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HYGIENE OF THE EDUCATIONAL PROCESS AT SCHOOL
Ravshanova Inoyat Erkinovna
Kokand state named after Mukimi university
Senior teacher of the Department of Special Pedagogy
Abstract:
This article describes how to organize the structure of a combined lesson and how to
properly organize a survey of students during the lesson, the levels of organizing a combined
lesson, modern teaching technologies, what hygienic requirements are imposed on their use in
the lesson.
Keyword:
combined lesson, introductory part, main part, final part, discussion method, active
forms of work, group forms of work, rational and irrational lesson
1. How should the structure of a combined lesson be organized and how to properly organize a
survey of students during the lesson?
A combined lesson is divided into three parts: an introductory part, which includes an
organizational moment and a survey, the main part (study of new material) and the final part
(training reproduction of educational material, or consolidation). 3/4 of the lesson is devoted to
studying new material and 1/4 is allocated to checking knowledge and repetition.
According to modern educational and methodological requirements, a survey of students should
not be limited to retelling, mechanical reproduction of previously received information. The
discussion method is widely introduced in pedagogical practice, active and group forms of work
are used. In this case, the lesson is interesting, not tiring, emotional.
2. Name the levels of organization of a combined lesson.
There are three levels of organization of a combined lesson: rational, insufficiently rational and
irrational. The rational level corresponds to the lesson density of no more than 75-80%, but not
less than 70%. If the lesson density exceeds 90%, then such a lesson is irrational. The number
of activities in a rational lesson should be at least 4-5, while in an irrational lesson there are
usually no more than 1-2. The average duration of one activity at the rational level is 6-10
minutes for younger students and from 10 to 20 minutes for middle and senior students. The
number of teaching methods in a rational lesson is 3-4, while an irrational lesson is conducted
using one method. As a rule, there are significantly more disciplinary violations in an irrational
lesson. Alternation of methods (verbal, visual, practical) and activities in a rational lesson
should occur at least every 5-10 minutes for younger students and 10-20 minutes for middle and
senior students. If the lesson is structured irrationally, then there is no alternation of methods
and forms of work. The number of physical education breaks, or emotional releases, should be
at least 2 for younger students, lasting 3-4 minutes, and one for older students, lasting up to 2
minutes. If poorly organized, they are absent. At a rational level, the use of TSO is carried out
in accordance with hygienic standards, and at an irrational level - in an arbitrary form. The time
of onset of fatigue of students is recorded by a decrease in their performance. With a rational
organization, fatigue occurs after 40 minutes, and with an irrational one - after 15-25 minutes.
In a rational lesson, positive emotions prevail, and in an irrational one - negative emotions.
3. What modern teaching technologies should be used during combined lessons? What hygienic
requirements are imposed on their use in the lesson?
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The necessary technologies are used in working with children and adolescents. The technology
of personality-oriented teaching, ensuring the involvement of each student in an active
cognitive process; the technology of level differentiation of teaching (the use of three-level
tasks); problem-based learning, when a problem situation is created in the lesson; the
technology of solving research problems - the technology of organizing research activities;
developmental learning - a technology aimed at developing the skills and abilities of the student,
taking into account his abilities and capabilities; block-modular teaching (presentation of
educational material in "blocks"); the technology of game activities, for example, a travel lesson;
computer technology (the introduction of electronic teaching and methodological materials
developed by the teacher into the educational process); Multimedia technology (demonstration
of multimedia slides in lessons, extracurricular and extracurricular activities), information and
communication (use of computer presentations, interactive whiteboard for visual presentation of
material); distance learning technology with visual communication with the student (via Skype)
or without visual communication, etc. Teaching technologies alternate during a lesson, school
week, quarter. At least two or three technologies should be used in one lesson, with easier
technologies used at the end of the lesson. Alternation of educational technologies in the
educational process has a beneficial effect on the psyche of schoolchildren and helps to achieve
the objectives of training and education.
4. In what sequence should the teacher alternate methods and forms of organizing training
during a lesson?
The necessary methods and forms of work are used in teaching schoolchildren. Methods in the
lesson are used in a certain order. Verbal: 1) story or explanation; 2) discussion method; 3)
work with a textbook; 4) conversation. Visual: 1) observation method; 2) the method of
illustrations; 3) the method of demonstrations. Practical: 1) the method of exercises; 2) the
method of practical or laboratory work; 3) the method of didactic games. Verbal and visual
methods are often combined: explanation, storytelling and demonstration method. Then the
reproductive method (reproduction) is used, and then the discussion method. In conclusion, the
work is organized by the search method, or research. Such alternation of methods contributes to
a gradual increase in the load on the nerve centers of the cerebral cortex and better assimilation
of the educational material. The forms of organization of training are also used in the lesson in a
certain order: 1) frontal (general class); 2) group; 3) individual, which contributes to a gradual
entry into this type of educational activity, and the timely alternation of the forms of
organization of training contributes to an improvement in the quality of the lesson.
5. What are the features of the hygienic organization of educational and upbringing work at
school?
Firstly, a well-thought-out schedule of classes, taking into account the complexity and
alternation of subjects (the first through third lessons are devoted to more complex subjects, and
natural science lessons alternate with humanities lessons); secondly, a rational distribution of
school assignments for teachers and students; thirdly, presenting increased demands on students
during the lesson, when their performance reaches a high level; fourthly, a change in activities
is an important component of restoring performance.
6. List the hygienic requirements for the class schedule.
For students in grades 5–11, the academic load should be distributed over the week so that its
greatest intensity in terms of the total points per day (see the difficulty scale of subjects) falls on
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Tuesday and Thursday, and Wednesday is an easier day. Tuesday and Wednesday can be made
busier, and Thursday can then be made easier. Fewer class hours are provided for classes on
Monday and Saturday (Friday in a five-day week). Subjects that require a lot of time for
homework should be distributed over three days, but not on the same day. About 65% of the
entire academic load should fall on three days of the week (Tuesday, Wednesday, Thursday),
when students' performance is higher than at the end of the week, but on Wednesday the
amount of academic load can be slightly reduced. The schedule is drawn up incorrectly when
the greatest number of points falls on the extreme days of the week. The main subjects that
require mental effort during the school day should be alternated with easier ones and in the
schedule they should correspond to the period of increased student performance, that is, they
should be held in the 2nd and 3rd lessons. The first lessons are intended for subjects of average
difficulty (geography, history, biology, etc.), since students' performance has not yet reached its
maximum. Optional and stimulating classes should be planned for days with the least number of
mandatory lessons. A 30-45 minute break is required between the start of the elective and the
last lesson.
Tests and dictations are planned for Tuesday and Wednesday, and they are held in the 2nd and
3rd lessons. On Thursday, younger students go on walks and excursions in the open air, which
helps maintain high performance on Friday.
7. What are the principles of distributing the academic load during the academic quarter?
It is recommended to increase the academic load gradually, from the beginning of the quarter
with a maximum in the middle of the quarter, when the mandatory academic load should be
combined with electives, supporting classes and club work. It is necessary to take into account
the volume of the maximum permissible weekly workload of students studying in grades 5–11,
the specifics of organizing the educational process with a 5-day and 6-day academic week.
Based on this, it is necessary to plan assignments for students, educational work, holding class
hours, electives, in-school and extracurricular activities.
8. What are the specifics of organizing students' activities with a 5-day week?
This mode of work provides for the assimilation of educational material in a short time, due to
which the volume of the academic weekly load is reduced. For this purpose, it is appropriate to
use the principle of enlarging didactic units - educational blocks, modules - in oral disciplines,
which allows many topics to be covered in a shorter time. On Tuesday and Wednesday (or
Thursday) the academic load should be maximum. Maximum permissible weekly load: 5th
grade – 28 hours; 6th – 29 hours; 7th – 31 hours; 8th–9th – 32 hours; 10th–11th grades – 33
hours. With a 6-day week, the weekly academic load is 3 hours longer in all grades.
On Saturday, the educational process can be organized in two ways: 1) conducting incentive
classes at school. In this case, not all students come to class, but only those invited by the
teacher or showing interest in the subject; 2) hobby club classes are organized at school.
9. Provide a definition of the concept of "mental performance of a schoolchild." What factors
does it depend on?
The mental performance of a schoolchild is an integral indicator that characterizes the
quantitative and qualitative characteristics of academic work, the level of mental development,
and the state of the physiological systems of the student's div. It depends on the age, content
of the work, its significance for the student, the emotional appeal of the lesson, individual
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characteristics of somatic and mental health, as well as the functional state of the main systems
of the div.
10. What are the conditions for productive mental activity of a schoolchild?
Mental work of a student is work related to the processing of information by the brain,
requiring the active functioning of sensory systems, brain structures that carry out mental
processes (thinking, attention, memory, emotions, motivation, etc.). There are rules, following
which contributes to productive mental activity. 1. - You need to enter the work gradually. 2. -
It is necessary to observe the rhythm of work, sequence. 3. - Mental work requires the correct
alternation of mental work and active rest. 4. - High performance is maintained with systematic
and constant activity, in which the skill is strengthened. Thus, the main condition for high
performance is dosed systematic consistent work that trains the corresponding nerve centers of
the cerebral cortex.
11. Give a definition of the concept of "fatigue of a student when performing mental work."
What factors in the development of student fatigue in the classroom should a teacher take into
account?
Fatigue of a schoolchild is a temporary reversible decrease in performance resulting from
educational activities. Protective excitation is associated with changes in the nerve centers and
protects the div from overfatigue. Restoration of performance occurs faster not in conditions
of complete rest, but with a change in the type of activity, or during active rest. Physical
education, motor activity, and a change of activity during the lesson are powerful means of
relieving fatigue. After active rest, a change of activity, the student's performance is restored
and may even be increased for some time. This phenomenon is called hypercompensation. The
development of fatigue in the lesson depends on the degree of adaptation of the student to
academic work, the level of motivation, interest in work, passion for the subject, and the
physiological capabilities of the div. Weakened children quickly get tired, their first phase of
fatigue (protective excitation) can be erased and the second phase of fatigue - inhibition -
quickly sets in. It is possible to prevent the onset of inhibition by using assignments, tests with
interesting illustrative material, demonstration of natural objects, or a film on the topic being
studied, etc. in training.
12. Provide a definition of the concept of "overfatigue of a schoolchild"
Overfatigue is a long-term decrease in performance, cognitive activity and functional
capabilities of the div. It occurs if the educational load is inadequate to the physiological
capabilities of the student's div, especially if it is weakened, if the daily routine and rest are
not observed, and educational work is not organized rationally. It leads to diseases of the
nervous, endocrine, cardiovascular and other systems, and a decrease in student performance.
13. Describe the external signs of mild and moderate fatigue of students in the classroom.
Mild fatigue: slight hyperemia of the skin, slight sweating, calm facial expression, even
breathing, clear execution of commands, no complaints. Moderate fatigue: significant
hyperemia of the skin of the face, pronounced sweating, tense facial expression, rapid breathing,
unclear completion of tasks, complaints of fatigue.
14. How long are breaks in elementary and high school?
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In elementary grades, there is usually a 10-minute break and two 20-minute breaks (scheme:
10-20-20). There are also two 10-minute breaks after the first and third lessons and a long break
lasting 30 minutes after the second lesson (10-30-10), which must be held with maximum use
of fresh air. In high school, the following scheme for holding breaks is considered optimal: 10-
20-20-10.
15. What are the hygienic requirements for writing instruments?
Pens and pencils are made of a certain length and diameter. It is allowed to use round pens with
ballpoint rods containing blue or purple ink. Their length is 142-150 mm, diameter no more
than 10 mm, weight no more than 10 g. Among pencils, round pencils of medium hardness that
leave a clear, smudge-proof line on paper meet hygienic requirements. The length of a student
pencil is about 180 mm, diameter 7-8 mm. The use of blue or purple ink by students and
teachers at school is not contraindicated. Fountain pens must have an open nib.
16. What are the hygienic requirements for visual aids?
The main requirement for visual aids is good visibility for students sitting not only at the front
desks, but also at the back. Eye strain when viewing visual aids is not allowed. The shape of the
letters depicted on visual aids (tables, multimedia slides, etc.) should be simple, the font height
should be at least 3.5 cm.
17. What hygienic requirements are imposed on the use of technical teaching aids (TTA) in the
classroom?
The use of TTA is regulated. Thus, in grades 1–2, the duration of viewing multimedia slides is
7–10 minutes; in grades 3–4, the duration of all types of viewing should not exceed 15–20
minutes. In senior grades, this time should not exceed 20–30 minutes. The number of lessons
using TTA during a week should not exceed four.
18. What are the hygienic requirements for organizing a labor lesson for primary school
students
The main piercing and cutting tools for students in grades I-IV to make various crafts are: a)
scissors 118-120 mm long with rounded ends, with a cutting surface length of 70 mm. The
levers of the scissors should move freely, without effort, and the cutting surfaces should be well
sharpened; b) a knife weighing 75 g, blade length 60 mm, width 18 mm. The blade is well
sharpened. The handle is 85 mm made of hardwood or plastic, well polished. For working with
cardboard, you should use cardboard no more than 0.5 mm thick, easy to cut. It is better to start
students learning the skills of sawing and planing on softwood (linden, pine, spruce).
19. Describe the requirements for organizing watering of flowers, beds on the school site?
It is recommended to carry the weight in both hands at the same time with the same load.
Buckets and watering cans should have a capacity of 4 and 6 liters for older schoolchildren. For
younger schoolchildren aged 8-10, there should be watering cans with a capacity of 2-3 liters,
and if they are not available, then 4-liter watering cans are used, but 1.5 liters less water is
poured into them than for older schoolchildren.
20. What are the hygienic requirements for the labor education of schoolchildren?
Work on the school site is organized starting from the 4th-5th grades. Gardening tools used for
work on the school site in terms of weight and size should correspond to the age capabilities of
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children. Sizes of shovels for schoolchildren. For digging the soil, shovels with different cutting
edges (straight, semicircular and acute-angled) with a tray thickness of 2 mm are used. For
primary, middle and senior schoolchildren, certain sizes of shovels have been established: for 9-
10 year old students, the handle length is 600-650 mm, its diameter is 30 mm and the tray size
is 210x140 mm, and for 12-18 year old schoolchildren, respectively, 770-850 mm, 35 mm and
250x170 mm. Sizes of rakes for schoolchildren. Iron and wooden rakes are recommended to be
used in two sizes. For primary school students, 8-tooth iron and 7-tooth wooden, with teeth
length of 54-64 mm. For middle and senior schoolchildren, 10-tooth iron and 9-tooth wooden
with teeth length of 64 mm. Sizes of hoes for schoolchildren. Hoes are also used in two sizes:
the size of the striker for primary school students is 100x90 mm, for middle and senior
schoolchildren 125x100 mm. The handles are made oval-shaped: they are more comfortable to
hold and do not slip out of your hands when working. The length of the hoes should correspond
to the height of the students: for primary school students, the handle length should not exceed
110 cm, and for middle and senior school students, 140 cm. In addition to the specified
dimensions, it is necessary that the weight of shovels, hoes, brooms, brushes, and rakes used by
primary school children does not exceed 400 g, and for senior school children - 600 g. The
stretchers and wheelbarrows that schoolchildren use to carry and transport cargo should also
correspond in weight to the capabilities of the students. Work on transporting cargo should not
take up more than 1/3 of the school time.
21. Specify the basic requirements for carrying heavy objects by schoolchildren.
Heavy objects carried from one place to another at school should not exceed hygienic standards.
For healthy boys aged 14-16 — 8-10 kg, and for girls of this age — 6-7 kg. These can be bags
of soil, trays with seedlings, books, etc.
22. What are the hygienic requirements for extracurricular and out-of-school work as an
integral part of the educational process?
It is recommended to spend no more than 1-2 hours a week on extracurricular and out-of-school
work with students in grades 2-4, 3-4 hours for grades 5-8, and 4-5 hours a week for grades 9-
11. This work provides for cultural and active recreation for schoolchildren based on health-
improving activities. Therefore, the class teacher must be familiar with the basics of
pedagogical valeology. It is held in cinemas, theaters, museums, exhibitions, young naturalists'
stations, children's parks, on sports grounds on school days with a minimum number of lessons,
after lunch, and during holidays. Each schoolchild can perform only one public assignment per
quarter and participate in no more than two clubs. At the same time, club classes should be held
no more than 1-2 times a week, and their duration should not exceed 35-40 minutes for younger
students and 50-60 minutes for older students.
23. List the main requirements for school furniture.
Furniture should correspond to the height of each student. A height scale with an interval of 15
cm has been developed for schoolchildren, and standards for school furniture have been
developed, including six numbers corresponding to six height groups of students (height from
115 to 175 cm and more). Smaller furniture is placed near the blackboard, larger furniture is
further away. When it is necessary to place larger furniture closer to the board, it should be
placed first in the first or third row from the edge. The height of the table surface above the
floor (differential) should allow the student to place his hands on the table without raising or
lowering his shoulders. The angle of the desk lid is about 15º. This tilt of the lid ensures normal
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visual perception of the book text. If tables are used, it is better to place the book on a stand at
an angle of 15º.
24. What posture at the student's desk is considered physiologically justified?
A student can maintain the correct working posture only with sufficient differentiation. With
increased differentiation, while working at the desk, the student often raises his right shoulder
and lowers his left. With small differentiation, he bends over, bowing his head low, which has a
negative effect on posture. The seat distance should only be negative (the seat goes beyond the
edge of the table surface by 5-8 cm). In this case, the student sits deeply on the chair (2/3 of the
thigh), leaning his lumbosacral part on its back, holds his div straight and bends slightly when
writing and reading. The angle of inclination of the div from the vertical is 10-15 degrees.
Between the edge of the table and the front surface of the div, a space must be maintained that
can accommodate the student's fist.
25. List the rules for seating students at a table (desk).
Rules for seating students: 1) when writing, the student should sit with a slight forward tilt (the
optimal angle of inclination of the chest is 10-15 degrees from the vertical); 2) there should be a
space of 4 cm between the edge of the table (desk) and the front surface of the div. In this case,
the chest is not compressed, breathing is free; 3) the lines of the ischial tuberosities should be
parallel; 4) the book or notebook should be at a distance of the forearm and hand from the eyes
(30 cm); 5) there should be a right angle at the hip and knee joints; 6) the forearms and hands
should be symmetrically located on the table; 7) 1/2-2/3 of the thigh should be on the seat; 8)
the lower back should rest on the back of the chair; 9) the student should rest completely on the
floor with his feet.
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