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.
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
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.