The education system of Uzbekistan consists of pre-school, general secondary, secondary specialized/vocational, and higher education. It is regulated by the national law on education and aims to develop students' knowledge, skills, and abilities. Higher education includes bachelor's and master's degrees delivered through universities, academies, and institutes. It prepares experts in various fields and grants graduates the right to work in their specialization or continue training.
The education system of Uzbekistan consists of pre-school, general secondary, secondary specialized/vocational, and higher education. It is regulated by the national law on education and aims to develop students' knowledge, skills, and abilities. Higher education includes bachelor's and master's degrees delivered through universities, academies, and institutes. It prepares experts in various fields and grants graduates the right to work in their specialization or continue training.
This document provides an introduction to linguistics, focusing on phonetics and phonology. It defines key terms including:
- Phonetics is the study of speech sounds and their production, including articulatory, acoustic, and auditory phonetics.
- Phonology examines how sounds function and are organized in languages.
- Other terms defined include phoneme, allophone, place and manner of articulation, voiced vs voiceless sounds, syllables, phonotactics, and consonant clusters. Speech organs and their roles in sound production are also discussed.
Tadbir: Alisher Navoiy tavalludi tadbiri senariysiferghanasoft
Quvasoy shahar 8-maktab ona tili va adabiyot fani o'qituvchisi Hilola Soipovaning Mir Alisher Navoiy tavalludining 574 yilligiga bag’ishlab o’tkazilgan tadbir dasturi
This document describes the structure of government in two countries. The British Parliament is divided into the House of Lords and House of Commons. The parliament of Uzbekistan is called the Oliy Majlis and is divided into the Senate and the Legislative Chamber. The document also lists four political parties that exist in Uzbekistan: the Uzbekistan Liberal Democratic Party, Uzbekistan People's Democratic Party, Uzbekistan National Revival Democratic Party, and Justice Social Democratic Party.
This document discusses intonation in English phonetics. It defines intonation as the pitch patterns of spoken English which involve modifications of voice pitch to stress words. Intonation cues listeners to the type of utterance, such as a statement or question, and can indicate mood. It is different from but related to stress. The document covers pitch, tones, the structure of tone units including the nucleus and tail, and the functions of tones and intonation in English.
This document discusses complex word stress in English. It covers several types of complex words formed from affixes or compounds. For words with affixes, the affix may receive primary stress, stress remains on the stem, or stress shifts within the stem. Common suffixes are discussed, some carry their own stress while others do not affect stress placement. Prefixes do not regularly carry or shift stress in predictable ways. Compound words may be stressed on the first or second element depending on the word class. Variable stress can occur in connected speech or between dialects. Word-class pairs with identical spelling but different stress include noun/verb pairs where the verb is stressed on the second syllable and the noun/adjective on the first.
There are several branches of phonetics including articulatory, acoustic, auditory, functional, general, descriptive, historical, special, comparative, practical, and theoretical phonetics. Articulatory phonetics studies how speech sounds are produced. Acoustic phonetics examines the physical properties of sounds. Auditory phonetics investigates how people perceive speech sounds. Functional and comparative phonetics analyze the linguistic and correlational aspects of sounds between languages. Practical phonetics considers how sounds relate to meaning while theoretical phonetics focuses on how phonetic units function in language.
Grammar can be defined as the systematic study and description of language. It involves the study of syntax, morphology, phonology, semantics and pragmatics. Noam Chomsky was one of the most influential linguists of the 20th century who was interested in grammaticality and how humans use a finite set of structures and rules to produce an infinite number of grammatically correct sentences. According to Chomsky, humans are born with an innate language acquisition device and universal grammar that helps children learn the rules of their native language.
This document provides an introduction to linguistics, focusing on phonetics and phonology. It defines key terms including:
- Phonetics is the study of speech sounds and their production, including articulatory, acoustic, and auditory phonetics.
- Phonology examines how sounds function and are organized in languages.
- Other terms defined include phoneme, allophone, place and manner of articulation, voiced vs voiceless sounds, syllables, phonotactics, and consonant clusters. Speech organs and their roles in sound production are also discussed.
Tadbir: Alisher Navoiy tavalludi tadbiri senariysiferghanasoft
Quvasoy shahar 8-maktab ona tili va adabiyot fani o'qituvchisi Hilola Soipovaning Mir Alisher Navoiy tavalludining 574 yilligiga bag’ishlab o’tkazilgan tadbir dasturi
This document describes the structure of government in two countries. The British Parliament is divided into the House of Lords and House of Commons. The parliament of Uzbekistan is called the Oliy Majlis and is divided into the Senate and the Legislative Chamber. The document also lists four political parties that exist in Uzbekistan: the Uzbekistan Liberal Democratic Party, Uzbekistan People's Democratic Party, Uzbekistan National Revival Democratic Party, and Justice Social Democratic Party.
This document discusses intonation in English phonetics. It defines intonation as the pitch patterns of spoken English which involve modifications of voice pitch to stress words. Intonation cues listeners to the type of utterance, such as a statement or question, and can indicate mood. It is different from but related to stress. The document covers pitch, tones, the structure of tone units including the nucleus and tail, and the functions of tones and intonation in English.
This document discusses complex word stress in English. It covers several types of complex words formed from affixes or compounds. For words with affixes, the affix may receive primary stress, stress remains on the stem, or stress shifts within the stem. Common suffixes are discussed, some carry their own stress while others do not affect stress placement. Prefixes do not regularly carry or shift stress in predictable ways. Compound words may be stressed on the first or second element depending on the word class. Variable stress can occur in connected speech or between dialects. Word-class pairs with identical spelling but different stress include noun/verb pairs where the verb is stressed on the second syllable and the noun/adjective on the first.
There are several branches of phonetics including articulatory, acoustic, auditory, functional, general, descriptive, historical, special, comparative, practical, and theoretical phonetics. Articulatory phonetics studies how speech sounds are produced. Acoustic phonetics examines the physical properties of sounds. Auditory phonetics investigates how people perceive speech sounds. Functional and comparative phonetics analyze the linguistic and correlational aspects of sounds between languages. Practical phonetics considers how sounds relate to meaning while theoretical phonetics focuses on how phonetic units function in language.
Grammar can be defined as the systematic study and description of language. It involves the study of syntax, morphology, phonology, semantics and pragmatics. Noam Chomsky was one of the most influential linguists of the 20th century who was interested in grammaticality and how humans use a finite set of structures and rules to produce an infinite number of grammatically correct sentences. According to Chomsky, humans are born with an innate language acquisition device and universal grammar that helps children learn the rules of their native language.
3. REJA:
1. Anomal bolalar toifalari.
2. Anomaliyalarning kelib chiqish sabablari
3. Aqli zaif o’quvchilarga ta’lim – tarbiya
berish va o’rganishning o’ziga xosligi.
4. Bola dunyoga kelgan kunlaridan boshlaboq kuradi, eshitadi, biror
narsa tekkanini, og'riq, issiq. hid va ta'mni xis etadi.
Tevarak atrofdagi borliqni bilish — sezish va idrok qilishdan.
ya'ni voqelikdagi narsa va hodisalarning bola ongida aks etishidan
boshlanadi.
Bolaning idroki hayotining dastlabki yillaridayoq ancha
takomillashadi va ikki yoshida u buyumlarning rangi, shakli, katta-
kichikligiga qarab bir-biridan farq qila boshlaydi, tanish ohangni
ajratadi va hokazo. Unda xilma-xil sensor qobiliyatlar: kurish va
ko'zdan kechirish. tinglash va eshitish. buyumlarni tashqi belgilariga
qarab ajratish, kuzi kurayotgan va eshitayotgan narsaga taqlid
qilish qobiliyati rivojlanib boradi.
5. • Bola turli taassurotlar olib turishi — buyumlarni
kurishi. ushlab bilishi, kattalarning ishlarini kuzatishi,
xilma-xil tovushlarni eshitishi kerak.Bu bolalarning
sensor rivojlanishlari uchuri zarur shartdir. Sensor
qobiliyatlarning uz vaqtida rivojlanishi esa bolalarning
aqliy tarbiyasi uchun zamin yaratadi.
• Diqqat, xotira, intilish, qiziqish va boshqa shu singari
ruhiy jarayonlar bolaning aqliy rivojlanishi uchun katta
ahamiyatga ega.
• Bola nutqining uz vaqtida va tug'ri rivojlanishi aqliy
rivojlanishining asosidir. Nutq ruxiv jarayon: idrok, xotira
va boshqalarning rivojlanishiga, bolalarning faoliyatiga
katta ta'sir kursatadi. Bolalar nutqi rivojlanishga
boshlashi bilan kattalar suzlarining tarbiyaviy vosita
sifatidagi roli ortib boradi.
6. • Bola shaxsining tarkib topishi hayotining birinchi
kunlaridanoq boshlanadi. Bola xar kuni ko'rgan va
eshitganlari asosida borliqqa va tevarak-atrofdagi
kishilarga uz munosabatini bildiradi. kattalarning xatti-
xarakatlari, ishlariga, sodir bo'layotgan voqealarga
bolaning beradigan bahosi, kishilarga bo'lgan
munosabati — bulaming hammasi bola ma'naviy
qiyofasining shakllanishiga ta'sir etadi.
• Bolaning xoh ona qornida, hoh tug'ilganidan keyin
rivojlanib borishi uchun zarur bo'lgan ma'lum shart-
sharoitlarning buzilishi turli xil anomaliyalarga, ya'ni
jismoniy yok: ruxiy nuqson'lar. kamchiliklarga olib
kelishi mumkin.
7. Anomal
bolalarning turli xil
toifalari
Eshitish va
nuqsonlari bor
bolalar
Ruhan sust
rivojlangan bolalar
Og’ir nutqiy nuqsonlari
bor bolalar
Ko’rish nuqsonlari
bor bolalar
Kur-kar-soqov
bolalar
Oligofren (debil,
imbetsil, idiot
bolalar)
Xarakat-tavanch
a'zolarida
kamchiliklari bulgan
bolalar
8. Eshitish va nuqsonlari bor bolalar
Nutq – murakkab ruhiy faoldiyatdir. U ruhiy jarayonlarning
tarkib topishiga va bolaning umuman, barkamol bo’lib o’sishiga
katta ta’sir ko’rsatadi. Nutq eshituv organlari vositasi bilan idrok
etishga asoslangan bo’lib, atrofdagilarga taqlid etish yo’li bilan
rivojlanib boradi. Og’zaki nutqning shakllanishida eshituv
analizatori, nutqni harakatga keltiruvchi analizator eshituv
analizator bilan mahkam bog’langan holda ishlaydi. Eshituv
analizatorining rivojlanishi esa ko’p jihatdan talaffuzga bog’liq.
Bola nutqining o’sib borishi tovushlar talaffuzi, fiziologik va
fonematik eshitishning kamol topib borish darajasi bilangina
xarakterlanib qolmay, balki eng muhimi o’z nutqi va atrofdagilar
nutqidagi so’zlarning tuzilishi, tovush tarkibini farqlay bilish
qobiliyati bilan ham harakterlanadi. So’z tarkibini anglab
olishdan iborat bu qobiliyat grammatik va leksik
komponentlarning rivojlanishida ham muhim ahamiyatga ega.
9.
10. Ko’rish nuqsonlari bor bolalar
Tiflopedagogikada ko’zi ojiz bolalar ko’r va zaif
ko’ruvchi bolalar guruhlariga bo’linadi. Ko’r
bolalarning ko’rish qobiliyati keskin kamaygan (total
ko’rlik) yoki korrektsiya qo’llanilganda (ko’zoynak
tutilganda) ham ko’rish o’tkirligi 0,04 gacha
pasaygan, ya’ni bunday bolalar amalda ko’r bo’ladi.
Zaif ko’ruvchi bolalarda ko’rish o’tkirligi 0,05 dan to
0,04 gacha bo’lishi mumkin. Ushbu gurhdagi bolalar
tevarak – atrofni ko’rish analizatori orqali idrok etadi.
Ko’rishga aloqador nuqsonlar kelib chiqish
sabablariga ko’ra tug’ma va orttirilgan bo’ladi.
Tug’ma nuqsonlar sabablari orasida irsiy kasalliklar,
homilador ayolning toksoplazmoz, qizilcha va boshqa
kasalliklar bilan kasallanishi sabab bo’lishi mumkin.
11.
12. Og’ir nutqiy nuqsonlari bor bolalar
Maxsus yordamga muhtoj anomal bolalarga og’ir nutq
nuqsonlariga ega bo’lgan bolalar ham kiritiladi. Nutq nuqsoni
logopediya fanida muayyan tilning me’yoridan chetga chiqish
deb ta’riflanadi. Nutq nuqsoni o’z – o’zidan barham topmaydi,
balki vaqt o’tgan sari yanada mustahkamlanib, zo’rayib boradi.
Nutq nuqsoni gapiruvchining yoshiga mos kelmaydi. Nutq
nuqsoniga ega bo’lgan kishilar logopedik yordamga muhtoj
bo’ladi. Og’ir nutq nuqsoni kishining nafaqat nutqiga balki,
umumiy rivojlanishiga ham salbiy ta’sir ko’rsatali.
Hozirgi kunda nutq nuqsonlarining turli klassifikatsiyalari
mavjud. Nutq nuqsonlari asosan 3 ta katta guruhga ajratiladi.
Fonetika – fonetik xarakterli nuqsonlar, sistemali nutq
buzilishlari va yozma nutq nuqsonlari. Fonetika – fonematik
nuqsonlarga tovushlar talaffuzidagi nuqsonlar, ovoz nuqsonlari,
nutq sur’ati, tempi, ritmi va ravonligidagi kamchiliklar, nutqni
idrok etishni buzilish oqibatida sodir bo’lgan nuqsonlar kiritiladi.
13.
14. Ruhan sust rivojlangan bolalar
Ulgurmovchi o’quvchilar orasida ruhan
sust rivojlangan bolalar ham uchrab turadi.
Ularning bilish faoliyati markaziy nerv
sistemasidagi modda almashinuvi buzilishidan
kelib chiqqan. Yengil potologik o’zgarishlar
vaqtinchalik buzilgan bo’ladi.
Ruhan sust rivojlangan bolalar maxsus
yordamga muhtoj, ular maxsus muassasalarda
yoki differentsial ta’limga jalb etilishi kerak.
15.
16. Ruhan sust rivojlangan bolalar
aqliy darajasi jihatidan ikki
guruhga bo’linadi.
Yengil nuqsoni bor bolalar bular maxsus sharoitda 1-3 yil
ta’lim – tarbiya olganlaridan
so’ng o’qishni umumta’lim maktabining
tegishli sinfida davom ettirishlari mumkin.
Ruhiy jihatdan rivojlanishida sezilarli darajada
orqada qolgan bolalar – bular o’rta maktabni
bitirgunga qadar maxsus sharoitda
o’qitilishi maqsadga muvofiqdir.
19. • Anomal bolalar soglorn tengdoshlari orasida inklyuziv ta'limda
yoki maxsus ta'lim-tarbiya muassasalarida tarbiyalanishi va
o'qitilishi kerak. Bolaning umumiy rivojlanishiga xar tomonlama
kuchli ta'sir etgan nuqsonlargina uni anomal bola /deb
hisoblashga asos bo'lishi mumkin. Masalan, bolaning faqat
chap qulog'i eshitsa-yu, bu nuqson uning xar tomonlama
rivojlanishiga ta'sir etmaydigan, u umumiy maktab sog'lom
tengdoshlari katori uzlashtiradigan bulsa, u anomal bolalar
toifasiga kirmaydi. Katta yoshdagi kishilarda ma'lum sabablarga
ko'ra paydo bo'lgan nuqsonlar ham ularning umumiy
rivojlanishiga ta'sir etmasa. bu kishini anomal deb hisoblash
mumkin emas.
• Maxsus yordamga muhtoj anomal bolalarning jismoniy ruhiy
rivojlanishida kuzatiladigan og'ir, keskin o'zgarishlar bola
shaxsining tarkib topishiga salbiy ta'sir ko'rsatadi. SHuning
uchun bunday j bolalarni tarbiyalash va ularga ta'lim berish
uchun maxsus sharoit yaratalishi kerak, ya'ni ular maxsus
• bog'cha va maktablarda, maxsus dastur va darsliklar asosida
o'qitilishi va tarbiyalanishi zaair, ular maxsus yordamga muhtoj.
20. Har qanday anomal rivojlanish markaziy yoki periferik new
sistemasidagi organik yoki funktsional o'zgarishlarga
aloqador bo'lishi miimkin.
Bola rivojlanishidagi turli xil kamchiliklar noqulay muhit,
notiig'ri tarbiya, ta'lim natijasida ham paydo bulishi mumkin.
Masalan, noqulay oilaviy sharoit, pedagogik qarovsizlik,
uqituvchining bolaga noto'g'rimunosabati va boshqa kupgina
sabablar bola rivojlanishiga salbiy ta'sir kursatib, lining dastur
materiallarini yaxshi uzlashtira olmasligiga, ulgurmovchi
uquvchilar orasiga qo'shilib qolishiga sabab buladi. SHunday
bulsada. biz bunday bolani anomal bolalar toifasiga
kiritmaymiz, chunki uning rivojlanishidagi kamchiliklar
organizmdagi qanday bulmasin biror organik yoki funktsional
patologik o'zgarishlarga bog'liq bulmay. balki boshqa
sabablardan kelib chiqqan.
21. Tarbiyachi va o’qituvchilar bunday bolalarni anomal bolalardan farqlay
oladigan bo'lishlari kerak.
Kelib chiqish sabablariga ko'ra xar qanday anomal rivojlanish tug'ma
yoki turmushda orttirilgan bo'lishi mumkin.
Tug'ma anomaliyalar Ko'p jihatdan xomilador onaning sog'lig'i va
yashash sharoitiga bog'liq. Ona qornidagi xomilaning rivojlanishiga
infektsiya, intoksikatsiya, shikastlanish va boshqa omillar ta'sir etishi
mumkin. Onaning xomiladorlik davrida turli xil kasalliklar bilan og'rishi,
o'zboshimchalik bilan turli dori darmonlarni bilar-bilmas iste'mol qilishi
bolaning anomal bo'lib tug'ilishiga sabab bo'lishi mumkin.
Tug'ma anomaliyalar genetik. ya'ni irsiy omillar ta'siriga ham bog'liq
bo'lishi mumkin. Masalan eshitish, ko'rish analizatori faoliyatining
buzilishi, aqliy zaifliklming nasldan bolaga o'tishi ham kuzatiladi (Daun
kasalligi. rezus faktorning mos kelmasligi va boshqalar).
Ota-onalarning alkogolizmi. narkomaniyasi. toksikomaniyalari ham
bolaning anomal bo'lib tug'ilishiga olib kelishi mumkin.
22. • Turmushda ortirilgan anomaliyalar bola organizmiga
tug'ilish vaqtida va undan keyingi davrlarda zararli
omillar ta'sir etishi natijasida vujudga keladi. To'g'ruq
vaqtida miva shikastlanishi. bolaning tug'ruq yo'llaridan
uzoq o'tishi, vakuum-ekstraktor yoki ombur solinishi.
bolaning kindigi o'mlib. bo'g'ilib qolishi (asfiksiya) va
boshqalar,ba'zan uning anomal rivojlanishiga olib kelishi
mumkin.
• Bolaning juda yoshligida turli kasalliklar bilan og'rishi,
masalan, meningit, meningoentsefalit, otit, markaziy nerv
sistemasining shikastlanishi va boshqa shu singari
dardlarni boshidan kechirishi ham anomal rivojlanishiga
sabab bo'lishi mumkin.
23. • Mamlakatimizda bolalar anomaliyasining oldini olish
yuzasidan .Ko'pgina choralar ko'rilmoqda. bu sohada
anchagina yutuqlarga ham erishildi. O'zbekistonda aholini
davolash- profilaktikasi kengaygani hamda meditsina
sohasidagi katta yutuqlar munosabati bilan anomal bolalar
soni nisbatan kamaydi. Bolalaming chechak. o'lat. tif. vabo,
traxoma, qizamiq va bolalarga xos boshqa yuqumli
kasalliklar orqasida anomal bo'lib qolish hodisalari uchrab
turadi. Irsiy omillar hamda intoksikatsiya va organizm
shakllanayotgan paytda bosh miya, analizatorlarning
zararlanishiga olib boradigan boshqa sabablar tufayli
bolaning anomal bo'lib qolish hollari hali ham uchrab
turadi.
26. Aqli zaiflikni keltirib chiqaradigan sabab – oqibat
xususiyatlari endogen xususiyatlarga ega. Aqli
zaiflikning mohiyatini nuqsonining moddiy asosi bilan
bog’liq bo’lib, bosh miyaning organik buzilishini
ko’rsatadi. Boshqacha qilib aytganda, aqli zaiflikning
moddiy sifati kasallangan bosh miya e’tirof etiladi. Bu
kasallik sabab – oqibati natijasida bolaning bilish
faoliyatlari keng ma’noda buzilib, aqliy rivojlanish
tezligi, samaradorligi pasayadi. Bosh miya kasalliklarini
kelib chiqishiga ko’ra endogen va ekzogen sabablarga
bo’lishimiz mumkin. Aqli zaiflikni keltirib chiqaruvchi
sabablar turli ilmiy, uslubiy, psixologo – pedagogik va
tibbiy adabiyotlarda turlicha bayon etiladi. Bu
sabablarni qisqacha quyidagicha tarzda ifodalashimiz
mumkin.
27.
28. Hozirgi zamon deffektologiyasi korrektsion ta’lim – tarbiya
ta’siri ostida ayrim nuqsonlar to’g’rilansa, ayrimini yumshatish,
ayrimlarini esa kompensatsiya qilishga erishishga muvaffaq
bo’lmoqda. Bu borada mamlakatimizda bir qancha ilmiy metodik
ishlar mavjud bo’lib, ular amaliyotda tasdiqlangan. Ishonchli
g’oyalar nuqsonli bolalarga ta’lim – tarbiya berishning
mohiyatini belgilovchi nazariy ish metodologik asosini
belgilaydi. Buning hammasiga ko’pincha aqli zaif bola xulq –
atvor normasini buzilishiga, axloqiy nojo’ya qiliqlarga olib
keladi.
Bu qiyinchiliklar bartaraf qilinmaydi deb o’ylash noto’g’ri.
Albatta, ular aqli zaif bola yordamchi maktabni tugutgandan
keyin ham qisman qoladi. Biroq, ta’lim jarayonida aqli zaif
bolaning tafakkuri, nutqi, qiziqishlari va bilish qobiliyatlarining
rivojlanishi bilan bog’liq holda u axloqiy ham rivojlanib boradi.
Yordamchi maktabda o’qishni tugutish arafasida bola hayotda o’z
o’rnini tushunib yetadi, kollektivda asosiy xulq – atvor normasini
o’zlashtiradi. SHu vaqtda mehnatga to’g’ri munosabat ham
vujudga keladi.
29. Aqli zaif bolada dinamika stereotipi (harakatlar, fikrlarning
o’zgarmasdan takrorlanishi, bir marta o’zlashtirib olingan fikrdan
boshqa fikrga o’tishning qiyinligi) hosil qilish va o’zgartirish
qiyin, bu hol miya qobig’idagi nerv jarayonlarining etarli
darajada harakatchan emasligidan dalolat beradi. aqli zaif bolani
stereotip xulq – atvorini yo’qotish bilan bog’langan
qiyinchiliklar, ular ko’pincha muayyan vaziyatda mos kelmaydi,
shu bilan tushuntiriladi. Maktabni yordamisiz bola muhitni salbiy
ta’sirini bosib o’ta olmaydi, ko’pincha buning o’rniga unga
moslashadi. SHuning uchun maktab ta’limi, estetik tarbiya
vositalari, bolaning maktab jamoat tashkilotlaridagi ishi va
hakozolardan foydalanib, yordamchi maktab o’quvchisi
xarakterini vujudga keltirishga katta ahamiyat berilishi kerak.
Shunday qilib, aqli zaif bolani ular shaxsni o’ziga xos
xususiyatlari bilan tushuntiriladigan qiyinchiliklar uchraydi. Bu
qiyinchiliklar burmuncha yo’qotilishi mumkin. U yoki bu
kamchiliklarni bartaraf qilish bilan bir qatorda bolaning ijobiy
axloqiy tajriba va ijobiy axloqiy xususiyatlarini vujudga keltirish
lozim.
30. FOYDALANILGAN ADABIYoTLAR
RO’YXATI
1. O’zbekiston Respublikasining “Ta’lim
to’g’risida”gi Qonuni. Toshkent, 1997.
2. O’zbekistonda “Kadrlar tayyorlash milliy
dasturi” T., 1997.
3. “Pedagogika”. M.X.To’xtaxo’jaeva,
S.Ashirboev, J.Hasanboev, S.Nishonova,
S.Madiyarova, A.Qoldibekova,
M.Usmonboeva, N.Nishonova