[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 : ~2.27.(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
ー
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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The innovative pedagogical technology spaces in learning the english language: Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 272 Abstract: This article provides information about innovation pedagogical technology, innovative technology, interactive methods and their differences from other methodology. Key words: Pedagogical technology, communicative method, hypnopedia method, re- laxation method, rhythmopedia method, emotional method, suggestopedia method, dis-tant teaching method, the silent way method. To the way of thinking that learning is a never-ending knowledge. Learning a second language is a great intelligence and respectful skill. Not only methods of foreign language teaching but also the methods of English teaching is understood as a div of scientifically tested theory concerning the teaching interactive of an English languages in schools, lyceums, colleges and other educational institutions. Aids may be considered both as means of teaching and as a means of study guides. G.V. Rogova pointed out: “By teaching aids we mean various devices which can help the foreign language teacher in presenting linguistic material to his pupils and fixing it in their memory, in testing pupils’ knowledge of words, phrases and gram-mar items, their habits, skills in using them”. What is the innovation pedagogical technology? In the fact that the term “technology” consists of two such as “tech-no-means competence, skills, habits and logos – education. An innovative technology is, generally, the requirement of today. An innovative educational technology is “represent a completely new way of teaching or it reflect a better way to use an existing teaching tool”. It means that to learn any kind of fo-reign language or topic, themes with a old-fashioned basic of foundation, and then learned things put into practices with new modern technologies in order to imple-ment and consolidate our knowledge from it, actually, new methodology of foreign language teaching does not stand apart. Interactive methods and their multimedia, monopedia and such kind of methods help teaching and learning foreign language effectively and intensively. The methods look like above the mentioned demand students or learners to communicate and interact with each others. Now I want to introduce them for you: v Communicative method;The basic abstraction of it is teaching not only the structure of a language but also elemental speech of it. In that way, learners should give examples, opinions, re- KHODIYEVA SHAKHNOZA ABDULLAYEVNA Teacher of English Language Development Practical Aspects Uzbekistan State World Languages Universityhodievasahnoza@gmail.com THE INNOVATIVE PEDAGOGICAL TECHNOLOGY SPACES IN LEARNING THE ENGLISH LANGUAGE https://doi.org/10.47689/STARS.university-pp272-275 STARS International University 273 telling and receiving information with each others. In that case, these skills are very helpful and effective for them. In the fact that the famous scholar “E. Benvenist” has disunited this method into: Communicative plan, information plan, speech plan, defend plan”. v Hypnopedia method;Subscribe to this method theory it was firstly used in Novosibirsk and the main point of it was “to teach the language basically as a listen. Generally, this way was taught by listening to the phonogram or radio programs, several type of music while the learner was sleeping. In this way, anyone can improve their listening skills during the “Sweat sleep” also. v Relaxation method;This method is distinctly and self-explanatory for everydiv that it is taught by loosening up internal and psychologically of a learner and ruling it, also. This style is also facilitative for everyone and it formalizes learner’s inner composures. v Rhythmopedia methodIt depends on predominatingly music and songs. Because learner’s “nerve sys- tem, the state of mind, the mood of him/ her are controlled and impressed by ple-asant and lovely music, songs and lyrics also. It is also improves our listening and hallucinating skills. v Being within a process of speech for a long period of time methodThe observable thing from the title that it ameliorates our speaking skills also. For that the learner is to be in the process of oral speech within 2-3 days or for some period of time. v Emotional method;In the fact that this method is esteemed to be taught by such kind of favourite games. v Suggestopedia method;In this fact that “This method was introduced by Bulgarian famous scholar Geo- rgiy Lozanov. It goals to use the hidden inner talents of the learners. The language is taught by influencing the learner’s state of mind because of the useful thing for anyone to give an opinion with somediv else. In this way the environment must be comfortable and impacting by music, songs, and or by pictures. More attention is given to the learner’s memory. According to the Lozanov’s method the foreign language can be taught within 30 days in 10 periods. In one day by 4 hours of tea-ching, lasted 6 days. v The total physical response methodTPR method was first introduced by American psychologist James Asher in 1977. The aim was to develop learner’s speech. This communication of foreign language. Foreign language is taught by inductive way and for the meaning of words is paid more attention. J. Asher says that “Before giving the translation of the word or exp-ression the teacher should explain it by gestures or give the definitions. The teacher gives the whole expression of speech or phrases and learners response by listening to them”. This way is also very definite way for germination. v Communicative language learning method;All of us learn foreign language in groups and communities. In the fact that “It was introduced by Charles Kurran. According to his method students debate the problems in groups. Then, they will discuss it with the whole class. Here the teac- Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 274 her’s role is to be a counselor and the learners are the clients”. Personally, I am un-derstand from this description that, if the teacher begins interpretation about any kind of topic all of the students must discuss them and everydiv must takes part in also. They must be giving an opinion with each other. v The silent way method.“This method was introduced by Galeb Gattegno. The basic point of it is the tea- cher speaks not so much, keeps silence and is passive; however the learner is active and speaks much in class. This method develops learner’s independence and spe-cific confidence, responsibility and the problem solving skills. This method is based on the saying that is: tell me I forget, teach me and I remember, involving me and I learn”. Of course, the more learner speaks loudly and much the more increase his/her speech, we feel ourselves quietly and high-spirited, and that’s way anyone may feel himself/herself aboved. In that case, the language materials are given in sound groups Grammar is taught in the contexts, constructions and situations. This met-hod is widely used in America and the United Kingdom. v Distant teaching methodActually, this method is being investigating, elaborating nowadays. Distant tea- ching is the teaching from one side to another side, from one country to another country, from one nation to another nations also by the Internet, computer and ot-her modern and pedagogical, innovative technological techniques. Contemporary and modernistic techniques and instruments must be needed for them also. This is growing more and more influentially and effectively in a university UzWSLU. This is called “Moodle” and it’s channel is– http://moodle.uzswlu.uz/ .It’s comfortable side is maybe any student can’t come to the lesson he/she needn’t fluster for it. Because every day’s topics and themes are placed on the moodle. In that way learner has got a chance not only day’s lectures but also several kind of homework, interesting tasks and wonderful and entertainment victorinas and information about them. If learner gets in and try on it he/she must do the exercises and victories and send to his/her specific teachers and while in a period of short time teachers send to lear-ners answers, and he/she is given a chance to know her/his knowledge levels also. To sum up this article, new modern innovative technologies are also exchan- ge with modern era unanimously and also nowadays the new innovation te-chnologies have many methods such as the project method, the method of ga-mes, the interactive methods. There are have got a lot of ways also, look like Brainstorming, Incident, Round table, Three step interview, The pen is in the middle of the table, Tour in gallery, rotation, Snow balls, Jisgaw methods, Jisgaw 1, Jisgaw 2, Monopedia, Multipedia and such kind of very interesting and rationalistic games and quiz or method’s way also. Such kind of method’s ambition are socializing group works using situations, games competitions and involving dif-ferent tasks to the main teaching process in order to demanding pupils, students interact with each other’s and learning from each other’s. Again, these ways crea-te centered atmosphere for students and pupils. But, what else, the play of these modern methods, innovation pedagogical technologies are changeable. More and more new technologies and methods are created day by day and they are inapp-rehensible and sharpen the brain also. They are belonging to the conjuncture of life and maybe the teacher selects them taking into account the pupils’, the students’ interest, ages, goals of teaching, knowledge, conditions of schools, colleges, univer- STARS International University 275 sities, competency, again it depends on the knowledge of the teachers also. Beca-use universe is ourselves, subsistence is only ourselves. References 1. Anitchkov I., Saakyants V. Methods of teaching English in Secondary Schools. M. – Л., “Просвещение”, 1966, – C. 11–26. 2. Ляховицкий М.B. O сущности и специфике экспериментального исследования в методике обучения иностранному языку. – “Иностранные языки в школе”, 1969, – № 4. 3. Thyne J.M. The Psychology of Learning and Technique of Teaching. London, 1965, – P. 63. 4. Запарожец А.B. Психология, M., “Просвещение”, 1965, c, 161.5. I. Yakubov. Amaliy ingliz tili metodikasi. Toshkent – 2009.6. N.N. Azizxo‘jayeva. Pedagogik texnologiyalar va pedagogik mahorat. Toshkent – 2006. 7. D. Tojiboyeva, A. Yo‘ldoshev. Maxsus fanlarni o‘qitish metodikasi. Toshkent – 2009. 8. V. Ziyamuxamedov, Sh. Abdullayeva. Ilg‘or pedagogik texnologiya. Nazariy va amaliyot. Toshkent – 2001. 9. O‘.Q. Tolipov, M. Usmonboyeva. Pedagogik texnologiyalarning tatbiqiy asosla- ri. Toshkent – 2006. 10. N.N. Azizxodjayeva. Pedagogicheskaya texnologiya i pedagogicheskoe mas- terstvo. Toshkent – 2005. 11. R. Ishmuxamedov. Ta’limda innovatsion texnologiyalar. Toshkent – 2008.12. A.V. Konisheva. Angliyskiy yazik. Sovremennie metodi obucheniya. Minsk – 2007. 13. Buzon T. “Interaktivnie metodi” Moskva, 1998.14. Galskova N.D. Sovremennaya metodika obucheniya inostrannim yazikam. Moskva. 15. O‘zbekiston Respublikasi Prezidenti I.A. Karimovning qarori: Chet tillarni o‘rganish tizimini yanada takomillashtirish chora tadbirlari to‘g‘risida. “Toshkent oqshomi” gazetasi. 2012-yil 11-dekabr. 16. Solovyeva S.N. “Metodika obucheniya inostrannim yazikam” Moskva 2002.17. Stepko I.Ya. “Ispolzovannie novix pedagogicheskix texnologiy v obrazavatel- nom prosess” Moskva 2002. 18. Hoshimov O‘, Yoqubov I. O‘rta maktablarda ingliz tili o‘qitish metodikasi. Tos- hkent 1993. 19. Sh.A. Xodiyeva. Web of scientists: International scientific research journal ISSN:2776-0979, Volume 3, Issue 6, June, 2022.
Academic Journal
Shakhnoza Khodiyeva
Современные тенденции инновационного развития науки и образования в глобальном мире. 1:272-275
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Boshlang‘ich ta’lim jarayonida sifat va samaradorlikni oshirishda interfaol metodlardan foydalanish: Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 104 Annotatsiya. Interfaol metod – ta’lim jarayonida o‘quvchilar va o‘qituvchi o‘rtasidagi faollikni oshirish orqali o‘quvchilarning bilimlarni o‘zlashtirishlarini faollashtirish, shaxsiy sifatlarini rivojlantirishga xizmat qiladi. Interfaol metodlarni qo‘llash dars samaradorligini oshirishga yordam beradi. Kalit so‘zlar: interfaol metodlar, interfaol usul, V.A.Suxomlinskiy, samaradorlik, dolzarb muammolar, intellektual salohiyat. Bugungi kunda ta’lim metodlarini takomillashtirish sohasidagi asosiy yo‘nalishlar- dan biri interfaol ta’lim va tarbiya usullarini joriy qilishdan iborat. Barcha fan o‘qi-tuvchilari dars mashg‘ulotlari jarayonida interfaol usullardan borgan sari kengroq foydalanmoqdalar. Interfaol usullarni qo‘llash natijasida o‘quvchilarning mustaqil fikrlash, tahlil qilish, xulosalar chiqarish, o‘z fikrini bayon qilish, uni asoslangan holda himoya qila bilish, sog‘lom muloqot , munozara , bahs olib borish ko‘nikmalari shakllanib , rivojlanib boradi. Interfaol usullar ko‘p turli bo‘lib, ularning hammasi ham har qanday progressiv usullar Kabi, eng avvalo , o‘qituvchidan mashg‘ulot oldidan katta tayyorgarlik ko‘rishni talab qiladi. O‘quv jarayonida o‘quvchining o‘z-o‘ziga baho berishi, tanqidiy qarashi rivojla- nadi. O‘quvchi uchun dars qiziqarli o‘qitilayotgan predmet mazmuniga aylanadi. O‘qish jarayoniga ijodiy yondashuv, ijobiy fikr namoyon bo‘ladi. Har bir o‘quvchining o‘zi mustaqil fikr yurita olishga, izlanishga , mushohada qilishga olib keladi. Interfaol usulda o‘tilgan darslarda o‘quvchi faqat ta’lim mazmunini o‘zlashtiribgina qolmay , balki o‘zining tanqidiy va mantiqiy fikrlarini ham rivojlantiradi. Xulosa shuki, bunday sharoitda o‘qituvchi yuksak rivojlangan fikrlash qobiliyatiga, muammolar bo‘yicha chuqur mushohada yuritishga , muammolarni o‘z vaqtida yecha oladigan qobiliyat-ga ega bo‘lishi kerak. Interfaol metodlarda darslarni tashkil etishda o‘quvchi shaxsini TOJIMIRZAYEVA BUZULAYXO MAXAMMADJON QIZI, Termiz davlat Pedagogika Instituti Boshlang‘ich ta‘lim fakulteti 303-guruh talabasi BOSHLANG‘ICH TA’LIM JARAYONIDA SIFAT VA SAMARADORLIKNI OSHIRISHDA INTERFAOL METODLARDAN FOYDALANISH https://doi.org/10.47689/STARS.university-pp104-106 STARS International University 105 rivojlantirish o‘zi-o‘ziga zamin yaratishdan boshlanishi kerak. Ya’ni o‘quvchining: - o‘zi mustaqil mutolaa qilishi , o‘qishi asosida bilim olishi; - o‘zini-o‘zi anglab yetishga , anglab tarbiya topishga; - o‘z kuchi va imkoniyatlariga ishonch bilan qarashga; - o‘quv mehnatiga mas’uliyat hissi bilan qarashga; - o‘z faoliyatini mustaqil tashkil eta olishi , har bir daqiqani g‘animat bilishga; - o‘quv mehnatiga o‘zida xhxish , istak uyg‘ota olishga; - har qanday vaziyatda faollik ko‘rsata olishga; Ayniqsa, ular hozirgi tezkor axborot manbalaridan unumli foydalana olishga o‘r- ganmog‘i zarur. Shuning uchun ham hozirgi kunda o‘quvchining o‘zini o‘zi rivojlantirish texno- logiyasini yaratish pedagogika, didaktika fani oldida yechimini kutayotgan dolzarb muammolardandir. Keyingi vaqtlarda o‘qituvchilar orasida shaxsga qaratilgan ta’lim nima, interfaol metodda o‘qitish nima uchun zarur, uning qanday turlari mavjud, tarkibiy tuzilishi qanday u ta’lim jarayoniga qanday olib kiriladi, uning avvalgi usullardan farqi nima-da, degan savollar uchraydi. Interfaol usullardagi darslarda o‘quvchini ijodiy fikrlashga , olingan axborotlarni o‘zaro faollikda hal etishga , o‘z fikrini erkin bayon etishga , tashabbuskorlikka , guruhlarda masalalar yechimini topishga , hamkorlik , hamjihatlikda ish yuritishga , fikrni mantiqan yozma ravishda bayon etishga chorlaydi. Interfaol metodlarda ish yuritish , an’anaviy usullardan voz kechish degani emas.Balki ta’lim mazmunini o‘zaro faollikda hal eta olish demakdir. Interfaol usulning bosh maqsadi o‘quv jarayoni uchun eng qulay vaziyat yaratish orqali o‘quvchining faol, erkin fikr yuritishiga muhit yaratishdir. U o‘zining intellektual salohiyatini , im-koniyatlarini namoyon etadi va o‘quv sifati va samaradorligini oshiradi. O‘qish inson hayotida muhim ahamiyat kasb etadi. O‘qish orqali inson borliq , ja- miyat haqida bilimga ega bo‘ladi , o‘qishni bilmagan odamning ko‘zi ojiz kishidan farqi yo‘q. Boshlang‘ich sinfda o‘qish faoliyati barcha predmet darslarida amalga oshiriladi. V.A.Suxomlinskiy bu haqida shunday deydi: ‘’Bolalar dunyoni va o‘z-o‘zini bila bo- rish bilan birga katta avlodlar yaratgan moddiy va ma’naviy boyliklar uchun o‘zi-ning mas’ulligini oz-ozdan bila borishlari kerak. …Bolaga yaxshilik va yomonlikni to‘g‘ri ko‘rish imkonini berish kerak. Yaxshilik unda quvonch , zavq , hayajon , ma’na-viy go‘zallikka erishish ishtiyoqini hosil qiladi; yomonlik qahr-g‘azab , murosasizlik uyg‘otadi , haqiqat va adolat uchun kurashga chorlovchi ma’naviy kuchga to‘ldiradi”. Maktablarda darslarning samaradorligi ko‘p jihatdan interfaol metodlarni to‘g‘ri qo‘llash bilan bog‘liq. Interfaollik asosida o‘tgan darsni tashkil etish shunday kecha-diki , bu jarayonda birorta ham o‘quvchi chetda qolmaydi , ya’ni ular ko‘rgan, bilgan, o‘ylagan fikrlarini ochiq-oydin bildirish imkoniyatiga ega bo‘ladilar. O‘quvchilarning har bir bildirgan fikrlari , u to‘g‘ri yoki noto‘g‘ri bo‘lishidan qat’i nazar , tanqid qilin-maydi. O‘quvchilar hamkorlik ham ijodkorlikda ishlashda mavzu mazmunini bilish va o‘zlashtirishda o‘zlarining shaxsiy hislarini qo‘shish imkoniyatiga ega bo‘ladilar. O‘zaro bilimlar, g‘oyalar, fikrlarni almashish jarayoni sodir bo‘ladi. Bunday holatlar o‘zaro samimiylikni ta’minlaydi , yangi bilimlarni olish , o‘zlashtirishga havas ortadi. Interfaol metodlarni tashkil qilish va olib borish bu mashg‘ulotlarning sifati va sa- maradorligini yanada oshirishga yordam beradi. Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 106 Xulosa qilib aytish mumkinki, interfaol ta’lim bir vaqtda bir nechta masalani hal etishga imkoniyat beradi. Bulardan asosiysi o‘quvchilarning muloqot olib borish bo‘yicha ko‘nikma va malakalarini rivojlantiradi, o‘quvchilar orasida emotsional aloqalar o‘rnatilishiga yordam beradi, ularni jamoa tarkibida ishlashga, o‘z o‘rtoqla-rining fikrini tinglashga o‘rgatish orqali tarbiyaviy vazifalarning bajarilishi ta’minla-nadi. Shu bilan birga, amaliyotda ma’lum bo‘lishicha, dars jarayonida interfaol me-todlarni qo‘llash o‘quvchilarning asabiy zo‘riqishlarini bartaraf qiladi, ular faoliyati-ning shaklini almashtirib turish, diqqatlarini dars mavzusining asosiy masalalariga jalb qilish imkoniyatini beradi. Interfaol metodlarni mashg‘ulot maqsadiga muvofiq tanlash lozim, interfaol mas- hg‘ulot turlari ko‘p bo‘lib, ular dars mavzusining xususiyatlari hamda ko‘zda tutilgan maqsadlarga muvofiq tanlanadi va tegishlicha tayyorgarlik ko‘riladi. Interfaol mashg‘ulotda ishtirok etish uchun o‘quvchilarning tayyorgarliklariga o‘zi- ga xos talablar qo‘yiladi, bular mashg‘ulotda faol ishtirok etish uchun zarur bilim-larni o‘zlashtirganlik, muloqotga tayyorlik, o‘zaro hamkorlikda ishlash, mustaqil fikr-lash, o‘z fikrini erkin bayon qilish va himoya qila olish ko‘nikmalari va boshqalardan iborat. Mashg‘ulotda vaqtdan unumli foydalanish zarur . Buning uchun keraklivositalar- ni to‘g‘ri tanlash, tayyorlash hamda mashg‘ulot o‘tkazuvchilar va ularning vazifala-ri aniq belgilangan bo‘lishi lozim. Interfaol metodlar bilan an’anaviy ta’lim usullari orasida o‘ziga xos farqlar mavjud bo‘lib, har bir o‘qituvchi bu farqlarni qiyoslashi , ularning bir-biriga nisbatan afzalliklari va kamchiliklarini darsni rejalashtirish va uni o‘tkazish usullarini tanlashda to‘g‘ri hisobga olishi zarur. Bunda yangi bilimlarni be-rish, ko‘nikmalarni shakllantirish, rivojlantirish, mustahkamlash, bilimlarni takrorlash, amalda qo‘llash mashg‘ulotlarida hamda o‘quv fanining xususiyatlarini hisobga ol-gan holda har bir mavzu bo‘yicha mashg‘ulot uchun eng maqsadga muvofiq bo‘l-gan interfaol yoki boshqa metodlarni to‘g‘ri tanlash nazarda tutiladi. To‘g‘ri tanlangan metodlarni qo‘llash mashg‘ulotning qiziqarli va samarali bo‘lis- hini ta’minlaydi. Interfaol metodlar konstruktiv tizimining quyidagi asosiy xulosalarini hisobga olish lozim: o‘quvchi o‘zi o‘rganishi kerak , aks holda unga hech kim hech narsani o‘r-gata olmaydi: o‘qituvchi o‘quvchilarga bilimlarini “kashf qilishga” yordam beradigan jarayonni tashkil qiladi; bilim borliqdan ko‘chirilgan nusxa emas, uni odam shakllan-tiradi. Foydalanilgan adabiyotlar: 1. Turdiyev N.SH., Asadov YU.M , Akbarova S.N , Temirov D.SH. Umumiy o‘rta talim tizimida o‘quvchilarning kompetensiyalarini shakllantirishga yo‘naltirilgan ta’lim texnologiyalari. //O‘quv uslubiy qo‘llanma(I-qisim). Toshkent, 2015. 2. A.A.Abduqodirov , R.Ishmuxamedov , A.Pardaev. Ta’limda innovatsion texno- logiyalar (ta’lim muassasalari pedagog-o‘qituvchilar uchun amaliy tavsiyalar). T.: Is-te’dod, 2008. 3. Manzura90.zn.uz/interfaol-metodlar/ 4. uz.denemetr.com/docs/769/indexs-31326-1.html?page=2 5. bilim13.zn.uz/dars-ishlanma/interfaol-metodlar/
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Buzulayxo Tojimirzayeva
Современные тенденции инновационного развития науки и образования в глобальном мире. 1
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MANAGEMENT OF OCULAR SETARIASIS IN EQUINE: A REPORT OF 15 CASES
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Chaithra S.N.; Aswathy Gopinathan; Kiranjeet Singh; Akshay Kumar; Manish Arya; Vinay Kishor Tiwari; Prabha Sharma
Exploratory Animal and Medical Research, Vol 14, Iss Parasitology Spl., Pp 66-69 (2024)
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The HITRAN2024 molecular spectroscopic database
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Gordon, I.E. ; Rothman, L.S. ; Hargreaves, R.J. ; Gomez, F.M. ; Bertin, T. ; Hill, C. ; Kochanov, R.V. ; Tan, Y. ; Wcisło, P. ; Makhnev, V. Yu. ; Bernath, P.F. ; Birk, M. ; Boudon, V. ; Campargue, A. ; Coustenis, A. ; Drouin, B.J. ; Gamache, R.R. ; Hodges, J.T. ; Jacquemart, D. ; Mlawer, E.J. ; Nikitin, A.V. ; Perevalov, V.I. ; Rotger, M. ; Robert, S. ; Tennyson, J. ; Toon, G.C. ; Tran, H. ; Tyuterev, V.G. ; Adkins, E.M. ; Barbe, A. ; Bailey, D.M. ; Bielska, K. ; Bizzocchi, L. ; Blake, T.A. ; Bowesman, C.A. ; Cacciani, P. ; Čermák, P. ; Császár, A.G. ; Denis, L. ; Egbert, S.C. ; Egorov, O. ; Ermilov, A. Yu. ; Fleisher, A.J. ; Fleurbaey, H. ; Foltynowicz, A. ; Furtenbacher, T. ; Germann, M. ; Guest, E.R. ; Harrison, J.J. ; Hartmann, J.-M. ; Hjältén, A. ; Hu, S.-M. ; Huang, X. ; Johnson, T.J. ; Jóźwiak, H. ; Kassi, S. ; Khan, M.V. ; Kwabia-Tchana, F. ; Lee, T.J. ; Lisak, D. ; Liu, A.-W. ; Lyulin, O.M. ; Malarich, N.A. ; Manceron, L. ; Marinina, A.A. ; Massie, S.T. ; Mascio, J. ; Medvedev, E.S. ; Meshkov, V.V. ; Mellau, G. Ch. ; Melosso, M. ; Mikhailenko, S.N. ; Mondelain, D. ; Müller, H.S.P. ; O’Donnell, M. ; Owens, A. ; Perrin, A. ; Polyansky, O.L. ; Raston, P.L. ; Reed, Z.D. ; Rey, M. ; Richard, C. ; Rieker, G.B. ; Röske, C. ; Sharpe, S.W. ; Starikova, E. ; Stolarczyk, N. ; Stolyarov, A.V. ; Sung, K. ; Tamassia, F. ; Terragni, J. ; Ushakov, V.G. ; Vasilchenko, S. ; Vispoel, B. ; Vodopyanov, K.L. ; Wagner, G. ; Wójtewicz, S. ; Yurchenko, S.N. ; Zobov, N.F.
In Journal of Quantitative Spectroscopy and Radiative Transfer April 2026 353
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Erratum to "Mitigation of Turn-to-Turn Faults in Fault Tolerant Permanent Magnet Synchronous Motors" [Jun 15 465-475]
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Cintron-Rivera, J.G.; Foster, S.N.; Strangas, E.G.
IEEE Transactions on Energy Conversion IEEE Trans. Energy Convers. Energy Conversion, IEEE Transactions on. 33(1):453-453 Mar, 2018
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Performance of the prototype Silicon Tracking System of the CBM experiment tested with heavy-ion beams at SIS18
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Agarwal, A. ; Agarwal, K. ; Ahammed, Z. ; Ahmad, N. ; Ahrens, L.J. ; Al-Turany, M. ; Alam, N. ; Andary, J. ; Andronic, A. ; Appelshäuser, H. ; Arnoldi-Meadows, B. ; Artur, B. ; Azmi, M.D. ; Bajdel, M. ; Balzer, M. ; Bandyopadhyay, A. ; Bâsceanu, V.A. ; Becker, J. ; Becker, M. ; Belousov, A. ; Bercuci, A. ; Berendes, R. ; Bertini, D. ; Bertini, O. ; Beyer, M. ; Bezshyyko, O. ; Bhaduri, P.P. ; Bhasin, A. ; Bhat, S.A. ; Bhat, T.A. ; Bhat, W.A. ; Bhattacharjee, B. ; Bhattacharyya, A. ; Bhowmik, N.K. ; Biswas, S. ; Blank, T. ; Bluhme, N. ; Blume, C. ; Boccarella, G. ; Bonaventura, D. ; Brzychczyk, J. ; Cãlin, M. ; Caselle, M. ; Chakrabarti, A. ; Chaloupka, P. ; Chattopadhyay, S. ; Cherif, H. ; Chernyshenko, S. ; Clerkin, E. ; Collazo Sánchez, L.M. ; Csanád, M. ; Dahm, P. ; Daribayeva, A. ; Darwish, H. ; Das, R. ; Das, S. ; de Cuveland, J. ; Deară, D.-A. ; Deppe, H. ; Deppner, I. ; Deshmukh, A.A. ; Deveaux, M. ; Diehl, J. ; Dobishuk, V. ; Dubey, A.K. ; Dubla, A. ; Dürr, M. ; Dvořák, R. ; Elizarov, I. ; Emschermann, D. ; Eschke, J. ; Faber, L.J. ; Feier-Riesen, C. ; Feng, S. ; Fidorra, F. ; Fischer, P. ; Flemming, H. ; Förtsch, J. ; Foka, P. ; Frankenfeld, U. ; Friese, V. ; Fröhlich, I. ; Frühauf, J. ; Galatyuk, T. ; Gangopadhyay, G. ; Gasik, P. ; Ghosh, C. ; Ghosh, S.K. ; Gil, D. ; Gläßel, S. ; Goldenbaum, F. ; Golinka-Bezshyyko, L. ; Gope, S. ; Gorbunov, S. ; Greve, N. ; Grzonka, D. ; Gupta, A. ; Gutiérrez Menéndez, D. ; Gutsche, B. ; Han, D. ; Han, J. ; Heine, N. ; Herrmann, N. ; Hesounová, H. ; Heuser, J.M. ; Höhne, C. ; Hoffmann, F. ; Hofman, O. ; Holzmann, R. ; Huang, Y. ; Hutter, D. ; Ismail, K. ; Janson, T. ; Jin, Y. ; Jipa, A. ; Kadenko, I. ; Kähler, P. ; Kampert, K.-H. ; Kapell, R.M. ; Karabowicz, R. ; Kashyap, V.K.S. ; Kasiński, K. ; Kedych, V. ; Keller, O. ; Keshelashvili, I. ; Khan, M.M. ; Kim, S. ; Kiš, M. ; Kisel, I. ; Kłeczek, R. ; Klein-Bösing, Ch. ; Kliemt, R. ; Koch, K. ; Koczoń, P. ; Kohn, M. ; Kollarczyk, J. ; Kovalchuk, O. ; Koziel, M. ; Kozlov, G. ; Kresan, D. ; Krüger, W. ; Kruszewski, M. ; Kshyvanskyi, O. ; Kubiak, B. ; Kugler, A. ; Kumar, A. ; Kumar, L. ; Kyva, V. ; Lakos, R. ; Lalik, R. ; Lasko, P. ; Lavrik, E. ; Lazanu, I. ; Lehnert, J. ; Leung, Y.H. ; Li, S. ; Li, W. ; Li, Y. ; Lindenstruth, V. ; Linz, F.J. ; Liu, F. ; Löchner, S. ; Loizeau, P.-A. ; Lorenz, M. ; Lubynets, O. ; Luo, X. ; Lymanets, A. ; Mahajan, S. ; Majka, Z. ; Mallick, B. ; Mandal, S. ; Mao, Y. ; Maragoto Rodríguez, O. ; Marin Garcia, A.M. ; Markert, J. ; Matejcek, F.A. ; Matulewicz, T. ; Messchendorp, J. ; Mehta, S. ; Meyer-Ahrens, A. ; Michel, J. ; Mir, M.F. ; Miskowiec, D. ; Mithran, A. ; Mohanty, B. ; Momot, I. ; Moreira de Godoy Willems, D. ; Müller, W.F.J. ; Müntz, C. ; Munkes, P. ; Nabroth, M. ; Nandy, E. ; Nayak, S.R. ; Nerling, F. ; Neuhaus, S. ; Nickels, F. ; Okropiridze, D. ; Opíchal, A. ; Otfinowski, P. ; Pan, L. ; Panasenko, I. ; Pauly, C. ; Peña Rodríguez, J. ; Penek, Ö. ; Peter, S. ; Petráček, V. ; Petriş, M. ; Petrovici, M. ; Pfeifer, D. ; Piasecki, K. ; Pietraszko, J. ; Płaneta, R. ; Plujko, V. ; Pluta, J. ; Podgornov, N. ; Povar, T. ; Poźniak, K. ; Prasad, S.K. ; Pugach, M. ; Pugatch, V. ; Puntke, A. ; Radulescu, L. ; Raha, S. ; Ramírez Zaldivar, D.A. ; Ray, R. ; Redelbach, A. ; Reinefeld, A. ; Reiter, S.P. ; Ristea, O. ; Ritman, J. ; Rodríguez Garces, D. ; Rodríguez Rodríguez, A. ; Roether, F. ; Romaniuk, R. ; Rost, A. ; Roy, A. ; Roy, S. ; Rubio, E. ; Rustamov, A. ; Sahoo, R. ; Sahu, P.K. ; Sahu, S.K. ; Saini, J. ; Salabura, P. ; Samal, S. ; Sambyal, S.S. ; Santos Marrero, K. ; Scharmann, K. ; Schiaua, C. ; Schintke, F. ; Schledt, D. ; Schmidt, C.J. ; Schmidt, H.R. ; Schünemann, K. ; Seck, F.-J. ; Sefzick, T. ; Selyuzhenkov, I. ; Semeniuk, P. ; Sen, A. ; Senger, A. ; Senger, P. ; Sharma, A.K. ; Sharma, A. ; Sharma, P.K. ; Shi, S. ; Shiroya, M. ; Sidorenko, V. ; Simon, F. ; Simons, C. ; Singh, A.K. ; Singh, B.K. ; Singh, O. ; Singh, R. ; Singhal, V. ; Smith, D. ; Soból, B. ; Söhngen, Y. ; Spicker, D. ; Staszel, P. ; Stockmanns, T. ; Stroth, J. ; Sturm, C. ; Subramani, P. ; Subramanya, G.S. ; Suddia, O. ; Sun, K. ; Sun, Y. ; Sun, Z. ; Szczygieł, R. ; Taka, E.D. ; Taylor, J. ; Teklishyn, M. ; Thau, S.N. ; Thaufelder, J. ; Toia, A. ; Traxler, M. ; Trębacz, L. ; Trifonova, E. ; Twarowska, A. ; Tyagi, O. ; Uhlig, F. ; Unger, K.L. ; Vassiliev, I. ; Vasylyev, O. ; Visinka, R. ; Volkova, E. ; Wahmes, L. ; Wang, K. ; Wang, Y. ; Weidenkaff, P. ; Weiglhofer, F. ; Wessels, J.P. ; Wielanek, D. ; Wieloch, A. ; Wilms, A. ; Wintz, P. ; Wojtkowski, M. ; Wolf, Gy. ; Wu, K. ; Wu, Q. ; Wyżykowski, A. ; Xu, H. ; Yang, J. ; Yang, R. ; Yao, M. ; Yin, Z. ; Yoo, I. ; Zabołotny, W. ; Zbroszczyk, H.P. ; Zhang, X. ; Zharko, S. ; Zheng, S. ; Zhou, D. ; Zhou, W. ; Zhou, Y. ; Zhu, X. ; Zischka, G. ; Zubrzycka, W. ; Zumbruch, P.
In Nuclear Inst. and Methods in Physics Research, A February 2026 1082 Part 2
Full Text (ScienceDirect 종량제) Web of Science JCR 저널정보 Find it@PNU
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[검색어] Xv, S.N.
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