Yangi O'zbekiston qanotlari, 2-son

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana 1

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Subhidam yig‘ilishlarida. About Morning Meetings. Kun boshida Maktabning MMIBDO‘ M.X.Odilxujayeva, YI yetakchisi O.Xotamova, maktab psixologi D.Azimova, navbatchi tarbiyachi- pedagoglar va 144 nafar o‘quvchi yoshlar ishtirokida har kuni 8:00 dan 8:25 ga qadar subhidam yig‘ìlishi tashkillandi. Jumladan sevimli shoirimiz Anvar Obidjon tavalludining 75 yilligi munosabati bilan ma'naviy-maʼrifiy tadbir tashkillandi. Tadbirda ijodiy-madaniy ishlar targ'ibotchisi K.Nadyojkina tomonidan Anvar Obidjon hayoti va ijodi haqida o‘quvchilarga ma'lumotlar berildi. Shoir qalamiga mansub sheʼrlar o‘qib eshittirildi. Ona tili va adabiyot fani o‘qituvchisi A.Komilova tomonidan 5-\"Blue\" sinfi o‘quvchilari ishtirokida \"Dahshatli Meshpolvon\" asaridan kichik sahna namoyish etildi. \"Dahshatli Meshpolvon\" filmidan lavha namoyish etildi. Sahnalashtirish davomida o‘quvchi yoshlar bo‘sh vaqtlarining mazmunli tashkillanishi bilan bir qatorda asar muallifi va syujeti haqida to‘liq ma’lumotlarga ega bo‘ldilar. Deputy Director for Spiritual and Educational Works M.Odilkhujayeva , Youth leader O.Khatamova, school psychologist D.Azimova, with the participation of all educators and schoolchildren, organize a morning meeting every day from 8:00 to 8:25. What should be highlighted is that a spiritual and educational event was organized on the 75th anniversary of the birth of our beloved poet Anvar Obidjon. At the event, the promoter of creative and cultural work K.Nadyojkina, informed pupils about life and creativity of Anvar Obidjon 2

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Poems belonging to the poet's pen were read and heard. Teacher of Mother tongue and Literature A.Komilova organized a small role- play according to the work \"Dakhshatli Meshpolvon\" with the participation of 5-Blue students. A plate from the movie\" Dakhshatli Meshpolvon \" was shown. During the staging, the audience got acknowledged of thorough data on the author’ life and plot of the work, as well as pupils’ time was spent in meaningful manner Xotira maydonida. In the “Memorial Square”. 2022 yi 9-yanvar kuni Farg'ona shahridagi Prezident maktabi o'quvchilari Vatanparvarlik oyligi doirasida Farg'ona shahrida joylashgan Xotira maydoniga sayohatga olib borildilar. U yerda Vatan ozodligi yo'lida qurbon bo'lgan ajdodlar tarixi bilan tanishdilar. Shahid bo‘lgan askarlar ism familiyalari yozilgan yodgorlik kitobini tomosha qildilar. Ochiq osmon ostidagi \"Harbiy texnikalar muzeyi\"dagi tank, samolyot, vertalyot kabi texnikalarni tomosha qildilar. Shuningdek o'quvchilarga o'sha yerning o'zida O'zbekiston Respublikasi Milliy gvardiyasi Farg'ona viloyat boshqarmasi tomonidan kamondan o'q otish sport turidan mahorat darsi tashkillandi. Mahorat darsi xotira maydonida tashkil etilganligi o‘quvchilarda vatanparvarlik va mas’uliyat tuyg‘ularini yanada oshirdi. 3

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana On January 9, 2022, pupils of the Presidential school in Fergana were taken on a trip to the “Memorial Square” in Fergana linked to the month of “Patriotism”. There they got acquainted with the history of ancestors who sacrificed their lives for the freedom of Motherland, looked through the Memorial book with the names of soldiers who were martyred. They watched such inventions as tanks, aircraft, helicopters in the \"Museum of military equipment\" under the open sky. In addition, the Fergana Regional Department of the National Guard of the Republic of Uzbekistan organized a master class of the bow throw sport in the same place. The fact that the master class was organized in the memorial area further increased the feelings of patriotism and responsibility in pupils Ma’naviyat va ma’rifat soatlari. Hours of spirituality and enlightenment. In January, the ” Hours of spirituality and enlightenment \" were conducted in a traditional way on January 7th and online on January 14th, 21st and 27th. During those hours of spirituality and enlightenment, all classes covered the topic of \"Patriotism\" within the framework of “January 14-day of the Motherland defenders”. In particular, various topics were presented to pupils: in 5th grades \"Sobriety-the guarantee of peace and tranquility”, in 6th grades “The homeland of the brave guards”, in 7th grades “The day of The Defenders of Motherland, January 14”, in 8th grades “All are responsible for peace”, in 9th grades “The socio-psychological characteristics of reproductive health” Yanvar oyida “Ma’naviyat va ma’rifat soatlari” bir marotaba 7-yanvar kuni offline tarzida 14, 21 va 27-yanvar kunlari online tarzida olib borildi. Ma’naviyat va ma’rifat soatlarida barcha sinflarda “14- yanvar – Vatan himoyachilari kuni” doirasida barcha sinflarda Vatanparvarlik mavzulari o‘tildi. 4

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Hususan 5-sinflarda “Hushyorlik - Tinchlik va osoyishtaligimiz garovi”, 6- sinflarda “Mardlar qo‘riqlaydi vatanni”, 7-sinflarda “14- yanvar Vatan himoyachilari kuni”, 8-sinflarda “Tinchlik uchun barcha mas’ul”, 9-sinflarda “Reproduktiv salomatlikning ijtimoiy - psixologik xususiyatlari” sinf rahbarlari tomonidan mavzuga doir roliklar, rasmlar va savol-javoblar asosida olib borildi. \"Shunqorlar” sport musobaqalari. Sports competitions” Activists\". Joriy yilning 7 yanvar kuni Farg‘ona shahridagi Prеzidеnt maktabi o‘quvchilari orasida “14- yanvar - Vatan himoyachilar kuni”ga bag‘ishlangan harbiy sport musobaqasi bo‘lib o‘tdi. Harbiy sport musobaqalarini tashkillashtirishdan maqsad yoshlarni Milliy armiyamizga jismonan baquvvat va ma’nan yеtuk yoshlar zarurligi, harbiy xizmat har bir O’zbеkiston fuqorosi uchun muqqadas burch ekani haqidagi tushunchani hamda bu boradagi amaliy ko‘nikmalarini mustahkamlash, milliy g‘oya va vatanga sadoqat ruhida tarbiyalash, ularning qalbi va ongiga vatan himoyasi sharafli va muqaddas burch ekanligini chuqur singdirish maqsadi qo‘yilgan. On January 7, this year, there was a military sports competition dedicated to the “14th of January - Vatan defender's day” among the pupils of the Presidential school in Fergana, The purpose of the organization of military sports competitions was to strengthen the youth's understanding of the necessity of energetic and spiritually mature youth in the National Army, the idea that military service is an indispensable duty for every citizen of Uzbekistan, to educate in the spirit of national idea and loyalty to the Motherland. 5

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Musobaqa quydagi turlar bo‘yicha o‘tkazildi 100 mеtr masofaga tеz yugurish, arqon tortish, shaxmat, stol tеnnisi, suzish, armrеstling va odjimaniya turlari bo‘yicha bo‘lib o‘tdi. Competitions were organized including various sports types, such as running, chess, armwrestling, table tennis, swimming and push-ups. Musobaqada maktabning 8-,9,-10 sinflari bеllashdilar musobaqa davomida o‘quvchilar murosasiz kurashlar kirishib kеtdilar va o‘quvchilar orasida sog‘lom raqobat muxiti vujudga kеldi. During the competition,the 8, 9 and 10 graders of the school competed with one another. During the competition the pupils did uncompromising fights and a healthy competitive atmosphere arose among the students. 6

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana “Ipaklari tillo do‘ppim” O‘quvchi yoshlarni milliy qadryatlarimizga, urf – odatlarimizga hurmat ruhida tarbiyalash maqsadida Maktabning Telegram ijtimoiy tarmog‘idagi rasmiy kanalida 26-28-yanvar kunlarida “Ipaklari tillo do‘ppim” shiori ostida selfi taym chellenji tashkillandi. Selfy – time challenge was organized on 26- 28 January in order to educate the students in the spirit of respect for our national values and traditions and posted on the official channel of the school in Telegram under the slogan “Ipaklari tillo doppim\" Chellenjda maktab pedagogik jamoasining faol ayollari, faol o‘quvchi qizlar va Erkin Vohidov maktabining Fotima , Zuhra ismli o‘quvchilari qatnashdilar. Active women of the pedagogical community of the school, active schoolgirls and pupils of the School of Erkin Vohidov- Fatima amd Zuhra also took part in challenge. Barcha faol o‘quvchilarning eng sara fotosuratlari maktabning Telegram ijtimoiy tarmog‘idagi rasmiy sahifasida e’lon qilindi. The most popular photos of all active pupils were posted on the official page of the school in Telegram. 7

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Adabiyot_fanidan_ta’til_topshirig‘i Assignment_on_literature_during_vacation MMIBDO‘ M.X.Odilxujayeva, ona tili va Adabiyot fani o‘qituvchilari N.Ergasheva, A.Komilova tomonidan maktabning Telegram ijtimoiy tarmog‘idagi rasmiy sahifasiga O‘quvchilar tomonidan asarni o‘qish davomida iqtibosga teng jumlalar joylab borildi. Deputy director for spiritual and educational work M.X.Odilkhujayeva, teachers of Mother language and literature N.Ergasheva, A. Komilova decided to help pupils spend their time both entertaining and beneficially. The task was to write down some aphorisms from the piece of work they have read. Further, the best ones were posted on the official page of the school in Telegram. #Adabiyot_fanidan_ta’til_topshirig‘i #Assignment_on_literature_during_vacation 6-“ BLUE” sinf o‘quvchisi Mirzaqahhorov Javohirbek ������Tog'ay Murodning “Yulduzlar mangu yonadi” qissasidan ta’sirlanib: ������Vaqt, vaqt! Shafqatsiz vaqt har davrning o'z zo'rlarini yaratadi! Inson buni xohlaydimi-yo'qmi, vaqt uchun baribir --- yarata beradi! ������Yurak yo'q! To'rt mucha bor! Kuch-quvvat bor! Yurak yo'q! Ko'krakda jon bor! Yurak yo'q, yurak ... Farzandlar hayotga beparvo qaraydi. Musibat bilan xursandchilik farqiga bormaydi. ������Farzandlar o'zlari minayotgan mashinaga o'xshaydi! Odam kim, mashina kim, bilib bo'lmay qolyapti... 6 - ” BLUE \" , Mirzaqahhorov Javohirbek ������Impressed by the story of Tağay Murad “The Stars will shine forever\": ������Time, time! Cruel time creates its own strengths of every era! Whether a person wants it or not, for time will create --- anyway! ������No heart! There are four Mocha! There is strength! No heart! There is a soul in the chest! No heart, no heart ... Children look at life with indifference. With adversity, Joy does not differ. 8

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana #Adabiyot_fanidan ta'til topshirig'I #Assignment_on_literature_during_vacation 9-\"Green\" sinfi Tohirova Gullolaxon ������O'tkir Hoshimovning \"Ikki eshik orasi\" romanidan ������Odamzodning qonida g'alati adolatsizliklar bo'ladi. Begonalardagi o'zgarishlarni darrov sezasiz-u, yaqin odamingizga e'tibor bermaysiz. Xuddi ota-onangizni birova sizga bog'lab qo'ygandek. Go'yo ular siz uchun abadiy yashashi shartdek. ������ 9-“Green” Vahobjonov Humoyun Voy azamat-ey! Bir kun umr ko‘radimi, bir soatmi, baribir. Kurashadi, olishadi, yashaydi. Balki hayotning ma‘nisiyam shudir o‘zi! Tirikmisan: kurashasan. Yo yengasan, yo yengilasan. Qiziq, nega endi yengilish uchun kurashish kerak! Cho‘qqiga chiqayotgan odam yiqilishni niyat qilmaydi-ku! Kurashdingmi yengishing shart! 9-\" Green \" , Tohirova Gullolakhon ������From the novel \"Between Two Doors\" by Utkir Hoshimov ������There will be strange injustices in the blood of mankind. You immediately notice changes in strangers-he, you do not pay attention to a close person. As if your parents are tied to you birova. The fur is as if they will live forever for you. ������ 9 - ” Green\" , Vahobjonov Humoyun Wow majesty-O! Whether a day lives, an hour, all the same. Will fight, get, live. Maybe that's the meaning of life itself! Are you alive: you struggle. You are either light-hearted or light-hearted. I wonder why now it is necessary to fight to overcome! The person who goes to the peak does not intend to fall! Do you have to overcome the struggle! 9

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana #Adabiyot_fanidan_ta’til_topshirig‘i Mehmet Olaqosh \"Peshonamdagi nur\" 10- “Green” Hamidullayeva Farzona 1. Olgan har bir nafasimiz bilan bir quloch otayotgan, otgan har qulochimiz bilan qirg'oqqa, aniqrogʻi, tuproqqa, yanada aniqrogʻi, qabrga yaqinlashayotgandekmiz. 2. Bugun dunyoda to'rt muchasi sogʻ holatda nafas olayotgan milliardlarcha inson bor. Menga ayting- chi, qaysi birining olgan nafasi qaysi davlatdan qadrli?! 3. Vaqtni qiymatli yoki beqadr qiladigan narsa bu o'sha vaqtning qanday o'tkazilishidir, uni sarflash shaklidir. Ya'ni vaqt - umr qanday va nima amallar bilan o'tkazilganiga koʻra baholanadi. 4. Xulosa shuki, davlatga sohib bo'lishdan ham muhim, eng qadrli boʻlgan nafas mol-dunyodan koʻra qadrli bir g'oya, yanada qadrlirog'i esa maqsad sari berilgan so'nggi nafasdir. 5. Har qanday bir narsaga badal qilib bergan vaqtimiz biz uchun o'sha narsadan koʻra qimmatliroq emas. Chunki haqiqatan qadrli bo'lganida biz bu oldi-sotdiga rozi bo'lmagan bo'lardik. Mehmet Alaqos \"Light on my forehead\" 10 - ” Green \" , Hamidullaeva Farzona 1. With each breath we take we are approaching the shore, more precisely, the soil, more precisely, the grave, with each earring we throw a lock. 2. Today there are billions of people in the world breathing in four very healthy States. Tell me, from what state is the breath of which one?! 3. What makes time worth or incomparable is how that time is transferred, it is a form of expenditure. That is, time - life is assessed according to how and by what actions it is conducted. 4. Summary: more important than having a state, the most valuable breath is an idea that is more valuable than the goods world, and more valuable is the last breath that is given towards the goal. 5. The time we pay for anything is not more valuable for us than that. Because when it was really worth it, we would not have agreed to this purchase or sale. 10

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Robototexnika\\ Robotiks O‘quvchilarimiz robototexnika darslariga qizg‘in kirishmoqdalar. Ushbu yoshlar ichidan bo‘lajak ixtirochilarni ko‘ryapsizmi? Bu o‘quvchilarning har biri jamiyatimiz uchun foydali, sun'iy intellektga asoslangan robotlar tayyolashga ahd qilishgan! Bu ezgu maqsadlar yo‘lida o‘quvchilarimizga omadlar hamda o‘qib izlanishdan to‘xtamasliklarini tilab qolamiz! Our pupils have an intense interest in robotics lessons. Do you see future inventors within these young people? Each of these students has made a vow to craft robots that will be useful to our society, based on artificial intelligence! We wish our pupils good luck in this noble goal and not stopping studying hard! 11

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Tibbiy ko‘rik! Medical check! O'quvchilar va ularning ota-onalariga qulaylik yaratish maqsadida 4-yanvar kuni maktab direktori Hasanxon Husanov tomonidan maktabning o'zida oquvchilardan \"Covid-19 \"ga test olinishi jarayoni tashkillandi. In order to create convenience both for pupils and their parents, on January 4, the Director of the school Hasankhan Husanov organized the process of taking tests from the school itself on \"Covid-19 \"among schoolchildren.

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Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Muzeyga tashrif! Farg'ona shahridagi Prezident maktabining 5-sinf o‘quvchilari Farg'ona viloyati tarixi va madaniyati davlat muzeyiga sayohatga olib borildilar. In order to create convenience both for pupils and their parents, on January 4, the Director of the school Hasankhan Husanov organized the process of taking tests from the school itself on \"Covid-19 \"among schoolchildren. O‘quvchi - yoshlar muzeyda viloyatimiz tarixi, madaniy hayoti, tabiati va o'simliklar olami haqida qimmatli ma'lumotlarga ega bo‘ldilar. Pupilswere able to get to know the valuable information about the history, cultural life, nature and world of plants of our region. Mazmunli va foydali ekskursiya tashkillab berganlari uchun Farg'ona shahridagi Prezident maktabi muzey ma'muriyatiga o'z minnatdorchiligini bildiradi. The Presidential school in Fergana expresses its gratitude to the administration of the museum for organizing a meaningful and useful excursion. 13

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Mahorat darsi! Master class! Farg'ona shahridagi Prezident maktabida O'zbekiston Respublikasi Milliy gvardiyasi Farg'ona viloyat boshqarmasi tomonidan sportning kamondan o'q otish turi bo'yicha musobaqa tashkillandi. Musobaqada g'olib bo'lgan o'quvchilar munosib taqdirlandilar. Tashkillangan mahurat darsi o‘quvchilarimizda motivatsiya bеrdi, natijada kamondan o‘q otish sportiga bo‘lgan qiziqishlari yanada ortib bormoqda. The Fergana Regional Department of the National Guard of the Republic of Uzbekistan organized a competition on such sports type as \"Bow shooting\" at Presidential school in Fergana, Pupils who won the competition were awarded with a worthy prizes. The organized master class gave motivation to our pupils, as a result of which their interest in shooting from bow has been increased. 14

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Dolzarb! Actual! Davlatimiz rahbari ixtisoslashgan maktablar faoliyatini tubdan takomillashtirish bo‘yicha ustuvor vazifalarni belgilab berdi. Jumladan, bunday maktablarda: - o‘quvchilar xalqaro ta'lim dasturlari asosida zamonaviy o‘quv darsliklari bilan ta'minlanadi; - 9-sinfga kelib o‘quvchilar kamida 1 ta xorijiy til bo‘yicha milliy va xalqaro sertifikat olishlari ta'minlanadi; - yuqori sinf o‘quvchilarining bevosita korxonalarda amaliyot o‘tashi tizimi joriy qilinadi; - maktablarga ixtisosligidan kelib chiqib Fanlar Akademiyasi ilmiy-tadqiqot institutlari va oliygohlarning kafedralari biriktiriladi. \"Umuman, ixtisoslashgan maktablar ta'lim, ilm va amaliyotni o‘ziga qamrab olgan yagona klaster doirasida faoliyat yuritishi kerak\", dedi Prezident. Prezident tomonidan o‘tkazilgan videoselektr to‘liqligicha maktabning Telegram ijtimoiy tarmog‘idagi guruhida yoritildi. The Head of our state determined the priority tasks for the radical improvement of the activities of specialized schools. In particular, in such schools: 15

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana - pupils are going to be provided with modern textbooks on the basis of international educational programs; - by the 9th grade pupils are going to obtain at least 1 national and international certificate on foreign language; - the system of internship of senior students directly at Enterprises is planned to be introduced; - the schools are to be attached to scientific-research institutes and centers of the Academy of Sciences, depending on their specialty. \"In general, specialized schools should operate within a single cluster, which includes education, science and practice,\" the President said. The video selector, conducted by the President, was fully illuminated in the school's Telegram social network group. Onlayn darslar! Online lessons! Farg'ona shahridagi Prezident maktabi o'quvchilarining onlayn dars jarayonlaridan fotolavha. Photo shoot from online lesson processes of students of the Presidential school in Fergana. Farzandining ta'lim-tarbiyasi uchun, kelajagi uchun befarq bo'lmagan, bilim olishi uchun barcha sharoitlarni yaratib berayotgan ota-onalarga minnatdorchilik bildiramiz! We express our gratitude to parents who are not indifferent to the education of their child, for their future, creating all conditions for the acquisition of knowledge! 16

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Bugun kitob o'qigan, ta'lim olgan o'quvchi ertaga o'yin o'ynab yurgan bolalarni boshqaradi! A reader who has read a book today, receives an education allowing to lead children who play games today! O'quvchilarning bo'sh vaqtlarini mazmunli tashkil etish maqsadida tashkil etilgan Milana Ablyazizova rahbarligidagi \"Raqs\" to'garagining jajji qatnashchilari onlayn tarzida mashg'ulotlarga qatnashmoqdalar. Participants of the \"Dance\" enrichment pragram under the leadership of Milana Ablyazizova, organized for the purpose of meaningful organization of leisure time of pupils 17

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana G'azalxonlik daqiqasi. Gazelle time! Farg'ona shahridagi Prezident maktabida \"Coffee break \" vaqtida \"G'azalxonlik daqiqasi\" tashkillandi. At the Presidential school in Fergana, a \"Gazelle minute\" was organized during the Coffee break. \"G'azalxonlik daqiqasi\" o'qituvchilar va tarbiyachi - pedagoglar orasida buyuk siymolarimizga, milliy qadriyatlarimizga, mehr-muhabbat, faxr-u iftixor tuyg'ularini yanada oshirish, hamkasblar orasida o'zaro hurmat va oqibatni mustahkamlash maqsadida haftada bir marotaba tashkillanadi. \"Gazelle Minasi\" is organized once a week among teachers and educators with the aim of increasing respect for our great ancestors, national values, affection, pride, strengthening mutual respect among colleagues. G'azalxonlik ma'naviy daqiqasida o'qituvchilar yod olgan g'azallarini ifodali ijro etadilar. Bir birlari bilan “Bayt-ul-bayt” musobaqasini o‘kazadilar. Natijada onlayn darslardan bir oz charchagan ustoz- murabbiylar madaniy hordiq oladilar. In the spiritual moment of the reading Gazelles, teachers perform expressive gazelles, which they have learnt. In groups, they die the competition ” Beyt-ul-Beyt\". As a result, teachers who are a little tired of online lessons get a cultural pastime. 18

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Teaching history by new approaches, experiences and methods. Isamuddinov Akmal One of the originalities of the educational system (school, college / high school) is the place of history, taught from elementary school to baccalaureate, where it is examined. In many countries, its teaching is compulsory only at the level of the average school, history becoming optional in later studies. This peculiarity is deeply rooted, judging by the wave of protests against the weakening of historical teaching in the early years of 1991 and the recent passing of two \"memorial\" laws prescribing the teaching of facts from the past to make known to younger generations. Even if the provision in this sense of the second of these two laws was finally reported, its inscription in the text of the law as it was voted testifies to the hopes placed in Uzbekistan in the knowledge of history, and by in his teaching, to shape the conceptions of future citizens. This award to history - at least by certain sectors of society - is reflected in the great attention paid to its programs, whereas its methods have not been the subject of such investment. Everything then happens as if there were and there could be only one way of teaching it, as if this school discipline was itself without history beyond that of its contents. The ambition of this issue is to show that it is not so. The teaching of history has always been aimed at increasing the sense of national identity among young people. History is often instrumentalized by politics, as recent controversies attest, and through the learning of this discipline, students must be able to learn to unravel the true from the false, to acquire a critical look. History is also the teaching of time. Young people have difficulties to be in time, they live in an eternal present. They forget very quickly what happened

yesterday, which causes difficulties in situating themselves in society. And who 19

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana says forget the past, says it has difficulties in conceiving the future, the difficulty to project. The teaching of history is there to show that we can change things, that others have faced serious crises before us and that the questions that feed some debates today (integration of people of foreign origin into a society, changes in ways of working, tensions between cultures, etc.) are not altogether new, that answers have already been made at other times. Finally, history is a discipline that has its own tools for research and analysis. These are very useful in our digital society, which force the user to sort through the information that comes to him via the Internet. Identify the author of an information, verify the information, cross the sources learned, especially through the learning of history. Teaching history to high school students with learning difficulties or learning disabilities can be complex because of content requirements that involve multiple skills: • an important capacity for memorizing and recalling information, • the use of an abundant specific vocabulary, • the use of underlying conceptual concepts and structures, • the use of many texts to learn and build new knowledge (hence the obligation to read), • the use of conferences that are faster than the usual courses and • the use of the most complex and specific comprehension strategies. In the following section, we will discuss four pedagogical situations (1- concepts teaching, 2- project-based inquiry, 3- questions to the author of the text, and 4- historical reasoning) specific to the teaching of the subject. history that can help improve the knowledge and understanding of students with learning difficulties or disabilities. These pedagogical situations are relevant considering that they propose a structured, step-by-step approach, thus facilitating the understanding of students with difficulties. Teaching concepts: It is possible to improve the understanding of concepts by integrating the following elements: • identification of clear learning objectives, • systematic revision of the contents, • integrated issues throughout education and 20

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana • added a guide for taking notes. Moreover, by organizing the information to be taught according to general themes and highlighting the conceptual links between the different pieces of information, the conceptual coherence of history teaching is improved. In connection with this reorganization of the content of texts to be read, the authors also suggest that students would learn more about a text by: • Emphasizing the meaning of key ideas, • clarifying causal relationships, • explicitly drawing attention to the interconnectedness of ideas and • offering sufficient explanations to counter the limits of a lack of prior knowledge (Beck, McKeown, Sinatra and Loxterman, 1991, Graves, Slater, Roen, Redd-Boyd, Duin, Furniss et al., 1988, Voss and Silfies, 1996). As for class practices, their reconstitution, while of course requiring knowledge of the programs and instructions, requires cross-references from various sources, teachers' files, administrative and pedagogical reports, notebooks and student testimonials, on the \"lessons\" of history in high school36, which illuminates several causes of the preponderance of the magisterial teaching in this discipline during the inter-war period: the price granted to the oratorical performances by the general inspection and the administration of the high schools, the distrust to with regard to \"pedagogy\", considered to be primary, among professors wishing to maintain a sense of belonging to an elite teaching, the sclerosis of aggregation boards after the First World War. Such research shows the complexity of the institution that is historical teaching, too often considered solely from the point of view of its management by the programs, by revealing the role of its actors in the field, teachers and teachers, and also of its management, formed by the administrators and the inspectors. The list of questions to ask in the history of history teaching is not closed. We will present here the articles in this issue that clear new avenues of exploration. In short, teaching history to students with learning disabilities is based on teaching practices that take into account explicit teaching, clear concepts, guided reflections, and high-level questions. On the other hand, elements such as active student engagement, use of graphics, note taking, student interaction, and metacognitive strategies also help to foster understanding of story concepts. 21

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Motivating and Raising the Learners' interest through Assessment Usmonova Umidakhon Shavkatovna the Teacher of Global Perspective. The result of learning is measured by assessment. According to Education Reform (2015) assessment is a tool that is used for evaluating and measuring learning progress, skill acquisition, or educational needs of students by educators or by teaching staff. Nevertheless, the origin of the word “assess” has another meaning, from the Latin verb ‘assidere’ which means ‘to sit with’. In the light of that meaning, we can think, assessment is the ongoing process of gathering, analyzing, and reflecting on evidence to make informed and consistent judgments to improve future student learning. In general, assessment is a big concept, and assessing young minds is one challenging part of this process. It is assumed that tests can measure the skills pupils gained. However, The English achievement tests at school do not seem to function in that way (Jeon, 2012). Marcy Guddemi and Betsy J. Case (2004) think that one reason it is challenging is that, YL (Young Learners) learn by manipulating the objects, they must touch to learn and need various ways of environments. Marcy Guddemi and Betsy J. Case (2004) maintain that learners should be assessed in the same way they learn. The above-given evidence shows that using proper evaluation of young learner’s acquisition is not a problem only in Uzbekistan but in other countries’ teaching systems it also exists. In Uzbekistan, for assessing learners in secondary schools teachers use multiple choices testing, spelling dictations as well as writing assignment that includes small sentences and given vocabulary, even the teachers can use other assessment types for making assessment productive. But I think there are several factors which are not primarily linked with teachers. For instance, teaching English from an early age is almost a decade-year-old project in Uzbekistan and teachers are not aware of innovative methods of assessment, the other reason is that educators need more 22

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana practice with the suggested theory of effective assessment types. Finally, foreign languages were not taught in primary classes, as well as the English language was taught from the 5th grade till 2013. As a teacher of English with 16 years of practice, I think that an effective language assessment for primary classes should be verbal, without stress, motivational, and useful in informing the teacher about learners' weak points. Many possible solutions exist to accomplish this. Wikipedia (2016) divides assessment into three types: While diagnostic assessment is purposed to identify students’ knowledge about the topic, formative assessment is used for assessing students’ knowledge and skills including gaps in their knowledge. Summative assessment, meanwhile, is used for determining the level and achievement of the student, which is made at the end of the unit of learning and it includes a mark or grade, which is expected against an expected standard. Teachers in Uzbekistan mostly use summative assessment in secondary classes and assume that this is an appropriate type of assessment (e.g., multiple choices testing, spelling dictation, and writing assessment) but there comes to be some evidence that it is unsuitable for learners because it may not be the best evaluation style for them. Accordingly, to the given evidence, many types of alternative assessment can be used for young minds; not only for assessing them but for encouraging and motivating further their English language learning. For instance: Presentations/demonstrations. This activity allows a teacher to observe students performing the skills they are taught and this type of alternative assessment is fair, as are choral performances (Job, 2016). The teacher asks students to design animals based on the topic he has provided. The pupil may include every learned vocabulary in his presentation. TimeLine Students create a class timeline as they study different eras. Post the master timeline up in the classroom and add as new eras are learned. Museum Exhibit 23

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana Students each create a museum “artifact” and set them up in the classroom as a museum, where they will stand next to their artifact to explain and answer questions from visitors. As a teacher, you may invite other classes or parents to come to do a walkthrough of your museum. Radio Show Pupils create a radio program that is set at the same time as the book. They give learned questions in the show. Recipe Students make a recipe (or just the instructions) for something that a character in the story might make. Alternative types of assessment focus on what students can do without emphasizing their weaknesses, especially in test-taking skills, and they are not graded like standardized tests are. Rather than counting the number of right and wrong responses, these assessments give a holistic picture of a student’s abilities and highlight where further improvement is needed. They give the student a chance to demonstrate the depth and scope of learning without being limited to narrow questions or make-or-break tests. Often, alternative assessments are utilized for students with learning disabilities who have difficulties performing on standardized tests (Job, 2016). On the one hand, using alternative types of assessment is a positive way of evaluating their learning process, on the other hand, it is an obligation for teachers and it may be a complicated procedure in assessing young learners. ‘When evaluating an alternative assessment, educators need methods to assess fairly and objectively (Job, 2016)’. So, alternative types of assessment need a fair and objective approach by teachers. By considering before given evidence, the purpose for using alternative assessments is to assess students’ proficiency in performing complex tasks that are directly associated with learning outcomes. Assessment is an essential and vital part of learners acquiring the English language and it should be out of emotional barriers and the main purpose of assessing should be forwarded to motivate and encourage secondary learners to explore the English language better. Even it can be costly in terms of time, effort, equipment, materials, facilities, or funds. 24

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana BOBUR - DILBAR SHAXS Arofatxon Komilova Ona-tili va adabiyot fani o‘qituvchisi Ta’lim maskanida Zahiriddin Muhammad Boburning tavallud ayyomiga tadbir uchun tayyorlanar ekanmiz, bir yoshi ulug’ ustoz - G’anijon Abdullayev “Nima uchun Bobur haqida gapirilganda dilbar so‘zi birga keladi? Uning shaxsiyatiga dilbar so’zining ishlatilishi o‘rinlimi?” - deya so‘rab qoldilar.Voqiyaning qizig’ida “Dilbar atamasi nozik his egalariga ishlatiladi”,-deb javob berdim-u, so‘ng o‘zim o‘ylanib qoldim. Xato javob bermadimmi deya “Izohli lugat”dan so‘zning ma’nosini qidirdim. Dilbar-dilni tortuvchi, yoqimli, o‘ziga tortadigan kabi ma’nolarga ega ekan. Rostdan ham, Boburmirzoning ijodi va hayot yo’li meni juda rom etardi. Bolaligimdan shoirning ijod namunalaridan yod olib, ravon tiliga,o‘ynoqi ohangiga oshufta edim. Ilk yod olgan ruboiyim ham Boburmirzo ijodidan edi: Ko‘pdin berikim yor-u diyorim yo‘qtur, Bir lahza-yu bir nafas qarorim yo‘qtur. Keldim bu sori o‘z ixtiyorim birla, Lekin borurimda ixtiyorim yo‘qtur. Hazrat Navoiyning “Sabb’ai sayyor” dostoni bilan tanishgach, bu asarning bosh qahramoni Shoh Bahromning bir tanga shohlik va oshiqlikni singdira olmagani haqida o‘qib , qanday qilib Boburmirzo shohlik va oshiqlikni muvofiq ko‘rgani 25

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana haqida o‘yladim. Darhaqiqat, Bobur shaxsiyati haqida fikr yuritilganda ,albatta, ”Boburnoma“ asari biz uchun ma’naviy ehtiyojimizni qondiruvchi manbadir. Yoshligimiz esa Pirimqul Qodirovning “Yulduzli tunlar” asari asosida olingan videofilmni tomosha qilish bilan o‘tgan . Kim ko‘ribdur bu jahonda ahli zamondin yaxshilig‘, Kimki ondin yaxshi yo‘q, ko‘z tutma ondin yaxshilig‘. Ushbu o‘tli misralar bilan boshlanuvchi qo‘shiq ko‘ngil torlarimizni chertib o‘tardi. Mana yildan - yilga Boburmirzoga nisbatan dilbar ta’rifining ishlatilishini asta-sekin anglab yetmoqdaman. Shohlik rutbasida bo‘lsa ham botiniy tuyg‘ulari chin insoniylik bilan yo‘g‘rilgan shoir qalblarni osonlik bilan zabt eta oladigan misralarni his qilgan holda qog‘oz qoralaganlar. Zahiriddin Muhammad Boburning ruboiylari,tuyuqlari, g‘azallarini o‘qish, yod olish va tushunish nima uchundir o‘sha davr adabiy muhit vakillarining ijodidan ko‘ra birmuncha hazmi osonroq . Sababi hayotiyligi, dilga yaqinligi, ravonligi uchun ham xalqimiz sevib mutolaa qiladi. Talabalik yillarimizda Boburmirzo ijodi yuzasidan professor, olima, adabiyotshunos Karomat Mullaxo‘jayeva “G‘azal sog‘inchi “ nomli mushoira o‘tkazganlar. Bu mushoiraning mutlaq g‘olibligini qo‘lga kiritib, eng yoqimli sovg‘a - kitobga ega bo‘lgan edim. Qaro zulfing firoqida parishon ro‘zg‘orim bor, Yuzingning ishtiyoqida ne sabr-u ne qarorim bor. Labing bag‘rimni qon qildi, ko‘zimdin qon ravon qildi, Nechun holim yomon qildi, men andin bir so‘rorim bor. Bu ham shoh va shoir hayoti va ijodiga muhabbatimni, qiziqishimni orttirgan edi. Boburxonlik kechalarinining o‘tkazilishi ham yoshlarning Boburmirzo suvrat-yu siyratini o‘rganishi va tahlil qilishi uchun eng samarali yo‘llardan biridir. Bugungi zamonamizda ham odamlar g‘azalni aytishni, eshitishni, kuylashni sog’insinlar. Dilbar shaxsning ijodi esa bu soginch tuyg’ulariga malham bo‘lsa ne ajab! 26

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana O‘QUVCHILARIMIZ HAQIDA… ABDURAIMOV ABDULHAFIZ RAVSHANBEK O‘G‘LI FARG'ONA SHAHRIDAGI PREZIDENT MAKTABINING 10-“BLUE” SINFI O‘QUVCHISI. Abduraimov Abdulhafiz Ravshanbek o‘g‘li 2005-yil Farg'ona viloyati Oltiariq tumanida tug'ilgan. Hozirda Farg'ona shahridagi Prezident maktabining 10-“Blue” sinfida tahsil olmoqda va joriy yilning oktabr oyida o‘tkazilgan maktab o‘quvchilari Prezidenti saylovida eng ko‘p ovoz to‘plab, maktab o‘quvchilari “Prezidenti” etib saylandi. Abdulhafizda tengdoshlari va kichik sinfdagi maktabdoshlarini ortidan ergashtira oladigan liderlik sifatlari shakllangan. Maktabda o‘tkaziladigan turli tadbirlarda faol ishtirok etishi bilan birga boshqalarni ham faollikka chaqiradi. Farg‘ona shahridagi Prezident maktabiga qabul qilingunga qadar Oltiariq tumanidagi 1-IDUMda ta'lim olgan. Shu kunga qadar ko‘plab xalqaro olimpiadalarda ishtirok etgan. 2019-yil matematika fanidan o'tkazilgan Innovatsion Olimpiadaning Respublika bosqichida faxrli 1-o'rinni, 2020-yilda o'tkazilgan Fan Olimpiadasining viloyat bosqichida 3-o'rinni, 2021-yil informatika fanidan Fan Olimpiadasi 3-bosqichida 2-o'rinni egalladi va Xalqaro Olimpiadaning keying bosqichiga yo‘llanmani qo‘lga kiritdi. Sportning futbol, tennis, shaxmat, suzish kabi turlariga qiziqadi va doimiy ravishda shug‘u’llanib kelmoqda. 2021-yil 19-25-dekabr kunlari o'tkazilgan “Yoshlar forumi 2021-yil” tadbirida maktabdosh do‘sti Vahobjonov Humoyun bilan birgalikda ishtirok etib, darsliklar yaratilayotganda ishchi guruh tarkibida o‘quvchilar ham ishtirok etishi, bunda o‘sha darslik o‘quvchida fanga bo‘lgan qiziqishning yanada ortishiga olib kelishi, darsliklarda imkoni boricha nazariyadan qochib amaliyot asosida tuzilishi kerakligi kabi takliflarini berdi. 27

Farg'ona shahridagi Prezident maktabi Presidential school in Fergana NAVRO’Z – YANGILANISH VA YASHARISH BAYRAMI 8-“Blue” sinf o‘quvchisi Umarova Mushtariybonu Bola edim… U davrlar negadir xotiramda muxrlanib qolgan. Bolalar bog’chasiga borar edim. Qishning qahrli sovug’i ketib, bahor nafasi sezilayotgan kunlarning ishdan shoshilib uyga qaytayotgan onam yo‘l-yo‘lakay meni ham bog’chadan olgan. Shunda yo’l chetidagi ariq bo’yida ochilib turgan mittigina sariq gulga ko’zim tushib qoldi. Yugurib borib uni uzmoqchi edim, ammo onam ruxsat bermadi. Chunki uyga borib kechki taom tayyorlashlari kerak edi. Yo’lda ketar edim-u, xayolim o’sha mittigina gulda edi. Uyga kelgandan so’ng ko‘chada o‘ynashni bahona qilib, boyagi ariq bo‘yiga chopqilladim. Jajji bolakaylardek g’uj-g’uj ochilgan qoqio’t(momaqaymoq)lardan qo’lim to’lgunicha terdim-da, uyim tomon yugurdim. O’rtoqlarimning: “Menga ham gullaringdan ber”,- degan gaplarini ham eshitmagandek uyga otilib kirdim. Aziz gulchalarimni xatto eng qadrdon dugonalarimdan ham qizg‘ongan edim. Hovliga kirganimda bobom tomorqada ko‘chat ekayotgan ekanlar, oldilariga bordim va qo’limdagi gullarni ularga ko’rsatib: “Qarang, bobojon, ariq bo’yidan terib keldim, chiroyli-a?!” – deya maqtangan bo’ldim. Bobom qo’limdagi gullarni oldilar va anchadan beri qidirayotgan qadrli buyumini topgandek ko‘zlariga surtdilar: “Yetkazganiga shukur! Juda chiroyli. Bu gullarning ochilishi, bilasanmi, nimani bildiradi? “– dedilar. Men esa yelka qisdim. “Bu gullar faqat bahor faslida ochiladi. Qoqio’t ochilganda bilginki, yurtimizga bahor fasli, Navro’z bayrami kirib keladi. Navro’z esa yangilanish va yasharish, mehr-u muruvvat bayramidir. Bu kunlarga yetganlar bor,

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Farg'ona shahridagi Prezident maktabi Presidential school in Fergana yetmaganlar bor! Shuni yodingda tut, qizalog’im”, - deb yaxshilab tushuntirib berganlarini haligacha eslayman. Navro‘z bayrami asrlar osha shakllangani uchun o‘zining maxsus an‘analari mavjud. Avvalo, bayram yaqinlashganda barcha xonadonlarda tozalash ishlari, mahallalarda hasharlar uyushtiriladi. Navro‘zni kutib olish uchun tayyorgarlik ko’riladi. Bu bayram mehr-muruvvat, saxovat bayrami bo’lgani uchun o’tgan yilda bir-biri bilan urishgan, tortishib qolgan do‘stlar bayramga qadar yarashib oladilar. Men har yili Navro‘z arafasida mahallalarda o‘tkaziladigan Darveshona marosimini intiqib kutaman. Bu marosim uchun buvijonim nabiralariga bir xilda atlas ko‘ylaklar tiktirib beradilar. Dadamning qarshiliklariga qaramasdan bozorga borib, biz uchun chamandagul iroqi do‘ppilar olib keladilar. Bizni yasantirib, Darveshonaga olib boradilar. Bayram kuni esa haqiqiy tantana boshlanadi. Ertalab barcha xonadonlarda oila a‘zolari jamuljam bo‘lib, birgalikda nonushta qiladi. Insonlar ota-onalari, qarindoshlari va bemorlarning holidan xabar oladi. Ulug‘lardan duolar olinadi. Istirohat bog‘larida katta-katta xalq sayillari bo‘ladi. Dorbozlik tomoshalari, varrak uchirish musobaqasi, uloq, ko‘pkari kabi o‘zbek xalqining milliy o‘yinlari bo‘yicha bellashuvlar bo‘lib o‘tadi. Buvim bayram dasturxonidagi taomlardan mahallamizdagi keksalar va bemorlar uchun ajratib, ularning ham nasibasi borligini aytib, xonadonlariga kirgizib yuboradilar. Hech kim o‘zini chetga olmaydi. O’tgan yili dugonalarim bilan Navro’z sayiliga chiqdim. An’analarga ko’ra, hamma tomoshalardan oldin varrak uchirish musobaqasi bo’lib o’tadi. Biz ham qiziqish bilan ushbu bellashuvni kuzata boshladik. Osmonda yuzlab varraklar tobora yuksaklikka intilardi. Har birini birma-bir kuzatar ekanman, ular orasida bittasi – Vatanimiz bayrog’ining tasviri tushirilgani e’tiborimni tortdi. Xuddi o’zim uchirayotgandek mana shu varrakni kuzata boshladim. U tobora boshqa varraklardan ko’tarilar, uning sayin men quvonib ketar edim. Oradan hech qancha vaqt o’tmay, “mening varragim” barcha varraklardan o’zib ketdi. O’sha payt xursandligimdan sakrab yuborganimni bilmay qolgandim. Bu voqea mening qalbimga qandaydir bir ishonch bag’ishlagan. Men o’sha bayrog’imiz tasviri tushirilgan varrak timsolida yurtimiz kelajagini ko’raman. Hozirgi rivojlanib borayotgan O’zbekistonimiz, albatta, yaqin kelajakda dunyo osmonida barcha

“varrak”lardan o’zib ketadi. 29

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