152
- insonparvarlik odobi me‘yorlarini shakllantirish (bir-birini tushunadigan, mehribonlik, shafqatlilik, irqiy
va milliy kamsitishlarga toqatsizlik), muomala odobi kabi kasbiy tarbiya vositalari (nohaqlikka,
yolg‗onchilikka, tuhmat, chaqimchilik) ga toqatsizlik;
- vatanparvarlik, dunyoviy fikrlash, jamiyatimizda yashayotgan odamlar bilan o‗zaro munosabat
muloqotni o‗rganish, o‗z xalqiga, davlatiga sodiqlik, uning himoyasi uchun hamisha shay bo‗lib turish;
- qonuniy jamoa axloqi va turmush qoidalariga hurmat bilan qarashni tarbiyalash, shaxsning noyob
qirralarini belgilovchi fuqarolik va ijtimoiy mas‘uliyat hislarini rivojlantirish, o‗zi yashayotgan
mamlakatning ravnaqi, insoniyat taraqqiyotini barqarorsaqlab qolish uchun fidoyilik, ekologik ta‘lim-
tarbiya.
Darsdan va maktabdan tashqari kasbiy tarbiyaviy ishlar o‗quvchilarning qiziqishi, istaklari,
xohish va ehtiyojlariga suyangan holda, ularning darsdan bo‗sh vaqtlarining o‗quv tarbiya jarayonini
to‗ldiradi. U o‗quvchilarning ijodiy qobiliyatlarini, tashabbuskorligini oshirishga imkoniyat yaratadi.
O‘quvchilarda kasbiy tarbiyani shakllantirishda kitob va kitobxonlik muhim ahamiyat kasb etadi. Bilim
manbai bo‗lgan kitobni sevish, uni o‗qish va ko‗z qorachig‗idek saqlay bilish lozim. O‘qish uchun uni
tanlay olish va o‗qish madaniyatini bilish kerak. Bu ishda ustozu murabbiylar va kutubxona xodimlari
yordam berishlari lozim. Kasbiy tarbiyani amalga oshirishda ta‘lim muassasalarida umuminsoniy
qadriyatlar doimo diqqat markazida bo‗lishi va uni amalga oshirish uchun shaxs erkinligi va oshkoralikni
himoyalash har bir kishining asosiy vazifasidir.
Darsdan va maktabdan tashqari kasbiy tarbiyani amalga oshirishda quyidagi asosiy tadbirlarga
e‘tibor qaratish lozim bo‗ladi:
- kasbiy tarbiya jarayonini tashkil etishning aniq yo‗nalishlari bo‗yicha tadbirlar majmuasi va maqsadli
dasturlar ishlab chiqish;
- kasbiy tarbiyani zamon talablari asosida tashkil etadigan pedagog xodimlarni tayyorlash va malakasini
oshirish;
Xulosa qilib aytganda darsdan tashqari mashg‗ulotlarda kasb tanlashga yo‗naltirish ishlari
mahalliy sharoitlarga moslab aniq rejalar, tadbirlar ishlab chiqish uchun asos bo‗lishi kerak. Ushbu
konsepsiya asosiy tarbiyaviy ish yo‗nalishlarining mazmuni, maqsadlari, vazifalarini belgilashda va
shubhasiz, xalq ta‘limi tizimidagi barcha turdagi ta‘lim muassasalarining pedagogik jamoalari,
jamoatchilikning kuchg‗ayratini yoshlar tarbiyasi muammolarini hal qilishga yaxlit yondashishni o‗z
mazmuniga jamlab, o‗sib kelayotgan yosh avlodni shakllantirishning aniq vazifalarini bajarishda
dasturamal bo‗lib xizmat qiladi.
ADABIYOTLAR:
1.
Tagayev X., Tolipov U.K. Pedagogicheskiye osnovы sovershenstvovaniya tvorcheskoy lichnosti.
Metodicheskoye posobiye. –Moskva,:UCOPAO,1993.
2.
Mavlonova R., Raxmonqulova N., Shirinov M., Xolmatov P., Matnazarova K. Umimiy
pedagogika. Darslik. Navro‗z. 2016.
3.
Xolmatov P.Q. O‘quvchilarni kasb-hunarnga o‗naltirish. Morografiya. Fan. 2006.
INTERCULTURAL AND LINGUODIDACTIC ASPECTS OF TEACHING FOREIGN
LANGUAGES AT HIGHER EDUCATIONAL ESTABLISHMENT
Gilyazetdinov E.Z.
Senior teacher, Methodology of teaching English language department №2
UzSWLU, Tashkent, Uzbekistan
tel.:+998915764257
At the present stage of development of the domestic and foreign theory and methodology of
teaching foreign languages, we have no doubts in the fact that we should teach foreign languages in the
context of culture, which has found its theoretical justification and practical implementation in a number
of modern culturally oriented or culturally specific concepts: socio-cultural (V.V. Safonova, V.P. Sysoev
G.D. Tomakhin), linguocultural (V.V. Vorobyev, V.P. Furmanova, M.A. Suvorova), intercultural (S.G.
Ter-Minasova, G.T. Makhkamova, G.V. Elizarova).
The methodological basis of research within the framework of these approaches is the dialogical
concept of culture by M.M.Bakhtin, which reveals the deep unity of language and culture, and the
concept of linguistic personality (Y.N. Karaulov, I.A. Khaleeva, G.I. Bogin, V.P. Furmanova).
The concepts mentioned above form the basis of numerous dissertation studies aimed at forming,
along with the verbal-semantic, cognitive and pragmatic levels of linguistic personality.
153
However, the analysis of scientific literature, the study and generalization of the experience of
teaching foreign languages in a language university allowed us to formulate a number of contradictions
between: the achievements of the communicative approach in the methodology and the inadequate level
of proficiency in foreign languages in terms of their cultural dimension; the conceptual development of
linguodidactic problems of language and culture co-study and the weak technological implementation of
theoretical provisions in textbooks and textbooks for universities; the goal is to train a specialist capable
of intercultural communication in the professional sphere, and traditional types of work with text as a
source and carrier of the culture of the country of the language being studied; a high level of development
of modern information technologies that can provide real intercultural communication, and insufficiently
broad and systematic use of the global network in the practice of teaching and learning as the most
important source of cultural information.
These contradictions determine the relevance of the reassessment of some linguodidactic
categories and, above all, the aims and content of teaching in general and in the language university in
particular.
Within the framework of the intercultural concept of teaching foreign languages, developed in the
works of G.V. Elizarova, the aim of teaching is the formation of intercultural competence, which has no
analogues with the communicative competence of a native speaker, which can be inherent only to an
intercultural communicant - a linguistic personality who has learned through the study of foreign
languages the peculiarities of native and studied culture and the peculiarities of their interaction.
[Elizarova, 2005: 211]
The difference between intercultural communication and communication within one culture is as
follows. When communicating in their native language, native speakers belonging to the same culture
unconsciously adhere to a single system of meanings. Those who communicate have culturally
conditioned uniform ideas about the picture of the world on the basis of which they communicate. In the
conditions of intercultural communication, due to the lack of a unified system of cultural meanings,
mutual understanding is significantly difficult for representatives of different cultures. Attributing the
values of native culture to the phenomena of foreign culture leads to the strengthening of stereotypes and
prejudices about "strangers" - carriers of another culture.
Based on the above, it is possible to clarify the aims of teaching foreign languages in general, and
in a language university in particular. This is the formation of intercultural competence as a competence
of a special nature based on knowledge and skills, the ability to carry out intercultural communication by
creating a common meaning for communicants of what is happening and eventually achieve a positive
result of communication for both sides. The main aim of the formation of intercultural competence is the
quality of a linguistic personality that allows it to go beyond its own culture and acquire the qualities of a
mediator of cultures without losing its own cultural identity. [Vereschagin, Kostomarov, 1990: 32]
So, according to G.T. Makhkamova, a person who knows a foreign language culture is not yet a
mediator of cultures, since a mediator of cultures is a formed personality in cognitive-communicative,
cultural-identification and value plans, i.e. it is a person who has developed cultural sensitivity and has
background knowledge of a culturally specific nature, which indicates that that the introduction to foreign
language culture should be based and built on the principle of cultural approximation. [Makhkamova,
2010: 140]
This means that a university graduate should know his own culture and the culture of the country
/countries of the language being studied well, identify common and different cultures by comparison in
order to correctly construct and decipher the behavior of a representative of another culture, be able to
convey to the interlocutor the meaning of the features of the intercultural act of communication, in other
words, be able to conduct a negotiation process in order to achieve of a single cultural significance. At the
same time, the educational process itself should be built as a process of intercultural communication.
From the point of view of the content and technology of teaching, some provisions of the
linguoculturological approach to teaching are of particular interest. [Suvorova, 2000: 7]
Since the linguoculturological approach includes culture as an object of learning, the presentation
of the material should be based on the principle of "from the cultural unit" (linguoculturema), and not
from the linguistic unit. With this approach, the emphasis is not on the point registration of certain
information about culture extracted from a certain linguistic unit, but on the reflection in the language of
some fairly representative fragment of national culture.
The main principles of teaching within the framework of an intercultural approach to teaching are
the principles of culturally-oriented and cognitive-activity orientation, contrastivity, interdisciplinary
coordination, axiological orientation. [Furmanova, 1994: 17]
One of the most important means of teaching foreign language culture within the framework of
the linguoculturological approach is a system of authentic texts reflecting a certain layer of culture.
154
Thus, the considered linguistic and didactic aspects of the intercultural approach to teaching
foreign languages partially remove the contradictions indicated at the beginning of the thesis and can
become the basis for the development of technology for the formation of linguistic and intercultural
aspects of the training of highly qualified specialists in the field of intercultural communication.
REFERENCES:
1.
Vereschagin E.M., Kostomarov V.G. Yazyik i kultura: Lingvostranovedenie v prepodavanii
russkogo yazyika kak inostrannogo. – 4-e izd. – M.: Russkiy yazyik, 1990. – 248 s.
2.
Elizarova G.V. Kultura i obuchenie inostrannyim yazyikam. – SPb.: KARO, 2005. – 352 s.
3.
Mahkamova G.T. Kontseptsiya formirovaniya mejkulturnoy kompetentsii studentov fakultetov
angliyskogo yazyika. – T.: «FAN» AN RUz, 2010. – 208 s.
4.
Suvorova M.A. Lingvokulturologicheskiy podhod v obuchenii inostrannyim yazyikam studentov
starshih kursov yazyikovogo vuza: Avtoref. diss. ... kand.ped.nauk. – Ulan-Ude, 2000. – 45 s.
5.
Furmanova V.P. Mejkulturnaya kommunikatsiya i kulturno-yazyikovaya pragmatika v teorii i
praktike prepodavaniya inostrannyih yazyikov (yazyikovoy vuz): Diss. ... dokt. ped. nauk. – M., 1994. –
52 s.
ЎЗБЕКИСТОНДА ОЛИЙ ТАЪЛИМНИ РАҚАМЛАШТИРИШ: МУАММО, ЕЧИМ ВА
ИСТИҚБОЛЛАР
Юлдашев О.А.
Ўзбекистон Республикаси Фанлар академияси ҳузуридаги Ўзбекистоннинг энг янги тарихи
масалалари бўйича Мувофиқлаштирувчи-методик марказда стажѐр-тадқиқотчи, Ўзбекистон
тел:+998 93 380 69 48
Аннотация:
Ушбу
илмий мақолада Ўзбекисистонда олий таълимни рақамлаштиришнинг
зарурати, пандемия давридан олинган сабоқларнинг натижалари, ўтган йиллар давомида
тўпланган тажриба ҳамда режалар ҳақида фикр юритилган. Илмий мақоланинг мақсади
Ўзбекистонда олий таълимнинг ҳолати, камчиликлари, муаммолари, уларни бартараф этишдаги
илк қадамлар, ўзгаришлар ва тизимни рақамлаштириш каби баъзи ислоҳотларни таҳлил қилишдан
иборат. Автор томонидан мақоланинг хулоса қисмида умумий фикр ва таклифлари ѐритилган.
Аннотация:
В данной научной статье рассматривается необходимость цифровизации высшего
образования в Узбекистане, говориться об уроках извлеченные из пандемии, опыт в это сфере за
последние годы, о планах на будущее. Цель статьи проанализировать состояние, недостатки,
проблемы высшего образования в Узбекистане, первые шаги по их преодолению, изменения и
некоторые реформы, такие как цифровизация системы. Общие мнения и предложения автор дает в
заключительной части статьи
.
Abstract:
This scientific article discusses the need for digitization of higher education in Uzbekistan, the
results of lessons learned from the pandemic period, the experience and plans gained over the years. The
purpose of the article is to analyze the state of higher education in Uzbekistan, its shortcomings,
problems, the first steps in overcoming them, changes and some reforms, such as the digitization of the
system. The author summarizes the general views and suggestions in the concluding part of the article.
ХХI асрда рақамли технологиялар ҳаѐтнинг барча соҳаларида фаол қўлланилмоқда. Бугун
мамлакатимизда яшаѐтган барча фуқаролар, жумладан ѐш болалардан тортиб нафақахўрларнинг
ҳам онгида рақамли технологиялар орқали жамиятдаги барча муаммоларни ҳал қилиш мумкин
деган фикр кенг шаклланмоқда. Шу жиҳатдан, мамлакатимиз Президенти Шавкат Мирзиѐев
таъкидлаганидек ―Тараққиѐтга эришиш учун рақамли билимлар ва замонавий ахборот
технологияларини эгаллашимиз зарур ва шартдир. Бу бизга юксалишнинг энг қисқа йўлидан
бориш имкониятини беради. Зеро, бугун дунѐда барча соҳаларга ахборот технологиялари чуқур
кириб бормоқда‖ [Мирзиѐев, 2020].
Ушбу илмий мақоланинг мақсади ҳам, Ўзбекистонда олий таълимнинг ҳолати,
камчиликлари, муаммолари, уларни бартараф этишдаги илк қадамлар, ўзгаришлар ва тизимни
рақамлаштириш каби баъзи ислоҳотларни таҳлил қилишдан иборат.
Олий таълим муассасаларини рақамлаштириш бу инсон омилисиз ишлаш тизимини
яратиш дегади. Бунинг натижасида билим бериш усуллари кўпайиб, таълим очиқ, шаффоф, қулай
ва энг асосийси коррупциясиз сифатли таълим олиш тизими пайдо бўлади. Сўнгги беш йил ичида
Ўзбекистонда олий таълим соҳасида чуқур ислоҳотлар, таълимни ривожлантириш, салоҳиятли
