Maqolada bolalarni maktab taʼlimiga tayyorlashda talab qilinadigon asosiy jihatlar nimalardan iborat ekanligi haqida gap ketadi. Maktab hayoti bolalarga yangi bir dunyoni ochib beradi, bu davrida bolalarning asosiy faoliyatlari o’zgaradi, maktab taʼlimiga tayyorlash muammolari, tayyorlashning jismoniy, shaxsiy (ruhiy), aqliy, maxsus tayyorgarlik bosqichlari haqida so‘z yuritiladi
13 yoshli 132 o'quvchida kalsidiol (25 (OH) D), kaltsiy va vazokonstriktor omil endotelin-1-21 ning qon zardobi darajasini baholash asosida muhim arterial gipertenziya (EAH) shakllanishining D vitaminiga bog'liq xavf omillarini o'rganish. 16 yoshgacha (o'rtacha yoshi 14,64 ± 0,19 yil) normal, yuqori normal qon bosimi va muhim arterial gipertenziya (EAH) labil arterial gipertenziyasi bo'lgan bolalar guruhida D vitamini bilan ta'minlashning diastolik qon bosimi darajasiga ustuvor ta'sirini aniqladi. sistolik qon bosimi parametrlari bo'yicha barqaror bo'lgan bolalar guruhida. Bolalarda EAH shakllanishi mexanizmida D vitamini etishmovchiligi va endotelin -1-21 darajasi bo'yicha endotelial disfunktsiyaning og'irligi o'rtasidagi o'zaro bog'liqlik aniqlandi. Diagnostik samaradorlik bilan quyidagi vitamin D aniqlandi - bolalarda EAH shakllanishiga bog'liq xavf omillari ahamiyatini pasaytirish: endotein-1-21> 0,41fmol / ml; D vitamini <20ng / ml; Ca <2,22 mmol / L.
Language learning strategies have often been taught to ESL students to help them become more effective learners. However, formal strategy instruction has most often been taught to either intermediate or advanced proficiency students, where English can be used easily for communication, or to students with the same language background, where the students' native language can be used. The purpose of this research was to find effective methods for modifying language learning strategy instruction, specifically in reading and vocabulary skills, in order to make it more accessible and usable for lowproficiency high school ESL students when the native language cannot be used for instruction. Fifteen high
school ESL students from varying language backgrounds, who were classified as high beginning English
proficiency, participated in this thirteen-week action research study. Lesson plans, anecdotal records, and
unit self-evaluation forms provided information about how instruction was conducted and how students
responded to it. Pre- and post questionnaires were also used to determine if the instruction was effective. The
results of the study suggest that a number of teaching strategies are helpful for making strategy instruction
accessible and usable for low-proficiency ESL students