51
O'zbekiston Respublikasida xorijiy ta'lim standartlariga mos tarzda o'quv
jarayonini tashkil etish usullari
Ismatova Feruza Abduvahobovna
O'zDJTU, Ingliz tili 2-fakulteti 2016-guruh talabasi,
A.Faynberg nomidagi maxsus stipendiya sohibasi
Ilmiy rahbar: Shukurova Shohsanam
Annotatsiya:
O'zbekiston Respublikasida xorijiy, zamonaviy, ilg'or texnologik
metodlarni keng ommaga targ'ib etish hamda chet el strategiyalariga asoslanib yangi
O'zbekistonning kelajaklari ya'ni biz yoshlar uchun imkoniyatlar eshigini yaratish
to'g'risidagi tizimli ishlar. Shuningdek yurtboshimiz tomonidan OTM talabalari
uchun yaratilyotgan imkoniyatlar.
Kalitso'zlar:
prezident, universitet, qaror, ta'lim, metodika, o'quv qo'llanma.
adbirlar, dasturlar.
Hozirgi butun dunyo bo'ylab fan va texnologiyalar rivojlanib kelyotgan asrda
yashayabmiz. Shunga ko'ra zamon talabi bilan Oliy ta'alim muassasalarida o'qitish
metodikasi ham turli xildir. Shuningdek muhtaram prezidentimiz tashabbuslari bilan
Oliy ta'lim sohasiga e'tibor qaratilmoqda.O‘zbekiston Respublikasi Prezidentining
“O‘zbekiston Respublikasida xorijiy tillarni o‘rganishni ommalashtirish faoliyatini
sifat jihatidan yangi bosqichga olib chiqish chora-tadbirlari to‘g‘risida” 2021-yil 19-
maydagi PQ-5117-son qaroriga muvofiq, shuningdek, xorijiy tillarni o‘rganishni
ommalashtirish bo‘yicha tashkiliy chora-tadbirlarni samarali amalga oshirish
maqsadida Vazirlar Mahkamasi shunga doir ko'plab qarorlar qabul qildi. Xususan
chet tillari bo'yicha Endi o'sib rivojlanib kelyotgan davlatning o'qitish metodikasi
bilan bir necha yillardan buyon jahon standartlariga mos tarzda zamonaviy fan
texnologiyalaridan foydalanib ta'lim beradigan davlatlar o'rtasida sezilarli darajada
farq bor. Prezidentimizning:
"Ta'lim sifatini tubdan yaxshilash maqsadida, avvalo,
o'quv dasturlari, o'qituvchi va domlalar uchun metodik qo'llanmalarni ilg'or xalqaro
mezonlarga moslashtirish lozim".
Bunday qarorlarning e'lon qilinishi biz yoshlar
uchun yana bir imkon deyish mumkin. Buning yaqqol isboti sifatida hammamizga
ma'lum va mashhur bo'lgan Cambridge universitetining ta'lim tizimini misol qilib
olish mumkin. Dunyoga mashhur IELTS va CEFR imtihonlarining muallifi bo‘lgan
Cambridge Assessment English (Dunyodagi eng nufuzli Kembridj Universitetining
bir qismi). Cambridge universiteti — Buyuk Britaniyadagi eng qadimiy
universitetlardan biri bo‘lib Oxford universitetidan keyingi o‘rinda turadi va eng
qadimgi universitetlar bo‘yicha 6-o‘rinda turadi.Cambridge universiteti 8- asrning
1209-yilda ochilgan bo'lib hozirgacha J.K.Maksvell, P. Dirak, J. Tomson, E.
Rezerford va boshqa atoqli buyuk olimlar ishlagan.Hozirda bunday ta'lim sifati
yuqori bo'lgan universitetda 13 mingga yaqin talaba ta’lim oladi. Kutubxonasida 3
milliondan ortiq asar saqlanadi. Top 1000 talikka kirgan chet el universitetlarining
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ta'lim tizimi boshqa davlatlardan ko'ra tubdan farq qiladi. Nafaqat Cambridge Oxford
balki boshqa xorijiy OTM larda ham, o'qituvchilar emas talabalarning bilim olishga
intilib izlanishlarini ko'rishimiz ham ulardagi ilg'or texnologiyalar bizdan ancha
baland darajadaligini anglash mumkin.Cambridge universiteti nafaqat ta'lim
muassasasi, balki turli laboratoriya va sinflarga ega kuchli tadqiqot markazidir.
Hamda dunyodagi eng yirik kutubxonalardan biri hisoblanadi.
Ta'lim jarayoni:
o'quv yili uch semestrga bo’lingan: Miklmas(oktabr - dekabr),
Lent(yanvar - mart), Ister(aprel - iyun). Har bir semester 8 haftani tashkil qilib, Buyuk
Britaniyaning boshqa universitetlaridan farq qiladi. Lekin, talaba semestrlar
oralig’idagi ta’til paytida mustaqil ravishda faol shug’ullanishi lozim. Bu esa talabaga
mustaqil rivojlanish , izlanishga imkon yaratadi. Talabaga bir semestr davomida
davomida yuqori sifatli, zamonaviy ta'lim texnologiyalaridan foydalangan holda
bilim beriladi hamda uning bilimini baholash hamda mustahkamlash uchun semestr
oxirida mustaqil tayyorlanish uchun imkoniyat beriladi. So'ngi imtihon ( final exam)
lardan o'tgan talabalar keyingi semestr uchun tayyorgarlik ko'rishadi. Aksincha
yiqilgan ya'ni imtihonlarni past baholarga topshirgan talabalar esa tayyorgarlik
ko'rgan xolda qayta topshirishadi. Bu talabalar hisobidan moliyalashtiriladi.
Cambridge hamda shunga o'xshagan ta'lim sifati yuqori bo'lgan xorijiy Oliy Ta'lim
Muassasalarida o'qishni istagan ta'labalar ko'pchilikni tashkil etadi. Boshqa
universitetlarga qaraganda o'qitish sifati hamda metodikasi yuqori bo'lgani qadar,
o'quvchilarni qabul qilishga bo'lgan shartlari ham yuqori hisoblanadi. Ko'p yillar
davomida Cambridge Universitetini qabul qilish darajasi u yerda o'qishni istagan
talabalar uchun yuqori raqobatbardosh bo'lib kelgan
Buning sababi yuqori darajali va sifatli ta'lim standartlari. Shuningdek, universitet
bitiruvchilarining ko'pchiligini darsdan keyin ishga joylashish uchun imkon
yaratadigan ish bilan ta'minlanish darajasi yuqori ekanligidadir. Bundan shuni xulosa
qilishimiz mumkinki, xorijiy OTM lar va O'zbekistondagi o'qitish metodikasi
sezilarli darajada farq qiladi. O'zbekistondagi universitetlar ham chet el standartlariga
mos tarzda ta'lim tizimini takomillashtirishga harakat qilishyabdi. Bunday rivojlanish
taraqqiy etyotgan ishlarning barchasi, yoshlarning bilim ko'nikmasini o'stirish ularni
ma'nan yetuk hamda salohiyatli kadr bo'lib yetishishiga imkon yaratadi.
Foydalanilgan adabiyotlar ro’yxati:
1.
https://uz.m.wikipedia.org/wiki/Cambridge_universiteti
2.
http ://hamdam19.zn.uz/2017/04/14/kembrij -universiteti-haqida/
3.
https://worldscholarshipforum.com/uz/cambridge-university-acceptance- rate/
4.
Paluanova, X. D. "Derivation-semantic principles of ecological terms in
English, Uzbek, Russian and Karakalpak languages: Dr. phil. sci. diss." (2016).
5.
Paluanova, H. "Reading comprehension and its development in teaching
foreign languages." Психология и педагогика: методика и проблемы
практического применения 50-2 (2016): 67-71.
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The role of visual aids in teaching English
Name: Jo’rayevaMunisa
Teacher: Nizomova Iroda
Annotation:
We consider that language as a means of communication is a complex
of listening, reading, writing, speaking. Learning English spreads widely in
Uzbekistan. According to the decree of 2012 learning of foreign languages is paid
attention, mainly English language begins to be taught from the first classes in the
country since 2013-2014 academic years. Teaching in higher educational institutions
of separate special subjects, especially on technical and international specialties will
be conducted in foreign languages.
In recent years, the use of video in English classes has grown rapidly as a result of
the increasing emphasis on communicative techniques. Being a rich and valuable
resource, video is well-liked by both students and teachers (Hemei, 1997:45).
Students like it because video presentations are interesting, challenging, and
stimulating to watch. Video shows them how people behave in the culture whose
language they are learning by bringing into the classroom a wide range of
communicative situations. Another important factor for teachers that makes it more
interesting and enjoyable is that it helps to promote comprehension. We know that
deficiencies in vocabulary can make even a simple task very difficult for our students.
Video makes meaning clearer by illustrating relationships in a way that is not possible
with words, which proves a well-known saying that a picture is worth thousand
words. Two minutes of video can provide an hour of classroom work, or it can be
used to introduce a range of activity for five minutes. A ten-minute programme can
be useful for more advanced students. Less advanced students may wish something
much shorter because their limited command of the language also limits their
attention span.
Language learning is a complex process: in this process, language teachers can’t be
far away from the technology, which is the application of scientific knowledge to
practical tasks by organizations that involve people and machines. It is a fact that
technology cannot be separated from society. Machines have social origins and they
emerge from the needs of society. Therefore, teachers need technologies relevant to
the teaching- learning situation. If the educationalists want children to be
technologically equipped, all the changes and preparations ought to be done within
the curriculum, school, architecture, teaching organization and finance.
It is very profitable to give lessons on the basic of the interest of the person's age. For
example : It is good teaching more little children with pictures which are illustrated
and graphic or some kind of animated cartoons. You want them to learn the new
words which you gave. You should realize these words with any of kind motion but
I think that we’d take into consideration of the age of them.
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As teaching somediv who does not know any languages, we should joint not only
grammar but also listening to the primer because our oral speech increases faster by
listening than grammar.
It is a well-known fact that audio-visual materials are a great help in stimulating and
facilitating the learning of a foreign language. According to Wright (1976:1) many
media and many styles of visual presentation are useful to the language learner. That
is to say, all audio-visual materials have positive contributions to language learning
as long as they are used at the right time, in the right place. In language learning and
teaching process, learner use his eyes as well as his ears; but his eyes are basic in
learning. River (1981:399) claims that it clearly contributes to the understanding of
another culture by providing vicarious contact with speakers of the language, through
both audio and visual means.
One of the most appreciated materials applied to language learning and teaching is,
of course, video. A recent large-scale survey by Canning-Wilson (2000) reveals that
the students like learning language through the use of video, which is often used to
mean quite different things in language teaching. For some, it means no more than
replaying television programmes on a video recorder for viewing in class or private
study. For others, it implies the use of a video camera in class to record and play back
to learners their activities and achievements in a foreign language teaching. But our
concern here is to present the use of video in language teaching most effectively as a
visual aid presenting the target language naturally. It is a fact that most students who
have taken English courses formally remain insufficient in the ability to use the
language and to understand its use, in normal communication, whether in the spoken
or the written mode. The problem arises not from the methodology itself but from the
misuse or incomplete use of it. That is to say, teachers still evaluate student
performance according to the sentence structure and situational settings. In addition,
teachers have to take into
It is obvious that non-native speakers of a language rely more heavily on visual clues
to support their understanding and there is no doubt that video is an obvious medium
for helping learners to interpret the visual clues effectively. According to a research,
language teachers like video because it motivates learners, brings the real world into
the classroom, contextualizes language naturally and enables learners to experience
authentic language in a controlled environment. Moreover, in this issue Arthur (1999)
claims that video can give students realistic models to imitate for role-play; can
increase awareness of other cultures by teaching appropriateness and suitability.
References:
1.
“A Study of effectiveness of the Audio-Visual-aids in Teaching and Learning
of English at primary Level in Z.P. Primary Schools of Solapur District” -
Solapur publishing :2006. -pp.1-4
55
2.
Allan M.
Teaching English with video.
-London: Longman. - 1985. - 345 p
3.
www.britishcouncil.teachenglish.org
4.
Палуанова,
Халифа
Дарибаевна.
"Экологик
терминларнинг
деривационсемантик хусусиятлари (ўзбек, қорақалпоқ, инглиз ва рус
тиллари мисолида). Филол. фан. д-ри.(DS)... дисс. автореф." Тошкент.-
2016 (2016).
5.
Палуанова,
Х.
Д.
"Экологик
терминларнинг
деривацион
хусусиятлари." Т.: Фан ва технология 152 (2016).
