Blended Learning is a strategy that creates a more integrated approach to teaching learning process where different learning environments like Face-to-Face, online, social networking etc. are mixed with a goal to provide the most efficient and effective instruction experience. This paper will provide directions for blended learning environment which can be used by institutions of higher learning to make decisions about the learning and teaching initiatives. It also discusses about how blended learning can improves working conditions, improves teaching and benefit student learning process
Мақолада олий таълим муассасаларида чет тилларни ўқитишнинг асосий муаммолари инглиз тилини ўқитиш жараёнига blended таълим технологиясини жорий этган ҳолдаги жараён мисолида тақдим этилди ва натижада анъанавий таълим машғулотларида мавжуд бўлган муаммоларнинг ечимлари олий таълимнинг сифат ва мазмун факторларини сезиларли равишда мустаҳкамлашнинг инновацион воситалари сифатида талабаларнинг асосий лингвистик кўникмаларини тизимли оширишнинг онлайн ва офлайн платформаларини ўзаро бирлаштириш мавзусида олиб борилган тадқиқот натижаларига асосланган ҳолда кўриб чиқилган.
Шунингдек, талабаларни баҳолаш ва уларнинг асосий ўрганилаётган чет тилидаги лингвистик кўникмаларини оширишдаги муваффаққиятлари юзасидан фикр-мулоҳазалар билан таъминлашнинг инновацион усуллари тадқиқотнинг амалий жараён қисмига тадбиқ этилди ва мақолада натижалар тадқиқот иштирокчиларининг сўровномалардаги танловларига кўра батафсил тавсифланди
Жахондаги олиб борилаётган илмий тадқиқотлардан кўришимиз мумкинки сунъий интеллект амаллари турли хил усуллар ёрдамида амалга оширилади, буларнинг ичида машинавий ўқитиш энг кенг тарқалган усул ҳисобланади. Бугунги кунда машинавий ўқитишни назоратли ўқитиш (supervised learning), назоратсиз ўқитиш (unsepervised learning), кучайтирилган ўқитиш (reinforcyement learning) тоифалари мавжуд. Машинали ўқитишда регрессия усулларидан чизиқли регрессия, кўп ўзгарувчили чизиқли регрессия ва полиномиал регрессия усуллари кенг қўлланилади. Ушбу мақолада машинали ўқитишда қўлланиладиган полигармоник сплайн моделларидан фойдаланилган. Дастлаб полиномли ва полином бўлмаган сплайнларни солиштириш амалга оширилган. Полигармоник сплайнларни интерполяциялаш жараёнларига мисоллар келтирилган. Полигармоник спайн билан интерполяция қилишнинг асосий афзаллиги ва камчиликлари келтириб ўтилган.
Mazkur maqolada nofilologik ta`lim yo`nalishidagi talabalarning mustaqil faoliyatinin tashkillashtirishda pedagogik sharoitlarni inobatga olgan holda aralash ta`lim muhitini yaratish bilan ta`lim samaradorligini oshishi va talabalarning ingliz tilini o`rganishlariga keng imkoniyatlar ochib beradi. Talabalarning ingliz tilini o`rganishlaridagi mustaqil o`quv-biluv faoliyatini rivojlantirishda to`g`ri tashkillashtirilgan aralash ta`lim muhitining imkoniyatlari yoritilgan. Talabalarning mustaqil o`quv–biluv faoliyati sohaviy chet tili ko`nikmalarini tabaqalashtirilgan umumsohaviy, autentik, differentsial–ijodiy, integrativ–faoliyatli, nofilologik yo`n`lishdagi kontentlar bilan muvofiqlqshtirib tuzish taklifi berilgan. Aralash ta`lim sharoitida talabalarning mustaqil o`quv-biluv faoliyatini rivojlantirish modeli kasbiy kompetentlik va chet tillari ko`nikmalarini loyihalash mexanizmlarini individual, mustaqil, ta`lim subyektlarining manfaatlariga adaptiv sinxronlashtirish asosida takomillashtirishga qaratilgan takliflar ham o`rin olgan. Ijtimoiy soha, hususan, ta`lim va ilm-fan sohalarini rivojlantirish, ta`lim tizimining uzluksizligini yanada takomillashtirish maqsadida sifatli ta`lim xizmatlari imkoniyatlarini oshirish, mehnat bozorining zamonaviy ehtiyojlariga mos yuqori malakali kadrlar tayorlash asosiy vazifalarimizdandir. Jumladan, nofilologik yo`nalishida masofaviy ta`limga o`tish va uning an`anaviy ta`lim bilan integratsiyasini ta`minlash orqali aralash ta`lim (Blended Learning) ni takomillashtirish, oliy ta`limning yagona standartini yaratish va xalqaro diplomlarni tan olish, talabalar va o`qituvchilar mobilligini yo`lga qo`yish yuzasidan ilmiy tadqiqotlar olib borilmoqda.
The abstract discusses various techniques for teaching vocabulary to adults. It underlines the significance of vocabulary acquisition in adult language learning and examines different approaches for improving vocabulary learning results. Adult language learning relies heavily on vocabulary acquisition as it leads to enhanced communication and overall language skills. However, adults may encounter challenges when learning new words due to their busy schedules, cognitive abilities, or prior language learning experiences. Therefore, employing effective methods to acquire and retain new vocabulary is crucial. One commonly used method involves using context and contextual hints. By learning new vocabulary in sentences or texts that have meaning, adults can comprehend and remember the meaning of unfamiliar words based on their surrounding context. Strategies such as extensive reading, watching movies or TV shows, and engaging in genuine conversations can provide diverse and rich contexts for learning vocabulary.
The study examined integrated didactic strategies, integrated educational activities, and the integrative nature of learning. The native languages of the learners are also taken into consideration by this approach, especially when those languages are explicitly taught. /Is a result, it is possible to "track" two (or possibly three or four) languages at once. Today’s national education evolution is characterized by a wide range of innovative schools. One of the elements of studentcentered learning, along with individualized instruction and flexible process organization, is the design of a learning process on an integrated basis. The benefits of using an integrated approach while teaching foreign languages are examined in this article. In a sense, this also opens the door for differentiated language instruction and better approaches to meeting the needs of the students. Nevertheless, it can be recommended that future studies go into additional specifics regarding the variety of situations and the effect that English instructors' training and/or experience has on how they teach in a post-method age. Students are able to establish more solid linguistic foundations for quicker and more effective language learning thanks to English language instruction and the integration of ICT technology into the curriculum. The purpose of the current paper is to clarify the theoretical foundation for ICT integration into English teaching strategies. The advantages, characteristics, and instructional design of an integrated approach to language teaching are also highlighted.