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EDUCATION IS THE MAIN DIRECTION OF THE DEVELOPMENT OF THE
REPUBLIC OF UZBEKISTAN
Tu emu a o a Aziza Begibae na
Assis an , Depa men o Pedagogy and Psychology,
Ka akalpak S a e Uni e si y named a e Be dakh, Republic o Ka akalpaks an.
[email p o ec ed]
Amono Umidjon Bo i jon ôgli
S uden o Ka akalpak S a e Uni e si y.
Jaylo o Nodi bek Ziyodullae ich
S uden o Ka akalpak S a e Uni e si y.
U ozboye Ali Sa a boy ôğli
S uden o Ka akalpak S a e Uni e si y.
h ps://doi.o g/10.5281/zenodo.17671519
Abs ac . This s udy is based on he mode n ends in educa ion in he Republic o
Uzbekis an, which indica e he g ea impo ance o o ganizing s a e educa ional p og ams and
pedagogical me hods based on in e ac i e educa ional s a egies. The main goal o mode n
me hods based on in e ac i e educa ional s a egies is o inc ease he e ec i eness o educa ion
and inc ease he s uden 's in e es in lea ning. This s udy p o ides in o ma ion abou he
ad an ages o collabo a i e lea ning based on educa ional me hods.
Keywo ds: Mode n educa ion, educa ional me hods, in e ac i e me hods, pedagogical
me hods, collabo a i e lea ning, pedagogical skills.
TA’LIM O’ZBEKISTON RESPUBLIKASI RIVOJLANISHINING ASOSIY YO’NALISHI
Anno a siya. Ushbu adqiqo O’zbekis on Respublikasida a’lim hozi gi kunga kelib
zamona iy yo’nalishla idan kelib chiqqan holda a’limga oid da la das u la i a a’limga oid
in e ak i s a egiyala ga asoslangan holda pedagogik me odla ni ashkil e ish muhim ahamiya
kasb e moqda. Ta’limning in e ak i s a egiyala iga asoslangan holda zamona iy me odla ni
asosiy maqsadi bu a’lim sama ado ligini oshi ish a o’qu chining a’lim olishga bo’lgan
qiziqishla ini oshi ishdan ibo a . Ushbu adqiqo da a’lim me odla i asosida kollobo a i a’lim
shaklining a zallikla i haqida ma’lumo la kel i ib o’ ilgan.
Kali so’zla : Zamona iy a’lim, a’lim me odla i, in e ak i me odla , pedagogik
me odla , kollobo a i a’lim, pedagogik maho a .
In oduc ion
Today, in mode n educa ional me hods based on in e ac i e lea ning s a egies, eaching
o ms a e inc easing hei adequacy, so he s uden is no jus a ecipien o in o ma ion, bu an
ac i e pa icipan , a p oblem sol e and a c ea i e hinke . The e o e, he heo y and p ac ice o
mode n pedagogy conside s he widesp ead in oduc ion o in e ac i e s a egies and inno a i e
eaching me hods in o he eaching p ocess o be an u gen issue. Pedagogical me hods based on
in e ac i e app oaches in he educa ion sys em a e a se o s a egies ha o ganize he p ocess o
acqui ing knowledge based on he in e ac ion o s uden s (coope a i e lea ning), ac i e
communica ion wi h he eache . Acco ding o he analysis o in e na ional educa ional s anda ds,
me hods based on ad anced educa ional sys ems o he wo ld se e o de elop s uden s'
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independen hinking, c ea i i y, and p oblem-sol ing skills, and in e ac i e eaching me hods
ocused on mode n di ec ions o educa ion a e iden i ied as he main p io i y. Ame ican educa o
and scien is John Dewey (1916) in his wo k “Democ acy and Educa ion” emphasized he need o
s udy he educa ional p ocess in connec ion wi h sol ing eal p oblems in socie y, and p o ided
in o ma ion abou he ad an ages o using mode n o ms o educa ion. Dewey belie ed ha in he
lea ning p ocess, s uden s should lea n no only o acqui e eady-made knowledge, bu also o
apply i in p ac ice.
This is based on he concep o "lea ning h ough me hods" o mode n in e ac i e
educa ion. An analysis o he esul s o mode n pedagogical esea ch shows ha in e ac i e
me hods based on mode n educa ional p og ams help o inc ease s uden s' en husiasm,
independen lea ning skills, and c i ical hinking skills. The main goal o he in e ac i e eaching
s a egy in educa ion is o inc ease he s uden 's pa icipa ion in he lea ning p ocess and ensu e his
ac i e pa icipa ion om a passi e lis ene .
The main ask is o o ganize pedagogical me hods based on mode n educa ional
app oaches, which a e aimed no only a impa ing knowledge, bu also a g adually implemen ing
hem in a eas aimed a he o ma ion o communica i e, social, and analy ical compe encies. The
use o such me hods in educa ion equi es high c ea i i y, pedagogical skills and psychological
p epa a ion om he eache . Based on esea ch conduc ed by in e na ional scien is s on
in e ac i e me hods o mode n educa ion, he main analysis o he in e ac i e o m o educa ion
shows ha he le el o knowledge acquisi ion di ec ly depends on he indica o s o inc easing he
s uden 's ac i i y in he educa ional p ocess.
Tha is why oday, many uni e si ies and schools a ound he wo ld a e widely using such
educa ional me hods as "Ac i e Lea ning", "Coope a i e Lea ning". Fo in o ma ion, we can say
ha cu en ly, in e ac i e s a egies and pedagogical me hods in mode n educa ion se e o
inc ease he s uden 's pe sonal in e es , b oaden his wo ld iew, inc ease he abili y o hink
independen ly, acqui e new knowledge, lea n in a eam, de elop an educa ional model based on
communica ion and e lec ion. The use o me hods based on mul i- ec o pedagogical app oaches
in educa ion is widely implemen ed in highe educa ion ins i u ions, inc easing he le el o s uden
pa icipa ion in he lea ning p ocess. Collabo a i e lea ning is a p o en me hodological me hod
ha helps s uden s mas e he con en o he cu iculum, accele a es he lea ning p ocess in e ms
o de eloping skills in di e se hinking and eamwo k.
These pedagogical s a egies a e widely used in he de elopmen o a ela i ely high le el
o in e ac ion be ween s uden s. I is ad isable o o ganize he e ec i eness o collabo a i e
lea ning by ensu ing pa icipa ion in connec ion wi h socio-psychological ac o s (quali y o
in e pe sonal ela ionships, psychological adap a ion, posi i e a i ude o lea ning) and he
combina ion o ypes o educa ion. The abo e cha ac e is ics o collabo a i e lea ning allow us o
conclude ha i has g ea educa ional po en ial in he a eas o collabo a i e mul i- ec o educa ion.
This s udy deeply analyzes he heo e ical ounda ions o pedagogical app oaches based on
hese in e ac i e lea ning me hods, in e na ional expe ience, hei applica ion h ough ools based
on mode n educa ional me hods, and he possibili ies o hei implemen a ion in he educa ion
sys em o he Republic o Uzbekis an. Analysis o mode n educa ion a s a egic s ages is no only
a model o a sys em ha p o ides knowledge, bu also a p ocess ha de elops a pe son, p epa es
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him o social li e, eaches him o be ac i e in he en i onmen and he global wo ld. Today, he
concep o educa ion is based no on he p inciple o “knowledge acquisi ion”, bu on he p inciple
o “knowledge c ea ion”, and he use o new me hods o educa ion allows us o achie e good
esul s. F om a psychological poin o iew, in e ac i e eaching me hods a e a ool ha ensu es
he ac i e pa icipa ion o he indi idual and helps o consolida e knowledge in long- e m
memo y. Acco ding o he heo y o social lea ning o he expe ienced educa o Albe Bandu a, a
pe son lea ns new beha io al pa e ns by obse ing, c i icizing and analyzing he ac ions o o he s.
The e o e, coope a i e lea ning (coope a i e lea ning) and discussion-based me hods
enhance he in e ac ion o s uden s in he social en i onmen .
Such app oaches ha e o med he concep s o “Di e en ial lea ning” and “Indi idual
lea ning pa hs” in eaching. As a esul , he eaching p ocess has become pe son-cen e ed, lexible
and in e ac i e. Thus, he concep and me hodology o mode n educa ion implies a sys em buil on
he basis o pe son-cen e ed, in e ac i e and collabo a i e o ms o educa ion. The main ocus is
no on he s uden 's le el o mas e y, bu on he de elopmen o his hinking, analysis, c ea i i y
and p oblem-sol ing skills. Consequen ly, we belie e ha he Uzbek educa ion sys em is also on
he pa h o educa ing a compe i i e, knowledgeable, c ea i ely hinking gene a ion in oday's
global changes by in oducing hese concep s in ha mony wi h na ional adi ions.
The main model o he in e ac i e educa ion sys em is a sys em o analy ical me hods
based on ac i e dialogue, coope a ion and exchange o ideas be ween he eache and s uden s in
he lea ning p ocess. In his app oach, he educa ional p ocess is di ided in o wo ac i i ies: he
eache guides he s uden , bu a he same ime lea ns om he s uden 's hough s and expe ience.
In e ac i e s a egies adically change he quali y o he lea ning p ocess. In e na ional
pedagogical esea ch shows ha as a esul o in e ac i e eaching me hods: s uden s' knowledge
e en ion inc eases by 60-70%, c ea i i y and c i ical hinking skills de elop. Mo i a ion o
lea ning and in e es in lea ning inc ease. In addi ion, in e ac i e me hods adap o he s uden 's
educa ional needs. Each s uden en e s he p ocess in a way ha sui s hei abili ies, pace and
lea ning s yle. This app oach allows o indi idualiza ion o educa ion.
Conclusion
In conclusion, we can say ha in o de o e ec i ely implemen in e ac i e eaching
me hods, he eache mus be highly p epa ed. Un o una ely, in some cases, he ollowing
p oblems a e obse ed when using in e ac i e eaching me hods. Teache s' insu icien knowledge
o new pedagogical echnologies is a lack o in o ma ion in applying he me hods. To sol e hese
p oblems, i is necessa y o upda e pedagogical aining p og ams, mode nize educa ional
in as uc u e, and e ain eache s in digi al didac ics. In e ac i e eaching s a egies a e he basis
o mode n educa ion. Th ough hem, he s uden becomes a c ea o o knowledge, no a ecipien
o knowledge. These pedagogical me hods s eng hen he dialogue be ween he eache and he
s uden , se e o de elop coope a ion, c ea i i y, and social esponsibili y.
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