Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
314
A UNIQUE APPROACH METHOD TO DESIGNING MODERN RESIDENTIAL
COMPLEXES (USING A BUILDING MODEL AS AN EXAMPLE)
Faxriddin Uralovich Toshpulatov
Associate Professor, Termiz State Pedagogical Institute
Rashidova Fotima G‘ani kizi
Student, Department of Fine Arts, Termiz State Pedagogical Institute
Annotation:
This article analyzes innovative and functional approaches to designing modern
residential complexes. Using a building model as an example, it proposes contemporary design
solutions that consider architecture, aesthetics, energy efficiency, and ecological balance,
focusing on user comfort and urban planning requirements. The study offers recommendations
on the functional zoning of the residential complex developed based on the model, its harmony
with the landscape, and the placement of structures. The article highlights an effective
methodology for designing residential buildings based on modern architectural trends, material
selection, and principles of sustainable development.
Keywords:
modern architecture, residential complex, design, building model, functional zoning,
ecological approach, urban planning, energy efficiency, landscape design.
It is known that people differ from each other in many ways. For example, some individuals
have a remarkable ability to remember what they have seen or experienced and can recall it
accurately when needed. Others possess the skill to describe any object they see in great detail.
Some people think more precisely about what they have heard, while others can express their
emotions clearly and simply, and some rely on various imaginative forms and meanings. The
field of architectural drawing is no exception in this regard; some individuals tend to incorporate
elements of imagination into every drawing [23, p. 24]. Thus, people’s impressions of the
external world and their ability to organize these impressions mentally vary greatly.
On the other hand, there are professions that foster the development of certain qualities in a
person. For example, an operator working with large automatic control systems learns to focus
attention even on the smallest changes, while a designer becomes skilled in abstract
mathematical calculations. This shows that a person's capacity to reflect the properties and
characteristics of the external world in their mind develops in connection with their intellectual
growth and professional skills. Therefore, we will briefly discuss the role of key cognitive
processes—perception, sensation, memory, attention, thinking, imagination, willpower, and
emotions—in human life and professional development, as these are important forms of mental
reflection [23, p. 24].
These processes are very familiar and close to every person. We all know that we have
consciousness and that we recognize certain distinct and holistic features of objects and
phenomena around us. We also understand that these objects and phenomena evoke specific
Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
315
emotional experiences in us in different situations. For instance, a person who acquires
knowledge about drawing from a book does not need to ask others whether they are truly reading
the book themselves. Such processes naturally occur on their own. However, during an exam, if
you find yourself unable to recall the material you studied late at night on descriptive geometry,
you might wonder why and conclude, “I need to work on my memory” [25, p. 124].
Indeed, cognitive processes are, to some extent, controllable processes. If you want to expand
your capabilities or improve your intellectual level, you need to learn certain rules and
characteristics related to these processes.
At first glance, human consciousness appears as a unified whole, but in reality, it consists of
several distinct processes: sensation, perception, memory, attention, thinking, speech,
imagination, skills, and others. These processes are so interconnected that it is difficult to
imagine one without the other. For example, try to look at something and perceive it without
thinking about it—do you understand its essence? You will remember the drawings you looked
at or read carefully. Or, when thinking about descriptive geometry problems, we simultaneously
need previous mental images, our memory skills, inner speech, willpower, and attention. Even if
by chance we come across a descriptive geometry problem, our reaction will involve not only
emotions but also a series of thinking processes about how those problems originated here.
All these phenomena are related to psychological operations and processes. Therefore, they have
been regularly studied as important issues in both pedagogy and psychology.
These cognitive processes form the foundation of effective learning and professional skills
development. In educational contexts, understanding how perception, memory, attention, and
thinking work can help tailor teaching methods that enhance students’ comprehension and
retention. For example, in the study of technical subjects such as architectural drawing or
descriptive geometry, the ability to integrate sensory input with memory and reasoning is crucial
for mastering complex concepts.
Moreover, imagination plays a vital role in creative professions, including architecture and
design, where visualizing structures and spatial relationships is essential. The willpower and
motivation of learners also significantly influence their capacity to focus attention, overcome
difficulties, and persist in acquiring new skills.
Psychological research highlights that these processes are not static; they can be improved
through training and practice. Educators can facilitate this development by employing strategies
that stimulate mental activity, encourage active engagement, and create meaningful learning
experiences.
In conclusion, the interplay of cognitive processes such as perception, memory, attention,
thinking, and imagination underlies human learning and professional growth. Recognizing and
nurturing these mental functions is fundamental for both personal development and successful
Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
316
performance in specialized fields like architectural drawing.
After the emergence of complex computer technology, human interest in their own psychological
processes has significantly increased. Nowadays, much attention is given to the processes of
receiving information (similar to traditional perception), processing it (akin to thinking), and
storing it (memory). However, this heightened focus also raises the importance of understanding
and nurturing the natural, living mental processes in humans.
A similar phenomenon often occurs in our memory. When encountering a scientific problem, we
might ask ourselves, "Where have I seen this before?" Even if we cannot recall the exact source,
the structure, working principle, or other aspects of the problem feel familiar. This can be
explained by the fact that experiences are stored in the brain through repeated practice, although
only a portion of these memories can be consciously accessed.
Only when a person is ill or deeply troubled do various thoughts involuntarily surface—these are
involuntary reactivations of stored information.
Involuntary observations during teaching have shown that students learning technical drawing
tend to retain more information in their memory when their psychological processes are taken
into account. Therefore, during lessons, visual aids related to the subject matter are widely used.
Research indicates that such methods yield highly effective results.
Currently, there is a shortage of specialists in construction drawing in higher education
institutions and vocational colleges, and often specialists from other fields are required to teach
this subject. This situation somewhat affects the students' ability to fully master the material.
One major reason why conscious awareness contains less information than the brain actually
holds is that humans selectively filter and process incoming data. Information deemed
"irrelevant" is often ignored or forgotten. The brain reorganizes and transforms the information
uniquely for each individual, making every person distinct and irreplaceable.
Higher education institutions and vocational colleges now impose stricter requirements for
teaching construction drawing. Extensive efforts are underway to meet these demands. The
specialists trained will undoubtedly contribute to national development, scientific and
technological progress, and serve as a foundation for the new generation. Nevertheless, several
challenges arise during specialist training.
Observations indicate a decline in students’ mastery of construction drawing. For instance, some
theoretical knowledge and graphical skills are acquired during school drawing courses, which
provides a foundation for higher education. Students who studied geometry in school also gain
some prerequisites for construction drawing. However, the overall level of mastery remains low,
and between 30% to 60% of students show underdeveloped spatial imagination, a critical skill
for construction drawing.
This represents a pressing issue because the essence and foundation of construction drawing can
only be truly understood and mastered by individuals who possess developed spatial imagination
Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
317
and relevant skills. Several psychological, pedagogical, and methodological factors contribute to
this problem, including:
Difficulty or inability of students to understand the subject matter;
Familiarity and repetition of material, leading to a lack of interest;
Absence or weakness of spatial imagination;
Incomplete comprehension of topics;
Lack of spatial imagination for subjects that require visualization;
Insufficient motivation and engagement from teachers to stimulate students' independent
work, homework, and graphic assignments;
Students’ failure to reinforce knowledge despite interest in graphic education;
Lack of effort to expand, improve, and develop acquired graphic skills;
Distractions and lack of attention during lessons.
Although experienced teachers rarely encounter these problems, they do still occur. In higher
education and vocational colleges, the curriculum for construction drawing is more extensive and
complex than school-level courses, which theoretically should foster student interest in graphical
education. However, traditional teaching methods often cater to students with lower academic
performance, causing advanced students to become bored and less engaged, while struggling
students fall further behind. Such disparities in student performance impede active learning and
are also reflected in the development of spatial imagination. Students' interest and level of
mastery in graphical education vary widely, presenting challenges for instructors. Therefore, the
development of spatial imagination should be studied as both a pedagogical and psychological
problem to find effective solutions.
When a teacher organizes lessons in graphic education, particularly in teaching various levels of
technical drawing, it is crucial to consider the students' levels of interest and mastery of the
subject. Students who have not yet developed or have a low level of interest in graphic education
may experience boredom and lack of motivation during the lessons. If the teacher fails to take
this into account and continues the lesson without engaging these students, their comprehension
and acquisition of graphic knowledge may significantly decrease. Conversely, if the teacher
attempts to address this issue without a clear strategy, the students’ interest may further decline.
Therefore, it is essential to design lessons that incorporate psychological factors and motivational
elements to stimulate and develop students’ interest in graphic education.
In psychology, the concept of "imagination" (or mental imagery) refers to the mental
representation and reflection of perceived objects, events, or phenomena in the human mind.
This concept is particularly relevant in graphic education because the knowledge imparted in this
field is not limited to simply transferring information onto paper. If graphic education were
Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
318
solely about producing large volumes of drawings or materials, students would need to process
and memorize excessive amounts of paper-based content, which is impractical. The teaching and
learning process is complex and interactive, requiring a meaningful connection between the
teacher and the student that goes beyond mere reproduction on paper. This complexity
necessitates fostering students’ interest in graphic education, as it allows them to strengthen and
internalize knowledge effectively.
The teacher utilizes educational tools to transmit knowledge and activates the lesson by
incorporating factors that stimulate interest in graphic education. Students, in turn, use these
tools to acquire knowledge and actively form and develop their mental imagery based on their
growing interest. For example, in construction drawing classes, students imagine building views,
develop sections based on two projections, and visualize cutting planes mentally. These tasks are
fundamentally dependent on students’ ability to form spatial mental images, which in turn
heavily rely on their interest in graphic education. Thus, interest in graphic education plays a
vital psychological and pedagogical role during the learning process. Developing and effectively
harnessing this interest is key to resolving the challenges faced by students in mastering
technical drawing subjects.
Research by psychologists and pedagogues has highlighted the negative effects of low interest on
the learning process and stressed the importance of introducing new teaching methods and
methodological tools. The implementation of such methods, particularly those that enhance
interest in graphic education, has shown promising results in improving student engagement and
academic outcomes in higher education institutions.
The learning process is essentially an intellectual activity involving critical thinking and
problem-solving. To enhance cognitive activity, teachers should pose challenging tasks that
encourage students to think deeply and strive to find solutions. Unfortunately, many educators
allocate most of the lesson time to introducing new material, often neglecting consolidation,
connection with prior knowledge, and assessment of students’ understanding. This leads to
student disengagement, boredom, and a tendency to wait passively for the class to end.
Several strategies can be employed to mitigate these problems, such as enriching lesson content
with interesting facts, historical materials, and, importantly, effectively utilizing students’
interest in graphic education. Developing this interest requires the use of innovative teaching
methods derived from unconventional educational approaches, along with careful planning of
content and methodology. This is a critical pedagogical challenge, as teaching materials should
not only foster individual student activity and interest in graphic education but also elevate their
intellectual engagement.
Engaging students with sequentially interesting information, self-assessment tests, and
educational games designed to facilitate understanding and motivation encourages independent
study and learning. In some cases, students can even organize their study activities without direct
teacher supervision, without negative impacts on learning quality.
It is important to emphasize that increased student activity, spatial imagination, and improved
Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
319
learning processes in graphic education lead to higher teaching efficiency and faster lesson
progress. The clarity of educational content and the degree to which it is reflected in students’
minds determine the instructional effectiveness. From a psychological standpoint, active
engagement of all sensory analyzers during learning enhances memory retention of scientific
knowledge about objects and phenomena.
Educational experiences, such as architectural drawings or visual presentations, stimulate
students’ memory and recall. Unfortunately, many higher education institutions still rely on
traditional teaching methods that do not adequately utilize visual aids in accordance with student
needs.
Moreover, both teachers and students recognize the necessity of providing technical resources in
the learning process to improve understanding and engagement.
Based on students' interest in graphic education, the following positive outcomes can be
observed during lessons:
Long-term retention of knowledge acquired in technical drawing;
Development of individual activity and independence;
Ability to self-monitor and self-assess learning progress;
Formation of informed opinions and critical thinking;
Growth of knowledge and attention related to graphic education;
Cultivation of national identity and patriotic values;
Encouragement to value and take pride in graphic education;
Familiarity with advanced pedagogical methods and their future application;
Orientation towards competitive global practices and electronic innovations in graphic
education;
Standardized development of knowledge in technical drawing;
Maintenance of stable attention and focus;
Development of skills and talents, including spatial visualization of projects;
Harmonization of sensory analyzers and cognitive processes;
Increased mastery and concentration in the subject;
Effective management of learning activities;
Stimulation of active participation in lessons;
Enhancement of reasoning abilities and problem-solving skills;
Improvement of independent execution of graphic tasks;
Formation of problem-solving capacity in technical drawing;
Successful assimilation of lesson topics.
The ability to think critically and abstractly—engaging in comparison, analysis, synthesis,
generalization, and concretization—is developed through graphic education. An important aspect
of utilizing interest in graphic education is that it helps students form a clear and complete
mental representation of the subject matter, reflecting the properties and elements of the objects
Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
320
in their minds.
References:
1.
Uralovich, T.F. (2021). Conducting classes on fine arts based on information and
communication technologies.
International Engineering Journal For Research & Development
,
6, 3.
2.
Turapova, R.N. (2023). Mechanisms for Improving Children's Dialogical Speech.
Vital
Annex: International Journal of Novel Research in Advanced Sciences
, 2(9), 49-53. URL:
https://ijmri.de/index.php/jmsi/volume4,issue3,2025/115
3.
Kholmurodov, Sh.O. (2022). Sistema informatsionnyx texhnology v obrazovanii
studentov-informatikov.
Digital
, 3(1), 1.
4.
Uralovich, T.F. (2023). The Role of Applied Art in the Development of Aesthetic Skills
of Students.
International Journal of Advance Scientific Research
, 3(05), 111-118.
5.
Uralovich, T.F. (2023, May). Methodological Aspects of Developing Aesthetic Skills in
Future Drawing Teachers. In
International Scientific and Current Research Conferences
(pp.
108-114).
6.
Uralovich, T.F. (2023). Pedagogical Characteristics of Developing Aesthetic Skills in
Future Drawing Teachers.
International Journal of Pedagogics
, 3(05), 139-144.
7.
Kholmurodov, S.O. (2024). Using Interactive Methods (Games) in Developing Student
Thinking (Module 1).
Intereducation & Global Studies
, 4(1), 188-196.
8.
Turapova, R.B. (2025). Dolzarb Issues of Developing Dialogical Speech of Students on
the Basis of Avariative Approach.
Intereducation & Global Studies
, 3, 279-288.
9.
Uralovich, T.F. (2024). The Mechanism of Forming Aesthetic Skills of Students Through
Teaching the Science of Drawing.
Ethiopian International Journal of Multidisciplinary Research
,
11(08), 36-38.
10.
Toshpulatov, F.U. (2022). Development of the Skills of Students to Avoid Typical Errors
When Performing Cutting and Cutting.
Spectrum Journal of Innovation, Reforms and
Development
, 5, 70-74.
11.
Turapova, R.N. (2023). Mechanisms for Improving Children's Dialogical Speech.
Vital
Annex: International Journal of Novel Research in Advanced Sciences
, 2(9), 49-53.
12.
Bajarishda, T.F.Q.V.K. (2022). Development of Students' Skills to Avoid Typical Errors.
Physical and Technological Education
, 4.
13.
Toshpulatov, F.U. (2022). Issues of Developing the Culture of Measurement in Drawing
Lessons (In the Case of General Secondary Schools).
Vital Annex: International Journal of
Volume 15 Issue 05, May 2025
Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023:
6.995, 2024 7.75
http://www.internationaljournal.co.in/index.php/jasass
321
Novel Research in Advanced Sciences
, 1(5), 111-119.
14.
Toshpulatov, F.U., Mominov, B.K., & Mamatkulov, I.C. (2020). Determination of
Sections of General Surfaces of the Second Order on Predetermined Circles.
The American
Journal of Interdisciplinary Innovations and Research
, 2(11), 21-26.
15.
Uralovich, T.F. (2023, May). Methodological Aspects of Developing Aesthetic Skills in
Future Drawing Teachers. In
International Scientific and Current Research Conferences
(pp.
108-114).
16.
Uralovich, T.F. (2023). The Role of Applied Art in the Development of Aesthetic Skills
of Students.
International Journal of Advance Scientific Research
, 3(05), 111-118.
