zbekistonda pedagoglik kasbiga hurmat e’tibor va
uni sharaflash beqiyosdir, shu bilan birga ustozlar oldiga qo’yiladigan
mas’uliyat ham katta.
Hozirgi kunda o’zining fidokorona mehnati bilan yosh
avlodni o’qitish va tarbiyalash sifatini oshirishga katta hissa qo’shayotgan
ijodkor pedagoglar, olimlar, tadqiqotchilar soni yil sayin ortib bormoqda.
Bularning barchasi mustaqil O’zbekiston diyorida pedagog shaxsiga bo’lgan
e’zoz, e’tibordan dalolatdir.
Imom al Buxoriyning «Al – jomi’ as – sahih» hadislar
to’plamining «Ilm kitobi» bobida ilm egallash fazilati va xosiyatlar, ilm
o’rganish va o’rgatish odobi to’g’risida ma’lumotlar berilgan. Ushbu bobda ilm
o’rgatish va o’rganishga doir hadislar keltirilgan. Ularning tahlili, ilm
o’rgatuvchiga nisbatan didaktik talablar, pedagogik – axloqiy g’oyalarni
ifodalashga imkon beradi. Bugungi kunda ham pedagoglar malakasini oshirish
jarayonida, ularning pedagogik, psixologik tayyorgarligi, bilimi, muomala
madaniyatini yuksaltirish, zamonaviy fan sirlaridan xabardor qilish, axborot va
kommunikatsiya ko’nikmalarini singdirish va milliy psixologik omillarni
e’tiborga olish kerak. Yuksak saviyali, mahoratli ustozlargina xalq orzusidagi
barkamol insonni tarbiyalaydi. Ilm insonni yuksaklik sari olib boradi. Ilmga
chanqoq  o’zbek xalqida ziyoli, ilmli insonlarni e’zozlash, ular faoliyatiga havas
bilan qarash xususiyati mavjud.
Maktabgacha ta’lim tizimini yanada takomillashtirish va
rivojlantirishda bu borada to’plangan tajribani tahlil etish va umumlashtirish,
mamlakatni ijtimoiyiqtisodiy rivojlantirish istiqbollariga muvofiq kadrlar
tayyorlash tizimini takomillashtirish va yanada rivojlantirish masalalariga
alohida e’tibor qaratilmoqda. Shu bilan birga, ta’lim tashkilotlarining resurs,
kadrlar va axborot bazalari yanada mustahkamlanmoqda, o’quv-tarbiya jarayoni
yangi o’quvuslubiy majmualar, ilg’or pedagogik tenologiyalar bilan to’liq
ta’minlanmoqda. Jahon andozalariga javob beradigan maktabgacha ta’lim
tashkilotlari qaror topmoqda va ularni rivojlantirish amalga oshirilmoqda. Ta’lim
sifatini oshirishda, ta’lim jarayonini to’liq axborotlashtirish kuzda
tutilmoqda.
-  Hozirgi
paytda  maktabgacha ta’lim tizimida faoliyat yuritayotgan pedagoglar malakasini
oshirishga quyidagicha yondashish tendentsiyalari kuzatilmoqda: sifatli o’quv
jarayonini tashkil qilishda pedagog kompetentsiyasini rivojlantirish;
-  ta’lim
sifatini ta’minlashda zamonaviy yondashuvlarining asosiy negizi - turli xil
boshqaruv, innovatsiya va axborot texnologiyalarini ta’limga joriy etishda
pedagogning layoqatini oshirish;
-  ta’lim-tarbiya
sifatining mahsulasi – natijani qo’lga kiritish va boshqalar.
Maktabgacha ta’lim tashkilotlari o’quv faoliyatining
sifati o’quv jarayonini rejalashtirish, uni amalga oshirish, o’quv reja,
dasturlarining mazmun mohiyati bilan yemas, balki tahsil oluvchilarning olgan
bilimlari, malaka va ko’nikmalari, mustaqil ravishda olgan bilimlari bilan
bog’liq ta’lim natijasi sifati bilan belgilanmoqda.
Abu Nasr Farobiyning “Fozil odamlar shahri” asarida
keltirilgan bosh g’oya, ya’ni: “... faqat ilm va bilimlar jamiyatni
rivojlantirishi, davlatni taraqqiy ettira olishi mumkinligi”, to’g’risidagi
g’oyasiga monand ravishda sifatli ta’lim boshqaruvini amalda joriy etish talab
etiladi. Demak, bugungi kunda jahon andozalariga tenglashtirilgan ta’lim sifat
tizimi asosida mutaxassislar tayyorlashga alohida e’tibor qaratilmoqda. Bunda
pedagogdan ta’lim berishda yuksak mahorat talab etiladi.
Maktabgacha tarbiya tashkilotlarida ta’lim va tarbiya sifati,
uni baholash va sifat menejmentiga oid jahonda olib borilgan tadqiqotlar
natijasida qator, jumladan, quyidagi ilmiy natijalar olingan: maktabgacha
tarbiya tashkilotlarida ta’limiy va tarbiyaviy sifat nazoratining ichki
baholash mexanizmlari ishlab chiqilgan (London universiteti qoshidagi  “Layf
Kouching”, Ta’lim institutlari
(Buyuk Britaniya); ta’lim sifati
menejmenti tizimini sertifikatlash va sifatni kafolatlash usullari tavsiflangan
(Bavariya akkreditatsiyalash, sertifikatlash va sifatni kafolatlash instituti,
Germaniya) va boshqalar.
Maktabgacha ta’lim tashkilotlarida ta’lim va tarbiya
sifati, uni baholash, ilmiynazariy asoslash, kvalimetriyaga murojaat etish,
sifatning yalpi menejmentini qo’llash uzluksiz ta’lim tizimini
takomillashtirishning muhim shartlaridan biridir. Bunda kvalimetrik tahlil
muhim ahamiyat kasb etadi.
Kvalimetriya – diagnostik metodlarni aniqlash,
sifatni miqdoriy baholashning nazariy asoslarini yaratish bilan bog’liq ilmiy
va amaliy  faoliyat sohasi. Kvalimetriya kvalitologiya (sifat haqidagi
fan)ning tarkibiy qismidir.
Dunyoda ta’lim sifati menejmentini takomillashtirish
bo’yicha qator, jumladan, quyidagi ustuvor yo’nalishlarda tadqiqotlar olib
borilmoqda: ta’lim sifatini kafolatlashning yagona mezonlari va standartlarini
belgilashni aniqlash; ta’lim xizmatlari eksportini rivojlantirish; ta’lim
dasturlarini akkreditatsiyalash milliy tizimlarini muvofiq-lashtirish; sifatni
boshqarish texnologiyalarini takomillashtirish. Biroq, hanuzgacha davlat va
nodavlat maktabgacha tarbiya tashkilotlari xodimlarining malakasini oshirish va
ushbu  tarbiya maskanlarida ta’limiy va tarbiyaviy boshqaruv menejmentiga xos
xususiyatlarni aniqlashning yagona tizimini takomillashtirish masalalari o’z
yechimini tulaqonlicha amalga oshirilmagan. Shu jihatdan olganda, ta’limda
sifatni boshqarish, sifatni kafolatlashda akkreditatsiyaning o’rni, sifatning
tashqi monitoringi, oliy ta’limda sifatni baholash tizimlari, ta’lim jarayoni
ishtirokchilari faoliyatini muvofiqlashtirish va ta’lim sifatini nazorat
qilishning pedagogik shartsharoitlarini aniqlash zarurati oshmoqda.

XULOSA
Yuqoridagilardan kelib chiqib, bugungi kunda davlat va
nodavlat maktabgacha ta’lim tashkilotlarida ta’lim va tarbiya sifatini
takomillashtirish muammosini alohida tadqiqot predmeti sifatida o’rganish
ehtiyoji sezilmoqda. Muammoning yechimini topish uchun:
-
davlat va nodavlat maktabgacha tarbiya tashkilotlari xodimlarining
malakasini oshirishda «tarbiya kvalimetriyasi» va «ta’lim kvalimetriyasi» tushunchalarini
ilmiy jihatdan tavsiflash;
-
davlat va nodavlat maktabgacha tarbiya tashkilotlari
boshqarishning metodologik va nazariy asoslarini sifatli menejment nuqtai
nazaridan tadqiq qilish;
-
davlat va nodavlat maktabgacha tarbiya tashkilotlariga
qo’yiladigan davlat talablarini tabaqalashtirilgan yondashuv asosida
takomillashtirish;
-
davlat va nodavlat maktabgacha tarbiya tashkilotlari
xodimlarining malaka oshirishdan keyingi faoliyati samaradorligi monitoringini
joriy etish bo’yicha tavsiyalar ishlab chiqish;
-
davlat va nodavlat maktabgacha tarbiya tashkilotlari
tarbiyalanuvchilari iqtidorini aniqlash va rivojlantirishga mo’ljallangan
metodik qo’llanmalar yaratish va amaliyotga tatbiq etish;
-
davlat va nodavlat maktabgacha tarbiya tashkilotlarida sifat
menejmenti tizimini takomillashtirish bo’yicha ilmiy asoslangan takliflar
ishlab chiqish lozim.
Davlat va nodavlat maktabgacha tarbiya tashkilotlari
xodimlarining faoliyatini kvalimetriya asosida baholash, kasbiy faoliyat
natijasi, tarbiyalanuvchilarning intellektual darajasi va shaxsiy rivojlanishi
mezonlariga asoslangan holda takomillashtirishga qaratish lozim.
Shunday qilib, ta’lim-tarbiya sifatini oshirish
jarayonida yangi mazmun va mohiyatga ega bo’lgan insonparvarlik tamoyillariga
asoslangan, yaratuvchanlik, ijodkorlikka intilish hissi bilan yo’g’rilgan
ta’lim komil inson shaxsini yetuklikka yo’naltiradi. Binobarin, O’zbekistonda
maktabgacha ta’lim tashkilotlarida olib borilayotgan islohotlar ta’lim-tarbiyaning
maqsadini yangi yo’nalishga burdi.           Demak, ta’lim-tarbiyaning maqsadi
butunlay yangilandi, unga mos holda mazmunning ham, pedagogik jarayonning ham
yangilanishi tabiiydir. Bu omil davlatimizning ijtimoiy siyosatini belgilab
berganligi tufayli shaxs manfaatlarini ta’minlashga xizmat qiladi.

REFERENCES:

1.
O’zbekiston Respublikasi Prezidentining “O’zbekiston Respublikasi
maktabgacha ta’lim tizimini 2030 yilgacha rivojlantirish kontseptsiyasini
tasdiqlash to’g’risida”gi Qarori, 2019., 13 may, PQ 4312 son.
2.
Mirziyoev SH.M. Buyuk kelajagimizni mard va oliyjanob halqimiz bilan
birga qo’ramiz. –Toshkent:O’zbekiston, 2017.-488 bet.
3.
Abu Nasr Farobiy. Fozil odamlar shahri. –Toshkent: O’qituvchi,
1998.-43-bet.

O‘ZBEKISTONDA MOLIYAVIY HISOBOTLARNING XALQARO
STANDARTLARINI AMALIYOTDA QO‘LLASHDAGI MUAMMOLAR VA ULARNI
BARTARAF ETISH YO‘LLARI

https://doi.org/10.5281/zenodo.6464567

Muzrapova Shahnoza Saydullayevna
Termiz Davlat Universiteti Iqtisodiyot va turizm fakulteti

Magistratura bo’limi “Buxgalteriya hisobi” yo’nalishi
2-kurs magistranti

Annotatsiya: Ushbu maqolada
O‘zbekistonda moliyaviy hisobotlarning xalqaro standartlarini amaliyotda
qo‘llanilishi va moliyaviy hisobotlarning xalqaro standartlariga o’tishdagidagi
muammolar va ularni bartaraf etish yo‘llarining amaliy tahlili keltirilgan.

Kalit sozlar:  xalqaro
moliyaviy hisobot, moliyaviy buxgalteriya hisobi va hisoboti, moliyaviy
hisobotning xalqaro standartlari, buxgalteriya hisobining milliy standartlari,
biznes, investitsiyalar.
Abstract: This article provides a
practical analysis of the practical application of international financial
reporting standards in Uzbekistan and the problems in the transition to
international financial reporting standards and ways to overcome them.
Keywords: international
financial reporting, financial accounting and reporting, international
financial reporting standards, national accounting standards, business,
investment.
Аннотация: В данной статье
представлен практический анализ практического применения международных
стандартов финансовой отчетности в Узбекистане и проблемы при переходе на
международные стандарты финансовой отчетности и пути их преодоления.
Ключевые Слова:
международная финансовая отчетность, финансовый учет и отчетность,
международные стандарты финансовой отчетности, национальные стандарты
бухгалтерского учета, бизнес, инвестиции.

KIRISH
O‘zbekiston iqtisodiyotiga investitsiyalar jalb qilish
uchun muayyan sharoit yaratish, jumladan, vatanimiz iqtisodiy sub’ektlari
faoliyatining shaffofligi va aniqligiga erishish zarur. Bu masalani amalga
oshirish moliyaviy hisobotlarning umumqabul qilingan jahon standartlarini –
moliyaviy hisobotning xalqaro standartlarini qo‘llash bilan bog‘liq.
O‘zbekiston mustaqillikka erishgach, bozor iqtisodiyoti tomon harakatiga
tushdi. Bu jarayonda sovetlarning buxgalteriya uslublaridan voz kechildi va
moliyaviy hisobotlar jahonda qabul qilingan tamoyillarga o‘ta boshladi.
Jumladan, qonun bilan quvvatlangan turli milliy buxgalteriya standartlari ishlab
chiqildi, buxgalterlar uyushmalari qoshida xalqaro buxgalteriya amaliyotlarini
o‘rgatish va buxgalterlarni sertifikatlash tizimlari shakllandi. O‘zbekistonda
yuritilgan qonunchilik, ta’lim va malaka oshirish amaliyotlarining yakuni MHXS
bilan to‘la uyg‘unlashuvga olib kelishi kutilgan edi.
Biroq MHXSga o‘tish jarayoni cho‘zilib ketdi. CHunki 2016
yilga qadar O‘zbekiston rahbariyatining jahon iqtisodidan yopiq holda qolishga
moyilligi bor edi. Davlatning milliy iqtisoddagi o‘rni mulkdorlar sinfiga
nisbatan kattaroq bo‘lgan sharoitda moliyaviy axborotdan foydalanuvchi taraf
hukumat tashkilotlari, ayniqsa soliqqa tortish organlari bo‘lib qoladi.
Natijada buxgalterlik hisoboti tizimlari soliq hisobotlarini shakllantirishga
qaratiladi va tashqi investor va ichki mulkdorlarning axborotga bo‘lgan
manfaatlari keyingi darajaga tushib ketadi.
Soliqchi bilan investorni moliyaviy hisobotda
qiziqtiradigan narsalar bir xil emas. Masalan, soliqchini hisobotda
tashkilotning daromadi ko‘proq aks ettirilishi va undan qancha ko‘p soliq
chiqarish mumkinligi qiziqtiradi. SHu sababdan ham soliqchilik yo‘riqnomalariga
ko‘ra korxonalarning ba’zi xarajatlari sof daromadni kamaytirishga ruxsat
bermaydi yoki asosiy vositalar eskirishi normalarini qat’iy chegaralarda
belgilab beradi, ya’ni eskirish xarajatlarni ozroq qilib yozishga undaydi.
Investorni qiziqtiradigan esa asosiy narsa
tashkilotning real sof daromadi va aktivlarning haqqoniy qiymatidir. CHunki
investorni byudjetga ko‘proq soliq undirish emas, balki tashkilot qanchalik samarali
faoliyat yuritayotgani qiziqtiradi. Shuning uchun investor hisobotda aktivlarni
haqqoniy qiymatda, majburiyatlar va xarajatlarni to‘laligicha, shuningdek
daromadlar oshirilmay ko‘rsatilishini talab qiladi.
Moliyaviy axborotdan ko‘zlanadigan maqsadlar davlat va
mulkdorlarda o‘zaro muvofiq bo‘lmasligi jahonning barcha mamlakatlarda
uchraydigan holat. Natijada buxgalteriya hisobi ikki xil qoida asosida
yuritiladi: biri soliq hisobi, ikkinchi moliyaviy. Bunda gap ikki xil, «oq» va
«qora» hisob haqida ketmayapti. MHXSga ko‘ra, daromad solig‘i uchun hisoblangan
sof foyda bilan moliyaviy axborot uchun hisoblangan biznes foydasi o‘rtasidagi
farq foydalanuvchilarga ochiq taqdim qilinishi va tushuntirilishi lozim,
shuningdek ehtimoliy qo‘shimcha soliq va jarimalarga tortishdagi barcha jiddiy
xatarlar ham hisobotda aks ettirilishi lozim.

MUHOKAMA VA NATIJALAR
Mulkchilik va tarmoq shaklidan
qat’iy nazar, barcha xo’jalik yurituvchi sub’ektlarda moliyaviy hisobotlarini
milliy standartlardan xalqaro standartlar asosida tuzish muhim hisoblanib,
xalqaro standartlar asosida tuzilgan moliyaviy hisobotlarni xorijiy investorlar
tomonidan tanishish imkoniyatiga ega bo’lishi va o’zining sarmoyasini kiritish
bo’yicha yengilliklar tug’diradi.
Buxgalteriya hisobi ma’lum bir xo’jalik yurituvchi
sub’ekt to’g’risida moliyaviy ma’lumotlarni aniqlash, qayta ishlash va
moliyaviy hisobot shaklida faoliyat yurituvchi sub’ektning moliyaviy holatiga
qiziquvchi foydalanuvchilarga ma’lumotni yetkazib berishni amalga oshiradigan
axborot tizimdir. Buxgalteriyaning maqsadi – turli foydalanuvchilarni
ma’lumotga bo’lgan ehtiyojini, ushbu ma’lumotni olish uchun eng kam
sarf-xarajatlar bilan qondirishdir. O’z-o’zidan ma’lumki qarorlarni qabul
qilish uchun axborot tizimdan foydalanish natijasida olinishi mumkin bo’lgan
iqtisodiy naflar ushbu tizimga ketgan xarajatlardan ustun bo’lishi lozim.
Demak,  moliyaviy hisobotning xalqaro standartlari predmeti
bo’lib, xalqaro standartlar asosida  pul ifodasida aks ettiriladigan xo’jalik
mablag’lari, shu mablag’lar manbalari, ularning xo’jalik faoliyati va moliyaviy
natijalari bo’lib hisoblanadi.
Xo’jalik yurituvchi sub’ektlarda moddiy va nomoddiy
aktivlar, majburiyatlar, kapital, daromad va xarajatlar, foyda va zararlar
hamda ularning harakati bilan bog’liq bo’lgan xo’jalik, moliyaviy
hisobotning xalqaro standartlarining ob’ektlari  hisoblanadi.
Aktivlar - avvalgi davrlarda sodir etilgan hodisalar
natijasida olingan va korxona tomonidan nazorat qilinadigan, ularni
foydalanishdan kelajakda iqtisodiy naf olinishi kutiladigan resurslardir.
Majburiyatlar – bu avvalgi davrlarda sodir etilgan
hodisalar natijasida paydo bo’lgan korxonaning joriy qarzi, ushbu qarzlar
qaytarilishi natijasida korxonaning iqtisodiy nafni o’z ichiga olgan
resurslarni kamayishiga olib keladi.
Xususiy kapital – bu barcha majburiyatlarni ayrgandan
keyin korxonaning aktivlardagi bo’lgan ulushi.
Foyda - bu xo’jalik sub’ektiga ta’sir etadigan asosiy va
asosiy bo’lmagan faoliyat, hodisalar sharoitlar natijasida kapitalning
ko’payishi bo’lib, xususiy kapitalga to’lanadigan kapital bundan mustasnodir.
Zararlar – bu asosiy faoliyat va barcha xo’jalik
muomalalari, hodisalar, sharoitlar natijasida xususiy kapitalning kamayishi
bo’lib, harajatlar yoki xususiy kapitalning taqsimlanishi natijasidagi kamayish
bundan mustasnodir.
Foyda faoliyat natijalarini o’lchashda yoki boshqa
ko’rsatkichlarni, ya’ni investitsiyani olib kelgan foydasi, bir aktsiyaga
to’g’ri keladigan foyda kabilarni asosi sifatida foydalanadi. Foydani o’lchash
bilan bevosita bog’liq elementlar – bu daromadlar va xarajatlardir.
Daromadlar – bu aktivlarni kelib tushishi yoki ko’payishi
yoxud majburiyatlarni kamayishi shaklida vujudga keladigan va pirovard
natijasida xususiy kapitalni oshiradigan iqtisodiy naflarni ko’payishi, ammo
aktsiyador kapitalga ta’sischilar tomonidan to’lanadigan badallar bundan
mustasnodir.
Xarajatlar - bu aktivlarni sarflanishi yoki yemirilishi
yoxud majburiyatlarni ko’payishi shaklida vujudga keladigan va pirovard
natijasida xususiy kapitalni kamaytiradigan iqtisodiy naflarni kamayishi, ammo
aktsiyador kapitalni ta’sischilar orasida taqsimlanishi bundan mustasnodir.
Moliyaviy hisobotning xalqaro standartlari butun
jahonda moliyaviy hisobot standartlarining yaqinlashishida, kelishuvida va
yanada yaxshilanishida muhim rol o’ynadi. Ulardan quyidagi maqsadlarda
foydalaniladi:
-  ko’pchilik
mamlakatlarda hisob va hisobotga  qo’yiladigan milliy talablar uchun asos
bo’lib xizmat qilish;
-  hisob va hisobotga
nisbatan o’z talablarini ishlab chiqayotgan alohida mamlakatlar uchun xalqaro
etalon sifatida ishlatilishi (sanoati rifojlangan mamlakatlar bilan bir qatorda
endi rivojlanib borayotgan bozorlar uchun, masalan, Xitoy, Osiyoning boshqa
mamlakatlari hamda sobiq Sovet Ittifoqi mamlakatlari ham shular jumlasidandir);

-  fond birjalari va
tartibga soluvchi organlar tomonidan moliyaviy hisobotni Moliyaviy hisobotlar
xalqaro standartlariga mos ravishda tuzilishini talab qilgan hollarda;
-  kapital bozorlari
uchun standartlar ishlab chiqishda to’lig’icha Moliyaviy hisobotlar xalqaro
standartlariga asoslanishga qaror qilgan Yevropa Komissiyasi kabi milliy
organlar tomonidan ishlatishi;
-  Moliyaviy hisobotning
xalqaro standartlari talab qilinmaydigan mamlakatlarda ham kompaniyalar  soni
ortganligi tufayli foydalanilishi.
Yuqoridagilar tufayli Moliyaviy hisobotning xalqaro
standartlari butun jahonda yanada kengroq foydalanilmoqda va tan olinmoqda. Hatto
ba’zi mamlakatlar Moliyaviy Hisobotlar Xalqaro Standartlar (MHXS) ni o’z
standartlaridek o’zgarishlarsiz ishlatishmoqda, ba’zilari esa mamlakat xususiyatidan
kelib chiqib ba’zi o’zgarishlarni kiritmoqdalar. Ko’p millatli yirik kompaniyalar
esa Moliyaviy hisobotlar xalqaro standartlaridan foydalanish ular uchun
qulayligini ta’kidlashmoqda.
Moliyaviy hisobotlar xalqaro standartlarining tan olinishi va
tobora ko’proq ishlatilishini isbotlovchi eng muhim  voqealardan biri bu
Qimmatbaho qog’ozlar va birjalar bo’yicha Komissiyalarning Xalqaro Tashkiloti
tomonidan xorijiy kotirovkalar uchun Moliyaviy hisobotlar xalqaro
standartlarining asos qilib olinishidir.
Evropa Komissiyasi esa Moliyaviy hisobotlar xalqaro
standartlariga hisobotning va umuman buxgalteriya hisobining muvofiqlashishi
nuqtai nazaridan Yevropa Ittifoqida adolatli va samarali raqobot muhitini
saqlashda muhim ekanligini e’tirof etmoqda. Yevropa Komissiyasi moliviy hisobot
standartlari garmonizatsiyasida MHXSK bilan hamkorlik qilish samarali ekanligini
rasmiy ravishda e’lon qilgan.
AQSHning Qimmatbaho qog’ozlar va birjalar bo’yicha
Komissiyasi esa quyidagilar haqida 1996 yil 11 aprelda ma’lum qildi:
-  standartlar
buxgalteriya hisobining keng qamrovli bazisini taqdim etuvchi buxgalterlik
talablarining asosiy qismini o’z ichiga olishlari kerak;
-  standartlar yuqori
sifatli bo’lishlari shart, chunki ular ma’lumotlarning taqqoslanuvchanligi,
ravshanligi hamda to’liq yoritilishini ta’minlashlari kerak;
-  standartlar
interpretatsiyasi berib borilishi kerak va ularga so’zsiz amal qilinishi kerak.

Hozirgi vaqtda aktsionerlar va bashqa foydalanuvchilar
uchun tayyorlanayotgan moliyaviy hisobotlarda mamlakatdan mamlakatga o’tib borayotgan,
ayrim hollarda bir mamlakatdagina foydalaniladigan buxgalterlik printsiplari va
qoidalari ishlatilmoqda. Shunday qilib buxgalterlik hisobotlarida
taqqoslanuvchanlik yetishmasligi mumkin. Bu holatning noqulayligi shundaki,
moliyaviy hisobotdan foydalanadigan investitsion tahlilichilar va boshqa
foydalanuvchilar hisobotni tahlil qilish jarayonida uning tarli standartlarga binoan
tuzilganligi tufayli qo’shimcha xarajatlar qilishiga to’g’ri keladi. Ular hisobotlar
interpretatsiyasida chalkashliklarga duch kelishlari ham mumkin. Ushbu jarayon
bilan bog’liq holda kapitalning jahon bozorida samarali raqobat yomonlashishi,
kompaniyalar esa  kapitalni saqlash bo’yicha yuqori sarfxarajatlarni o’z
zimmalariga olishlariga to’g’ri keladi. Eng asosiysi, turli mamlakatlar uchun
turlicha foyda miqdori ko’rsatilishi oqibatida buxgalterlik hisobotlariga
ishonch yo’qoladi. Hisobotlarning xalqaro miqyosdagi turli tumanligi
quyidagilarga olib keladi:
• moliyaviy hisobotlarni
tuzishga ketadigan xarajatlarning mo’ljaldan yuqori darajada bo’lishi – chunki
transnatsional kompaniyalar o’z faoliyatlari haqida turli mamlakatlar uchun
turlicha hisobotlar tuzishga majbur bo’ladilar;
• tijorat kompaniyalari turli
mamlakatlardagi faoliyatlari moliyaviy natijalarini baholash uchun yagona
tizimga ega bo’lish ehtiyoji tug’iladi. Kompaniyalar, bundan tashqari, ularning
tashqi hisobotlari faoliyatni baholashning ichki baholashlariga mos
tushishlarini ham xohlaydilar. Bu ikki maqsadga erishish esa turli
mamlakatlardagi hisobotlar turlicha bo’lgani holda juda mushkul hisoblanadi.
Moliyaviy hisobotning xalqaro standartlari  shuningdek,
buxgalterlik standartlarini ishlab chiquvchi organlari hali tuzilmagan yoki
standartlarni ishlab chiqishga resurslari yetarli bo’lmagan  rivojlanayotgan
mamlakatlar uchun ham  juda foydalidir. Moliyaviy Hisobot Standartlarini ishlab
chiqish o’ziga yarasha xarajatlarni talab qiladi, ayniqsa alohida mamlakat
uchun standartlar ishlab chiqish chiqim nuqtai nazaridan samarasizdir.
Tashqi iqtisodiy moliyaviy
qarorlarni qo’llab quvvatlash uchun esa, albatta, butun jahon uchun moliyaviy
hisob va hisobot bo’yicha tarkiban bir xil, umumqabul qilingan va majburiy
standartlar to’plami zarurdir. Aynan ana shu vazifa MHXSK zimmasiga
yuklatilgandir.
Quyida MHXSKning 2000 yil 1 yanvar
holatiga strukturasini keltiramiz. 2001 yilda uning tarkibi qisman
o’zgartirilganligini aytib o’tamiz[1]. MHXSKning asosiy tuzilmasi uning
Ustavi bilan belgilangan.
Yuqorida aytib o’tganimizdek MHXSKning a’zolari asosan Buxgalterlar
Xalqaro Federatsiyasiga a’zo bo’lgan barcha buxgalter va auditorlar
professional tashkilotlari a’zodirlar. Uning a’zolari barcha faoliyat uchun
javobgarlikni uning Ustaviga binoan MHXSK    Boshqaruviga topshirganlar.
Boshqaruv qator huquqlarga ega bo’lib, shu jumladan:
• jamoatchilik hukmiga
xalqaro buxgalteriya hisobi va hisobotiga tegishli munozarali va muammoli
masalalarni, agar ularni chop etishga Boshqaruv a’zolarining ko’pchiligi ovoz
bergan bo’lsa, havola etish;
• MHXSK
nomidan jamoatchilik hukmiga “Standartlarning dastlabki
(taxminiy) varinatlari” ko’rinishidagi
hujjatlarni havola etish;
• Boshqaruv a’zolarining
to’rtdan uch qismi ovoz bergan hollarda Moliyaviy hisobotning xalqaro
standartlari ni nashr qilish va boshqalar.
MHXSK tomonidan Standartni nashr
qilish jarayoni:
                 Dastur haqida qaror;
         Boshqarma tomonidan
Tayyorlov qo’mitasining tayinlanishi;    Asosiy momentlarni
rejalashtirish:

 -loyihaning amal qilish sohasini
aniqlaydi;
 -tayyorlov qo’mitasi tayyorlaydi,
boshqarma tasdiqlaydi;    Printsiplarning loyihaviy
shakllantirilishi.
Izohlarni yig’ish maqsadida Tayyorlov
Komiteti tomonidan chiqariladi    Printsiplarning oxirgi
tasdiqlanishi:
-tayyorlov Komiteti tomonidan tayyorlanadi -boshqarma
tomonidan tasdiqlanadi  Standartning dastlabki varianti:

-tayyorlov Komiteti tomonidan
tayyorlanadi;
- boshqarma tomonidan tasdiqlanadi;
-jamoatchilik mulohazalarini
o’rganish maqsadida chop etiladi MHXSK rasmiy nashrlari uch asosiy kategoriyalarga
bo’linadi:
 Moliyaviy Hisobotni tayyorlash
va taqdim etishning Kontseptsiyalari;  Moliyaviy hisobotlar xalqaro
standartlari;  Interpretatsiyalar (izohlar).
MHXSK o’z Standartlarini Moliyaviy hisobotning xalqaro
standartlari  deb nomlangan seriya sifatida nashr etadi. Standartlar tartib
bilan raqamlangan bo’lib, agar biror bir standart qayta ko’rib chiqilsa, uning
eski raqami saqlanib qoladi, lekin qayta ko’rib chiqish sanasi qavs ichida
ko’rsatiladi. Odatda Standartlar MHXSK tomonidan u ishlab chiqilgan sanadan
boshlab 30 kun ichida nashr qilinadi. Taklif qilinayotgan standartlar esa
alohida raqamlanib, TQS kabi belgilanadi va ular alohida nashr etiladi.
1998 yilda “Deloitte & Touche” auditorlik
firmasidan  Stig Enevolden MHXSK Boshqaruv Raisi etib tayinlangan edi. MHXSK
Boshqaruviga Avstraliya, Kanada, Frantsiya, Germaniya, Hindiston, Yaponiya,
Meksika, AQSH kabi mamlakatlar vakillari a’zodirlar. Ular “Deloitte &
Touche; Ernst &Young; KPMG Peat Marwick;  Price Waterhouse & Co”,
“Nestle” kabi yirik firma va kompaniyalar vakillaridirlar.
Boshqaruv tomonidan ma’muriy masalalar bo’yicha Ijroiya
Komitet tayinlanadi. Ijroiya Komitet tomonidan quyidagi vazifalar bajariladi:
-      MHXSKning
strukturasi, rejasi va tashkil etilishi;
-      Standartlarni
tavsiya etish bo’yicha faoliyat;
-      Byudjet
va moliya;
-      Tayyorlov
Komitetlariga a’zolikning shartlari va tayinlanishi;
-      Boshqaruv
yig’ilishlarini o’tkazish joyi va vaqtini belgilash;
-      Bosh
Kotibni tayinlash;
-      MHXSKning
majburiy rasmiy jarayoni;
-      Buxgalteriya
hisobining xalqaro standartlari va a’zolari bilan o’zaro aloqalar.
1981 yilda MHXSK Boshqaruvi Maslahat
guruhiga asos soldi. Maslahat
guruhiga yirik tashkilotlar jalb
qilingan bo’lib, ular jumlasiga
                 Evropa Komissiyasi;
                 Fond Birjalar Xalqaro
Federatsiyasi;
                 AQSH moliyaviy hisobot
standartlari bo’yicha Boshqaruvi;
                 Xalqaro Savdo Palatasi;
                 Buxgalterlik Ta’limi va
tadqiqotlari Xalqaro Assotsiatsiyasi;
                 Mehnat Konfederatsiyasi;
                 Xalqaro Moliyaviy
Korporatsiya (IFC);
                 Baholash Standartlari
bo’yicha Xalqaro Komissiya;
                 Jahon Banki;
                 Xalqaro iqtisodiy Hamkorlik
va taraqqiyot Tashkiloti;
 BMTning transnatsional
korporatsiyalar va investitsiyalar bo’yicha bo’linmasi kiradi.
Standartlarni ishlab chiqishda maxsus Tayyorlov
Komiteti faoliyat ko’rsatadi. Ushbu Komitet dastlabki tadqiqotlarni o’tkazib,
masalalar rejasini hamda ularning sharhini beradi. Jamoatchilik fikr-mulohazalarini
o’rganish asosida printsiplarning yakuniy formulirovkasini Boshqaruvga taqdim
etadi. Komitet Moliyaviy hisobotning xalqaro standartlari  loyihasining
dastlabki variantini ishlab chiqadi va taqdim etadi.
Yuqoridagi vazifalarni o’z vaqtida amalga oshishini
ta’minlash maqsadida  Interpretatsiya bo’yicha Doimiy Komitet tuzilgan.
Hozirgi iqtisodiy rivojlanish davrida moliyaviy
hisobotning ikki global tili yanada ko’proq tan olinmoqda: AQSH buxgalteriya
hisobi umumqabul qilingan printsiplari (US GAAP) va Moliyaviy hisobotning
xalqaro standartlari. Moliyaviy xisobot aniqligi va yakunlanganligi, uning
global kompaniyalar tomonidan foydalanish extiyojlari tufayli ko’proq Moliyaviy
hisobotning xalqaro standartlariga murojaat etishmoqda. MHXS asosida
tayyorlangan hisobotni juda ko’p mamlakatlar qimmatbaho qog’ozlar bozorlari
tomonidan e’tirof etilmoqda.
Moliyaviy hisobotning xalqaro standartlari  bo’yicha
Komitet (MHXSK) – nodavlat tashkilot bo’lib, unga butun jaxon buxgalterlik
faoliyati sohasining vakillari a’zodirlar. Komitet doimiy ravishda Moliyaviy
hisobotning xalqaro standartlari ni ishlab chiqish va rivojlantirish uchun
javobgardir. Moliyaviy hisobotning xalqaro standartlari  esa, ma’lumki,
buxgalteriya hisobini yuritish va moliyaviy hisobotni tuzish bo’yicha xalqaro
miqyosda umumqabul qilingan qoidalardir.
MHXSK – mustaqil notijorat tashkilot bo’lib, u butun
jaxonda tijorat korxonalari va boshqa tashkilotlar tomonidan moliyaviy
hisobotlarni tuzish jarayonida qo’llaniladigan buxgalterlik printsiplarini
muvofiqlashtirishga erishish maqsadida tuzilgandir.
Gap shundaki, BMT davlatlararo ekspert  guruhi  bir qancha
korporatsiyalar buyicha hisobni tashkil etish amaliyoti va 46 milliy hisob
tizimi buyicha hisobot berilishini o’rganib chiqib, ko’p ko’rsatkichlar
bo’yicha milliy hisob tizimlarini taqqoslab bo’lmasligi haqidagi xulosaga
keldi. Markaz hisobotida  shunday xulosaga kelindi: ayrim rivojlangan
mamlakatlarda ko’p sonli kompaniyalar hisob davrining oxirigacha e’lon kilingan
foydaga tenglash maqsadida turli rezerv tizimlarini ishlatadilar. Milliy hisob
tizimlarida amaldagi barcha belgilari bo’yicha rivojlangan va rivojlanayotgan
mamlakatlarda milliy tizimlarni ajratib turgan bir qancha farqlar o’rin egallar
ekan.
Mutaxassislar tomonidan 13 ta
milliy hisob tizimining o’rganilishi shuni kursatdiki, ulardan fakat 4
tasidagina(Germaniya, AKSH, Angliya, Yaponiya) resurslarni baholash uslubiyati
davlat tomonidan qonuniy ravishda belgilab qo’yilar ekan. Natijada resurslar
eng kam baholash usulida hisoblanib, davlat foydasini ko’zlaydi, chunki,
kompaniya bu holda foyda summasini maksimal darajada ko’rsatishga majbur
bo’ladi.
Bu milliy tizimlarning yana  23 tasini o’rganish shuni
kursatadiki, ulardan 8tasida (Avstraliya, Belgiya, Kanada, Frantsiya, Italiya,
Norvegiya, SHvetsiya, SHveytsariya)davlat uchun emas, balki korxona uchun
qulayrok sharoit yaratar ekan. U  tashqi bozorda milliy iqtisodiyotni
rivojlantirish va qator boshqa  sharoitlarni taqazo etadi. To’la ishonch bilan
aytish mumkinki, milliy buxgalteriya hisobi yangi yunalishlarni ishlatish
hisobi bilan mamlakat iqtisodi rivojlanishi ma’lum taktik va strategik
vazifalarini yechishga imkon beradi. Buxgalteriya hisobi milliy tizimlari
tahlili nuqtai nazaridan firmalarning mablag’ va resurslarini chet el
valyutasida aks ettirilishi qiziqish uyg’otadi.
Balans tuzilgan sananing joriy kursi bo’yicha
baholangan chet el valyutasida balans moddalarining kengayish darajasi bo’yicha
tahlil o’tkazildi va ma’lumotlar  tuzildi. Bu jihatdan firmalarga ko’proq
darajada qulayliklar Frantsiya, Yaponiya, Norvegiya, Niderlandiya, Angliya,
Shveytsariya mamlakatlarida,  Avstraliya va AQSH firmalari uchun esa kamroq
qulayliklar mavjud ekanligi aniqlandi.
Milliy hisob tizimlarida iqtisodni tartibga solishga
davlatning ta’sir darajasi ham mutaxassislar tomonidan tahlil qilindi.
Argentina, Meksika, Peru, Filippin, Venesuela  milliy tizimlari iqtisodni
tartibga solishda sezilarli darajada ta’sir ko’rsatuvchi davlatlarga kiradi.
Kolumbiya, Nigeriya va Zairda milliy hisob tizimining ishlatilish vositasi
bilan davlat iqtisodiga  qisman ta’sir etadigan davlatlardir. Qolgan
mamlakatlarda turli darajada 20 dan 70% gacha davlatning oraliq ta’siri
kuzatiladi. Xalqaro hisob amaliyoti tahlili ularning shakllanishining
davlatlararo tashkilotlar, buxgalteriya hisobi xalqaro professional
tashkilotlari, xalqaro profsoyuz tashkiloti  ta’sirida shakllanishining turli
yo’nalishlarini ham ajratishga imkon yaratdi.[2]
Mamlakatlararo tizimning shakllanishi bilan parallel
holda xalqaro buxgalteriya  hisobi tizimi, yagona hisob va hisobot berish
xalqaro tizimiga milliy regional hisob tizimlarining yaxlit bir butun qilib
birlashtirilishi bo’lib o’tdi.
Gap shundaki, XX asrning ikkinchi yarmi xalqaro
iqtisodiy munosabatlarning kuchayishi, mamlakatlararo va qit’alararo mehnat
taqsimoti, ishlab chiqarishning kooperatsiyalashuvi, ixtisoslashuvi bilan
xarakterlanadi. Ilmiy-texnik taraqqiyot natijalaridan  foydalanish natijasida
chet el investitsiyasini jalb qilish, ishlab chiqarishning
internatsionalizatsiyashuvi transnatsional va multinatsional
korporatsiyalarning paydo bo’lishiga olib keldi. Transnatsionatsional
korporatsiyalarga quyidagilar misol bo’la oladi: IBM (AQSH), Toyota Motor
(Yaponiya), Djeneral Elektrik (AQSH), Toshiba (Yaponiya), Djeneral Motorz
(AQSH), Dyupon (AQSH). Muhimi shuki, butun jahon miqyosidagi mahsulotlarining
asosiy qismi 25 ta shunday yirik korporatsiyalarda ishlab chiqariladi. SHuning
bilan birga ishonch bilan aytish mumkinki, XX asrda iqtisodni
internatsionalizatsiya qilish bo’lib o’tdi va u bilan birga buxgalteriya hisobi
internatsionalizatsiya kilindi. Bu bir qancha muammolarning paydo bo’lishiga
olib keldi:
-     xalqaro
tajribalarga asoslanib moliyaviy hisobot tuzish;
-     xalqaro
yoki milliy hisob qoidalariga bo’ysunish;
-
xalqaro biznes bilan moslikda informatsion-boshqaruv tizimini
tashkil
qilish;
-     joriy
hisobotlar uchun kreditlarni chet el valyutasida aks ettirish.
Qilingan ishlar natijasida BMT vakillari xulosaga
kelishdiki, turli mamlakatlarda buxgalteriya hisobini yuritish va  hisobotni
topshirishga xilma-xil qarashlar mavjud bo’lsa ham, dunyo xo’jaligi va
moliyaviy bozorlarning internatsionalizatsiyalashuvini aks  ettiruvchi umumiy
tamoyillarni ishlab chiqish zarur. Shu maqsadlar uchun ham  Buxgalteriya hisobi
Xalqaro Andozalar yoki

Standartlar bo’yicha Komitet (International
Accountins Standart Commitee - IASC) tashkil topgan.
Bu Komitetning bosh maksadi imkon borcha turli
mamlakatlarning hisob andozalari va hisob siyosatini uyg’unlashtirishdir. IASC
andozalarni ishlab chiqishda faqat asosiy hisob parametrlariga, andozalarni
juda mukammal qilishga urinmay, alohida olingan mamlakatda ularning
qo’llanilishi  qiynab qo’ymasligiga ahamiyat beradi.
1983 yildan 2001 yilga qadar MHXSK tarkibiga Buxgalterlar
Xalqaro Federatsiyasiga a’zo bo’lgan barcha buxgalter va auditorlar MHXSKga  2
million buxgalterning vakili hisoblangan 112 mamlakatning 153 a’zosi kirgan.
MHXSK faoliyatiga uning a’zosi bo’lmagan boshqa tashkilotlar ham jalb qilingan.
MHXSKning faoliyatini professional buxgalterlardan tashqari ko’pchilik biznes hamjamiyatlari,
kompaniyalar moliyaviy raxbarlari, moliyaviy tahlilchilar, fond birjalari,
bankirlar, huquqshunoslar hamda qimmatbaho qog’ozlarni chiqarish va ularni
sotishni boshqaruvchi agentlar qo’llab quvvatlamoqdalar.
MHXSK standartlarni ishlab chiqish va qabul qilish bilan
shug’ullanuvchi milliy organlari bilan ham hamkorlik qilmoqda. MHXSK Yevropa
komissiyasi, Iqtisodiy Hamkorlik va Taraqqiyot Tashkiloti, Birlashgan Millatlar
Tashkiloti, Jaxon Banki va AQSHning Xalqaro Rivojlanish bo’yicha Agentligi
(YuSAID) bilan o’zaro hamkorlikda faoliyat ko’rsatadi.
MHXSKning
1992 yilda Ustavida ko’rsatilishicha maqsadi kuyidagicha:
• Moliyaviy hisobotlarni
taqdim etish jarayonida foydalanish hamda jamoatchilik ehtiyoji uchun moliyaviy
hisobot standartlarini shakllantirish va chop etish, ularning qabul qilinishi
va ularga amal qilinishiga har tomonlama yondashish;
• Moliyaviy hisobotni taqdim
etishga aloqador bo’lgan hisob standartlari va jarayonlari, qoidalarini
muvofiqlashtirish va umumiy holda yaxshilab borish ustida ish olib borish.

XULOSA
Hozirgi vaqtda aktsionerlar va bashqa foydalanuvchilar
uchun tayyorlanayotgan moliyaviy hisobotlarda mamlakatdan mamlakatga o’tib borayotgan,
ayrim hollarda bir mamlakatdagina foydalaniladigan buxgalterlik printsiplari va
qoidalari ishlatilmoqda. Shunday qilib buxgalterlik hisobotlarida
taqqoslanuvchanlik yetishmasligi mumkin. Bu holatning noqulayligi shundaki,
moliyaviy hisobotdan foydalanadigan investitsion tahlilichilar va boshqa
foydalanuvchilar hisobotni tahlil qilish jarayonida uning tarli standartlarga binoan
tuzilganligi tufayli qo’shimcha xarajatlar qilishiga to’g’ri keladi. Ular hisobotlar
interpretatsiyasida chalkashliklarga duch kelishlari ham mumkin. Ushbu jarayon
bilan bog’liq holda kapitalning jahon bozorida samarali raqobat yomonlashishi,
kompaniyalar esa  kapitalni saqlash bo’yicha yuqori sarfxarajatlarni o’z
zimmalariga olishlariga to’g’ri keladi. Eng asosiysi, turli mamlakatlar uchun
turlicha foyda miqdori ko’rsatilishi oqibatida buxgalterlik hisobotlariga
ishonch yo’qoladi. Hisobotlarning xalqaro miqyosdagi turli tumanligi
quyidagilarga olib keladi:
• moliyaviy hisobotlarni
tuzishga ketadigan xarajatlarning mo’ljaldan yuqori darajada bo’lishi – chunki
transnatsional kompaniyalar o’z faoliyatlari haqida turli mamlakatlar uchun
turlicha hisobotlar tuzishga majbur bo’ladilar;
• tijorat kompaniyalari turli
mamlakatlardagi faoliyatlari moliyaviy natijalarini baholash uchun yagona
tizimga ega bo’lish ehtiyoji tug’iladi. Kompaniyalar, bundan tashqari, ularning
tashqi hisobotlari faoliyatni baholashning ichki baholashlariga mos
tushishlarini ham xohlaydilar. Bu ikki maqsadga erishish esa turli
mamlakatlardagi hisobotlar turlicha bo’lgani holda juda mushkul hisoblanadi.
Moliyaviy hisobotning xalqaro standartlari  shuningdek,
buxgalterlik standartlarini ishlab chiquvchi organlari hali tuzilmagan yoki
standartlarni ishlab chiqishga resurslari yetarli bo’lmagan  rivojlanayotgan
mamlakatlar uchun ham  juda foydalidir. Moliyaviy Hisobot Standartlarini ishlab
chiqish o’ziga yarasha xarajatlarni talab qiladi, ayniqsa alohida mamlakat
uchun standartlar ishlab chiqish chiqim nuqtai nazaridan samarasizdir.
Tashqi iqtisodiy moliyaviy qarorlarni qo’llab
quvvatlash uchun esa, albatta, butun jahon uchun moliyaviy  hisob va hisobot
bo’yicha tarkiban bir xil, umumqabul qilingan va majburiy standartlar to’plami
zarurdir. Aynan ana shu vazifa MHXSK zimmasiga yuklatilgandir.

REFERENCES:

1.
SH.M.Mirziyoevning «MHXSga o‘tishning qo‘shimcha chora-tadbirlari
to‘g‘risida»gi 2020 yil 24 fevralda PQ-4611-sonli Qarori
https://lex.uz/docs/4746047
2.
“Buxgalteriya hisobining xalqaro standartlari”. Tarjima. A.
Rizaqulov,
B.Xasanov, A.Usanov, Z.Mamatov. T.: -
2004.
1. 3 Tashnazarov
S. Xalqaro hisob asoslari. Ma’ruza matni. SamISI, 2008. - 210 b.
3.
M.Bonham and others.Generally accepted Accounting practice under
IFRS. Ernst & Young LLP, United States, 2010.- part 1. p.

PSYCHOLINGUISTIC BASES OF
DEVELOPMENT OF CREATIVE
ACTIVITY OF HIGH SCHOOL
STUDENTS IN THE PROCESS OF ENGLISH LANGUAGE TEACHING

https://doi.org/10.5281/zenodo.6465989

Pozilova Odina
Namangan State University,
English Philology, a first- year master student

 Abstract:
Psycholinguistics has included a
number of theories that give an explanation how a person can acquire a
language, produce  and perceive spoken and written language. The theories have
been utilized in the language teaching field. Some language experts use them as
the basic theories in developing the methods of language teaching. It is widely
known as a psycholinguistics approach. The psycholinguistic method considers
learning as an individual cognitive process which  occurs within the individual
and  shifts to the social dimension. There are different strategies, such as
natural method, whole physical response methods, and suggested contemporary
method, which are founded on the theory of the psycholinguist. These methods
use psychological concepts, like learning your first or second language (second
language learning), learning a language (linguistic perception), and language
(second language learning). The perception of languages refers to hearing and
reading, while the creation of languages refers to speaking and writing.
Key
words: psycholinguistics,
creative activity, theory, approach, cognitive process, social dimension,
natural method, total physical response method, suggestopedia method,
linguistic perception.
Psycholinguistics is the integration of two broad fields
that are psychlogy and linguistics. Linguistics is the study of language, whereas
psychology studies the mind and behavior. Therefore, psycholinguistics can
generally be characterised as the study of mind and language. The correlation
between the human mind and language is concerned when it makes analysis the
procedures in the brain during producing language and perception.
Psycholinguistics includes three basic areas; language
production, language perception and language acquisition. Language production
means the processes involved in creating and expressing meaning through language,
while language perception refers to processes involved in translating and
comprehending written and spoken language. Language acquisition refers to
processes of acquiring a native or a second language. That is why, In language
teaching psycholinguistics as a study of the psychology of language is the most
significant aspect. Because,  it helps to study the psychological factors that
are possibly involved in language learning. Psycholinguistics mainly focuses on
the application of the real language and interaction. It is crucial to make a
decision in applying various methods that allow students to develop their
creative activities by easily understand and use the language.
As an approach, there are some methods which were
developed based on psycholinguistics theories and the methods have been widely
utilized in the field of language teaching over the countries. Some kinds of
the methods will be explained in this paper. To avoid misconception, some terms
related to psycholinguistics and language learning and teaching will also
explain in this paper.
Psycholinguistics Approach
Students are considered as people who always involve the
three domains of psychology -cognitive, affective, and psychomotor- in their
daily activities. The ability of  using requires  both receptive skill
(listening and reading) and productive (speaking and writing) involving the
three domains above. The forms of language are structured in human mind beings
with interdependent connection of memory, perception, thought, meaning, and
emotion (Demirezen, 2004). In aquiring language psycholinguistic approaches
conceive language learning as a cognitive and individual process in which
knowledge is organized as the learner is exposed to comprehensible input, is
given opportunities to both, negotiate, and receive negative feedback.
Psycholinguistic approaches to language learning tend to agree that a learner
needs to be exposed to input (Carlos, 2008). One of the most widely
investigated theories of input is Krashen's input hypothesis (1985). This
theory predicts the likelihood for a learner to learn a language when seniors
are exposed to comprehensible input. Thus, to increase the chances for input
comprehension, input should be just one step beyond the learner's current stage
of linguistic competence.
Relationship between
psycholinguistics and creative activity
 Psycholinguistics
theories have explained the mental processes that occur in human brain during a
person produces and perceives a language. Language perception includes the
activity of listening and reading, while the language production includes the
activity of speaking and writing that are considered as a creative activity.
Following will be described some benefits of psycholinguistics theories in
developing the creative activity of students.
Psycholinguistics Approach and
Productive  Skills
Psycholinguistics helps in understanding the students’
mistakes in writing which aids them activate the creativity in the English
language production. It has a clear contribution on spelling mistakes since in
English words are not spelled as they sound. There is a difficulty on this case
because storing of the spelling of words and retrieve them on demand is very hard.
In addition, psycholinguistics approach shows  that there are mistakes in
writing caused by agraphia, which must be treated properly. Psycholinguistics
helps to find interesting topic to write that is very useful in acquiring the
target language.  It serves tomm decrease the level of the difficulties in
writing. It helps to specify the writing levels and writing types. It pins down
the mechanic mistakes on punctuation and suggests certain ways of avoiding
them.
Moreover, psycholinguistic approach has a workable
control over the field of teaching speaking as a skill. It has specified
several difficulties on speaking such as students’ oriented difficulty.
Psycholinguistics also explains that personality, like introvert and extrovert
students, affects students’ performance in language learning. Speaking defects
like voice disorders, stuttering, and disarticulation are also psychological in
origin caused by personality factor. There are also some traumatic disorders
such as aphasia and autism caused by localized in damage. It is recommend
therapies and counseling practices for such difficulties. Thus, the
investigations of psycholinguistic approach have provided solutions for almost
each kind of language learning difficulty. With the knowledge, teachers can apply
the appropriate techniques to teach speaking skills by considering the
condition of the learner and find interesting topics to be discussed in
speaking class.
Language Teaching Methods of
Psycholinguistics Approach
An approach in language teaching includes theories of the
language nature and the theories of language learning. Language teaching
methods are concretization of language teaching approaches. A method of
language teaching can be well understood if its fundamental theories are
clearly understood. Followings are the major methods in developing student's
language learning process:
Natural Method
The consistency of this method is shown by natural
technique developed by teacher. Teacher actibates the learners to competence
activity such as problem solving, game, and humanistic affective. Problem
solving is designed to train learners to find out a right situational answer or
solution. Games are considered as an interlude activity, but it is designed to
improve students’ language competence. Humanistic affective is designed to
implicate opinions, feelings, ideas, and reaction to language learning
activity.
 Total Physical Response
Method
Related to kinesthetic theory, it is known that there is
a positive relationship between physical movements and student's language
achievement. It becomes the focus in designing and applying appropriate
language teaching technique in a certain topic. A spacious classroom is
required in applying this method. The class ideally consists of 20-25 students.
This method can be applied to teach children or adults. Grammatical rules are
presented in imperative sentences because basically all materials are presented
in imperative sentences. In this method, dictionary is unneeded because the
meaning of words will be expressed by physical activities. Students usually do
not get homework because language learning is performed together in the
classroom.
Suggestopedia
Each meeting in this method is divided into three time
allocations. The first is reviewing the previous topic through discussion,
games, sketch, or role playing. If students do some mistakes, teacher corrects
it carefully to keep a positive atmosphere. The second is distributing the
dialogue traditionally. The third is relaxing students. This is divided into
two: active activity and passive activity. Thus, it gives students an
opportunity to use the language which means that they can be a good language
user.
As a conclusion, by means of psycholinguistic approach,
it is understood that we, as human beings, are innately and biologically
programmed to acquire the  first language, second and third languages, which
may also be learned, if the right learning atmosphere furnished by the
psycholinguistic approach is provided.

REFERENCES:

1.Alduais,
A. M. S. (2012). Integration of Language Learning Theories and Aids Used for
Language Teaching and Learning. A Psycholinguistic Perspective. Journal of
Studies in Education, Vol 2, No. 4.
2.Chaer,
A. (2015). Psikolinguistik: Kajian Teori. Jakarta: PT Rineka Cipta.
3.Claros,
M.S.C. (2008). Psycho-linguistic and socio-cultural approaches to language
learning: A never ending debate. Colombian Applied Linguistics Journal, 10(1),
142-154.
4.Demirezen,
M. (2004). Relation between Psycholinguistic Approach and Foreign Language
Learning and Teaching. Ondokuz Mayis Universitesi Fakultesi Dergisi, 17, 26-36.

4. Sanz, C. (2005). Mind and
Context in Adult Second Language Acquisition: Methods, Theory, and Practice.
Washington DC: Georgetown University Press.

GORIZONTGA QIYA OTILGAN JISM HARAKATI

https://doi.org/10.5281/zenodo.6465953

Ravshanova Nafisa Rahmiddinovna
Buxoro davlat universiteti fizika –matematika fakulteti
fizika ta’lim yo‘nalishi
1-4FIZ 18-guruh talabasi

Annotatsiya: Tabiat qonunlarini
chuqur o'rganish bizni o'rab turgan dunyo materiyalarni, ya'ni bizning
olamimizdan tashqarida ham mavjudligini ko'rsatadi. Bizni o'rab turgan barcha
mavjudot va bizning o'zimiz ham, jumladan, fizikada ko'p foydalaniladigan modda
va maydon ham materiyaning ajralmas qismlaridandir.

Biror jism gorizont bilan   burchak tashkil
šiluvchi va son šiymati v0 ga teng bœlgan  boshlangich tezlik
bilan otilgan, deb faraz šilaylik. SHu jism xarakat traektoriyasining
kœrinishini, uning xarakat vaštini, kœtarilish balandligini va
uchish uzošligini anišlaylik.
Jismning xarakatini Erga nisbatan šarab, Erni sanoš
boshi šilib olamiz va unga tœђri burchakli koordinatalar sistemasini
joylashtiramiz. (1-rasm).
1-rasmdan foydalanib, jism tezligining proeksiyalari uchun
šuyidagi ifodalarni yozamiz:
vx =v0
cos 
v =v
sin−
gt
(1) y         0           
Jismning koordinatalari vašt œtishi bilan
œzgaradi. SHuning uchun ularni vaštning funksiyalari sifatida
šuyidagi kœrinishda yoziladi: x =
v0
cost


gt2

y
=
v
sint
−

                         0                 2

(2)
Jismning xarakati gorizontal
yœnalishda vx tezlikli tekis xarakat bilan vy boshlanђich tezlikda
yušoriga vertikal yœnalgan tekis sekinlanuvchan xarakat yiђindisidan
iborat bœlgan murakkab xarakatdir. x va u ning (2) tenglamadagi
ifodalaridan t vaštni yœšotib, traektoriya tenglamasini topamiz:

                                                      g               2
             y
=
tg
x
−   x
2v2
cos2
                                               0
(3)
(3)
tenglamadagi x va x2 oldidagi koeffitsientlar œzgarmas
kattaliklardir, ularni a va b bilan belgilasak, u xolda
(4)
y=ax−bx2

xosil bœladi, bu parabola
tenglamasidir. Demak, gorizontga nisbatan
burchak ostida otilgan jism parabola
bœyicha xarakat šilar ekan.
Traektoriyaning eng yušori nuštasida
tezlikning vertikal tashkil etuvchisi nolga teng, ya’ni vy=0. SHuning uchun
jismning maksimal balandlikka kœtarilish vašti t1 ni
v sin−
gt
=
0
0
1

tenglikdan anišlash mumkin,
bundan
v sin
t =
0
1
g
(5)
boladi.
Jismning kœtarilish balandligi fašat
tezlikning vertikal tashkil etuvchisiga boђliš. Maksimal kœtarilish
balanligi xm (2) formuladagi u ning ifodasiga maksimal balandlikka
kœtarilish vašti t1 ning šiymatini šœyib
anišlanadi, ya’ni:
                                                        gt2                          v
sin
g v
sin2           v2
sin2
                       h
=
v     t
−       1
= v sin
0            −    
0              =
0
                          m       y    1       2         0                 g          2
      g                   2g
(6)
          
Oђirlik kuchi ta’siri ostida xarakatlanayotgan jismning
kœtarilish vašti uning tushish vaštiga teng. SHuning uchun
jismning tœliš uchish vašti
2v sin
t=
2t
=
0
1        g (7)

munosabatdan topiladi.
Jismning uchish uzošligi fašat tezlikning
gorizontal tashkil etuvchisiga boђliš. SHuning uchun t uchish
vaštining šiymatini x ning ifodasiga keltirib šœyib,
jismning uchish uzošligi l ni topish mumkin:

FOYDALANILGAN ADABIYOTLAR:
1.
ABDUMALIK MO’MINOV, QOBIL XOJIYEV “FIZIKA” qo‘llanma.
T.,2020
2.
Fizika darsligi.10-sinf
3.
Internet ma’lumotlari.

KORXONALARDA BUXGALTERIYA HISOBI VA TAHLILINI TAKOMILLASHTIRISH

https://doi.org/10.5281/zenodo.6464592

Safarov Alisher Ibrohim o’g’li
Termiz Davlat Universiteti Iqtisodiyot va turizm fakulteti

Magistratura bo’limi “Buxgalteriya hisobi” yo’nalishi
2-kurs magistranti

Annotatsiya: Buxgalteriya
hisobini takomillashtirishda eng avvalo rivojlangan mamlakatlar buxgalteriya
hisobi tizimidan keng foydalanish lozim Korxonalarda moliyaviy hisob
konsepsiyalari va uning asosida ishlab chiqarilayotgan qonun qoidalar asosida
xo`jalik sub`ektlarida moliyaviy hisobni yuritilishining bozor
infrastrukturasiga mos elementlarni yaratish zarurligi sezilmoqda. Korxonalarda
moliyaviy hisobni yuritish tartibida unga bevosita aloqador bo`lgan No1
buxgalteriya hisobining milliy standarti Hisob siyosati va moliya hisoboti
hisoblanadi.
Kalit sozlar:
Buxgalteriya,Buxgalteriya hisobining xalqaro standartlari(BHXS), tahlil,Moliya
yili,passiv schot,aktiv schot,moliyaviy natijalar,shartnoma,balans
Abstract: In order to improve
accounting, first of all, it is necessary to make extensive use of the
accounting system of developed countries. The National Accounting Standard No.
1, which is directly related to the procedure of financial accounting in
enterprises, is Accounting Policy and Financial Reporting. Key words:
Accounting, International Accounting Standards (IFRS), analysis, Fiscal year,
liability account, asset account, financial results, contract, balance sheet

Аннотация: Для
совершенствования бухгалтерского учета, прежде всего, необходимо широко
использовать систему бухгалтерского учета развитых стран. Национальный стандарт
бухгалтерского учета № 1, непосредственно связанный с порядком ведения
бухгалтерского учета на предприятиях, — «Учетная политика и финансовая
отчетность».
Ключевые слова: Бухгалтерский учет,
Международные стандарты финансовой отчетности (МСФО), анализ, Финансовый год,
счет обязательств, счет активов, финансовые результаты, договор, бухгалтерский
баланс.

KIRISH
O’zbekiston Respublikasi Prezidentining “O’zbekiston
Respublikasini yanada rivojlantirish bo’yicha Harakatlar strategiyasi
to’g’risida”gi Farmonining 3-bandida:
Iqtisodiyotni yanada rivojlantirish va liberallashtirishga
yo’naltirilgan makroiqtisodiy barqarorlikni mustahkamlash va yuqori
iqtisodiy o’sish sur’atlarini saqlab qolish, milliy iqtisodiyotning
raqobatbardoshligini oshirish, qishloq xo’jaligini modernizatsiya qilish va
jadal rivojlantirish, iqtisodiyotda davlat  ishtirokini kamaytirish bo’yicha institutsional
va tarkibiy islohotlarni davom ettirish, xususiy mulk huquqini himoya qilish va
uning ustuvor mavqeini yanada kuchaytirish, kichik biznes va xususiy
tadbirkorlik rivojini rag’batlantirish, hududlar, tuman va shaharlarni kompleks
va mutanosib holda ijtimoiy-iqtisodiy taraqqiy ettirish, investitsiyaviy
muhitni yaxshilash orqali mamlakatimiz iqtisodiyoti tarmoqlari va hududlariga
xorijiy sarmoyalarni faol jalb etish ko’rsatilgan.[3]
Iqtsodiyotni modernizatsiyalash sharoitida
korxonalarning moliyaviy hisobotlari muhim ahamiyatga ega hisoblanadi. Jumladan
korxona ta’sischilari, aksiyadorlari, investorlar, kreditorlar, mol yetkazib
beruvchilar korxonaning moliyaviy faoliyatidan o’z vaqtida va shaffof tarzda
xabardor bo’lishlari muhim ahamiyatga egadir. Bunda ishtirokchilarning barchasi
o’z manfaatlaridan kelib chiqqan holatda korxona moliyaviy holatini
baholaydilar.
Hozirgi davrda buxgalteriya hisobining holatiga baho berishda
asosiy ahamiyatga ega bo’lgan omil sifatida qaraladigan moliyaviy hisobot, korxonalar
faoliyatini boshqarishda zarur bolgan ma’lumotlarni yetkazib berishda va
boshqaruv qarorlarini to’g’ri va mukammal qabul qilishda asosiy manba bo’lib hisoblanadi.
Bozor iqtisodiyoti sharoitida korxonaning iqtisodiy va moliyaviy salohiyatini
oshirishga, yuqori samarali faoliyat ko’rsatishga imkoniyat yaratadi.
O’zbekiston Respublikasida buxgalteriya hisobini
tartibga solish uchun mustahkam qonunchilik tizimi tashkil etildi, jumladan:
“Buxgalteriya hisobi to’g’risida”gi qonun(1996-yil 30-avgust, 2016 yil 13
apreldagi yangi tahriri), “Buxgalteriya hisobining milliy standartlari” (1998-2001yil,
oxirgi o`zarishlarni hisobga olgan holda), “Mahsulot, ish va xizmatlarni ishlab
chiqarish va sotish xarajatlarining tarkibi hamda moliyaviy natijalarni
shakllantirish tartibi to’g’risida” Nizom (1999-yil 5 fevral, keying
o`zgarishlar bilan) va boshqa me’yoriy hujjatlar qabul qilindi.
Xo`jalik yurituvchi sub`ektlarning faoliyatini yanada
takomillashtirish, ularning faoliyatini modernizatsiyalash iqtisodiyitning
ustuvor yo’nalishlaridan

biri hisoblanadi. Moliyaviy hisobni
tashkil etishning uslubini  o’zlashtirishdan asosiy maqsad milliy va xorijiy
mutaxassislarni hisob siyosatini tushunishlaridagi farqni bartaraf qilish,
buxgalteriya hisobi va moliyaviy hisobotlarning yagona konsepsiyasini yaratish
va ularni iqtisodiyotimizga tadbiq etish zarur masala hisoblanadi.
Bu maqsadlarga erishish uchun bugungi kunda
korxonalarda buxgalteriya hisobini tashkil etishni takomillashtirish,
buxgalteriya hisobini yuritishda xalqaro moliyaviy hisobot andozalariga
moslashtirish, ularni to`g`ri qo`llash, hamda ushbu jarayon natijasida
aniqlangan tafovutlarni kamaytirish yoki bartaraf etish usullarini ishlab
chiqish tadqiqot ishining dolzarb muammolaridan hisoblanadi.

MUHOKAMA VA NATIJALAR
Iqtisodiy islohotlarning chuqurlashib borishi, O‘zbekiston
Respublikasining jahon iqtisodiy tizimiga integratsiyalashuvi o‘z navbatida,
mavjud qonunchilik asosini doimiy ravishda takomillashtirib, uni xalqaro
me’yorlar va standartlarga moslashtirib borishni taqozo qiladi. Korxonalarni
boshqarish, uning oldiga qo’yilgan reja ko’rsatkichlariga doir vazifalarni
bajarish maqsadida xo’jalik faoliyati ustidan kundalik kuzatib borishni talab
qiladi. Bunday kuzatish va boshqarish xo’jalik hisobi yordamida amalga oshiriladi.

Buxgalteriya hisobi – bu ichki boshqaruv va tashqi
iste’molchilar uchun joriy, yakuniy ma’lumotlarni tayyorlash, taqdim qilish
maqsadida ularga uzluksiz hamda o‘zaro bog‘liq kuzatishlar, o‘lchovlar,
ro‘yxatga olish, ma’lumotlarni qayta ishlash va korxonalar, birlashmalar,
muassasalarning xo‘jalik faoliyati ustidan nazorat o‘rnatish tizimidir.
Bozor iqtisodiyoti sharoitida mulkchilik shakllari
turli xil bo‘lgan sub’ektlarning tashkil topish jarayonida ularni boshqarish, faoliyatini
nazorat va tahlil qilish; ma’muriyat tomonidan tezkor qarorlarning qabul
qilinishiga asos bo‘ladigan zarur ma’lumotlarni asosan buxgalteriya hisobi
taqdim etadi.
Shu bilan birga boshqa mamlakatlar buxgalteriya
hisobini yuritish usullarining ilg‘or shakllarini iqtisodiyot tarmoqlariga
joriy etish yo‘llarini ishlab chiqish va amaliyotga joriy etishga tavsiya
etiladi.
Kishilik jamiyatining hamma bosqichlarida ham
iqtisodiyotdagi hisob turlariga talab mavjud bo‘lgan. Chunki iqtisodiyot hisobi
insoniyat uchun zarur bo‘lgan iste’mol buyumlari, kiyim-kechak, oziq-ovqat va
boshqalarni ishlab chiqarish, taqsimlashni hisobga olish demakdir. Har bir
jamiyatning ham asosiy maqsadi zaruriy buyumlarni ishlab chiqarish,
ayirboshlash, taqsimlashdan iborat. Bu maqsadni amalga oshirish uchun kishilar
ijtimoiy hayotida sodir bo‘layotgan voqea va hodisalarni kuzatish, jamiyatda
mavjud bo‘lgan mehnat buyumlari, mehnat qurollarini, hamda mehnat jarayonlarini
hisobga olib borish zarur bo‘ladi.
Tovar ayirboshlash davrida iqtisodiyot hisobi ahamiyati
ko‘paydi, chunki tovar ayirboshlash uchun umumiy ekvivalent talab etiladi.
Umumiy ekvivalent esa faqat hisob-kitobni tahlil etish, to‘g‘ri yurgizish
orqaligina ega bo‘lish mumkin, ya’ni almashtiriladigan tovarni ishlab
chiqarishga sarflangan ijtimoiy zaruriy mehnat miqdorini aniqlash kerak
bo‘ladi. Ishlab chiqarish kengaytirilgan takror ishlab chiqarish jarayonini
o‘sishi natijasida xo‘jalik faoliyatiga rahbarlik qilish murakkablashgan va
moddiy ishlab chiqarish asosida vujudga kelgan iqtisodiyot hisobi ahamiyati
oshgan, jamiyat hamma sohalarida mulklarni hisobga olish borasidagi, iqtisodiy
faoliyatini boshqarishdagi roli oshib borgan.
Iqtisodiy faoliyatini boshqarish iqtisodiyot hisobi
orqali olingan ma’lumotlar asosida olib boriladi va tegishli qaror hamda
qonun-qoidalar qabul qilinib, shular asosida butun iqtisodiyot faoliyati
boshqariladi.
Bugungi kunda iqtisodiyotning barcha sohalarida jadal
su’ratlar bilan o’zgarish va rivojlanishni kuzatish mumkin, xususan
buxgalteriya hisobi tizimida ham. Mamlakatimizda buxgalteriya hisobini tashkil
etishning o’ziga xos xususiyatlari mavjud, misol uchun buxgalteriya hisobi
tashkil etish kontseptsiyasidan boshlaydigan bo’lsak, to’liqroq va aniqroq
ko’rib chiqish uchun quyidagi rasmga murojat etish kerak (1-rasm).
Respublikadagi buxgalteriya hisobini moliyaviy
hisobotning xalqaro standartlari talablariga muvofiq tashkil etish  va
yuritish, shuningdek, iqtisodiy rivojlangan davlatlarida yuritilayotgan
buxgalteriya hisobi tizimi uchun zarur bo’lgan eng asosiy tamoyillarni
respublikamiz xo’jalik sub’ektlarida joriy etish muhim hisoblanadi.
Buxgalteriya hisobini to’g’ri tashkil etish ishlab chiqarish samaradorligini
oshirishda katta ahamiyat kasb etadi. Buning uchun buxgalteriya hisobi milliy
standartlari (BHMS) ishlab chiqilgan va amaliyotda qo’llanilmoqda, ular esa o’z
asosida xalqaro standartlarga tayanadi va respublikamizda hisob va boshqaruv
tizimining xususiyatlarini e’tiborga oladi. Masalan, kichik biznes
sub’ektlarini yanada rivojlantirish maqsadida 20 sonli BHMS qabul qilingan,
ya’ni buxgalteriya hisobini soddalashtirgan tartibda tashkil etish  mazkur
milliy standartda o’z aksini topgan.
Buxgalteriya hisobini tashkil
etishda hisob ishlari hajmini aniqlab olish, buxgalteriya xodimlari sonini,
ular o’rtasida hisob ishlari taqsimotini, qo’llaniladigan hisob shaklini, hisob
ishlarida hisoblash texnikalaridan foydalanishini belgilab olish kerak bo’ladi.

O’zbekiston Respublikasi Moliya Vazirligini «Buxgalteriya
hisobi va audit uslubiyati» boshqarmasi hisobning barcha turlari bo’yicha
rahbarlikni olib boradi. Moliya vazirligining ushbu boshqarmasi hisob ishlarini
avtomatizatsiyalash, hisob mutaxassislarini tayyorlash, ular malakasini
oshirish, shuningdek, hisob ishlari bilan bog’liq yo’riqnomalar, nizomlar, ko’rsatmalar
ishlab chiqib, nashr qildiradi.

1.1-rasm. Buxgalteriya hisobini tashkil etishning
kontseptsiyasi[4]
O’zbekiston Respublikasi Moliya Vazirligi,
Makroiqtisodiyot statistika vazirliklari birgalikda buxgalteriya hisobi
schetlar rejasini, buxgalteriya hisobi va moliyaviy hisobotni shakllarini
ishlab chiqadi, ularni qo’llashga doir yuriqnomalar ham shu vazirliklar
tomonidan tasdiqlanadi.
Xozirgi vaqtda Moliya vazirligining buxgalteriya hisobi
va auditi, uslubiyati boshqarmasi tomonidan buxgalteriya hisobining milliy
standarti ishlab chiqilib ularning 22 tasi Adliya vazirligidan ro’yxatdan
o’tdi.
O’zbekiston Respublikasida buxgalteriya hisobi
tizimini asosiy huquqiy zamini «Buxgalteriya hisobi to’g’risida»gi qonunda belgilangan.
Ushbu qonunda buxgalteriya xodimlarini burch va xuquqlari, buxgalteriya hisobi
miqyosida korxona rahbarlari va buxgalteriya hisobi tizimidagi asosiy
maqsadlar, vazifalar, hamda tamoyillar ko’rsatib o’tilgan.

Xalqaro amaliyotda buxgalteriya hisobini me’yoriy tartibga
solishni to’rt darajali tizimi ko’zda tutilgan (2-rasm).
Buxgalteriya hisobidan tadbirkorlar -
mulk egalari manfaati uchun foydalaniladi.
Shuni ta’kidlash lozimki, bunda buxgalteriya hisobi
tadbirkorlar uchun nafaqat hisobot tuzish, balki eng avvalo korxona
faoliyatining yuqori samaradorligiga erishish uchun ishlab chiqarishni
boshqarish quroli sifatida xizmat qiladi.
Birinchi daraja – qonuniy dalolatnomalar,
masalan, «Buxgalteriya hisobi to’g’risida»gi qonun.
1.2-rasm. Xalqaro amaliyotda buxgalteriya hisobini
tartibga solishni darajali tizimi[5]
Buxgalteriya hisobining ma’lumotlari mulkchilikning
turli shakllari va sog’lom raqobatchilikning rivojlanishi sharoitida ob’ektiv
ravishda tashqi - e’lon qilinadigan va ichki - tijorat siri hisoblangan
qismlarga bo’linishi kerak.

XULOSA
Bugungi kun talabi esa, korxonalarda buxgalteriya
hisobini xalqaro standartlar talablari asosida takomillashtirish zaruriyatini
yuzaga keltiradi.  O`z navbatida, korxonalarda buxgalteriya hisobini xalqaro
standartlar talablari asosida takomillashtirish olingan iqtisodiy axborotlarni
ichki va tashqi foydalanuvchilar talabini to`liq qondira oladigan darajada
hamda eng kam miqdordagi mehnat va vaqt sarfini ta’minlagan holda
shakllantirish imkonini beradi.

REFERENCES:

1.
O’zbekiston  Respublikasi "Buxgalteriya hisobi
to’g’risida"gi qonuni 2016 yil 13 aprel.
2.
2. O’zbekiston Respublikasining «Auditorlik faoliyati
to’g’risida»gi Qonuni (yangi tahriri) 2000 y. 26 may.
3.
O’zbekiston Respublikasi Prezidentining PF-4947-sonli “O’zbekiston
Respublikasini yanada rivojlantirish bo’yicha Harakatlar strategiyasi
to’g’risida”gi Farmoni. «Xalq so’zi» gazetasi,  2017 yil 8 fevral, 28 (6722)-son.

DEVELOPING STUDENTS CRITICAL THINKING THROUGH LITERATURE READING

https://doi.org/10.5281/zenodo.6465143

Salomov Ramazon
SamSIFL, “International language and literature” 2-course

Abstract: The process of critical thinking
should become the main focus of education.
Critical thinking is being recognized as an essential
skill for students development. The purpose of this article is to review of the
empirical data related to the teaching with literature reading for the
development of students critical thinking. Related researches have suggested
that teaching critical thinking is one of the effective ways to prepare
students for the 21st century's globalized and technological world. Being
awareness of previous and new feature books which are connected with human
beings, evolution, community problems increase students' knowledge and makes
opportunities to be in advance in political and social life. The advantages of
teaching critical thinking with literature reading are proven and broadly used
by many researchers and teachers. Literature review and discussions for
developing critical thinking is definitely connected with teaching academic
writing and speaking. There are a lot of duties to be done for developing a
system or literature storage that would be beneficial to develop students
critical thinking and as a result productivity of educational systems.
Keywords: critical thinking, literature reading,
self-learning skills, educated person

INTRODUCTION
Nowadays the necessity to change drastically and
modernize wisely is becoming noticeable in the educational system of higher
institutions of Uzbekistan. We can observe this demand through recent
specialists' works in various fields over the country. The Uzbekistan
educational system has a lot of outdated laws, regulations and restrictions
that interrupt to bring up qualified and educated personnel. Therefore
professors and tutors in higher institutions should probe effective methods to
provide the best level of teaching in spite of poor conditions. Naturally
teaching to think critically is one of the essential aspect of educating a
person. For this purpose pedagogical teachers should seek different approaches
like reading and discussing literature, story writing, role playing and so on.
We want to focus especially this approach. These days many students are used to
ignoring literature reading. Social media and short informational videos make
them impatient to read feature books. Obviously there is an important
obligation which is to try to return our students to a book. Hopefully, it will
be productive to make it their habits and make them a part of studying process.

LITERATURE REVIEW AND METHODOLOGY
Although Critical thinking have been investigated from
early ages, it has not been researched as an educational theme until John Dewey
recognized firstly. The philopher JohnDewey defines critical thinking as:
"Active, persistent, careful consideration of a belief or supposed form of
knowledge in light of the grounds that support it and the further conclusions
to which it tends". He wasgreat philosopher that made a research about a
curriculum focuses at building thinking skills that would be useful for the
community and the entire society. When we talk about critical thinking we
should look for previous studies. For instance A. Fisher¹ aimed to teach
critical thinking skills in his book and it is worth great attention. In
addition, J.E. McPeck explained the relationship between critical thinking and
education. B.N. Moore, R.H. Ennis, S.P. Norris, M. Lipman and H. Sieget
developed ideas related critical thinking and advocated its importance for
education, personal and professional development. All of them described the
meaning of critical thinking with different ways but their purpose is the same.
Their works are deep and all-sided but they do not cover the idea of teaching
critical thinking with the help of literature reading.
The Previous Researches of using literature reading in
developing critical thinking are very few. However, it is vivid that thistopic
actual everywhere and every time. The last investigation is the Chi-An Tung and
Shu-Ying Chang's article about this theme. They introduced and expanded their
ideas such as: "Literature reading is eminently congenial to the essential
traits of critical thinking for the following reasons. First, the mental
process of literature reading requires critical thinking skills. Literature
reading is a complex process that requires readers to recall, retrieve and
reflect on their prior experiences or memories to construct meanings of the
text. While they are doing so, they need to demonstrate the following
capacities: to differentiate facts from opinions; to understand the literal or
implied meanings and the narrator’s tone; to locate details related to the
issues discussed; to find out the causal relationship or the connections
between the events or actions; to detect an inferential relationship from the
details observed; to be perceptive of multiple points of views; to make moral
reasoning and fair-grounded judgments; and most of all, to apply what they have
learned from this process to other domains or the real world."(Developing
critical thinking through literature reading, 2009, p. 5)
There is another idea: "Literature-based reading
has an important effect on the development of critical thinking. A reader must
recognize patterns within text, fit details into these patterns, then relate
them to other texts and remembered experiences." (Critical Thinking and
Literature-based Reading, 1997, p.1)

RESULTS AND DISCUSSION
In Uzbekistan from early grades pupils are connected
with literature and poetry. At first to improve their pronunciation pupils are
trained faster reading in a minute by teachers. In their reading books alot of
fairy tales, stories, poems are provided in order to prepare them actual
literature or critical thinking. Learning poems by heart, retelling fairy tales
and role playing are main aspects of creative thinking. However, these
methodological approaches have weak points: pupils sit passively and read only
to develop pronunciation. Their main duty is to find answer 'what it is' or
'what happened'. It is absolutely insufficient. Because teachers have
obligation to teach them how to learn and how to think. Parents and teachers
should focus on pupils mental process. Children will try to find answer 'why
sky is blue' or 'why and how it happened'.
In middle and high schools we have duty to teach pupils
to think critically, to have own attitudes towards any kind of topic. In this
age they have already started to read authentic literature works. National
writers novels, stories and articles teach them their nation's traditions,
values and mentality. They begin comprehending people's behaviors around them,
difficulties of every day life. By books students analyze the rules of life
correctly. They differentiate the goodness and badness, cruelty and kindness.
They have their own opinion about what is useful and what is harmful. To get
these opportunities authority of school should focus on more literature reading
and how to learn. Increasing literature subject's hours, organizing discussions
and debates,making presentations and enlarging libraries' storage help to
students
to broaden their outlook. Hopefully
then they will be closer to literature
In higher institutions, students have already been a
part of literature. Students make an effort to compare other countries'
condition with their country by reading foreign writers novels and compare past
times with present time. This helps them to understand how long way and how
much difficult and hard times Human beings passed by. Readers specify their own
position compared with past times. By reading poetry readers realize mankind's
features, feelings, relationships and different views about life.
To explain more accurately we can take a piece example
from great works. For example, "Pygmalion" by George Bernard Shaw is
best-known play. "Pygmalion, romance in five acts by George Bernard Shaw,
produced in German in 1913 in Vienna. It was performed in England in 1914, with
Mrs. Patrick Campbell as Eliza Doolittle. The play is a humane comedy about
love and the English class system. Henry Higgins, a phonetician, accepts a bet
that simply by changing the speech of a Cockney flower seller he will be able,
in six months, to pass her off as a duchess. Eliza undergoes grueling training.
When she successfully “passes” in high society— having in the process become a
lovely young woman of sensitivity and taste— Higgins dismisses her abruptly as
a successfully completed experiment. Eliza, who now belongs neither to the
upper class, whose mannerisms and speech she has learned, nor to the lower
class, from which she came, rejects his dehumanizing attitude."It is a
brief information about Pygmalion from " the editors of encyclopedia".
When students have read this kind of plays or stories, they think and
understand more about how human behavior, qualification, outlook and attitudes
have essential roles in our social life.
At universities and institutessome skilled students
find their talents and started writing short poems or stories. Institution
authority should support and motivate them to continue their works.
Duringstudies to motivate students to literature reading there are various
methods. One of them is in the Chi-An Tung and Shu-Ying Chang's article: "
Then to initiate a discussion, a series of questions were given: “Did you like
the story?” “What did you think this story is about?” “Which part of the story
perplexed or impressed you the most?” After pooling their comments on the
story, Socratic questioning as suggested by Paul and Elder
(2007; 2008)26 was adopted to heighten
the depth and breadth of their answers or to solicit opposing points of views.
For example, “What does it mean when Y said ____ in the story/play?” “How did
you come up with the ideas/observations?” “Could you elaborate it with more
details?” “Do you agree with X’s choices or decisions in the story/play?” and
“What points of views are relevant to this issue?” During the process, the
teacher tried to ensure an amiable atmosphere without time constraint so that
peer or teacher vs student interactions can be more active and productive.
Besides, to award students’ sharing their thoughts, a sticker was awarded for
any comments, questions or answers that inspired peers to think critically. The
top five sticker-earners would be awarded extra 3 points in their final
grades."

CONCLUSION
In conclusion, the think about has talked about the
adequacy of creating basic considering abilities and disposition in college
understudies through writing perusing. In common, the discoveries supported the
technique of this course and given a few understanding into the investigate
questions. In spite of the fact that it is found that understudies may resort
to their past learning propensities, experiences or information to unravel
issues in a modern circumstance, on the off chance that they were prepared with
basic considering abilities, they would be sure in adjusting to a modern
circumstance or even finding inventive arrangements to the unused issues.

REFERENCES:

1.   McPeck, John
E.(1983). Critical thinking and education.
2.   T. L. Korchuk
(2014). Developing students critical thinking through video materials into
educational process.
3.   Chi-An Tung,
Shu-Ying Chang (2009) Developing critical thinking through literature reading,
2009, p. 5
4.   Britannica, The
Editors of Encyclopaedia. "Pygmalion". Encyclopedia Britannica, 27
Mar. 2020, https://www.britannica.com/topic/Pygmalion-playby-Shaw. Accessed 2
February 2022.
5.   Critical
Thinking and Literature-Based Reading. Report. Madison, WI:
The
6.   Institute for
Academic Excellence, 1997
7.   Dewey, J.
(1933). Experience and education. New York:
8.   Macmillan
9.   Soon Yen Foo
[1], Choon Lang Quek [1] (2019)Developing Students’
Critical Thinking through Asynchronous
Online Discussions: A Literature Review
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.
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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
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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
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SCIENCES, 2(8), 260-263.
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Abduramanova, D., Aliyev, D., & Rasulmetova, S. (2021).
STUDENT AUTONOMY AS A PRINCIPLE OF ORGANIZATION OF LEARNING
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FOREIGN LANGUAGES. ACADEMIC RESEARCH IN EDUCATIONAL
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SCIENCES, 2(5), 1588-1593
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Abduramanova, D. V. (2021). TEACHING HETEROGENEOUS
CLASSES. ACADEMIC RESEARCH IN
EDUCATIONAL SCIENCES, 2(3), 966-
970. DOI:
10.24411/2181-1385-2021-00494
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Abduramanova, D., & Rasulmetova, S. (2020). UNDERSTANDING THE

RELATIONSHIP OF LANGUAGE CULTURE AND
SOCIETY. Academic
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Research in Educational Sciences, 1 (3), 1262-1265.
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Abduramanova, D. V. (2020). SIGNIFICAT FEATURES OF ORGANIZING
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SCIENTIFIC EXTRA-CURRICULAR ACTIVITIES. Academic Research
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Educational Sciences, 1 (3), 718-722.

OPPORTUNITIES TO REVIVE TOURISM AFTER PANDEMIC

https://doi.org/10.5281/zenodo.6465944

Sayfullaeva Madina Ismatovna
teacher Mansurova Makhliyo
Student faculty Economy
and Tourism, Bukhara state university, Bukhara, Uzbekistan

Abstract: The article analyses
the trend of tourism development before the introduction of quarantine measures
in all over the world. The authors tell about the reforms carried out by the
government of Uzbekistan in recent years in the field of tourism. The impact
and consequences of the global pandemic on the tourism industry of Uzbekistan
are also presented. The authors see it as a possible promising direction for
the reanimation of tourism to attract a new category of travelers -
participants in world rallies who use the route of the Great Silk Road.
Keywords. Tourism, quarantine, pandemic, crisis,
rally, the Great Silk Road.

Prior to the pandemic, tourism was one of the leading
sectors worldwide. However, the announced quarantine in 2020 brought the
tourism industry into a severe crisis situation in almost all countries. Living
in self-isolation during the pandemic has greatly affected all sectors of the
economy.
The development of mass tourism has become a phenomenal
fact of the 20th century, and according to the expectations of experts, the
21st century was to become the century of tourism. The World Tourism
Organization (UNWTO) registered 1.5 billion international tourist trips
worldwide in 2019. A four percent increase over the previous year indicated
that tourism was a leading and resilient sector of the economy .
In 2020, the UNWTO Confidence Index predicted growth
from 3% to 4%, major sporting events were expected, including the Tokyo
Olympics, and cultural events, such as EXPO 2020 in Dubai [2].
However, the sudden announcement of the lockdown has
upset the expectations of many countries, tour operators and travelers. Travelers
stopped using the services of tour operators, airlines, hotel services, guides
and translators, eat in cafes and restaurants, go to concerts and other public
events.
The consequences of Covid-19 for international tourism
became visible after the report of the World Tourism Organization (UNWTO). The
data show that expenditures as of May 2020 were already three times those
associated with the 2009 global economic crisis. As the situation continues to
evolve, the United Nations specialized agency has provided the first
comprehensive view of the impact of the pandemic on both tourist numbers and
lost income ahead of the upcoming release of the latest information on travel
restrictions around the world.
The 2020 edition of the UNWTO World Tourism Barometer
shows that the near total lockdown imposed in response to the pandemic resulted
in a 98% drop in international tourist arrivals in May compared to 2019. The
barometer also shows an increase of 56% year on year. This means a loss of 300
million tourists and a loss of US$320 billion in international tourism revenue,
more than three times the loss during the 2009 global economic crisis [2].
Following the example of many, since March 16, 2020,
Uzbekistan has also closed to foreign and local tourists. As a result, more
than 1.5 thousand tour operators and 1.2 thousand hotels were forced to suspend
their activities. These measures seriously affected the incomes of more than
250 thousand people, including guides, translators, artisans, workers of
architectural monuments and museums, resort institutions, catering facilities,
transport and others [5].
In recent years, the country has carried out
large-scale reforms in the tourism sector. The introduction of a visa-free stay
of up to 30 days for many countries, a simplified procedure for registering
guest houses, improving the provision of transport services, simplifying the
licensing of guides and interpreters, etc. In 2019, a new Law “On Tourism” was
adopted to replace the old one, which had been in force since 1999. The new Law
takes into account the requirements of the modern tourism industry, and the
concept of "independent tourism" was also introduced - which was not
previously in any legal act of the country [1]. All of these measures had
positive results, and the sharp increase in the number of incoming tourists can
be judged on the correctness of the reforms (Table 1).
Table 1.
The number of foreign citizens who entered the Republic of Uzbekistan
(for tourism purposes) in 2018-2020 (thousand people)

2018

2019

2020

th
ousand people

in crease

th
ousand people

in crease

th
ousand people

in crease

             Total          foreign
citizens entered

53
46,3

19
8,7 %

67
48,5

12
6 %

15
04,1

22,
3%

According to official statistics, in recent years,
before the introduction of the self-isolation regime, the tourism sector has
developed at a rapid pace. The increase in foreign tourists who entered
Uzbekistan in 2018 amounted to 198.7%, that is, the number of tourists doubled.
In 2019 the growth of this indicator was about 126% (Table 1). At the end of
2020, as a result of quarantine measures in most countries, the number of
tourists decreased by 4.5 times compared to 2018, which was a heavy blow for the
entire tourism sector [4].
To mitigate the effects of the pandemic, a number of
preferences have been granted by the government to the tourism industry. In
particular, 1,750 companies were granted property tax, land and social tax
benefits in the amount of about US$6 million. But these benefits and
preferences are temporary. For continuous sustainable development, businesses
need to learn how to work in a pandemic.
Border closures, the inability to travel,
self-isolation and social distancing have led to Airbnb Online Experiences: now
you can make coffee with a professional barista, meditate with a Buddhist monk
from Japan, meet penguins, train with Olympians - all online. You can choose
from 50 Airbnb virtual projects spanning over 30 countries. All activities will
be conducted through Zoom, and the cost of participation varies from $1 to
$40[3].
At the same time, Uzbekistan should make the most of
the opportunities for traveling along the Great Silk Road. For example, the
Silk Road International Rally, traditionally held in the middle of summer,
annually hosts participants from more than 40 countries, exhibiting the best
racing equipment - motorcycles, ATVs, SUVs and trucks. Within two weeks, the
route of the rally crosses the territories of several countries, and the event
is watched by millions of TV viewers around the world. In 2021, the rally route
is planned to include regions that were not previously used in other editions
of the rally raid: Altai in Russia, Mongolian Altai and Gobi (Figure 3) [6].
Perhaps Uzbekistan and other countries of Central Asia
should join this rally, which would be an additional help in attracting a new
category of travelers. Another adventurous race is called Mongol Rally, where
participants are given 60 days to travel and it doesn’t matter at the finish
line whether the car will cross the finish line under its own power or it will
be towed to [7].
Trends in the world are such that most countries which
focused on the development of the tourism sector took advantage of the crisis
lull to accelerate the reboot of the industry and change approaches to
organizing tourism.
Today, experts point to a number of existing risks,
such as travel restrictions and border closures, which are still in place in
most countries, depending on the epidemiological situation. However, the
gradual increase in the number of flights between countries gives hope for the
revival of the tourism sector in the future. And a possible solution in this
situation is the development of special types of tourism to attract a new
segment of travelers. What is clear is that travel will become more personal
and virtual.
Virtual travel in the near future will become a good
auxiliary tool in choosing a real trip, but of course not a replacement for it,
although these digital technologies will slightly reduce the size of the
excursion tour market.

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Sayfullayeva, М. "NICHE TOURISM-THE WAY OUT OF THE
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https://silkwayrally.com/about-ralli-ru/route_ru/
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Agzamov, A. T., Rakhmatullaeva, F.
M., & Giyazova, N. B. (2021, June). Marketing strategy for the competitiveness
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Abdullayevna, Q. Z., Anvarovich, Q.
A., & Muxtorovna, N. D. Theoretical foundations of enhancing the
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Bakhodirovna, U. A., &
Ilkhomovna, Z. M. (2021). Tourist potential of the Bukhara region. Researchjet
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Rakhmatullayeva, F. M., Boboyeva, G.
G., & Kudratov, A. D. (2021). Essense of Structural Shifts in Regional
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D. (2021). the importance of digitalization of the economy and priorities in
Uzbekistan. World Economics and Finance Bulletin, 2(2), 9-13.
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Bakhodirovna, U. A., &
Ilkhomovna, Z. M. (2021). Tourist potential of the Bukhara region. Researchjet
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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.
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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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Yavmutov, D. S., & Rakhimov, O.
H. (2021). Pilgrimage Tourism And Its Prospects In Uzbekistan. Economics,
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Turobova, H. R., & Kodirov, A. A.
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Nizamov, A. B., & Gafurova, S. K.
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Muhammedrisaevna, T. M. S. (2022). Audit and Marketing Audit in Small Business
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Muminov, K. I., & Abdullaeva, H.
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Khamidov, O. K. (2020). Foreign
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Abdulloev, A. J., Tairova, M. M.,
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& Nutfulloyevna, A. H. (2022). Approaches Aimed At Ensuring a High Quality
of Education in the Training of Economists. Journal of Ethics and Diversity
in International Communication, 2(3), 78-
83.

INNOVATIVE CLUSTER OF PEDAGOGICAL EDUCATION: COMMON
GOALS AND SPECIFIC INTERESTS

https://doi.org/10.5281/zenodo.6465038

Shodiyeva Lutfiya
SamSIFL, “International language and literature” 2-course

Abstract: Jn the article, the
model "Innovative Cluster of Pedagogical Education" (ICPE) presented
by Chirehik State Pedagogical Institute of Tashkent region is considered as a
new Innovative project that will allow to overcome the above-mentioned shortcomings
in the education system. This project has been identified as a strategic
research area Of the inslilule, and more than thirty professors and teachers
are currently conducting research to study this problem from a scientific point
of view.  Keywords: pedagogy, innovation, cluster, education, teaching,
pannership.

Introduction: The radical changes
taking place in society, of course, also cover the field of education, If we
100k al the activities or the education system in the next quarter a century,
we can see that during the years Of independence, lot Of positive work has been
done in the field of education and training. At the same time, it should be
noted thal there were some shortcomings in ensuring communication and
continuity between types of education, which, in turn, led to dispersion in
goal setting and a decline in the quality of education. As a result of
incomplete consideration of the socio-economic specifics and needs of the
regions in the state policy on training, the lack or in-depth study Of supply
and demand in the labour market, there is an  imbalance in the distribution of
personnel by regions. As a result, the need for teaching staff in some areas
has not been met for many years.
In order 10 address such shortcomings in Ille system, a
number or presidential and government decisions have been taken over the past
two years in the areas of education and tiaining. In particular, on September
30, 2017 "On the Establishment of the Ministry Of Preschool Education of
the Republic of Uzbekistan", August 8, 2017 '"On Improving the
Activities or the Ministry or Public Education Of the
Republic of Uzbekistan", March 14, 2017 i'On
Further Improving the Activities of Secondary Special, Vocational Education
Institutions't, to radically improve the  quality Of Training in the
Presidential Decrees Of April 20, 2017 "0n Measures 10 Further Develop the
System of Higher Education", May 22, 2017 "On
Measures to
Further Improve the System of Postgraduate
Education" in panicular, senous attention is paid to the application of
the experience of developed foreign countries in the system, All or Ihese
documents, aimed at developing and improving the education system, have common
aspects related to the introduction of innovations in the field, the adoption
of foreign experience, suppolt for cleative approaches, strengthening the
integration process between types of education.
LITERATURE REVIEW
The problem of staff shottages in the education system
as a result of improper dlslt"'ibllliotl Of staff was caused by the lack Of
continuity, coherence and integration between the types of education provided
for in the direct, continuing education system, the lack of long-tem plans for
staffmg in the legions. In geneml, this problem is a comprehensive and
multifaceted social issue, and its solution cannot be solved by satisfying one
or two reasons. This issue can be resolved as a result Of systematic work of
territor'ial administrations and relevant departments under their  jurisdiction
on this issue. In turn, it is necessary to create a new mechanism in the system
Of pedagogical education, which would ensure bolll tnulual control and
competition between the types of education, as well as the satisfaction of
interests.
The model "Innovative Cluster of Pedagogical
Education" (ICPE) presented by Chirchik State Pedagogical Inslilule Of
Tashkent region is considered as a neve innovative project that will allow to
overcome the above-mentioned shortcomings in the education system. This project
has been identified as a strategic research area of the inslilule, and more
than Ihitly professors and teachers are currently conducting research to study
this problem from a scientific point of view.
As a result of the implementation of the
"Innovative Cluster of Pedagogical Education" model, the issues of
eliminating the dispersion between the types of education thal make up Ibe
system or continuing education, uniting them around a common goal, deciding on
membership and continuity, creating an environment of competition and control,
creating a system of effective succession will have a theoretically based and
effective guaranteed solution, i'Innovative cluster of pedagogical
education" is a mimetic method, which involves the application of a
cluster model in the educational process, which is considered effective in the
manufacturing sectors of the economy Indeed, there is a sequence or raw
materials, products and demand in the manufacturing sectors, and  this sequence
is also present in the pedagogical education system in the form of human
capital. This shows that the introduction of a cluster model in the education
system, which is effective in production, is theoretically sound, In general,
due 10 the high social significance of pedagogical education in the sustainable
development of society, modern requirements, problems in the system and the
fragmentation bet.
The innovative cluster of pedagogical education is the
integrity of all types of education, research institutes and centres, practice
bases, scientific and scientificmethodological structures in the system of
continuing education, and their jointly distributed activities allow 10 raise
Ibe system of pedagogical education qualitatively new level. Therefore, the
main goal of the cluster is to combine the educational-scientific-innovative
potential of the cluster not only with a high level of civic and professional
competence, bul also 10 train modern educators with competitiveness, ability to
accept innovations, design and implement new educational programs and
technologies.
RESULTS
The cluster model of pedagogical education development
works in general areas related to teaching, creation of educational literature,
increase of scientific polenlial or pedagogical staff, inlegraliotl Of
education and upbringing. This shows that the problem has a general
methodological character. At the same time, these general directions are
privatized in such areas as management and organization of education, types and
directions Of' education, ensuring membership and integration, teaching methods
and tools.
The subjects of the model "Innovative Cluster
ofPedagogical Education" are:
Preschool, general secondary, secondary special, higher
and additional education institutions where students, masters and doctoral
students undergo  pedagogical practice, educational, resemeh, innovative and
design activities,  which serve as an experimental base for teaching and
practice;
Institutions or additional education ror adults in
accordance Wilh the updates al different levels of education, institutions for
retraining and advanced training of   teachers ofpreschool, general secondary,
secondary special vocational education or children and adolescents;
Scientific and scientific-methodical structures,
centres, research institutes engaged in and defining joint research activities;

Pedagogical communities, initiative groups, public
associations, governmental and non-governmental organizations;
Foreign higher education institutions
and research eentres. edge and skills for educational institutions in the
region;
Effectively using or innovative pedagogical
technologies in improving Ibe quality of education;
Consistently organizing scientific
activity in the field of pedagogy;
Ensuring the continuity and continuity or content Ille
main (textbook) and  auxiliary means of education (dictionaries, encyclopedias,
electronic sources, etc.) in terms of stages of education;
CONCLUSIONS
Jn general, the "Innovative Cluster 01'
Pedagogical Education" aims 10 achieve efficiency as a result ofthe
introduction of economie models in the field of pedagogy This will ensure the
connection and integration of educational entities in the field* the integration
of types of education. The scientific description of the mechanisms,
directions, principles, goals and objectives Of its implementation is currently
one Of the most serious problems facing experts in the field. At a time when
new innovative approaches are being applied to all sectors, existing views,
concepts and attitudes are being re-examined will) a developmental mirror and
performance criteria, the presentation ofan education cluster model
demonstrates the rationale for the problem in terms oflelevance and modernity.

REFERENCES:
1.
l. Khodjamkulov, U. (2020). Necessity and Conditions for Forming
a Cluster of Pedagogical Education (on the Example or Ille Education System Of
Uzbekistan). European Journal Of Research And Rejieciion In Educational
sciences, 8(4), 133.
2.
Khodjamkulov, U, N, (2019), Pedagogical Education Cluster as a
Scientific and Pedagogical Problem. Modern Education, 10, 12-17.
3.
Khodjamkulov, Ll., Botirova, S., Shotkorov, A., & Abdirimova,
I. (2020). Bases of Organizing Cooperation between Educational Institutions
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THE DEVELOPMENT OF SPEAKING IN THE CONTEXT OF TEACHING
ENGLISH AS A FOREIGN LANGUAGE

https://doi.org/10.5281/zenodo.6465157

Shodmanov Dostonbek
SamSIFL, “International language and literature” 2-course

Abstract: Speaking is one of the
four integrated skills that need to be developed as a means of effective
communication in the context of both first and second language learning.
In the teaching
environment of English as a Foreign Language (EFL), the question of how to
improve the conversational competence and speaking confidence of students is a
key issue for educators. This concern has led to the development of qualitative
research in the form of action research in a regular course using a taskbased
approach. The results showed that confidence, creativity with topics, and
speaking skills were key aspects of improving performance in front of an
audience.
Keywords: development,
challenges, English language, speaking skills, strategies, EFL learners.

INTRODUCTION
Speaking is one of the four
macro-skills required to communicate in an effective way in any language,
especially when speakers do not use their native language. Due to the fact that
nowadays English is widely used as a means of communication, especially in the
world of the Internet, English speaking skills should be developed along with
other skills so that all integrated skills will definitely improve communication
performance.
Bailey (2005) and Goh (2007) Details
on how to improve speech development through program design, teaching
principles, types assignments and materials, assessment of oral speech because
of the significant role of speech in action.
It is regularly asked why the majority of undergraduate
students are not capable of speaking English confidently, especially         for
     real     face-to-face             communication      with international
speakers. One among many reasons to take into consideration is likely to be a
lack of confidence in terms of anxiety about making errors as stated by Trent
(2009).

A task-based learning approach
(Nunan, 2006) was used to answer two main research questions conducted with
course participants:
1)
What factors can help English learners improve or develop their
speaking skills?
2)
What are the strengths and weaknesses of learners of English as
English for Special Communication?
The outcome of the study was
expected to directly improve the development of the participants. Oral
language, as well as to give teachers more information about alternative
activities for the development of speaking skills for English learners in both
Thai and other English language contexts.

LITERATURE REVIEW AND METHODOLOGY
EFL learners face challenges in
English-speaking skills. No one can deny that English language speaking is
essential for all EFL learners because it is the way to  communicate orally
with others. Lack of environment, interest, and motivation are the most
critical factors that affect learners’ speaking skills, Ali (2019).
Proficiency in English requires
high-level experience and a good background. Devi (2015) noted that the English
language was used in all corners of the world as a means of communication between
people of different cultural, ethnic and social backgrounds. Al Hosni (2014)
explained that anxiety and reluctance in speaking classes are two of the main
barriers of learning English.
The strategies for developing
speaking skills were seen as communication strategies. One of the aims of
teaching English in educational organizations is to improve students'
knowledge, comprehensive ability, especially oral expression, and encourage
them to use their opportunities to acquire a foreign language fluency
adequately Al-Tamimi (2014).
If English learners are well
motivated to practice various life situations, their oral communication in
English will be enhanced. Motivation and encouragement are two sides of the
same coin. Al Hosni (2014) observed that some students lack the motivation to
speak English because they do not see the need to learn or speak English.
Therefore, English teachers should explain to their students the great
importance of learning English skills.
Speaking is an integral part of
communication, especially when learning a language for communication,
interaction and other communicative purposes in various cases. Richard (2006)
said that the constant need for good communication skills in English has become
very much in demand in peace. Speaking is one of the core English skills
because it ranks higher. Therefore, English teachers should prioritize English
language skills in the classroom. This pointed out that when teaching English,
a real communicative approach should be applied. In addition, English language
skills are vital for students both in and out of school. In the communicative
approach, language is an essential tool of communication.
Brown (2007) has pointed out that
communicative language teaching is an approach to language teaching methodology
that emphasizes authenticity, interaction, student-centeredness learning,
task-based activities, and real-world communication. Effective conversational
skills create many advantages for communicating in both languages, targeted
language and mother tongue.

Communication language teaching
materials.
Communicative learning systems have
the main function of teaching materials promoting the communicative use of
language. This learning technique helps
teachers in excellent contribution to
improving English skills of foreign language students.
According to Richards and Rogers
(1986), there are three types of materials are used:
1)
Textbooks
2)
Task-based
3)
Realia
Teachers should provide a variety of
authentic communicative materials in teaching English-speaking skills to
improve their learners' level.

Methods
In this study, a quantitative survey
method was used to collect data.
According to Sarantakos (1998),
questionnaires as a means of data collection have many benefits, and some of
them include the following:
•
Give a quick result.
•
They offer a great guarantee of anonymity.
•
The use of questionnaires promises comprehensive coverage as
researchers can respondents faster than other methods.

RESULTS AND DISCUSSION
The researchers designed the research
tool a questionnaire  for the learners.
The research tool was a quantitative
scientific method of collecting data and information, and it was divided into
four parts. The first part was devoted to general basic knowledge. students.
The second part was devoted to the main difficulties of students when they
speak English with other people. The third part was about the causes of students’
problems with English language skills and motivating students to learn English.
The fourth part was devoted to acquainting students with English language and
spoken language, students’ opinion of appropriateness of the curriculum.
The results of this study showed
that English lessons were more teacheroriented than student-oriented. The
English lessons were clearly dominated by teachers.
Current research has shown that EFL
students suffer from a lack of time practice in different situations.  Most students
felt that if they tried to talk, they could other students in the class make
mistakes and laugh at them.
Teachers’ knowledge of English must
be consistent with the new methods, techniques of teaching English and current
study materials and course syllabus.
English language skills teachers
should use the appropriate assignments and activities to improve the level of
students. English teachers should provide secondyear students with a variety of
practical skills, learning situations and accurate materials for teaching
English skills.
A communication program and
communication materials should be used to teaching English and EFL students
must have more time to practice English conversational skills to improve their
command and fluency. A little teachers ignore the involvement of students in
authentic and real situations and oral communicative activity during language
classes in oral speech lessons. Teachers should provide students with real life
situations and accurate materials in teaching English to improve their level.
English teachers should create a
good environment for interaction to enhance the English language proficiency of
Yemeni language learners EFL skills. Strategies for teaching English
proficiency should use a student-centered approach rather than a
teacher-centered approach. Communicative teaching materials and
Communicative topics of the
curriculum should replace the current curriculum and teaching materials for
teaching English. Technology should be used to motivate EFL students to speak
English without anxiety or with less anxiety.

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

REFERNCES:

1.
Levelt, W. J. M. (1989).  Speaking: From intention to
articulation. MA: MIT Press.
2.
Al-Dersi, Z. E. (2013). The Use of Short-Stories for Developing
Vocabulary of EFL Learners. International Journal of English Language and
Translation Studies. 1(1), 52-62.
3.
Abduramanova, D. V. (2021). Teaching foreign language using
information and communication technology in pedagogical aspects . "Экономика
и социум" №11(90), Россия.
4.
Abduramanova, D. V. (2021). METHODS OF TEACHING ENGLISH
AS A FOREIGN LANGUAGE. ACADEMIC
RESEARCH IN EDUCATIONAL
5.
SCIENCES, 2(8), 260-263.
6.
Al Hosni, S. (2014). Speaking Difficulties Encountered by Young
EFL Learners.
7.
International
8.
Journal on Studies in English Language and Literature (IJSELL) 2
(6), 2-30.
9.
Ali, J.K.M., & Bin-Hady, W. R. A. (2019). A Study of EFL
Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language
Learning Tool. Arab World English Journal (AWEJ) Special Issue on CALL (5).
289298 DOI: 10. https://dx.doi.org/10.24093/awej/call5.19
11.
Brown, H.D (2007). Principles of Language Learning and Teaching.
White Plains, NY: Pearson
12.
Longman.
13.
Gathumbi, A. & Masembi, S.C. (2005). Principles and
Techniques in Language Teaching. Nairobi: Jomo Kenyatta Foundation.
14.
Richard, J.C. (2006). Communicative Language Teaching Today. New
York: Cambridge University Press.
15.
Abduramanova, D. V. (2021). Важность эффективного внедрения
инновационных технологий в практику обучения иностранным языковым компетенциям.
Innovative Technologies in Teaching Foreign Languages and Learner Assessment in
Online Education, 2(CSPI Conference 2), Узбекистан, С. 340-344
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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
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Online Education, 2(CSPI Conference 2), Узбекистан, С. 332-339
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Abduramanova, D. V. (2021). Teaching foreign language using
information and communication technology in pedagogical aspects . "Экономика
и социум" №11(90), Россия.

TURLI DARAJADAGI TALABALARDA SO’Z BOYLIGINI OSHIRISHNI
O’RGATISHNING KOMMUNIKATIV METODLARI

https://doi.org/10.5281/zenodo.6465128

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

Annotatsiya: Ushbu maqolada,
turli darajadagi talabalarda so’z boyligini oshirishni o’rgatishning
kommunikativ metodlari hamda so’z boyligining oshirishda interfaol usullardan
foydalanish tadqiq etiladi.
Kalit so’zlar: kommunikativ,
lug’atshunoslik, kichik maktab davri, ilk yosh davri, Gyote
Kirish:
Til bu madaniy hodisadir, shuning uchun
har mamlakatning merosi uning tiliga
bog‘liq. Ma'lumki, bugungi ingliz tili xalqaro muloqot tili hisoblanadi,
u hayotimizning har bir jabhasiga kirib borgan
va siyosiy hamda iqtisodiy masalalarni
hal etishni osonlashtiradi, desak adashmagan bo‘lamiz. Gyote shunday degan: «Inson nechta til bilsa, u shuncha
marta odamdir»[1]. Boshqa tarafdan esa
bugungi kunda dunyo aholisining katta qismi so‘zlashadigan ingliz tilini bilishga yetarlicha baho bermaslik ham
to‘g‘ri emas, chunki u iqtisodiyotning rivojlanishiga
yordam beradi. Bu esa o‘z navbatida millat, mamlakat va umuman jamiyat rivojlanishiga yordam ko‘rsatadi.
TADQIQOT
VA METODOLOGIYA
Qanchalik ko'p lug'atni bilsangiz, tilni amalda
shunchalik muvaffaqiyatli ishlatishingiz mumkin - bu bayonot isbot talab
qilmaydi. Biroq, faqat so'zlarni bilish ko'p foyda keltirmasligi ham
haqiqatdir[2], chunki siz ulardan malakali konstruktsiyalar yasashingiz kerak.
Ingliz tilini o’rganishda yetakchi o’rin yuqorida aytib o’tganimizdek so’z
boyligiga asoslanishini hisobga olgan holda, bolalar yoshi va ularning bilish
darajasi hisobga olinib turli xil metodlardan foydalaniladi. Quyida bir qancha
kommunikativ o’rganish uslublarini tadqiq etamiz.
Lug’at kitoblari qanday yordam berishi mumkin?
Birinchidan, o’z fikrlarini to’g’ri ifoda
etishni o’rganishga yordam beradi. So’zlashuv nutqini rivojlantirishning
birinchi bosqichi so’z boyligini to’ldirishdir. Bunda sizga inglizcha-ruscha
lug’atlar yordam beradi, ularning birini tanlash hamda tadbiq etish mumkin.
Ammo ikkinchi qadam – allaqachon o’rganilgan so’zlarning tabiiy foydalanish
xususiyatlarini o’rganish va bu yerda siz maxsus yordamsiz kurasholmaysiz.[3]
Ikkinchidan, darsliklar tufayli chet el nutqini
idrok etishingiz osonroq bo’ladi. Bu erda hamma narsa oddiy: qancha ko’p
so’zlarni o’rgansangiz, ona tilida so’zlashuvchilarning so’z boyligini
shunchalik samarali ajrata olasiz. Darsliklardan audiokitoblar bilan birgalikda
foydalanilsa, ayniqsa samarali bo‘ladi.
Uchinchidan, qo’llanmalar chet tili darajasini yengib
o’tish uchun yuqori ko’rsatkichlarga yordam beradi, chunki ko’pincha bu yangi
lingvistik bosqichga o’tishda asosiy to’siq bo’lgan kam lug’atdir. Misol uchun,
agar siz ingliz tilidagi biznes lug’ati bilan tanish bo’lmasangiz, unda siz
ushbu bosqichning barcha qoidalari va grammatikasini o’zlashtirgan bo’lsangiz
ham, ilg’or darajani samarali yakunlashni orzu qilmasligingiz mumkin.
Yangi so'zlarni bir zumda yodlashning sehrli usuli
bo'lmasa-da, qancha ko'p so'z bilsangiz, yangi so'zni tanish so'zlar bilan
bog'lash va shu tariqa uni eslab qolish osonroq bo'ladi. Shunday qilib, yodlash
tezligi allaqachon o'rganilgan lug'at hajmiga mutanosib ravishda ortadi. Keng
lug'atga ega bo'lishga yordam beradigan 4 ta asosiy qoida mavjud.
Yaxshi so'z boyligi uchun to'rtta oson qadam
1)
So'zlarga e'tibor bering
Ko'p odamlar ularga kichik so'z boyligi borligini
aytishganda hayratda qolishadi. "Ammo men doim o'qiyman", deb e'tiroz
bildirishadi. Bu shuni ko'rsatadiki, yangi so'zlarni o'rganish uchun shunchaki
o'qish etarli emas. Misol uchun, biz romanni o'qiyotganimizda, notanish
so'zlarni o'tkazib yuborish uchun katta vasvasa paydo bo'ladi. Ushbu so'zlarni
o'tkazib yubormaslik o'rniga, ularni diqqat bilan ko'rib chiqsangiz yaxshi
bo'lardi. Avvalo, kontekstdan so'zning ma'nosini tushunishga harakat qiling.[4]
Keyin, agar qo'lingizda lug'at bo'lsa, darhol so'zning aniq ma'nosini qidiring.
Albatta, bu o'qish tezligini bir muddat pasaytiradi, lekin har bir so'zni
yaxshiroq tushunish vaqt o'tishi bilan yangi so'zlarni eslab qolish tezligini
oshiradi va o'qishni osonlashtiradi. O'qish, radio tinglash, film tomosha
qilish yoki suhbatlashish uchun har kuni yangi so'zlarni yozishga o'rgating.
2)
O'qing
Yangi so'zlarga ko'proq e'tibor berishni
boshlaganingizdan so'ng, keyingi muhim qadam o'qishdir, chunki kitoblarda yoki
maqolalarda siz o'rganishga arziydigan so'zlarni topasiz. Bundan tashqari,
o'qish yangi lug'atni qanchalik yaxshi o'rganganingizni tekshirishning eng
yaxshi usuli hisoblanadi. Agar matnda siz ilgari o'rgangan so'zni uchratsangiz
va uni tushunsangiz, bu sizning muvaffaqiyatingizning yorqin dalilidir. Nima
o'qish kerak? Ha, sizni qiziqtirgan hamma narsa, o'qimoqchi bo'lgan hamma
narsa. Agar siz sportni yaxshi ko'rsangiz, sport jurnallaridan maqolalarni,
mashhur sportchilar haqidagi kitoblarni o'qing. Agar siz modaga qiziqsangiz,
porloq jurnallar siz uchun. Lekin ular faqat jozibali suratlarga qarash emas,
balki O'QISH kerak. Ko'pincha so'z boyligi zaif odamlar o'qishni umuman
yoqtirmaydilar. Ular uchun bu o'ziga xos majburiyatdir, chunki o'qish qiyin,
sekin va umuman qiziq emas. Agar bu sizga tegishli bo'lsa, ertaklar yoki
moslashtirilgan adabiyotlar kabi oddiyroq kitoblarni o'qib ko'ring. Asosiysi,
yangi so'zlarni o'rganish kursini doimo yodda tutgan holda, iloji boricha
o'qish va o'qish uchun qiziqarli bo'lgan kitoblarni topishdir.
Lug'at bilan ishlashni yaxshi ko'ring!
3)
Lug'atdan foydalaning
Bu yerda lug‘at qidirishni lug‘at yaratish strategiyangizning
bir qismiga aylantirish bo‘yicha ba’zi maslahatlar.
Lug'atda qidirgan so'zlaringizni ajratib ko'rsating.
Bu ishni bir muncha vaqt bajarganingizdan so'ng,
lug'atni varaqlaganingizda bu so'zlar ko'zingizga tushadi va ko'p vaqt
sarflamasdan ularni takrorlash imkonini beradi.
Lug'at yozuvini oxirigacha o'qing.
Shuni yodda tutingki, ba'zi so'zlar bir nechta ma'noga
ega va sizga kerak bo'lgan ma'no lug'atda keltirilgan birinchi qiymat
bo'lmasligi mumkin. Agar siz ushbu so'zning ushbu kontekstda nimani
anglatishini darhol tushunsangiz ham, boshqa ma'nolarni bilish ushbu so'zni
boshqa yo'llar bilan qanday ishlatish mumkinligini tushunishga yordam beradi.
Ayniqsa, vaqt yo'q bo'lganda
4) Muntazam ravishda o'rganing va takrorlang
Lug'atdagi so'zlarni tekshirishni va ularni yozishni
boshlaganingizdan so'ng, yodlash ushbu so'zlarni qanchalik tez-tez
takrorlashingizga bog'liq. Buning uchun har kuni ma'lum vaqt ajratish
yaxshidir. Bu vaqt ichida siz kun davomida tanishgan yangi so'zlarni yozasiz va
xotirangizda hali mustahkamlanmagan so'zlarni takrorlaysiz. O'z oldingizga
maqsad qo'ying: qancha so'zni va qaysi sanagacha o'rganishingiz kerak va kuniga
qancha so'zni o'rganishingiz kerakligini rejalashtiring. Haftada bir marta
30-40 daqiqadan ko'ra kuniga 10-15 daqiqa yaxshi natija beradi.[5] Ammo agar
hozir haftada bir marta faqat yarim soat ajratishingiz mumkin bo'lsa, shundan
boshlang, keyin hafta davomida qo'shimcha vaqt topishga harakat qiling.
So'zlarni samaraliroq takrorlash uchun ulardagi barcha ma'lumotlar bir joyda -
daftarda, daftarda yoki kartalarda saqlanishi kerak.
Word kartalari qulay, chunki ularni siz
bilan olib yurish oson, shuning uchun ularni istalgan joyda ko'rishingiz
mumkin. So'zlarni muntazam ravishda takrorlaganingizga ishonch hosil qiling.
Xulosa
Shuni
ta’kidlash lozimki, so’z boyligini oshirishda yosh ahamiyatiga han alohida
e’tibor qaratishimiz darkor.Hozirgi tadqiqotlar ushbu jarayonni erta yoshda
boshlash samariliroq bo’lishini ko’rsatadi. Bizning yurtimizda ham ushbu
masalaga qat’iy e’tibor qaratilgan, xorijiy tillarni o’qitishda xususan ingliz
tilini o’qitishda dunyoning yetakchi tashkilot va universitetlar hamkorligida
yangicha yondashuv asosida dasturlar ishlab chiqilmoqda. Oxirgi 3 yilda bu
jarayon maktabgacha ta’limda ayniqsa o’z rivojini topmoqda [6]. Davlat
qaramog’idagi hamda xususiy tarmoqdagi maktabgacha ta’lim muassasalarda ingliz
tilini o’rgatish bo’yicha keng ko’lamli loyihalar amalga oshirilmoqda. Bog’cha
va maktab yoshida o’yin bolaning eng asosiy va sevimli mashg’uloti bo’lganligi
tufali bola atrof olamni ham o’yin orqali kashf etadi. Agar xorijiy tillarni
ham o’yinga qorishtirgan xolda o’rgatilsa bu til ko’nikmalarining
o’zlashtirilish samaradorligini bir necha barobarga oshiradi

ADABIYOTLAR:

1.
O‘zbekiston Respublikasi Prezidentining 2017 yil 9 sentyabrdagi «Maktabgacha
ta’lim tizimini tubdan takomillatirish chora-tadbirlari to‘g‘risida»gi PQ-3261-son
qarori;
2.
O‘z DSt 17368–2020 “Maktabgacha ta’lim va tarbiyaning davlat
standartini tasdiqlash haqida ” https://www.cde.ca.gov/sp/cd/re/caqdevelopment.asp. Ages and Stages of
Development
3.
Care About Quality was published by the California Department of
Education in 2000.
4.
https://eacea.ec.europa.eu/nationalpolicies/eurydice/content/teaching-and-learning-early-childhood-educationand-care-8_en. Internet resurs.
5.
Maktabgacha ta’lim muassasalari tarbiyalanuvchilari va
boshlang‘ich maktab o‘quvchilariga chet tilini o‘rgatishda o‘yinlar. Baxramova
M. D. Tuzuvchi:
Baxramova M. D., — T.2016.
6.
https://raisingchildren.net.au/newborns/play-learning/playideas/why-play-is-important internet resurs
7.
https://www.parents.com/baby/development/intellectual/how-toteach-your-child-a-foreign-language/ internet resurs

MILLIY BURJUAZIYANING SHAKLLANISHI VA UNING TURKISTON
O'LKASI IQTISODIYOTIGA TA'SIRI

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

Shohrux Saidmurodov
Jizzax davlat pedagogika instituti, Tarix fakulteti 2-kurs
magistranti

Annotatsiya: Ushbu
maqolada milliy burjuaziyaning shakllanishi va uning Turkiston òlkasi
iqtisodiyotiga ta'siri haqida gaplashamiz:
 (Fransuzcha bourgeoisie — shaharliklar)
— savdo, sanoat, kredit-moliya va boshqa tadbirkorlik faoliyati natijasida
daromad oluvchi ijtimoiy sinf. Burjuaziya an’anaviy jamiyat qaror topgan
sharoitda, 16-20-asrlardagi inqilob va islohotlar natijasida yuzaga kelib,
muhim iqtisodiy va siyosiy ta’sirga ega bo’ldi, sanoatlashgan jamiyat va bozor
iqtisodiyoti, liberalism va demokratiya qadriyatlari qaror topishiga
ko’maklashdi. Rivojlangan mamlakatlardagi Burjuaziya yirik moliya va sanoat
Burjuaziyasidan (unga boshqaruvchilarning oliy qatlami ham kiradi), sarmoyadorlik
va tadbirkorlik vazifalarini birga qo’shib, ish yurituvchi o’rta Burjuaziya
qatlamidan hamda mayda Burjuaziyadan tashkil topgan. Rivojlanayotgan
mamlakatlarda Burjuaziya turli qatlamlarining shakllanishi jamiyatni
modernizasiya qilish jarayoni bilan bevosnta bog’liqdir. Sotsialistik tuzum
o’rnatilgan mamlakatlarda Burjuaziya sinf sifatida tugatilgan edi. Bunday
mamlakatlarda bozor iqtisodiyoti va fuqarolar jamiyatining shakllanishi
jarayonida xususiy mulkdorlar va tadbirkorlardan iborat ijtimoiy qatlam qayta
tiklanmoqda. Kalit so`zlari: burjuaziya,iqtisodiyot, Turkiston
o`lkasi, sanoat Burjua nima?
Burjua mulk va yuqori iqtisodiy daromadga ega
bo'lganlar birlashtiriladigan o'rta va boy ijtimoiy sinf deyiladi.
Burjuaziya atamasi frantsuz tilidan kelib chiqadi
burjua, savdogarlar yoki hunarmandlar kabi muayyan ish imtiyozlariga ega
bo'lgan shaharlarda yashagan odamlarga murojaat qilish.
Burjuaziya - bu qo'l ishlarining biron bir turini
qilmaydigan va ularni boyitadigan tovar va pullarning sezilarli darajada
to'plangan odamlarini ifodalovchi atama. Shuning uchun, bu atama boy o'rta
sinfni belgilaydi.
Burjuaziya uchta toifaga bo'linadi, ular: ishlab
chiqarish vositalari va yuqori siyosiy lavozimlar uchun mas'ul bo'lgan yuqori
burjuaziya; liberal kasb bilan shug'ullanadigan odamlar bo'lgan o'rta
burjuaziya; va sanoat va savdo sektorining bir qismi bo'lgan quyi burjua.
Karl Marksning fikriga ko'ra, burjuaziya kapitalistik
rejimning ijtimoiy sinfidir, unda uning a'zolari ishlab chiqarish uchun
mas'uldirlar, ular o'z bizneslariga egalik qiladilar va ishchilar sinfiga
qarama-qarshi turadilar.
Xuddi shunday, Marks jamiyat burjua va uning
qadriyatlari tufayli jamiyat atamasi rivojlanib, fuqarolik huquqlari va
vakillik qiluvchi davlatni olishga yo'l ochganini tan oladi.
Shuningdek qarang: burjua.
Burjuaziyaning kelib chiqishi
Burjua o'rta asrlarda, xususan Evropada paydo bo'ldi,
bu erda asosiy ish manbai hali qishloq faoliyati bo'lgan, garchi u erda
allaqachon kiyim-kechak, zargarlik buyumlari va ziravorlar savdogarlari va
hunarmandlar bo'lgan.
Shuning uchun burjuaziya atamasi burgos deb nomlangan
yangi maydonlarda ko'chib yurish va devor bilan o'ralgan shaharlarda yashash
uchun qishloq va qishloq ishlarini tark etgan odamlarga nisbatan ishlatilgan.
Biroq, bu odamlar zodagonlar tomonidan yomon ko'rilgan.
Shuni ta'kidlash kerakki, burjuaziya feodallar yoki
serflar emas edi, shuningdek ular dvoryanlar, ruhoniylar yoki dehqonlar kabi
imtiyozli sinflarga mansub emas edilar.
O'shandan beri burjuaziya kuchayib bordi va XVIII asrda
burjuaziya mafkuraviy ravishda shaxs, mehnat, yangilik, taraqqiyot, baxt,
erkinlik va teng sharoitlar to'g'risida o'zlarining qadriyatlari va
manfaatlarini ifoda etdi, bu mavzular frantsuz inqilobiy shiori bilan
umumlashtirildi: ozod qilindi, egalit, fraternit.
Xuddi shunday, burjua ham Frantsiya inqilobida va
sanoat inqilobida faol ishtirok etgan, ularning ijtimoiy huquqlari, siyosiy
huquqlari va iqtisodiy huquqlarini talab qilgan.
Boshqa tomondan, burjuaziya paydo bo'lishi bilan ikki
partiyaviylik siyosiy tizimda paydo bo'lgan, Frantsiya inqilobidan so'ng, bu
ikki yirik partiyaning tarkibidan iborat bo'lgan, bu holda, bir tomondan burjua
partiyasi va aristokratiya uchun. boshqa.
Shuningdek qarang: Ikki
partiyaviylik.
Hozirgi vaqtda o'rta sinfga mansub yoki o'z biznesiga
ega bo'lgan odamlar burjuaziya deb ataladi. Shu bilan birga, burjuaziya
atamasining haqoratli ishlatilishi ham mavjud, chunki u juda yaxshi didga ega
bo'lmagan oddiy va qo'pol odamlarni tasniflash uchun ishlatiladi.
Burjuaziyaning xususiyatlari
Quyida burjuaziyaning asosiy
xususiyatlari keltirilgan.
U shaxslar guruhlari boyligi, mehnat faoliyati va
obro'siga qarab farq qiladigan darajalardan iborat.
Uning asosiy qiymati fuqarolik huquqlarini tan olish va
vakolatlarning taqsimlanishidir.
Bu davlatlar vakillik qiluvchi siyosiy tizimga ega
bo'lishi kerak degan tushunchaga asoslanadi.
Burjua siyosiy lavozimni egallashi
mumkin.
Burjua katta iqtisodiy va siyosiy ta'sirga ega bo'lgan
tanlangan guruhlarni tuzishi mumkin.
Bu kapitalistik iqtisodiy faoliyatdan
foyda ko'radi. Bu burjua va proletariat o'rtasidagi farqlarni o'rnatadi.
burjuaziya bu o'rta sinf, egasi va kapitalist bilan
ko'p marta aniqlangan ijtimoiy sinfdir. Biroq, atamaning ta'rifi va uning
ma'lum bir ijtimoiy guruh bilan birlashishi vaqtga va uni kim ishlatishiga
qarab farq qiladi.
Burjuaziyaning kelib chiqishi O'rta asrlarda
joylashgan. O'sha paytda, bu atama burgos (shahar) aholisi uchun ishlatila
boshlandi. Ularning mahallalarida savdogarlar va ba'zi hunarmandlardan tashkil
topgan yangi ijtimoiy tabaqa paydo bo'ldi. Garchi ular aslzodalar bo'lmasalar
ham, ortib borayotgan boyliklari ularga tobora ko'proq kuch berib turardi.
Feodal tuzumdan kapitalizmga o'tishda boshlangan
burjuaziya juda muhim rol o'ynadi. Burjuaziya hech qanday feodal bilan
bog'lanmagan, shuning uchun ular ularga itoat etishlari shart emas edi.
Iqtisodiy farovonligiga qaramay, ular uchinchi hokimiyat tarkibiga kiritilgan
bo'lib, siyosiy hokimiyatga erisha olmadilar.
Ushbu etakchi rolni izlash, sifatli ta'lim olish
imkoniyatiga ega bo'lgan ijtimoiy sinf bo'lishdan tashqari, burjua 18-asr
inqiloblarining katta qismiga rahbarlik qildi. Vaqt o'tishi bilan burjuaziya
juda kuchli guruhga aylandi, garchi uning ichida muhim farqlar mavjud edi.
Burjuaziyaning ko'tarilishi
Burjuaziya atamasi kelib chiqishi frantsuzcha bo'lib,
O'rta asrlarda tijorat yoki hunarmandchilikda ishlagan shahar aholisi uchun
ishlatila boshlandi.
Ushbu vazifalar shaharlarga xos bo'lgan, ular ba'zi
mamlakatlarda ham tuman deb nomlangan. Bundan tashqari, ular qishloq xo'jaligi
va chorvachilik ishlaridan umuman boshqa ishlar edi.
Yangi ijtimoiy tabaqaning vujudga
kelishi
Burjuaziya O'rta asrlarning oxirlarida, XI-XII asrlar
oralig'ida paydo bo'lgan. O'sha paytda bu nom kambag'allar guruhidagi yangi
ijtimoiy sinfga nisbatan ishlatilgan.
Shu vaqtgacha o'rta asrlar iqtisodiy faoliyat sifatida
qishloq xo'jaligining to'liq ustunligi bilan ajralib turardi. Bu juda qishloq
jamiyat edi va u faqat o'z iste'moliga ishlab chiqarishga qodir edi. Ortiqcha
mahsulotlarning etishmasligi, barter orqali savdo juda cheklanganligini
anglatardi.
Qishloq xo'jaligida ba'zi texnik yutuqlar XI asrda
paydo bo'ldi.Ot shudgorlash, aylanish tizimlari yoki suv tegirmoni kabi
elementlar ishlab chiqarishni ko'payishiga olib keldi. Shu bilan birga, aholi
ko'paya boshladi va shuning uchun ko'proq oziq-ovqatga ehtiyoj sezildi.
Olingan ortiqcha narsalar savdo-sotiq uchun
ishlatilgan. Savdogarlar mustaqil hunarmandlar bilan birga shaharlarga
joylashib, burjuaziyani vujudga keltirdilar.
So'nggi o'rta asrlarda savdo
Savdo rivoji tufayli shaharlar rivojlana boshladi. Eng
muhimi dengiz portlari yaqinida joylashgan bo'lib, ular savdo faoliyatini
ma'qullashgan.
Vaqt o'tishi bilan ushbu shahar joylari qishloqlarni
mamlakatlarning iqtisodiy markazi sifatida almashtirdi. Burjua ham savdogarlar,
ham hunarmandlar bir xil hududlarda birlasha boshladilar. Hech qanday feodal
bilan bog'lanmasdan, ular ma'lum bir o'zini o'zi boshqarishga erishdilar.
Burjua evolyutsiyasining navbatdagi bosqichi u o'zini
boyitishni boshlaganda yuz berdi. Shu tufayli ular ishlab chiqarish
vositalarining egalariga aylanishlari va ko'p hollarda qashshoq dehqonlar
mehnatini yollashlari mumkin edi.
Evropada XIV asr jiddiy iqtisodiy inqiroz bilan ajralib
turardi. Yomon hosil va epidemiyalar ketma-ketligi katta ocharchilik va
aholining sezilarli darajada pasayishiga olib keldi.
Yomon ahvolga duch kelgan ko'plab dehqonlar
shaharlardan yaxshiroq omad izladilar. Bunga duch kelgan feodallar o'z ishi
evaziga ish haqi taklif qilib, ularni ushlab qolishga harakat qildilar, ammo
qishloqdan ko'chish davom etdi. Birinchi chet el bankirlari qo'shilgan burjua
bu ko'chishdan foyda ko'rgan.
Burjuaziyaning o'sib borayotgan iqtisodiy qudratiga
qaramay, qonuniy jihatdan ular hali ham kam ta'minlangan sinflarga mansub
edilar. Shunday qilib, ijtimoiy jihatdan ular uchinchi mulk doirasida qamrab
olingan, zodagonlar va ruhoniylar a'zolaridan kam huquqlarga ega bo'lgan.
Bundan tashqari, soliqlarni to'laydigan yagona burjua edi.
Sanoat burjuaziyasi
Burjuaziya ichida ishlab chiqarish vositalariga egalik
qilish bilan chambarchas bog'liq bo'lgan yangi guruh paydo bo'ldi: sanoat
burjua. Umuman olganda, ular yirik shaharlarda paydo bo'lgan fabrikalarning
egalariga aylangan sobiq savdogarlar edi. London, ingliz poytaxti sifatida,
biznesning yaxshi qismini jamlagan.
Burjuaziya to'plagan pul ularga xom ashyo, mashinalar
sotib olish va ishchilar yollashdan tashqari yangi fabrikalarni
moliyalashtirishga imkon berdi. Imtiyozlar juda katta edi, bu narsa
mustamlakachilik hududlarini ekspluatatsiya qilishga yordam berdi.
Natijada, sanoat burjuaziyasi, ayniqsa Angliyada tobora
ko'proq kuch sarflashga muvaffaq bo'ldi. Boshqa mamlakatlarda, masalan,
Frantsiyada, mutloq absolyut monarxiyaning qat'iyatliligi, burjuaziyani oddiy
xalq bilan ittifoqlashib, katta hokimiyatni izlashga undadi.
Frantsuz inqilobi, 1820 yildagi yoki 1848 yildagi
burjua inqiloblari deb atalgan, chunki aynan shu sinf ularni boshqargan.

FOYDALANILGAN ADABIYOTLAR RO`YXATI:

1.
https://uz.warbletoncouncil.org/burguesia-12903
2.
https://uz.warbletoncouncil.org/burguesia-2642
3.
https://milliycha.uz/burjuaziya/

INNOVATIVE TEACHING METHODS OF VOCABULARY FOR ESP
LEARNERS

https://doi.org/10.5281/zenodo.6464712

Shukurova Nodira Nazimovna
Teacher At The Uzbek State University Of Physical
Education And Sport

Abstract: Present article
discuses about what is vocabulary and its different types. And also several
types of teaching vocabulary methods for presenting and, to a lesser degree,
practicing vocabulary are given in this article.
Key words: acquiring knowledge,
visuals and realia, mime and anecdotes, eliciting and contexts

As we know, a  vocabulary is a set of familiar words within a person's language. A vocabulary, usually developed with age,
serves as a useful and fundamental tool  for communication and acquiring
knowledge. Acquiring an extensive
vocabulary is one of the largest challenges in learning a second language.
It is important to realize that a good teacher will not
rely on just one of these techniques, but will use a combination. Different
techniques are appropriate for different vocabulary items and also for
different types of learner. As you read through the different techniques, try
to think what words would be best taught using the technique and for which
words the technique would probably not work very well.
Visuals
and realia
One of the most effective ways of teaching vocabulary
is to show students the word. Concrete words (mostly nouns) can usually be
conveyed through pictures or realia (real objects). For example, a word like chair
(as a noun) is quite easy to teach, by pointing to a chair or by showing a
picture. Likewise, related words such as stool, armchair, sofa, deckchair,
etc can be taught in a similar way and the distinction between each made
relatively clear. Even some abstract words can often be conveyed using visuals –
for example, a picture of a man and woman plus a heart could be used to convey
the word love.
Mime
and anecdotes
Visuals and realia are usually limited to concrete
words and are probably ineffectual when it comes to more abstract notions and
even some basic areas of vocabulary such as verbs, adverbs and adjectives.
However, these three areas of vocabulary do lend themselves to mime and
anecdotes.
It is relatively easy to mime words such as run
and walk and even to differentiate between words that belong to the same
group but have quite fundamental differences in meaning, e.g. run, walk,
stroll, sprint, jog, wander, etc. It is also relatively easy to use mime to
teach adverbs of manner, i.e. quickly, slowly, happily, etc. Getting
students to mime various actions in a particular manner is great fun and a good
way of making the adverbs memorable.
Another way of presenting vocabulary is to tell a short
anecdote containing the new words. This gives the words a context and helps
students understand not only the core meaning, but also how the words might be
used. It’s also quite simple to recycle the words within an anecdote so that
students hear the same word more than once. The more times students hear a
word, the more likely they are to remember it. Repetition is quite natural in
anecdotes and so does not seem out of place.
Eliciting
and contexts
Eliciting words from students is an effective way of
activating their memories. In a class of students it is quite possible that one
or two may have come across the word before, even with low levels. It also
helps you find out how much your students already know. There are a few
different techniques for eliciting vocabulary, from drawing a quick picture on
the board to giving an explanation or a short example of a situation.
It’s important to remember when you are eliciting (or
explaining) vocabulary that the language you use is simpler than the language
you are trying to elicit.
Giving the context for a word, just like embedding the
word in an anecdote, helps students see how a particular item of vocabulary
might be used. It also makes the word more memorable, helping students learn
the item. Even if you are unable to elicit a word from your students, when you
eventually tell them the word you were trying to elicit it is far more likely
that they will remember it and its meaning.
Using
synonyms and antonyms
A technique often used by teachers, especially at low
levels, is to explain words by using a synonym or antonym. In many respects
this is a flawed idea. Firstly, because many of the words will be of a similar
level and, if a student doesn’t know one, then they won’t know the other, i.e.
if a teacher wants to elicit black and they say it’s the opposite of white
then this is unlikely to be helpful as the students probably don’t know white.
Secondly, it can be very misleading as very few words have a direct antonym.
For example, what’s the opposite of old? Is it new or young?
Both, but then that becomes confusing. Thirdly, many words have more than one
antonym or synonym all with similar meanings, so which do you use? For example,
the opposite of happy could be sad or unhappy, it often
depends on the context.
Having said this, using antonyms and synonyms to help
elicit words can sometimes be useful, as long as it’s thought through
carefully. Synonyms and antonyms can also be extremely useful as a framework
for recording and remembering vocabulary (we’ll look more at this in the
section on learning vocabulary).
Translation
Translation is another technique that has pros and
cons. Many teachers and teacher trainers see translation as a bad thing. They
seem to feel that translation will in some way prevent the student from ever becoming
proficient in the target language. This is quite obviously not true. There are
many cases of learners becoming quite good in a language despite relying
heavily on translation. In some instances translation is clearly advantageous.
Where a group of students share the same mother tongue (and in particular where
the teacher does too) it makes sense to make use of this facility from time to
time. In fact, translation can often save time and help with comprehension.
Many students use translation when they are recording the new vocabulary,
whether the teacher likes it or not.
However, it is important to make students aware of some
of the shortcomings of translation. It is often the case that there aren’t any
direct translations (word for word equivalents), or that one language might
have more than one way of saying something, depending on the context. Making
students aware of these problems, rather than completely avoiding translation,
may well help their learning. Students can easily become over-reliant on the
teacher to translate everything so translation should only be used as one of
many techniques employed in teaching vocabulary.
Earlier English for Specific Purposes (further ESP)
teachers devoted too little time to teaching vocabulary in the classroom. They
taught isolated words on a vocabulary list, had students translate them into
the L1, or students learnt vocabulary taken independently from glossaries. Not
all the students were the same, however. Only a few of them benefited from this
kind of learning vocabulary; for others, it was an overwhelming challenge. Many
students had   difficulty communicating due to the lack of specialty
vocabulary. “ESP vocabulary always presents a major linguistic obstacle to
nonnative English- speaking students” .
Over the previous decade educators have recognized the
importance of devoting more   time to vocabulary teaching and learning in the
classroom. Methods and textbooks have changed and have become more innovative.
ESP teachers have started to pay more attention to vocabulary teaching and
learning strategies to exploit precious classroom time efficiently. Most
importantly, they have scrutinized the research on what sorts of words the ESP
vocabulary should comprise. Nation & Meara assert that the choice of vocabulary
to focus on is a function of two major considerations, namely the needs of
learners and the usefulness of the vocabulary items. Jordan suggests that the
question of which vocabulary to teach/learn is a crucial one, which should be
addressed prior to any consideration vis-à-vis how to teach/ learn
vocabulary effectively.
ESP vocabulary is presented in research literature with
different names, e.g. specialized, technical, semi-technical and others.
According to Coxhead, specialized words are expected to belong to a particular
subject area at university or to a professional discipline. People outside of
that academic or professional sphere might have some knowledge of this
vocabulary, but the people inside these areas of language use are expected to
be able to understand and use this language fluently. Thus, the vocabulary
selection should be focused on learners’ needs based on their fields of study.
In order to achieve good results in ESP vocabulary
learning and usage (both general and technical), it is vital for both learners
and teachers to be aware of learning and teaching strategies. The main source
of current vocabulary is ESP texts. Nation distinguishes the following types of
words occurring in texts:
1.High-Frequency words, including many
content words, e.g., state, product, present, probation, horizon, division;
Academic words, including many words that are common in different kinds of
academic texts, e.g., practice, activity, needs;
2.Technical words, which are
closely   related   to   the topic and subject area (words from the field of
agriculture, techniques etc.) in the text, e.g., bolt, screw, anchor, stud,
tire;
3.Low-Frequency words, which include
words like bucolic, aerate, stamina, tract.
Dudley-Evans & St John suggest two categories of
ESP vocabulary: general vocabulary with higher frequency in a specific field
and general English words with specific meaning in a particular field:

Type of vocabulary

Examples

General vocabulary that have a higher frequency in a
  specific area

Academic: sphere,
  strategy, acknowledge, relevant, style Tourism:
reception, destination, attraction

General English words that have a specific meaning
  in a particular area

Caps
  lock, shift in computer science, kinematics, spectral analysis, friction in
  physics, stress and strain in mechanics and engineering, etc.

Students can become better learners if they are taught
various    vocabularylearning    strategies    and     techniques. They should
be able to choose the most   effective   strategy for themselves from several
kinds of approaches. The first developer of vocabulary learning strategies,
Nation, and his colleague Newton assert that vocabulary-learning strategies
should: involve choice, i.e., there are several strategies to choose from; be complex,
i.e., there are several steps to learn; require knowledge   and benefit   from
training; and increase the efficiency of vocabulary   learning   and
vocabulary   use.
Researchers (Li, 2010; Horwitz, 1999; Oxford, 1994)
point out that vocabulary learning is   influenced   by   factors   such as
beliefs, cultural background and task types. That’s why vocabulary teaching
methods differ depending on cultural context and learning content.
In conclude English for Specific Purposes is a
challenging subject for students at Eurasian National University. Due to the
lack of a natural English-speaking environment, students are not always able to
use their ESP knowledge in practice, as English is spoken mainly in class. When
students face a real need in ESP at work place or job-related situations, they
have challenges in speaking and understanding.

REFERENCES:

             1.        Fiorito L Teaching
English for Specific Purposes (ESP). UsingEnglish.com.
URL: http://www.usingenglish.com/teachers/ 2.
McCarthy M Vocabulary, Oxford: O.U.P., 1990.
3.
Widodo HP Designing and implementing task-based Vocational
English (VE) materials: Text, language, task, and context. In H. Reinders
& M. Thomas (Eds.) Contemporary task-based language learning and teaching
(TBLT) in Asia: Challenges, opportunities and future directions, London:
Bloomsbury, 2015. Pp. 291-312.
4.
Kunanbaeva SS, Duisekova KK, Chaklikova AT, et al. Tipovye
uchebnye programmy po distsiplinam GOSO. «Yazyki triedinstva» (Kazakhskii,
russkii, inostrannyi). Almaty: Kazakh Ablai khan University of
International Relations and
World Languages; 2014. (in Russ.) [Кунанбаева
С.С., Дуйсекова К.К., Чакликова А.Т., и др. Типовые учебные программы по
дисциплинам ГОСО. «Языки триединства» (Казахский, русский, иностранный). Алма-
ты: Казахский университет международных отношений и мировых языков; 2014.]

GORIZONTGA QIYA OTILGAN JISM HARAKATI

https://doi.org/10.5281/zenodo.6465971

Sodiqova GulshodaYusufovna
Buxoro davlat universiteti fizika –matematika
Fakulteti fizika ta’lim yo‘nalishi
1-4FIZ 18-guruh talabasi

Annotatsiya: Tabiat qonunlarini
chuqur o'rganish bizni o'rab turgan dunyo materiyalarni, ya'ni bizning
olamimizdan tashqarida ham mavjudligini ko'rsatadi.
Biznio'rabturganbarchamavjudotvabizningo'zimiz ham, jumladan,
fizikadako'pfoydalaniladiganmoddavamaydon ham
materiyaningajralmasqismlaridandir.
Аннотатция: Углубленное
изучение законов природы является одной из неотъемлемых частей материи в окружающем
нас мире, то есть вне нашей вселенной, включая материю и пространство, которые
широко используются в физике. Бросание и подбрасывание — тоже физические
явления, поэтому в этой статье речь пойдет о движении объекта, наклоненного к
горизонту.
Annotation: An in-depth study of
the laws of nature is one of the integral parts of matter in the world around
us, that is, outside of our universe, including matter and space, which are
widely used in physics. Throwing and throwing are also physical phenomena, so
this article will talk about the motion of an object tilted to the horizon.
Kalit so‘zlar: Ballistik,
metallsharcha, stvol, transporter
Key words:  Ballistic,
metal balloon, barrel, conveyor
Ключевые слова: Баллистический, металлический баллон, ствол,
конвейер

Gorizontga qiyaotilgan jism harakatini o‘rganish.
Ishninmaqsadi:Jismning uchish uzoqligining otish
burchagiga bog‘liqligini tekshirish.
Asbob va jihozlar: Ballistik to‘pponcha, metal
sharcha, o‘lchov lentasi, 2-3 varaq oq va qora qog‘oz (kopirovka) Uslubiyko‘rsatma:

Darsboshidagorizontgaqiyaotilganjismharakatinitavsiflovchikattaliklarhaqidatushunchav
aularnianiqlashto‘g‘risidaqisqachama’lumotberiladi.   Tajribaqurilmasiyig‘ilib,
belgilangantartibdabajariladi. Tegishlijadvalto`ldirishuchunhozirlanadi
Ishning nazariy asosi: Jismni son qiymati  (υ0)
gatengbo‘lganboshlang‘ichtezlikbilangorizontganisbatanbiror (α) burchak
ostida qiyalatibotaylik. Havoning qarshiligi hisobga olinmaganda sharcha
og‘irlik kuchi ta’sirida harakatlanadi va u  erkin tushadi, ya’nitezlanishi 9,8
m/s2 gatengbo‘ladi.
Otilganjismningharakatinikuzatganimizda
                                                                        u
avvalgorizontalyo‘nalishdaotilgannuqtasidanuzoqlashayotganliginihamdavertik
alyo‘nalishdako‘tarilayotganliginiko‘ramiz.
Gorizontgaqiyalatibotilganjismbirvaqtningo‘zidagorizontalvavertikalyo‘nalishlar
bo‘ylabharakatlanadi.     Bu       harakattrayektoriyasiningko‘rinishi  1-chizmaada
keltirilgan.
Mavzu: Gorizontga qiya otilgan jism harakatini o‘rganish.
(Laboratoriya ishi)
Darsning maqsadi: - O’quvchilarga
gorizontga qiya otilgan jism harakatini tajriba usuli bilan o’rgatishdan iborat

Ta’limiy maqsad: - O’quvchilarga gorizontga
qiya otilgan jism harakati haqida tushuncha berib gorizontga qiya otilgan jism
harakatini uning burchagiga bog’lab o’rgatishdan iborat. F K-2, T K-6
Tarbiyaviy maqsad: - Gorizontga
qiya otilgan jism harakati haqidagi bilimlarni shakllantirib ahloqiy
tushunchalarni rivojlantirishdan iborat. F K-2, T K-4
Rivojlantiruvchi maqsad: -Gorizontga
qiya otilgan jism harakatining formulaviy jihatini keltirib chiqarish hamda
tajriba yo’li bilan mustahkamlab bilim va ko’nikmalarini shakllantirishdan
iborat. F K-3, T K-1,6
Dars turi: Mustahkamlash
Metodlari: Noan’anaviy
Ishning maqsadi:  Jismning uchish
uzoqligining otish burchagiga bog‘liqligini tekshirish.
Asbob va jihozlar:  Ballistik
to‘pponcha, metall sharcha, o‘lchov lentasi, 2-3 varaq oq va qora qog‘oz
(kopirovka).
Uslubiy ko‘rsatma:  Dars avvalida
gorizontga qiya otilgan jism harakatini tavsiflovchi
kattaliklar haqida tushuncha va ularni aniqlash to‘g‘risida qisqacha ma’lumot
beriladi. Tajriba qurilmasi yig‘ilib, belgilangan tartibda bajariladi. Tegishli
jadval to`ldirish uchun hozirlanadi.
Ishning nazariy asosi:  Jismni
son qiymati υ0 ga teng bo‘lgan boshlang‘ich tezlik bilan
gorizontga nisbatan biror α burchak ostida  qiyalatib otaylik. Havoning
qarshiligi hisobga olinmaganda sharcha og‘irlik kuchi ta’sirida harakatlanadi
va u erkin tushadi, yani tezlanishi 9,8 m/s2 ga teng bo‘ladi. Otilgan
jismning harakatini kuzatganimizda u avval gorizontal yo‘nalishda otilgan
nuqtasidan uzoqlashayotganligini hamda vertikal yo‘nalishda
ko‘tarilayotganligini ko‘ramiz. Gorizontga qiyalatib otilgan jism bir vaqtning
o‘zida gorizontal va vertikal yo‘nalishlar bo‘ylab harakatlanadi. Bu harakat
trayektoriyasining ko‘rinishi 1chizma keltirilgan.

Gorizontga qiyalatib otilgan jismning uchish uzoqligi l,
maksimal ko‘tarilish balandligi hmax, to‘liq uchish vaqti tu
quyida keltirilgan ifodalar yordamida aniqlanadi:

l =20 sin
  2(1)
  g

2

  sin2
   hmax =
  0 
  (2)
2g

tu
  =
  0
  sin(3) 2
  g

Uchish uzoqligi l va qiya otilish burchagi
α ma’lum bo‘lsa, (1) ifodaga ko‘ra jismning otilish tezligi quyidagicha
hisoblanadi: g l
                                                                               0 =    sin 2 (4)

Qurilmaning tuzilishi va uning ishlatilishi .
 Gorizontga qiya otilgan jism harakatini o‘rganish
qurilmasining umumiy ko‘rinishi 2-chizmada keltirilgan. Qurilmaning asosiy
qismi ballistik to‘pponchadan iborat. Ballistik to‘pponcha quyidagi qismlardan
iborat: to‘pponcha tanasi (1), to‘pponcha tanasiga mahkamlangan transportir (2),
tana ichki qismiga o‘rnatilgan prujina (3), tutqich (4). Tutqich stvol ichida
haraktanuvchi porshenga mahkamlangan. To‘pponcha tanasi qisgich  (5) bilan
birlashtiriladi va 2-chizmadagidek stol chetiga mahkamlanadi.

2-chizma

Qurilmani ishga tushirish uchun (4) tutqichni  orqaga tortib,
prujina siqiladi va to‘pponcha stvolining ichiga metall sharcha
joylashtiriladi. Tutqich qo‘yib yuborilganda siqilgan prujina stvol ichidagi
porshenni harakatga keltiradi. Porshen  stvol ichiga joylashtirilgan sharchani
zarb bilan urib, uni stvol ichidan uloqtiradi.

Ishni bajarish tartibi

1.Ballistik to‘pponcha laboratoriya
stoli chetiga o‘rnatiladi.
2.Ballistik to‘pponchaning qiyalik burchagi 300 qilib
tutqichga mahkamlanadi (Qiyalik burchagi to‘pponchaga mahkamlangan transportir yordamida
aniqlanadi).
3.Tutqich orqaga tortiladi va  stvol
ilgagiga kiritiladi.
4.Metall sharcha stvol ichiga
joylashtiriladi.
5.Tutqich ilgakdan chiqarib yuboriladi va sharchaning
tushish joyi aniqlanadi.
6. Sharcha tushgan joyga oq qog‘oz va qora kopirka qog‘ozi
birlashtirib qo‘yiladi.
7.Tutqich orqaga tortiladi va  stvol
ilgagiga kiritiladi.
8.Metall sharcha stvol ichiga
joylashtiriladi.
9.Tutqich ilgakdan chiqarib yuboriladi va sharchaning
tushish joyi kuzatiladi.
10. Tajriba, yuqorida ta’kidlab o‘tilganidek kamida 3 marta
takrorlanadi.
11.Oq qog‘ozni joyidan siljitmasdan uning ustidagi
qora kopirka olinadi. Oq qog‘oz ustida qolgan izlarning o‘rniga ko‘ra sharchaning
uchish uzoqligi o‘lchanadi.
12. Qiyalik burchagini o‘zgartirib (450, 600...),
tajribani yuqorida ko‘rsatilgan tartibda takrorlang.
13.Olingan natijalar asosida o‘lchash
xatoligini hisoblang.
14.O‘rtacha uchish uzoqligiga ko‘ra sharchaning otilish
tezligi (4) ifoda yuordamida hisoblanadi.
15.Hisoblash natijasidan foydalanib, sharchaning
uchish vaqti (3) ifodaga ko‘ra hisoblanadi.
16.Hisoblangan kattaliklar qiymati
quyidagi jadvalga yoziladi.

Otil ish
bur
chagi

№

l
,
uchis h uzoql
igi,
(m)

m)

l

(

l
m)

∆
(

m)


(

l
=
l

10
/s

υ
m

u

300

1o tilish

2otilish

3otilish

450

1otilish

2otilish

3otilish

600

1otilish

2otilish

3otilish

t
s

                                    Qo‘shimcha
ma’lumot
Mazkur ish to‘g‘risida nazariy va amaliy bilimga ega
bo‘lgandan so‘ng har bir o‘quvchi mustaqil ravishda tosh yoki boshqa jismlarni
uloqtirib, ularning maksimal ko‘tarilish balandligi, uchish uzoqligi va to‘liq
uchish vaqtini hisoblashga harakat qilishlari lozim

Nazorat uchun savollar:
•       Gorizontga
nisbatan qiya otilgan jism harakatining trayektoriyasi qanday bo‘ladi?
•       Gorizontga
nisbatan qiya otilgan jismning  uchish uzoqligi qanday kattaliklarga bog‘liq?
•       υ0
boshlang‘ich tezlik bilan otilgan jismning tushayotgan paytdagi tezligi qanday
bo‘ladi va gorizont bilan qanday burchak tashkil qiladi?
•       Tajribada
olingan natijalarga ko‘ra uchish uzoqligi va uchish vaqtining qiymati otilish
burchagiga bog‘liqligini tahlil qiling.

FOYDALANILGAN ADABIYOTLAR:

1.
.ABDUMALIK MO’MINOV, QOBIL XOJIYEV “FIZIKA” qo‘llanma.
T.,2020
2.
Fizika darsligi.10-sinf
3.
Internet ma’lumotlari.
4.
reading comprehension. Journal of Educational Research, 84, 345–354.

5.
Curtis, M. E. (1980). Development of components of reading skill.
Journal of Educational Psychology, 72, 656–669.
6.
https://hongkongtesol.com/blog/2019/06/receptive-skills-englishteachers-how-teach-listening-and-reading
7.
https://www.teachingenglish.org.uk/article/using-poems-developreceptive-skills

MAKTAB O'QUVCHILARINING IJTIMOIY MOSLASHUVINING PSIXOLOGIK
XUSUSIYATLARI

https://doi.org/10.5281/zenodo.6464443

Tillayeva Nodira
Mirzo Ulug`bek nomidagi O`zbekiston Milliy universiteti
Ijtimoiy fanlar fakulteti Psixologiya (faoliyat turlari
bo`yicha) yo`nalishi 2-bosqich magistranti

Annotatsiya: Xurmatli
mushtariylar ushbu maqolamiz orqali biz yosh o'smirlar psixologik
moslashuvining o'ziga xosligi va asosiy maktabda o'qitish shartlari,
moslashuvchanlik mezonlari, uni shakllantirish shartlarini ko'rib chiqamiz.
Аннотация: Уважаемые клиенты
в рамках данной статьи мы рассмотрим специфику психологической адаптации
младших подростков и условия обучения в основной школе, критерии адаптивности,
условия ее формирования.
Annotation: Dear customers
through our article, we will consider the specificity of psychological
adaptation in young adolescents and the conditions of training in the primary
school, the criteria for adaptation, the conditions for its formation.
Kalit so'zlar: moslashtirish,
moslashuvchanlik, yosh o'smir, maktab, moslashuvchanlik mezonlari.
Ключевые слова: адаптация,
адаптированность, младший подросток, условия обучения в основной школе,
критерии адаптированности
Keywords: adaptation, adaptability,
younger teenager, learning conditions in primary school, criteria of
adaptability.

Zamonaviy jamiyatda dinamik iqtisodiyot, ta'lim va
ijtimoiy-madaniy sohalarda o'zgarishlar yuzaga kelmoqda. Transformatsiya
jarayoni yangi talablarni ilgari suradi ijodiy bo'lishi kerak bo'lgan shaxsning
shaxsiy rivojlanishi mobil fikrlash, rivojlangan motivatsion-voliylik va hissiy
sohalar, tez moslashish qobiliyati o'zgaruvchan muhit sharoitlarini talab
qiladi.
Ushbu maqsadga erishishning asosiy shartlaridan biri o`quvchilarlarning
yangi ta'lim sharoitlariga moslashishini ta'minlash ta'lim jarayonining
bosqichlari, xususan, bolalarni boshlang'ich ta`limdadir. Pedagogik amaliyot
shuni ko'rsatadiki ushbu o'tish jarayoni ta'limning pasayishi bilan
tavsiflanadi muvaffaqiyat, xatti-harakatlarning buzilishi, hissiyotlarga
moyillik yosh o'smirlarning holsizlik, charchoq, nevrologik reaktsiyalarini
keltirib chiqaradi.
Ushbu qiyinchiliklarning sabablarini aniqlash va hal
qilish yo'llarini topish ushbu muammo tadqiqotning dolzarb yo'nalishi
hisoblanadi. Yosh o'smirlarning psixologik rivojlanishi maktab sharoitida
ko'plab fanlarni o'rganishga qaratilgan samarali ta'limni tashkil etish bilan
bog'liq masalalar zanjiri xisoblanadi. Tadqiqotimiz doirasi moslashuv jarayoni
o'zgarish tufayli o'ziga xos adaptiv faoliyat ijtimoiy-psixologik makonga
yo'naltirilgan insonning ijtimoiy muhit bilan o'zaro ta'sirini
optimallashtirish shaxsiy tajribada mavjud bo'lmagan omillar paydo bo'lishidir.
Psixologik va pedagogik adabiyotlarda ko'plab turlar mavjud. Ta'lim
sharoitlariga moslashisda  biz quidagilarga ishora qilamiz: psixologik,
ijtimoiy, ijtimoiy-psixologik, maktab. Ilmiy doiralarda, ijtimoiy-psixologik
moslashuv shaxsning ijtimoiy hayotidagi hodisalar majmui sifatida qaraladi.
uning rivojlanishini ta'minlaydigan universal insoniy mulk ijtimoiy muvofiq
xulq -atvor standartlari, qiymati yo'nalishlar, munosabatlarni yangi ijtimoiy
bilan uyg'unlashtirish atrof -muhit, ijtimoiy kompetentsiya elementlarini
o'zlashtirish, yangi ijtimoiy rollar va funktsiyalarni tushunish, o'zini tutish
qobiliyati yangi talablarga muvofiqdir.
U o'tish davrida alohida ma'no kasb etadi: boshlang'ich
ta'limdan o'rta ta'limga. O'tish davrining xususiyatlari, afzalliklari va
to'siqlariga ishora qilib, boshlang'ich maktab o'quvchilari rivojlanishining
ijtimoiy-psixologik mexanizmlarini va ularning ta'limning yangi bosqichiga
muvaffaqiyatli moslashishga yordam beradigan yoshga bog'liq o'smalarini
aniqlash maqsadga muvofiqdir.
Boshlang'ich maktab yoshidagi bolalarning aqliy
rivojlanish qonuniyatlarini o'rganish ko'plab ilmiy maktablarning ilmiy
tadqiqotlari va o'tmishda ham, hozirda ham psixolog va o'qituvchilar
ta'limotining predmetidir (L. Bojovich, L. Vigotskiy, V. Davydov, A.
Zaporojets, Ya. Kolomenskiy, S. Maksimenko, E. Penko, N. Proskura, O. Savchenko
va boshqalar). Ular bu bosqichning inson hayotidagi ahamiyatini, xususan, uning
ijtimoiy xulq -atvorini, atrof -muhitga, o'ziga bo'lgan shaxsiy munosabatini,
jamiyat bilan identifikatsiyasini shakllantirishda muhimligini ta'kidladilar.
Kichik maktab o'quvchilarining shaxsiy shakllanishi davrida moslashuv nafaqat
yangi sharoitlarga, balki ta'limning yangi va murakkab shakliga, ijtimoiy
o'zaro ta'sirda ham amalga oshiriladi.
Aynan boshlang'ich maktab yoshida ijtimoiy xulq-atvor
jadal shakllanadi, o'zini o'zi qadrlash shakllanadi, unga boshqalar bilan
munosabatlar, tanqidiylik, talabchanlik, muvaffaqiyat va yo'qotishlarga
munosabat bog'liq. Shu sababli, ushbu yosh davrida (ijtimoiy-psixologik
moslashuv sharoitida) o'qituvchilar va ota-onalar muhim vazifadir: moslashish
uchun shaxsni rivojlantirishning ijobiy tajribasini to'plashga, uning ijtimoiy
muhit bilan o'zaro ta'siriga hissa qo'shish, bu esa bolaga yordam beradi.
jamiyatda o'z o'rnini topadi. Bu, ayniqsa, inson hayotida tub o'zgarishlar
davri boshlanganda muhim ahamiyat kasb etadi.
Bunday o'zgarishlar boshlang'ich sinf o'quvchisining
o'rta maktabga o'tishi, bu erda boshlang'ich sinf o'qituvchisining fan
o'qituvchilariga o'tishi, bir o'qituvchining fan o'qituvchilari talablariga
qo'yiladigan talablari, predmetsub'ekt va ko'p sub'ekt o'zaro munosabatlarining
yangi shartlarining paydo bo'lishi. Tadqiqot muammosi kontekstida boshlang'ich
maktab yoshidagi bolalar rivojlanishining asosiy psixologik xususiyatlarini,
ularning moslashuv xususiyatlarini aniqlash muhim ahamiyatga ega bo'lib, ular
maktabda bolaning qulay yashashi uchun sharoit yaratishning asosiy omilidir.
Rivojlanish va ta'lim psixologiyasida boshlang'ich maktab yoshi bola hayotidagi
alohida davr sifatida belgilanadi Vigotskiy "har qanday yoshdagi
dinamikani o'rganib, biz javob berishimiz kerak bo'lgan birinchi savol - bu
rivojlanishning ijtimoiy holatining ta'rifi", deb yozgan. Rivojlanishning
ijtimoiy holatiga ko'ra, olim bola va atrof muhit o'rtasidagi ma'lum yoshga xos
bo'lgan munosabatni tushunadi. Boshlang'ich maktab yoshida ijtimoiy o'zaro
munosabatlar o'qituvchilar, sinfdoshlar va boshqa kattalar va bolalar bilan
maktabdan tashqari muloqot jarayonida doimiy muloqotda amalga oshiriladi. Bu
maktab yoshida bolaning tengdoshlari bilan shaxsiy muloqotining ahamiyati
oshadi, ta'lim faoliyati o'zlashtiriladi, aqliy funktsiyalarning
o'zboshimchaliklari shakllanadi, aks ettirish, o'zini tuta bilish paydo bo'ladi
va harakatlar ichki rejalarga javob bera boshlaydi.
Ko'rsatilgan yutuqlar ehtiyoj-motivatsion sohadagi
o'zgarishlar, aqliy jarayonlarning rivojlanishi bilan bog'liq (ayniqsa
intellektual-kognitiv sohada), ta'lim faoliyati, rivojlanishning ijtimoiy
holatining o'ziga xos xususiyatlari, turmush sharoitining o'zgarishi, maqom.
oilada va yaqin atrofda. Faoliyat yanada mazmunli va xilma -xil bo'lib, shakli,
tuzilishi, talablari bo'yicha murakkablashadi. Bolada ijtimoiy aloqalar
rivojlanadi, munosabatlar o'zgaradi, o'quvchining yangi ijtimoiy roli
o'zlashtiriladi. Bu o'zgarishlarning natijasi, siz oqsoqol bo'lishni
xohlaganingizda, lekin har doim ham kerakli yordamga ega bo'lmayotganingizda,
o'sib borayotgan jarayonning tajribasi. Va bu erda, V. Polychukning so'zlariga
ko'ra, psixologik qulaylik juda muhim, :
-      bolaga
noqulay faoliyatdan voz kechishga imkon berish;
-      majburlash
amaliyotidan voz kechish;
-      bo'sh
vaqtni o'tkazish huquqini berish;
-      boshlangan
ishni oxirigacha etkazish va faoliyatingizning yakuniy natijasini ko'rish
imkoniyatini berish;
-      uyda
xotirjamlikni ta'minlash, avtoritar harakatlardan voz kechish;
-      mustaqil
ravishda ijodkorlik, tashabbus ko'rsatish istagini rag'batlantirish.
Psixologik qulaylik sharoitida o'sayotgan bola o'z
kuchlari bilan o'zini qanday tashkil qilishni biladi, atrofidagi dunyoni
optimistik tarzda qabul qiladi, qiyin vaziyatdan chiqa oladi, qiyinchiliklarni
engish uchun o'zini safarbar qiladi, o'zini o'zi his qilish qobiliyati
rivojlangan. ahamiyati va qiymati. Aynan shu yoshda bolalarning o'z-o'zini
anglashidagi o'zgarishlar ayniqsa sezilarli bo'lib, chuqur mulohaza yuritish,
ichki rejaga muvofiq harakatlar, xatti-harakatlarning o'zini o'zi boshqarishi,
o'zini o'zi qadrlashning yuqori darajada adekvatligi va tanqidiylikning oshishi
bilan namoyon bo'ladi.
Olimlarning tadqiqotlari shuni ko'rsatadiki, ijobiy
"men-imidji " umuman olganda chidamlilik (individning o'zi va uning
xususiyatlari haqidagi g'oyalarining doimiyligi yoki o'zgaruvchanligi), o'ziga
ishonch (o'z oldiga qo'ygan maqsadlarga erishish imkoniyati hissi), o'z-o'zini o'z
ichiga oladi. -hurmat (o'zini shaxs sifatida anglash). Psixologik va pedagogik
adabiyotlarning nazariy tahlili o'tish davrida boshlang'ich maktab yoshidagi
bolalarning quyidagi asosiy psixologik neoplazmalarini aniqlashga imkon berdi:
ixtiyoriy xulq -atvorning shakllanishi, turli vaziyatlarda o'zini tuta bilish
qobiliyati; ijtimoiy talablarga, kattalarning ko'rsatmalari va o'z maqsadlariga
bevosita o'z xulq -atvor reaktsiyalarini bo'ysundirish qobiliyati, buning
natijasida bolaning xatti harakatida katta uyushma, kontsentratsiya, intizom
kuzatiladi; ijtimoiy me'yorlar va talablarga ongli yo'nalishni shakllantirish,
ichki ideallar va hokimiyatlarning paydo bo'lishi; ijtimoiy ahamiyatga ega
faoliyatni amalga oshirish istagi, tashqi va ichki hayotni farqlash, jamoada o'zini
anglash; o'z-o'zini hurmat qilish, aks ettirish, da'volar darajasini
shakllantirish.
Boshlang'ich maktab o'quvchilarining ijtimoiy-psixologik
moslashuvi muammosi bo'yicha adabiyotlarni tahlil qilish moslashuvning yoshga
bog'liq psixologik xususiyatlarga bog'liqligini ko'rsatadi. Ko'pgina mualliflar
moslashishning ikkita asosiy mezonini ajratib ko'rsatishadi:
-      ta'lim
faoliyatida (muvaffaqiyat, intizom, fuqarolik faolligi) va muloqotda (haqiqiy
sotsiometrik holat) erishilganlik darajasi ko'rsatkichlari bilan tavsiflangan
ob'ektiv;
-      sub'ektning
jamoadagi faoliyat va muloqotda erishilgan natijalardan qoniqish darajasini aks
ettiruvchi sub'ekt.
Psixologlar moslashuv natijasiga alohida e'tibor
berishadi - bu bolaning muvaffaqiyatli hayotini ta'minlaydigan shaxsiy
xususiyatlar, qobiliyat va ko'nikmalar tizimi sifatida alaptatsiya.
Ya.Kolomenskiy va E.Pankoning so'zlariga ko'ra, o'quvchilarning
moslashuvchanligi quyidagi mezonlar bilan belgilanadi: bilim, ko'nikma, asosiy
fanlardan ko'nikmalarni o'zlashtirish muvaffaqiyati, o'qishga munosabat. V.
Andropova, M. Koltsova, G. Xripko o'z salomatlik holatini bolalarning moslashish
kursining asosiy mezonlaridan biri deb hisoblaydi. Mualliflar fiziologik
moslashish jarayoni bir necha bosqichlardan o'tishini isbotlaydilar, ularning
har biri o'ziga xos xususiyatlarga ega va tananing funktsional tizimlarining
kuchlanishining boshqa o'lchovi bilan tavsiflanadi.
Xulosa o`rnida shuni aytishimiz mumkunki, bolalarni
maktab sharoitiga moslashtirish jarayoni shaxsiyatning rivojlanishi va
shakllanishiga ta'sir qiladi. Bu jarayonning borishi, asosan, moslashish
jarayonida o'zgaradigan bolaning shaxsiy fazilatlariga bog'liq.

FOYDALANILGAN ADABIYOTLAR:

1.
Bolaning maktabga moslashuvi / S. Maksimenkoning buyrug'i, K.
Maksimenko. - K.: Mikros- SVS, 2003.-
111-yillar.
2.
Bojovich L. I. Shaxsni shakllantirish muammosi /
1.
L. I. Bojovich; ed. D. Feldshteyn. - M.: Mezdunar. ped.
akademiya, 1995.- 212 b. - (Tanlangan psixologik ishlar).
2.
Vlasko T. 5-sinf olimlarining yangi Umov Navchannyaga
moslashuvini davom ettirish dasturi / T. Vlasko. // Psixolog .– №41 (185) .–
2005.– S.17-18.
3.
Dzyubko L. V. Olimlarning yoshlikdan yoshlik davriga o‘tishdagi psixologik
muammolari.
4.
asosiy maktab / L. V. Dzyubko. // Zamonaviy psixologiya
muammolari. - 2010.

O’ZBEK TILI VA UNING DAVLAT TILI SIFATIDAGI MAVQEI

https://doi.org/10.5281/zenodo.6464928

To’liyeva Shoira Ilhomovna, o’qituvchi
Nukus shahri, Berdaq nomidagi Qoraqalpoq davlat
universiteti

Mamlakatimizda oxirgi yillarda izchillik
bilan amalga oshirilayotgan islohotlarning markazida iqtisodiy islohotlar bilan
bir qatorda ma’naviy va ma’rifiy, ijtimoiy-siyosiy va huquqiy islohotlar olib
borilmoqda. O‘zbеkiston mustaqillikka erishgach, huquqiy davlatchilikka asos
solindi. Huquqiy davlatchilikning asosini esa fuqarolik jamiyati tashkil etishi
hammamizga ma’lum. O‘z huquqlarini bilgan va uni  himoya qila oladigan huquqiy
ma’rifati yuqori bo‘lgan xalqning istiqboli porloq, hayoti farovon bo’lkadi. Jamiyatimizda,
avvalo, inson manfaatlarini ifodalovchi, ta’minlovchi va himoya qiluvchi
huquqiy davlat qurish jarayoni amalga oshirilmoqda.
Insoniyat tarixi davomida tilga
doimo katta e’tibor bеrib kеlingan. XX asr oxirida tilga ijtimoiy hodisa
sifatida qarash g‘oyasi kеng yoyildi. Bu bеjizga emas. Sababi, jahondagi
ko‘pgina mamlakatlar o‘z mustaqilligiga erishib, milliy tillar davlat tili yoki
rasmiy til maqomiga ega bo‘la boshladi.
1989-yil 21-oktabrda “Davlat tili
haqida”gi O‘zbеkiston Rеspublikasi Qonuni qabul qilindi. “Davlat tili haqida”gi
qonunning qabul qilinganligiga bu yil 33 yil to‘ladi. O‘tgan yillardan boshlab
shu kungacha bo’lgan davr ichida ona tilimizning yanada sayqallanishi,
badiiyligi, tarixiyligi va dunyo miqyosida ahamiyati hamda nufuzini oshirishga
qaratilgan qator madaniy, ma’naviyma’rifiy va ilmiy tadqiqotlar olib
borilmoqda.
Har yili 21 oktabr sanasida
respublikamiz bo’ylab o’zbek tiliga davlat tili maqomi berilgan kun bayrami
sifatida kеng miqyosda nishonlanishi an’anaga aylanib qolgan. Chunki,
mamlakatimizda ona tilimizni yanada rivojlantirish va takomillashtirish, uning
milliy ruhini oshirish, madaniyatini yuksaltirishdеk ustuvor yo‘nalishdagi
vazifalarni bajarish tom ma’noda kundalik hayotimizga tobora singib bormoqda.
Mustaqillik yillarida o‘zbеk tilining
jamiyatimizning barcha sohalarida kеng qo‘llanilayotganligi, xalqaro miqyosda
kompyutеr va intеrnеtda foydalanilayotgani ham o‘z samarasini bеrib kеlmoqda.
O‘zbеk tili xalqaro miqyosda faol muloqot vositasiga aylanib bormoqda. Yuksak
darajadagi rasmiy tadbirlarda qo‘llanilayotganligi barchamizda iftixor
tuyg‘usini uyg‘otadi.
Nafaqat mamlakatimizda, hattoki
xorijiy mamlakatlarda adabiyot va san’at yo‘nalishida faoliyat yuritayotgan
taniqli tilshunos va adabiyotshunos olimlar, turkiy tillarning boyligi va
xususiyatlari, jumladan, o‘zbеk tilining jahon tillari orasida eng go‘zal
tillardan biri ekanligi, tarixiyligi bilan ajralib turishi haqida ko‘p yozganlar.

Xususan, Mirzo Ulug‘bеkning «Tarixi arba’
ulus» (“To‘rt ulus tarixi”) kitobida quyidagicha yoziladi: Sulton Muhammad
O‘zbеkxon o‘zining el ulusi bilan ilohiy saodat va fazilatga yеtishgach,
hazrati Sayid Otaning g‘ayb ishorati va ollohning inoyati bilan ularning
barchasini Movarounnahr diyori sari olib kеldi. Hazrati Sayd Otaga quloq
solishdan bo‘yin tovlaganlar bu saodatdan bеbahra holda u yеrda (Dashti
Qipchoqda) qoldilar va «qalmoq» dеgan nomga mansub bo‘ldilarki, buning ma’nosi
«qolgan» dеmakdir. Hazrati Sayd hamda Sulton Muhammad O‘zbеkxon bilan
hamrohlikda Movarounnahrga kеlgan kishilardan: «Bu kеlgan kishilar kim?» dеb
so‘rardilar. Ularning sardori va podshohi O‘zbеkxon bo‘lgani uchun ularni
«o‘zbеk» dеb atadilar. Shu sababli o‘sha zamondan boshlab Movarounnahrga kеlgan
kishilar «o‘zbеk» dеb atala boshlandi. XVI asr boshlarida Shayboniyxon
boshchiligidagi qavmlarning Movarounnahrga kirib kеlishi ortidan mahalliy
aholining tarkibida o‘zbеklarning nufuzi yanada ortgan hamda asta-sеkin bu nom
turkiy bo’lgan aholining umumiy nomiga aylana boshlagan. Bu esa turkiy
tillarning tobora kеngayib borishiga kеng imkoniyat yaratgan.
Tilshunos olimlarning fikriga ko‘ra,
turkiy tillar eramizning IV asrida uchta guruhdan, ya’ni, qarluq, qipchoq,
o‘g‘uz guruhlaridan tashkil topgan. Bular orasida eng qadimgi yozuv tili qarluq
guruhi zaminida shakllangan eski o‘zbеk tilidir. Tariximizdagi eng ko‘p adabiy
va ilmiy asarlar ham aynan shu tilda yozilgan. Lutfiy, Sakkokiy, Navoiy va
Bobur singari ajdodlarimizning dunyoga mashhur asarlari bilan bu til yanada
rivojlangan.
Ma’rifatparvar adibimiz Abdulla Avloniy:
«Har bir millatning dunyoda borligini ko‘rsatadurgan oynai hayoti til va
adabiyotidir. Milliy tilni yo‘qotmak millatning ruhini yo‘qotmakdur» - deya
bejiz aytmagan. Ma’rifatparvar va donishmand tilshunos olimlarimizning o‘zbеk
tilining naqadar boy til ekanligi haqidagi purma’no fikrlari hayotimizda ham
o’z isbotini topib kelmoqda. Shu bois, ona tilimizga davlat tili maqomi bеrilganligi
shu xalqning fuqarosi sifatida har birimizga milliy g‘urur baxsh etadi.
Prezidentimiz Farmoni bilan 2020-2030
yillarda o‘zbek tilini rivojlantirish va til siyosatini takomillashtirish
konsepsiyasi hamda asosiy yo‘nalishlari tasdiqlandi. Prezidentimiz Shavkat
Mirziyoyev “Mamlakatimizda o‘zbek tilini yanada rivojlantirish va til
siyosatini takomillashtirish chora-tadbirlari to‘g‘risida”gi Farmonni imzoladi.
Ushbu Farmonda 2020-2030 yillarda o‘zbek tilini rivojlantirish va til
siyosatini takomillashtirish konsepsiyasi hamda asosiy yo‘nalishlari
tasdiqlangan. Unga ko’ra 2025 yilga qadar davlat maktabgacha ta’lim tizimida
o‘zbek tilli guruhlarni kengaytirish, 2030 yilgacha maktablarda ona tili fanining
hafta soatlarini oshirish hamda oliy ta’lim maskanlarida o‘zbek tili
kafedralari sonini ko’paytirish kabi bir qator chora-tadbirlar belgilangan.
Haqiqatdan ham, til madaniyati,
adabiy til va shеvalar munosabati haqida nazariy hamda amaliy tadqiqotlar olib
borish zarurdir. O‘zbеk tilida har xil matnlar tuzish tartib-qoidalari chuqur
izohlangan ilmiy asarlar, nasrga va nazm tiliga doir tadqiqotlar olib borish,
turli hajmdagi izohli, sinonim, antonim, paronim, omonimlar va imlo lug‘atlari
hamda qo‘llanmalar tuzish til madaniyatini yuksaltirishda katta ahamiyatga
egadir.
Xulosa qilib aytganda, o‘zbеk tili
va madaniyati jahon miqyosida yanada ravnaq topishi, uning jozibadorligi,
jarangdorligi bilan jahon ahlini o‘ziga rom qila oladigan xalqaro til
darajasiga ko‘tarish hamda dunyodagi barcha xalqlar bu tilni o‘rganib, samimiy
hurmat qilishlari bugungi mamalakatimizda istiqomat qilayotgan har bir o’zbek
tilida so’zlashuvchi vatandoshlarimiz qo’lidadir.  Zero, buyuk ma’rifatparvar
bobomiz aytganidek: “Milliy tilni yo’qotmak – millatning ruhini yo’qotmakdur”.

FOYDALANILGAN ADABIYOTLAR:

1.
O‘zbekiston Respublikasi Prezidentining 2019-yil 21-oktabrdagi “O‘zbek
tilining davlat tili sifatidagi nufuzi va mavqeyini tubdan oshirish choratadbirlari
to‘g‘risida”gi PF-5850-son Farmoni.
2.
A.Muxtorov, U.Sanaqulov. O’zbek adabiy tili tarixi . Toshkent,
“O’qituvchi” nashriyoti, 1995 yil.
3.
Abdurauf Fitrat va o'zbek tilshunosligi (M.Qurbonova). Toshkent, “Universitet”
nashriyoti, 1997 yil.
4.
https://kh-davron.uz

HAZRAT MIR ALISHER NAVOI, SULTAN OF PROPERTY, FOUNDER OF
TURKISH LANGUAGES, BRIGHT REPRESENTATIVE OF UZBEK LITERATURE.

https://doi.org/10.5281/zenodo.6464788

Toshmatov Ulugʻbek
Qadirjon oʻgʻli
Student of Fergana Polytechnic Institute
Jamoliddinova Xurshidabonu Toʻychiboy
qizi Student of Fergana Polytechnic Institute

Annotation: The article tells about
the life and work of Mir Alisher Navoi, the Sultan of the World of Property,
the founder of the Turkic and Uzbek languages. The great poet and thinker talks
about his life, childhood memories and the first steps in poetry. In the
article you can read the poems of the poet.
Key words: Turkic, Herat,
Mavzesi, Amirzoda, Mikdosh, Mantikut Tayr, Hazrat, Hadith, Persian, Seal,
Astrobod, Madrasah, Work, Khanakoks, Basin, Mukarrabi, Hilalia, Khamsa, Panj,
Ganj, Fuzola, Epos, Mutos, shepherd.

In life, everyone sees the face of the world and comes
into the world to do something good.  The good deeds that he did throughout his
life will leave an indelible mark on this world.  There were many people in the
past.  But only those who left an indelible mark on the hearts of people with
their work and hard work throughout their lives will be remembered.  One of
such great people is Hazrat Nizamiddin Mir Alisher Navoi.  Alisher Navoi, the
Sultan of Uzbek vocabulary and the founder of the Turkic languages, was born on
February 9, 1441, in the area of the Garden State House of Herat, in the family
of Giyosiddin Bakhodir, a civil servant close to the Timurid dynasty.  His
father, Gyosiddin Muhammad (also known as Gyosiddin the Younger), was a worthy
official and a respected figure in the Timurid court.  Her mother was the
daughter of Prince Sheikh Abuseyd Chang (full name unknown).  Alisher's
grandfather was a cousin of Timur's son Umarshaikh.  Navoi's interest in
science woke up at an early age, and at the age of four he went to school.
From an early age, he was distinguished from his peers by his interest in
poetry and literature.  Thanks to his sharp mind, at the age of seven, he
completely memorized the “Manticut-Tair” of Farididdin Attor.  Bukhari was able
to read over six thousand hadiths.  He began writing poetry and poems at the
age of seven or eight before entering adolescence.  At the age of fifteen or
sixteen, Alisher Navoi was known as a poet who could write in both Turkish and
Persian.  Most of Alisher's youth was spent in the palace.  For this reason, he
grew up under special education and supervision.  During his stay at the
palace, he spent most of his time reading books and writing poetry.
One of the bright personalities of the poet was his childhood
friend Hussein Boykaro.  From an early age, they were brought up together, and
their minds were honed in science lessons.  After the accession to the Khorasan
throne of Hussein Boykaro (1469), a new stage began in the life and work of
Navoi.  In the years 14801500, he built several madrasahs, 40 rabats (places
for travelers to stop), 17 mosques, 10 khanakas, 9 baths, 9 bridges, 20 pools.
Hussein Boykaro gave Alisher Navoi the title of sultan-mukarrabi (the closest
person to the sultan).  According to him, Navoi could interfere in all the
affairs of the state[1].  The best adviser among his ministers was Alisher
Navoi.  In his works, he often described his friend Hussein Boykaro.  He loved
his friend very much.  He was constantly given correct and reasonable advice in
the field of public administration.  Hussein Boykaro wrote a 90-byte poem
"Hilalia" on the occasion of his accession to the throne (1968).
("Hilal" - new moon).  In
this way he was able to show his love for his friend.
In his works, Alisher Navoi directed people.  Science
has taught people to learn, to do good deeds, and to be kind to each other.  He
preferred poetry to everything else.  Even as a minister, he did not slow down
in writing poetry.  Through his love of poetry, he was able to achieve a high
level of respect among the people.  Adam and Alisher were very loved and
respected.  They listened with pleasure to each of his works, poems and poems.
There seems to be a wonderful magic in his poems.  He taught people to love and
be loved.
MUBTALO BO'LDIM SANGA
Ko'rgali husnungni zoru mubtalo bo'ldum sanga, Ne balolig'
kun edikim, oshno bo'ldum sanga. Har necha dedimki kun-kundin uzay sendin
ko'ngul, Vahki, kun-kundin batarrak mubtalo bo'ldum sanga. Men qachon dedim:
"Vafo qilg'il manga" zulm aylading, Sen qachon deding: "Fido
bo'lg'il manga" bo'ldim sanga.
Qay pari paykarga dersen telba
bo'ldung bu sifat, Ey pari paykar, ne qilsang qil manga, bo'ldum sanga.
Ey ko'ngul, tarki nasihat aylading
ovora bo'l,
Yuz balo yetmaski, men ham bir balo
bo'ldum sanga.
Jomi Jam birla Xizr suyi nasibimdur
mudom,
Soqiyo, to tarki joh aylab gado
bo'ldum sanga.
G'ussa changidin navoe topmadim
ushshoq aro, To Navoiydek asiru benavo bo'ldum sanga.

The greatest works that Alisher Navoi introduced to the
world are the works of "Khamsa".  Illuminated by such deep thoughts,
these works evoke deep positive thoughts in the heart of every reader.  To this
day, it amazes scientists all over the world and makes them study the poet's
work.  It has been scientifically proven that every sentence is worth its
weight in gold, and that it cannot be compared with the great talent of Navoi
and the vultures of his pen when compiling world works.  All this proves that the
poet is very talented.
Hamsa has a long history of creation.  In the second
half of the twelfth and the beginning of the thirteenth centuries, Makhzan
ul-Asrar (1174-1177), Khusrav and Shirin (1181), Leyli and Majnun (1188), Haft
Paykar (Seven Goys) of the hall, 1197) and Iskandarnoma (  1199-1201) in the
sense) a very common book with their names, translated into various languages
and gained fame.  Individual epics from this book have inspired several poets
to write major epics on the subject.[2]  Alisher Navoi will complete five
Khamsa works in two years.  When he first created "Hamsa" in
Turkish.  Scientists and physicists of that time considered this work a product
of high creativity.  Warm thoughts are expressed by the miraculous pen of the
poet.
The last days of Alisher Navoi's life were very
difficult and painful.  The losses of the early 1940s, especially the loss of
his 40-year-old lover Pakhlavon Muhammad and his mentor Jami, had a profound
effect on the poet.  Alisher Navoi, the sultan of the kingdom of words, poet,
thinker and statesman, who won the hearts of many people, died on April 3,
1501.  The whole people, from the king to the beggar, from the scientist to the
shepherd, from the poet to the farmer, mourn the death of his great son with
longing and longing.
In conclusion, we, the children of our great ancestors,
should be proud of this.  We need to continue the creative work of these people
with great respect for their contribution to science.  Because we are great
people, our children, every Uzbek boy can do great things.  The blood of our
grandfather flows in our veins, as does Alisher Navoi.  We must be a worthy
young generation.

LIST OF USED LITERATURE:

1.
"Navoiy gʻazallari"
kitobi.
2.
Alisher Navoiy "HAMSA", Nasriy bayon, «SHARQ» nashriyot-
matbaa aksiyodarlik kompaniyasi bosh tahriryati. Toshkent-2016
             1.     3.Aziz Qayumov, "Hayrat
ul-abror" talqini. Toshkent-1977
             3.     Aziz Qayumov,
"Hamsa" asarining 20 jildligi. Toshkent-1974

HOW TO TEACH THE PRONUNCIATION PROBLEMS OF UZBEK LEARNERS OF FOREIGN LANGUAGES

https://doi.org/10.5281/zenodo.6465182

Tugalova Laylo
SamSIFL, “International language and literature” 2-course

Abstract: As demonstrated by an
increasing global study body, teaching and learning in English as a second
language and English as a foreign language contexts are mainly overlooked [1;
5; 12; 14; 16] EP shares the same modest status in Uzbekistan in different countries
around the globe. Like most other nations in the globe, Uzbekistan has
historically used "teacher-centered, book-centered, and
grammar-translation techniques" to teach EFL, where students showed
"a good deal of reliance on the teacher" [2; 3]. Activities of
learning and teaching place excellent emphasis on grammar, reading and writing,
while educators and learners seemed to ignore oral skills. Therefore, EP became
a language learning element that was not essential and was dedicated to it for
a short time. At that moment, the primary purpose of studying and teaching was
to pass exams or obtain certificates. This strategy resulted in "learners
being able to obtain the greatest results in the tests but failing to
demonstrate their excellence in performance in actual life" [4]. In
Uzbekistan's modern EFL, many educators no longer depend solely on grammar
translation techniques, but complement them with other learning techniques,
recognizing English to play an increasingly important role. EP has now gained
more attention in Uzbek communications with the outside world, as Uzbek people
understand it is a key factor that can assist contribute to their successful
English communication. EP is not simple to learn, however, particularly from
Uzbeks. Scholars have shown that while Uzbek learners spend many years in
college domestically learning English, foreigners still find it difficult to
understand.
Keywords: pronunciation,
global, ESL, simple, college

Many studies have been performed in an effort to
explain what makes EP so hard for Uzbek people to master, and most of them
concentrate on the phonological distinctions between English and Uzbek.
Therefore, this research seeks to explore the objectives and problems that
learners and educators have when learning and teaching EP. Ultimately, this
research hopes to shed light on EP elements in kindergartens that could make
learning and teaching methods easier. My personal teaching experience and
observations are based on a strong motivation for this research. All that I
learned in my English teaching career came through my Uzbek English teachers,
and my EP is no exception. I rarely used English to explain things to my
students in my very first years of teaching as I myself thought my EP didn't
sound great enough. Many years later, I used English more frequently and felt
more comfortable and confident in speaking it to my learners of all ages from
all areas of Uzbekistan, although I knew my EP still required enhancement for
some. I knew that because of my own longstanding exposure to and use of
English, that important shift occurred to me. It was not a matter of my EP
understanding such as phonology, phonemes or stress and intonation, but rather
a matter of trust, selfesteem or private attitude and faith in my oral English
abilities; Efforts to use English in my actual life activities; and the effect
of social and cultural circumstances linked to the whole setting in which my
English could be used. I thought other learners might have the same trouble as
I had with EP, including my own students, or their problems might be even more
severe. Every day, I witnessed my students struggling with English oral skills,
some hated it, some liked it, but didn't know how to enhance. They spent many
years studying English, but what they usually accomplished was some
understanding of grammar and vocabulary–even a single term in English was
rarely heard. Many of my learners complained that they knew how to pronounce a
word, but it became a totally distinct word when they opened their mouths to
create that word. They told me to clarify why they had such problems, why they
spent years studying English, but there was no improvement in their English,
and requested me to demonstrate them how to know English well. I really want to
do something to assist them with their EP with all that I've seen and heard
from my learners. The second objective is to fill a gap left unaddressed by
previous research focusing on the phonological and phonemic aspects of EP,
rather than the use of English in specific everyday contexts where factors such
as attitudes, perceptions and beliefs are crucial to language development. The
other sees language as a type of social exercise, that is, as inseparable from
many human activities, as being used as an essential part of it ". With
respect to the former perspective, language is officially defined as "the
spoken or written communication scheme used by a nation, individuals,
community, etc. [5], or ' a set of (finite or endless) phrases, each finite in
duration and built from a finite set of components. In reality, the nature of
language is very complicated" [7]; It is also perceived as "a
communication instrument.... To achieve ends that go beyond the language itself
"[8], and language does not consist of sentences; it consists of text or
discourse–the exchange of meanings in interpersonal contexts of one kind or
another. Language is seen by this last definition as a cultural semiotic, that
is, "language within a socio-cultural framework in which culture itself is
interpreted in semiotic terms" [9]. It is evident that studies on EP
teaching and learning have, with sounds, words and phrases (i.e. language as a
scheme), placed the primary focus on the language itself. With sounds, words
and phrases (i.e. as a system language). Factors linked to the teaching and
learning of EP in a socio-cultural context (i.e. English as social exercise)
were mainly unexplored and therefore need to be investigated through studies.
Because of "traditional pedagogy [in Uzbekistan] emphasizing the
acquisition of grammar and vocabulary rather than communicative skills," a
large number of graduates with years of learning English still have such poor
English listening and speaking skills that they cannot put them to practical
use, for instance, to take up a place in Uzbek-based overseas business. With
the desire for a better career future, many Uzbek learners are turning to
enhance their English oral skills. Fourthly, my thesis aims to find responses
to three primary issues of studies: 1. What is Uzbek learners ' primary
objective in terms of English pronunciation teaching? 2. What are the problems
encountered by Uzbek English learners and educators when learning and teaching
English pronunciation? 3. Who thinks Uzbek learners / teachers can best teach
Uzbek learners English pronunciation? Why? By answering these questions, this
study seeks first of all to obtain a greater knowledge of what is really the
primary objective of students in studying EP whether they want to attain native
pronunciation or just intelligible English, defined "as to what extent the
speaker's voice signal can be recognized as the words the speaker meant to
generate"[10]. Then recognize the problems that learners and educators experience
when learning and teaching EP; and finally whether local or foreign professors
are regarded to be Uzbek students ' best EP professors. Hopefully, the results
will provide better data to all two stakeholders to comprehend each other's
issues and determine if learners need to revisit their objective; Learn and set
realistic and achievable objectives, and eventually whether it is time for a
fresh socio-cultural strategy to teach EP in Uzbekistan to be implemented. As
mentioned above, a great deal of research has been conducted worldwide to
demonstrate the phonological and phonemic differences between English and L1 to
help learners understand better what EP is with the hope of gaining a higher
English level. This understanding is undoubtedly essential and crucial for any
English learner. Knowing EP with understanding of sounds, words, phrases and
phrases alone is not enough, however, as there are many variables that can have
a significant effect on EP learning and teaching, such as learning correct EP from
the very young preschool ages, learning and teaching techniques, the language
environment for English practice and use, or the confidence of educators.
"Pronunciation was not given due attention in the
field of language education despite being recognized as a significant element
of linguistic learning" [11; 12; 14; 16]. Pronunciation is undeniably a
significant element of second language learning, It‘s function in English
programs differs significantly, and its time depends mainly on the language
educators themselves, and there is no assurance that pronunciation is part of
periodic class and student self-study activities. Even long before the
beginning of the communicative age, many scientists argued that pronunciation
was not given as much attention as other abilities [1]. For instance,
pronunciation was the "Cinderella of linguistic learning", i.e., kept
out of sight and behind doors. Likewise, echo that pronunciation suffered from
"the syndrome of Cinderella" [6]. Pronunciation as "an orphan in
English worldwide programs" [18]. Scientists have clearly acknowledged
that pronunciation teaching in English language schools is not typically what
it should or might be, and there may be deep consequences for learners.
"Pronunciation is perhaps the most open to judgment linguistic feature. As
a most noticeable phenomenon of surface structure, one's accent readily evokes
the biases of people. For the same reason, pronunciation was the language
training element that was most prescriptively taught [5]. Teaching pronunciation
has never been a simple job and even experienced and well-trained non-native
English speaking educators may feel insecure about the scenario where they use
their own speech as a learning practice template [16]. As a consequence, many
English language educators tend to prevent teaching pronunciation as they lack
abilities, understanding and trust. In addition to these problems, Burgess and
Spencer claim that educators are faced with many problems in teaching English
pronunciation, including selecting pronunciation characteristics; The ordering
of the chosen characteristics; the type(s) of discourse in which pronunciation
is to be practiced; the selection of techniques to produce the most efficient
outcomes; and the quantity of detail to be used at distinct phases. Burgess and
Spencer also claim that marking the distinction between phonology and
pronunciation when it comes to teaching English pronunciation is essential and
helpful.

REFERENCES

1.
Ahmad, J. (2011). Pronunciation Problems among Saudi Learners: A
Case Study at the Preparatory Year Program, Najran University Saudi Arabia.
Language in India, 11(7).
2.
Beinhoff, B. (2014). Perceiving Intelligibility and Accentedness
in Non-
Native
3.
Speech: A Look at Proficiency Levels. Concordia Working Papers in
Applied Linguistics
4.
Brown, A. (1992). A survey of attitudes and teaching practices
related to pronunciation teaching. Professional Development Unit, Adult Migrant
Education Service-WA.
5.
Burgess, J., & Spencer, S. (2000). Phonology and
pronunciation in integrated language teaching and teacher education. System,
28(2), 191-215.
6.
Canagarajah, S. (2005). Editor‘s note. TESOL Quarterly, 39, 365–366.

7.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996).
Teaching pronunciation: A reference for teachers of English to speakers of
other languages.
8.
Cambridge University Press.
9.
Chomsky, N. (1957). Syntactic Structures. The Hague: Mouton.

KORXONALARDA BOSHQARUV HISOBI VA HISOBOTI
TIZIMINI TAKOMILLASHTIRISH

https://doi.org/10.5281/zenodo.6464541

Turdiyev Jaxongir Djura o‘g‘li
Termiz Davlat Universiteti Iqtisodiyot va turizm fakulteti

Magistratura bo’limi “Buxgalteriya hisobi” yo’nalishi
2-kurs magistranti

Annotatsiya: Boshqaruv hisobining
strategiyasi uzoq davr mobayonida korxona taraqiyotini belgilovchi tahlil,
taxminlash rejalashtirish va boshqaruv qarorlarini muvofiqlashtirish tizimini
o‘zida namoyon etadi. Integratsiya jarayonida hal qiluvchi nuqta xarajatlar va
daromadlarni taqqoslash bo‘lganligi sababli boshqaruv hisobi uchun eng muhimi
xarajatlarni va daromadlarni boshqarish hamda daromadlarga ta‘sir qilish
vositasi bilan natijalar orqali boshqarish bo‘lib qoladi.
Kalit sozlar:
Korxona,boshqaruv hisobi,boshqaruv qarori, Buxgalteriya hisobining xalqaro
standartlari(BHXS), xаrаjаtli usul,moliyaviy hisobot,passiv schot,xarajatlar
daromadlar,taxminlash,rejalashtirish.
Abstract: The management accounting strategy includes a system of
analysis, forecasting planning and coordination of management decisions that
determines the development of the enterprise over a long period of time. Since
the key point in the integration process is the comparison of costs and
revenues, the most important thing for management accounting is to manage costs
and revenues and to manage results through the means of influencing revenues.

Keywords:
Enterprise, management accounting,
management decision, International Accounting Standards (IFRS), cost method,
financial reporting, liability account, expenses, income, forecasting,
planning.
Аннотация: Стратегия управленческого учета предполагает систему
анализа, прогнозирования, планирования и согласования управленческих решений,
определяющих развитие предприятия на длительный период времени. Поскольку
ключевым моментом в процессе интеграции является сопоставление затрат и
доходов, наиболее важным для управленческого учета является управление
затратами и доходами и управление результатами через средства воздействия на
доходы.
Ключевые слова:
Предприятие, управленческий учет,
управленческое решение, международные стандарты бухгалтерского учета (МСФО),
затратный метод, финансовая отчетность, пассивный учет, расходы, доходы,
прогнозирование, планирование.
KIRISH
Mamlakatimizda bozor munosabatlari rivojlangan sari xo‘jalik
yurituvchi barcha sub’ektlarda, ularning faoliyat turi va mulk shaklidan qat’iy
nazar, boshqaruv hisobini tashkil etish va yuritish, shuningdek uni yanada
takomillashtirishga talab oshib bormoqda.
Shu bilan birgalikda qayd etish joizki, ayni paytda
korxonalarda boshqaruv hisobini tashkil etish va yuritish amaliyoti, korxonalar
rahbarlarining barcha talablariga ham javob bera olmaydi. Buning bir qator ob’ektiv
va sub’ektiv sabablari mavjud. Ular nafaqat boshqaruv hisobini amaliy joriy
etish masalalari bilan, balkim uni tashkil etish va yuritishning nazariy va
metodologik masalalari va muammolari bilan ham bog‘liq. Xususan, shu borada
olimlar o‘rtasida boshqaruv hisobining funksiyalari, ob’ekti va predmeti,
metodi hamda tamoyillari borasida ham turli xil qarashlar va munozaralar
mavjud. Korxonalar boshqaruv hisobining vujudga kelishi xarajatlar hisobini
tashkil etish va yuritish bazasida yuzaga kelgan, shuning uchun uning asosiy
tarkibiy qismini turli yo‘nalishlardagi kelgusi va o‘tgan davrlar uchun ishlab
chiqarish xarajatlarini tashkil etadi. Yana bir muhim holat – bu boshqaruv
hisobining bevosita ma’lumotlarning atroflicha tahlilini tashkil etishi bilan
bog‘liq bo‘lib, u nafaqat nazariyachi olimlar, shuningdek amaliyotchilar
tomonidan ham boshqaruv hisobi mohiyatini aniqlashda e’tirof etiladi. Boshqaruv
hisobi tarkibida ma’lumotlar yig‘iladi, guruhlanadi, identifikatsiya qilinadi,
tarkibiy bo‘linmalar faoliyatini natijalarini to‘liq aks ettirish hamda
korxonaning foyda olishda qatnashish darajasini aniqlash maqsadlarida o‘rganiladi.
Hisob siyosatida ishlab chiqarish faoliyati samaradorligi amaldagi va rejadagi
xarajatlarni hamda ishlab chiqarish xarajatlarini taqqoslash jaranyoni sifatida
keltirib o‘tiladi.

MUHOKAMA VA NATIJALAR
Iqtsodiyotni modernizatsiyalash sharoitida buxgalteriya
hisobini xalqaro hisob tizimi asosida takomillashtirish, jumladan axborotlarni
o‘z vaqtida foydalanuvchilarga etkazish, tijorat sirini saqlanishini ta‘minlash,
korxona buxgalteriyasini ikki mustaqil qism: moliyaviy va kalkulyatsiya
hisobiga bo‘linishini shart qilib qo‘ydi. Bu tarzda buxgalteriyaning mustaqil
qismlarga bo‘linishi moliyaviy hisobni markazlashtirish va kalkulyatsiya
hisobini esa nomarkazlashtirishga sabab bo‘ldi. Natijada, kalkulyatsiya hisobi
o‘z vazifalariga ega bo‘la boshladi va boshqaruv jarayonini tezkor-tahliliy
axborot bilan ta‘minlash, korxona bo‘linmalari xarajatlari va daromadlarini
nazorat qilish imkoniyatini yaratdi. Ushbu omillar xarajatlar me‘yorlari,
mahsulotning normativ kalkulyatsiyasini ishlab chiqish, haqiqiy xarajatlarning
me‘yoriy xarajatlarga muvofiqligini tezkor nazorat qilish, mavjud
chetlanishlarni aniqlash va bartaraf qilishga imkon tug‘dirdi hamda tannarxning
shakllanish jarayonini boshqarishning chetlanishlar bo‘yicha boshqaruv usuli
yuzaga keldi. XX asrning 40-yillari ohirida AQSh va G‘arbiy Evropaning ayrim
mamlakatlarida ―ishlab chiqarish hisobi‖
atamasi asta-sekin ―boshqaruv hisobi‖
atamasiga almashina boshladi. Bu davrda buxgalteriya hisobi boshqaruv
siyosatini shakllanishi va amalga oshirilishida faol ishtirok eta boshladi,
buxgalterlar esa taxminlash, rejalashtirish, boshqaruv qarorlari qabul qilish
va korxona boshqaruv xizmatlarini axborot bilan ta‘minlash ustidan nazorat o‘rnatish
sohasida faoliyat yurita boshladilar. O‘zbekiston korxonalarida ko‘pgina
buxgalterlar an‘anaviy buxgalteriya hisobi bilan shug‘ullanadilar. Ko‘pgina
korxonalarda boshqaruv hisobi olib borilmaydi yoki bu hisob juda sust
rivojlangan. Uning ko‘pgina unsurlari bizning an‘anaviy buxgalteriya va
operativ hisobimizga, iqtisodiy tahlilimiz tarkibiga kiradi. Shu bilan birga,
O‘zbekiston hisob amaliyoti hali marketing imkoniyatlaridan foydalangan emas, unda
haqiqiy xarajatlarning taxminiylardan og‘ishishlarini, mahsulotni sotishning
zararsizlik nuqtasini aniqlash, byudjetlashtirish, transfert bahoni
shakllantirish, ichki hisob va auditning metodikasi kabi katta imkoniyatlardan
foydalanilmayapti.
Mutaxassislarning hisob-kitoblariga ko‘ra, iqtisodiy
jihatdan rivojlangan mamlakatlarda firma va kompaniyalar buxgalteriya hisobi
sohasida ish vaqtining asosiy qismini boshqaruv hisobini tiklash va yurgazishga
xarajat qiladilar, ayni vaqtda, an‘anaviy moliyaviy hisobga faqat qolgan
qismigina ketadi. Respublikamiz korxonalarida esa bu nisbatning, afsuski,
mutlaqo aksini ko‘ramiz. Bunga sabab, boshqaruv hisobining O‘zbekistondagi
mavjud qonuniy va me‘yoriy hujjatlarda o‘z aksini topmaganidir. Masalan,
―Buxgalteriya hisobi to‘g‘risida‖gi
Qonunda faqat buxgalteriya hisobiga aniqlik kiritilgan, unda na moliyaviy va
boshqaruv hisobi to‘g‘risida hech narsa deyilmagan. Ma‘lumki, u yoki bu hodisa
mohiyatini tushunish uchun dastlab uning tarixan tiklanish va rivojlanish, shuningdek,
sabab-oqibat munosabatlarini aniqlash zarur.
Boshqaruv hisobining tiklanishi va shakllanishini
kalkulyatsion va ishlab chiqarish hisoblarini rivojlanishi tarixidan ajralgan
holda tasavvur etish qiyin. Boshqaruv hisobi tiklanishi va rivojlanishi yo‘lida
mavjud buxgalteriya bazasida ikki mustaqil schetlar rejasi – moliyaviy va
boshqaruv hisobini qo‘llash amaliy qadam bo‘lib qoldi. Bunday bo‘linish
sezilarli tarzda Evropa mamlakatlarining yagona milliy rejalari shakllanishiga
ta‘sir qila boshladi. Gap shundaki, ikkinchi jahon urushiga qadar Evropa
mamlakatlarida (Frantsiya, Germaniya va h.k.) buxgalteriya hisobi yagona hisob
rejasi bo‘yicha olib borildi. Ikkinchi jahon urushidan keyin esa Evropa
iqtisodiy hayotida AQSh kapitali hal qiluvchi ahamiyat kasb etdi, shu bilan
birga buxgalteriya hisobining shakllanishiga inglizamerika yondoshuvchi bo‘ldi.
Chunki boshqaruv hisobida taxminlash va rejalashtirish funktsiyalari tarkibiy
funktsiyalardan bo‘lib qoldi, ularning yagona buxgalteriyada qo‘llanishi esa
korxonaning tijorat sirlari buzilishiga olib keldi. Shu sababdan Evropa milliy
hisob rejalarining bundan keyingi rivojlanishi ularning moliyaviy hisobot
tuzish imkoniyatiga muvofiqlashuvi yo‘lidan bordi va ko‘pchilik hollarda
moliyaviy hisob doiralari bilan chegaralana boshladi. Boshqaruv hisobining
mohiyatini chuqurroq anglash u bilan ishlab chiqarish hisobi orasidagi
bog‘lanish va farqli jihatlarni ajratishga bevosita bog‘liq.
Ishlab chiqarish hisobi – bu ishlab chiqarish
xarajatlari va korxona daromadini boshqarish va ishlab chiqarish rentabelligini
oshirish imkoniyatlarini aniqlashda namoyon bo‘ladi. U korxonada mahsulot
ishlab chiqarish va sotish bilan bog‘liq barcha masalalarni batafsil aks
ettirishi lozim.
Boshqaruv va ishlab chiqarish hisobi o‘rtasidagi o‘zaro
bog‘liqlikni jadvalda quyidagicha ifodalash mumkin (1.1-jadval).

1.1-jadval
Korxonada ichki xo‘jalik hisobining turlari va ular
o‘rtasidagi aloqadorlik

T/r

Ko‘rsatkichlar

Boshqaruv hisobi

Ishlab chiqarish
  hisobi

Xarajatlar hisobi va mahsulot tannarxi
  kalkulyatsiyasi

1.

Rejalashtirish
  (byudjetlashtirish

+

+

-

2.

Taxminlash (istiqbolni
  belgilash)

+

+

-

3.

Ichki (segmentar) hisob va hisobot

+

-

-

4.

Xarajatlar hisobi va mahsulot tannarxini aniqlash

+

+

+

5.

Transfert bahoni
  shakllantirish

+

-

-

6.

Istiqbolni belgilash

+

-

-

Jadvaldan ko‘rinib turibdiki, Boshqaruv hisobi ishlab
chiqarish hisobidan kengroq bo‘lib, o‘z ichiga ichki (segmentar) hisob va
hisobot, transfert bahoni shakllantirish hamda istiqbolni belgilash kabi
hisobning yangi yo‘nalishlarini qamrab oladi.
Zamonaviy ishlab chiqarish hisobi esa yuqoridagilardan
tashqari quyidagi ko‘rsatkichlarni ham o‘zida aks ettiradi:
-
xarajatlar va daromadlarning turlari;
- javobgarlik markazlari
bo‘yicha harajatlar va daromadlar hisobi;  - xarajatlar
va daromadlarni hisobdan chiqarish hisobi.
Korxonalarda buxgalteriya hisobini istiqbolli
rivojlantirish moliyaviy va boshqaruv hisobi kabi uning muhim tarkibiy qismlari
o‘rtasidagi aloqadorlikni o‘rganishni taqozo etadi. Moliyaviy va boshqaruv
hisobi o‘rtasida ko‘pgina umumiyliklar mavjud, chunki ularning ikkalasi ham
korxona hisob tizimi axborotidan foydalanadi.
Moliyaviy hisobning qabul qilingan tamoyillari
boshqaruv hisobida ham amal qilishi mumkin, chunki korxona rahbarlari o‘z
faoliyatlarida mutlaqo tekshirilmagan taxminlar va fikrlarga tayanib ish
qilishlari mumkin emas. Bundan tashqari, har ikkala kichik tizim axborotidan
zaruriy boshqaruv qarorlari qabul qilish uchun foydalaniladi.
Moliyaviy va boshqaruv hisobi o‘rtasidagi mavjud tafovutlarni
quyidagicha ifodalash mumkin:
1.
Hisobning maqsadi. Moliyaviy hisobning maqsadi
korxonaning mulkiy va moliyaviy holatini baholash, aktivlar va passivlarning
holati to‘g‘risidagi axborotlarni umumlashtirish, davriy va yillik buxgalteriya
hisobotini tuzishdan iborat. Bu ma‘lumotlar ma‘muriyatning o‘zi uchun ham,
tashqi foydalanuvchilar uchun ham mo‘ljallangan bo‘ladi. Tashqi
foydalanuvchilar, investorlar va kreditorlar korxonaning moliyaviy ahvoli,
uning to‘lov qobiliyati, kreditga layoqati, mazkur korxonaga berilgan investitsiyalarning
rentabellik darajasi kabilarga baho berishda aynan shu ma‘lumotlarning aniq
belgilangan talablar va standartlarga muvofiq ravishda olib borilganiga e‘tibor
beradilar.
Boshqaruv hisobining asosiy maqsadi esa korxona
rahbariyatini oqilona boshqaruv qarorlari qabul qilish uchun xarajatlar va
moliyaviy natijalar to‘g‘risidagi ishonchli ahborotlar bilan ta‘minlashdir.

2.
Hisob siyosatini ishlab chiqish. Moliyaviy
hisobda hisob siyosati uni yuritish qoidalari, moliyaviy hisobotni tuzish va
taqdim qilish tartibini ifodalaydi.
Boshqaruv hisobi hisob siyosatida asosan korxona
faoliyatini byudjetlashtirish, taxminlash, tannarx hisoblash, transfert bahoni
shakllantirish, segmentar hisobot tuzish masalalari o‘z ifodasini topadi.
3.
Axborotlarni buxgalteriya hisobi schetlari tizimida aks
ettirish. Moliyaviy hisob schetlari tizimi korxona moddiy, mehnat va
moliyaviy resurslari holati hamda harakati to‘g‘risidagi barcha ma‘lumotlarni  umumlashtiradi.
Ushbu schetlar tizimi O‘zbekiston Respublikasi buxgalteriya hisobining 21-sonli
«Xo‘jalik yurituvchi sub‘ektlar moliya-xo‘jalik faoliyatini schetlar rejasi va
uni qo‘llash bo‘yicha yo‘riqnoma»ga nomli milliy standartiga asoslanadi. Ushbu
schetlar rejasining yangi tahriri O‘zbekiston Respublikasi moliya vazirligining
2002 yil 9sentyabrdagi 103-sonli qarori bilan tasdiqlangan va Adliya vazirligi
tomonidan 2002 yil 23-oktyabrda 1181-son bilan ro‘yxatga olingan.
Boshqaruv hisobi schetlar rejasi esa korxona va uning
bo‘linmalari faoliyati to‘g‘risida strategik boshqaruv qarorlari qabul qilish,
byudjetlashtirish, xarajatlar hisobi va tannarx kalkulyatsiyasini tashkil
etish, ―Xarajatlar-ishlab chiqarish hajmi-foyda‖ tizimi bo‘yicha moliyaviy natijalarni
aniqlashni nazarda tutadi. Mazkur schetlar rejasini amaliyotga joriy etish ikki
razryadli buxgalteriya hisobi schetlari tizimidan to‘rt razryadli tizimga
o‘tish zaruriyatini keltirib chiqaradi:
a)
balans schetlari ya‘ni balans tuzishda ishtirok etuvchi schetlar;

b)
operatsion, ―Xarajatlar - ishlab chiqarish hajmi - foyda‖ tizimi bo‘yicha
moliyaviy natijalarni aniqlashda qo‘llaniladigan va boshqaruv buxgalteriyasida foydalaniladigan
schetlar.
Hozirgi kunda jahon amaliyotida boshqaruv hisobi
schetlar rejasining Germaniya va Rossiyada muvaffaqiyatli qo‘llanilayotgan
tizimlari amal qilmoqda.
4.
Axborotdan foydalanuvchilar. Moliyaviy hisobni tashqi
hisob deb ham ataydilar. Uning natijalari chop etib boriladi, biroq, moliyaviy
hisobotlar nafaqat moliyaviy axborotlarni, shuningdek, korxonalar faoliyatidagi
muvaffaqiyatlarni, ularning yangi mahsulotlarini namoyish etuvchi reklama
tusidagi axborotlarni ham o‘z ichiga oladi. Moliyaviy hisob axborotlaridan
foydalanuvchilar, asosan korxonadan tashqarida bo‘ladilar. Ushbu axborot
korxona rahbariyati, davlat organlari, kreditorlar, aktsionerlar, investorlar
(ichki va tashqi foydalanuvchilar) uchun zarur. Boshqaruv hisobini, binobarin,
ichki hisob deb atash mumkin. Uning natijalaridan korxona boshqaruvi
xodimlari,  ta‘sischilar va kuzatuv kengashi a‘zolari foydalanadilar.
5.
Axborotni taqdim etish shakllari. O‘zbekiston
Respublikasi «Buxgalteriya hisobi to‘g‘risida»gi Qonunining 22-moddasiga
muvofiq, moliyaviy hisobot buxgalteriya balansi, moliyaviy natijalar
to‘g‘risidagi, pul oqimlari to‘g‘risidagi, xususiy kapital to‘g‘risidagi
hisobot shakllari, shuningdek, izohlar, hisob-kitoblar va tushuntirishlardan
iborat. Moliyaviy hisobot shakllari Moliya vazirligi tomonidan 2002 yil
27-dekabrdagi 140-sonli buyruq bilan tasdiqlangan, Adliya vazirligi tomonidan
2003 yil 24-yanvarda 1209-raqam bilan ro‘yxatga olingan «Moliyaviy hisobot
shakllarini to‘ldirish bo‘yicha Qoidalar» bo‘yicha taqdim etiladi. Shuningdek,
korxonalar soliqlar, ijtimoiy ta‘minot va sug‘urta, mehnat birjalariga
o‘rnatilgan tartibda hisobot topshiradilar.
Boshqaruv hisobi axborotlari esa foydalanuvchilarga
erkin shaklda taqdim etiladi.
6.
Hisobni yuritish majburiyati. Moliyaviy hisob rasmiy
hisob bo‘lib, barcha korxonalar uchun uni yuritish majburiydir. Moliyaviy
hisobot hujjatlari soliq idoralari va boshqa tegishli joylarga taqdim etiladi,
ular auditorlarning tekshiruv ob‘ekti hisoblanib, chop etilishi shartdir.
Boshqaruv hisobini olib borish korxona rahbariyati
talablariga muvofiq amalga oshiriladi.
7.
Hisobni tashkil etish qoidalari. Moliyaviy hisobda
moliyaviy hisobot axborotlari aniq tamoyil va qoidalarga muvofiq shakllanishi
hamda aks ettirilishi shart, ular asosida ma‘lumotlar qayd qilinadi, baholanadi
va tegishli schetlarda rasmiylashtiriladi. Ushbu tamoyil va qoidalar
«Buxgalteriya hisobi to‘g‘risida»gi O‘zbekiston Respubikasi Qonuni hamda
buxgalteriya hisobining milliy standartlarida belgilab qo‘yiladi. Boshqaruv
hisobini yuritish tartib-qoidalari korxonaning strategik va taktik maqsadlaridan,
xususiyatlaridan kelib chiqib ishlab chiqiladi. Bu hisob turida ma‘lumotlarning
boshqaruv qarorlarini qabul qilish uchun ahamiyatlilik darajasiga e‘tibor
beriladi.
8.
Hisob tamoyillari. Moliyaviy hisob umumiy tamoyillarga
tayanadi, bular buxgalteriya hisobini ikkiyoqlama yozuv usulida yuritish,
aniqlik, mazmunning shakldan ustunligi, ko‘rsatkichlarning qiyoslanuvchanligi,
moliyaviy hisobotning betarafligi va h.k. Bu tamoyillarga korxona xodimlari
bilan bir qatorda davlat idoralari vakillari ham amal qiladilar. Boshqaruv
hisobining asosiy tamoyillari esa hisobni ikkiyoqlama yozuv usulida yuritish,
uzluksizlik, aniqlik, hisoblash, ehtiyotkorlik, ko‘rsatkichlarning
qiyoslanuvchanligi va h.k. hisoblanadi.
9.
Hisobning asosiy ob‘ektlari. Moliyaviy hisobotlarda
korxona odatda yagona, yaxlit deb ta‘riflanadi. Ko‘p tarmoqli faoliyat olib
boruvchi yirik korxonalar har bir soha bo‘yicha ya‘ni korxonaning yirik
segmentlari bo‘yicha xarajatlar va daromadlarni umumlashtirilgan moliyaviy
hisobotda aks ettirishi shart. Boshqaruv hisobi, odatda korxonaning alohida
bo‘linmalari: bo‘limlar, tsexlar, uchastkalar, ish joylari faoliyati
to‘g‘risidagi axborotni o‘z ichiga oladi.
10.
Hisobning asosiy tuzilmasi. Moliyaviy hisob quyidagi
asosiy tenglikka muvofiq shakllanadi:
Aktivlar = O‘z mablag‘lari manbalari + Majburiyatlar
(A= K+ M)
Boshqaruv hisobi axboroti tuzilmasi va tarkibi uning
foydalanuvchilarini ehtiyojlariga bog‘liq. Boshqaruv hisobining har qanday
tuzilmasi eng avvalo xarajatlar, daromadlar va aktivlar kabi kategoriyalarga
tayanadi. Bu tuzilmalarni qo‘llashda asosiy mezon - zarur axborotning
foydaliligidir.
11.
Axborotning oshkoralik darajasi. Moliyaviy hisob
axborotlari uning foydalanuvchilari uchun ochiq hisoblanadi. Jumladan,
O‘zbekiston Respublikasi «Buxgalteriya hisobi to‘g‘risida»gi Qonunining 19-moddasiga
ko‘ra, mazkur axborotlar soliq organlariga, ta‘sis hujjatlariga muvofiq
mulkdorlarga, davlat statistika organlariga, qonun hujjatlariga muvofiq boshqa
organlarga taqdim qilinadi.
Boshqaruv hisobi axborotlari ko‘proq maxfiylik
xususiyatiga ega bo‘lib, ulardan korxona menejerlari, ta‘sischilar va kuzatuv
kengashi a‘zolari boshqaruv qarorlari qabul qilishda foydalanadilar. Ushbu
axborotlar korxonaning tijorat siri hisoblanadi. Ular hisobotdan tashqi
foydalanuvchilarga berilmaydi.
12.
Axborotni aks ettirish usullari va yo‘llari. Moliyaviy
hisob qiymatda shakllanadigan axborotni o‘z ichiga oladi. Korxonaning moliyaviy
hisoboti bosh daftardagi barcha schetlar bo‘yicha yakuniy qoldiqlarni o‘z
ichiga oladi. Moliyaviy hisobda xo‘jalik jarayonlari buxgalteriya hisobining hujjatlashtirish
va inventarizatsiya, baholash va kalkulyatsiya, schetlar tizimi va ikkiyoqlama
yozuv, buxgalteriya balansi va hisobot va h.k. usullarida ifoda etiladi. Unda
moliyaviy hisobot ma‘lumotlari albatta pul birligi ko‘rinishida aks ettirilishi
zarur. Moliyaviy hisobot ma‘lumotlari bosh daftarning yakuniy yozuvlariga mos
keladi.
Boshqaruv hisobida xo‘jalik muomalalarini aks ettirishda
ikkiyoqlama yozuv usuliga asoslanish shart emas. Mazkur hisob turida
ma‘lumotlar har qanday o‘lchov birligida hisoblanishi mumkin. Shuningdek, unda
moliyaviy hisobot shakllari axborotlarining Bosh kitob ma‘lumotlari bilan mos kelishi
va taqqoslanishi shart emas.
Boshqaruv axborotini qayd etish va aks ettirishda esa
moliyaviy hisob usullari bilan birgalikda ekonometrika, statistika, iqtisodiy
tahlil usullaridan ham foydalaniladi.
13.
Axborotlarni o‘lchash. Xo‘jalik jarayonlarini umumlashtirish
uchun moliyaviy hisobda faqat qiymat o‘lchovi qo‘llaniladi va so‘mlarda ifoda
etiladi.
Boshqaruv hisobida esa hisob o‘lchovlarining moddiy,
mehnat va qiymat kabi barcha turlaridan foydalaniladi.
14.
Hisobot tuzishning davriyligi. Moliyaviy hisobot
qat‘iy belgilangan muddatlarda tuziladi hamda taqdim etiladi.
Boshqaruv hisobida hisobot har kuni, har hafta va h.k.
muddatlarda tuzilishi mumkin. Hisobotlarni taqdim etish muddati korxona
rahbariyati tomonidan belgilanadi. Muhimi, hisobot iste‘molchilarga foydali
bo‘lishi va o‘z  vaqtida taqdim etilishi lozim.
15.
Axborotning sodir bo‘lish vaqti. Moliyaviy hisob
korxonaning moliyaviy tarixini aks ettiradi. Unda xo‘jalik muomalalari ularning
sodir bo‘lganligini tasdiqlovchi hujjatlar orqali qayd etiladi ya‘ni hisobning
bu turi korxona xo‘jalik faoliyatida allaqachon sodir bo‘lgan muomalalarni
tasdiqlaydi.
Boshqaruv hisobining maqsadi esa sodir bo‘lgan voqealar
tahlili asosida istiqbolga mo‘ljallangan tavsiyalar, boshqaruv va investitsiya
qarorlari dasturini ishlab chiqishdan iborat.
Moliyaviy hisob xo‘jalik muomalalari sodir bo‘lgandan
so‘ng, boshqaruv hisobi esa voqea-hodisalarni oldindan tashxislab berishi
zarur. Shu boisdan, boshqaruv hisobini ko‘pincha taxminlash hisobi, maxfiy
hisob deb ham ataydilar.
16.
Axborotning aniqlik va ishonchlilik darajasi. Moliyaviy
axborot sodir bo‘lgan operatsiyalarni aks ettiradi, shu bois, u xolislik
xususiyatiga ega va auditorlik tekshiruvidan o‘tadi.
Boshqaruv hisobi esa ko‘proq bo‘lajak davrga mo‘ljallangan istiqbol
bilan ish tutadi. Shu bois, boshqaruv hisobidagi axborot ehtimollik va
sub‘ektiv
(xususiylik) tavsifiga ega.
17.
Xarajatlar va daromadlarni guruhlash yo‘llari. Moliyaviy
hisobda xarajatlar kalkulyatsiya moddalari bo‘yicha, daromadlar esa korxona va
uning faoliyat turlari (segmentlari) bo‘yicha guruhlanadi va aks ettiriladi.
Boshqaruv hisobida xarajatlar xarajat moddalari
bo‘yicha, daromadlar esa bo‘linmalar va mahsulot(ish, xizmat)lar turlari
bo‘yicha guruhlanadi va aks ettiriladi. Xarajat moddalarining ro‘yxati tarmoq
yo‘riqnomalari bilan belgilanadi hamda korxonaning hisob siyosatida
ifodalanadi.
Boshqaruv va moliyaviy hisoblarning turli mualliflar
tomonidan turlicha qiyosiy talqin qilinadi. Ushbu muammoga turli mualliflar
qarashlarini umumlashtirilgan holda quyidagi belgilarni taklif etishni maqsadga
muvofiq deb bilamiz. Ular ko‘p darajada boshqaruv va moliyaviy hisob
o‘rtasidagi mavjud tafovutlarni va mohiyatini xoliroq aks ettiradi. Boshqaruv
hisobidagi axborot tuzilmasi, tarkibi uning foydalanuvchilarning extiyojlariga
bog‘liq. Boshqaruv hisobining har qanday tizimi eng avvalo xarajatlar,
daromadlar va aktivlar kabi kategoriyalarga tayanadi va asosli qurilmalardan
o‘ziga yoqqanini tanlab oladi. Bu tuzilmalarni qo‘llashda asosiy mezon
uzatiladigan axborotning foydaliligidir.
Ya.V.Sokolov boshqaruv va moliyaviy hisob o‘rtasidagi
munosabatni noyob rasmsini taklif etadi. 1.1-rasm.

A – boshqaruv hisobi C
– moliyaviy hisob B – hisob siyosati

1.1-rasm. Boshqaruv va moliyaviy hisob o‘rtasidagi
bog‘liqligi va nisbati.

Uning fikricha, C – sohasi – faqat tashqi
foydalanuvchilar manfaatlari uchun olib boriladigan hisobni o‘zida namoyon
etadi. B –sohasi – boshqaruv hisobining ichki va tashqi foydalanuvchilar
manfaatlarini ko‘zlab olib boriladigan qismidir, A – sohasi esa – ma‘muriyat
talabi asosida shakllantiriladigan boshqaruv hisobi.
Taqdim etilgan rasm shuni ko‘rsatadiki, hisob siyosati
boshqaruv va moliyaviy hisoblar o‘rtasida bog‘lovchi halqa hisoblanib, u
korxonaning ichki va tashqi foydalanuvchilari manfaatlari yo‘lida tashkil
etiladi.
Yuqoridagilarni umumlashtirgan holda shuni ta‘kidlash lozimki,
tezkor, statistik va soliq hisobi bilan bir qatorda buxgalteriya hisobi
korxonaning umumiy hisobi tizimiga kiradi va ikki qismga bo‘linadi: moliyaviy
va ishlab chiqarish; korxona xarajatlari va daromadlari ularning
ob‘ekti (manbai) hisoblanadi. Ishlab chiqarish hisobining tahliliy (analitik)
axboroti mutlaqo ichki boshqaruv uchun foydalaniladi. Moliyaviy hisobda esa
asosan tashkilotning tijorat sirini namoyon etmaydigan axborot to‘planadi, shu
munosabat bilan uni yangi tashqi foydalanuvchilarga taqdim etadilar.
Boshqaruv hisobi esa faqat hisob amallari bilan
cheklanmaydi, balki boshqaruvning boshqa funktsiyalari hisobiga mohiyati
jihatidan ishlab chiqish hisobini boshqaruv hisobiga aylantiradi.
Boshqaruv va moliyaviy hisob o‘rtasidagi o‘zaro
munosabatlarini quyidagi ko‘rinishda taqdim etish mumkin.
Boshqaruv hisobi imkoniyatini ochish uchun boshqaruv va
ishlab chiqarish hisobi o‘rtasidagi o‘zaro bog‘liqlikni kuzatish zarur.
Boshqaruv hisobi taktikasi quyidagilaridan iborat:
tashkil etish, hisob, nazorat, dalillash, avval qabul qilingan qarorlarni
tahlil qilish va moslashtirish, shuningdek uning ijrosi uchun javobgarlik.
Boshqaruv hisobining strategiyasi uzoq davr mobayonida
korxona taraqiyotini belgilovchi tahlil, taxminlash rejalashtirish va boshqaruv
qarorlarini muvofiqlashtirish tizimini o‘zida namoyon etadi.

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.

USE OF INTERDISCIPLINARY COMMUNICATIONS IN ENGLISH LEARNING

https://doi.org/10.5281/zenodo.6464685

Ubaydullaeva Nafisa Murodjonovna
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.

MORPHOPHONOLOGY IN THE ENGLISH LANGUAGES

https://doi.org/10.5281/zenodo.6464774

Xasanov Mahmudjan Abduraxmanovich
Head teacher of
Uzbekistan State World Languages University
Karimova Umida Erkinovna
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.

VIRTUAL REALITY AS A NEW METHOD OF TEACHING
FOREIGN LANGUAGE

https://doi.org/10.5281/zenodo.6465090

Xikmatov Diyorbek
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.

INTRODUCTION

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.

LITERATURE
REVIEW AND METHODOLOGY
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.

RESULTS
AND DISCUSSION
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.

CONCLUSION

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.

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ONA TILINI O`QITISHNING UMUMDIDAKTIK VA O`ZIGA XOS PRINSIPLARI

https://doi.org/10.5281/zenodo.6465459

Xomidova Xurshidaxon Mamirovna
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.

O

            L

O

            L

            A

O

            L

            A

            M

O

            L

              I

M

             A

O

            L

              I

N

M

            A

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”
ASARINING  SEMANTIK-GRAMMATIK  XUSUSIYATLARI

https://doi.org/10.5281/zenodo.6464941

Yoqubjonova Mexrinoz Yaxyojon qizi
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

DEVELOPMENT OF ELECTRONIC RESOURCES IN THE
COURSE OF AUTOMATION OF TECHNOLOGICAL PROCESSES

https://doi.org/10.5281/zenodo.6464698

Yunusov Ismat Inogomovich
Candidate of Technical Sciences, Associate Professor
Niyazov Sunnat Sagdullayevich
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.
5.
Феберман Б. Илғор
педагогик технологиялар. - Т.: «Фан», 2000.
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.

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Karimjonov Alijan, Jabborova Onakhon Mannapovna. Improvement of
claster training system. Academicia An international multidisciplinary research
journal, Kurukshetra (India), 2020, Issue 10, pp. 584-589.
11.
Jabborova Onaxon Mannapovna, Umarova Zuhra Abduraxmanovna.
Pedagogical conflicts in primary school students - as an important
socialpedagogical problem. Solid State Technology, Great Britain, 2020, Issue
6, pp.235-
241.  12. Мардонов
a.
Шукурулло Қўлдошевич,
Хужамқулов Умид Негматович,
12. Ботирова Шахло
исомиддиновна, Шерматова Умида Сафаевна.
The end  to educate young people with
the spirit of patriotism in the context of globalization. Journal of Critical
Reviews, Malaysia, 2020, Vol.7, Issue 12, pp 166169.

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.
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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.
Introduction
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
WORS  A-M
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

Опрос ( Survey)
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.

Conclusion
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.

HIMOYALANGAN  JOYLARDA BОDRING YETISHTIRSH  TEXNOLOGIYASINI URGANISH

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

Abdullayeva Zulfiya Komiljanovna
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

ENGLISH OR GLOBAL ENGLISH: TEACHING DILEMMAS IN LANGUAGE SKILLS DEVELOPMENT

https://doi.org10.5281/10.5281/zenodo.6464537

Abduxoliqov Bonazar
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.

Introduction

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.
Methodology

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.
Conclusion

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.

REFERENCES

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.

THE IMPACT OF TAX AND CUSTOMS PRIVILEGES ON THE PROSPERITY OF THE
POPULATION

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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Nizamov, A. B., & Gafurova, S. K.
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Furqatovna, O. N., Niyozovna, N. I.,
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of Education in the Training of Economists. Journal of Ethics and Diversity
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83.
4.
Hakimovna, U. M., &
Muhammedrisaevna, T. M. S. (2022). Audit and Marketing Audit in Small Business
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5.
Halimova, N. J., & Ismatillayeva,
S. S. (2021, November). The Perspectives of Development Children Tourism in
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Agzamov, A. T., Rakhmatullaeva, F.
M., & Giyazova, N. B. (2021, June). Marketing strategy for the
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7.
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.
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.
Turobova, H. R., & Kodirov, A. A.
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(12), 21-23.
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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.
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Yavmutov, D. S., & Rakhimov, O.
H. (2021). Pilgrimage Tourism And Its Prospects In Uzbekistan. Economics,
(1), 29-31.
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Khalimova, N. J. (2022). Uzbekistan
Hospitality Training Programs and its Problems. Journal of Ethics and
Diversity in International Communication, 2(3), 57-
66.
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Narzullayeva, G. S., & Sh, O. S.
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Engineering Journal For Research & Development, 6, 3-3.
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Navruz-zoda, Z. (2020). Evaluation of
Holy Places of the Regions for the Development of Pilgrimage Tourism. Indonesian
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Narzieva, D. M., & Kudratov, A.
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Qayimova, Z. A., & Aminova, N. B.
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"       ONLINE-CONFERENCES"
PLATFORM (pp.
259-263).
17.
Bakhodirovna, U. A., &
Ilkhomovna, Z. M. (2021). Tourist potential of the Bukhara region. Researchjet
journal of analysis and Inventions, 2(04), 243-246.
18.
Abdulloev, A. J., Tairova, M. M.,
& Aminova, N. B. Environmentally friendly and sustainable supply chain
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Abdullayeva, H. (2021). Japanese
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PHONOSTYLISTIC PECULIARITIES OF ENGLISH-LANGUAGE
COMIC BOOKS

https://doi.org10.5281/10.5281/zenodo.6464750

Borotov Mirzoxid
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.

Introduction

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.
Historical
Review
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".
Phonostylistic
peculiarities of comics
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.

Conclusion
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.

BIOLOGIYA FANINING MAZMUNI, VAZIFALARI VA O`RGANISH METODLARI

https://doi.org10.5281/10.5281/zenodo.6464726

Buranova Xayriniso Shodiyeva
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.

THE PROBLEM OF TRANSLATION OF POLITICAL PHRASEOLOGICAL UNITS FROM
ENGLISH INTO UZBEK

https://doi.org10.5281/10.5281/zenodo.6465080

Chuyanova Zarina Erkinovna
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

Dauletova Akmaral Najimatdinovna
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

SEMANTIC FEATURES OF NEGATIVE PRONOUNS IN UZBEK AND ENGLISH LANGUAGES

https://doi.org10.5281/10.5281/zenodo.6464760

G.G.Uzakova
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

MODERN TOOLS OF THE QUALITY MANAGEMENT IN HIGHER EDUCATIONAL
INSTITUTIONS

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.

REFERENCES:

1.
Sandhya Khedekar. Educational Management, TSCER. III.1 Function
of Education Management. 2007. Р. 1.
2.
Хомерики О.Н. Развитие школы как инновационный процесс. - М.,
1994.
3.
Лазарев В.С. Нормативный подход к оценке инновационной деятельности
школы. // «Педагогика», 2003. № 3. -С. 17-26.
4.
Gаbor Kertesi. The assessment and evaluation of educational
institutions, school accountability. Green Book: for the renewal of public
education in Hungary. Budapest. 2009. Р. 179-180.
5.
Bradley S.Portin, Sue Feldman and Michael S.Knapp. Leadership
Assessment: Purposes, Uses and
Practices of Leadership Assessment in Education. Center for the Study of
Teaching and Policy, University of Washington, 2006.
6.
Sandhya Khedekar. Educational Management, TSCER. III.1 Function
of Education Management. 2007. Р. 1.
7.
Nizamov A.B., Gafurova Sh.K. Assessment of factors influencing
the quality of education in higher educational institutions. ACADEMICIA : An
International Multidisciplinary Research Journal, Vol.10, Issue 6, 2020 ISSN:
2249-7137 (1784-1796 pp)
8.
Nizamov A.B., Gafurova Sh.K. Directions of the cooperation
development of the higher education and innovated vocational training system at
a new stage. International academic journal «Вестник науки», №7 (28) Vol 1, 2020
(43-49 pp)
9.
Gafurova Sh.K., Norova K.Yu. Modern approaches to the management
of the quality of educational services in higher educational institutes and the
system of use of pedagogical technologies. International Journal of
Psychosocial
Rehabilitation, Vol. 24, Issue 06,
2020 ISSN: 1475-7192 (9229-9234 pp)
10.      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.
11.      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.
12.      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.
13.      Halimova, N. J., & Ismatillayeva, S. S. (2021,
November). The Perspectives of Development Children Tourism in Uzbekistan. In International
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2, pp. 184188).
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A. D. (2021). Essense of Structural Shifts in Regional Economic Systems. International
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15.      Umarovna, T. M. (2021). A three-step strategy to develop
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16.      Turobova, H. R., & Kodirov, A. A. (2016). The role of
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A. H. (2022). Approaches Aimed At Ensuring a High Quality of Education in the
Training of Economists. Journal of Ethics and Diversity in International
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83.
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ПУБЛИКАЦИЙ (buxdu. uz), 7(7).
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Tourist potential of the Bukhara region. Researchjet journal of analysis and
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BOLALARDA O’NG VA CHAP MIYA YARIMSHARLARINING
RIVOJLANISHIDA NEYRODIDAKTIK O’YINLAR VA MARKAZLARDAGI
IJODIY FAOLLIKNING AHAMIYATI

https://doi.org10.5281/10.5281/zenodo.6465036

Jalilova Nazokat Axmed qizi
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
ISHLARI

https://doi.org10.5281/zenodo.6464492

Jumanova Dilnoza Ismoilovna
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
CONDITIONS

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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7.
Abdulloev, A. J., Tairova, M. M.,
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Urakova, M. H. (2021). Management
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Hakimovna, U. M. (2021). Features of
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Halimova, N. J., & Ismatillayeva,
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ABDULLA ORIPOV SHE’RIYATIDA MILLAT RUHI IFODASI

https://doi.org10.5281/10.5281/zenodo.6465062

Mardonova Shohsanam Komiljonovna
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.

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

https://doi.org10.5281/10.5281/zenodo.6463959

Mirza Mamajonov (associate professor of KSPI),

Khilolaxon Shermatova (FerSU
Senior Lecturer),
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,cR
,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
C30,1,
f3
C3−1,0,
f6
C31,2,
f2
C20,1,
f4
C2−1,0,
f7
C21,2,
f5
C1−1,0,
f8
C11,2,
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 functions1(y)
and 1(y):

1(y)=1(y)+1(y),
0 
y
1
(16) where1(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 functions2(y)
and 2(y):

2(y)=
−2(y)+2(y),
0 
y
1
(17) where2(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 d1()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 d1()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.

ONA TILIM – MILLATIM FAXRI

https://doi.org10.5281/10.5281/zenodo.6464523

Muzaffarova Nilufarxon Dilmurodjon qizi
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.

REFERENCES:
1.
I.A.Karimov “Yuksak ma’naviyat – yengilmas kuch” Toshkent 2008-yil

2.
Sh.M.Mirziyoyev 2020-yil 1-oktabrdagi ma’ruza
3.
Lex.uz
4.
Uz.onfomcom.uz
5.
Ziyonet.uz

MANAGEMENT SYSTEMS OF SMALL BUSINESS ENTERPRISES

https://doi.org/10.5281/zenodo.6465966

Navruz-zoda Z.B, Arziyeva N.S Navruz-zoda Zebiniso Bakhtiyorovna –
PhD, teacher 2Arziyeva Nargiza Sayfullayevna – student
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.

REFERENCES:

1.
Navruz-zoda, L. B., &
Navruz-zoda, Z. B. (2020). Improvement of social prestige of entrepreneurial
companies in Bukhara region. Academy, (3), 37-39.
2.
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.
3.
Khamidov, O. K. (2020). Foreign countries’experience
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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

Nazarova Kamuna
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

Nurmatova Xurshida Narzullayevna
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

KIRISH
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.
ADABIYOTLAR
TAHLILI VA METODOLOGIYA
“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]

NATIJALAR

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]

MUHOKAMA

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.
XULOSA

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.

REFERENCES:

1.
Samdu.uz
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
10.     MATNINING  LEKSIK XUSISIYATLARI VA ULARNING TARJIMADA
BERILISHI. Science and Education, 1(Special
Issue 3).
11.     Shofqorov, A. M., Baykabilov, U. A., Bayzakov, J. A.,
& Shayxislamov, N. Z. O. G. L. (2020). TIL O ‘QITISHDA KOMPYUTER
TEXNOLOGIYALARI.
Science and Education,
1(Special Issue 3).
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Шайхисламов, Н. (2020). МАВКЕИ
ЛИНГВОКУЛТУРОЛОГИЯ ДАР
СИСТЕМАМ
ФАНХ, О ВА ВОБАСТАГИИ ОН БО ЭТНОЛИНГВИСТИКА, СОТСИОЛИНГВИСТИКА ВА
ЭТНОПСИХОЛИНГВИСТИКА. Academic research in educational
sciences,(4).
12.
Ахмедов, Б. А., Шайхисламов, Н.,
Мадалимов, Т., & Махмудов, Қ.
(2021). SMART ТЕХНОЛОГИЯСИ ВА УНДАН ТАЪЛИМДА ТИЗИМИДА
КЛАСТЕРЛИ ФОЙДАЛАНИШ ИМКОНИЯТЛАРИ. Scientific progress, 1(3).
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Shayxislamov, N. (2021). ONA TILI
DARSLARINI O ‘QITISHDA ZAMONAVIY METOD–KAKOGRAFIYA USULIDAN FOYDALANISH. Scientific
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Shayxislamov, N. (2020). LINGVISTIKА,
UNING ZAMONAVIY TURLАRI HAMDA ULARNING O ‘ZBEK TILSHUNOSLIGIDAGI TALQINI.
Scientific progress,
1(2).

THE IMPORTANCE OF THE NATIONAL IDEA IN THE DEVELOPMENT OF YOUTH
CONSCIOUSNESS

https://doi.org10.5281/10.5281/zenodo.6464473

Ochilova Nigora Ruzimuratovna
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.

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

https://doi.org/10.5281/zenodo.6465987

Odinayeva Nigina Furqatovna – teacher;
Xudoyberdiyev Xojiakbar Muxammadsobir o'g'li - student
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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1.
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O. N., & Baxtiyorovich, A. B. (2021, March). Training highly qualified
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Bakhodirovna, U. A., & Ilkhomovna,
Z. M. (2021). Tourist potential of the Bukhara region. Researchjet journal
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Nizamov, A. B., & Gafurova, S. K.
(2020). Assessment of factors influencing the quality of education in higher
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1784-1796.
4.
Khamidov, O. K. (2020). Foreign
countries’experience in developing tourism potential and significance of
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5.
Abdullayeva, H. (2021). Japanese
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НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz), 7(7).
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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.
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Navruz-zoda, Z. (2020). Evaluation of
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Narzullayeva, G. S., & Sh, O. S.
(2021). Theoretical aspects of assessment of marketing communications. International
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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).
10.
Rakhmatullayeva, F. M., Boboyeva, G.
G., & Kudratov, A. D. (2021). Essense of Structural Shifts in Regional
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1(5), 128-130.
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Abdulloev, A. J., Tairova, M. M.,
& Aminova, N. B. (2020). Manufacturing supply chain management development
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Yavmutov, D. S., & Rakhimov, O.
H. (2021). Pilgrimage Tourism And Its Prospects In Uzbekistan. Economics,
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Turobova, H. R., & Kodirov, A. A.
(2016). The role of small businesses to improve the export potential. Academy,
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Umarovna, T. M. (2021). A three-step
strategy to develop the industrial economy in China through entrepreneurship
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152-156.
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Furqatovna, O. N., Niyozovna, N. I.,
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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”
B 76
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

Omonova Nigina  Kamoliddin qizi
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.

KIRISH

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.
MUHOKAMA
VA NATIJALAR
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.
XULOSA

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

Ozodaxon Boqixonova
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.

KIRISH

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.

ADABIYOTLAR
TAHLILI VA METODOLOGIYA
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
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.

MAKTABGACHA YOSHDAGI BOLALARDA MUSIQIY
DUNYOQARASHNI SHAKLLANTIRISHDA SA`NAT MARKAZINING
AHAMIYATI

https://doi.org10.5281/10.5281/zenodo.6465041

Rasulova Shoira Yunus qizi
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.

MAKTABGACHA YOSHDAGI BOLALARNI TO`G`RI TALAFFUZGA O`RGATISH

https://doi.org10.5281/10.5281/zenodo.6464473

Safarova Nargiza Rahimova
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.

TEACHING PRESCHOOLERS THE CORRECT PRONUNCIATION

Adasheva Matluba Usmonova Adiba
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

MAKTABGACHA YOSHDAGI BOLALARDA AXLOQIY
MUNOSABATLARNING RIVOJLANISHIDA IJOBIY OBRAZLARNING
AHAMIYATI

https://doi.org10.5281/10.5281/zenodo.6465051

Shodmonova Manzura  Zokirovna
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.

THE USAGE OF STYLISTIC DEVICES: METAPHOR, METONYMY, HYPERBOLE IN UZBEK
AND ENGLISH HUMOROUS TEXTS

https://doi.org10.5281/10.5281/zenodo.6464447

Sobirova Shahlo Jamshidovna
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.
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Galperin I.  R. Stylistics. Moscow.  “High school”. 1977.
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Nash  W.,  1985,  The  Language  and  Humour.  Style  and
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Bloomington  &  Indianapolis:  Indiana University Press.

CREATIVE WAYS TO USE AUTHENTIC MATERIALS FOR TEACHING ENGLISH

https://doi.org10.5281/10.5281/zenodo.6464549

Suyunov Abduvakil
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

INTRODUCTION

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

LITERATURE
REVIEW AND METHODOLOGY
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.
RESULTS
AND DISCUSSION
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!
CONCLUSION
 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.

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THEORETICAL BASIS AND PRACTICAL EXPRESSION OF MARKETING
EFFICIENCY ASSESSMENT

https://doi.org/10.5281/zenodo.6466002

Tairova Ma’suma Muhammedrisaevna- Senior Lecturer;

Department of Economy,
Bukhara State University,
Shukurova Mumina Sadikovna – master student
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

Xontemirova Kamola Erkinovna
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.

COMMUNICATIVE LANGUAGE TEACHING

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.

CRITICAL THINKERS COMPETENCES

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
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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
AYOL OBRAZI

https://doi.org/10.5281/zenodo.6466264

Halimova Parvina Umid qizi
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

RULES AND STEPS OF ACCOUNTING POLICY IN STATE MEDICAL INSTITUTIONS

https://doi.org/10.5281/zenodo.6466166

Kuliboev Azamat Shonazarovich
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).

Picture 1. Stages of shaping the actions of public medical
institutions [11]
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

Moʻminova
Zebuniso
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.
Adabiyotlar tahlili va metologiyasi
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.
Natija
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.
Muhokama
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
Xulosa
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.

ATAMA VA ATAMASHUNOSLIK

https://doi.org/10.5281/zenodo.6466229

Nurutdinova Malikaxon Sharabovna
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
PSIXOLOGIK- PEDAGOGIK XIZMAT SAMARADORLIGINI OSHIRISH MUAMMOLARI VA
YECHIMLARI

https://doi.org/10.5281/zenodo.6466156

Sadikova Dildora Yoqubjon qizi
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
PRIMARY EDUCATION

https://doi.org/10.5281/zenodo.6466241

Turakulov Normirzo Rakhimberdievich
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 /

O'ZBEKISTON TARIXI DARSLIKLARIDA QADIMGI VA O'RTA ASRLARDAGI
DAVLATLAR  TARIXI

https://doi.org/10.5281/zenodo.6466198

Yerbayeva Kamila
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
REPUBLIC OF UZBEKISTAN

https://doi.org/10.5281/zenodo.6466288

Khudoyorov Noibjon Marufjonovich
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
FAZALI STEFAN MASALASINI SONLI YECHISH

https://doi.org/10.5281/zenodo.6466300

Mamatqobilov Rasul Erkin o'g'li
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.

FOYDALANILGAN ADABIYOTLAR:

1.
Теплофизические свойства расплавов [Электронный ресурс] – Электрон.
дан. – Справочно-информационный интернет-портал ebibl/umkd/Mamina,       2009.
Режимдоступа:http://files.lib.sfukras.ru/ebibl/umkd/Mamina/u_lectures.pdf,
свободный. – Загл. с экрана.
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Таев И.С. Электрические контакты и дугогасительные устройства
аппаратов низкого напряжения. – М.: Энергия, 1973. – 423 с.
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Qulboyev, Z. (2021). Olamni o’rganishda va texnikaning
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369.
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Борисенко П.А., Павлейно О.М., Павлейно М.А. Методы численного
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Кулбоев, З. Х. (2020). Сверхпроводящие фуллеры и их применение в
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posts/
ozbekiston-shhtstrategik-hamkorlikning-yangiqirralari_348033?q=%2Fposts%2Fozbekiston-shhtstrategik-hamkorli

alt: INTERNATIONAL SCIENTIFIC AND PRACTICAL

alt: Sir Rodney Robert Porter ( Nobel

alt: Egamnazarova Feruza Alimovna

alt: CHALLENGES IN TEACHING METHODS

alt: Ravshanova Nafisa Rahmiddinovna

alt: Vahobova Feruzakhon Bakhtiyorjon qizi,

alt: Усманов Илхомжон Икромжанович

alt: ENGLISH OR GLOBAL ENGLISH: TEACHING

alt: Nosirova Madina Mo‘min qizi

alt: Халиллаева Наргиза, Зульфия Давронова

alt: 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…

alt: Ishmuxamedov R., Abdukodirov A

alt: NEW TEACHING METHODS OF VOCABULARY

alt: Boundaries between conceptual meaning : knowing not only what lexis refers to, but also where the boundaries are that separate it from words of related…

alt: PRINCIPLES OR FUNDAMENTALS OF

alt: High School in University students

alt: Vygotsky expressed that concepts are not formed by copying the characteristics and elements of the external reality to the interior of the subject ‟ s…

alt: Table.1. Didactic-pedagogical basis

alt: 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…

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