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DEVELOPMENT OF BIOTECHNOLOGY IN FOOD INDUSTRIES Raya Zhamanbayeva

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Aliboeva Nilufar Makhamatali kizi BOSHLANG’ICH SINF O’QUVCHILARIGA TA’LIM-TARBIYA BERISH JARAYONIDA O’QISH DARSLARINING AHAMIYATI Alikul Mavlonov

ADABIYOT DARSLARINI STEM TEXNOLOGIYASI ASOSIDA TASHKIL ETISH USULLARI Qosimova Gulbahor O`rmonbekovna Qosimova Xonazimoy Adahamjon qizi

SINFDAN TASHQARI O’QISH DARSLARIDA INNOVATSION METODLAR ORQALI ALISHER NAVOIY ASARLARINI O’QUVCHILARGA O’RGATISH (1-SINF MISOLIDA) Ulugmurodova Gullola Faxriddinovna Nurmanova Nargiza Norqo'ziyevna Musayeva Nodira Azimovna

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HISTORY OF CONSTRUCTION OF ORTHODOX CHURCHES IN TURKESTAN IN THE XIX - BEGINNING OF THE XX CENTURIES Gulnara Komilevna Farmanova Senior Lecturer at the Department of World History, Fergana State University, Uzbekistan, Fergana -

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. ABSTRACT The article examines the historical aspects of the development of Christian architecture on the example of the construction of Orthodox churches in the Turkestan region in the 19th - early 20th centuries and shows the importance of studying the pages of history in fostering tolerance in the younger generation. : , , , , , , , , , . Keywords: Tolerance, religion, Christianity, architecture, Orthodox church, church, cathedral, monastery, Turkestan diocese, clergy. , .

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ABSTRACT It is shown that using the operations of division by 2 and multiplication by 3 with the addition of 1, you can get an integer multiple of 5. : , . Keywords: Collatz Conjecture, Syracuse sequence. ё

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PAPERS IN ENGLISH IOLOGY DEVELOPMENT OF BIOTECHNOLOGY IN FOOD INDUSTRIES Raya Zhamanbayeva specialist of Biotechnology science, Moscow State University of Food Production, Russia, Moscow ABSTRACT In this article, the author examines the prospects for the development of biotechnology in the food industry. It also speaks of biotechnology as an integral scientific direction based on biology, biochemistry, microbiology, genetic engineering, which makes it possible to significantly intensify production, raise the efficiency of resource use, and reveal new possibilities of nature. On the application of biotechnological techniques, biotechnology achievements. Such concepts as biotechnology, genetic and cellular engineering, genetic modification and their application in the food industry. The research provides an overview analysis and research area covers the application of biotechnology to increase yields and improve nutritional status. Keywords: biotechnology, fermentation, genetically modified, genetic engineering. nology products are commercially viable, so they can improve agriculture as well as the food industry, which will increase the incomes of poor farmers [3]. The aim of the research is to provide an overview of the application of food biotechnology in a modern industrial system. The research methodology consists in a review analysis of modern literature considering the principles of application of food biotechnology and genetic engineering. Genetically modified foods Most of the currently available GM products are derived from plants, and it is possible to produce GM products from GM animals or microorganisms in the near future [4]. According Aris A., Leblanc S., Heller K., Wu Z. Y., Zhang W. X., Zhang Q. S., Hu C. and Wang R. The introduction of genetically modified foods can meet the need for adequate food surplus in several ways: 1. Resistance to pests. Insect pest damage is a devastating loss for farmers, which also leads to hunger in developing countries. Tons of chemical pesticides are applied to crop fields every year that consumers are reluctant to eat due to potential health risks. The production of genetically modified foods such as Bacillus thuringiensis (Bt) corn helps to eliminate the use of chemical pesticides and reduce the cost of bringing crops to market [5]. 2. Resistance to herbicides. Large quantities of herbicides or herbicides are sprayed to kill weeds. This costly process requires careful handling to protect crops and the environment from the harmful effects of herbicides. Genetically modified crops must be synthesized in such a way that they are resistant to one or more harmful herbicides and can protect the environment by minimizing the amount of herbicides used. For example, Monsanto has developed a genetically modified soybean strain that is not damaged by the herbicide product. Growing these soybeans requires only one application of the required herbicide rather than a series of applica-

Introduction Food biotechnology is a modern and promising direction in the processing industry (meat, dairy, fish, etc.) which studies the biotechnological potential of raw materials of animal origin and food additives. In addition, used as new enzyme preparations, products of microbial synthesis, new types of biologically active substances and multicomponent additives; develops new, more cost-effective and promising specific technological solutions, which allows you to create high-quality products for the processing industry [1]. Biotechnology plays an important role in the production of enzymes, and the use of certain enzymes leads to the necessary changes in food. Biotechnology is used in the production of food components; flavors, fragrances, food additives and many other high value added products, genetically modified organisms and crops. Food testing and diagnostics of food ingredients are carried out using advanced biotechnology technologies. Biotechnology helps in increasing food production, provides an increased harvest index, increases nutritional and storage value, improve raw material production, enriches flavors, and produces food-containing vaccines. The rewards of biotechnology for reducing the burden on food production are enormous. Genetically modified (GM) food is synthesized using biotechnological means. Modern biotechnology also called genetic engineering, genetic modification, or transgenic technology. In this technology, nuclear DNA is modified by introducing the gene of interest (the gene encoding the desired trait). Its modified DNA is called recombinant DNA. When the recombinant DNA is expressed, it encodes the desired product. This technology, when applied to improve nutritional quality or yield, is called food technology [2]. Modern biotechnology helps in improving flavor, yield, shell life and nutritional value. It is also useful in the food industry (fermentation and enzymatic processes). Thus, biotechnology is useful for eliminating hunger, malnutrition and disease in developing countries and the third word. Modern biotech44

№ 29 (158), 2020 . 5. Nutrition. People in third world countries mainly use one plant, such as rice, as their staple food. However, rice lacks enough of all the essential nutrients. Researchers at the Swiss Federal Institute of Technology, Institute of Plant Science have developed a new variety of “golden” rice with an unusually high content of betacarotene (vitamin A) [7]. 6. Pharmaceuticals. Some drugs and vaccines are often expensive to manufacture and require specialized storage facilities that are completely inaccessible in third world countries. Research is ongoing to develop edible vaccines in plants such as tomatoes and potatoes that are much easier to store and use than traditional vaccines that are administered [8]. Table 1.

tions, which lowers production costs and reduces the risk of environmental damage [5]. 3. Cold resistance: extreme cold can destroy some agricultural plants. The gene from cold-water fish has been introduced into some plants, such as potatoes and tobacco, that can tolerate frost [6]. 4. Resistance to drought / salinity. As the world's population grows and more land is used for housing instead of food production, farmers will have to grow crops in places previously unsuitable for growing plants. Creating plants that can withstand long periods of drought or high salinity in soil and groundwater will help people grow crops in previously inhospitable places [6].

Consider the most genetically modified foods №

Genetically modified foods

Biotechnology of soybeans

Biotechnology of Corn

Biotechnology of rice

Biotechnology of tomato

Biotechnology Cotton

Specification Soybeans are the most economically significant oilseed in the world. Its beans contain proportionally more essential amino acids than meat, making it one of the most important food crops today. Processed soybeans are essential ingredients in many foods. 1) Herbicide-tolerant soybean: Herbicide-tolerant soybean varieties contain a gene that confers resistance to one of two broad spectrum herbicides. This modified soybean provides better weed control and less injury. It also improves farm efficiency by optimizing yields. 2) Insect Resistant Soybean: This biotech soybean exhibits resistance to Lepidoptera pests through the production of the Cry1Ac protein. Insect-resistant soybeans have been developed to reduce or replace high insecticide use while maintaining the yield potential of soybeans. 3) Oleic Acid Soy: This modified soy contains high levels of oleic acid, a monounsaturated fat. According to nutritionists, monounsaturated fats are considered "good" fats compared to saturated fats found in beef, pork, cheese, and other dairy products. The oil obtained from these varieties is similar to peanut and olive oil. Ordinary soybeans have an oleic acid content of 24%. These new varieties have an oleic acid content that exceeds 80%. Corn is one of the three most important crops in the world. It is used as livestock feed, processed as vegetable oil and food additives, and is currently used as a feedstock for biofuels. 1) Herbicide-resistant corn: These varieties of corn work in a similar way to herbicide-resistant soybeans. They provide growers with greater flexibility in using certain herbicides to control weeds that can damage crops. 2) Insect Resistant Maize: This modified maize contains an embedded insecticidal protein from a naturally occurring soil microorganism (Bt) that provides maize plants with long-term protection from the cob. This means that most farmers do not need to spray insecticides to protect their corn from harmful pests that can cause significant damage and crop loss in many areas. Rice is life for more than half of humanity. It is a staple food for over 3 billion people, over 90% of whom are Asians. a) Herbicide-resistant rice: These rice varieties work the same way as soybeans, herbicideresistant. They contain a gene that confers resistance to one of two broad spectrum, environmentally friendly herbicides. b) Insect-resistant rice: This modified rice works in a similar way to insect-resistant corn. This reduces crop losses caused by caterpillar pests, the most important of which are the yellow trunk in tropical Asia and the striped trunk in temperate regions. Tomato became the first genetically modified food crop produced in a developed country. These tomatoes spend more days on the vine than other tomatoes, which improves the flavor. In addition, longer shelf life has commercial benefits for collection and shipping, which can reduce manufacturing costs. a) Herbicide-resistant cotton: This cotton works similarly to other such crops. See Herbicide Tolerant Soy for more information. b) Insect Resistant Cotton: This modified cotton works the same way as corn, insect resistant. It contains a protein that provides the plant with protection from worms and hawks throughout the season. The need for additional insecticide applications for these pests is reduced or eliminated.

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Alfalfa biotechnology

Biotechnology Papaya

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a) Insect Resistant Potatoes: This biotech potato works like insect resistant corn. Contains a protein that provides plants with built-in defense against the Colorado potato beetle. Thus, these potatoes do not need additional protection from this pest, benefiting farmers, consumers and the environment. b) Virus resistant potatoes: Several potato varieties have been modified to be resistant to leaf potato virus (PLRV) and potato Y (PVY). Just as people are vaccinated to prevent disease, these potato varieties are protected by biotechnology from certain viruses. In addition, resistance to viruses often leads to reduced use of insecticides, which is necessary to control insect vectors that transmit viruses. Alfalfa is one of the most important legumes used in James and Clive farming. Herbicide Resistant Alfalfa: This alfalfa works in a similar way to other such crops. Papaya Virus Resistant: This Hawaiian papaya contains a viral gene that codes for the papaya ring spot virus (PRSV) envelope protein. This protein provides the papaya plant with built-in protection against PRSV. This biotech papaya works like a virus-resistant potato. In 2008, a herbicide-resistant sugar beet variety was planted for the first time in Canada and the United States. Herbicide-tolerant sugar beet allows farmers to cut their crops in half. subspecies, and strains depending on the reaction conditions used. Using a combination of these technologies and other genetic tests allows the characterization and identification of organisms at the level of genus, species, subspecies and even strain, thereby making it possible to accurately determine the sources of food contamination and track microorganisms throughout the food chain or to identify foodborne pathogens [9]. Microchips, also called biochips, DNA chips, DNA microarrays or gene arrays, offer unprecedented possibilities and approaches to diagnostic and detection methods. They can be used to detect pathogens, pesticides and toxins and offer significant potential to facilitate process control, control fermentation processes, and control the quality and safety of raw materials. Conclusion GM food technology is one of the cutting edge technologies of the era that can solve the problems of malnutrition, hunger and poverty. Despite many advances, a large number of people are against GM foods. People need to be aware of the potential pros and cons of conducting workshops. Biotechnology should be taught at the high school level so that people are more aware. Biotechnology has the potential to address many of the health and nutritional problems of people in developing and third world countries. Institutions such as WHO, FDA, etc. should work with third world governments to develop laws on biosafety and commercialization of genetically modified foods. One of the weaknesses in food biotechnology is labeling. Appropriate and positive labeling is essential for the successful commercialization of GM food. Another weakness is the lack of research. When asked about the potential risks of biotechnology, many scientists fail to answer. Research is needed to prove or falsify claims about biotechnology. Discussions and workshops should be held to build people's confidence and confidence in GM foods.

As described above, flavors, organic acids, food additives and amino acids are metabolites of microorganisms during fermentation. Therefore, microbial fermentation processes are commercially used to produce these food ingredients. Metabolic engineering, a novel approach involving the targeted and targeted manipulation of the body's metabolic pathways, is being extensively researched to improve the quality and yield of these food ingredients. This usually involves altering cellular activity by manipulating the enzymatic, transport and regulatory functions of the cell using recombinant DNA and other genetic techniques. Understanding the metabolic pathways associated with these fermentation processes and the ability to redirect metabolic pathways can increase the production of these metabolites and lead to the production of new metabolites and a diversified food base. Biotechnology in Diagnostics for Food Testing Many of the classic food microbiological methods used in the past have been culture-based, with microorganisms grown on agar plates and identified by biochemical identification. These methods are often tedious, time consuming and slow. Genetic diagnostic and identification systems can significantly increase the specificity, sensitivity, and speed of microbial testing. Molecular typing methodologies, usually involving polymerase chain reaction (PCR). Ribotyping is a method for determining homology and differences between bacteria at the species or subspecies (strains) level using restriction fragment length polymorphism (RFLP) analysis of ribosomal ribonucleic acids (rRNA) genes). The next is gel Pulsed Field Electrophoresis (PFGE, a method for separating large DNA molecules that can be used to type microbial strains) can be used to characterize and monitor the presence of flora spoilage, normal flora and microflora in food. Random amplified polymorphic DNA (RAPD) or amplified fragment length polymorphism (AFLP) molecular marker systems can also be used to compare genetic differences between species,

References: 1. Teuber, M. (2013). Genetic engineering techniques in food microbiology and enzymology. Food Reviews International, 9(3), 389-409.

« 2. 3. 4.

5. 6. 7. 8. 9.

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Wang, H. L. and Hesseltine, C. W. (2011). Use of Microbial Cultures: Legume and Cereal Products. Food Technology, 35(1), 79-83. Ronald, P. C. and Mcwilliams, J. E. (2015). Genetically engineered distortions. New York Times, May, 14. Wu, Z. Y., Zhang, W. X., Zhang, Q. S., Hu, C., Wang, R. and Liu, Z. H. (2009). Developing New Sacchariferous Starters for Liquor Production Based on Functional Strains Isolated fromthe Pits of Several Famous Luzhou‐flavor Liquor Brewers. Journal of the Institute of Brewing, 115(2), 111-115. Aris, A., and Leblanc, S. (2011). Maternal and fetal exposure to pesticides associated to genetically modified foods in Eastern Townships of Quebec, Canada. Reproductive Toxicology, 31(4), 528-533 Heller, K. (2015). SABAF (Safety Assessment of Biotechnological Processes and Products in the Agro-Food Area)-Workshop. Chipping Campden, September, 28-30. Visakh, P. M., Iturriaga, L. B. and Ribotta, P. D. (Eds.). (2013). Advances in Food Science and Nutrition (Vol. 2). John Wiley & Sons Singh, R Paul; Dennis R. Heldman (2013). Introduction to Food Engineering (5th ed.). Academic Press. p. 18. ISBN 0123985307 Kumar, R., Sabapathy, S. N. and Bawa, A. S. (2018). Functional and edible uses of soy protein products. Comprehensive reviews in food science and food safety, 7(1), 14-28.

№ 29 (158), 2020 .

O'ZBEK TILIDA MAQOLALAR

PEDAGOGIKA

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№ 29 (158), 2020 .

BOSHLANG’ICH SINF O’QUVCHILARIGA TA’LIM-TARBIYA BERISH JARAYONIDA O’QISH DARSLARINING AHAMIYATI Alikul Mavlonov o’qituvchi, Xovos tumani 3-umumiy o’rta ta’lim maktabi, O’zbekiston Respublikasi, Sirdaryo viloyati narsalar va ko‘rgazmali qurollar yordamida ularning tasavvur tushunchalarini kengaytiradilar. Dars davomida o‘tilgan turli badiiy asarlar orqali asarda ishtirok etgan obrazlar namunasida tarbiyaviy ta‘sir o‘tkaziladi. Mana shu ta‘sir o‘quvchilar hayotida ijobiy o‘zgarishlarni yuzaga keltirishi, ularni axloqiy yo‘lga yetaklashi lozim. O‘qish darslarining asosiy qismini o‘quvchilarning o‘qishiga ajratish lozim. O‘quvchilar turli xildagi aniq topshiriqlar asosida bir marta o‘qitiladi va o‘qish mas‘uliyatlari orttirib boriladi. O‘quvchilarga qo‘yiladigan bunday talablar va topshiriqlar dastlab sodda va oson bo‘lib, asta-sekin murakkablashtirib boriladi. O‘qish darslari davomida o‘quvchilarning lug‘at boyligini oshirish va nutq o‘stirish masalasiga alohida e‘tibor beriladi. O‘qish darslarini o‘tishda darslikdagi va boshqa turli xil rasmlardan foydalanib Shu asosda suhbat o‘tkazish o‘quvchilarning so‘zlashuv natijasida og‘zaki hikoya tuzdirish, she‘r, topishmoq va maqollarni yoddan aytirish singari turli o‘qitish usullaridan foydalanib darsni tashkil etish mumkin. O‘qish darslarida o‘qitish va so‘zlab berish jarayonida o‘quvchilarning adabiy talaffuz normalariga rioya qilishlari talab qilinadi. Buning natijasida o‘qituvchi o‘quvchilarni tiniq va ravon so‘zlashlari, har bir so‘z tinglovchilar e‘tiborini o‘ziga jalb qilishi kabi nutq malakalarini egallashlariga katta hissa qo‘shgan bo‘ladi. O‘qish kitobidagi turli janrlarga xos bo‘lgan badiiy asarlarni o‘qish va ular ustida ishlash orqali o‘quvchilarning borliq, voqelik haqidagi tasavvur tushunchalari kengayadi. Birinchi sinfda o‘quvchilar ongli, to‘g‘ri va bir me‘yorda bo‘g‘inlab o‘qish malakalarini egallaydilar. Ayrim nutq tovushlarining talaffuzidagi qiyinchiliklar asta-sekin bartaraf etiladi. O‘quvchilar o‘qigan matnlarining mazmunini o‘qituvchining yordamchi savollari asosida, hamda kichik hajmdagi matn mazmunini unga ishlangan rasmdan foydalanib so‘zlab berishga o‘rgatib boradilar. Ikkinchi sinf o‘quvchilarida so‘zni butunicha o‘qish malakalari shakllanadi va ongli, to‘g‘ri, ifodali o‘qishga intilish yaqqol seziladi, o‘qish tezligi ortadi. Ayrim matnlarni ovoz chiqarmay o‘qiy boshlaydilar. O‘qituvchi rahbarligida o‘qilgan matndagi asosiy fikrni aniqlaydilar, undagi ayrim voqea-hodisalarni so‘z bilan tasvirlashga o‘rganadilar. 3-sinfda o‘quvchilar so‘zlarni butunicha o‘qish malakalarini to‘la egallab, ongli va ifodali o‘qishga ko‘proq e‘tibor qaratadilar. O‘qilgan matn mazmunini mulohaza qilish, voqealar yo‘nalishini aniqlash qobiliyatiga ega bo‘ladilar. 4-sinfda esa o‘quvchilar matndagi so‘zlarni butunicha, ma‘nosiga tushunib, to‘g‘ri o‘qish malakalrini egallaydilar. O‘qiganlari mazmunini qayta hikoyalash,

Boshlang`ich sinflarning o`qish darslari o`z mohiyati, maqsad va vazifalariga ko`ra ta'lim tizimida alohida o`rin tutadi. N gaki uning zaminida savodxonlik va axloqiy-ta'limiy tarbiya asoslari turadi. Shuning uchun ham boshqa pr dm tlar ta'limini o`qish ta'limisiz tasavvur qilib bo`lmaydi. o`quvchi matnni to`g`ri, t z, tushunib o`qish, mazmunini o`zlashtirish bilan ilk bor o`qish darslarida yuzlashadi. Boshlang‘ich sinfda o‘qish darsi o‘z mazmuni, o‘quvchilar fikrini, dunyoqarashini, nutqini, bola shaxsini har tomonlama rivojlantiruvchi xususiyatlari bilan boshqa o‘quv-predmetlari orasida muhim o‘rin tutadi. O‘qish darslari jarayonida o‘quvchilarning o‘qish malakalari takomillashadi. O‘quvchilarning to‘g‘ri, ravon, ongli va ifodali o‘qish, badiiy asar g‘oyasini tushunish, asar yoki voqea-hodisaga o‘z fikrini bildira olish qobiliyatlari o‘sib boradi. O‘qish kitobidagi turli she‘rlar, hikoya va maqollarni o‘qish va ular ustida ishlash natijasida o‘quvchilarda borliq va voqelik haqidagi bilimlari, tushunchalari kengayib boradi. O‘quvchilar ta‘limning dastlabki kunlaridan boshlab tabiat, jamiyat, kishilar mehnati va hayvonlarning yashash faoliyatlari haqida va bir qator shunga o‘xshash bilimlarni o‘zlashtirib boradilar. Birinchi sinfda savod o‘rgatish davri tugagandan so‘ng o‘qish darslari boshlanadi va keyingi sinflarda davom ettiriladi. Boshlang‘ich sinf o‘qituvchisi o‘quvchilarga matematika, yozuv, tabiatshunoslik, rasm, musiqa, jismoniy tarbiya, mehnat ta‘limi kabi fanlardan boshlang‘ich bilimlarni berib boradilar. O‘qituvchi uchun eng muhimi shundan iboratki, bola o‘zi olayotgan bilim, unda shakllanadigan his-tuyg‘u hayotda zarur va ahamiyatli ekanini tushunib yetsin. O‘qish darsi orqali o‘quvchilarga mana shunday xislatlarni singdirib boriladi. Bu o‘rinda o‘qish darslari muhim o‘rin tutadi. Sinfda o‘qish darslarida quyidagi vazifalar bajariladi: 1. O‘qish malakalarini takomillashtirish, o‘quvchilarda yaxshi o‘qish sifatlari, to‘g‘ri, tez ongli, ifodali o‘qish malakalarin shakllantirish; 2. Bolalarda kitobga muhabbat uyg‘otish. Qanday tovushni anglatishini bilgan holda tez, ongli, to‘g‘ri va ifodali o‘qiy oladi. O‘qish darsini yaxshi o‘zlashtirgan o‘quvchi esa boshqa fanlarni ham tez va osongina o‘zlashtiradi. Ana shunday ekan, savod o‘rgatish davridan boshlaboq o‘quvchilarni darsga qiziqishini oshirish, ularni to‘g‘ri, ravon, xatosiz, ifodali qilib o‘qishga o‘rgatib borish kerak. O‘qish darslari o‘quvchilar fikrini va nutqini o‘stirish, vatanga muhabbat ruhida tarbiyani amalga oshirish hamda o‘quvchi shaxsini har tomonlama rivojlantiruvchi xususiyatlari bilan ham boshqa fanlar orasida alohida o‘rin tutadi. Chunki o‘qituvchi o‘quvchilarga o‘qishni tugutish bilan bir qatorda turli 51

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matnlarni qismlarga bo‘lish va sodda reja tuzish vazifalarini mustaqil bajara oladilar. Yuqoridagi fikrlardan ko‘rinib turibdiki, boshlang‘ich sinflarda o‘qish asosiy dars, o‘quvpredmetlaridan biri sifatida o‘qitib boriladi. Umuman olganda, boshlang‘ich sinf o‘quvchilariga o‘qishni o‘rgatish ularga tarbiyaviy ta‘sir etish bilan bog‘liq holda amalga oshiriladi. Ya‘ni boshlang‘ich sinf o‘quvchilariga darslar davomida bilim berish bilan bir qatorda ularga iroda, e‘tiqod va yaxshi xislatlarni tarkib toptiriladi va ularni qiziqish, qobiliyat va iste‘dodlarini o‘stirish vazifalarini ham bajariladi. O‘qish darslaridagi barcha asarlarni o‘qitish orqali o‘quvchilarga tarbiyaviy ta‘sir o‘tkazib boriladi. Tarbiya – yosh avlodni muayyan maqsad yo‘lida har tomonlama o‘stirish uning ongi va hulq-atvorini tarkib toptirish jarayonidir. Tarbiyaning umumiy maqsadi o‘zida ma‘naviy boylikni, axloqiy poklik va jismoniy barkamollikni uyg‘un tarkib toptirgan insonlarga xos bo‘lgan barcha xislatlarni o‘zida mujassamlashtirgan va har tomonlama rivojlangan shaxsni shakllantirishdan iborat. Tarbiya jarayonida o‘quvchilarning onginigina emas, balki. Uning xistuyg‘ularini ham o‘stirib borish unda jamiyatning shaxsga qo‘yadigan ta‘limiy va axloqiy talablariga muvofiq keladigan hulqiy malaka va ko‘nikmalarini tarkib toptirish lozim. Tarbiya to‘xtovsiz va sistemali ravishda olib borilishi zarur bo‘lgan ko‘p qirrali va murakkab jarayondir. Tarbiya berish qanchalik erta boshlansa u shuncha samarali bo‘ladi. Ta‘lim olish uchun maktabga kelgan har bir bola to‘la tarbiya olib kelmaydi. Shuning uchun boshlang‘ich sinf o‘quvchilariga ta‘limiy tushunchalarni berishdan oldin ularda tarbiyaviy masalalar yuzasidan ko‘plab tushuntirish ishlarini olib borish lozim. Boshlang‘ich sinfda o‘qituvchi bolalar ongini, dunyoqarashini qaysi tomonga bursa, ularning fikrlarini nimalar bilan boyitsa bu narsalar o‘quvchilarning xotirasida saqlanib qoladi. Zero, yoshlikda olingan bilim

toshga o‘yilgan naqsh kabidir, - deb bejiz aytilmagan. Shu jihatdan boshlang‘ich sinflarda o‘qish darslari muhim o‘rin tutadi. Odob-axloq, hulq-atvor, do‘stlik, o‘rtoqlik, vatanparvarlik, mehnatsevarlik kabi barcha insoniy tuyg‘ular asosan o‘qish darslarida singdirib boriladi. Maktabda boshlang‘ich sinf o‘quvchilariga ta‘limtarbiya berish jarayoni tarbiyaning jamiyatimiz talab qiladigan maqsad hamda vazifalarni bajaruvchi, mavjud bilimga ega bo‘lgan muallimlarning muayyan maqsadga qaratilgan ongli faoliyati natijasida vujudga keladi. Maktabda o‘quvchilarning ta‘lim jarayonini takomillashuvi ta‘lim-tarbiya nazariyasidagi barcha masalalarni maktabda ta‘limning mazmuni, ta‘lim printsiplari, o‘qitishning shakl va usul, vositalari, ta‘limni tashkil etish shakllari va bir qator vazifalarini mas‘uliyat bilan bajarishni o‘qituvchilardan talab qiladi. Boshlang‘ich sinflarda ta‘lim-tarbiya ishlarini doimiy va uzviy bog‘liq holda olib borish kerak. Boshlang‘ich sinf o‘quvchilariga o‘qish darslari orqali ta‘lim va tarbiyaviy bilimlar berib boriladi. Darslar davomida o‘quvchilarga xulq insonning xatti-harakatida, insonlarga bo‘lgan munosabatida, jamoat joylarida o‘zini tutishda, odobida namoyon bo‘ladigan iinsoniy tuyg‘u ekanligi haqida tushunchalar berib borish zarur. Insonning xulqi uning har bir harakatida yaqqol ko‘zga tashlanib turadi. Inson hulqi tufayli jamiyat orasida Shuhrat qozonadi, biror mavqega ega bo‘ladi yoki badnom bo‘lib, yoqimsiz bir shaxsga aylanib qolishi mumkinligini darslikda berilgan ta‘lim-tarbiyaga oid asarlar orqali ularni tasavvur va tushunchalarini kengaytirib borish lozim. Boshlang‘ich isnflarda o‘qitiladigan har bir umumlashtiruvchi o‘qish darslari ta‘limiy, tarbiyaviy xarakterda bo‘lishi kerak. Umuman olganda, boshlang‘ich sinf o‘qish darsini o‘tishda dastlab ta‘lim va tarbiyaga oid bilimlar berib borilishi, kelajak avlodni barkamol o‘sib ulg‘ayishiga mustahkam zamin hozirlaydi.

Foydalanilgan adabiyotlar: 1. Qosimova K., Matchonov S. Ona tili o‘qitish metodikasi. T., ―Noshir nashriyoti. 2009 y. 68-bet. 2. Umarova M. 3-sinfda ona tili darslari. T., ―Ijod dunyosi nashriyoti. 2004 yil. 7-bet. 3. Boshlang`ich ta'limning takomillashtirilgan o`quv dasturi. Boshlang`ich ta'lim 2006, 5- son 4. Yo‘ldosh v J.G., Usmonov S.A. P dagogik t xnologiya asoslari., T.: ―O‘qituvchi, 2004-yil

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ADABIYOT DARSLARINI STEM TEXNOLOGIYASI ASOSIDA TASHKIL ETISH USULLARI Qosimova Gulbahor O`rmonbekovna 59-maktab ona tili va adabiyot fani o`qituvchisi Andijon viloyati Shahrixon tumani, O’zbekiston, Andijon Qosimova Xonazimoy Adahamjon qizi 1-maktab ona tili va adabiyot fani o`qituvchisi Andijon viloyati Shahrixon tumani, O’zbekiston, Andijon ANNOTATSIYA Ushbu maqolada adabiyot darslarida STEM texnologiyalarini qo`llash usullari, ahamiyati va natijaviyligi haqida nazariy va amaliy ma’lumotlar berilgan. STEM texnologiyasini to`rt bosqichda adabiyot darslarida milliy ruhda qo`llash bo`yicha ilovalar taqdim qilingan. Kalit so`zlar: STEM, tadqiqot, tahlil, usul, topshiriq, muammo, asar qahramoni, ta’rif-tavsif. “STEM – bu fan, texnologiya, muhandislik va matematikani anglatadigan qisqartma. Bu fan, texnologiya, muhandislik va matematikani birlashtirgan o`rganish va rivojlanishga innovatsion yondashuv. Bundan tashqari, ushbu integratsiya haqiqiy amaliy dasturlarga asoslangan birlashtirilgan o`quv modelidir. Ko`p yillar davomida o`quvchilar fan, texnologiya, muhandislik va matematikani maktabda to`rtta alohida fan sifatida o`rganishgan. Biroq STEM ushbu to`rt yo`nalish o`rtasidagi aloqalarga ko`proq e’tibor qaratmoqda. Agar biz haqiqiy hayot misolni ko`rib chiqsak, fan, texnologiya, muhandislik va matematikaga tayanadi. Xuddi shunday, muhandislik ilmiy kashfiyotlar, matematikani qo`llash va texnologiyadan foydalanishga bog`liq. STEM ning asosiy maqsadi o`quvchilarga turli xil o`rganish usullari va muammolarni hal qilish imkoniyatini berish, shuningdek, fan, texnologiya, muhandislik va matematika sohalarida oliy ma’lumot olish va martaba orttirishga bo`lgan qiziqishini oshirishdan iborat.” [1] Shu boisdan ham adabiyot darslarida STEM innovatsion metodidan foydalanishga qaror qildik. Ushbu maqolada adabiyot darslarida ilk bor STEM texnologiyasi asosida tashkil etish bo`yicha taklif va tavsiyalar bildiriladi.

T-afakkur “Nima qilish zarur” ruknida savollarga javoblar topiladi E’-tirof Yozuvchi mahorati, qahramonlar, gòya va boshqalarni o`quvchi e’tirof etadi M-ehrli qo`llar “Sahovat va himmat” ruknida asar qahramonlari uchun o`quvchi tomonidan 1 martalik, 2 martalik yordam beriladi 3 martalik va cheksiz yordam Abdulla Qahhorning “Bemor” hikoyasini STEM texnologiyasi asosida o`rganamiz: S-abab “Nima uchun” Asar nomi “Bemor” Javob: Chunki asarda bemor inson va bemor jamiyat tasvirlanadi T-afakkur “Nima qilish zarur” Kasallik sababini bilmay qon olindi va u ogìrlashdi Javob: Jamiyatni ilmli qilish kerak E’-tirof 4 yoshli qizning gapirishi va duolarini tasviri, yozuvchi mahorati e’tirofga loyiq M-ehrli qo`llar “Sahovat va himmat” Men Sotiboldiga 2 martalik yordam berardim Abdulla Qahhorning “Bemor” hikoyasi ” mavzusini STEM texnologiya si asosida o`rganar ekanmiz, hikoya bo`yicha tadqiqot tayyorlaymiz, mutaxassis sifatida tahlil qilamiz, muammolarni tasvirlaymiz, matematik jihatdan muammolarga yechim topamiz, aniqlik kiritamiz. Sabab – tafakkur- e’tirof – mehrli qo`llar 1-topshiriq. ”Nima uchun” deb nomlanadi. Nima uchun? 1.Hikoya nomi: “Bemor” 2. Epigraf: Osmon yiroq-yer qattiq. 3. Sotiboldi iqtisodiy tomondan qiynaldi. 4. Sotiboldining ayolini ahvoli ogìr. 5. To`rt yoshli qizga barcha kitobxon achinadi. O`quvchilarga shu kabi ma’lumotlarni berishingiz mumkin, ular ma’lumotlar asosida ”Nima uchun?” so`rogìga javob izlaydilar, o`z dunyoqarashidan kelib

S-cience S-cience T-echnology T-echnology E-ngineering E- cience M-athematics A- rts M-athematics STEM, STEAM texnologiyalrning maqsadi: turli xil o`qitish usullari orqali bilim berish va muammolarga yechim topishga o`rgatish. STEM – fan, texnologiya, muhandislik va matematika fanlari integratsiyasi STEAM – fan, texnologiya, muhandislik, san’at va matematika fanlari integratsiyasi STEAM tashabbusining asoschisi Geogert Yakman STEAMni ”Muhandislik va san’at orqali matematikaning barcha elementlariga asoslangan fan va texnologiyalar”, - deb ta’riflaydi. STEM texnologiyasini 4 bosqichda amalga oshiramiz S-abab “Nima uchun” ruknida savollarga javoblar beriladi 53

№ 29 (158), 2020 . 2. –Xudoyo ayamdi daydiga davo beygin... 4-bosqich: Mehrli qo`llar “Sahovat va himmat” Bu usulni quyidagicha amalga oshirishingiz mumkin. 1 martalik yordam 2 martalik yordam 3 martalik yordam Cheksiz yordam O`quvchilarga aytiladi: Tasavvur qiling, siz ahvoli og`ir shu asar qahramonlari bilan birgasiz, sizda 1-2-3 va cheksiz martalik yordam berish imkoniyati bor. Siz kimga yordam bergan bo`lardingiz? Nima sababdan? O`tkir Hoshimovning ”Urushning so`nggi qurboni” asari misolida ko`ramiz. Bu usulni quyidagicha amalga oshirishingiz mumkin. Sil kasalligiga yo`liqqan Shone’mat Bola dardida ochligini ham unutgan Umri xola Davr taqozosi bilan pishiq bo`lib qolgan Xadicha Echkilsini o`g`rilarga boy bergan Ilhom samovarchi Adabiyot darslaridagi asarlar shu qadar tarbiyaviy ahamiyatga egaki, buni o`quvchilarga singdira olish bizning asosiy vazifamizdir. Adabiyot darslarida ”Sahovat va himmat” usuli ham o`quvchilarda ezgulik yo`lida hissa qo`shishga, hayrli ishlar qilishga undaydi. Ushbu maqolada tavsiya qilingan STEM texnologiyasi bo`yicha usullar ta’lim sifati va samaradorligini oshirishga, o`quvchilarni adabiyot darslarini qiziqish bilan o`rganishga xizmat qiladi degan umiddamiz.

chiqib, asar syujeti bilan birga hikoyada aks etgan hayotiy haqiqatlarni anglab yetadilar. Hikoya tahlilini quyidagicha davom ettirishingiz mumkin. 2-topshiriq: ”Nima qilish kerak?” deb nomlanadi. Bunday nomlanishiga sabab, psixologlar kasallarni ahvoli ogìrlashida ”nimaga”, ”nima uchun” kabi savollar sabab bo`ladi, ularni hayotga qaytarish, hayotda hamisha olgà intilishi uchun esa ”Nima qilish kerak?” so`rogìni o`z-o`ziga berishi lozim deb topganlar. Shu bois ham o`quvchilarni hayotga tayyorlashda badiiy asarlar tahlilida shunday so`rovdan foydalanish juda muhim. 2-bosqich: Tafakkur-nima qilish zarur? Kasallik sababini bilmasdan kasaldan qon olindi va natijada u ogìrlashdi? Sotiboldining xotini vafot etdi? To`rt yoshli qizcha onasidan ayrildi? O`sha davrda butun bir jamiyat bemor. Bu usul erkin mulohaza qilishga, dunyoqarashini kengaytirishga, o`quvchilarni ertangi kunga dadil qadam tashlashida adabiyot darslarida asar tahlili davomida ahamiyatli hisoblanadi 3-bosqich: E’tirof “Bemor” hikoyasining ma’lum bir ta’sirli holatlaridan parchalar keltirish, so`z bilan yoki rasmini chizish orqali tasvirlash topshirigì berilsa ham maqsadga muvofiqdir. Bu ham asar matni bilan ishlashda samara beradi. Masalan: Hikoyaning ta’sirli holatlaridan parchalar: 1. ”Hammayoq jim. Faqat pashsha gìngìllaydi, bemor inqillaydi.

Foydalanilgan adabiyotlar ro`yxati: 1. Sh.Yusupova, O.Gʻoziyeva ʻʻOna tili oʻqitishda interfaol usullar va kompyuter dasturi”. Toshkent-2013 ʻʻBayoz” nashriyoti 2. Zaripov K. O‘qituvchilar malakasini oshirishda maktab rahbarimng ro`li. - T.: “O'qituvchi”, 1993 3. Ochilov M , Ochilova N. O‘qituvchi odobi”. - .: O‘qituvchi”, 1997 4. www.ziyonet.uz

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SINFDAN TASHQARI O’QISH DARSLARIDA INNOVATSION METODLAR ORQALI ALISHER NAVOIY ASARLARINI O’QUVCHILARGA O’RGATISH (1-SINF MISOLIDA) Ulugmurodova Gullola Faxriddinovna Kattaqo’rg’on shahar 11-IDUM boshlang’ich sinf o’qituvchisi, O'zbekiston, Samarqand Nurmanova Nargiza Norqo'ziyevna Ishtixon tumani 5-umumta’lim maktabining boshlangich sinf o’qituvchisi, O'zbekiston, Samarqand Musayeva Nodira Azimovna Kattaqurg'on tumani 16-umumta'lim maktabining boshlangich sinf o'qituvchisi, O'zbekiston, Samarqand ANNOTATSIYA Ushbu maqolada zamonaviy texnologiyalar orqali o’quvchilarda fanga oid bilimlarni shakllantirish, bilimlarni puxta egallash jihatlari tahlil qilingan. sinfdan tashqari o’qish orqali o’quvchilarning tarixga, milliy qadriyatlarga bo’lgan qiziqishlari ortadi. O’quvchilar mavzuga ijodiy yondashadi, erkin o’z fikrlarini bildirishga harakat qiladilar. Bu bilan ularning mustaqil fikri teranlashadi, dunyo qarashi o’sadi, darsga qiziqishi ortadi, topqirligi, zukkoligi, tezkorligi, faolliklari oshib boradi. Ta’limiy o’yinlarning 1-sinf o’quvchilari uchun muhim jihatlari ochib berilgan Kalit so’zlar: sinfdan tashqari o’qish, rivoyat, boshlang’ich ta’lim, Alisher Navoiy. 17—20 daqiqasi ajratilgani uchun „sinfdan tashqari o’qish' mashg'uloti" deb yuritiladi. Uning o'ziga xos xususiyatlari shundaki, o'qituvchi asarni o'zi tanlaydi, asarning kichik hajmda bo'lishiga va boshqa kitob tanlash tamoyillariga e'tibor beradi. Asarni o'qituvchining o'zi o'qib beradi. O'quvchilar asarni eshitishga, eshitganlarini idrok etishga, ularga soddagina baho berishga, asar mazmuni bilan sarlavhasining mosligini aniqlashga, asar mazmunini hikoya qilib berishga o'rgatiladi. Bu bosqichda o'quvchilar o'qish gigiyenasi va kitobga qanday munosabatda bo'lish bilan tanishadilar. 2.Boshlang'ich bosqich. Bu 1-sinfning 2-yarim yilligiga to'g'ri keladi. Bu bosqichda haftada 1 marta 45 daqiqalik dars uyushtiriladi. Asarni o'qishdan oldin o'quvchilar asar nomi va uning muallifi bilan tanishadilar, rasmlarini tomosha qiladilar, daftarlariga u haqda soddagina qilib asar muallifini va nomini yozadilar. Asar elementar tarzda tahlil qilinadi. Tanlangan asar (kitob) yaxshi o'qiydigan o'quvchiga maxsus tayyorgarlikdan so'ng o'qitiladi. Asarning oson o'qiladigan o'rinlarini bo'sh o'qiydigan o'quvchilarga o'qitish ham mumkin. Bu tillarda o'qishga qiziqish uyg'otadi. Bu bosqichda o'quvchilar har xil tezlikda bo'g'inlab o'qiydilar. Shuning uchun o'qituvchi bu jarayonda har bir o'quvchiga individual yondashishi, kichik kitobxonni kitobni mustaqil o'qishga o'rgata borishi lozim. 3. Asosiy bosqich. 2-4 sinfga to’g’ri keladi. Bu davrda o’quvchilarning o’qish malakalari mustahkamlanadi. Bu bosqichda o’quvchilarning sinfdan tashqari o’qiganlariga baho quyiladi. Baho qo’yishda dastur talablariga asoslaniladi: sinfning umumiy ishlariga qatnashishi, o’qigan kitoblarining sifat o’zlashtirishiga miqdoriga, o’qigan kitobiga munosabat bildira olishiga e’tibor beriladi. Bunda o’quvchilar muayyan mavzuga doir bir necha asarlarni o’qib keladilar, ularning ayrim o’rinlarini ifodali o’qib beradilar, o’qigan asarlarini o’zaro taqqoslaydilar. 1-sinf “ Kitobim oftobim” kitobida ikkita rivoyat Alisher Navoiy haqida yoritilgan . Bu asarlarimiz rivoyat tarzida o’quvchilarga berilgan bo’lib, bunda

Bugungi kunda shiddat bilan rivojlanib borayotgan jamiyat, ta’lim tizimi o’lkan o’zgarishlar sodir bo’lmoqda. Buni biz maktab tizimida ham ko’rishimiz mumkin. O’quvchilarning nutqining ravon, topqir, mukammal, ifodali bo’lishida sinfdan tashqari o’qish darslarining o’rni beqiyosdir. Maktab o'quvchini o'qish malakasi bilan qurollantirish bilan bir qatorda kitobni mustaqil o'qiy oladigan, uni tushunadigan, ma'lum bir mavzuga oid kitoblarni tanlay oladigan, gazeta va jurnallarni ham mustaqil o'qiydigan faol kitobxonni tarbiyalaydi. Shu jihatdan sinfdan tashqari o'qish (STO’) tarbiyaning asosiy quroli sifatida xizmat qiladi, ko'p narsani bilishga havasni orttiradi. Maktablarda 1959-yildan boshlab maxsus sinfdan tashqari o’qish darslari tashkil etilgan. sinfdan tashqari o’qish darslari 1—2-sinfda haftada 1 marta, 3—4-sinfda 2 haftada 1 marta o'tkaziladi. Savod o'rgatish jarayonida esa haftadagi oxirgi alifbe darsining 17—20 daqiqasi ajratiladi. Sinfdan tashqari o'qish o'quv dasturi bilan chambarchas bog'liq bo'lib, unda ko'zda tutilgan maqsad va vazifalarni amalga oshirishda yaqindan yordam beradi. Buning uchun o'quvchilarda kitobxonlik madaniyatini tarbiyalash, ularni oddiy kitobxondan ijodkor kitobxon darajasiga ko'tarish talab etiladi. O'quvchilarda kitobga havas uyg'otishda har bir bolaga yakka tartibda yondashish, shaxsiy qiziqishlarini hisobga olish zarur. Bolalarda kitob ustida ishlash malakasini shakllantifish ularda kitobxonlik madaniyatini tarbiyalashning muhim omilidir. Bunda o'qish uchun ajratilgan soatlardan foydalaniladi. Sinfdan tashqari o’qishni tashkil qilish o’qituvchining zimasidagi vazifa hisoblanadi. Bunda o’quvchi uni bosqichlarga ajratib tashkil qiladi. sinfdan tashqari o’qish' darslari o'quvchilarda mustaqil kitob tanlash va o'qish malakalarini shakllantiradi. Mustaqil o'qish malakasini shakllantirish 3-bosqichga bo'linadi:[1] 1.Tayyorlov bosqichi. Bu 1-sinfning savod o'rgatish davriga to'g'ri keladi. Unga darsning bir qismi — 55

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o’quvchilar ma’lumotni yaxshi o’zlashtirib oladilar “Oqilona javob” va “Non isi” rivoyatlari berilgan. Bu rivoyatlar SINFDAN TASHQARI O’QISH’ davrining ikkinchi bosqichiga to’g’ri keladi. O’qituvchi “Oqilona javob” asarni o'qishdan oldin o'quvchilarga asar nomi bilan tanishtiradilar, Alisher Navoiy bobomiz rasmlarini tomosha qiladilar, daftarlariga u haqida soddagina qilib hayoti, ijodini yozadilar. “Oqilona javob” asar elementar tarzda tahlil qilinadi. Tanlangan asarimiz kitobni yaxshi o'qiydigan o'quvchiga maxsus tayyorgarlikdan so'ng o'qitiladi. Bu bosqichda o'quvchilar har xil tezlikda bo'g'inlab o'qishlari hisobga olinadi. Shuning uchun o'qituvchi bu jarayonda har bir o'quvchiga individual yondashishi, kichik kitobxonni kitobni mustaqil o'qishga o'rgata borishi lozim. Oqilona javob Rivoyat Alisher Navoiy Xuroson hokimi Husayn Boyqaro saroyida bosh vazir ekan. Podsho hamma vaqt Navoiyning maslahatlariga quloq solar edi. Kunlardan bir kuni Husayn Boyqaro ertalab saroyga kirish oldidan Navoiyga ko’rinish beribdida, ko’rsatkich barmog’i bilan boshini ko’rsatibdi. Navoiy ham xuddi o’sha barmog’i bilan tilini ko’rsatibdi.

Husayn Boyqaro boshini chayqabdida saroyga kirmay, iziga qaytibdi. Voqeani kuzatib turgan Navoiyning shigirdlari bu imo-ishoralarning sababini so’rashibdi. Navoiy bu jumboqni javobini yechishni ularning o’zlariga havola qilishibdi. Shogirdlar o’ylab-o’ylab topisholmabdi. Shogirdlaridan biri Navoiyni gapga solish maqsadida siyohdonni ag’darib yuboribdi. Shunda Navoiy : -Abdullatif, xayolingiz nega buncha parishon bo’lib qoldi? Siyohdon ag’darildi-ku,___debdi. -Kechiring, usinfdan tashqari o’qishz, -uzr so’rabdi Abdullatif, -haligi muammoning sababini o’ylab… Navoiy boyagi imo-ishora ma’nosini aytishga majbur bo’libdi: -Husayn “ Boshga baloni nima keltiradi?” deb so’rab edi, “Til”, deb javob qildim. Shogirdlari Navoiyning ziyrakligiga qoyil qolibdi. [7] “Begona so‘z” usuli Bu usul uchun “O‘qish kitobi” da berilgan biror bir she’r yoki matn asos qilib olinadi. O‘quvchilar berilgan vaqt ichida jadvalda berilgan 4 ta so‘zdan matn yoki she’rda uchramaydigan so‘z yoki so‘zlarni topishi talab qilinadi. Jadval.

“Oqilona javob” 1. 2. 3. 4.

Alisher Navoiy 1.Rivoyat Husayn 2. Bosh silkitdi Shogird 3. shamdon Samolyot ( begona so’z ) 4. Qo’shiq( begona so’z )

Rivoyat 1-sinf Natijaviyligi • O‘quvchilardagi mantiqiy fikrlash ko‘nikmasi rivojlantiriladi; • Matnni tahlil qila olish malakasi sinaladi; • Mustaqil fikrlashga yordam beradi; Qiyosiy o‘rganishga o‘rgatadi. Ayniqsa bu mashg’ulotimiz 1-sinflar uchun qiziqarli jarayon hisoblanadi. Darsni yaxshi o’zlashtirishga yordam beradi. 1-sinfda yaxshi ta’limtarbiya muhim omil sanaladi.

Shunday qilib, badiiy adabiyot, bolalar adabiyoti voqelikni haqqoniy aks ettirishi, yorqin obrazlar yaratishi bilan bolalarda estetik did va axloqiy sifatlarni mujassamlashtiradi. Ularda hayot go’zalligini idrok etishga o’rgatadi. So’z san’ati badiiy asarda o’z ifodasini topadi. Xalq badiiy so’zning yosh avlod tarbiyasidagi kuch- qudrati va jozibasiga qadim zamonlardanoq e’tibor berib kelingan. Badiiy so’z xalqning barcha madaniy boyliklarini abadiylashtirgan. Buning uchun esa o’quvchi albatta xalq og’zaki ijodini yaqindan o’qishi lozim.

Foydalanilgan adabiyotlar ruyxati: 1. Ma'qulova B. va boshqalar. Boshlang'ich sinfdan tashqari o'qish mashg'ulotlari. T, «O'qituvchi», 2006- yil. 2. Mirzaev I. Dars tahlili. T., «O'qituvchi», 2005- yil. 3. Oripov K, Obidova M. Ifodali o'qish. T., «O'qituvchi», 2002- yil. 4. To'rt yillik boshlang'ich sinflarda SINFDAN TASHQARI O’QISH’. T, «O'qituvchi», 2009- y. 5. Umarova M, Xudoyberganov M. Bayonlar to'plami.T."O'qituvchi", 2002-y 6. Qosimova K. Boshlang'ich sinflarda ona tili o'qitish metodiicasi. T., 'O'qituvchi", 2005- yil. 7. B. Ma’qulova, D. Nasriddinova. Kitobim-oftobim. Toshkent -2017-yil

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FILOLOGIYA INGILIZ TILI LUG‘AT BOYLIGI SHAKLLANISHIDA TURG‘UN IBORALARNING TUTGAN O‘RNI Muxtorova Matluba Zokirovna o’qituvchi,Sirdaryo tumani 18-umumiy o’rta ta’lim maktabi, O’zbekiston Respublikasi, Sirdaryo viloyati Har bir tilning o‘ziga xos xususiyatlaridan, ichki imkoniyatlaridan kelib chiqqan holda o‘z rivojlanish qonuniyatlari mavjud bo‘ladi. Ingliz tilida turg‘un iboralar shakllanishining ham o‘ziga xos xususiyatlari mavjud. Ma’lumki, frazeologizmning shakllanishi deganda, u yoki bu so‘z frazeologik birikmasining (FB) turg‘unlikka xos bo‘lgan barcha elementlarni qo‘lg kiritishi nazarda tutiladi. Ingliz tilida yangi frazeologizmlarning yuzaga kelishiga sabab bo‘luvchi omillarga quyidagilar kiradi: nom talab qiluvchi yangi tushunchalarning paydobo‘lishi; o‘z ta’sir kuchini yo‘qotgan iboralarni yangisi bilan almashtirish ehtiyoji; ayni tarixiy davrga oid iboralarga bo‘lgan doimiy ehtiyoj. So‘nggi yillarda frazeolog olimlarni FBlarning hosil bo‘lish yo‘llari masalasi tobora ko‘proq qiziqtirmoqda. Bu til birliklarining mazmuni, shu jumladan, FBlarning struktur-semantik xususiyatlari ham lingvistikada kam o‘rganilgan sohalardan biri bo‘lib qolayotganligi bilan bog‘liqdir. FBning semantik-frazeologik variantlari o‘rtasidagi munosabatlarni oydinlashtirish uchun frazeoderivatsiya asosiy usullarini umumlashtirish shu boisdan ham muhim hisoblanadi. FBlar mazmuni haqida gap ketganda, shuni aytib o‘tish kerakki, frazeologizmlar shunchaki predmetlar, harakat, holat va hokazolarni atamaydi, balki ularni tasvirlaydi. Bundan ko‘rinib turibdiki, FB mazmunining mavhumlik darajasi yuqori bo‘ladi. FBning o‘ziga xos xususiyati shundaki, uning semantik strukturasida ifodalilik elementi kuchli bo‘ladi. Frazeologizmlar semantikasining o‘ziga xos xususiyatlarini leksik semantika bilan taqqoslaganimizda, frazeologizmlarning kontekstual xususiyati nafaqat mustaqil ma’noga ega ekanligida, balki ularning semantik mazmuni jonli va ta’sirchan ekanligi bilan ham farqlanadi. FBlarning bu xususiyati, ayniqsa, muhim ahamiyatga ega hisoblanadi. Ingliz tilida FB hosil bo‘lishining yetti xil asosiy usullari mavjud. Bular: 1) o‘zgaruvchan so‘z birliklari ma’nosining o‘zlashtirilishi; 2) turg‘un birikmalar ma’nosining o‘zlashtirilishi; 3) potentsial frazeologizmlar negizida; 4) individual-muallif iboralari; 5) syujet asosida; 6) omonimlar so‘z o‘yini natijasida; 7) FBlardan (frazeoderivatsiya) yangi FBlarning hosil bo‘lishi. Yuqorida ko‘rsatilgan olti usul birlamchi frazeologik shakllanishga mansub bo‘lsa, frazeoderivatsiya ikkilamchi frazeologik shakllanishga kiradi. Bunda yangi FB tilda mavjud bo‘lgan frazeologizmlarning semantik, grammatik va

funktsional jihatdan o‘zgarishlarga yuz tutishi asosida vujudga keladi. Yuqorida qayd etilgan yo‘llar bilan hosil bo‘lgan FBlarni ko‘rib chiqamiz: with both feet [”qat’iyat bilan”], a little (small) frog in a bigpond [“kichkina odam”], go great guns [“gullab yashnamoq”, ”muvvaffaqiyat qozonmoq”], a white-collar job [“idorada ishlamoq”, ya’ni “toza ish”]. FBlarning hosil bo‘lishi asos va hosila FBlar degan tushunchalarni va ularning o‘zaro aloqasini qamrab oladi. Bu masalaning murakkabligi va ko‘p qirraligi bois, asos FBlar strukturasini alohida, hosila FBlar strukturasini alohida o‘rganish maqsadga muvofiq bo‘ladi”. Frazeologik derivatsiyaning nazariy asoslarini izohlashda genetik aspekt muhim ahamiyat kasb etadi. Shunga ko‘ra, bunda tarixiy asoslarning jalb etilishi odatiy hol hisoblanadi. Oddiy qilib aytganda, “A beradi Bni” formulasining o‘zi ham tilda qandaydir A ning mavjudligini yoki mavjud bo‘lganligini ko‘rsatib, B ning unga nisbatan ikkilamchi sanalishini, yoki aksincha, B ga nisbatan A ning birlamchi ekanligini isbotlaydi. Birlamchi yoki ikkilamchilikni qayd etish jarayonning mohiyatini ochib berishga xizmat qiladi. Biroq frazeologik derivatsiya tahlili faqatgina diaxron aspekt bilan cheklanib qolmaydi. Frazeologizmlarning shakllanishi hodisasi o‘z tabiatiga ko‘ra, bu masalani ikki planda o‘rganishni talab qiladi: 1. Etimologik xususiyatlarni hisobga olgan holda, diaxronik planda (o‘rganilaetgan hodisaning tarixiy rivojlanish bosqichlarini tahlil qilgan holda); 2. Sinxron planda (til va uning qo‘llanishi lingvistikaning predmeti sanaladi). Shu boisdan, frazeologik derivatsiyani o‘rganishda til hodisalariga nisbatan o‘zaro bog‘liq bo‘lgan va bir birini taqozo etuvchi mazkur ikki yondoshuv muhim ahamiyat kasb etadi. Frazeologik shakllanish, u qay tarzda kechishidan qat’iy nazar, tilni yorqin, jo‘shqin, ma’nodor FBlar bilan boyitadi. Ayrim neologizmlarning jamiyat tomonidan qabul qilinishi, ayrimlarining esa aksincha, inkor qilinishi bir qancha faktorlarga bog‘liq bo‘lgan hodisadir. Eng avvalo, bu hosilaning oldiga qo‘yilgan nominativ funktsiyaga mos kelish yoki kelmasligiga bog‘liqdir.Frazeologik derivatsiya natijasida hosil bo‘lgan yangi FBning shakllanish jarayonida ko‘zga tashlanadigan o‘zgarishlardan biri, bu uning tarkibidagi denotatning semantik funktsiyasi boshqa bir denotatga o‘tishidir. Bu jarayonni Collins-200623; The Concise Oxford Dictionary of Current English-2008; H. W. Fowler-2008; A. S. Hornby24 va yana bir qator yetakchi izohli lug‘atlarda yaqqol kuzatishimiz mumkin. Frazeologiyaning derivatsion rivojlanishi zamirida frazeologik birliklarning (FB) xosil bulishiga olib 59

№ 29 (158), 2020 . and everything in the kitchen at sixes and sevens’’ (K.S. Prichard.Winged Seeds.ch. XXIV). Tilda FB tarkibiy qismlarining turli xil semantic transformatsiyalari bilan kechadigan derivatsiya jarayoni boshlang’ich material mazmun moxiyatining boyishiga olib keladi. Bu kabi xodisalarga aloxida izchillik bilan o’rganilishi kerak bo‘lgan uziga xos derivatsion xodisalar sifatida qarashimiz mumkin. Masalan, son so‘z turkumiga kiruvchitar kibiy qismlarning o’z sanoq xususiyatidan uzoqlashuvi odatda FBning umumiy mazmuniga bir qator yangi ma’nolarning kirib kelishi bilan kechadi: It is sixof one and half a dozen of the other = ’’Bu xuddi o‘sha ning o‘zi’’; Everything is at sixes and sevens=’’ xamma narsaning oyog’i osmondan bo’di’’. Bu kabi xolatlarda FB tarkibiga kiruvchi sonlar tructur va funktsional murakkabliklarni yuzaga keltiradi. Bu esa FB derivatsiyasining belgisi xisoblanadi. Misol uchun, it is a game at which two can play at that game = “ko‘ramiz kimning qo‘li baland kelarkan” Fbsini olib qaraydigan bo’lsak, bunda FB tarkibiday uzaga kelgan ma’lum miqdor analogiya qonunlari asosida suzlashuv amaliyoti jarayonidayuzagakeladi. Bu fikrni isbotlash uchun zamonaviy ingliz tilida mavjud bo‘lgan quyidagi Fblarni misol sifatida keltirib o‘tamiz: The seven virtues = yeti ezgu ish, yettita ezgu fazilat; This seven year(s) day=bu uzoq vaqt mobaynida; The seven wonders of the world = dunyoning etti mujizasi; The seven deadly sins = yeti kechirilmas gunox; With sixof everything =qonuniy nikohda bo‘lmoq (ayol haqida); The city of the seven hills = ’’ Rim’’va boshqalar. Bu kabi sinonimik katorlarning vujudga kelishi bir turdagi tructural modellar asosida amalga oshiriladi. Bundan tashqari, kuzatuvlarga qaraganda, Fblar sinonimik katorlari modellari ko‘pgina tillarda o‘zlarining tructural barkarorligini saklab koladi. Bu esa turli xil tillarda sinonimik katorlarning shakllanishi universal ekanidan dalolat beradi.

keluvchi murakkab semantic jarayonlar yotadi. Bunda derivatsion jarayonlarning muntazamligi odatda quyidagi ketma-ketlikda amalga oshiriladi – FB derivatsion baza sifatida frazeologik so’zlardan, boshqa frazeologik birliklarning xam yuzaga kelishiga asos bulib xizmat qiladi. Bu quyidagi kurinishda amalga oshiriladi: ”FB-so’z” va’’FB-FB’’. Hosil bo‘lgan derivatlar (xosilalar) o’z navbatida keying derivatsion munosabatlarning rivojlanishida ishtirok etishlari mumkin va buning xam natijasida yangi so’zlar yoki FBlar yuzaga keladi. Dastlabki FBlarning turli xil transformatsiyalari natijasida xam FB derivatsiyasi amalga oshirilishi mumkin. FBlarning xosil bo’lishiga olib keluvchi murakkab semantik jarayonlarda quyidagi bosqichlarni ko’rsatib o’tish mumkin: 1) FB tarkibidagi so’zlarning dastlabki ma’nolarini yo’qotishi yoki kuchsizlanishi; 2) FB barcha tarkibiy qismlarining ma’nolarini o’zida mujassam etgan yangi (frazeologik) ma’noning mustaxkamlanishi (turg‘unlashuvi); 3) turg‘un so’z birikmasining frazeologik ma’nosi uning aloxida tarkibiy qismlariga o’zgacha kuch bilan ta’sir o’tkazadi. Tilning leksik sistemasi uchun bu umuman yangi ma’no xisoblanadi. FBlar turli xil uzgarishlarga moyil bo‘lib, bu kabi o‘zgarishlar FB strukturasidagi tarkibiy kismlarning amalga oshirilishi mumkin bo‘lgan o‘zaro almashinuvi hisobiga yuzaga keladi, ammo uning qolgan kismlari o‘zlarining doimiy xususiyatlarini saklab koladilar. Bunda FB tarkibiy kismlarining transformatsiyasi kup xolatlarda unga mos keluvchi turg‘un birikmalarning moxiyatiga ta’sir utkazmaydi. Masalan,  Be all at sixes and sevens =’’tartibsiz xolda bo‘lmoq; tashlandik, qarovsiz xolda bo‘lmoq’’;  set on six and seven; set on cinque and sice =” soqqa tashlab, kata nomerga pul tikish ya’ni tavakkal qilmoq’’ . Zamonaviy ingliz tilida qisqartirilgan iboralar ko‘p qo‘llaniladi, masalan : “We had an awful rush today”, Daphne explained wearily. ’’Fifty men for lunch and more men for dinner,

Foydalanilgan adabiyotlar: 1. Yuldoshev B.O‘zbek frazeologiyasi va frazeografiyasining shakllanishi hamda taraqqiyoti. -Samarqand: SamDU, 2007. -108b. 2. Collins Dictionary of the English Language.Ed. by L.Urdang, P. Hanks, Th. H. Long. – London; Glasgow: Collins, 2006. –XXXV, 1690p. 3. Hornby A.S. The Advanced Learners Dictionary of Current English. – London: Longman, 1999. – 678p. 4. A supplement to the Oxford English Dictionary / Ed. by R.W. Burchfield. – Vol.4. – Oxford: Clarendon Press, 1996. – 1410p

№ 29 (158), 2020 .

TURK TILIDA MULOQOT JARAYONIDAGI MODAL MUNOSABAT Shabanov Djumali Kazimovich Toshkent davlat sharqshunoslik universiteti dotsenti, O’zbekiston, Toshkent Muloqot xulqi muammosini milliy xarakter – millatning o‘ziga xos urf-odati, qadriyat va an’analarini hisobga olmay, o‘rganib bo‘lmaydi. Muloqot axborotning mantiqiy mazmuninigina emas, balki so‘zlayotgan kimsaning ruhiy holati, hissiyoti, istaklarini ham ifodalashi mumkin. Bunday holatlarda til o‘zining emotiv (emotsional-ekspressiv) funksiyasini bajarishga kirishadi. Turk tilida muloqot jarayonidagi modal munosabat, asosan, nezaket termini bilan ifodalanadi. Nezaket so‘zi fors tilidan o‘zlashgan bo‘lib, lug‘atlardagi ma’nosi shunday: 1. Başkalarına karşı saygılı ve incelikle davranma, incelik, naziklik. 2. (Bir iş veya durum için) Önemli olma, dikkatli davranmayı gerektirme. O‘zbekcha ma’nosi: 1. Boshqalarga hurmat va ehtirom bilan munosabatda bo‘lish, e’tibor, iltifot ko‘rsatish. 2. (Biror ish yoki vaziyat uchun) Ahamiyatli bo‘lish, e’tibor bilan munosabat ko‘rsatish. Turk tilidagi nezaket atamasining muqobili bo’lgan hurmat leksemasi muloqot jarayonidagi verbal va noverbal vositalar orqali amalga oshadigan modal munosabatlarni aks ettiradi. Nezaket tushunchasini aks ettiruvchi saygı, nazik, incelik, hürmet, itibar, ihtiram, sevgi, ilgi leksemalari ijobiy munosabatlarni ifoda etishda qo‘llanadi. Mazkur terminlardan asosiysi, keng doirada qo‘llanadigan, uslubiy jihatdan betaraf bo‘lgani nezaket so‘zidir. Affiksal morfemalar tilning eng kichik ma’no anglatuvchi birligi bo‘lgani bois hurmat ifodalashda o‘ziga xos funksional xususiyatlarni namoyon etadi. Hurmat ma’nosini ifodalovchi morfologik vositalar aynan qo‘llanilish o‘rniga ko‘ra funksional jihatdan farqlanadi. Turk tilida hurmat ma’nosini ifodalovchi morfologik vositalar sifatida -lar, -ler; -(ı)nız, -(i)niz / (u)nuz, -(ü)nüz; -m(-ım,-im / -um, -üm); -r(-ar, -er, -ır, ir / -ur, -ür) qo‘shimchalarini keltirish mumkin. Bu qo‘shimchalar, ularning grammatik ma’nolari haqida adabiyotlarda ma’lumotlar berilgan. Ammo funksional xususiyatlari, uslubiy-semantik imkoniyatlari, hurmatni ifodalashdagi o‘rni haqidagi fikrlar, deyarli, kuzatilmaydi. Shu bois, mazkur qo‘shimchalarning funksional xususiyatlari, uslubiy imkoniyatlari, hurmat ifodalashdagi o‘ziga xosliklari borasida fikr yuritiladi. Turk tilida -lar / -ler qo‘shimchasi hurmat tushunchasini ifodalashda eng faol affiks sanaladi. – Bayım, affetsinler; ben bu köpeği öldüremem, dedi „Hojam, kechirgaylar (kechiring); bu kuchukni o‘ldirolmayman, – dedi‟. Ushbu misolda shaxsga ko‘rsatilgan hurmat unga taalluqli buyum, harakat va holatga ham qaratilgan. Turk tilidagi -lar / -ler qo‘shimchasining hurmat ifodalashdagi o‘ziga xos tomonlaridan biri “taalluqlilik, oidlilik” bildiruvchi -gil qo‘shimchasi bilan ma’lum o‘rinlarda yaqinlik hosil qilib, sonda ko‘plikdagi hurmat

ma’nosini “taalluqlilik, oidlilik”dagi hurmatga tenglashtirishidir. Turk tilida affiksal morfemalar orqali hurmat ifodalanishining asosida ko‘plik ma’nosi mavjud. Hurmat ma’nosidagi -lar, -ler qo‘shimchasi negizida miqdor ma’nosi bo‘lsa, -ınız, -iniz/-unuz, -ünüz qo‘shimchasida esa ko‘plikdagi shaxs tushunchasi mavjud. Masalan, kasalga Bügün nasılsın? o‘rniga yaqinlikni bildiruvchi Bügün nasılız? shakli qo‘llanadi. So‘zlovchi o‘zini tinglovchi bilan birga hamdardligini bildiradi. Mana shu butunlik, jam bo‘lish keyingi bosqich –“yaqinlik”ni yuzaga keltiradi. Ayni yaqinlik zamirida, hurmat ma’nosi mavjud. Bu o‘rinda shaxs-son shakllarida ko‘chish kuzatiladi. So‘zlovchi o‘zini tinglovchi bilan birga qo‘yib, xayrixohligi, hamfikrligi, hamdardligini izhor etadi. Turk tilidagi -m (-ım, -im / -um, -üm) affiksi o‘z vazifasidan tashqari, ba’zan hurmat, erkalash, ulug‘lash ma’nolarini ifodalashga ham xizmat qiladi. Asosan ot yoki sifat turkumidagi so‘zlarga qo‘shiluvchi ushbu affiksning hurmat ifodalashdagi vazifasi ikki xil. Birinchisi, katta yoshdagilarning o‘zidan kichiklarga, mansab va lavozimidan qat’i nazar, hurmat bildirishi bo‘lsa, ikkinchisi, kichik yoshdagilarning o‘zidan kattalarga hurmat ifodalashidir. ...“Hacı Kalfa” diye seslendim. Sesin nereden geldiğini birden bire anlamıyarak durdu arabanın içinde beni görür görmez kollarını kaldırıp sokağın içinde avazı çıktığı kadar: „Vay, iki gözüm hocanım!” diye bağırdı„... “Xoji Kalfa” – deya chaqirdim. Ovozning qaerdan kelganini birdaniga anglay olmay to‘xtadi, foytun ichida meni ko‘rgan zahoti qo‘llarini ko‘tarib, ko‘chada ovozining boricha: “Voy, nuri diydam, o‘zimning muallimam!” – deya qichqirdi‟. Leksik birlik sifatida “göz” bir bo‘g‘inli, ot turkumiga xos, tub so‘zdir. Leksik ma’nosiga asosan tana a’zosining nomi. Qo‘llanilish vazifasiga ko‘ra esa, undalma. Ushbu göz undalmasida semiotik nuqtai nazardan “aziz”lik xususiyati mavjud. -(ü)m qo‘shimchasi so‘zga qo‘shilib, o‘zining birlamchi “egalik” ma’nosini butunlay emas, qisman yo‘qotyapti. “Egalik” ma’nosi o‘rnini “o‘ziga yaqinlik” asosidagi hurmat bo‘yog‘i egallaydi. Matndagi -(ü)m morfologik birligining shu tarzda qo‘llanilishida affiksning kategorial vazifasi bo‘lgan “oidlik, egalik” ma’nosi susayib, “yaqinlik, hurmat” ma’nosi yuzaga chiqadi. Bu yerda hurmat ifodalashdagi asosiy urg‘u so‘zning leksik-semantik ma’nosiga emas, -(ü)m affiksining vazifasi “yaqinlik, hurmat” ma’nosiga yuklanadi. Turk tilida kategorial vazifasi hozirgi-kelasi zamon ma’nosini ifodalovchi -r(-ar, -er , -ır, -ir/ -ur, -ür) qo‘shimchasi ham o‘rni bilan hurmat bildiradi. Hozirgikelasi zamon qo‘shimchasi sanaluvchi -r(-ar, -er, -ır, ir/ -ur, -ür) bilan bog‘liq materiallar shuni ko‘rsatmoqdaki, birinchidan, mazkur grammatik 61

№ 29 (158), 2020 . hala (amma) qarindosh-urug‘chilik atamasining hurmat ifodalashdagi vazifada kelmasligini ko‘rsatadi. Hurmatni bildiruvchi faol leksik birliklar sifatida quyidagilarni keltirish mumkin: hanım, efendi, bay, bayan. Hurmat kategoriyasida “ayol” ma’nosini ifodalovchi hanımefendi, hanım, bayan, kadın, hatun, karı so‘zlari sinonimik qatorni tashkil etadi. Tartiblanish holatiga ko‘ra ulardagi hurmat darajasi eng yuqoridan neytral darajaga qarab pasayib boradi. Hozirgi muloqot jarayonida hatun so‘ziga qaraganda kadın yanada kengroq doirada ishlatilmoqda. Turk olimi S. Chag‘atay, keyingi yillarda hanım so‘zining hatun so‘zidan ham pastroq darajada ishlatilayotganligini ta’kidlaydi. Ushbu sinonimik qatorning qo‘llanish graduonimiyasini kadın→hatun→ hanım tarzida berish mumkin. Efendi so‘zi “kishi, erkak, odam” ma’nolarida qo‘llanib, hurmat ifodalaydi. Unda so‘zlovchining tinglovchiga nisbatan neytral munosabatini ifodalovchi “kishi, erkak, odam” ma’nolari efendi co‘zi yordamidagi hurmat, emotsional-ekspressiv bo‘yoq orqali namoyon bo‘ladi. Turk tilida rasmiy uslub va yozishmalarda, rasmiy munosabatda bay va bayan so‘zlari keng qo‘llanadi. Bay va bayan asl turkiy so‘zlar bo‘lib, XX asrning birinchi yarmida turk tilida o‘tkazilgan til islohotidan keyin ularning iste’mol doirasi kengaya bordi. Turk tilida ayrim leksik birliklar hurmatning paralingvistik ifodasini aks ettiradi. “Odamlar so‘zlar orqali muloqot qilishni o‘rganganlarida, ular o‘zlarining avvalgi jestlar bilan bog‘liq tilini unutib yubormadi. Muloqotning yangi turi – so‘zlashuv va eshitish – uning eski turi sanalgan – ko‘rsatish va ko‘rish bilan birgalikda bir-birini to‘ldirib boradi”. Hurmatning harakat (imo-ishora, jest, mimika)lar orqali ifodalanishini “rasmiy” va “norasmiy hurmat” tarzida ikkiga ajratish mumkin. Turk tilida harakatlar orqali hurmat ifodalovchi nezaket ziyareti rasmiy doiralarda qo‘llanadigan hurmat turlaridan biridir. Professor A. Qosimov turk tilidagi nezaket ziyareti terminini o‘zbek tilida protokol tashrifi deb nomlab, quyidagicha yozadi: “Protokol tashrifi alohida ehtirom ifodasi bo‘lib, unda ayrim muhim masalalarni hal qilish kuzatilmaydi”. Muloqotdan tashqarida yoki ma’lumotlarni yetkazish jarayonida paralingvistik vositalar muayyan til imkoniyatlari orqali ifoda etiladi. Shu jihatdan yondashib, paralingvistik vositalarni ifoda etuvchi birliklar quyidagicha tasniflanadi: Bosh ishorasi bilan bog‘liq paralingvistik harakatlarda ifoda etilgan hurmat. Inson o‘zaro munosabatda bosh harakati bilan tasdiq, inkor, norozilik, ma’qullash, salomlashish, xayrlashuv, uyalish, shular qatori, hurmatni ham ifodalaydi. Yig‘ilgan misollar asosida hurmat bildiruvchi paralingvistik vositalar mazmunini ifodalovchi birliklarni turk tilida to‘g‘ridan-to‘g‘ri hurmat ifodalash; muloqot jarayonidan tashqarida hurmat ifodalash; vositali hurmat bildirish kabi turlarga ajratish mumkin.

shakllar ot yoki sifat turkumidagi so‘zlarga qo‘shilmaydi. Asosan, fe’lning murakkab shaklida uchraydi. Hurmat ma’nosi “ko‘plik”, “yaqinlik, taalluqlilik, oidlik” asosida emas, zamon tushunchasidan anglashilgan “iltimos, o‘tinch” mazmuni orqali reallashadi. Turk tilida hurmat ifodalovchi so‘zlar semantikasi va ularda hurmat kategoriyasining ifodalanish darajasi, hurmat bildirishning o‘ziga xos usullari haqida gapiradigan bo‘lsak, muloqot jarayonida ayrim so‘zlar hurmat ma’nosini ifodalash uchun xoslanadi. Hurmat ifodalovchi leksik vositalarning faolligi va ma’nosiga ko‘ra quyidagilarga ajratish mumkin: kishilik olmoshlari, qarindosh-urug‘chilik atamalari, hurmatni ifodalovchi leksik birliklar. Kishilik olmoshlari kommunikatsiyada asosiy va yetakchi vosita sifatida xizmat qiladi, muloqot jarayonining doimiy tarkibiy qismlaridan hisoblanadi. Bunday ifoda ikki ko‘rinishda namoyon bo‘ladi: 1.Shaxs ko‘chishi yordamida hurmat ifodalash. Sh.Safarov shaxs ko‘chishini vazifaviy ko‘chish deb nomlaydi. 2. Pronominalizatsiya shaklida hurmat ifodalash. Muloqotning bunday shaklini Sh. Safarovning pragmalingvistikaga oid quyidagi fikrlari orqali izohlash mumkin: “...muloqot odati, xatti-harakatlarning mavjudligiga sabab ushbu millat vakillarining ongidagi “freym struktura”da milliy madaniyatga xos qobiqning mavjudligidir. Etnik-etik normalar to‘planishidan tashkil topadigan ushbu qobiq muloqot strategiyasi va taktikasini bir xilda boshqarib boradigan qoidalar tutashadigan maydondir”. Shuning bilan birga, ben kishilik olmoshi o‘rnida shaxs ko‘chishi bilan qo‘llaniladigan biz olmoshining vazifasida hurmat va hurmatsizlik oppozitsiyasi mavjud. Oppozitsiyali xususiyat fonetik (ohang, urg‘u) vositalar orqali farqlanadi. Turk tilida qarindosh-urug‘chilik atamalarini hurmat ifodalashi jihatidan ikki guruhga ajratish mumkin: 1) qarindosh-urug‘larga hurmat ifodalash; 2) qarindosh bo‘lmagan kishilarga hurmat ifodalash. Katta yoshdagilarning o‘ziga begona bo‘lmagan (ayrim hollarda begona) kichik yoshdagilarga qarindosh-urug‘chilik atamalari bilan murojaat qilib hurmat ko‘rsatishi ham kuzatiladi. Hurmat bildiruvchi qarindosh-urug‘chilik atamalari semantikasidagi hurmat aksariyat lug‘atlarda qayd etilmagan. Shunga ko‘ra, qarindosh-urug‘chilik atamalarini ikkiga ajratish mumkin: a) lug‘atlarda hurmat ma’nosi qayd etilgan atamalar; b) lug‘atlarda hurmat ma’nosi qayd etilmagan atamalar. Ta’kidlanganlar asosida qarindosh-urug‘chilik atamalari orasidagi hurmatning taqdim etilishini uchga ajratish mumkin: a) oddiy darajadagi hurmat; b) o‘rtacha darajadagi hurmat; v) yuqori darajadagi hurmat. Turk tilidagi qarindoshlikni anglatuvchi kaynana <kayın ana = kayınvalide = hanım anne va valide = valide hanım = valide sultan leksik birliklari semantikasiga ko‘ra o‘ziga xos leksik-stilistik paradigmani tashkil etadi. To‘plangan materiallar tahlili turk tilida otaning egachisi yoki singlisi sanaluvchi, arab tilidan o‘zlashgan

№ 29 (158), 2020 .

Foydalanilgan adabiyotlar: 1. GüntekinR.N. Çalıkuşu. – İstanbul: İnkılap Kitabevi, 1992. – S. 218. 2. . . – ., 2008. 210- . 3. Çağatay S. Türkçe‟de „Kadın‟ İçin Kullanılan Sözler // Prof.Dr. Saadet Çağatay‟ın Yayınlanmış Tüm Makaleleri. – C.1, S. 92.

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Ɉ ȽɂɉɈɌȿɁȿ ɄɈɅɅȺɌɐȺ Ⱥɦɨɫɨɜ ȿɜɝɟɧɢɣ Ⱥɥɟɤɫɚɧɞɪɨɜɢɱ

ɋɈȼɊȿɆȿɇɇɕȿ ɈɋɈȻȿɇɇɈɋɌɂ ɈɉɊȿȾȿɅȿɇɂə ȽɊȺɇɂɐ ɆɍɇɂɐɂɉȺɅɖɇɕɏ ɈȻɊȺɁɈȼȺɇɂɃ Ʉɭɤɫɚ Ⱥɪɬɟɦ ȼɢɤɬɨɪɨɜɢɱ

ɈɊȽȺɇɂɁȺɐɂə ɆɍɁɕɄȺɅɖɇɈɃ ȾȿəɌȿɅɖɇɈɋɌɂ ɇȺ ɁȺɇəɌɂəɏ ɋɈȼɆȿɋɌɇɈȽɈ ɆɍɁɂɐɂɊɈȼȺɇɂə Ʉɢɦ Ɇɚɪɤ ȼɚɥɟɪьɟɜɢɱ

ɉɊɂɇɐɂɉ ɇȿɅɈɄȺɅɖɇɈȽɈ ɉɋɂɏɈɋȿɆȺɇɌɂɑȿɋɄɈȽɈ ɊȿɁɈɇȺɇɋȺ ȼ ɉɋɂɏɈɅɈȽɂɑȿɋɄɂɏ ɂɋɋɅȿȾɈȼȺɇɂəɏ ɋ ɂɋɉɈɅɖɁɈȼȺɇɂȿɆ PSYSCANNER Ʌɟɛɟɞɟɜ ɂɝɨɪь Ȼɨɪɢɫɨɜɢɱ Ʉɭɡɧɟɰɨɜ Ⱥɥɟɤɫɚɧɞɪ ɘɪьɟɜɢɱ

ɉȺɊɋɂɇȽ ɋȺɃɌɈȼ. ɉȺɊɋȿɊ ɇȺ əɁɕɄȿ PYTHON Ʉɨɧɨɧɨɜ ȼɥɚɞɢɫɥɚɜ Ⱥɧɞɪɟɟɜɢɱ

ɆȿɌɈȾɂɄȺ ɂɋɉɈɅɖɁɈȼȺɇɂə ȼȿɊȻȺɅɖɇɕɏ ɂ ɇȺȽɅəȾɇɕɏ ɋɊȿȾɋɌȼ ɈȻɍɑȿɇɂə ɇȺ ɍɊɈɄȺɏ ɉɊɂɊɈȾɈȼȿȾȿɇɂə ȼ ɇȺɑȺɅɖɇɕɏ ɄɅȺɋɋȺɏ ɇɭɪɢɞɞɢɧɨɜɚ Ɇɚɣɫɚɪɚ ɂɤɪɚɦɨɜɧɚ

ɂɋɌɈɊɂə ɋɌɊɈɂɌȿɅɖɋɌȼȺ ɉɊȺȼɈɋɅȺȼɇɕɏ ɏɊȺɆɈȼ ȼ ɌɍɊɄȿɋɌȺɇȿ ȼ XIX ɇȺɑȺɅȿ ɏɏ ȼȼ Ɏɚɪɦɚɧɨɜɚ Ƚɭɥьɧɚɪɚ Ʉɨɦɢɥɟɜɧɚ