[휴실] 새벽벌도서관 2층 열람실(새벽별당 제외) 및 4층 쉼터 리모델링 안내 (공사기간: ~ 3. 31.)
[휴관] 천장 배관 교체 공사 기간 중앙도서관 '휴관' 실시 및 방문대출 서비스 안내 ( ~ 3. 2.)
[휴관] RFID 기반 도서관리시스템 전환 작업 기간 도서관 휴관·휴실 안내 (시범운영: 2. 2. ~ 3. 2.)
2026년 2월 학위논문(원문파일/인쇄본) 제출 안내_원문파일 제출 기한 연장 : ~2.20.(금)

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o ㅋ ㄱ ㅅ ㅈ ㅌ ㄷ 촉 ㄴ ㅎ ㅂ ㅃ ㅁ 야 ㄹ 와
ㅏ あ
a		 ぁ か
ka		 が
ga		 さ
sa		 ざ
za		 た
ta		 だ
da		 な
na		 は
ha		 ば
ba		 ぱ
pa		 ま
ma		 や
ya		 ゃ
lya		 ら
ra		 わ
wa		 ゎ
lwa		 ん
n
l い
i		 ぃ き
ki		 ぎ
gi		 し
si		 じ
zi		 ち
ti		 ぢ
di		 に
ni		 ひ
hi		 び
bi		 ぴ
pi		 み
mi		 り
ri
ㅜ う
u		 ぅ く
ku		 ぐ
gu		 す
su		 ず
zu		 つ
tu		 づ
du		 っ ぬ
nu		 ふ
hu		 ぶ
bu		 ぷ
pu		 む
mu		 ゆ
yu		 ゅ
lyu		 る
ru
ㅔ え
e		 ぇ け
ke		 げ
ge		 せ
se		 ぜ
ze		 て
te		 で
de		 ね
ne		 へ
he		 べ
be		 ぺ
pe		 め
me		 れ
re
ㅗ お
o		 ぉ こ
ko		 ご
go		 そ
so		 ぞ
zo		 と
to		 ど
do		 の
no		 ほ
ho		 ぼ
bo		 ぽ
po		 も
mo		 よ
yo		 ょ
lyo		 ろ
ro		 を
wo
o ㅋ ㄱ ㅅ ㅈ ㅌ ㄷ 촉 ㄴ ㅎ ㅂ ㅃ ㅁ 야 ㄹ 와
ㅏ ア
a		 ァ カ
ka		 ガ
ga		 サ
sa		 ザ
za		 タ
ta		 ダ
da		 ナ
na		 ハ
ha		 バ
ba		 パ
pa		 マ
ma		 ヤ
ya		 ャ
lya 		ラ
ra		 ワ
wa		 ヮ
lwa 		ン
n
l イ
i		 ィ キ
ki		 ギ
gi		 シ
si		 ジ
zi		 チ
ti		 ヂ
di		 ニ
ni		 ヒ
hi		 ビ
bi		 ピ
pi		 ミ
mi		 リ
ri
ㅜ ウ
u		 ゥ ク
ku		 グ
gu		 ス
su		 ズ
zu		 ツ
tu		 ヅ
du		 ッ ヌ
nu		 フ
hu		 ブ
bu		 プ
pu		 ム
mu		 ユ
yu		 ュ
lyu 		ル
ru		 ヴ
vu
ㅔ エ
e		 ェ ケ
ke		 ゲ
ge		 セ
se		 ゼ
ze		 テ
te		 デ
de		 ネ
ne		 ヘ
he		 ベ
be		 ぺ
pe		 メ
me		 レ
re
ㅗ オ
o		 ォ コ
ko		 ゴ
go		 ソ
so		 ゾ
zo		 ト
to		 ド
do		 ノ
no		 ホ
ho		 ボ
bo		 ポ
po		 モ
mo		 ヨ
yo		 ョ
lyo 		ロ
ro		 ヲ
wo		 ー
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독일어
ä Ä ö Ö ü Ü ß                
프랑스어
á à Á À é è É È ç Ç ê        
스페인어
à á Á é É í Í Ó ó Ú ú Ñ ñ ä Ä
Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ  
Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω  
α β γ δ ε ζ η θ ι κ λ μ  
ν ξ ο π ρ ς σ τ υ φ χ ψ ω
À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï
Ð Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü Ý Þ ß  
à á â ã ä å æ ç è é ê ë ì í î ï
ð ñ ò ó ô õ ö ø ù ú û ü ý þ ÿ  
А Б В Г Д Е Ё Ж З И Й К Л М Н О П
Р С Т У Ф Х Ц Ч Ш Щ Ъ Ы Ь Э Ю Я  
а б в г д е ё ж з и й к л м н о п
р с т у ф х ц ч ш щ ъ ы ь э ю я  
ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ
ㅥ ㅦ ㅧ ㅨ ㅩ ㅪ ㅫ ㅬ ㅭ ㅮ ㅯ ㅰ ㅱ ㅲ ㅳ ㅴ ㅵ
ㅶ ㅷ ㅸ ㅹ ㅺ ㅻ ㅼ ㅽ ㅾ ㅿ ㆀ ㆁ ㆂ ㆃ ㆄ ㆅ ㆆ
ㆇ ㆈ ㆉ ㆊ ㆋ ㆌ ㆍ ㆎ                  
′ ″ ℃ Å ￠ ￡ ￥ ¤ ℉ ‰ ＄ ％ Ｆ ￦ ㎕ ㎖ ㎗ ℓ ㎘ ㏄
㎣ ㎤ ㎥ ㎦ ㎙ ㎚ ㎛ ㎜ ㎝ ㎞ ㎟ ㎠ ㎡ ㎢ ㏊ ㎍ ㎎ ㎏    
㏏ ㎈ ㎉ ㏈ ㎧ ㎨ ㎰ ㎱ ㎲ ㎳ ㎴ ㎵ ㎶ ㎷ ㎸ ㎹ ㎀ ㎁    
㎂ ㎃ ㎄ ㎺ ㎻ ㎽ ㎾ ㎿ ㎐ ㎑ ㎒ ㎓ ㎔ Ω ㏀ ㏁ ㎊ ㎋    
㎌ ㏖ ㏅ ㎭ ㎮ ㎯ ㏛ ㎩ ㎪ ㎫ ㎬ ㏝ ㏐ ㏓ ㏃ ㏉ ㏜ ㏆    
± × ÷ ≠ ≤ ≥ ∞ ∴ ∠ ⊥ ⌒ ∂ ∇ ≡ ≒
≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧
∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋ － ＜ ＝ ＞      
  ก ข ฃ ค ฅ ฆ ง จ ฉ ช ซ ฌ ญ ฎ ฏ
ฐ ฑ ฒ ณ ด ต ถ ท ธ น บ ป ผ ฝ พ ฟ
ภ ม ย ร ฤ ล ฦ ว ศ ษ ส ห ฬ อ ฮ ฯ
ะ ั า ำ ิ ี ึ ื ุ ู ฺ         ฿
เ แ โ ใ ไ ๅ ๆ ็ ่ ้ ๊ ๋ ์ ํ ๎ ๏
᠀ ᠁ ᠂ ᠃ ᠄ ᠅ ᠆ ᠇ ᠈ ᠉ ᠊          
᠐ ᠑ ᠒ ᠓ ᠔ ᠕ ᠖ ᠗ ᠘ ᠙            
ᠠ ᠡ ᠢ ᠣ ᠤ ᠥ ᠦ ᠧ ᠨ ᠩ ᠪ ᠫ ᠬ ᠭ ᠮ ᠯ
ᠰ ᠱ ᠲ ᠳ ᠴ ᠵ ᠶ ᠷ ᠸ ᠹ ᠺ ᠻ ᠼ ᠽ ᠾ ᠿ
ᡀ ᡁ ᡂ ᡃ ᡄ ᡅ ᡆ ᡇ ᡈ ᡉ ᡊ ᡋ ᡌ ᡍ ᡎ ᡏ
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'학술논문' 에서 검색결과 5,433건 | 목록 1~20
Ten Compe, Jan
Reference
Benezit Dictionary of Artists, 2011, ill.
Full Text (Oxford Grove Online) Find it@PNU
Compe [Kompe], Jan ten
Reference
Oxford Art Online, 2003
Full Text (Oxford Grove Online) Find it@PNU
Approaches to Formation of a Bachelor's Foreign Language Communicative Compe-tence while Teaching English Grammar
Academic Journal
D.V. Miroshnikova
Education and Science without Limits Fundamental and Applied Researches. :113-118
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The formation of соmmunicative competence in teaching foreign languages: STARS International University 417 Abstract: The following article deals with the fact that the main purpose of teaching a foreign language is the formation and development of communicative competence, and in the process of the main goal’s achievement, educational and developmental goals are implemented. The structure and components of communicative competence are singled out in the article. Key words : communicative competence, linguistic component, pragmatic, discursive, strategic, skills and abilities The educational importance of the study of foreign languages, and their pro- fessional function in the labor market as a whole has increased significantly in the twenty-first century. This, in its turn, led to increased motivation in their study. The socio-cultural context of studying foreign languages has also changed signifi-cantly. Knowledge of a foreign language is a very capacious and multidimensional concept. First of all, it is linguistic knowledge, i.e. the knowledge of the language system and the ability to use it for communication purposes. The basis for owning a foreign language is the ability and readiness to assess the situation of communication and to make an adequate decision regarding speech behavior. Naturally, this is unthinkable without knowledge of the so-called “objec-tive” parameters of communication and their possession of them. Firstly, it is the knowledge of the subject, knowledge of social relationships, and the conditions for their implementation. In addition, this is the knowledge of understanding and possession of extra-linguistic and paralinguistic elements of speech. Two types of competence in the field of a foreign language are considered: a) general competences and b) communicative competences. General competenc-es include: ability to learn, existential competence, declarative knowledge, skills and abilities. Communicative competence includes: linguistic component - lexical, phonological, syntactical knowledge and skills, sociolinguistic component, prag-matic component - knowledge, skills relating to the linguistic system and its soci-olinguistic variation [1, p.35]. THE FORMATION OF СОMMUNICATIVE COMPETENCE IN TEACHING FOREIGN LANGUAGES https://doi.org/10.47689/STARS.univer-sity-5-pp415-418 RADJABOVA DILNOZA ANVAROVNA TUIT named after Mukhammad al-Khwarizmi «Yangi O‘zbekiston: Moliyaviy hisobotning xalqaro standartlarini joriy etishda muvaffaqiyatli xalqaro tajriba» 16 dekabr, 2022 yil. 418 The introduction of a communicative-oriented approach into the practice of teaching foreign languages was undertaken to preserve and multiply the rich lin-guistic and cultural heritage of different nations, for an intensive exchange of tech-nical and scientific information, cultural achievements, ideas, labor, and increased mobility of people. The key principle of this approach was the orientation toward mastering the language as a means of communication in real-life situations rele-vant to students [2, p.56]. The following components of communicative competence are distinguished: -grammatical competence or linguistic competence; -sociolinguistic competence; - discourse competence; -sociocultural competence [3, p. 107]. In teaching foreign languages, the formation of communicative competence acts as the leading one, since it most accurately reflects the subject area of “For-eign Language”. As K.M Levitan points out, the success of any activity depends on the fact whether the subject of the activity possesses communicative competence that includes the ability to listen and hear, watch and see, read and in all cases ad-equately understand the perceived text [4, p.89]. According to Kabardov M.K, communicative competence is the assimilation of ethno-social and psychological standards, stereotypes of behavior, mastery of the “technique” of communication [5, p.103]. I.A Zimnaya defines it as “mastery of complex communicative skills and abilities, the formation of adequate skills in new social structures, knowledge of cultural norms and restrictions in communication, knowledge of customs, traditions, eti-quette in the sphere of communication, observance of propriety and good man-ners; orientation in communicative means inherent in the national mentality, mas-tering the role repertoire within the framework of this profession “[6, p.13]. Communicative competence is one of the key competencies and its formation must be provided by all subject areas of education, including the means of the subject “foreign language”. The formation of a foreign communicative compe-tence is an integrative goal at all stages of teaching foreign languages [7, p. 88]. N.D. Galskova points out the following components of communicative compe- tence: -knowledge of the system of the studied language and skills of operating with linguistic (lexical grammatical and phonetic) means of communication formed on their basis - which is a linguistic component of communicative competence; -knowledge, skills, and abilities that allow understanding and generating foreign language statements in accordance with the specific situation of communication, speech, and communicative intention, which is a pragmatic component of com-municative competence; -knowledge, skills and abilities that allow one to carry out speech and non-verbal communication with native speakers of the language in accordance with the na-tional and cultural characteristics of a foreign lingue society, which is a socio-cul-tural component of communicative competence [8, p. 3]. So, there are many approaches to the question “What does communicative competence include?”. D. Hymes included grammatical, socio-linguistic, discur-sive and strategic competence, and some other authors included in this con- STARS International University 419 cept the rules of etiquette of communication, conditioned by cultural norms [9, p.269]. The most detailed description of communicative competence belongs to L.F. Bachmann. He included linguistic, discursive, colloquial, pragmatic, socio-linguis-tic, strategic, and intellectual competence. An important component of communi-cative competence is linguistic competence, which is a willingness to use a foreign language as an instrument of speech-activity [10, p.168]. The language proficiency assumes two main types of competence: a) linguis- tic (or general), studied and described primarily by linguists, and b) communica-tive, presupposing the choice and implementation of speech behavior programs depending on the person’s ability to navigate in a communication environment, the ability to classify situations depending on the topic, tasks, communicative at-titudes that the participants have before and during the conversation, as well as knowledge of the regional character. The content of these two components from the point of view of modern linguistics, psycholinguistics, and the theory of verbal communication gives a more or less complete idea of what it means to master the language. Linguistic competence involves mastering a certain amount of formal knowl- edge and the corresponding skills associated with the various aspects of the lan-guage - vocabulary, phonetics, and grammar. According to S.F. Shatilov, linguistic competence in oral speech is a multifaceted phenomenon. It includes the purpose of teaching oral speech, its result, and the quality of interpersonal communication among representatives of multilingual cultures. Linguistic competence is based on speech skills and abilities manifested in the intuitively correct use of linguistic material. The physiological basis of such pos-session forms a speech dynamic stereotype, i.e. speech dynamic connections at all levels of the language - phonetic, lexical, and grammatical. [11, p. 308]. Social competence is the desire and ability to interact with others, self-confi- dence, as well as the ability to put oneself in the place of another, the ability to cope with situations that is developed in society. It is very important to form a sense of tolerance to a point of view which is different from one’s own. Obviously, all kinds of communicative competence are interrelated and inter- dependent. Communicative competence presupposes the ability of a student to conduct speech activity based on automated skills (communicative skills) charac-terized by stability and flexibility. References 1. Гришанова Н.А. Компетентностный подход в обучении взрослых: Материалы к третьему заседанию методологического семинара 28 сентября 2004 г. – М.: Исследовательский центр проблем качества подготовки специалистов. - 35c. 2.Иванов Д.А., Митрофанов К.Г., Соколова О.В., Компетентностный подход в образовании. Проблемы понятия инструментарий. Учебно- методическое пособие.-М.: 2006.- C 56-80. 3.Коломиец Б.К., Васильева О.А Разработка нового поколения образовательных стандартов высшего образования: экспериментальный «Yangi O‘zbekiston: Moliyaviy hisobotning xalqaro standartlarini joriy etishda muvaffaqiyatli xalqaro tajriba» 16 dekabr, 2022 yil. 420 подход. М.: Исследовательский центр проблем качества подготовки специалистов. - 107 c. 4.Левитан К.М. О содержании понятия “коммуникативная компетентность”. /Перевод и межкультурная коммуникация.-Вып.2 АБМ,2001/C .89-91. 5.Кабардов М.К. Языковые и коммуникативные способности /М.К.Кабардов, Арцишевская Е.В.// Способности и склонности.-М: Педогогика.1989.- С.103-104. 6.Зимняя И.А. Ключевые компетенции-новая парадигма результата образования // Высшее образование сегодня. -2003.-№5.-С.34-44. 7. Бим И.Л. Обязательный минимум содержания основных образовательных программ/ -М., 1999 - 88c. 8.Гальскова, Н.Д. Межкультурное обучение: проблема целей и содержания обучения иностранным языкам / Н.Д. Гальскова // Иностранные языки в школе. - 2004. -№ 1. - С. 3 - 8. 9.Hymes, D.H. (1972) “On Communicative Competence” In: J.B. Pride and J. Holmes (eds) Sociolinguistics. Selected Readings. Harmondsworth: Penguin,- C. 269-293. 10.Bachman L. Fundamental Considerations in Language Testing. - Oxford: Ox- ford University Press, 1990; -C.168-184. 11.Шатилов С.Ф. Контроль навыков и умений практического владения иностранным языком // Методика обучения иностранным языкам в средней школе./ Под ред. Н.И. Гез, М.В. Ляховицкого, А.А. Миролюбова и др.-М: Высшая школа,1982.-C 308-319
Academic Journal
Dilnoza Radjabova
Новый Узбекистан: успешный международный опыт внедрения международных стандартов финансовой отчетности. 1:417-420
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Biologiya fanini o‘qitishda qo‘llaniladigan interaktiv metodlar: Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 12 Annotatsıya: Bu maqolada hozirgi kunda amalga oshirilayotgan yangiliklar, dars otish texno- logiyalari va tehnikalari haqida, ta’lim tizmimizda amalga oshirilayotgan eng qulay va samarali metodlar va uslublar xususida fikr yuritilgan bo‘lib, quyida keltirilgan texnologiya va metodlar yor-damida o‘quvchilar , tezkor, kreativ fikrlash va o‘tilgan mavzuni tahlil qila olish imkoniyatiga ega bo‘lishadi. Shu bilan birgalikda ularning dunyoqarashini ham yetarli darajada rivojlantirib borish mumkin bo‘ladi. Ushbu maqolada o‘qitishda samarali bo‘lgan metodlar ko‘rsatib o‘tilgan. Misol uchun ortiqchasini top, decoder, buterburot, 1 daqiqa, zanjir va maktub metodlari. Bu metodlar o‘quvchilar uchun juda qulay bo‘lib ularni yuqori darajada bilimlarni egalllshi ya’ni bilimlarning yuqori darajada o‘zlashtirishlari mumkin bo‘ladi. Bundan tashqari dars jarayonida ularni rag‘bat-lantirish ham o‘quvchilarning o‘sha fanga bo‘lgan ishtiyoqini yanada oshishiga xizmat qiladi. Misol sifatida oddiy so‘zlar bilan, ya’ni barkalla, zo‘r, yaxshi, qoyilmaqom kabi so‘zlar bilan ham ularni rag‘batlantirish yuqoridagi metodlarning ajralmas qismi bo‘lib qolishi kerak. Shundan so‘nggina yangi mavzuga o‘tilsa, o‘quvchilarning mavzuni o‘zlashtirishi oson bo‘ladi. Bu texnologiya yorda-mida oliy toifali pedagok, falsafa fanlari doktori va UNISEF xalqaro treneri Dilafruz Xidoyatova o‘zining dars jarayonida ushbu metodlarni qo‘llash orqali yuqori natijalarga erishgan. Bundan tas-hqari Chirchiq davlat pedagogika universiteti pedagogika fanlari bo‘yicha falsafa doktori (PHD) Mirzayeva Nodira o‘zining yuqori darajali malakasi yordamida o‘quvchilar bilan ishlashning yuqori texnikasiga ega hisoblanadi. Kalit so ‘ zlar : metod, top 5, decoder, davrlar stuli. Kirish Jadal globallashuv sharoitida yangi O‘zbekistonning dunyo hamjamiyatiga sa- marali integrallashuvi uning noyob kapitali – fuqarolarning ijtimoiy-iqtisodiy barqa-rorligini ta’minlash, hayoti davomida sifatli ta’lim olish imkoniyatlarini kengaytirish-ga bevosita bog‘liq. O‘zbekiston Prezidentining 2022-yil 28 yanvardagi PF-60-son Farmoni bilan “2022-2026-yillarga mo‘ljallangan Yangi O‘zbekistonning taraqqiyot strategiyasi” qabul qilindi. Bugungi kunda 10 mingdan ortiq maktab, 6,3 mln dan or-tiq o‘quvchilar, 500 mingdan ko‘proq kadr mamlakat aholisinig deyarli 19% ni tashkil ABDUJABBOROV SARDOR SAIDRASUL O‘G‘LI Chirchiq davlat pedagogika universiteti Biologiya 2 - kurs 20.4 - guruh talabasi RAHMATULLAYEVA ANORA QAYRULLAYEVNA Chirchiq davlat pedagogika universiteti o‘qituvchisi BIOLOGIYA FANINI O‘QITISHDA QO‘LLANILADIGAN INTERAKTIV METODLAR https://doi.org/10.47689/STARS.university-pp12-15 STARS International University 13 qiladi. Shuning uchun xam maktab ta’lim sifatini yangi bosqichga ko‘tarish umum-milliy harakatga aylandi va tizimni rivojlantirish masalasi shaxsan Prezident tomoni-dan nazoratga olingan. Endilikda maktab ta’limi o‘quvchilarni o‘qitish emas, o‘qish-ga o‘rganish, ularning qobiliyat va qiziqishlarini inobatga olgan holda, mantiqiy va tanqidiy fikrlash, turli hayotiy vaziyatlarda mavjud bilim, ko‘nikmalarni amalda qo‘llay olish hamda to‘g‘ri qaror qabul qilishga o‘rgatish, milliy qadriyatlarni e’zozlaydigan, yurtiga xizmat qiladigan mutaxassisni tayyorlashga yo‘naltirilmoqda. Bu jarayonda amalda joriy etilayotgan va yuqori darajada samarali bo‘lgan metodlarni qo‘llash mumkin.. Top 5 metodi : Bu metodda o‘quchilarga kerakli mavzular bo‘yicha tushunchalar berilgandan so‘nggina qo‘llay olish mumkin bo‘ladi. Bu metod o‘quvchilarni kreativ fikrlash, tezkorlik, bahs-munozarali vaziyatlardan qanday harakat qilish kerakligini o‘rganishi mumkin bo‘ladi. Bunda o‘quvchilar uchun ma’lum bir vaqt belgilangan bo‘ladi. O‘quvchilar ushbu vaqt davomida topshiriqni bajarishi kerak bo‘ladi. Vaqt tugagandan so‘nggina har bir o‘quvchi o‘zi yozgan so‘z yoki so‘z birikmasini gapirib tushuntirib berishi kerak. Bu bilan o‘quvchining mavzuni tushunganlik darajasi tek-shiriladi. O‘quvchi nechta so‘z yoza olsa va tushuntirib bera olsa unga o‘sha baho qo‘yiladi. Bu bilan o‘quvchilar raqobatda qanday ishlash kerakligini ham tushunib olishadi. Bu bilan o‘quvchining boshqalar oldida bemalol gapira olishini ya’ni notiqlik san’atini ham rivojlantirib keta olamiz. Bundan tashqari bu metod o‘quvchilarning bir biri bilan raqobat qilishi natijasi tezkorlik bilan ishlash qobiliyatini xam shakllantirib boriladi. Top 5 metodini mavzuga qarab o‘zgartirsa ham bo‘ladi. Mavzu kattaroq bo‘ladigan bo‘lsa, 5 sonini boshqasiga almashtirilsa bo‘ladi. So‘zlar Tushunchalar Fiziologiya Tirik organizmlarning nafas olishi, oziqlanish, suv almashinuvi, o‘sish va rivojlanish kabi jarayonlarni o‘z ichiga oladi va o‘zganadi Anatomiya Organizmlarning ichki tuzilishini o‘rganadigan biologiyaning bo‘limi hisoblanadi Morfologiya Organizmlarning tashqi tuzilishini o‘rganadigan biologiyaning bo‘limi hisoblanadi Gigiyena Sog‘lom turmush tarzini o‘rganadigan biologiyaning bo‘limi hisoblanadi Sistematika Organizmlarni sistemaga solib o‘rganadigan biologiyaning bir bo‘limi hisoblanadi Decoder metodi : Bu metod o‘quvchilarning qaysi fan bo‘lishidan qat’i nazar, ularning qiziqishiga mos hisoblanadi. Bu metodni qo‘llash o‘quvchilarning mate-matik bilimlarni ham, shu bilan birgalikda alifboning yod olganliklari bilan bog‘liq hisoblanadi. Bunda so‘zlar o‘rniga sonlar joylashtirilgan bo‘ladi. Har bis son har bitta harf degani. Bu xarflar jamlanmasi qaysidir mavzuning nomi yoki ma’lum bir mavzuga doir kalit so‘zlar xisoblanadi. Bu jarayoni, ya’ni bu metodni biologiya dar-sga qo‘llaydigan bo‘lsak unda bu metod faqatgina biologiyani qiziquvchi va uni o‘r-ganuvchi o‘quvchi uchungina emas, balki matematikani yoki ona tili va dabiyotga qiziquvchi o‘quvchilar uchun xam anchagina qiziqarli bo‘ladi va qarabsizki zerikarli Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 14 va hammani uyqisi kelib o‘tiradigan darsda xamma birdek qatnasha olish va o‘quv-chilar uchun pozitiv kayfiyat ulashgan bo‘lasiz. Siz birgina metodni yil yoki oy davomida qo‘llay olmaysiz. Bunda uning samarasi juda past ko‘rsatkichga kelib qoladi. Bu jarayonda yangicha qarshlar va yangicha metodlar qo‘llash kerak bo‘ladi. Shundagina o‘quvchilaringiz sizni darsingizni ishti-yoq bilan kuzatishadi va dars tugagandan so‘ng ular yana sizning darsingizni kelishni ishtiyoq bilan kutishadi. Ushbu metodga misol sifatida 7 sinfni olib qo‘llasak bo‘ladi. Mavzu:16,20,27,11,1,17,13,8,29 12,1,21,18,20.12,8.23, 7,14,3,8,18,1,11,17,6,1 13,14,18,11,1,27,8,27,1 Bu sonlar ketma-ketligi quyidagicha bayon etilgan:Mavzu: Qushlarning mavsumiy hodisalarga moslashushi Davrlar stuli metodi . Bu metodda olti-yettita savol bo‘ladi. Har bir savolda yos- hingiz nechida, oilangizda nechi kishisiz, nima haqida o‘ylayapsiz, sizni nima quvon-tiradi, statusingiz qanaqa, nimaga qiziqasiz degan savollar bo‘ladi. Va bu savollar-ga 2022-yilda beriladi va ularga javob beriladi. Shunda ular yozib bo‘lgandan so‘ng ularga yana shunday savollar beriladi va bu 2015-yil xuddi shu stulda otiribsiz va shu jarayonda savollarga javob berish talab etiladi. Darhol xamma o‘quvchi o‘sha vaqtda qanday bo‘lganliklari va qanday statusda ekanliklarini yoza boshlashadi. Shundan so‘ng yozib bo‘lgandan so‘ng davrlar stuli metodi tasavvur qiling 2030-yilga o‘tib qoldi, xuddi shunday savollarga qanday javob bergan bo‘lardingiz degan savollar beriladi. Bundan tashqari men shunday statusda bo‘laman men shuncha odamga yordam beraman degan g‘oyalarni ilgari surishadi. Bu oddiy jarayon bo‘lishi mum-kin, lekin kelajakga nisbatan intilish, maqsadga yo‘naltirilgan istak paydo bo‘ladi va shunga mos ravishda harakat qila boshlaydi. Quyidagi rasmda o‘quvchilar davr stuli metodi yordamida dars o‘tishlarini misol qilib keltirsak bo‘ladi va uning yon tarafida metodga mos ravishda yillar berilgan. Xulosa Bu metdolar o‘quvchilarning yuqori sifatli ta’lim olishlarini ta’minlaydi. Yuqori da- rajada rivojlangan davlatlar ta’lim timini oladigan bo‘lsak ularning ta’lim tizimida eng so‘nggi texnika va texnologiyalardan foydalanayotgan bir davrda biz ham ularga STARS International University 15 mos ravishda xarakat qilishimiz va ta’lim tizimimizni rivojlantirib yangi g‘oya va me-todlar bilan boyitib borishimiz talab etiladi. Oxirgi me’tod o‘quvchilarning hayotga tayyorgarlik darajasini, ya’ni har bir o‘quvchi o‘z hayotini tartibga sola olishi va uni maqsadli birlashtirishi kerak bo‘ladi. Bu metod o‘quvchining hozirda qanday natijaga erishilganligi haqida dastlabki fikrlarni o‘ylashlari, shundan so‘ng ular bundan 5 yoki 4 yil oldin qanday ahvolda bo‘lganini eslashlari va erishilgan natijalarini tahlil qila olishi mumkin bo‘ladi. Odatda qisqa vaqt ichida aytilgan maqsadlar yarim yoki bir necha soat o‘ylangandagi maqsad bilan o‘xshash bo‘larkan. Shunday ekan, ong osti-da ochilmagan qirralarni ochib ularni kelajak xaqida o‘ylashga majbur qilish o‘quvc-hining taffakkur qilish faoliyatini ham shakllantirib borish mumkin bo‘ladi. Used lıterature 1. A.T.Gafurov, J.Tolipova, S.S.Zire “ Lost In Test MatchT.Azimov, B.Akhmadalieva “general methodology of teaching biology” (educational-methodical manual). Tas-hkent-2005 2. M.M. Abdullaeva “improvement of cooperation in the development of creative activity of children with disabilities in secondary schools”. Chirchik. 2019 3. C.A.Tolipova. “The theory and practice of increasing the level of scientific and methodological training of a biology teacher”. –Tashkent, Tashkent, 2006 y 4.C.G‘.Yoldoshev., S.A.Usmonov. Pedagogical technology. Tashkent. Publishing house” teacher”. 2004 y. 5. Mirzaeva, Nodira (2019) “THEORY AND PRACTICE OF ECOLOGICAL COMPE- TENCE IN STUDENTS,” Central Asian Journal of Education: Vol. 3 , Article 3. Avai-lable at: https://uzjournals.edu.uz/cjedu/vol3/iss1/3 6. Мирзаева Нодира Абдухамидовна, СОВРЕМЕННЫЕ АСПЕКТЫ РАЗВИТИЯ ЭКОЛОГИЧЕСКОЙ КОМПЕТЕНТНОСТИ СТУДЕНТОВ ВУЗОВ , Архив конференций: Вып. 4 №4 (2020): РДССШЭС, https://conferencepublication.com/index.php/aoc/issue/view/4 7. N.А Mirzayeva - Будущее науки-2017, elibrary.ru, axiological solution of prob- lem of human and nature. https://cyberleninka.ru/article/n/relevance-and-peda-gogical-basis-development-of-environmental-competence-in-students 8 А.Қ. Рахматуллаева, Ш.Қ.Мардонов (2021). биология дарсларида ўқувчиларнинг биологик иқтидорини ривожлантиришнинг назарий асослари. academic research in educational sciences, 2 (special issue 2), 68-74. 9. Rakhmatullayeva Anor Kairullayevna. modern PEDAGOGICAL TECHNOLOGIES USED TO IDENTIFY GIFTED STUDENTS IN BIOLOGY TEACHING. European Journal of Humanities and Educational Advancements (EJHEA) No. 10, October 2021. Рр. 211-214 https://scholarzest.com/index.php/ejhea/article/view/1444/1206. 10. Raxmatullaeva Anor Qayrullayevna. O‘QUVCHILARNING EKOLOGIK TA’LIM SIFATINI OS Н IRISHDA INNOVATSION TEXNOLOGIYALARNING AHAMIYATI. Analytical Journal of Education and Development. (2022) 53-55 .
Academic Journal
Sardor Abdujabborov; Anora Rahmatullayeva
Современные тенденции инновационного развития науки и образования в глобальном мире. 1:12-15
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Die Emittentenhaftung in der Brüssel Ia-VO (Abhandlungen zum Deutschen und Europäischen Gesellschafts- und Kapitalmarktrecht. 185) Compes Carolin Isabel
Review
Mankowski, Peter
Rabels Zeitschrift für ausländisches und internationales Privatrecht / The Rabel Journal of Comparative and International Private Law, 2022 Jul 01. 86(3), 696-701.
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The role of competence- based approach in preparing future english teachers: Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 344 Abstract: This article is devoted to the implementation of competence-based approach in training of future teachers of foreign languages. It is due to the accelerating world pro-cesses of globalization and informatization. The concept of professional competence of a teacher is a unity of theoretical and practical training in the general structure of a person and characterizes his professional skills. Key words: competence, sociocultural competence, competence approach, profession- al activity. The era of globalization requires humanity to keep up with the times. Therefore, it is desirable that specialists from various fields know and communicate in several foreign languages, in addition to being fluent in their native language. For this, it is important to improve the system of studying and teaching foreign languages with more modern methods and organize lessons based on digital technologies. In the Republic of Uzbekistan, special attention is paid to the issues of training in- novative and creatively thinking modern personnel, educating young people in the spirit of patriotism and high spirituality, learning foreign languages, especially English. Currently, in the development of the system of teacher education, students stand out who think independently and can make the right decisions in various situations. Nowadays, not only in our country, but throughout the world, interest in learn- ing foreign languages is growing every day. It is quite natural that the need for knowledge of a foreign language increases at a time when the world community boldly and actively enters the world market. Therefore, today the comprehensive maturity of a specialist in this field is determined by his knowledge of several for-eign languages in addition to his native language. In accordance with the Decree of the President of the Republic of Uzbekistan of May 19, 2021 “On measures to raise to a qualitatively new level activities to promote the study of foreign languages in the Republic of Uzbekistan”, the Agency for the Promotion of the Study of Foreign Languages was established under the Cabinet of Ministers. The adoption of this resolution determined that training of qualified teachers in this area is one of the topical issues of our time. MUKHAMMADIEV FERUZ GAFURJONOVICH PhD Student, National University of Uzbekistan named after Mirzo Ulugbek, Tashkent, Republic of Uzbekistan THE ROLE OF COMPETENCE-BASED APPROACH IN PREPARING FUTURE ENGLISH TEACHERS https://doi.org/10.47689/STARS.university-pp344-346 STARS International University 345 Theoretically, competence is a set of various interrelated abilities and character- istics of a person necessary for effective work in a particular area. Competence is a manifestation of the performance of algorithm through human capabilities. Com-petence is purposeful actions and activities of a person as a specialist, fully demon-strating his capabilities. Systematization of the results of human cognitive activity, in contrast to knowledge that exists in the form of concepts and ideas, competence is determined only in practice. In general, competence is the practical application of existing knowledge, skills and abilities, the ability to provide the missing knowledge is a derivative of the necessary knowledge, skills and abilities, characterized by the manifestation of one’s abilities. Therefore, unlike knowledge, competencies corre-spond to the ability to perform a practical task. Therefore, in the classification of N. Chomsky, “competence” is a set of charac- teristics attributed to a language, and it is understood as a set of individual charac-teristics necessary for understanding the linguistic essence of a language [3]. It is necessary to mention the name of David McClelland (David McClelland) as the founder of the competence-based approach to the management of teaching staff. According to him, rapid economic development and growth is a matter of staff remuneration, and the economic idea does not become effective on its own, but there must be personnel and their competence to implement this idea [4]. It is advisable to implement a competency-based approach in the training of fu- ture teachers of English as qualified specialists. The competence-based approach is a set of general principles for setting educa- tional goals, choosing the content of education, organizing the educational process and evaluating educational results. According to such scientists as V.S. Lednev, N.D. Nikandrov, M.V. Ryzhakov, competence reflects the relationship between knowledge and action, i.e. empha-sizes the practical orientation of competence. The competency-based approach assumes that the practical side of learning will be significantly enhanced [1]. Consequently, the entry of the word “competence” into scientific circulation, starting with the definition of a linguistic personality, and now becoming one of the main goals of all pedagogical processes, shows its evolutionary develop-ment. If from the period of pedagogy of Y.A. Komensky, the goal of transferring knowl- edge and training was focused on the process of forming a person’s knowledge, skills and abilities, now the main essence of a professional is interpreted in connec-tion with the concepts of “competence” and “competence”. Knowledge, skills and abilities are educational goals and cultural and social val- ues, and competence and competence, in contrast to them, are units of a market economy and professional activity. According to K.Ya. Riskulova, “competence” means a set of professional laws, principles, requirements, rules, duties, tasks and responsibilities, as well as personal deontological norms necessary for the owner of a particular profession. Competence is related to the practical activity of a per-son and is the ability to demonstrate the norms of competence in work experience based on creativity, based on the requirements of society. The main criterion of competence is determined by effective activity, training of competitive personnel [7]. I.N. Ilkhamova believes that sociocultural competence includes international lin-guistic, sociolinguistic and culturological competences [2]. Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 346 A.K. Markova research revealed all aspects of a teacher’s professional compe- tence. According to A.K.Markova, if a teacher carries out his professional activities effectively and can bring students to a higher level in education and training, his work becomes competent [5]. Thus, the competence-based approach is aimed at the comprehensive mastery of knowledge and practical methods of successful work in important areas of life for the benefit of the state, society and the individual. The purpose of the compe-tency-based approach is to try to bridge the gap between the student’s theoretical knowledge and their practical application, from the point of view of modern educa-tion. According to the traditional approach, the more knowledge a student acquires in the learning process, the higher is his educational level. But in modern conditions this is no longer relevant. From the standpoint of the competency-based approach, the level of education is determined not by the availability of knowledge, but by the ability to solve problems of varying complexity based on existing knowledge. If in the traditional approach the solution of problems is considered as a stage of consolidating the acquired knowledge, then in the competence-based approach it is considered as the content of educational activity. REFERENCES: 1. Зимняя И.А. Ключевые компетенции как результативно-целевая основы компетентностного принятия в образовании / И.А. Зима. – М.: Исследовательский центр проблем качества подготовки специалистов, 2004. – С. 30. 2. Ильхамова И.Н. Совершенствование речевых навыков в контексте социокультурной компетентности студентов в сфере нефилологического образования. Кандидат наук. (доктор философии) дисс. Автор. – Ташкент: 2019. – Б. 10 3. Кадырова М.Т. Теория компетентностного подхода и взгляды на его педагогическое содержание // Молодой ученый. 43(333)-2020 – С. 343–345 / https://moluch.ru/archive/333/74450/. 4. Макклелланд Д. Компетентностно-ориентированные задачи в системе высшего образования – СПб, 2014. – С. 4. 5. Маркова А.К. Психология – это профессионализм. – М.: Знание, 1996. – С. 18. 6. Назарова Н.М. Специальная педагогика. М.: «Академия», 2005. – С 345–346.7. Рискулова К.Ю. Система формирования социолингвистической компетентности будущих учителей английского языка. Кандидат наук. (доктор наук) дисс. Автор. – Ташкент: 2017. – Б. 14.
Academic Journal
Feruz Mukhammadiev
Современные тенденции инновационного развития науки и образования в глобальном мире. 1:344-346
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CoMPES: A Command Messaging Service for IoT Policy Enforcement in a Heterogeneous Network
Conference
Hall, Jared; Iqbal, Razib
2017 IEEE/ACM Second International Conference on Internet-of-Things Design and Implementation (IoTDI) IOTDI Internet-of-Things Design and Implementation (IoTDI), 2017 IEEE/ACM Second International Conference on. :37-44 Apr, 2017
Full Text (IEEE) Open Access (ACM Digital Library) Find it@PNU
Compes, Carolin Isabel: Die Emittentenhaftung in der Brüssel Ia-VO. Berlin 2021
Academic Journal
Peter Mankowski
Rabels Zeitschrift für ausländisches und internationales Privatrecht. 86:696-701
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Regulation of Digital Ecosystems within the Framework of Compe-tition Policy: Legal and Economic Approach
Academic Journal
A. A. Kurdin
Scientific Research of Faculty of Economics. Electronic Journal. 13:7-20
Open Access (OpenAIRE) Find it@PNU
Escala Crenças Parentais sobre Competência Emocional em Crianças (COMPE): propriedades psicométricas
Academic Journal
Mendes, Deise Maria Leal Fernandes; Pires, Pedro P.; Fioravanti, Ana Carolina Monnerat
Trends in Psychology v.26 n.4 2018
Trends in Psychology
Sociedade Brasileira de Psicologia (SBP)
instacron:SBP
Trends in Psychology, Volume: 26, Issue: 4, Pages: 1819-1832, Published: OCT 2018
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Mysterious Manufacturers: Situating L. Galy, Gallien et Compe. in the Eighteenth-Century Lyons Silk Industry
Academic Journal
MILLER, LESLEY ELLIS
Studies in the Decorative Arts, 2002 Apr 01. 9(2), 87-131.
Full Text (JSTOR) Scopus Find it@PNU
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