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психологическому здоровью личности подростка современные тенденции в
психологии
6.
Баранов.А.А.
Психологический
анализ
причин
подросткового
кибербуллинга. [Электронный ресурс] / А. А. Баранов, С. В. Рожина. –
Режим
доступа:
https://cyberleninka.ru/article/n/psihologicheskiy-analiz-prichin-
7. Макарова, Е. А. Психологические особенности кибербуллинга как формы
интернет
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преступления / Е. А. Макарова // Российский психологический журнал.
–
2016.
–
Т. 13. –
№ 3. –
С.
293-311.
8. Kozonina, A. Kiberbulling: kak ustroena travlya v internete i pochemu s ney nado
borot’sya [
Kiberbulling: how the bullying on the Internet and why we must fight with it
].
Available at: http://www/furfur.me/furfur/changes/changes/218033-bul (accessed
10.02.2018).
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URL: http://www.cyberbullying.ca/pdf/Cyberbullying_Article_by_Bill_Belsey.pdf.
10. Баранов А.А., Рожина С.В. Копинг
-
стратегии подростка в ситуации
кибербуллинга / Вестник Удмуртского университета. –
2016.
–Т. 13 –
вып 2
11. Olweus D.
Bullying in schools: what we know and what we can do .
Oxford, UK:
Blackwell, 1993.
12. Child Helpline International. Voices of children and young people: heard and
unheard. 2015. Data from Child Helplines in Europe. Amsterdam, 2016 [Electronic
resource].
Available
at:
http://orgchi-
tukhnakal.savviihq.com/wpcontent/uploads/2017/05/voices_of_
children_and_young_people_-_europe.pdf (accessed: 03.07.2017).
13. Soldatova G., Rasskazova E., Zotova E., Lebesheva M., Roggendorf P. Children of
Russia online: risks and safety. The results of the international project EU Kids Online II
in Russia.
Moscow,
2012
Available
at:
http://detionline.com/assets/files/helpline/RussianKidsOnline_Final%20ReportRussia
n.pdf (accessed 03.07.3017) (in Russian).
14. Волкова Е.Н, Волкова И.В. “Кибербуллинг как способ социального
реагирования
подростков на ситуацию буллинга”
O‘
QUV MUASSASALARIDA FIZIKA FANINI
O‘
QITISHDA YANGI
INNOVATSION USULLARDAN FOYDALANISH
Mirtojiyev F.M., f-m.f.n., Toshkent amaliy fanlar universiteti dotsenti
Annotatsiya:
Maqolada s
o‘
nggi yillarda fizika fanini
o‘
qitishdagi muammolar va
ularning yechimlari bilan bo
g‘
liq b
o‘
lgan mavzularga yondoshish usullari haqida fikr
yuritilgan. Mavjud usullar qisqacha taxlil qilingan. Ba’zi fikr va takliflar keltirilgan.
Kalit s
o‘
zlar:
fizika, fizik jarayonlar, innovatsion texnologiya,
o‘
qitish usullari,
yangi mavzu, mexanik harakat, kuch, kuch turlari.
Fizika fanini
o‘
qib
o‘
zlashtirar ekan,
o‘
quvchilar bir qator tabiat xodisa va
jarayonlari bilan yaqindan tanishib boradilar. Ular haqidagi dunyo qarashlari ilmiy
jihatdan asoslangan movqelikdan iborat ekanligi k
o‘
z o
‘
ngligida gavdalanib boradi.
161
Ularda dunyo va borliq falsafa nuqtai nazardan moddiyligiga ishonch shakllanadi va bu
shakllanish uzluksiz ribojlanishda b
o‘
ladi. Fizikaning boshlan
g‘
ich kursi sodda b
o‘
lib
k
o‘
rinsada, uni qandaydir
o‘
ziga xos tizimga solingan xolda mavzular ketma-ketligida
tinglovchilarga yetkazish,
o‘
ylaymizki, yuqori natijalarni beradi.
Xozirgi vaqtda na faqat fizika fanini balki boshqa fanlarni
o‘
qitishda ham texnika va
texnologiyalarning s
o‘ngi davrlardagi jadal sur’atlardagi rivojlanishi
ga ur
g‘
u
bermaslikning iloji y
o‘
q. Shu bilan birga bir qator fanlararo fanlarning yuzaga kelishi va
rivojlanishi (kimyoviy fizika, biofizika, biorganik fizika, astrofizika va boshqalar) hamda
bir qator yangi y
o‘
nalishlarning dunyo yuzini k
o‘
rishi (masalan, nurtolalar optikasi,
raqamli texnologiyalar, nanotexnologiya va boshqalar) fizika faniga yana chuqurroq
nazar solishga undamoqda. Fizikaning bunday keskin rivojlanishi ba’zi o‘
quv yurtlarida
fizika faniga ajratilgan soatlarning chegaralanganligi uni ma’lu
m b
o‘
limlarini xattoki
umumiy elementar fizika kurslarini ham
o‘ziga xos, yangi, noan’anaviy o‘
quv innovatsion
texnologiyalar yordamida
o‘
qitishni taqazo etadi. Bu sohadagi chuqur tajribaga ega
b
o‘
lgan mutahasislar innovatsion texnologiyalarning bir qator usullarini
o‘
z
maqolalarida atroflicha tahlil qilib berganlar [1].
Yangi
o‘
tiladigan mavzularni
o‘
quvchilarga tushuntirish va ular ongiga chuqurroq
yetkazish maqsadida “taqqoslash” usuli, “qiyosiy taxlil” usullari fizik jarayonlarni tizimli
qiyoslash ular b
o‘
limlarini chizmalar yordamida qiyoslash usullari taklif etilgan [2].
Taklif etilgan bu usullar oddiyligi va
o‘
quvchilarga vizual ravishda tushuntirishga
qulayligi bilan boshqa usullardan farq qilsada, uni u yoki bu k
o‘
rinishda k
o‘
pgina
mavzularga q
o‘
llab b
o‘
lmasligi uning imkoniyatlarini ozmi k
o‘
pmi chegaralab q
o‘
yadi.
Yangi mavzuni
o‘tishda, albatta, ma’lumki, har bir fan uchun qabul qilingan va tegishli
tashkilot tomonidan tasdiqlangan Davlat standartlariga javob bera oladigan
o‘
quv
dasturi hamda shu dastur asosida ishlab chiqilgan sillabusdan foydalaniladi. Pedagog
shu dastur asosida dars
o‘
tib, belgilangan mavzudan chetlashmagan xolda
o‘
ziga qulay
tartibda tinglovchilarga yetkazishi mumkin. Ma’ruzachining bu qulay tartibi, albatta,
mavzuning mohiyati
ga aslo ta’sir ko‘
rsatmasligi lozim.
O‘
tilayotgan mavzuning tartibli
ketma-ketlikka ega b
o‘
lgan blok sxema k
o‘
rinishga solish
o‘
quvchilar k
o‘
z oldida mavzu
elementlarini yaqqol namoyon b
o‘
lishiga imkon yaratadi.
Mexanik harakat mavzusini boshlan
g‘
ich qismlarida uni turlarga ajratib olish va bu
turlarni
o‘
zaro
o‘
xshash va bir-biridan farqlanishlari tamoillarini k
o‘
rsatib berish
maqsadga muvofiqdir. Dinamika b
o‘
limini boshlash ham yuqoridagi keltirilgan
k
o‘
rinishdagi usulda olib borilsa, bu dars jarayoniga
faqat ijobiy ta’sir o‘
tkazishdan xoli
emas, degan fikrdamiz. Bunda avval
o‘
quvchilarda kuch haqida yetarlicha tushuncha
hosil qilib olish kerak b
o‘
ladi. Shundan s
o‘
ng kuch turlarini: asosiy kuchlar va xosilaviy,
ya’ni asosiy kuchlar ta’sirida kelib chiquvc
hi kuchkar sanab
o‘
tiladi va tartib b
o‘
yicha
doskaga yoziladi. Sanab
o‘tishda, albatta, ma’lum bir ketma
-ketlikka rioya qilish kerak
b
o‘
ladi.
Kuchlarni tabiati b
o‘
yicha ikkita asosiy turga b
o‘
lishimiz mumkin:
1.Gravitatsion xarakterga ega b
o‘
lgan kuchlar.
2.Elektromagnit xarakterga ega b
o‘
lgan kuchlar.
Birinchi turdagi kuchlarga, ma’lumki, eng avvalo butun olam tortishish kuchi –
gravitatsion kuch, shu kuch ta’sirida yuzaga keluvchi xosilaviy kuchlardan og‘
irlik kuchi,
jism o
g‘
irligi, Arximed kuchi, bosim kuchi va boshqalar taalluqli. Ikkinchi turdagi kuchlar
–
Kulon kuchlari
–
har qanday zaryadlangan zarrachalar orasidagi
o‘
zaro elektromagnit
ta’sir kuchlari –
Amper kuchi, Lorens kuchi, mexanika b
o‘
limiga tegishli b
o‘
lgan elastik
kuchlari, tayanchning reaksiya kuchlari. Bu kuchlar mexanik kuchlar b
o‘lsada, ma’lumki,
ular elektromagnit tabiatiga ega.
162
Shunday qilib, yuqorida qisqacha k
o‘
rib chiqilgan va taklif qilingan usullar fizikani
o‘
qitishda va
o‘
quvchilarning bilim darajasini oshirishga ozmi k
o‘
pmi xizmar qilsa,
maqsadga muvofiq b
o‘
lar edideb xisoblardik.
Foydalanilgan adabiyotlar r
o‘
yxati:
1.Akbarova F.J., Fizika darslarida innovatsion texnologiyalardan foydalanish.,
Scientific progress.,V2, N6, 2021., p.p.1225-1228.
2.Mirtojiyev F.M. Umumiy fizika kursini
o‘
qitishda tizimlash usulidan foydalanish.,
2023-yil 16-iyun. Buxoro.,
“Raqamli iqtisodiyot, elektron hukumat va sun’iy intellekt
uchun dasturiy vositalar, axborotlarni qayta ishlashning zamonaviy usullari”
respublika
ilmiy
–
amaliy anjuman materiallari.
THE CONCEPT OF PROFESSIONAL THINKING AND ITS CONTENT
Kurbanova G.N., Doctor of Pedagogical Sciences, Professor
Bukhara State Medical Institute named after Abu Ali Ibn Sino
Thinking is the highest form of human intellectual activity, the process of reflecting
objective reality in consciousness, and since ancient times it has been constantly studied
as one of the main objects of scientific interests of philosophical, pedagogical,
psychological and physiological sciences. research.
The ancient philosophers Aristotle, Democritus, Socrates, Epicurus recognized
thinking as a unity of the psyche and impressions and were the first to classify the laws
and forms of thinking. Philosophers of the new era Dj. Locke, F. Bacon, K. Galvesiy,
D. Gumlar defined the manifestation of thinking as: feeling, perception, imagination and
reflection. In classical German philosophy (E. Kant, I. Fichte, F. Schelling, G. Hegel),
thinking acts as a symbol of the independence of the subject. German philosophers of the
18th century paid attention to the manifestation of thinking as specific forms arising as a
result of labor activity and social practice.
Representatives of the Wurzburg school (A. Kulpe, A. Mayer, K. Buhler, K. Taylor)
tried to conduct an experimental study of thinking in the history of psychology. Contrary
to the associative theory, they showed the features of an ordered direction of thinking,
showed the decisive importance of thinking in the manifestation of a person's
personality through the process of thinking.
Also, representatives of behaviorism, Gestalt psychology and psychoanalysis (B.
Skinner, A. Bandura, Z. Freud, A. K. Jung), based on their teachings, investigated the
manifestations of thinking as a separate phenomenon and substantiated their views.
Thinking is a tool for understanding the environment, social phenomena, reality, as
well as the main condition for human activity. This is the highest cognitive process,
reflecting reality more fully and clearly than intuition, perception and imagination [
Agzamova 2001, 23]
Thinking is a special function of the human brain. Its neurophysiological basis is
the interaction of the first and second signaling systems. In the process of thinking, a
person forms thoughts, opinions, ideas, hypotheses, etc., and they are expressed in the
human mind in the form of concepts, judgments, and conclusions.
Through human thinking, it generalizes reality and indirectly (indirectly)
understands the most important connections, relationships and features between things
and events. Consequently, a person has the ability to foresee the emergence,
development and consequences of social phenomena and events on the basis of certain
