Jahon ta'lim sohasidagi rivojlanish tendensiyalari axborotlashgan jamiyatda o‘qitishning zamonaviy didaktik vositalarini kengroq joriy etish va ulaming samaradorligini yanada oshirishning dolzarbligini ko‘rsatmoqda. Shuningdek, maktab ta'limida o’quvchilarda fanga bo‘lgan motivatsiyani kuchaytirish uchun pedagogik, mobil va axborot texnologiyalari integratsiyasidan foydalanib darslaming yangicha usullami tadbiq etishni taqozo etmoqda.
Ushbu maqolada axborot ta’lim-muhitini shakllantirish va aralash ta’lim texnologiyalariga yo‘naltirish va ulardan foydalanishni kengaytirish. Pedagogik ta’lim innovatsion klasteri sharoitida uzluksiz yo‘lga qo‘yish, aralash ta’lim ishlab chiqilgan.Aralash ta’lim – electron ta’lim axborot kommunikatsiya texnologiyalari va zamonaviy oquv vositalari taqdim qilinadigan yangi didaktik imkoniyatlarga asoslanadi.
An ionic fluid is a natural salt essentially made out of particles which are ineffectively planned, bringing about a low dissolving point regularly underneath 100°C. It comprises of a natural or an inorganic cumbersome cation and a more modest anion. Because of the unsymmetrical particles, the cross section energy and the softening mark of the ionic fluids are lower than of inorganic salts. Ionic fluids have numerous novel properties, like high warm steadiness, enormous oxidative and reductive reach, great dissolvable for the vast majority of the natural and inorganic solutes, non-destructive and consumption forestalling nature, high ionic conductivity, and immaterial fume pressure. Their properties can be custom fitted, and henceforth ionic fluids have likewise been named as the "creator solvents". Ionic fluids can comprehensively be ordered into protic and aprotic ionic fluids. We have blended, and recorded a patent on an extraordinary failure cost ammonium-based protic ionic fluid by dissolvable free corrosive base balance technique. Its physicochemical properties like thickness and thickness, and their variety with temperature have been estimated, just as its warm strength measured. Its application in carbon catch, thinking about its incredible proclivity towards the CO2 particles, has likewise been investigated. Impact of cooperation of water atoms with the ionic fluid on its retention limit with regards to CO2 has likewise been surveyed. It is tracked down that this clever ionic fluid has the most elevated retention ability to cost proportion contrasted with all ionic fluids answered to date.
Maqolada O‘zbekiston oliy o‘quv yurtlarida turli yo‘nalishlar bo‘yicha bo‘lajak mutaxassislarning yuqori sifatli kasbiy tayyorgarligini ta’minlash uchun aralash ta’limni modellashtirish muammosi ko‘rib chiqiladi. Tadqiqotning maqsadi oliy ta’lim muassasalari uchun aralash ta’lim modelini ishlab chiqish va uni ta’lim jarayoniga joriy etish natijalarini tahlil qilishdan iborat. Aralash ta'lim modellarini ishlab chiqish va amaliyotga tatbiq etishda bir nechta yondashuvlar mavjud degan xulosaga kelindi. Maqolada aralash ta'lim auditoriyadagi an'anaviy ta'lim jarayonining ma'lum bir sxema bo'yicha amalga oshiriladigan masofaviy ta'lim, talabalarning o'z o'zini tayyorlash va raqamli texnologiyalardan foydalanish bilan oqilona kombinatsiyasi sifatida ko'rib chiqiladi. "Aralash ta'lim" va "gibrid ta'lim" tushunchalari, shuningdek, aralash ta'limning bir nechta mavjud modellari tahlil qilinadi. Oliy ta’lim muassasalarida aralash ta’limning umumlashtirilgan modeli uning vizual tasviri bilan birga ishlab chiqilgan. Ushbu modelni amalga oshirish amaliyotchilarga kunduzgi va masofaviy ta'lim jarayonida turli xil ta'lim faoliyati turlarini ma'lum bir oliy ta’lim muassasasida kutilgan natijalarga erishish uchun zarur bo'lgan uyg'unlikda birlashtirish imkonini beradi. Toshkent kimyo-texnologiya institutida o‘tkazilgan so‘rov natijalari keltirilgan. So‘rov davomida talabalar aralash ta’limning mohiyatini qay darajada tushunishlari, shuningdek, kunduzgi ta’lim jarayonida masofaviy ta’lim elementlaridan foydalanish bilan masofaviy va aralash ta’limdan to‘liq foydalanish o‘rtasidagi farq; karantin davridagi texnologiya; talabalarning an’anaviy, aralash va masofaviy ta’limga munosabati; aralash ta’limning taklif etilayotgan umumlashtirilgan modeli asosida tashkil etilgan ta’lim jarayonini o‘quvchilar qanday idrok etishlari kabi jihatlarga e’tibor qaratildi. Bundan tashqari, aralash ta’limni tashkil etish uchun oliy ta’lim muassasalarida qaysi raqamli texnologiyalar qo‘llanilishi aniqlandi. Umuman olganda, so'rov natijalari ishlab chiqilgan modeldan foydalanishning maqsadga muvofiqligini tasdiqladi va aralash ta'lim sohasida tadqiqotning istiqbolli yo'nalishlarini aniqladi.