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Original paper
© R.Q.Soli hova 1B_
1O'zbekiston jahon tillari universiteti, Toshkent, O'zbekiston
Annotatsiya
KIRISH: o'quv dasturlari va adabiyotlar talabalarning akademik tajribasi va bilimlarini shakllantirishda hal qiluvchi rol o'ynaydi. Ushbu resurslarni to'liq tahlil qilish ularning ta'lim standartlariga mos kelishini ta'minlash, o'quvchilar ehtiyojlarini qondirish va zamonaviy pedagogik amaliyotlarni o'z ichiga olishi uchun zarurdir. Ushbu maqolada joriy ta'lim dasturlari va adabiyotlarining samaradorligi va keng qamrovliligi ko'rib chiqiladi, ularning kuchli tomonlari va takomillashtirish yo'nalishlari ko'rsatilgan.
MAQSAD: ushbu tadqiqotning maqsadi turli xil ta'lim dasturlari va adabiyotlarini tahlil qilish, ularning ta'lim maqsadlariga muvofiqligini, ularning pedagogik asoslarini va talabalarning ta'lim natijalariga umumiy ta'sirini baholashdir. Tadqiqot o'quv materiallarining sifati va dolzarbligini oshirish bo'yicha tavsiyalar berishga harakat qiladi.
MATERIALLAR VA METODLAR: tadqiqotda sifat va miqdoriy tahlilni birlashtirgan aralash usullardan foydalaniladi. Materiallar turli fanlar va ta'lim darajalari bo'yicha o'quv dasturlari va darsliklarni o'z ichiga oladi. Usullar mavzuni yoritishni, pedagogik yondashuvlarni va materiallarning o'quv dizaynini baholash uchun kontent tahlilini o'z ichiga oladi. Bundan tashqari, o'qituvchilar va talabalar bilan o'tkazilgan so'rovlar va suhbatlar ushbu resurslarning amaliy qo'llanilishi va qabul qilingan samaradorligi haqida tushuncha beradi. Miqdoriy ma'lumotlar tahlil qilingan materiallardan foydalanishdan oldin va keyin talabalarning ishlashi va tushunishini o'lchash uchun standartlashtirilgan testlar orqali to'planadi.
MUHOKAMA VA NATIJALAR: tahlil shuni ko'rsatadiki, aksariyat o'quv materiallari muhim mavzularni qamrab olgan bo'lsa-da, zamonaviy muammolar va fanlararo mavzularni hal qilishda kamchiliklar mavjud. Kontent tahlili shuni ko'rsatadiki, ba'zi dasturlarda zamonaviy ta'lim uchun hal qiluvchi ahamiyatga ega bo'lgan tanqidiy fikrlash va muammolarni hal qilish ko'nikmalari mavjud emas.
XULOSA: tadqiqot shuni ko'rsatadiki, hozirgi ta'lim dasturlari va adabiyotlar o'rganish uchun mustahkam poydevor yaratsa-da, takomillashtirish uchun katta imkoniyatlar mavjud. Mavzuning dolzarbligini oshirish, turli xil pedagogik yondashuvlarni o'z ichiga olish va o'quv dizaynini takomillashtirish zamonaviy o'quvchilarning ehtiyojlarini yaxshiroq qondirish uchun muhim qadamdir.
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Kalit so'zlar: O'quv rejasi va o'quv dasturlarini ishlab chiqish, ta'lim nazariyasi, pedagogik yondashuvlar, o'quv maqsadlari, ta'lim strategiyalari, baholash usullari: o'quvchilarning faolligi va o'qitish usullari, darsni baholash va o'quv natijalari.
АНАЛИЗ ПРОГРАММЫ И УЧЕБНОЙ ЛИТЕРАТУРЫ_
© Р.К. Солиxова1H
1Узбекский университет мировых языков, Ташкент, Узбекистан_
Аннотaция
ВВЕДЕНИЕ: учебная программа и литература играют решающую роль в формировании академического опыта и знаний учащихся. Необходим тщательный анализ этих ресурсов, чтобы убедиться, что они соответствуют образовательным стандартам, потребностям студентов и включают в себя современные педагогические практики. В этой статье рассматривается эффективность и полнота текущих программ обучения и литературы, подчеркиваются их сильные стороны и области для улучшения.
ЦЕЛЬ: целью данного исследования является анализ различных образовательных программ и литературы, оценка их соответствия образовательным целям, их педагогическим основам и их общему влиянию на результаты обучения учащихся. В исследовании предпринята попытка дать рекомендации по улучшению качества и актуальности учебных материалов.
МАТЕРИАЛЫ И МЕТОДЫ: в исследовании использованы смешанные методы, сочетающие качественный и количественный анализ. Материалы включают учебные программы и учебники по различным предметам и уровням образования. Методы включают контент-анализ для оценки охвата темы, педагогические подходы и разработку учебных материалов. Кроме того, опросы и интервью с учителями и учащимися дают представление о практическом использовании и предполагаемой эффективности этих ресурсов. Количественные данные собираются с помощью стандартизированных тестов для измерения успеваемости и понимания учащихся до и после использования проанализированных материалов.
ОБСУЖДЕНИЕ И РЕЗУЛЬТАТЫ: анализ показывает, что, хотя большинство учебных материалов охватывают важные темы, существуют пробелы в решении современных проблем и междисциплинарных тем. Контент-анализ показывает, что некоторым программам не хватает навыков критического мышления и решения проблем, которые имеют решающее значение для современного образования.
ЗАКЛЮЧЕНИЕ: исследование показывает, что, хотя существующие образовательные программы и литература обеспечивают прочную основу для
Iqtibos uchun: Solihova R.Q. Dastur va o'quv adabiyotlarni tahlil qilish. // Inter education & global study. 2024. №4(2). B. 284-290.
Ilmiy-nazariy va metodik jurnal Научно-теоретический и методический журнал Scientific theoretical and methodical journal
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обучения, существуют значительные возможности для улучшения. Повышение актуальности предмета, включение разнообразных педагогических подходов и улучшение учебного дизайна являются важными шагами для лучшего удовлетворения потребностей сегодняшних учащихся.
Ключевые слова: учебный план и разработка учебных программ, теория образования, педагогические подходы, образовательные цели, образовательные стратегии, методы оценки: деятельность учащихся и методы обучения, оценка уроков и результаты обучения.
Для цитирования: Солих,ова Р.К. Aнализ программы и учебной литературы. // Inter education & global study. 2024. №4(2). С. 284-290.
ANALYSIS OF THE PROGRAM AND EDUCATIONAL LITERATURE_
© Ra'no Q. Solihova1H
Uzbekistan world state languages university, Tahskent, Uzbekistan_
Annotation
INTRODUCTION: curriculum and literature play a crucial role in shaping students' academic experience and knowledge. A thorough analysis of these resources is necessary to ensure that they meet educational standards, meet the needs of students, and incorporate modern pedagogical practices. This article reviews the effectiveness and comprehensiveness of current training programs and literature, highlighting their strengths and areas for improvement.
AIM: the purpose of this study is to analyze various educational programs and literature, to assess their relevance to educational goals, their pedagogical foundations, and their overall impact on student learning outcomes. The study attempts to make recommendations for improving the quality and relevance of educational materials.
MATERIALS AND METHODS: the study uses mixed methods combining qualitative and quantitative analysis. materials include syllabi and textbooks for various subjects and educational levels. methods include content analysis to evaluate subject coverage, pedagogical approaches, and instructional design of materials. in addition, surveys and interviews with teachers and students provide insight into the practical use and perceived effectiveness of these resources. quantitative data are collected through standardized tests to measure student performance and understanding before and after using the analyzed materials.
DISCUSSION AND RESULTS: the analysis shows that although most teaching materials cover important topics, there are gaps in addressing contemporary issues and interdisciplinary topics. Content analysis shows that some programs lack critical thinking and problem-solving skills that are crucial to modern education.
CONCLUSIONS: the study suggests that while current educational programs and literature provide a solid foundation for learning, there is considerable room for
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improvement. Increasing subject matter relevance, incorporating diverse pedagogical approaches, and improving instructional design are important steps to better meet the needs of today's learners.
Keywords: curriculum and curriculum development, educational theory, pedagogical approaches, educational goals, educational strategies, evaluation methods: student activity and teaching methods, lesson evaluation and learning outcomes.
For citation: Ra'no Q. Solihova. (2024) 'Analysis of the program and educational literature', (4(2)), pp. 284-290. (In English).
There are four following statements: Every syllabus is the root of a theoretical language. In other words, the syllabuses demonstrate a certain theory of educating and learning. Most syllabuses provide non-educational aims. Furthermore, they have "concealed agendas". Most utterances include a theory, as well as conceivably many theories, of curriculum design. There is something surprising is having nearly no literature accessible that tries an outline of what kind of. curriculum design theories, as well as in what extent they may connect to each other, besides it is claimed not having adequate literature around second language education that points itself to educating in systematically theoretical way. Truthfully, even the literature within the current volume copes with methodological thoughts of the content rate. The purpose of syllabus research is to make as crystal clear as possible the structures which point what now causes as second language teaching. This orientation is frequently place within the expression of objectives and goals towards which this course has been formed to guide. What is surprising that, there is not adequate research conducted in the nature and content of L2 teaching. Our comprehension of this field came from the information transferred through syllabus documents. The current chapter provides some rudimentary differences and statements which are usually supplied within the writing of syllabus documents, as well as the discussion of literature trying to underscore teaching in L2 education.
Moreover, Syllabus have several rudimentary elements, involving learning objectives and outcomes, leading the teaching procedure and the students' learning trip. They state the expectations of students toward the achievement by the end of the course, besides perform as a roadmap for the educational knowledge. Learning objectives should be determined, quantifiable and clear-cut which can state what students must comprehend, as well as can do by the end of a lesson or course. Furthermore, those assist educators decide and frame of their teaching approaches and assessments.
In this figure, the reason why specificity is stated that each objective must be crystal clear and not open, describing what learners need to acquire. The next one is measurability to be written in a manner which permits for evaluation and assessment of learner advancement. In Achievability, all objectives should be authentic and gainable in
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the scope of course and certain timeframe. When it comes to Relevance, they need to fit with the content of course, students' necessities, then total program purposes. Finally, time-bound should involve a timeframe for attainment, that assists within deciding of course frame. At the end of the course, learners can analyze and clarify main historical documents. In the other words, they will reflect expertise in implementing what they learned towards outside of the school.
Figure 1. The prime characters of effective learning procedure are given:
Specificity
Measurability
Achievability
Relevance
Time-bound
Additionally, learning outcomes portray the skills, experience, attitudes and values which learners will have attained by the end of the course. Those results are frequently wider and more understandable rather than solely objectives, compressing the total aims of the course. Moreover, it is a benchmark for analyzing the efficiency of the course and the scope of student learning.
Figure 2. Here is shown prime features of learning outcomes:
•outcomes involve a broad scope of skills and knowledge fields, showing the progressive effect.
Outcomes need to be directed in a manner which they can be graded via different methods, involving exams: projects.
V practical activities.
•the focus is what learners can do, compared to what teacher teach
• They must be counected with the particular learning objectives places in the beginning.
By the end of the course, learners can evaluate scientific facts critically and reflect their work precisely. In addition to, they develop the skills for an effective collaboration in team, showing problem-solving skills.
From my perspective, it is significant for having syllabus because it serves as guidance for learners to give accurate expectations and purposes, assisting them comprehend their needs and why they are necessary. In other words, it serves as instructional design with helping teachers in designing the content, activities, assessments of content which relate to expected learning goals. In Assessment and
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Evaluation, they help educators measure student progress in an accurate way, as well as the efficiency of the course program. A crystal clear-cut objectives and outcomes advance transparency in the procedure of teaching, ensuring learners and teachers provide accountability for learning procedure. That's why, they are significant elements of a syllabus which provides both efficient and goal-oriented educational experience for learners and teachers. Moreover, they function as a rudimentary frame which helps the whole teaching and learning procedure.
Furthermore, there is a great role of a curriculum in education sphere, besides the quality of curriculum can provide the quality of education. Most universities form their course programs regarding current needs of period. When the transformation happens within a curriculum, it surely influences textbooks, lessons as the application of the program, instructors' lesson plans, grading tools like 'the domino effect'. There are three features, such as the intended, the implemented and the attained curriculum. the former one is often made by curriculum developers, the implemented one is originated by the performance of educators within the classrooms, as well as the last one is accumulated by students. The prime parts of lessons are textbooks, and the basic materials are utilized by instructors to evolve lessons. Thus, many educators depend on textbooks to outline what they are going to educate and their approaches. To this view, theses textbooks designed according to the curriculum must be undeviating regarding aims, content, as well as objectives of a curricula. Provided the effect of textbooks on education, the content of science textbooks needs to show science procedure skills, compared to just demonstrating mix of scientific data.
According to the curriculum, the objectives of instructing and learning procedure, as well as the instructor who oversees knowing the ways of applying the objectives. Thus, any education procedure disregarding the curriculum errors. As Padilla (1990) mentions that there is a possibility to enhance learners' procedure skills while those are a component of the curriculum, so instructors need to organize classroom activities regarding the skills of procedure. Checking out authentic classroom activities gives a total comprehension of the application of educational modification and the possible outcomes of the curriculum. In other words, the instructor is referred as a bridge between intended and implemented curriculum, besides the most important one within communication with learners in educational context. Thus, teacher oversees gaining the common goals and objectives of the curriculum.
ADABIYOTLAR RO'YXATI | СПИСОК ЛИТЕРАТУРЫ | REFERENCES
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the Student Does. Open University Press.
2. Eberly, M. B., Newton, S. E., & Wiggins, R. A. (2001). The syllabus as a tool for
student-centered learning. Journal of General Education, 50(1), 56-74.
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3. Habanek, D. V. (2005). An examination of the integrity of the syllabus. College
Teaching, 53(2), 62-64
4. Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching,
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5. Padilla, R. V. (1990). The unfolding matrix: A technique for qualitative data acquisition
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MUALLIF HAQIDA MA'LUMOT [ИНФОРМAЦ ИЯ ОБ А ВТО Р Е] [AUTHORS INFO]
Solihova Ra'no Qahramon qizi, doktorant, [Солихова Раъно ^храмон кизи,
докторант ], [Ra'no Q. Solihova, doctoral student]; manzil: O'zbekiston, Shahar: Toshkent, Tuman: Uchtepa, Kichik Halqa Yo'li ko'chasi, 21А [адрео: Узбекистан, Город: Ташкент, Район: Учтепа, улица Кичик Халка Ёли, 21А ], [address: Uzbekistan, City: Tashkent, District: Uchtepa, Kichik Halka Yoli street, 21 A] E mail: Ranorachel4@gmail.com
