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Papers in english

Pedagogy

THE IMPORTANCE OF TECHNICAL RESOURCES IN THE ORGANIZATION OF INTERACTIVE LEARNING OF FOREIGN LANGUAGE Aytgul Djumabaeva

FROM THE HISTORY OF TEACHING FOREIGN LANGUAGES IN THE CONDITIONS OF KARAKALPAKSTAN Elmira Djumabaeva

THE RESULTS EFFICIENCY OF TECHNOLOGY IN TEACHING FOREIGN LANGUAGE Darmanjan Seytnazarova Margarita Saparniyazova

Philology THE IMPORTANCE OF USING LEXIC GAMES IN TEACHING FOREIGN LANGUAGES Gulshat Hudayberdiyeva Gozel Myatiyeva Maya Arazgeldiyeva

68 68

Economics

IMPROVING THE INNOVATIVE POTENTIAL OF INDUSTRIAL ENTERPRISES IS THE MAIN CHALLENGE OF THE MODERN STAGE OF DEVELOPMENT OF UZBEKISTAN'S ECONOMY Naima Khashimova Shahnoza Ulmasova

72 72 72 75

O'zbek tilida maqolalar

Pedagogika

BOSHLANG’ICH SINFLARDA MATEMATIKA FANINI INTERFAOL METODLAR YORDAMIDA O’TISH Mahmudova Nodira Isoqovna

Psixologiya

ESHITISHDA NUQSONI BO’LGAN BOLALARNING RUHIYATINI O’RGANISH VA YAKKA MASHG’ULOTLARDA RIVOJLANTIRISH Salimov Muxriddin Faxriddin o’g’li Abdullayeva Maftuna Muhitdinovna

Filologiya Қ Ҳ Ў Ҳ Қ

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: 1. Mosadeghrad AM. Healthcare service quality: towards a broad definition. Int J Health Care Qual Assur. 2013;26(3):203-219. doi:10.1108/09526861311311409 2. Cooperberg MR, Birkmeyer JD, Litwin MS. Defining high quality health care. Urol Oncol. 2009;27(4):411-416. doi:10.1016/j.urolonc.2009.01.015 3. Donabedian A. Evaluating the quality of medical care. Milbank Mem Fund Q. 1966/07/01 ed. 1966;44: Suppl:166– 206. 4. Busse R, Panteli D, Quentin W. An introduction to healthcare quality: defining and explaining its role in health systems. In: Busse R, Klazinga N, Panteli D, et al., editors. Improving healthcare quality in Europe: Characteristics, effectiveness and implementation of different strategies [Internet]. Copenhagen (Denmark): European Observatory on Health Systems and Policies; 2019. (Health Policy Series, No. 53.) 1. Available from: https://www.ncbi.nlm.nih.gov/books/NBK549277/ 5. Woolf SH, Aron LY. The US health disadvantage relative to other high-income countries: findings from a National Research Council/Institute of Medicine report. Jama. 2013/01/12 ed. 2013;309: 771–772. 10.1001/jama.2013.91 6. Braithwaite J. Changing how we think about healthcare improvement. BMJ. 2018;361:k2014. Published 2018 May 17. doi:10.1136/bmj.k2014 7. Alzoubi MM, Hayati KS, Rosliza AM, Ahmad AA, Al-Hamdan ZM. Total quality management in the health-care context: integrating the literature and directing future research. Risk Manag Healthc Policy. 2019;12:167-177. Published 2019 Sep 23. doi:10.2147/RMHP.S197038 8. Emad A.Al-Shdaifat Implementation of total quality management in hospitalsJournal of Taibah University Medical Sciences Volume 10, Issue 4, December 2015, Pages 461-466 https://www.sciencedirect.com/science/article/pii/S1658361215000761 9. B. Al-omarThe extent to which TQM principles are implemented in Riyadh city hospitals: from the perspectives of nurses J Public Adm, 24 (2) (2002), pp. 307-352 10. Ungureanu Marius-Ionuţ, Mocean Floarea. What do patients take into account when they choose their dentist? Implications for quality improvement. Patient Preference Adherence. 2015;9:1715–1720.

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CREATION OF INTERACTIVE ELECTRONIC TRAINING COURSES BASED ON MULTIMEDIA TECHNOLOGIES Usmanov Murod Senior Lecturer Jizzakh State Pedagogical Institute, Uzbekistan, Jizzakh Uralova Dilbar Teacher, IMUM number 26, Uzbekistan, Jizzakh

ABSTRACT This article deals with the USE of multimedia means of informational technology in educative process. Multimedia informational technology and it’s influence to raise efficiency of education is also studied. On the base of adducing model one can be see the raising of qualify of education by using interactive electronic teaching courses on the base of multimedia informational technology comperafively with tradisional methods of teaching in educative process. : , , , . Keyword: multimedia, informational technology, interactive electronic teaching.

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. ABSTRACT The issues of phosphorus content and transformation in the soils of the Central Chernozem zone, as well as the process of transition of phosphorus into various forms when applying basic phosphorus fertilizers, were studied. : , , . Keywords: phosphorus fertilizers, phosphorus transformations in soil, leached hernozem. ,

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MOTIVATION AS THE MOST IMPORTANT FACTOR IN INCREASING THE INVOLVEMENT OF THE ORGANIZATION'S STAFF Maxim Oks Master's degree, DSTU «Don state technical University», Russian Federation, Rostov-on-don Alexander Maksimenko Associate Professor, candidate of Economics, DSTU «Don state technical University», Russian Federation, Rostov-on-don

ABSTRACT The article deals with the actual problems of formation of labor motivation of personnel and the main factors that affect the involvement of personnel in the organization. We also studied the problems of staff motivation. Special attention is paid to the importance of non-material incentives. : , , , , . Keywords: motive, motivation, efficiency, personnel management, personnel involvement. ,

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THE ROLE OF INFORMATION TECHNOLOGY IN THE LIFE OF ENTERPRISES Viktoriya Bogdanovkaya Master student of the OZM-ECHR-19 group in the direction of 38.04.03 Personnel Management Master's program "Human Resource Economics" Ural State Economic University of Ural State Economic University, Russia, Yekaterinburg

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MAIN NOVELTIES OF LEGISLATION ON CORPORATE LEGAL ENTITIES Madina Kurkieva Student of Ingush State University Of the Russia, Magas

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PAPERS IN ENGLISH

PEDAGOGY THE IMPORTANCE OF TECHNICAL RESOURCES IN THE ORGANIZATION OF INTERACTIVE LEARNING OF FOREIGN LANGUAGE Aytgul Djumabaeva English senior teacher of Nukus branch of Tashkent state agrarian University, Uzbekistan, Nukus ABSTRACT In this article deals with the technologies used in the educational process, it is more correct to call them not educational or pedagogical. Keywords: methodology, technology, implementation, institutions, education.  clear, consistent pedagogical, didactic development of training and education goals;  structuring, ordering, consolidation of information to be assimilated;  complex application of didactic, technical, including computer, teaching and control means;  strengthening, as far as possible, the diagnostic functions of training and education;  guarantee of a sufficiently high level of education quality The technology should be distinguished from the teaching methodology. The problem of distinguishing between technology and methodology is still controversial. Some researchers consider technology a form of implementation of a methodology, others believe that the concept of technology is broader than a method. As a solution to this problem, the following can be proposed: the technology and the methodology are systematic, one ideal technology has a rigidly defined system of prescriptions leading to the goal, different words the technology is instrumental. The methodology, in own turn, provides for a variety of ways to implement theoretical provisions and does not imply a guarantee of achieving the goal, that is, it does not have high instrumentalities. The instrumental nature of educational technologies means the elaboration and specific actions, starting with the setting of goals, the certainty of stages, steps, operations leading to the goal. It is this property that ensures the reproducibility of the technology and the guarantee of the result. The level of development of instrumentalities can serve as a sign, on the basis of which, in a didactic system, it is possible to detect the degree of its approximation either to technology or to a methodology. Non-traditional technologies are characterized by an intensive presentation of material, an active position and a high degree of independence of students, the presence of self-control and self-correction. Unconventional technologies have features effective traditional teaching. That is why it would be appropriate to call unconventional technologies modern.[2.87] Currently, the subject of pedagogical technology in general is a field of knowledge that covers the scope of

The term "educational technology" is pretty widespread, however, it is rather arbitrary. It should be noted that technologies used in the educational process, it is more correct to call them not educational or pedagogical, but teaching. Attention should be paid to that the concept of "pedagogical technology" denotes methods of work in the field of training and education. Therefore, the concept of "teaching technology" is broader than the concepts technology of education and technology of education. Currently, in the conditions of changes in the education system, the teaching methodology is undergoing significant changes associated with the change in the goals of education, the development of the federal State educational Standard of a new generation based on competence-based approach. In connection with these circumstances, there is a need for new pedagogical research in the field of teaching methods, the search for innovative means, forms and methods of teaching related to the development and implementation of modern educational technologies in the educational process. Pedagogical literature is characterized by abundance of terms that characterize various pedagogical technologies, such as: teaching, traditional, educational technology, programmed learning technology, problem learning technology, proprietary technology and many others.[1.27]. Initially, many teachers did not distinguish between the concepts of pedagogical and teaching technology. The term pedagogical technology was used exclusively to training, and the technology itself was understood as learning with the help of technical means. At present, pedagogical technology is understood as a sequential system of teacher's actions, associated with the solution of pedagogical problems, or as a planned and consistent implementation in practice of a pre-designed pedagogical process. The most famous authors of modern teaching technologies abroad are J. Carroll, B. Bloom, D. Bruner, etc. Domestic theory and practice of implementation of technological approaches to learning are reflected in the scientific works of P.Ya. Galperin, Yu.K. Babansky, P.M. Erdnieva, V.P. Bespalko. Teaching technology is characterized by number of features: 62

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practical interactions between the teacher and students In any activities organized on the basis of clear goalsetting, systematization. Thus, on the one hand, teaching technology is a set of methods and means of processing, presentation, change and presentation of educational information, On the other hand, it is a science About the methods of the teacher's influence on students In the learning process Using the necessary technical or informational means. Teaching technology is interconnected with pedagogical excellence. The pedagogical skill of the teacher consists to select the necessary content, apply the best methods and teaching tools in accordance with program and the set educational objectives. Perfect mastery of pedagogical technology and there is pedagogical skill. One and the same technology can be carried out by different teachers, but it is in the peculiarities of its implementation that their pedagogical skill is manifested. Currently, in the educational process, modern teaching technologies are used in order to implement the cognitive and creative activity of students. Modern technologies provide the opportunity to improve the quality of education and more effectively use study time. Modern educational technologies are focused on individualization, distance and variability of the educational process, academic mobility of students, regardless of age and level of education. Many experts identify the current stage in the development of education as a transition from traditional mass media (books, films, television) to new information technologies. Innovative pedagogical technologies are interconnected, are interdependent and constitute a certain didactic system aimed at fostering such values as honesty, benevolence, empathy, mutual assistance and providing the

educational needs of each student in accordance with his individual characteristics. Thus, in the context of a change in the concept of teaching methods, the creation of new , modern teaching technologies is a prerequisite for increasing motivation and increasing students' interest in the subject being studied, in this case, in a foreign language, as well as the effectiveness of the learning process in general. Changes that are made into the learning process due to a lot technological progress: the development of computer technology and mobile devices, the benefits of which will consider further. In recent years , the use of mobile devices such as mobile phones and tablet computers has not only become widespread, but has been maximized , especially among the young generation. A modern man cannot imagine his life without such devices . Thus, some schools and higher education institutions choose to avoid using mobile phones, impose bans and restrictions. However, the use of mobile devices can be useful not only in the domestic life but also in the academic. Universities around the world have found and appreciated the benefits of mobile devices. They let students and other website visitors find University news and other useful resources on their mobile screens.[3.67] In many foreign colleges and universities, mobile devices are used to facilitate and speed up help on educational issues. For example, there is the possibility of instant information retrieval from the library about the availability of the necessary books. Also, in many educational institutions, students are provided with access to a media player, to provide the opportunity to view video lectures and other educational materials.

References: 1. Barret, T. Twitter. A Teaching and Learning Tool, Blog ICT in my Classroom. 2008.p-27. 2. Dudeney G. How to teach English with technology/ G. Dudeney, N. Hockly - Edinburgh: Longman, 2007.p-87. 3. . . / . . // .-2012. -67.

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FROM THE HISTORY OF TEACHING FOREIGN LANGUAGES IN THE CONDITIONS OF KARAKALPAKSTAN Elmira Djumabaeva English teacher of Nukus branch of Tashkent state agrarian University, Uzbekistan, Nukus ABSTRACT In this article presents the role of a woman is characterized by great opportunities for the formation of a prosperous living environment. Keywords: women, energy, university, independence, pedagogy. Gareeva wrote that during this period “she encountered great difficulties. There were no textbooks in the first and second quarters. We used exclusively newspaper material. There was no program either. " After the adoption of the resolution of the Council of People's Commissars of the USSR and the VKP (b) "On the compulsory study of the Russian language in schools of national republics and regions." It stated, among other things, “to oblige the People's Commissariat of Education of the RSFSR to send in 1938 to permanent work in the fifth, sixth, seventh, eighth, ninth and tenth grades of incomplete secondary and secondary schools of the Kyrgyz, Uzbek, Tajik, Kazakh, Turkmen SSR and autonomous republics and regions of the RSFSR of teachers of the Russian language ", and was also proposed to the People's Commissariat of Education of the Kyrgyz, Uzbek, Tajik,Kazakh, Turkmen SSR, as well as the People's Commissars of the Autonomous Republics and regions to submit to the People's Commissariat of the RSFSR by April 1, 1938 their applications for the required number of teachers of the Russian language. During this period, teachers of the Russian language, such as M.A. Pankratova, A.D. Urazaeva, R. Timasheva, came to Karakalpakstan, who actively helped in the training of personnel and the development of methods of teaching the Russian language in the Karakalpak school. In the post-war period, Russian language training continued, although it was no longer considered a foreign language. In the school curriculum, German, French and English have become foreign languages. In 1954, the Romano-Germanic faculty (RGF) was opened in the structure of the Nukus Pedagogical Institute, the faculty included two specialties English and German. Then 55 students were admitted to the first year. In the context of our topic, let us point out that even in the post-war period, young girls, especially from rural areas, had difficulties and obstacles to obtaining higher education due to the functioning of traditional principles in society. The profession of a teacher in a foreign language did not arouse much interest, most of them came to Nukus, only some went outside the republic. This situation was not convenient for everyone, because it requires a lot of time and money. Even in the 1970s, interest in foreign languages among young people was low. For example, Z. Reipnazarova, a teacher at school No. 31 in Nukus, admits that in those years the interest in this specialty (teaching English - author's note) was not high among young people. It's just that at this faculty, the entrance scores were not very high, so those who did not have enough points

In modern society, the role of a woman is characterized by great opportunities for the formation of a prosperous living environment. Traditionally, in our society, women have always acted as mothers and keepers of the home, when, as they have a huge life potential and inexhaustible energy. Achievement of state independence of the Republic of Uzbekistan made it possible to adopt important regulatory and legal acts concerning the enhancement of the role of women and support of their wide participation in public life. Nowadays Uzbekistan has adopted and ratified over a hundred national and international documents aimed at protecting the interests of women. The fundamental rights and freedoms of women are expressed in the Constitution of the country, there are also a number of decrees and resolutions of the President of Uzbekistan, such as “On the State Program for the Implementation of the Strategy of Action in Five Priority Areas of Development of the economy ”,“ On measures to further strengthen guarantees of labor rights and support for women's entrepreneurship ”,“ On the approval of the National Program for Improving Endo-crinological Assistance to the Population of the Republic for 2019-2021 ”. Today, women and girls are provided with great opportunities for self-development and education, including higher education. In the past, such opportunities were not available to everyone and were not always available. It's not only about the traditional way of life, the hierarchical structure of the family, but also about accessibility. The inaccessibility of obtaining higher education is expressed, especially for girls and women, firstly, by the limit of accepted students, and secondly, the range of specialties was limited. For example, a pedagogical Institute was opened in Karakalpakstan in 1934, then transformed into a university, which was the only higher educational institution until the 1990s. In 1937, the specialty Russian language and literature was organized as a faculty on the basis of the Institute of teachers. There were 12 students in total. The department of general linguistics, Russian and foreign literature, methodology and practice of the Russian language, the interfaculty department of the Russian language began their work at the faculty. The first graduation of students of the faculty took place in 1939 - only 8 people, and in general, in the pre-war period, there were 41 people who graduated from this faculty. This was very important, since there was not enough staff in schools and other educational institutions, there were no textbooks and methodological literature. A high school teacher in the town of Turtkul 64

№ 1 (1), 2020 . With the achievement of national independence, teaching foreign languages has become a priority task of the educational process in Uzbekistan. Much attention began to be paid to English as the language of international communication. Non-state schools and preparatory language courses have opened up, which provide tremendous opportunities for the development of foreign languages. Teaching foreign languages, in particular the Russian language, began to develop especially rapidly since the end of the 19th century, when the territory of Karakalpakstan was annexed to Russia, and there was a need for a large number of people who speak Russian. Governor-General Kaufman pointed out that “for the organization of public education in the region in the future, he considers it necessary to educate the children of Russians and natives together, and to eliminate the detrimental economic and political separation of Muslim schools from Russians.

came to the Romano-Germanic faculty. After graduating from the institute, she began to work at school, only two hours a week in each class. " T. Urazova, an English teacher at one of the schools in Nukus, also notes a low interest in this specialty in the 1970s, "however, the competition was very high, however, not all graduates of our faculty work in their specialty." The respondents claim that most of the students at this faculty were girls, although in the early 1950s-1960s the proportion of men in philological faculties was significant, since in the post-war period, teaching of such subjects as English, German and French began to be actively introduced in many schools of the republic. ... So, at school. A.S. Pushkin in the city of Nukus in the 1961-1962 academic year there were 45 classes, of which the teaching of foreign languages began from the 5th grade. They taught mainly German (17 grades) and English (32 grades), as well as French (2 grades). In other schools, for example, only German and English were taught. References: 1. ,1938 17 2. Electronic resource: http://sssr.regnews.org/doc/qq/sg.htm

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THE RESULTS EFFICIENCY OF TECHNOLOGY IN TEACHING FOREIGN LANGUAGE Darmanjan Seytnazarova English teacher of Karakalpak State University named after Berdakh, Uzbekistan, Nukus Margarita Saparniyazova English teacher of Karakalpak State University named after Berdakh, Uzbekistan, Nukus ABSTRACT The article deals with the developed technology, possibility of introducing this technology into the field of medicine for the purpose of printing human organs. Keywords: communication, technology , inventions ,Internet, education. According to the developed technology, every week the teacher posted a link to an article related to the topic under study, and in the commentary on the article, he asked a question to students, In order to receive a response from them. Thus, when studying the topic "Traveling", the teacher was offered an article, which compared rest in hotels, hostels and apartments, described their advantages and disadvantages. Despite the fact that the use of twitter for many students was a new kind of activity, almost all of the subjects responded to the teacher's question. Some of the students simply expressed their opinion without providing additional details. However, some of the students were active already at the first stage.[1.85] Thus, already at the first stage, the conversation that ensued provided an opportunity to train students' communication skills. Despite the fact that not all subjects took part in this discussion, this example of active interaction influenced other students, on a subconscious level, motivating students to interact not only with each other, but and with the teacher. While studying the topic "society", the teacher asked a question addressed to the students: Do they think that the amount spent on the Olympic Games in Sochi is reasonable and necessary. Only 8 students out of 20 subjects took part in the discussion of this issue. The most of the participants explained the reason for avoiding answering the question posed as insufficient awareness and interest in this issue. Despite this,within a week, 90% of participants published in their accounts those articles that interested them to a greater extent. On the third week of the experiment, while studying the topic "education", the teacher cited an article from the blog of the famous Spanish scientific center , "children will learn from robots", In which it was reported that, thanks to the development of technologies in the field of robotics, Soon, it is possible replacement of teachers and instructors with specially designed robots. Students were asked the question: "Should teachers be replaced by robots?" Discussing these questions, the students showed themselves extremely actively, asked questions, interacting both with each other and with the teacher. It should also be noted that in the process of writing twits, the students tried to use the grammatical and lexical material studied in the classroom. It shows that In this case, students used modal verbs and vocabulary associated with the learning process.

On the third week of the experiment, while studying the topic "education", the teacher cited an article from the blog of the famous spanish scientific center. Soon, it is possible replacement of teachers and instructors with specially designed robots. Studying the topic "technology and inventions" in the lesson the topic of third printing was touched upon. The teacher asked about the possibility of introducing this technology into the field of medicine for the purpose of printing human organs. This problem caused a resonance both in the comments to the teacher's question and in the tweets of the students. Many students have heard about such an opportunity for the first time, that powered the participants to study this issue in more detail. Despite the fact that the opinions of students on this issue were divided, however, in the comments, students were laconic. It is noting that in the lesson, which held after the teacher had published the link to this article, the students took the initiative and asked to discuss this issue in the lesson. The discussion was conducted in the form of a debate. Both groups of students presented their own arguments for and against. The students showed themselves extremely active, however, in some situations they behaved intemperately towards opponents and resorted to attempts to use their native language. As a result of the discussion, it was determined by the most votes that participation in such a mission is inappropriate. Before starting to study the topic "future", the teacher presented the students with a selection of drawings by various authors depicting their vision of the future. Students were asked to share their own thoughts on the same issue. According to the developed technology, the students should not only answer the questions published by the teacher, but also publish their tweets , expressing their opinions on the problems covered during classes devoted to various topics. At this stage, almost all students showed themselves as active users of the Internet and the twitter service in particular. Under the terms of technology, students need to study at least one article per week, with which 90% of the participants successfully coped. At the beginning of the experiment, the participants were not very active, however, by the middle of the second week, having mastered the possibilities of communication via twitter, the more active 66

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â&#x201E;&#x2013; 1 (1), 2020 . find articles is to search articles using the twitter service itself. In addition to the users with whom the participants interacted, many of them also subscribed to updates on the pages famous personalities such as popular artists, actors, athletes and many others. Also, some students became "subscribers" of the recommended news portals, most of which have a twitter account and regularly update its content with the latest news on various topics. Thus, the technology developed by us was received by the students extremely positively. All participants rated this technology quite high. Feedback indicates that the vast most of participants will continue to use twitter to educate themselves and improve their English language skills. Some students plan to share the benefits of using micro-blogging while learning a foreign language.

students took the initiative, asking personal questions on the topics studied to the less active students or those with a lower level of knowledge. It is worth noting that due to the fact that only English was used to write twits of students and the teacher, most of the third-party users who responded were native speakers of the language we are studying. The undoubted advantage of twitter is that a person can turn to absolutely any user of the service, even if they are not familiar or are not subscribers to each other. Any user can leave comments and reviews to any posts, provided that the account owner has not restricted access to their tweets.[2.100] Students have an opportunity to practice communication skills in real time, not only communicating with each other, but also by native speakers without the need to travel abroad or purposeful search for an interlocutor in the country of the target language. The first way to

References: 1. Romantsova G.V. The use of blogs in teaching foreign languages // Actual aspects of linguistic education at the university for students of non-linguistic specialties - 2014. - p. 85-86 2. Sarana T.P. Computer Consulting In Self-Study of Foreign Languages. / Sarana T.P. - Pyatigorsk, 2005.p 100 3. Barnes, S.B. Computer-mediated communication: human to human communication across the Internet/S.B.Barnes Pearson, 2003.

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PHILOLOGY THE IMPORTANCE OF USING LEXIC GAMES IN TEACHING FOREIGN LANGUAGES Gulshat Hudayberdiyeva Teacher of Turkmen State Institute of Finance, Turkmenistan, Ashgabat Gozel Myatiyeva Teacher of Turkmen State Institute of Finance, Turkmenistan, Ashgabat Maya Arazgeldiyeva Teacher of Turkmen State Institute of Finance, Turkmenistan, Ashgabat In the epoch of Might and Happiness under the leadership of the Esteemed President the country education system has reached huge achievements. For a purpose of strengthening the scientific potential of our country world famous innovative technologies are implemented in all scientific and educational spheres. Our Respected President always admonishes the younger generation to learn Turkmen, English and Russian languages. Learning foreign languages helps strengthen fraternal friendly relations among nations. This is the issue we focus on. Nowadays one of the priorities in the national educational reforms is development of the curricular aimed at language proficiency of a foreign language for professional experts in various fields. In this regard, the Esteemed President of Turkmenistan Gurbanguly Berdimuhamedov devotes much attention to learning foreign languages. In a globalized economy, a foreign language is becoming an important information product, it helps to objectively assess the situation in the world economy. Learning foreign languages for students specialized in economics and finance of our country will contribute to: 1) A thorough study of the theory and practice of international trade and international business; 2) Mastering of economic and financial terms, broadening of knowledge in the field of economic sciences; 3) Reading and understanding of special literature and materials, in order to extract key information, acquisition of summarization and annotation skills; 4) Free communication with foreign students specialized in economics and finance; 5) Active participation in international conferences, exchange of experience with foreign specialists. The advanced methods and technologies are used at Turkmen State Institute of Finance. We state the following purposes: statement of pronunciation, effective mastering of lexicon, increase of spelling literacy, developing of logic thinking and others. The main objectives of teaching the foreign language at the Institute of Finance is formation of communication in foreign language in professional sphere. The use of innovative technologies allows to achieve maximum results.

It is known by everybody that the earlier the learner begins to study foreign languages the faster and the better knowledge he acquires. Out-of-school activities take great significance with the interactive methods such as teaching games, guessing, puzzles, and riddles. Teachers’ goal is to give proper knowledge through different games. The advantages of using games Psychological background According to psychology researchers (Piaget, 1967, Chengfu, 2002), young children to the age of seven find it difficult or impossible to see language as an abstract system, independent of communication or enjoyable sound sequences such as songs and rhymes. They find it difficult or impossible to think in terms of learning goals, although they respond to more immediate objectives such as drawing a picture or making a kite. They also find it difficult or impossible to work at one task for a long time. Their attention is usually short, and they need frequent changes of activity. Their studies show that in a well-organized atmosphere, children’s attention last for different time: around age 5 to 7, they can pay attention for 10 to 15 minutes; age between 7 and 10 can pay attention for about 20 minutes; age between 10 and 12 last for about 25 minutes; and the time of attention of those older than 12 may reach to 30 minutes. A famous psychologist Piaget (1967) protested that movement produces “thought”. Movement is the beginning of learning. Cognitive frame is built up step by step whose joint is the movement but not the consciousness. Moreover, some psychologists claim that children should learn through play. Play is an activity performed for its own sake, highly motivated, often involving fantasy and characterized by intense involvement and concentration. In play, children explore and learn about their world. Play is sometimes called the child’s work because it is such a significant mode of learning. The essence of play is that it grows from within the child or group of children who engage in it. It is a creative expression of their thoughts and dealings, based in their own life experiences. Play is the most important mode children have for clarifying and integrating all their experiences, both in and out of school. What’s more, children are most moldable in primary schools, during which time they are active and good 68

№ 1 (1), 2020 . “In an effort to supplement lesson plans in the ESL classroom, teachers often turn to games. The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more co-operative group dynamics.” General Benefits of Games Affective:  lowers affective filter  encourages creative and spontaneous use of language  promotes communicative competence  motivates, fun Cognitive:  reinforces  reviews and extends  focuses on grammar communicatively Class Dynamics:  student centered  teacher acts only as facilitator  builds class cohesion  fosters whole class participation  promotes healthy competition Adaptability:  easily adjusted for age, level, and interests  utilizes all four skills  requires minimum preparation after development To sum up, language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. They also encourage and increase cooperation.

at imitating but cannot concentrate their attention for long period. Thus, teachers, in view of young learners’ psychological and physiological features, should try to regulate their affection, arouse their interest, and intensify their motivation, fostering not only their linguistic competence but also social and cultural awareness. Besides, fun-based, activity-oriented and student-centered approach should be adopted so as to ensure that children learn foreign languages in a relaxed atmosphere. Why Use Games in Class Time  Games are fun and children like to play them. Through games children experiment, discover, and interact with their environment. (Lewis, 1999)  Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many children between four and twelve years old, especially the youngest, language learning will not be the key motivational factor. Games can provide this stimulus. (Lewis, 1999) The game context makes the foreign language immediately useful to the children. It brings the target language to life. (Lewis, 1999)  The game makes the reasons for speaking plausible even to reluctant children. (Lewis, 1999)  Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot.  Even shy students can participate positively.  How to Choose Games (Tyson, 2000)  A game must be more than just fun.  A game should involve "friendly" competition.  A game should keep all of the students involved and interested.  A game should encourage students to focus on the use of language rather than on the language itself.  A game should give students a chance to learn, practice, or review specific language material. One more scholar, M. Martha Lengeling said the following:

References: 1. Azar B. Sh. Fun with grammar. New York. 2000. 2. Lee, W. R. Language teaching games and contests. Oxford: Oxford University Press. 1979. 3. Lehmann, H. (1998): „We sing and play I & II” in Grundschulunterricht 1/1998.

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ECONOMICS IMPROVING THE INNOVATIVE POTENTIAL OF INDUSTRIAL ENTERPRISES IS THE MAIN CHALLENGE OF THE MODERN STAGE OF DEVELOPMENT OF UZBEKISTAN'S ECONOMY Naima Khashimova Doctor Of Economics, Professor at Tashkent State Technical University named after Islam Karimov, Uzbekistan, Tashkent Shahnoza Ulmasova PhD applicant at Tashkent State Technical University, Uzbekistan, Tashkent

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ABSTRACT The development of industry is given special attention in the country. This is because the industrial sector has significant development potential. The experience of many countries shows that it is through the active development of industry that high economic growth and increased competitiveness of the economy are achieved. The reforms have made significant progress in the development of the sector. In order to develop innovation potential and make a decision in a management environment, it is necessary to develop the principles on which innovation is based. . .

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industrial development has increased the contribution of industry to the economy of Uzbekistan from 20.6% to 26.3%. By the end of 2019, the industrial volume index is expected to grow at 6.4%, and the share of industry in GDP at 29%. Despite the positive trends in the industry, there are a number of systemic problems that hinder its further development. A number of factors influence management decisions. Factors of innovation activity can be divided into global, determined by macroeconomics and society as a whole, and local, micro-defined enterprises. global factors include the political situation at home and at the international level, competition in the foreign market, relations with the authorities, tax policy. Among the factors of micro-levelness are two groups of factors that determine innovation activity: internal, aimed at managing innovation in the enterprise, and external, contributing to the expansion of the boundaries of innovation.

At present, one of the priorities of the domestic economy is to accelerate economic development and improve the competitiveness of enterprises. The most important factor for sustainable enterprise development is to increase the innovative potential of business entities, which is impossible without the development of knowledge-intensive technologies, efficient use of intellectual resources, introduction of innovative developments in industry. Accordingly, countries that provide an enabling environment for innovation are winning in global competition. The development of industry is given special attention in the country. This is because the industrial sector has significant development potential. The experience of many countries shows that it is through the active development of industry that high economic growth and increased competitiveness of the economy are achieved. The reforms have made significant progress in the development of the sector. In particular, over the last three years, the period 2016-2018, the volume of production of the industry increased by a third. The high rate of 70

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The size of the enterprise affects its ability to concentrate not only financial but also human resources for innovation. All things being equal, the larger the size of the firm, the more opportunities it has to divert some of its production resources into innovation. The second set of factors includes:  The financial position of the company, which gives an idea of its financial sustainability, its dependence on external sources of financing of innovation, its solvency and, as a result, the possibility of obtaining a loan for the implementation of innovative projects;  The scientific and technological capacity that characterizes the organization's research and development capabilities;  Production capacity, the ability to produce products, production capacity;  The human resources that determine the level of skills of the organization's staff needed to innovate. In order to develop innovation potential and make a decision in a management environment, it is necessary to develop the principles on which innovation is based, namely: The priority of innovation over traditional production; Ensuring the freedom of scientific and scientific and technological creativity, legal protection of intellectual property; Promoting competition in science and technology; The cost-effectiveness of innovative processes; Concentrating resources on priority areas of science and technology; Sufficiency and limited priority areas; Flexibility of innovation policy; Integration of education, science and entrepreneurship; Developing innovation potential in the regions by transferring certain rights and commitments to the regional level; Scale; Promoting international cooperation. Implementation of the innovative potential of industrial enterprises is one of the main tasks at the current stage of development of the domestic economy. The solution to this task is to form, justify and implement cost-effective innovative projects in industry. It is this factor that decisively determines the role and place of the country in the world community, the standard of living of the people and the provision of national security. In the industrialized countries, 8095% of GDP growth comes from new knowledge embodied in innovation. The transition of these countries to an innovative path of development has been made possible by the creation of national innovation systems (NIS). New developing countries have built their own innovation system, starting with import innovation. The innovative model they have used has shown that the rational application of imported scientific and techno-

logical advances can not only provide for significant growth in national economic potential, but will also contribute to its entry to a qualitatively higher level of advanced nations of the world. An important feature of the innovation policy of these countries is the selective approach to support and stimulation of selected industries and individual industries of a high-tech nature. In order to mobilize the intellectual potential of the republic to solve the priority problems of socioeconomic and scientific and technological development, conceptual approaches to innovative development should be defined, as well as a new institutional environment that contributes to the effective organization of these processes in the conditions of post-crisis development. Innovative development should be focused on the systemic and focused efforts of the state, private business and civil society institutions to ensure Uzbekistan's dynamic development in the field of science and innovation. At the same time, the experience of advanced innovative countries suitable for Uzbekistan and successful methods of organizing an effective innovation economy, including the commercialization of scientific developments, becomes important. The analysis of the current situation provides an opportunity to formulate several possible ways of solving the problems of increasing innovation activity in Uzbekistan. They include: 1. The need to implement a set of measures to improve the mechanisms of stimulation and support from the state to develop and implement effective innovations in the organization and management of production by enterprises. This in turn contributes to improving the competitiveness of manufactured products on the world market. The need to develop national projects to create and manufacture science-intensive innovative products, as well as to modernize the technical and technological component to meet modern requirements. The need to develop public impact measures to develop innovative infrastructure and a system to attract private capital into innovation. One important area of achievement of these goals is attracting foreign investment, the effectiveness of which depends on the degree of economic attractiveness of Uzbekistan. Thus, improving public policy to attract investment in innovation can significantly increase the country's innovation potential and, consequently, the competitive advantage of the national economy.

References: 1. Message of President of the Republic of Uzbekistan Shavkat Mirziyoyev Oliy Mazhlis from 24.01.2020 2. "On additional measures to reduce the dependence of industries on fuel and energy products by improving the energy efficiency of the economy and the use of available resources," Decree of the President of the Republic of Uzbekistan of 10.07.2020 3. Decree of the President of Uzbekistan, "Strategy of Action on five priority areas of development of the Republic of Uzbekistan in 2017-2021," February 7, 2017 Decree of the President of Uzbekistan, "Strategy of Action on five priority areas of development of the Republic of Uzbekistan in 2017-2021," February 7, 2017. 4. The concept of innovative development of the Republic of Uzbekistan for 2012-2020 Tashkent - 2011. 5. Official Website of the Ministry of Innovation Development of the Republic of Uzbekistan https://mininnovation.uz/ru 71

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WAYS AND MEANS OF DEVELOPING THE STUDENT’S MENTAL ABILITIES DURING TECHNOLOGY LESSONS Shushan Kocharyan Teacher from School No 147 after R. Abajyan Armenia, Yerevan Nersisyan Lems, Suren Scientific supervisor, Doctor of Pedagogical Sciences, Professor Yerevan State Pedagogical University Armenia, Yerevan

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O'ZBEK TILIDA MAQOLALAR

PEDAGOGIKA

BOSHLANG’ICH SINFLARDA MATEMATIKA FANINI INTERFAOL METODLAR YORDAMIDA O’TISH Mahmudova Nodira Isoqovna Toshkent shahar Sergeli tumanidagi, 6-DIUO’T maktabining boshlang’ich sinf o’qituvchisi, O'zbekiston, Toshkent

ORGANIZING MATHEMATICS IN THE PRIMARY CLASSES WITH THE HELP OF INTERACTIVE METHODS Nodira Makhmudova In the Sergeli District of Tashkent City, 6-primary school teacher of the State secondary special school, Uzbekistan, Tashkent

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ANNOTATSIYA Matematikaning asosiy tushunchalari natural son, arifmetik amallar, to’g’ri chiziq kesmasi, aylana kabi geometrik tushunchalar insoniyat tarixining ilk davridayoq paydo bo’lgan. Matematika fanining vujudga kelishi va rivojlanishi bevosita amaliy ehtiyojdan-narsalarni sanash, xo’jalik hisob kitobi, masofalarni o’lchash, buyumlarning shaklini belgilash, quyosh va yulduzlar vaziyatiga qarab dunyo tomonlarini aniqlash kabi tirikchilik uchun zarur masalalardan kelib chiqqan. boshlang’ich sinfda og’zaki, yozma hisoblash qobiliyatlarini o’stirish kundalik turmushda keng ravishda qo’llanadi, og’zaki hisob o’quvchilar oldiga , berilgan har bir aniq hol uchun qulay hisoblash usullarini olish zarurligini qo’yadi va shu bilan ularning zehnini ochadi. Undan tashqari, u yozma hisoblashlarni osonlashtiradi. ABSTRACT The basic concepts of mathematics such as natural number, arithmetic operations, a cross of a straight line, a circle, geometrical concepts appeared in the first period of human history. The emergence and development of mathematical science arose directly from a practical need-from such issues as counting things, the calculation of the farm, measuring distances, determining the shape of objects, determining the sides of the world depending on the situation of the sun and stars, to which it is necessary for living. in the elementary class, the cultivation of oral, written computing skills is widely used in everyday life , the oral calculation puts before the students the need to take convenient computational methods for each given specific case, thereby opening their mind. In addition, it facilitates written calculations. ,

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Kalit so’zlar: arifmetik amallar, boshlang’ich ta’lim, interfaol metodlar. Keywords: arithmetic operations, elementary education, interactive techniques. : , , 79

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Maktab, ta’lim – tarbiya masalasi davlat va jamiyat nazoratida bo’lishi Asosiy qonunimizda belgilab qo’yilgan. Shu bilan birga, bu keng jamoatchilik, butun xalqimizning ishtiroki va qo’llab – quvvatlashini talab qiladigan umumiy masaladir. Hozirda har bir maktabda ta’lim – tarbiya saramadorligini oshirish jiddiy vazifa bo’lib turibdi. Buning uchun har bir o’qituvchi o’z fanini o’qitishning eng samarali zamonaviy pedagogik texnologiyalarini puxta bilishi va bu sohadagi yangiliklarni uzluksiz o’rganib borishi orqali o’z kasbiy mahoratini muntazam oshirib borishi talab qilinadi. O’rta maktablarda matematika o’qitishning maqsadi quyidagi uch omil bilan belgilanadi: 1. Matematika o’qitishning umumta’limiy maqsadi. 2. Matematika o’qitishning tarbiyaviy maqsadi. 3. Matematika o’qitishning amaliy maqsadi. Matematika o’qitishning umumta’limiy maqsadi o’z oldiga quyidagi vazifalarni qo’yadi: a) O’quvchilarga ma’lum bir dastur asosida matematik bilimlar tizimini berish. Bu bilimlar tizimi matematika fani to’g’risida o’quvchilarga yetarli darajada ma’lumot berishi, ularni matematika fanining yuqori bo’limlarini o’rganishga tayyorlashi kerak. Bundan tashqari, dastur asosida o’quvchilar o’qish jarayonida olgan bilimlarining ishonchli ekanligini tekshira bilishga o’rganishlari, ya’ni isbotlash va nazorat qilishning asosiy metodlarini egallashlari kerak. b) O’quvchilarning og’zaki va yozma matematik bilimlarini tarkib toptirish. Matematikani o’rganish o’quvchilarning o’z ona tillarida xatosiz so’zlash, o’z fikrini aniq, ravshan va lo’nda qilib bayon eta bilish malakalarini o’zlashtirishlariga yordam berishi kerak. Bu degan so’z o4quvchilarning har bir matematik qoidani o’z ona tillarida to’g’ri gapira olishlariga erishish hamda ularni ana shu qoidaning matematik ifodasini formulalar yordamida to’g’ri yoza olish qobiliyatlarini atroflicha shakllantirish demakdir; v) O’quvchilami matematik qonuniyatlar asosida real haqiqatlarni bilishga o’rgatish. Bu yerda o’quvchilarga real olamda yuz beradigan eng sodda hodisalardan tortib to murakkab hodisalargacha hammasining fazoviy formalari va ular orasidagi miqdoriy munosabatlarni tushunishga imkon beradigan hajmda bilimlar berish ko’zda tutiladi. Bunday bilim berish orqali o’quvchilarning fazoviy tasavvur qilishlari shakllanadi hamda mantiqiy fiklashlari yanada rivojlanadi[1]. Hozirda ta‘lim metodlarini takomillashtirish sohasidagi asosiy yo‘nalishlardan biri interfaol ta‘lim va tarbiya usullarini joriy qilishdan iboratdir. Barcha fan o‘qituvchilari shu jumladan boshlang‘ich sinf o‘qituvchilari ham dars mashg‘ulotlari jarayonida interfaol metodlardan borgan sari keng ko‘lamda foydalanmoqdalar. Interfaol ― o‘qituvchi va o‘quvchilar orasida o‘zaro hamkorlik tufayli dars samaradorligini oshadi, yangi darsni o‘quvchi mustaqil harakat, mulohaza, bahsmunozara orqali o‘rganadi, qo‘yilgan maqsadga mustaqil o‘zi darsda o‘quvchi faol ishtirok etgan holda kichik guruhlarda javob topishga harakat qiladi,ya‘ni ham fikrlaydi, ham baholaydi, ham yozadi, ham gapiradi, ham tinglaydi, eng keragi o‘zi faol ishtirok etadi.

Interfaol usullarining negizidagi topshiriq mazmunini anglab yetgan o‘quvchilar ta‘lim jarayoniga o‘zlari bilmagan holda qiziqish bilan kirishib ketadilar. Boshlang‘ich sinflarda qo‘llanadigan texnologiyalaridan foydalanishning maqsadi: O‘quvchilarda hozirjavoblik hissini rivojlantirish, bahs-munozara, erkin fikrlashga asoslangan tafakkur tarzini shakillantirishdan iborat. Hozirda keng qo‘llanib kelayotgan interfaol metodlar turlari juda ko‘p bo‘lib, ularning hammasi ham boshlangich ta‘limda qo‘llash uchun yaroqli emas. Bunga 1-navbatda boshlangich sinf o‘quvchisining o‘qish, yozish tezligining kichikligi va sinfda aksariyat hollarda 30 tadan ortiq o‘quvchi o‘qishi bo‘ladi. Interfaol metodlar nisbatan kichik auditoriyalarga (30 tagacha ) va ko‘proq uzluksiz ta‘lim tizimining o‘rta va yuqori bo‘ginlariga mo‘ljallangan bo‘lib, boshlangich sinflarda qo‘llash tajribalari juda kam. Shuning uchun yangi texnologiyalarning faqat boshlangich sinf matematika darslarida qo‘llash mumkin bo‘lganlari haqida so‘z yuritamiz. Interfaol metod sinfda o‘tiladigan mavzular yuzasidan muammoli vaziyatlarni muhokama qilishda ―Aqliy hujum, ―Adashgan zanjirlar, ―Savol bering, ―Insert, BBB, ―Bahs – munozara, ―Muammoli savollar, ―Kichik guruhlarda ishlash, ―Burchaklar metodi―, ―Kubiklar metodlari asosida bahs, munozara orqali ularni yechimini topishda yaqindan yordam beradi. “Aqliy hujum” texnologiyasini qo‘llash bir muammoni hal qilish yo‘lidan turlicha va iloji boricha ko‘proq taklif, fikr – mulohazalarni yig‘ishdan iborat. Avvaliga har qanday takliflar qabul qilinadi. Keyin esa, ularning ichidan eng ma‘qulini tanlab olinadi. Bu metodni qo‘llashda eng nozik tomoni hamma takliflarni ―Eslab qolishdir. Shuning uchun ularni yozib borish kerak bo‘ladi. O‘qituvchi ularni shartli belgilar va qisqartirishlar bilan doska yoki vatman qog‘ozga yozib boradi. Masalan: 3 – sinfda mavzuga oid quyidagi mashqni hal qilish yuzasidan hamma takliflarni yig‘ish mumkin. ― Quyidagi shaklda nechta to‘rt burchak bor? Bunda takliflar to‘rtburchaklar sonini sanash usuliga oid bo‘lib, ularning sonini to‘g‘ridan – to‘g‘ri aytish talab qilinmaydi. Bunda turli takliflar bildirish mumkin. Eng maqbuli avval 1 katakli, keyin 2, 3, 4, 5, 6, 7, 8 katakdan tuzilgan to‘rtburchaklar sonini sanashni taklif qilish mumkin. Yoki biror ifoda qiymatini qulay usulda hisoblash yuzasidan takliflar yig‘iladi. Masalan: 1 dan 20 gacha bo‘lgan barcha natural sonlar yig‘indisini topish yo‘li so‘raladi. Hamma takliflar qabul qilinadi. Ularning bir nechtasi bo‘yicha yig‘indi topiladi va usullar taqqoslanadi. Eng qulay usulni taklif qilgan guruh yoki juftlik taqdirlanadi. Darsda berilgan masala, misol va topshiriqni juft bo‘lib hal qilishi ham o‘quvchilarni o‘zaro fikr almashishga, bir – birini to‘ldirishi, kerak bo‘lsa bir – biriga o‘rgatishga o‘rgatadi. Bunday usulni 80

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―Juftlikda ishlash‖ deb ataladi. O‘qituvchi o‘quvchilar mustaqil hal qilishi mumkin bo‘lgan istalgan vazifani

juftlikda topshiradi. Bunday topshiriqni ijodiy harekterda bo‘lishi maqsadga muvofiqroqdir.

Foydalanilgan adabiyotlar: 1. S. Alixonov. Matematika o’qitish metodikasi. “Cho’lpon” – T. 2011. 320 s. 2. Jumaev M.E, Matematika o'qitish metodikasi (KIIK uchun ) Toshkent. "Ziyo" 2003 yil. 3. Jumaev M.E, Tadjiyeva Z.G. Boshlang’ich sinflarda matematikada fakultativ darslami tashkil etish metodikasi. Toshkent. "TDPU" 2005 yil.

№ 1 (1), 2020 .

PSIXOLOGIYA ESHITISHDA NUQSONI BO’LGAN BOLALARNING RUHIYATINI O’RGANISH VA YAKKA MASHG’ULOTLARDA RIVOJLANTIRISH Salimov Muxriddin Faxriddin o’g’li Maxsus pedagogika fakulteti 2-bosqich talabasi, Toshkent Davlat pedagogika universiteti, O'zbekiston, Toshkent Abdullayeva Maftuna Muhitdinovna o’qituvchi, Toshkent Davlat pedagogika universiteti, O'zbekiston, Toshkent

LEARNING AND DEVELOPMENT OF THE HEART OF CHILDREN WITH HEARING DISORDERS IN INDIVIDUAL ACTIVITIES Mukhriddin Salimov 2nd year student of the Faculty of Special Pedagogy, Tashkent State Pedagogical University, Uzbekistan, Tashkent Maftuna Abdullayeva Teacher, Tashkent State Pedagogical University, Uzbekistan, Tashkent ANNOTATSIYA Ushbu maqola alohida yordamga muhtoj bolalarning tarkibiy qismiga kiradigan ENB bolalarining ruhiyatini o’rganishda o’ziga xos tasniflar va metodlar haqida boradi. ENB bolalarning ruhiy tushkunlikka tushishi va ularning qanday o’yinlar orqali ruhiy tushkunlikdan chiqib ketish yo’llari o’rganiladi.

. ENB

ABSTRACT This article deals with specific classifications and methods for studying the psyche of children with ENB, which is part of children with special needs. ENB explores how children become depressed and how they can overcome depression through play. Kalit so’zlar: korreksiya, ruhiyat, metod, xususiyat, ijtimoiy muhit, psixik jarayon, emotsiya, surdopedagogika, surdopsixologiya, nutq, daktil, imo-ishora, zaif eshituvchi, yuqori texnologiyalar. : , , , , , , , , , , , , , . Keywords: correction, psyche, method, feature, social environment, mental process, emotion, deaf pedagogy, deaf psychology, speech, dactyl, gesture, hearing impaired, high technology. Har bir mamlakatda amalga oshirilayotgan ta’lim tarbiya tizimi negizida muayyan maqsadlar yotadi. Istiqlol vazifalari esa bugungi kunda ta’lim-tarbiya tizimi mazmunini yangilashni talab qiladi. Maxsus pedagogika ham umumiy pedagogikaning tarkibiy qismi bo’lganligi uchun, bu vazifalar ushbu sohaning ustuvor maqsadlariga aylandi. Maxsus pedagogika hozirgi kunda alohida yordamga muhtoj bolalarning ta’lim-tarbiya berish jarayonida yangi metodlardan foydalanib kelmoqda. Hozirgi kunda BMT ma’lumotlariga ko’ra dunyo miqyosida nogiron bolalar ko’rsatkichi 450mln.ga teng. YuNESKO ma’lumotlariga qaraganda esa ular orasida alohida yordamga muhtoj bolalar soni 200mln. atrofida. ENB bolalar bilan maxsus pedagogikaning tarkibiy qismiga kiradigan Surdopedagogika ta’lim yo’nalishi shug’ullanadi.

Surdopedagogikaning asosiy vazifalari Eshitishda nuqsoni bor bolalarning nutqiy tovushlarini idrok etish va og’zaki nutqni rivojlantirishdir. Eshitishda nuqsoni bor bolalarni tasniflash XVI asrlarga to’g’ri keladi. Italiya olimi D.Kardano karlarni 3 guruhga ajratgan karlikni vujudga kelish vaqtiga bog’liqligi va nutqiy rivojlanish darajasiga asoslangan: Tug’ma karlar; Erta kar bo’lgan (nutqi ravojlangunga qadar); Kech kar bo’lganlar ( nutqi saqlanib qolganlar); Parijdagi kar va zaif eshituvchi o'quvchilar institute vrachi J. Itar besh guruhga bo’lgan , ularning tovushlari va nutqlarning eshitishiga qarab ajratgan: 1) yuqori nutq va tovushlarni qulog’ining yaqinida eshituvchilar; 2) unli va undoshlilarni ajratuvchilar; 82

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3) ayrim unli va undoshlarni ajratuvchilar; 4) nutqlarni eshitmaydigan, lekin baland tovushlarni eshitadiganlar; 5) umuman eshitishida nuqsoni bolganlar. Karlik — eshitishning mutlaqo yo'qligi (mutlaqo eshitmaslik) yoki pasayishining shunday shakliki , unda og'zaki nutq faqat qisman, eshitish apparatlari (moslamalari) yordamida idrok etiladi. Zaif eshitish — har ikkala quloq bilan eshitishning pasayishi, unda nutqni idrok etishda qiyinchiliklar yuzaga keladi, biroq ovoz kuchaytirilganda unli idrok etish mumkin bo’ladi. Boskis tomonidan ishlab chiqilgan pedagog tasnifniga ko’ra eshitish analizatorlari hisobga olingan. Shunga ko’ra 2 guruhga ajratgan. Karlar va zaif eshituvchilar. Kar bolalarning o’zi ham 2 guruhga bo’linadi. Tug’ma va chaqaloqlik davrida eshitishini yo’qotgan keyin kar bo’lib qolgan bolalar. Ayrim vaziyatlarda kech kar bo’lib qolgan bolalar nutqini saqlab qoladi. Keyin kar bo’lib qolgan bolalar eshitishi pasaygan bolalarning alohida toifasini tashkil etadi.Surdopedagog eshitishda nuqsoni bor bolalarda ta’lim-tarbiya berish jarayonida quyidagi metodlarni tatbiq etadi. 'quvchilarning ruhiy rivojlanishi yoshiga mosligini aniqlash uchun psixologik-pedagogik tekshirishdan , nuqsonning turini aniqlashda differensial diagnostika usulidan , eshitishda nuqsoni bo‘lgan o‘quvchilarni to‘g‘ri tarbiyalash bo‘yicha ota-onalar bilan konsul'tasion suhbatni o‘tkazish usullarini qo‘llaydi. Oila va ta'lim muassasalarida pozitiv psixologik muhitni yaratishda psixoprofilaktik metodlardan foydalanadi , maxsus ta'lim muassasalarida eshitishda nuqsoni bo‘lgan bolalarga o‘quv fanlari bo‘yicha ta'lim berish usullaridan foydalanadi.O'qutuvchi ENB bolalarda metodlar bilan bir qatorda o'yinlardan ham foydalanadi. Asosan 1navbatda pedagog mehnat faoliyatining individual rivojlanishda boshqa faoliyat turlari bilan tasniflanadi. Predmetning o’quv va o’yin faoliyati. Eshituvchi bolaning ruhiy jarayonlarini shakllantirish uning shaxsini rivojlantirish predmetli faoliyat asosida amalga oshadi. Maktabgacha yoshdagi bolalarning asosiy o’yin faoliyati 3-7 yosh sanaladi. ENB bolalarning o’yinlari eshituvchi bolalarga nisbatan juda sodda ko’rinishda bo’lib predmet protsessual darajada to’xtab turadi. Eshitishda nuqsoni bo’lgan bolalar o’yinida haddan ortiq detalizatsiya predmet harakatlarini pedaktimi kuzatiladi. O’yinning xarakterli tomoni hayotda qo’llaniladigan predmetni boshqa maqsadda qo’llashdir. ENB bolalarining ruhiy rivojlanishining o’ziga xosligini oladigan bo’lsak, o’zlarini boshqa bolalardan farqli jihatlarini bilganlarida ayrim hollarda ruhiy tushkunlikka tushadilar. Ruhiy tushkunlikka tushishlaridan asosiy sabab—ba’zi bir insonlarning kamsitishi, ularga yovqarash qilish hanuzgacha saqlanib qolgan. ENB bolalar

yoki tuushkunlikka tushgan insonlar ham odamlar naznida ”zaif inson” sifatida ko’rinadi. ENB bolalarni o’z vaqtida ruhiy tushkunlikdan olib chiqilmasa, depressiyaga olib kelishi mumkin. ENB bolalarning depressiyaga tushishi asosan ularning o’ta chuqur va uzoq muddatli qayg’uga botishi va odamovi bo’lib qolishi bilan kechadi. Depressiya asosan uzoq muddatli kamsitishlar natijasida yoki ba’zi hollarda to’satdan paydo bo’lishi ham mumkin. ENB bolalarni ruhiy tushkunlikka tushib qolmasliklari uchun ularga sog’lom bolalardek muomalada bo’lish kerak. Ularni boshqa insonlardan ajralib turishini bildirmasdan ta’lim tarbiya jarayonini to’g’ri olib boorish lozim. ENB bolalarini ruhiy tushkunlikdan olib chiqish uchun asosan-ruhiyatni ko’taradigan va bolalar yoqtirgan o’yinlarni tashkillashtirish lozim.ENB bolalarning o’yinlari eshituvchi bolalarga nisbatan juda sodda ko’rinishda bo’lib predmet protsessual darajada to’xtab turadi. Eshitishda nuqsoni bo’lgan bolalar o’yinida haddan ortiq detalizatsiya predmet harakatlarini pedaktimi kuzatiladi. O’yining xarakterli tomoni hayotda qo’llaniladigan predmetni boshqa maqsadda qo’llashdir. Masalan qalam-termometr, kubik-dazmol kurinishida ishlatish mumkin. ENB bolalarda turli qoidalarga ega intellektual o’yinlar yoki guruhlarga bulinib tashkil etilgan o'yinlar , estafeta shaklida tashkil qilingan o'yinlar katta ahamyatga ega. ENB bolalarda o'yinlar o’quv jaroyoni bilan parallel ravishda olib boriladi.Sog'lom bolalar o'yin davomida o'z tuyg'ularini turli xal xarakatlarida yoki gapirib ifoda etsalar. ENB bolalar o’yin davomida o’z tuyg’ularini jilmayish, kulish, mimika, imo-ishora harakatlari vositasida amalga oshiradi.ENB bolalarni ta’lim tarbiya jarayonini takomillashtirish, samaradorligini oshirish va buning natijasida ularning hayotga integratsiyalashini ta’minlash kerak. Alohida yordamga muhtoj bolalarni ijtimoiy muhitga qaytarish Islom dinida xam keltirilgan. Muqaddas islom dinimizda irqi, nasabi, millati, boyligi, mansabidan qat’iy nazar, barcha insonlarga tenglik, hurlik, o’zaro hamjihatlik va birodarlikni kafolatlagan e’tiqodiy ta’limotdir. Jumladan payg’ambarimiz (s.a.v) bir hadis shariflarida shunday marhamat qiladilar:”Kimiki, bir mo’mindan dunyo qiyinchiliklaridan birini yengillashtirsa, Alloh taolo undan qiyomat og’irliklarini birini yengil, qiladi. Kimiki hayotda qiynalgan kishiga osonlikni ravo ko’rsa, Alloh taolo unga dunyo va oxiratda yengillikni ato qilur”, deb aytganlar. ENB bolalarni o’zini shaxsini tanitish, hayotga qiziqish uyg’otish, sog’lom bolalar kabi fikrlashni o’rgatish ajri ulug’ bo’lgan amallardan biri hisoblanadi. “Bas, xayrli ishlarda o’zib ketingiz ” (Baqara sur’asi 148-oyat).

Foydalanilgan adabiyotlar: 1. L.R.Mo’minova, Sh.M.Amirsaidova, M.U.Xamidova Maxsus psixologiya 2013-yil 2. F.I.Xaydarov, N.I.Xalilova Umumiy psixologiya 2010-yil 3. V.S.Raxmonova Korreksion pedagogika va logopediya 2017-yil 4. X.J.Kalbayeva Maktabgacha surdopedagogika 2007-yil 5. Imom Al-Buxoriy “Al-jome as-sahih”

№ 1 (1), 2020 .

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Articles inside

ESHITISHDA NUQSONI BO’LGAN BOLALARNING RUHIYATINI O’RGANISH VA YAKKA MASHG’ULOTLARDA RIVOJLANTIRISH Salimov Muxriddin Faxriddin o’g’li Abdullayeva Maftuna Muhitdinovna

BOSHLANG’ICH SINFLARDA MATEMATIKA FANINI INTERFAOL METODLAR YORDAMIDA O’TISH Mahmudova Nodira Isoqovna

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ɈɋɇɈȼɇɕȿ ɇɈȼȿɅɅɕ ɁȺɄɈɇɈȾȺɌȿɅɖɋɌȼȺ Ɉ ɄɈɊɉɈɊȺɌɂȼɇɕɏ ɘɊɂȾɂɑȿɋɄɂɏ ɅɂɐȺɏ Ʉɭɪɤɢɟɜɚ Ɇɚɞɢɧɚ ɏɚɞɠɢɦɭɪɚɞɨɜɧɚ

ɊɈɅɖ ɂɇɎɈɊɆȺɐɂɈɇɇɕɏ ɌȿɏɇɈɅɈȽɂɃ ȼ ɀɂɁɇȿȾȿəɌȿɅɖɇɈɋɌɂ ɉɊȿȾɉɊɂəɌɂɃ Ȼɨɝɞɚɧɨɜɫɤɚя ȼɢɤɬɨɪɢя ȼɚɥɟɪɶɟɜɧɚ

ɍɋɈȼȿɊɒȿɇɋɌȼɈȼȺɇɇɕɃ ȻɂɁɇȿC ɉɅȺɇ ɄȺɄ ɗɎɎȿɄɌɂȼɇɕɃ ɂɇɋɌɊɍɆȿɇɌ ȼ ɍɋɉȿɒɇɈɆ ɏɈɁəɃɋɌȼɈȼȺɇɂɂ ɋɍȻɔȿɄɌȺ ɒɚɢɦɨɜ ɏɭɫɟɢɧ

ɂɋɉɈɅɖɁɈȼȺɇɂə ɂȽɊ ȼ ɉɊȿɉɈȾȺȼȺɇɂɂ ɂɇɈɋɌɊȺɇɇɕɏ əɁɕɄɈȼ Ƚɚɮɭɪɨɜɚ Ɇɚɯɛɭɛɚ Ⱥɛɞɭɪɚɯɦɚɧɨɜɧɚ Ȼɟɪɞɵɟɜɚ Ⱥɣɧɚ Ⱦɭɪɞɵɤɥɵɱɟɜɧɚ Ⱥɪɚɡɝɟɥɶɞɵɟɜɚ Ɇɚя Ⱥɤɦɭɪɚɞɨɜɧɚ

ɈȻɊȺɁ ɊɍɋȺɅɄɂ ȼ ɇȿɆȿɐɄɈɃ ɅɂɌȿɊȺɌɍɊɇɈɃ ɌɊȺȾɂɐɂɂ ɉȿɊȼɈɃ ɉɈɅɈȼɂɇɕ XIX ȼȿɄȺ Ȼɚɬɵɪɨɜɚ Ɋɭɲɚɧɚ

ɆɈɌɂȼȺɐɂə ɄȺɄ ȼȺɀɇȿɃɒɂɃ ɎȺɄɌɈɊ ɉɈȼɕɒȿɇɂə ȼɈȼɅȿɑȿɇɇɈɋɌɂ ɉȿɊɋɈɇȺɅȺ ɈɊȽȺɇɂɁȺɐɂɂ Ɉɤɫ Ɇɚɤɫɢɦ ɋɟɪɝɟɟɜɢɱ Ɇɚɤɫɢɦɟɧɤɨ Ⱥɥɟɤɫɚɧɞɪ ɇɢɤɨɥɚɟɜɢɱ

ɋɈȾȿɊɀȺɇɂȿ ɂ ɉɊȿɈȻɊȺɁɈȼȺɇɂȿ ɎɈɋɎɈɊȺ ȼ ɉɈɑȼȺɏ ɑȿɊɇɈɁȿɆɖə Ɇɚɰɧɟɜ ɂɝɨɪɶ ɇɢɤɨɥɚɟɜɢɱ Ɇɚɰɧɟɜ ɇɢɤɢɬɚ ɂɝɨɪɟɜɢɱ

ɊȺɋɉɈɅȺȽȺȿɆɕȿ ȼɈȾɇɕȿ ɊȿɋɍɊɋɕ ɂ ɂɏ ɊȺɐɂɈɇȺɅɖɇɈȿ ɂɋɉɈɅɖɁɈȼȺɇɂȿ ȼ ɍɁȻȿɄɂɋɌȺɇȿ Ʉɨɲɟɤɨɜ Ɋɚɲɢɬ Ɇɚɠɢɬɨɜɢɱ Ȼɚɡɚɪɛɚɟɜ Ȼɚɯɚɞɵɪ Ⱥɛɚɬɛɚɟɜɢɱ

ɆɈɅɈȾȿɀɇȺə ɉɈɅɂɌɂɄȺ ȼ ȾȿəɌȿɅɖɇɈɋɌɂ ɉɈɅɂɌɂɑȿɋɄɂɏ ɉȺɊɌɂɃ ɍɁȻȿɄɂɋɌȺɇȺ(ɇȺ ɉɊɂɆȿɊȿ ɍɁɅɂȾȿɉ) əɤɭɛɨɜ Ȼɚɯɬɢяɪ ɋɭɥɬɚɧɧɚɡɢɪɨɜɢɱ

ɉɊɂɆȿɇȿɇɂȿ ɉɋɂɏɈɅɈȽɂɑȿɋɄɂɏ ɂȽɊɈȼɕɏ ɍɉɊȺɀɇȿɇɂɃ ȼ ɈɊȽȺɇɂɁȺɐɂɂ ȼɇȿɍɊɈɑɇɈɃ ȾȿəɌȿɅɖɇɈɋɌɂ ȼ ɆɅȺȾɒȿɆ ɒɄɈɅɖɇɈɆ ȼɈɁɊȺɋɌȿ Ȼɚɥяɫɧɢɤɨɜɚ Ɇɚɪɢя ȼɚɫɢɥɶɟɜɧɚ

ɋɈɁȾȺɇɂə ɂɇɌȿɊȺɄɌɂȼɇɕɏ ɗɅȿɄɌɊɈɇɇɕɏ ɍɑȿȻɇɕɏ ɄɍɊɋɈȼ ɇȺ ɈɋɇɈȼȿ ɆɍɅɖɌɂɆȿȾɂɃɇɕɏ ɌȿɏɇɈɅɈȽɂɃ ɍɫɦɚɧɨɜ Ɇɭɪɨɞ ɋɨɞɢɤɨɜɢɱ ɍɪɚɥɨɜɚ Ⱦɢɥɶɛɚɪ Ⱥɬɚɛɨɟɜɧɚ

ɆȺɄȿɌɂɊɈȼȺɇɂȿ ȼ ɉɊɈȿɄɌɂɊɈȼȺɇɂɂ ɈȻɔȿɄɌɈȼ ȾɂɁȺɃɇȺ Ɇɚɯɤɚɦɨɜ ɀɚɯɨɧɝɢɪ ɋɚɝɞɭɥɥɚɟɜɢɱ

ɂɋɉɈɅɖɁɈȼȺɇɂȿ ɁȺɊɍȻȿɀɇɈȽɈ ɈɉɕɌȺ ɀɄɏ ȼ ɊɈɋɋɂɂ ɉɢɬɟɥɶ Ɍɚɬɶяɧɚ ɋɟɦɟɧɨɜɧɚ Ȼɚɪɫɤɚя Ⱥɥɟɤɫɚɧɞɪɚ ɉɚɜɥɨɜɧɚ