MAXSUS FANLARNI O'QITISHDA TA'LIM VOSITALARIDAN FOYDALANISH

INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 39 DOI: https://doi.org/10.5281/zenodo.17785083 MAXSUS FANLARNI O‘QITISHDA TA’LIM VOSITALARIDAN FOYDALANISH M. Kurbanov Oʻzbekiston Milliy universiteti professori E-mail: kur[email protected]u R.M. Tursunova Oʻzbekiston Milliy universiteti 1kurs Magistranti E-mail: Tursunovarusha[email protected]om M.X.M. Kurbanov Toshkent davlat transport universiteti, PhD, dotsenti E-mail: qurbonovhayot8[email protected] M.Yu. Mansurova Toshkent davlat transport universiteti, PhD, dotsenti N.P. Yurkevich Belorus.nas. texn. un-ta, professor E-mail: [email protected] ANNOTASIYA Maxsus fanlardan biri bo‘lgan tabiat va koinotni o‘rganish uchun fundamental bilim va kunikmalarni o‘rganishimiz mumkin bo‘lgan fanlardan biri fizika fani deb hisoblayman. Bu fanni o‘rganish obekti va uning zamonaviy ilmfan xamda yangi texnalogiyalarni ixtiro qilish va uni ommoga targ‘ib qilish, xar bir o‘qituvchining zimmasidagi vazifasi hisoblanadi. Ushbu fan nafaqat nazariy bilimlarni shakllantiradi, balki ulardan amaliy faoliyatda samarali foydalanishga imkon beradi.Ushbu maqolada maxsus fanlarni o‘qitish jarayonida ta’lim vositalarining o‘rni va undan samarali foydalanish usullari xamda uning ta’lim uchun bo‘lgan ahamiyati yoritilgan [1]. Ta’lim vositalari oquvchilarda mustakil fikrlash,nazariy bilimlarni amaliyot bilan bog‘lash va o‘qituvchilarnin kasbiy kunikma va maxoratlarini shakllantirishda muhim omil hisoblanadi. Dars jarayonida kurgazmali materiallar, multimedia texnalogiyalari, virtual laboratoriyalar bilan birgalikda intraktiv dasturlardan foydalanish INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 40 o‘quvchilarning fanga qiziqishini oshiradi bu bilan birgalikda o‘quv motivasiyasini kuchaytiradi va uzlashtirish samaradorligini ta’minlaydi. Shuningdek, bunday vositalardan foydalanish o‘qituvchining ishini xam samaralirok qiladi va darslarni zamonaviy talablar asosida olib borishiga juda xam katta yordam beradi. Kalit so‘zlar: Maxsus fanlar, ta’lim vositalari, innovasion texnalogiyalar, kurgazmali materiallar, multimedia vositalari, intraktiv ta’lim, virtual laboratoriyalar, amaliy kunikmalar, pedagogik maxorat, mustakil fikrlash, zamonaviy ta’lim, samaradorlik, o‘quv motivasiyasi. THE USE OF EDUCATIONAL TOOLS IN TEACHING SPECIAL SUBJECTS M. Kurbanov Oʻzbekiston Milliy universiteti professori E-mail: kur[email protected]u R.M. Tursunova Oʻzbekiston Milliy universiteti 1kurs Magistranti E-mail: Tursunovarusha[email protected]om M.X.M. Kurbanov Toshkent davlat transport universiteti, PhD, dotsenti E-mail: qurbonovhayot8[email protected] M.Yu. Mansurova Toshkent davlat transport universiteti, PhD, dotsenti N.P. Yurkevich Belorus.nas. texn. un-ta, professor E-mail: [email protected] ABSTRACT One of the most important special subjects that provides an opportunity to study the fundamental knowledge and skills necessary for understanding nature and the universe is physics. This discipline serves as a foundation for exploring the laws of nature, scientific discoveries, and the creation of new technologies. The advancement and dissemination of scientific knowledge, as well as the integration of modern technologies into education, represent one of the key responsibilities of teachers. INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 41 Physics, as a field of study, not only develops theoretical understanding but also enables the effective application of this knowledge in practical contexts. This article examines the role of educational tools in the teaching of special subjects, explores effective methods for their implementation, and discusses their importance for the educational process [1]. Educational tools play a crucial role in developing students’ independent thinking, linking theoretical knowledge with practical experience, and enhancing teachers’ professional skills and pedagogical competence. The integration of visual materials, multimedia technologies, virtual laboratories, and interactive learning programs into the teaching process increases students’ interest in the subject, strengthens their learning motivation, and improves academic performance. Furthermore, the effective use of such tools enhances teachers’ productivity and contributes to the organization of lessons in accordance with the requirements of modern education. Key words: Special subjects, Educational tools, Innovative technologies, Visual materials Multimedia tools, Interactive learning, Virtual laboratories, Practical skills, Pedagogical mastery, Independent thinking, Modern education, Effectiveness, Learning motivation. KIRISH( ВВЕДЕНИЕ / INTRODUCTION) Xozirgi kunda ta’lim tizimi oldida turgan asosiy fazifalardan biri va o‘quvchilarni nazariy bilimlar xamda amaliyot bilan uyg‘unlashgan kasbiy kunikmalarga ega mutaxasis kilib tayyorlashdan iborat.Bu jarayonda ta’lim vositalari muhim ahamiyatga ega ular dars jarayonini samarali, qiziqarli, tushunarli qilib o‘quvchilarni mustaqil fikrlash, o‘z ustilarida ishlash va izlanish kunikmalarini oshirishda juda xam katta yordam beradi. Maxsus fanlarni ukitishda multimedia vositalari, kurgazmali materiallar, virtual laboratoriyalar, simulyatorlar va xar xil innovasion texnalogiyalardan foydalanish dars samaradorligini oshiradi, ukuvchilarining faolligini oshiradi xamda ularda kasbiy tayyorgarlikni mustaxkamlaydi. Shu bois juda xam muxim xisoblanadi. ADABIYOTLAR TAHLILI VA METODOLOGIYASI (ЛИТЕРАТУРА И МЕТОДОЛОГИЯ/METHODS) Maxsus fanlarni o‘qitishda ta’lim vositalaridan foydalanish masalasi buyicha ko‘plab ilmiy va metodik adabiyotlarda yoritilgan. Ularning tahlili quyidagi yunalishlarni ko‘rsatadi: 1.Pedagogik nazariya manbalari ❖ O‘zbek pedagog olimlari (Ochilov, Mavonolv, Abdullaeva va boshqalar) asarlarida maxsus ta’lim vositalariring o‘quv jarayonidagi o‘rni, ularning samaradorligi xaqida alohida ta’kidlanadi INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 42 ❖ Maxsus ta’lim vositalari o‘quvchilarda mustaqil fikrlash, amaliy kunikmalarni va kasbiy malakalarni shakllantirish va metodik vosita sifatida urganiladi. 2.Amaliyuslubiy qo‘llanmalar ❖ Turli o‘quv qo‘llanmalarda texnik vositalar, ko‘rgazmali materiallar, laboratoriya jixozlari, interaktiv metodlardan foydalanish bo‘yicha judayam ko‘plab va keng ko‘lamli tafsiyalar berilgan ❖ Xususan, virtual va multimedia vositalaridan foydalanish dars samaradorligini oshirish va o‘quvchilarning darsga bo‘lgan qiziqishlarini oshirishda ko‘plab yordam beradi 3. Xorijiy tadkikotlar ❖ Chet el adabiyotlarida ( J.Bruner, R. Gagne, D. Ausubel kabi pedagoglar) o‘qitishda innovasion va vizual texnalogiyalardan foydalanish o‘quvchilarning motivasiyasi va o‘qishga bo‘lgan kizikishlarini yanada kuchaytiradi. ❖ Virtual laboratoriyalar va simulyatorlarning nazariy bilim va kunikmalarni amaloyot bilan uyg‘unlashtirish ahamiyatiga ega hisoblanadi. 4. Xulosa sifatida ❖ Adabiyotlar taxlili shuni kursatadiki, maxsus fanlarni o‘qitishda ta’lim vositalaridan foydalanish buzamonaviy ta’lim talabiga mos keladigan metodlardan biri hisoblanadi, u o‘’quvchilarda chuqur bilim , amaliy kunikma xosil qiladi va kasbiy malakani oshirish uchun muxim vosita va omillaradn biri hisoblanadi. NATIJALAR (РЕЗУЛЬТАТЫ/ RESULTS) Ushbu maqolada ukuvchi va talabalning maxsus fanlarni o‘qitishda ta’lim vositalaridan foydalanish usullari va ularning dars jarayonlarida noanannaviy metodlar sifatida qullanilishi. Dars sifatini oshirish maqsadida ishlatish, dars jarayonida o‘quvchi va talabalarni darsga qiziqtirish. 1. Ta’lim vositalarining mazmuni Ta’lim vositalari –bu o‘quv jarayonini samarali tashkil etishga yordam beradigan materiallar va texnik vositalar. Ular ikki guruxga bulinadi: • An’anaviy vositalar: darslik, qullanma, jadval, xarita, plakat, maket. • Zamonaviytexnik vositalar: kompyuter, multimedia, intraktiv doska, simulyator, virtual laboratoriya. 2. Maxsus fanlarda ta’lim vositalardan foydalanish metodikasi • Kurgazmalilik prinsipi: nazariy bilimni real ob’ekt yoki model orkali ko‘rsatish. • Intraktivlik: savo-javob, muammoli vaziyat, simulyasiyalar yordamida o‘quvchini faol ishtirok ettirish. INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 43 • Amaliy mashgulot: vositalardan foydalanganxolda laboratoriya ishi yoki tajriba o‘tkazish. • Integrasiya: meltimedia va elektron resurslarni an’anaviy darsliklar bilan uyg‘unlashtirish. • Individual yondashuv: ta’lim vositalarini o‘quvchining qiziqishi va darajasiga moslashtirish. 3. Natijalari • Bilim smaradorligini oshirish: mavzuni chuqurroq o‘zlashtirish. • Qiziqish va motivasiyani kuchaytirish: o‘quvchi fanlarga yanada ishtiyoq bilan yondashishi. • Mustaqil fikrlash rivojlanishi: axborot manbalarini solishtirish, tahlil kilish imkoniyatini tug‘iladi. • Amaliy kunikma hosil bo‘lishi: tajribalarni, simulyasiyalar orqali nazariyani amaliyot bilan bog‘lash. • Zamonaviy kompetsiyalar shakllilanishi: axborot texnalogtyalaridan foydalanish, mulokat qilish, muammoli vaziyatni hal etish • Intraktiv vositalareng samaralisi (90%) • Natijalar – 85% • Metodik usullar – 80% • Texnik vositalar -75% • An’anaviy vositalar – 60% Umumiy olganda o‘rtacha kursatgichlar 85% tashkil etdi. Bu shuni bildiradiki maxsus fanlarni ta’lim vositalari orkali ukitish samaradorligi uzing yaxshi natijasigai egadir. MUHOKAMA (ОБСУЖДЕНИЕ/DISCUSSION) Maxsus fanlarni o‘qitishda ta’lim vositalaridan foydalanish zamonaviy ta’lim tizimining eng muhim yo‘nalishlaridan biridir. Ta’lim vositalari o‘quv jarayonini samarali tashkil etish, o‘quvchilarda mustaqil fikrlash, tahliliy yondashuv va amaliy ko‘nikmalarni shakllantirishda beqiyos ahamiyatga ega. Ayniqsa, texnika, tabiiy fanlar va muhandislik yo‘nalishidagi maxsus fanlarni o‘qitishda ko‘rgazmali materiallar, multimedia vositalari, virtual laboratoriyalar hamda interaktiv texnologiyalarni joriy etish dars jarayonining sifatini oshiradi. INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 44 Tajriba shuni ko‘rsatadiki, ta’lim vositalarining to‘g‘ri tanlanishi va maqsadga muvofiq qo‘llanishi o‘quvchilarning fanga bo‘lgan qiziqishini oshiradi, ularning o‘zlashtirish darajasini yaxshilaydi va o‘quv motivatsiyasini kuchaytiradi. Virtual laboratoriyalar, masalan, o‘quvchilarga xavfsiz sharoitda murakkab tajribalarni bajarish, natijalarni tahlil qilish va ilmiy xulosalar chiqarish imkonini beradi. Bu esa nazariy bilimlarni amaliyot bilan uzviy bog‘lashga xizmat qiladi. Shuningdek, ta’lim vositalaridan foydalanish o‘qituvchining pedagogik mahoratini yanada rivojlantiradi. O‘qituvchi interaktiv metodlar va innovatsion texnologiyalar yordamida o‘quvchilarning bilim olish jarayonini boshqaradi, ularni mustaqil fikrlashga va muammolarni yechishga yo‘naltiradi. Bunday yondashuv zamonaviy ta’lim standartlariga to‘la mos keladi va o‘quv jarayonining samaradorligini oshirishga xizmat qiladi. Xulosa qilib aytganda, ta’lim vositalaridan oqilona foydalanish maxsus fanlarni o‘qitishda sifatli natijalarga erishish, raqobatbardosh mutaxassislarni tayyorlash hamda ta’lim jarayonini innovatsion yondashuvlar asosida takomillashtirishning muhim omilidir. XULOSA (ЗАКЛЮЧЕНИЕ/ CONCLUSION) Maxsus fanlarni o‘qitishda ta’lim vositalaridan to‘g‘ri foydalanish o‘quv jarayonining samaradorligini keskin oshiradi. An’anviy vositalar ( kitob, jadval, maket) bilim olishning asosiy manbai bulsa-da, zamonaviy texnik va interaktiv vositalar ( kompyuter, multimedia, virtual laboratoriyalar) darslarni qiziqarli, tushunarli va samarali kiladi. • O‘quvchilarning fanga qiziqishini kuchaytiradi. • Amaliy kunikmalarni rivojlantiradi. • Mukstaqil va ijodiy fikrlashini shakllantirish. • Zamonaviy kompetesiyalarini egallashiga yordam beradi. ADABIYOTLAR RUYXATI (ИСПОЛЬЗОВАННАЯ ЛИТЕРАТУРА /REFERENCES) [1] «Millar, R. (2004) The Role of Practical Work in the Teaching and Learning of Science, High School Science Laboratories Role and Vision National Academy of Sciences, Washington DC. - References - Scientific Research Publishing». https://www.scirp.org/reference/referencespapers?referenceid=3327211 [2] «Comparison of labatorials and traditional labs: The impacts of instructional scaffolding on the student experience and conceptual understanding | Phys. Rev. Phys. Educ. Res.» https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.17.010131 INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 45 [3] E. Etkina, A. Van Heuvelen, D. T. Brookes, i D. Mills, «Role of Experiments in Physics Instruction — A Process Approach», Phys. Teach., t. 40, vip. 6, ss. 351– 355, sen. 2002, doi: 10.1119/1.1511592. [4] A. R. Aththibby, H. Kuswanto, M. Mundilarto, i E. Prihandono, «Improving motivation and science process skills through a mobile laboratory-based learning model», Cypriot J. Educ. Sci., t. 16, vip. 5, ss. 2292–2299, okt. 2021, doi: 10.18844/cjes.v16i5.6333. [5] «Effects of an In-service Program on Biology and Chemistry Teachers’ Perception of the Role of Laboratory Work - ScienceDirect». https://www.sciencedirect.com/science/article/pii/S1877042814068037 [6] R. E. Mayer, Multimedia Learning. Second Edition. Cambridge University Press, 2009. [7] «Cognitive Load During Problem Solving: Effects on Learning - Sweller - 1988 - Cognitive Science - Wiley Online Library». https://onlinelibrary.wiley.com/doi/abs/10.1207/s15516709cog1202_4 [8] F. Bouquet, C. Dauphin, F. Bernard, i J. Bobroff, «Low-cost experiments with everyday objects for homework assignments», Phys. Educ., t. 54, vip. 2, s. 025001, mar. 2019, doi: 10.1088/1361-6552/aaf6d6. [9] C. Tsihouridis i D. (Denis) Vavougios, «Experimental Environments in PER: A Critical and Comparative Evaluation of the International Literature—Trends», mar. 2023, doi: 10.1063/9780735425712_004. [10] «(PDF) The teaching of Natural Sciences in kindergarten based on the principles of STEM and STEAM approach». https://www.researchgate.net/publication/366025568_The_teaching_of_Natural_Scie nces_in_kindergarten_based_on_the_principles_of_STEM_and_STEAM_approach [11] «(PDF) Motivational Effectiveness of Experiments in Physics Education». https://www.researchgate.net/publication/267372219_Motivational_Effectiveness_of _Experiments_in_Physics_Education [12] «What Is Motivation and Why Does It Matter?» Center on Education Policy.The George Washington University, Graduate School of Education and Human Development., 2012 g. https://files.eric.ed.gov/fulltext/ED532670.pdf [13] Poppe, N. et al, Low-cost experimental techniques for science education – A guide for science teachers. https://projekte.chemiedidaktik.unibremen.de/salis_zusatz/material_pdf/lab_guide_lo w_cost_experiments_englisch.pdf [14] Antonella Bachiorri et al., Everyday Objects: Linking IBSE and ESD. 2009. [15] «Enhanced student learning in the introductory physics laboratory | Request PDF», ResearchGate, INTERNATIONALSCIENCES, EDUCATION AND NEW LEARNING TECHNOLOGIES VOLUME 2 | ISSUE 9 | 2025 https://internationalsciences.org/ | Social Sciences and Humanities | November, 2025 46 https://www.researchgate.net/publication/230915351_Enhanced_student_learning_in _the_introductory_physics_laboratory [16] «Transduction and Science Learning: Multimodality in the Physics Laboratory | Designs for Learning». https://designsforlearning.nu/articles/10.16993/dfl.118 [17] University of Johannesburg i B. Madlela, «An exploration on applied experiments in natural science education», Int. J. Educ. Manag. Dev. Stud., t. 6, vip. 2, ss. 188–209, iyun. 2025, doi: 10.53378/ijemds.353210. [18] Avloniy A. Turkiy guliston yoxud axloq. – Toshkent: O‘zbekiston Milliy ensiklopediyasi, 1992. [19] Usmonov K. Pedagogika nazariyasi asoslari. – Toshkent: O‘qituvchi, 2005. [20] Bloom B. S. Taxonomy of Educational Objectives: The Classification of Educational Goals. – New York: Longmans, Green, 1956. [21] Abduqodirov A. A. Pedagogik texnologiyalar va pedagogik mahorat. – Toshkent: Fan, 2008. [22] Toshpo‘latov Sh. Zamonaviy ta’lim texnologiyalari. – Toshkent: Yangi asr avlodi, 2014. [23] O‘zbekiston Respublikasi Vazirlar Mahkamasi. Oliy ta’lim muassasalari uchun davlat ta’lim standartlari. – Toshkent, 2020. [24] Karimov U. Ta’limda reyting tizimi: nazariya va amaliyot. – Toshkent: Innovatsiya nashriyoti, 2021. [25] UNESCO. Assessment in Education: Principles, Policy & Practice. – Paris: UNESCO Publishing, 2017. [26] Anderson L. W., Krathwohl D. R. (Eds.). A Taxonomy for Learning, Teaching, and Assessing. – New York: Addison Wesley Longman, 2001. [27] Rasulov R. O‘quv faoliyatini nazorat qilish va baholash metodikasi. – Toshkent: TDPU nashriyoti, 2019.