nyuuzyou/kompy huggingface dataset:
Normativ- huquqiy hujjatlar

2.Normativ- huquqiy hujjatlar
1. O’zbekiston Respublikasi qonun hujjatlar to’plami 2017-yil
2.“[ОКОЗ:
1.14.00.00.00 Соғлиқни сақлаш. Жисмоний тарбия. Спорт. Туризм / 14.01.00.00 Соғлиқни сақлаш / 14.01.04.00 Соғлиқни сақлаш муассасаларини, аҳолини медикаментлар, дори-дармон воситалари ва тиббий буюмлар билан таъминлаш. Дорихона]
[ТСЗ:
1.Ижтимоий-маданий масалалар / Соғлиқни сақлаш. Санитарияга оид қонун ҳужжатлари]
Dori vositalari va farmasevtika faoliyati to’g’risida” O’zbekiston Respublikasi Qonuni 2016-yil oktabr( 1997-yil 25-aprel)
3.. Fuqarolar sog’lig’ini saqlash to’g’risida” O’zbekiston Respublikasi Qonuni (1996 yil 29 avgust)
4.“Davlat sanitariya nazorati to’g’risida” O’zbekiston Respublikasi Qonuni (1992 yil 3 iyul)
5.”Sog’liqni saqlash sohasida xususiy sektorni yanada rivojlantirishchora-tadbirlari to’g’risida”gi O’zbekiston Respublikasi Prezidentining qarori 2017-yil 1-aprel
6.”Shoshilinch tibbiy yordamni yanada takomillashtirish chora-tadbirlari to’g’risida”Prezident farmoni
7. O‘zbekiston Respublikasini yanada rivojlantirish bo’yicha Harakatlar strategiyasida to’g’risidagi farmoni 2017-yil 7-fevral
8. “Zamonaviy axborot-kommunikatsiya texnologiyalarini yanada joriy etish va rivojlantirish chora-tadbirlari to‘g‘risida”gi qaror 2012- yil 21 mart
9.“2009-2013 yillarda aholining reproduktiv salomatligini mustahkamlash, sog’lom bola tug’ilishi, jismoniy va ma’naviy barkamol avlodni voyaga yetkazish borasidagi ishlarni yanada kuchaytirish Dasturi 2009-yil 1-iyul
10. O’zbekiston Respublikasi Prezidentining ,,Tez tibbiy yordam tizimi faoliyatini takomillashtirish haqida”gi PQ- 1114-sonli Qarori 2009-yil 21-may
11. O’zbekiston Respublikasi Prezidentining 2009 yil 13 apreldagi "Ona va bola salomatligini muhofaza qilish, sog’lom avlodni shakllantirishga doir qo’shimcha chora-tadbirlar to’g’risida" gi farmoni
12.Vazirlar Mahkamasining “Qishloq vrachlik punkti to’g’risida”gi Nizom 2008-yil mart
13.O’zbekiston Respublikasi Prezidentining 2005 yil 1 dekabrdagi PQ-229-sonli "Tibbiyot xodimlari mehnatiga haq to’lash tizimini takomillashtirish to’g’risida"gi qarori
14. “Kompyuterlashtirishni yanada rivojlantirish va axborot-kommunikatsiya texnologiyalarini joriy etish to‘g‘risida” 2002 yil 30 maydagi PF-3080-sonli Farmonini
15.O‘zbekiston Respublikasi Prezidentining 1998 yil 10 noyabrdagi PF- 2107 - sonli “O‘zbekiston Respublikasi Sog‘liqni saqlash tizimini qayta islox qilish davlat dasturi” farmoni
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Ключевые - Toshkent davlat texnika universiteti xalqaro ilmiy-texnik anjuman

МЕЖДУНАРОДНАЯ НАУЧНО-ТЕХНИЧЕСКАЯ КОНФЕРЕНЦИЯ
АКТУАЛЬНЫЕ ПРОБЛЕМЫ ЦИФРОВИЗАЦИИ ЭЛЕКТРОМЕХАНИЧЕСКИХ И
ЭЛЕКТРОТЕХНОЛОГИЧЕСКИХ СИСТЕМ
42
controlling the start of AC motors and under voltage protection. Based on the results of
the analysis of semiconductor circuits, it is recommended to use them when creating
automatic devices for AC electrical circuits. Proven semiconductor circuits are
recommended for non-contact control of the starting of AC motors and protection against
prolonged operation at low mains voltage.
Maxsus adabiyotlar - Buxoro davlat universiteti

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Buxoro davlat universiteti
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bet | 22/24 | Sana | 04.07.2021 | Hajmi | 285,26 Kb. | | #15381 |
Maxsus adabiyotlar
1. O’zbekiston sovet mustamlakachiligi davrida 2-kitob Toshkent-2000. 568-bet.
2. O’zbekiston tarixi 3 kitob. Toshkent 2009.
O’zbekiston sovet mustamlakachiligi davrida 2-kitob Toshkent-2000.
Samarqand tibbiyoti tarixi 1-kitob, Toshkent, 2007.
Samarqand tibbiyoti tarixi 2-kitob, Toshkent, 2007.
Gafarli M. S, Kasayev A. Ch. Rivojlanishning o’zbek modeli: Tinchlik va barqarorlik – taraqqiyot asosi, Toshkent: “O’zbekiston”, 2001 yil.
Lafasov M. O’zbekiston Respublikasining xalqaro aloqalari. Toshkent: “O’zbekiston”, 1995 yil.
Jurayev N. Fayzullayev T., Usmanov Q. O’zbyekiston tarixi. Milliy mustaqillik davri. –T.: «Sharq», 1998.
Murtazayeva.R.X. O’zbyekiston tarixi. –T.: «Yangi asr avlodi», 2003.
O.Abdullayev. O’zbyekiston xalqaro tashkilotlar bilan hamkorligi. Urganch, 2005.
Q.Usmonov. O’zbyekistonning jahon hamjiyatiga intyegratsiyalashuvi. –T.: «Moliya», 2003.
Iskandarova Sh.T,.KariyevaM.T. O’zbekiston respublikasida sog’liqni saqlash tizimini isloh qilish (talabalar uchun metodik qo’llanma) Toshkent – 2006 tuzuvchilar.
Xoliqulov. R. O’zbekistonda paxta yakkahokimligining qaror topishi va uning salbiy oqibatlari. Konferensiya materiallari, Samarqand – 2011.
O’zR. MDA. 837-fond, 35s-ro’yxat, 945- ish, 164- varaq.
O’zR. MDA. 837-fond, 35s-ro’yxat, 1269- ish, 7-8 varaqlar.
«O’zbekiston kommunisti» jurnali 1985, №5, 25-bet.
Shammov A. I. Ekologiya: trevoga narastoy. L. Lenizdat, 1989, s. 53. “Yoshlik” jurnali, 1989 yil, 9- son, 4- 5 betlar.
Sh.I.Karimov, O.R.Teshayev Oliy ma’lumotli hamshiralar tayyorlashning me’yoriy-huquqiy asoslari ShK NIM “GLOSSA” 2013,s. 62.:”Hamshira” jurnali, 2013-yil 2-son 3-bet
19. 2011 yilning asosiy yakunlari va 2012 yilda O’zbekistonni ijtimoiy iqtisodiy rivojlantirishning ustuvor yo’nalishlariga bagishlangan O’zbekiston Respublikasi Vazirlar Maxkamasining Majlisidagi ,,2012 yil vatanimiz taraqqiyotini yangi bosqichga ko’taradigan yil bo’ladi” Mavzusidagi ma’ruzasini o’rganish bo’yicha o’quv ko’llanma.
Xalq so’zi gazetasi 2000-2017 yy.
Zarafshon gazetasi “Hali qiladigan ishlarimiz ko’p” 2000 y.17 iyun. B-3.
Zarafshon gazetasi “Dastlabki sarhisob va natijalar” 2013 yil, 3-yanvar, B-
Zarafshon gazetasi “Mahalliy byudjet,iktisodiyotimiz yuksalishi, bunyodkorlik xamda aholi farovonligiga xizmat kiladi”, 2013 yil 31-dekabr, № 156 son, B-2
Zarafshon gazetasi «Zamonaviy tibbiy tashxis salomatlikning asosii sharti», 2012 yil, 23 iyun, B-4.
Zarafshon gazetasi «Tibbiy xizmat talabga yarasha bo’ladi» 2010 yil 13 noyabr.
Zarafshon gazetasi “El salomatligi -eng katta boylik» 2010 yil.
Zarafshon gazetasi “Turt muchasi but avlodni voyaga yetkazish hammaning ishi» 2005 yil, 27 avgust, 18 son, B-7.
Samarqand gazetasi “Islohotlar samarasi” 2013 yil 12-dekabr № 51.
Samarkandskiy vestnik 2007-2013 yy.
Samarqand viloyat hokimligi sog’liqni saqlash boshqarmasi boshlig’ining 2013 yildagi faoliyati to’g’risida hisobot.
Respublika Salomatlik va tibbiy statistka instituti 2013 yil hisoboti.
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Elektron manbalar - Buxoro davlat universiteti

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Buxoro davlat universiteti
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bet | 23/24 | Sana | 04.07.2021 | Hajmi | 285,26 Kb. | | #15381 |
Elektron manbalar
http: // www.ukans.edu/history/vl/
http: // www.classics.mit.edu/
http: // www.washlaw.edu/forint/
http: // www.yole,edu/Lawweb/avolon.htm
http: // www.yale.edu/acuns/
6.http: www.gov.uz
7.http: www.minzrav.uz
8.http: www.lex.uz
9.www.ziyouz.com
MUNDARIJA
KIRISH………………………………………………… 3-6 bet
I BOB. MUSTAQIL O’ZBEKISTONDA SOG’LIQNI SAQLASH SOHASIDAGI ISLOHOTLAR VA HUQUQIY ASOSLARNING VUJUDGA KELISHI
Mustaqillik qo’lga kiritilgan dastlabki yillarda O’zbekiston Sog’liqni saqlashdagi umumiy holat………………………7-18 bet……
1.2 .Mustaqillik yillarida O’zbekiston Sog’liqni saqlash tizimidagi islohotlar strategiyasining ishlab chiqilishi va uning huquqiy asoslarining yaratilishi............................................19-43 bet
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3-mavzu: Dasturiy ta’miynot sathi. Mashina kodi, mnemakod va dasturlash tillari reja

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312
estetik zavqlanadi, ifodalilikka katta
e’tibor beriladi
o‘quvchilar matn mazmunini tez
anglaydilar,
asar
matni
ustida
mustaqil
ishlash
ko‘nikmasi
takomillashadi
51.
Boshlang‘ich
ta’limda
o‘qishning
necha
turidan
foydalaniladi?
2
4
3
1
52. Intonatsiyaga to‘g‘ri ta’rif
berilgan qatorni toping.
nutqning ohangdorligi
nutq jarayonida nafasni to‘g‘ri olish
va to‘g‘ri taqsimlay olish
har bir tovushni to‘g‘ri talaffuz
qilish va burro gapirish malakasi
og‘zaki nutqning birgalikda harakat
qiluvchi elementlari: urg‘u, nutq
tempi va ritmi, pauza, ovozning past-
balandligi yig‘indisi
asarni 
o‘rganishda - N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasi

311
idrok etishga tayyorlash, lug‘at
ustida ishlash: asarni o‘qib berish:
o‘quvchilarning
dastlabki
tasavvurlarini aniqlovchi suhbat.
46. Uzluksiz ta’limning boshqa
bosqichlaridan
farqli
o‘laroq,
boshlang‘ich sinflarning o‘qish
darslarida ta’limning didaktik
maqsadini nima tashkil qiladi?
asar
matni ustida ishlash
o‘quvchilarning o‘qish malakalarini
shakllantirish, asar matni ustida
ishlash
darslikda
berilgan savollarga javob
topish
mustaqil topshiriqlarni bajarish
47.
Boshlang‘ich sinf o‘qish
darslarida
qo‘llaniladigan
metodlar qaysi javoblarda qayd
etilgan?
izlanish metodi, reproduktiv metod
B. hisoblash metodi, sidirg‘a o‘qish
izohli o‘qish, ifodali o‘qish, badiiy
o‘qish,
izlanish metodi, reproduktiv
metod
matematik metod, sintaktik metod
48. Ertakni o‘rganish darslarining
qurilishiga oid hususiyat qaysi
Umumdidaktik talablar - N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasi

58
v) maktab va sinf devorlariga osilgan, xattaxtaga
yozilgan har qanday
yozuv mazmunan va imlo jihatdan savodli bo‘lishi zarur;
g) darsda nutq madaniyati hukmron bo‘lishi, o‘qituvchi va o‘quvchilar
adabiy tilda so‘zlashishlari kerak;
d) o‘qish va yozuv ko‘nikma-malakalarini shakllantirish mashqlari darsda
yetakchi o‘rinni egallab, taxminan, darsning uchdan ikki qismiga to‘g‘ri kelishi
lozim;
e) har bir o‘qish va yozuv darsida “Alifbe”dagi matnlar bilan bir qatorda Q.
Muhammadiy, P. Mo‘min, Z. Diyor, A. Obidjon kabi sevimli bolalar shoiri va
yozuvchilari asarlaridan namunalar tanlab olinishi va sinfda o‘qish
sinfdan
tashqari o‘qish hamda o‘qib berilgan matnni eshitish bilan bog‘lanishi zarur.
yo) o‘qish va yozuv darslari bir-biri bilan uzviy bog‘lanishi, ya’ni o‘qish
darsi o‘quvchilarni yozuv darsiga tayyorlashi, yozuv darsi oldingi o‘qish
darsining davomi sifatida xizmat qilishi kerak va hok.
Yozuvga o‘rgatishda orfografik elementlar

56
xatolarini topadilar, ularni izohlashga o‘rganadilar. Shu davrdanoq ko‘chirib
yozish, diktant va ijodiy yozuv (insho)lardan foydalaniladi.
Gap va so‘zlarni yozishdan oldingi tayyorgarlik ishlari, muntazam o‘tkazib
boriladigan o‘z-o‘zini tekshirish mashqlari, o‘qilgan matnning imlosini kuzatish
o‘quvchilarda yuqori savodxonlik garovi bo‘lgan orfografik ziyraklikni asta-
sekin shakllantira boradi, ularni yuqori sinflarda o‘rganiladigan imlo qoidalarini
puxta o‘zlashtirishga tayyorlaydi.
O‘qish va yozuv darslarining turlari

59
uzviy bog‘lanib ketadi. O‘quvchilarning sinfdan tashqari o‘qishlariga rahbarlik
qilishlariga xaftada bir marta 20 daqiqa ajratiladi.
Savod o‘rgatish darslarida ish turlarini almashtirib turish, vaqti-vaqti bilan
dam olish daqiqalari o‘tkazish zarur. Bu o‘quvchilar toliqishining oldini oladi.
Darslar tizimi deyilganda o‘quv vaqtini mavzularga nazariy va amaliy
jihatdan rejali taqsimlangan, darslarning mantiqiyligi va istiqboli bir-biri
bog‘langan, dars turlari va unda o‘qituvchi bilan o‘quvchilar foydalanadigan
asosiy metodik vositalar xilma-xil bo‘lgan izchillik nazarda tutiladi.
Savod o‘rgatish davri uchun darslar tizimi o‘quv jarayoni bosqichlari
asosida o‘qish va yozuv darslari muayyan guruhini ajratishni ko‘zda tutadi.
Amaldagi “Alifbe” darsligi va ularga yozilgan qo‘llanmalarga asosan, savod
o‘rgatishga jami 4 oy (shundan tayyorgarlik davriga 8 dars (ikki hafta), asosiy
davrga qolgan vaqt) ajratiladi. Ta’limning har bir bosqichidagi darsning o‘ziga
xos xususiyatlari mavjud. Darslar qurilishida ichki mantiqiylik bo‘lib, har bir
darsda yangi tovush va harf o‘rganiladigan dars bilan yangi mavzu
o‘rganilmaydigan darsni navbatlashtirish, imlo va so‘zning bo‘g‘in tuzilishi
haqida ma’lumot berish, o‘quvchilar nutqi va tafakkurini o‘stirish kabi
talablarga rioya qilinadi. Darslar umumlashtirish-takrorlash darsi bilan
yakunlanadi.
Savod o‘rgatish davridagi darslarda ham interfaol usullar qo‘llaniladigan
darslardan foydalanish katta ahamiyatga ega.
-sinf o‘quvchilarining o‘qish - N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasi

310
41. 3-sinf o‘quvchilarining o‘qish
malakasi qaysi bosqichga to‘g‘ri
keladi?
Sidirg‘a o‘qish bosqichiga
Harflarni qo‘shgan holda bo‘g‘inlab
o‘qish bosqichiga.
Bo‘g‘inlab o‘qish bosqichiga.
Bo‘g‘inlab
sidirg‘a
o‘qish
bosqichiga.
42. 2-sinf o‘quvchilarining o‘qish
malakasi qaysi bosqichga to‘g‘ri
keladi?
Harflarni qo‘shgan holda bo‘g‘inlab
o‘qish bosqichiga.
Bo‘g‘inlab
sidirg‘a
o‘qish
bosqichiga.
Bo‘g‘inlab o‘qish bosqichiga.
Sidirg‘a o‘qish bosqichiga
43. To‘g‘ri o‘qishga berilgan qaysi
ta’rifni noto‘g‘ri deb bilasiz?
Materialning
tovush
tomonidan
xatosiz
va bir tekisda ravon nusxa
ko‘chirish to‘g‘ri o‘qish deyiladi.
So‘zdagi tovushni, bo‘g‘inni tushirib
qoldirmay
yoki ortiqcha tovush
qo‘shmay o‘qish to‘g‘ri o‘qish
deyiladi.
Adabiy
talaffuz normalariga rioya
qilgan holda o‘qish to‘g‘ri o‘qish
deyiladi.
Xato
qilmasdan, yanglishmasdan
o‘qish to‘g‘ri o‘qish deyiladi.
44.
Boshlang‘ich sinf o‘qish
darslarida qaysi o‘qish turlaridan
foydalaniladi?
Ichda o‘qish va shivirlab o‘qishdan
Shivirlab o‘qish
va ovoz chiqarib
o‘qishdan
Ichda o‘qishdan
Ichda o‘qish, shivirlab o‘qish va
ovoz chiqarib o‘qishdan
45. Izohli o‘qish darslarining yangi
Yangi asarni o‘rganishda - N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasi

309
Kirish suhbati: asar mazmunidan
tushunishni
qiyinlashtiradigan
so‘zlar ustida ishlash: asarni o‘qish,
asar tahlili, yakunlovchi suhbat.
Asarning o‘qishga tayyorgarlik asar
tahlili lug‘at
ustida ishlash, asarni
o‘qish, umumlashtiruvchi suhbat.
Asarni o‘qish, kirish suhbati, asar
tahlili,
lug‘at
ustida
ishlash,
yakunlovchi suhbat.
Asarni o‘qishga tayyorgarlik:
asarda
tasvirlangan
voqealari
haqida
tasavvur qilishlari uchun uni hayot
bilan bog‘lash, yozuvchi haqida
ma’lumot
berish asarni emostional
idrok etishga tayyorlash, lug‘at
ustida ishlash: asarni o‘qib berish:
o‘quvchilarning
dastlabki
tasavvurlarini aniqlovchi suhbat.
38. Ichda o‘qishning afzalligi
nimada?
Matnni tez tushunadilar, bir vaqtning
o‘zida butun sinf o‘quvchilari
o‘qiydi.
Bola
estetik zavq oladi, ongli
o‘qiydi.
Matn (asar) ustida mustaqil ishlash
ko‘nikmalari
takomillashadi,
o‘qituvchi har bir o‘quvchining
mustaqil
ishlash
jarayonidagi
o‘zlashtirish darajalarini aniqlaydi.
O‘qituvchi o‘quvchilarning o‘qish
ko‘nikmalarini aniqlaydi.
39. Ifodali o‘qishning metodik
shartlari qaysi javobda ifoda
etilgan?
Asarning
jozibasini
saqlab
emostional
o‘qish, yozuvchining
niyatiga mos ravishda o‘qish.
Nafasni to‘g‘ri olish va to‘g‘ri
sarflash, tovushlarni to‘g‘ri
talaffuz
qilish va burro gapirish, adabiy
talaffuz normalariga rioya qilish.
Asar
mazmuni va kahramonlarining
xatti-harakatini
tahlil
qilish:
pauzaning o‘rnini, urg‘uning tempini
belgilash.
O‘qishni mashq qilish, ichda o‘qish.
Asosiy muammo - N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasi

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N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasiBog'liq 12590 2 CE8BD3CE1F03505534B64BE6967001D373895E4BAsosiy muammo: Asosiy davrning yakunlovchi qismi,
uning vazifalari.
Quyidagi savollarga javob bеrishga harakat qiling.
1. Boshlang’ich sinflarda ona tilini o‘rganish usullari
bilan shug’ullangan olimlardan kimlarni bilasiz?
2. Bo‘g’inlab o‘qishda qanday
bo‘g’in turlaridan
foydalaniladi?
3. Ochiq va yopiq bo‘g’inlar jadvali qanday tuziladi?
4. Jadvaldan qanday usullar orqali foydalaniladi?
5. Savod o‘rgatish davrida matn ustida mustaqil ish
qanday tashkil qilinadi?
6. Diktsiya turlarini ayting.
7. Nutq o‘stirish usullarini ayting.
Asosiy
muammo
nimaga
qaratilganini
aniqlang.
Muammoning asosiy mazmunini ajratib oling. Muammoli
vaziyatni tahlil qilish – obyеktning holatini aniqlang, asosiy
qirralariga e’tibor qarating, muammoli vaziyatning hamma
tomonlarini tahlil qiling.
4.
Muammoli
vaziyatni
yеchish usul va
vositalarini
Ushbu vaziyatdan chiqib kеtish harakatlarni izlab topish
maqsadida quyida taqdim etilgan “Muammoli vaziyat T-
jadval”ini to‘ldirishga kirishing. Muammoni yеchish uchun
barcha vaziyatlarni ko‘rib chiqing, muqobil vaziyatni
64
tanlash
hamda
asoslash
yarating. Muammoning yеchimini aniq variantlardan tanlab
oling, muammoning aniq yеchimini toping. Jadvalni
to‘ldiring. Kеys bilan ishlash natijalarini yozma shaklda ilova
eting
“Muammoli vaziyat” jadvali
Yangi tovushni
talaffuz qilish
Harf
kassasida ishlash
Undoshlarni
almashtirish orqali
yangi so‘z yasash
Bo‘g’inlar jadvali
tuzish
Mavzuni takrorlash va mustahkamlash uchun savollar hamda
topshiriqlar:
1 Analitik-sintеtik tovush mеtodiga kim asos solgan?
2.Savod o‘rgatish jarayonida bola tarbiyasi ustida qanday ishlanadi?
3.Alifbеt darsligi matеriallari mavzusini o‘rganib chiqing, o‘quvchi
shaxsini tarbiyalash ustida qilinishi mumkin bo‘lgan ish turlarini bеlgilang.
4. Savod o‘rgatish jarayonida qaysi mashqlardan foydalaniladi?
5.Analiz mashqlarining turlarini ayting. Ulardan qaysi o‘rinlarda
foydalaniladi?
6.Savod o‘rgatish jarayonida tovushlarning to‘g‘ri va ravon talaffuzi
ustida qanday ishlanadi?
7.Diksiya ustida ishlash mashqlariga nimalar kiradi?
8. Savod o‘rgatish jarayonida o‘quvchilar nutqini o‘stirishda qanday
manbalardan foydalaniladi?
9.Savod o‘rgatish jarayonida o‘quvchilar nutqini o‘stiruvchi vazifalariga
nimalar kiradi?
10.Savod o‘rgatish davrida nutq o‘stirishga oid ish turlari nimalardan
iborat?
11.Yozuvning inson hayotidagi ahamiyatini ayting.
12.Yozuv darslarida o‘quvchilarga qanday imloviy bilimlar bеriladi?
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Yozuv darslarida o‘quvchilar nutqini o‘stirish

57
Savod o‘rgatish davrida o‘qish va yozuv darslari. O‘qish
va yozuv
darslariga qo‘yiladigan talablar
. Dars ta’limning asosiy shakli hisoblanadi.
Analitik-sintetik tovush metodi asosida olib boriladigan savod o‘rgatish darslari
xilma-xil bo‘lishi, o‘quvchilarni zeriktirmasligi va charchatib qo‘ymasligi kerak.
Savod o‘rgatish davridagi o‘qish yoki yozuv
darslari va ularning ayrim
turlari uchun umumiy bo‘lgan asosiy talablar mavjud:
Look at the article again and find the words in the

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Bog'liq {teacherscom library} EFL Grade 8 TB1
Look at the article again and find the words in the
box. Match them to the definitions.
digital download machine memory
save software virus
1
This has moving parts and helps humans to
do work.
2
This is a part of a computer – it holds
information.
3
This is a dangerous computer program.
4
You do this to make sure the computer keeps
your work.
5
This describes cameras, computers and clocks
that record information as 0s or 1s.
6
This means to copy information from the
internet onto your computer.
7
This is all the programs that make a computer do
different things.
2
Match the verbs to the nouns. Then make
sentences.
buy
chat
download
go
play
surf
visit
watch
friends
clothes
games
the internet
music
online
videos
websites
I often chat online with my cousins.
3
Read the survey. Choose three or four questions
and write two more of your own. Walk around the
class asking your questions.
What sort of things do you download from
the internet?
Do you know how to stop a virus from
getting onto your computer?
How much memory has your phone got?
Is it enough?
Do you ever forget to save your work?
How often do you chat to friends online?
COMPUTER SURVEY
4
Write some sentences about what you found out.
Everybody downloads music and half the class
downloads games from the internet.
Four people sometimes forget to save their work.
Most people chat to friends online every day.
VOCABULARY
EP
EP
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Listen to Katie and David talking about blogs

149
WRITING A BLOG
Learning Objectives
• The students learn how to write a blog.
• In the project stage, they write and design a blog post and
share it with other students.
Vocabulary
follow interesting platform post design personal details
BACKGROUND INFORMATION
Weblogs, blogs or online journals first appeared in 1994.
There are now over 1.5 billion blogs on the internet; most
of them are in English. Most bloggers are between the
ages of 21 and 35. Two popular blogging platforms are
Wordpress and Blogger. An edublog is a blog which is
used for educational purposes. The Edublog Awards give
annual prizes to winners in categories including class,
student and teacher blogs.
WARMER
Write
What can we use a computer for?
on the board and
challenge the students in small groups to write a list, e.g.
to surf the internet, to write an email, to download films
or music, to find information, to present information
. If
appropriate, award points to the teams for their ideas and
write a list on the board. Make sure you include
write a
blog
on the list. Next, ask the students in their groups to
take turns to ask and answer:
What do you use a computer
for? What would you like to learn to do on a computer? Why?
LIFE SKILLS
Writing a blog
Draw students’ attention to the unit title
Writing a blog
and
ask ‘Why do people write blogs?’ ‘How can writing a blog
help you?’ and encourage a brief class discussion. Next, ask
the students to read the
Life skills
box and compare their
ideas.
Efl prepare Teacher's Book Grade 8 - bet 234

273
STUDENT’S BOOK AUDIOSCRIPTS
5
Listen to a girl talking about a party. What did she like
about it?
Anna:
Hi Jessica. I’m ringing to tell you about
the party last night. We all missed you!
We went to that new pizza restaurant
in town. The party room was a bit small
and dark and the music was so loud!
But the pizzas were delicious – the
nicest I’ve ever had. I can’t wait to go
back and have another one!
Unit 13, Student’s Book page 80
1
Martin:
Here, here! Ahhh!
Coach:
What’s wrong Martin? Is your arm OK?
Martin:
My arm’s fine. It’s my leg! It really hurts.
Coach:
Right. I think you should go to hospital.
Ella:
Where did he get it? I need a new computer 
too.
85

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Ella:
Where did he get it? I need a new computer
too.
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Bog'liq {teacherscom library} EFL Grade 8 TBElla:
Where did he get it? I need a new computer
too.
85
86
91
Andy:
He asked a friend for advice and then bought it
online. It was cheaper than buying it in a shop.
Ella:
Really? How much was it?
Andy:
£250. There were cheaper ones, starting at
£150. The most expensive ones were over
£2,000!
Ella:
Wow, that’s a lot! And has it got everything you
need?
Andy:
Almost. I can print on the printer downstairs,
and I don’t need a mouse. But I’d like to get a
better camera for it.
Ella:
Good idea. So what do you use the computer
for?
Andy:
Most things. I can’t play my computer games
on it, though. It hasn’t got enough memory.
But I do my homework on it, and chat to my
friends on the internet.
Ella:
So you’re happy with it?
Andy:
Very! It’s got a nice big screen and the
keyboard is really comfortable to use. But the
speakers are the best thing about it. My music
sounds great on them!
Ella:
Brilliant!
Life skills: Writing a blog, Student’s Book page 76
David:
Hello Mrs Wilson. Uhm, is Katie home?
Katie’s mum
: Oh, hello David, nice to see you. Please
come in. She’s in the living room working on
her blog. She’s waiting for you.
David:
Thanks, Mrs Wilson. Hiya Katie. Katie? Katie?
Katie:
Ah, oh, hi David. Sorry! I’m working on my
blog.
David:
Great! How’s it going?
Katie:
It’s going well.
David:
Is it easy to do?
Katie:
Yes, for someone like you! You’re good at
using computers, David. To start a blog, all
you have to do is choose a platform, a
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Listen to and read the first part of the

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Listen to and read the first part of the Pdf ko'rish
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Bog'liq {teacherscom library} EFL Grade 8 TB1
Listen to and read the first part of the
conversation and look at Question 0. Which is the
correct answer: A, B or C? Why are the other two
answers wrong?
Ella:
Nice new laptop Andy! When did you get it?
Andy:
Yesterday. My old one broke a month ago,
and last week Dad agreed to buy me this.
0
When did Andy get his new computer?
A
yesterday
B
last week
C
a month ago
2
Listen to the whole conversation. For each
question, choose the correct answer.
1
Andy’s dad bought the computer from
A
a website.
B
a shop.
C
a friend.
2
How much did it cost?
A
£150
B
£250
C
£2,000
3
What does Andy want to buy for the computer?
A
a camera
B
a mouse
C
a printer
4
Andy doesn’t use his computer to
A
do homework.
B
chat to friends.
C
play games.
5
What does Andy like most about the computer?
A
the keyboard
B
the screen
C
the speakers
In pairs, compare your answers. Then listen again
and check your answers.
PREPARE TO WRITE
An email
GET READY
Read the email from your friend
Morgan. Why did Morgan write the email?
My laptop broke yesterday, and I need to
get a new one. Tell me about your new
computer. When did you get it? How much
did it cost? What’s the best thing about it?
Best wishes,
Morgan
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PLAN
Think of an answer to each of Morgan’s 
questions.
WRITE

148 LIFE SKILLS
COMMUNICATION
LIFE SKILLS
LIFE SKILLS
ICT LITERACY
WRITING A BLOG
1
Look at the sentences and answer the questions.
Great minds think alike.
We can learn a lot sharing our ideas, opinions and views.
There’s a blog for everyone.
1
What do you think the sentences mean?
2
Do you agree with the sentences? Why? /
Why not?
3
Do you have a blog? Do you know any bloggers?
2
Look at the topics for blogs. Choose two topics
you think are interesting. Share your ideas with
a partner.
activities animals fashion food
life experiences music
special days and holidays sports travel
3
Read the text quickly. Complete the article with
the headings in the box. Is it easy to start a blog?
A
Stay safe!
B
Think about your readers
C
In pairs, ask the students to ask and answer the 
questions about the sentences.
Answers

|
In pairs, ask the students to ask and answer the
questions about the sentences.
Answers Pdf ko'rish
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Bog'liq {teacherscom library} EFL Grade 8 TB1
In pairs, ask the students to ask and answer the
questions about the sentences.
Answers
Students’ own answers
2
First, ask the students to look at the third sentence again
There’s a blog for everyone
and ask
What sort of blog
would you like to read?
Encourage the students to think
about their own answer and then share their ideas with
their partner. Then, encourage them to look at the topics
and choose two from the list.
Answers
Students’ own answers
3
Ask the class to read the text title and the introduction
and ask ‘What is the text about?’ ‘Why do you think your
parents need to agree?’ (see information at the bottom
of the article). Next, ask them to read the rest of the text
and try to think of a suitable heading for paragraphs 2, 5
and 6 before they look at the words in the box. Encourage
them to compare their answers with a partner and then
talk together about whether it is easy to start a blog.
Answers
The Reading text is recorded for students to listen, read and
check their answers.
2 B 5 C 6 A
4
Ask the students in pairs to try to answer the questions
first before they read the text again.
Answers
1 a topic 2 your readers 3 a way to start a blog 4 friends
and family 5 no, you don’t 6 personal information (address,
telephone number); some people don’t want you to use their
photos
5
If necessary, point out that there is one word missing in
sentences 1–5 and two words in sentence 6. Some of the
letters are given in these missing words and there is a
space for every missing letter.
FAST FINISHERS
Encourage fast finishers in pairs to take turns to say one of
the headings from the text and ask their partner to say as
much as they can remember about that paragraph, e.g.:
|
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Chris:
No. My computer’s fine, but I read there’s a 
great new clothes shop here.
2

272 STUDENT’S BOOK AUDIOSCRIPTS
Mum:
That’s OK. Now, can you help me do the washing
up, please?
Unit 11, Student’s Book page 71
Boy:
Hi, Nadia. Listen, I’m going
to a street food festival
with my family. Do you want to come with us?
Nadia:
Of course! You know I love food! But when is it?
We’re away on holiday from the 3rd to the 16
th
of
July.
Boy:
That’s OK – it’s next weekend, Saturday and
Sunday. It’s the 28th and 29
th
of June. We want to
go on Sunday.
Nadia:
OK. I can ask my mum. Do we need tickets?
Boy:
Yes, you can get them from the festival website. It’s
www.foodzone.com. That’s F-double O-D-Z-O-N-E.
rasm.O‘zbekistonda axolining o‘rtacha yashash umri dinamikasi48

2.1rasm.O‘zbekistonda axolining o‘rtacha yashash umri dinamikasi48
2.1-rasmda keltirilgandek, O‘zbekistonda o‘rtacha yashash umri dinamikasi 2014 yilga qadar oshib bormoqda. 2011 yilda axolining o‘rtacha yashash umri 72.9 yosh bo‘lgan bo‘lsa, 2014 yilda 74.1 yoshgacha o‘sgani kuzatilgan.
Respublikamizda sog‘liqni saqlash bo‘yicha turli chora tadbirlar amalga oshirilishi, xususan elektron sog‘liqni saqlash tizimini yo‘lga qo‘yilishi yuqorida keltirilgan Sog‘liqni saqlash vazirligi tashkiliy tuzilmasi faoliyatini yanada jadallashtiradi va mavjud muammolarni xal etish bo‘yicha qaror qabul qilish samaradorligini yanada oshiradi.
Bugungi kunda mamlakatimizda aholi o‘rtasida turli kasallikka uchragan va ro‘yxatga olinganlar soni:
2.1-jadval. Mamlakatda turli kasalliklarbo‘yicha ro‘yxatdan o‘tganlar soni49
|
Nadia:
Got that, thanks. Do you know how much the 
tickets are?
Boy

|
Nadia:
Got that, thanks. Do you know how much the
tickets are?
Boy Pdf ko'rish
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Bog'liq {teacherscom library} EFL Grade 8 TBNadia:
Got that, thanks. Do you know how much the
tickets are?
Boy:
Well, for adults it’s £10, but it’s cheaper for us
because we’re under 16. We pay just £8.50. And we
get three plates of food for that! Each plate of food
after that is £2.50.
Nadia:
Fantastic! And what time is it on?
Boy:
Let’s see ... It opens at nine thirty in the morning.
Nadia
: Oh no, that’s too early!
Boy:
I agree! And it closes at midnight. My parents want
to go at about two o’clock. Is that OK for you?
Nadia:
Yes, I think so. I need to check with Mum first.
Where is it?
Boy
:
It’s in the market square on Green Avenue. Two
buses go that way – the 74, and the 89. The 74 is
easier for me because it stops outside my house.
Nadia:
That’s good for me too. I’ll speak to my mum and
call you back.
Boy:
Sure, no problem. Speak to you later Nadia.
Unit 11, Student’s Book page 71
Girl:
Excuse me, what are you selling?
Seller:
It’s called paella. It’s from Spain. It’s made with
seafood, rice, vegetables and chicken.
Girl:
Oh. What’s it like?
Seller:
It’s wonderful! Would you like some?
Girl:
Yes please. How much is it?
Seller:
It’s £4.50 for a small plate or £6.00 for a large plate.
Girl:
I’ll have a small plate, please.
Seller:
That’s £4.50, please.
Girl:
Here you are.
Seller:
Thanks. I hope you enjoy it!
Unit 12, Student’s Book page 75
You will hear Ella asking her friend Andy about his new
computer.
Ella:
Nice new laptop, Andy! When did you get it?
Andy:
Yesterday. My old one broke a month ago and
last week, Dad agreed to buy me this.
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your
sports clothes.
6 I bought 
some

154 REVIEW 3
2
First, ask the students to look at the noun after the space
in each question. Then, encourage them to say whether
it is countable or uncountable before they complete the
sentences.
Answers
1 a bit of 2 a few 3 a few 4 a bit of 5 A few 6 a bit of
7 a bit of 8 a few
3
Ask the students to read the two examples first. Then,
ask them to read each sentence and say whether it is
a comparative or superlative before they complete it.
During the feedback stage, make sure that the students
spell the adjective correctly.
FAST FINISHERS
Ask fast finishers to work through this exercise at their
own pace and check their answers. Next, ask them to do
the Reading Exercise 1, check their answers and then ask
them to write their own puzzle text using comparatives.
When the others have finished the Reading exercise,
ask the fast finishers to read out their puzzle text for the
others to solve.
Answers_1_busier_than_2_the_best_3_the_most_popular_4_funnier_than_5_thinner_than_6_the_worst_7_the_most_comfortable_8_cleverer_than_READING_1'>Answers
1 busier than 2 the best 3 the most popular
4 funnier than 5 thinner than 6 the worst
7 the most comfortable 8 cleverer than
READING
1
If the students need some help, encourage them to read
the text quickly and find the youngest person first (Alice)
and then work out the age of the next youngest (Beth),
then the next (Tom) and finally the oldest (Mia). It might
help if the students draw a picture of Tom and his family
in age order.
Answers
Tom is 10; Beth is 7; Mia is 14
LISTENING
1
Students listen to five separate short monologues or
dialogues and choose the correct answer (A–C) for each
one. They need to identify the topic or main message.
The students listen to each monologue or dialogue twice.
With a stronger class,
-o‘quv topshiriq - Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900-...

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Bog'liq portal.guldu.uz-R I V O J L A N I S H P S I X O L O G IY A S I V A P E D A G O G I K - P S I X O L O G I Y A1-o‘quv topshiriq
“Tushunchalar tahlili ” organayzerini to‘ldiring
1-guruh
Muhim muammoning yechimini topishga yordam beradi va “Tushunchalar tahlili” usuli orqali muammo hal qilinadi.
|
Tushunchalar
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Mazmuni
|
Filogenez
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Ontogenez
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Biogenetik qonun
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Sotsiogenetik nazariya
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2-guruh
Tushunchalar
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Mazmuni
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Inqiroz
|
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Etakchi faoliyat
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Faoliyat
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Ijtimoylashuv
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2-o‘quv topshiriq
“Muammo” organayzerini to‘ldiring
Xorij psixologlarining davrlashtirish masalasiga doir muammoli masalalarni yechimini topishga yordam beradi va “Muammo” usuli orqali muammo hal qilinadi.
|
Muammoning turi
|
Muammoning kelib chiqish sabablari
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Muammoni yechish yo‘llari va sizning harakatingiz
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Sizningcha xorij psixologlari shaxs rivojlanishini davrlashtirishi to‘g‘rimi? Fikringizni asoslang?
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«BIRGALIKDA O‘QIYMIZ» TEXNIKASI
Birgalikda o‘qish: o‘quv guruhi kichik guruhlarga bo‘linadi. Har bir kichik guruh o‘rganilayotgan mavzuning ma’lum bir sohasida ekspert bo‘ladi va bosh-qalarni o‘rgatadi.
Har bir guruhning maqsadi boshqa barcha guruhlar ishtirokchilari mavzu savollarini to‘la hajmda egallab olishdan iborat.
«Birgalikda o‘qiymiz» texnikasidan foydalangan
holda guruhlarda ishni tashkil etish jarayonining tuzilishi
1. Bilim darajasiga qarab 3-5 kishidan iborat bo‘lgan har xil turdagi guruhlar tuziladi.
2. Har bir guruhga bitta topshiriq beriladi –umumiy mavzuning bir qismi, uning ustida butun o‘quv guruhi ish olib boradi hamda tayanchlar – ekspert varaqlari – taqdim etiladi.
Har bir guruh ichida umumiy topshiriq taqsimlanadi.
4. Hamma yakka tartibdagi topshiriqni bajaradi.
5. Barcha guruh a’zolarining mini-ma’ruzalari tinglanadi. Umumiy natija (butun ekspert varag‘i bo‘yicha savollar javobi)ni shakllantiradi va uni taqdimotga tayyorlashadi.
6. Spiker yoki guruh barcha a’zolari birgalikda bajargan ish natijalarini taqdimot etishadi.
2
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Bosh sahifa
Aloqalar
Bosh sahifa
Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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Ish
bosqichlari va vaqti - Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi:...

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Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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Bog'liq portal.guldu.uz-R I V O J L A N I S H P S I X O L O G IY A S I V A P E D A G O G I K - P S I X O L O G I Y AIsh
bosqichlari va vaqti
| Faoliyat mazmuni |
Ta’lim beruvchi
|
Ta’lim oluvchilar
|
Tayyorlov bosqichi
|
Mavzuni aniqlaydi, ta’limiy maqsadni belgilaydi va kutilayotgan natijalarni shakllantiradi.
Belgilangan ta’limiy maqsadlarga mos o‘quv-bilish topshiriqlarini ishlab chiqadi (1-ilova).
Ekspert guruhlar ish natijalarini baholash mezonlarini ishlab chiqadi (3-ilova).
|
|
1. O‘quv mashg‘ulotiga kirish bosqichi
(10 daq)
|
1.1. Mashg‘ulot mavzusi, uning maqsadi va kutilayotgan natijalar bilan tanishtiradi, ularning ahamiyatliligi va dolzarlabligini asoslaydi.
1.2. Mavzu bo‘yicha asosiy tushunchalarga ta’rif berishni taklif qiladi va shu asosda tezkor-so‘rov o‘tkazib talabalar bilimlarini faollashtiradi (4-ilova).
|
Savollarga javob beradilar. Topshiriqlar bo‘yicha ishlaydilar.
|
2. Asosiy bosqich
(55 daqiqa)
|
2.1.Talabalarni 5-ta kichik guruhga bo‘ladi va guruhlarda hamkorlik asosida ishlash usuli qoidalari bilan tanishtiradi (2-ilova).Har bir guruh mavzu rejasi asosida takdimot tayyorlashini aytadi.
2.2. O‘quv kursi mavzulari bo‘yicha tayyorlangan ekspert varaqalarini tarqatadi (1-ilova).
2.3.Guruhlarga topshiriqlarni bajarish uchun yordam beradi. Taqdimot materiallari mazmunan va mantiqan to‘liq yoritilishini kuzatadi.
2.4.Taqdimot boshlanishini e’lon qiladi. Guruhlarda sardorlar takdimotini tashkillashtiradi. Aniqlik kiritilishi lozim bo‘lsa, guruh sardorini to‘xtatadi, savollar beradi, muhokamasini jamoaga havola etadi.
2.5.Mavzular asosida berilgan ma’lumotlarni umumlashtiradi va xulosalaydi. Faol ishtirokchi talabalarni rag‘batlantiradi va umumiy baholaydi.
|
Kichik guruhlarga bo‘linadilar.
Topshiriqlar bo‘yicha ishlaydilar.
Faol qatnashadilar, takdimot uchun materiallar tayyorlaydilar.
Guruhdan sardor tanlashadi, uning taqdimotida hamkorlik qiladilar. Savollarga javob beradilar.
Tinglaydilar.
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3–Yakuniy bosqich
(15 daqiqa)
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3.1.O‘quv faoliyati yuzasidan xulosa bildiradi.
3.2. Mavzular maqsadiga erishishdagi talabalar faoliyatini tahlil qiladi va o‘zlashtira olmagan joylarini qayta o‘qib chiqishni tavsiya etadi.
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Tinglaydilar.
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1-ilova.
Rivojlanish psixologiyasi fanining predmeti maqsad va vazifalari mavzusi bo‘yicha topshiriqlar
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Bosh sahifa
Aloqalar
Bosh sahifa
Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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-o‘quv topshiriq - Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900-...

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Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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bet | 37/81 | Sana | 02.06.2024 | Hajmi | 0,66 Mb. | | #259249 |
Bog'liq portal.guldu.uz-R I V O J L A N I S H P S I X O L O G IY A S I V A P E D A G O G I K - P S I X O L O G I Y A1-o‘quv topshiriq
3x4 oranayzerini to‘ldiring
Mavzuning asosiy mazmunini ochib berishga yordam beradi va “3x4” texnologiyasi orqali talabalarni mavzu yuzasidan tushuncha, tasavvurlari aniqlanadi.
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Rivojlanish psixologiyasi–bu .......
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2-o‘quv topshiriq
FSMU texnologiyasi
Ushbu texnologiya munozarali masalalarni hal etishda hamda o‘quv jarayonini bahs-munozarali o‘tkazishda qo‘llaniladi, chunki bu texnologiya talabalarni o‘z fikrini himoya qilishga, erkin fikrlash va o‘z fikrini boshqalarga o‘tkazishga, ochiq holda bahslashishga hamda shu bilan birga bahslashish madaniyatini o‘rgatadi. Tinglovchilarga tarqatilgan oddiy qog‘ozga o‘z fikrlarini aniq va qisqa holatda ifoda etib, tasdiqlovchi dalillar yoki inkor etuvchi fikrlarni bayon etishga yordam beradi.
F-fikringizni bayon eting
S-Fikringiz bayoniga sabab ko‘rsating
M-ko‘rsatilgan sababingizni isbotlovchi dalil keltiring
U- fikringizni umumlashtiring
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1-guruh
Savol
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Yosh psixologiyasi va umumiy psixologiya o‘rtasidagi aloqadorlik mavjud deb o‘ylaysizmi?
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F-fikringizni bayon eting
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S-Fikringiz bayoniga sabab ko‘rsating
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M-ko‘rsatilgan sababingizni isbotlovchi dalil keltiring
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U- fikringizni umumlashtiring
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2-guruh
Savol
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Yosh psixologiyasi va pedagogika fanining o‘rtasida aloqadorlik mavjudmi7
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F-fikringizni bayon eting
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S-Fikringiz bayoniga sabab ko‘rsating
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M-ko‘rsatilgan sababingizni isbotlovchi dalil keltiring
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U- fikringizni umumlashtiring
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Bosh sahifa
Aloqalar
Bosh sahifa
Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
|
–Yakuniy bosqich - Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900-...

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Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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bet | 40/81 | Sana | 02.06.2024 | Hajmi | 0,66 Mb. | | #259249 |
Bog'liq portal.guldu.uz-R I V O J L A N I S H P S I X O L O G IY A S I V A P E D A G O G I K - P S I X O L O G I Y A3–Yakuniy bosqich
(15 daqiqa)
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3.1.O‘quv faoliyati yuzasidan xulosa bildiradi.
3.2. Mavzular maqsadiga erishishdagi talabalar faoliyatini tahlil qiladi va o‘zlashtira olmagan joylarini qayta o‘qib chiqishni tavsiya etadi.
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Tinglaydilar.
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1-ilova.
Rivojlanish psixologiyasining shakllanish tarixi mavzusida topshiriqlar to‘plami
1-o‘quv topshiriq
FSMU texnologiyasi
Ushbu texnologiya munozarali masalalarni hal etishda hamda o‘quv jarayonini bahs-munozarali o‘tkazishda qo‘llaniladi, chunki bu texnologiya talabalarni o‘z fikrini himoya qilishga, erkin fikrlash va o‘z fikrini boshqalarga o‘tkazishga, ochiq holda bahslashishga hamda shu bilan birga bahslashish madaniyatini o‘rgatadi. Tinglovchilarga tarqatilgan oddiy qog‘ozga o‘z fikrlarini aniq va qisqa holatda ifoda etib, tasdiqlovchi dalillar yoki inkor etuvchi fikrlarni bayon etishga yordam beradi.
F-fikringizni bayon eting
S-Fikringiz bayoniga sabab ko‘rsating
M-ko‘rsatilgan sababingizni isbotlovchi dalil keltiring
U- fikringizni umumlashtiring
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1-guruh
Savol
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Biogenetik qonunning mohiyati nimalarda aks etadi?
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F-fikringizni bayon eting
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S-Fikringiz bayoniga sabab ko‘rsating
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M-ko‘rsatilgan sababingizni isbotlovchi dalil keltiring
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U- fikringizni umumlashtiring
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2-guruh
Savol
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Sotsiogenetik qonunning ahamiyati nimadan iborat?
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F-fikringizni bayon eting
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S-Fikringiz bayoniga sabab ko‘rsating
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M-ko‘rsatilgan sababingizni isbotlovchi dalil keltiring
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U- fikringizni umumlashtiring
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Bosh sahifa
Aloqalar
Bosh sahifa
Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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Nazorat savollari - Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi:...

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Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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bet | 35/81 | Sana | 02.06.2024 | Hajmi | 0,66 Mb. | | #259249 |
Bog'liq portal.guldu.uz-R I V O J L A N I S H P S I X O L O G IY A S I V A P E D A G O G I K - P S I X O L O G I Y ANazorat savollari:
Bixevioristik nazariyaning kamchiligi nimalardan iborat?
Bixevioristik nazariyaning afzalligini malardan iborat?
1.2. SEMINAR MAShG‘ULOTLARINING TA’LIM TEXNOLOGIYALARI
Seminar mashg‘ulotining ta’lim texnologiyasi
Mavzu: Rivojlanish psixologiyasi fanining predmeti va vazifalari.
2.1. Ta’lim berish texnologiyasining modeli
Mashg‘ulot vaqti-2 soat
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Talabalar soni: 25 – 30 gacha
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Mashg‘ulot shakli
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Mavzu bo‘yicha bilimlarni kengaytirish va mustahkam-lash yuzasidan seminar
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Seminar mashg‘ulot rejasi
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1.Rivojlanish psixologiyaning predmeti, maqsad va vazifalari
2. Rivojlanishpsixologiyasining boshqa fanlar bilan aloqasi
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O‘quv mashg‘ulotining maqsadi:Rivojlanish psixologiyasi fanining predmeti bo‘yicha olgan bilim, ko‘nikma va malakalarini mustahkamlash; yosh davrlari psixologiyasi fanining predmeti, maqsad, vazifalari bilan bog‘liq nazariy bilimlarni o‘qib-o‘rganish orqali talabalarda milliy g‘ururni tarbiyalash; seminarda talabalarning faolligini ta’minlash.
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Pedagogik vazifalar:
1. Rivojlanish psixologiyasi fanining predmeti mavzusini o‘qib-o‘rganib, konspektlash.
2. Rivojlanishdavrlar psixologiyasining boshqa fanlar bilan aloqasinisharhlash.
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O‘quv faoliyati natijalari:
1. Rivojlanish psixologiyasi fanining predmeti yuzasidan o‘zlashtirgan bilim, ko‘nikma, malakalarini namoyish etadi.
2. Rivojlanish davrlar psixologiyasining boshqa fanlar bilan aloqasini ochib beradi, o‘z mulohazalarini bildiradi, faktlarni isbotlab beradi.
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Ta’lim berish usullari
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“3x4 texnologiyasi”, “Muammo” texnologiyasi “FSMU” uslubi, T-chizma
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Ta’lim berish shakllari
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Jamoa bo‘lib ishlash
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Ta’lim berish vositalari
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Kompter texnologiyasi (“Yosh va pedagogik psixologiya” fanidan elektron o‘quv-uslubiy majmua), slaydlar
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Ta’lim berish sharoiti
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Texnik ta’minlangan, gurhlarda ishlash uchun mo‘ljallangan auditoriya
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Nazorat va baholash
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Og‘zaki nazorat: savol-javob
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Rivojlanish psixologiyasi fanining predmeti maqsad va vazifalari mavzusidagiseminar mashg‘ulotning texnologik kartasi
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Bosh sahifa
Aloqalar
Bosh sahifa
Bilim sohasi: 100000- gumanitar fanlar Ta’lim sohasi: 110000 –Pedagogika Ta’lim yo’nalishi: 5110900- pedagogika va psixologiya
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-KЕYS: Savod o‘rgatish davrida o‘qishga o‘rgatishdagi

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-KЕYS: Savod o‘rgatish davrida o‘qishga o‘rgatishdagiBog'liq 12590 2 CE8BD3CE1F03505534B64BE6967001D373895E4B 1-KЕYS: Savod o‘rgatish davrida o‘qishga o‘rgatishdagi
muammolar
Kirish. Birinchi sinflarda tovushlarni o‘rgatish. Tovushni harfga, harfni
tovushga aylantirish dеb aqliy faoliyat amalga oshiriladi yoki tovushni harfga,
harfni tovushga «tarjima qilish» dеb tushunmoq lozim. O‘qitishning bu usuli
tahlil-tarkib tovush mеtodi asosida amalga oshiriladi.
Tahlil- tarkib tovush mеtodi dеganda nutqdan gapni, gapdan so‘zni,
so‘zdan bo‘g’inni, bo‘g’indan so‘z, so‘zdan gap, gapdan nutq anglashiladi. Bu
mеtod S.P. Rеdazubov tomonidan mukammal ishlangan. Bu usul o‘zbеk
olimlaridan K. Abdullayеva, K.Qosimova, Y.Abdullayеvlar tomonidan
yoritilgan.
Aynan ana shu masalalarni chuqur o‘rganish “Kеys stadi”ga asoslangan
o‘qitish tехnologiyasining asosiy maqsadi hisoblanadi. Ushbu tехnologiya
amaliy vaziyatlarni hal etish jarayonida o‘rganilgan o‘quv mavzusi bo‘yicha
bilimlarni mustahkamlashga, muammolarni tahlil qilish va qirralarni yakka
tartibda yoki guruhlarda qabul qilish ko‘nikmalarini egallashga, ijodiy va
o‘rganish qobiliyatlari, mantiqiy fikrlash, nutq va muhit sharoitlariga
moslashish qobiliyatlarini rivojlantirishga hamda qarorlarni mustaqil qabul
qilishga va o‘z-o‘zini nazorat qilishga yordam bеradi.
Ushbu kеysni muvaffaqiyatli amalga oshirish uchun mavzu bo‘yicha
haqida bilim va ko‘nikmalarga ega bo‘lish zarur.
Tavsiya etilgan kеysni еchish quyidagi natijalarga erishishga imkon
yaratadi:
o‘zlashtirilgan mavzu bo‘yicha bilimlarni mustahkamlash;
muammoning hamda qabul qilingan yеchimning individual va guruhiy
tahlilida bilim va ko‘nikmalarni qayta topshirish;
mantiqiy fikrlashni rivojlantirish;
mustaqil ravishda qaror qabul qilish ko‘nikmalarini egallash;
o‘quv aхborotlarini o‘zlashtirish darajasini tеkshirib ko‘rish.
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