ࡱ> hbjbjss.VO7 9OOZ] d] |e|e|eeee8eileC\ j j j j j;k;k;k>@@@@@@A@|e;k7k;k;k;k@p]p] j j|||;k< p] j|e j>|;k>||RH>c> jewx<"*0C^||< |e;k;k|;k;k;k;k;k@@|j;k;k;kC;k;k;k;k;k;k;k;k;k;k;k;k;kO( \: OZBEKISTON RESPUBLIKASI OLIY VA ORTA MAXSUS TALIM VAZIRLIGI NIZOMIY NOMIDAGI TOSHKENT DAVLAT PEDAGOGIKA UNIVERSITETI MILLIY GOYA VA MANAVIYAT ASOSLARI KAFEDRASI Katta oqituvchi S. Tillaboyevning Milliy goya: manayiyat asoslari va huquq talimi yonalishi 301-guruh talabalari bilan Milliy goya targibot texnologiyalari fanidan Milliy goya targibot texnologiyalarida OAV ning orni mavzusida otkazgan OCHIQ DARS MATERIALLARI Toshkent-2017 E L O N 16.04.2018 yil 10 20 (3-juftlik, 1-smena) da  Milliy g oya va ma naviyat asoslari kafedrasi katta o qituvchisi S. Tillaboyev  Milliy g oya targ ibot texnologiyalari fanidan Milliy g oya va ma naviyat asoslari y> nalishi 301 - guruh talabalariga 2-10 xonada ochiq mashg ulot otkaziladi Mavzu: Milliy goya targibot texnologiyalarida OAV ning orni Ochiq darsga kirishni xohlovchi professor oqituvchilar taklif etiladi Nizomiy nomidagi Toshkent Davlat Pedagogika Universiteti Tarix fakulteti Milliy goya va manaviyat asoslari kafedrasining navbatdan tashqari ilmiy uslubiy yigilishi bayonnomasidan K o ch i r m a 16.04.2018 yil Toshkent shahri Yigilishda qatnashganlar: Kafedra mudiri y.f.n., dots. N.Jamalov, f.f.n., dots. M.A.Sobirova, t.f.n. S.Tillaboev, t.f.d., prof. I.Holiqov, p.f.n., dots. N.Saydalixadjayeva, dots. N.Akayeva, s.f.n., dots. X.Jumaniyozov, katta oqituvchilar: A. Norboyev, B. Turdiyev, U. Musayev, oqituvchilar: U.Nigmanova, A.Rasulova K U N T A R T I B I : 1. Milliy goya va manaviyat asoslari kafedrasi katta oqituvchisi. S. Tillaboyevning Milliy goya: manaviyat asoslari va huquq talimi yonalishi 301-guruh talabalari bilan Milliy goya targibot texnologiyalari fanidan Milliy goya targibot texnologiyalarida OAV ning orni otkazgan ochiq darsi muhokamasi. . ESHITILDI: Kafedra oqituvchisi. A. Norboyev: Milliy goya va manaviyat asoslari kafedrasi katta oqituvchisi S. Tillaboyevning Milliy goya targibot texnologiyalari fanidan Milliy goya targibot texnologiyalarida OAV ning orni mavzusida Milliy goya: manaviyat asoslari va huquq y> nalishi 301 - guruh talabalar bilan o tkazgan ochiq darsi o tganligini va unda kafedra a zolaridan tegishli professor  o qituvchilar qatnashganligini alohida takidlab o tdi. Dars jarayonida S. Tillaboyev  Aqliy hujum ,  Klaster ,  Blits-so rov kabi metodlardan, shuningdek, informatsion texnologiya kompyuter texnologiyasidan foydalandi. vaqtdan unumli foydalandi, talabalarni otilgan va yangi mavzulardan olgan bilimlarini organishga va mustahkamlashga harakat qildi. Darsda talabalarning faolligi taminlandi. SOZGA CHIQDILAR: B. Turdiyev : Milliy goya va manaviyat asoslari kafedrasi katta oqituvchisi.S.Tillaboyev Milliy goya targibot texnologiyalari fanidan Milliy goya targibot texnologiyalarida OAV ning orni mavzusida Milliy goya ma naviyat asoslari va huquq y> nalishi 301 - guruh talabalar bilan o tkazgan ochiq dars mashg uloti o tdi. Mavzu nihoyatda dolzarb. Har bir masalani jonli misollar bilan asoslab berdi. Ma ruzachiga taklif qilgan bo lardim, mavzuning asosiy jihatlarini yozdirib berishga harakat qilish kerak. Oqituvchi A.Rasulova: Milliy goya va manaviyat asoslari kafedrasi katta oqituvchisi .S.Tillaboyev Milliy goya targibot texnologiyalari fanidan Milliy goya targibot texnologiyalarida OAV ning orni mavzusida Milliy goya manaviyat asoslari va huquq y> nalishi 301 - guruh talabalar bilan o tkazgan ochiq dars mashg uloti o tdi. Darsda murakkab muammolarga e tibor qaratildi, zamonaviy texnologiyalardan unumli foydalandi. Tinchlikni asrashda ta lim-tarbiya tizimi oldidagi vazifalar belgilab berildi. Talabalarning faolligini alohida takidlagan bolardim. Bunday darslar talabalarga ham, yosh oqituvchilarga ham foydasi katta boldi degan umiddaman. Nizomiy niomidagi TDPU Milliy goya va manaviyat asosalari kafedrasi ilmiy uslubiy seminar yigilishi ochiq darsi yakuni boyicha QAROR QILINDI: 1. Milliy goya va manaviyat asoslari kafedrasi .S.Tillaboyev Milliy goya targibot texnologiyalari fanidan Milliy goya targibot texnologiyalarida OAV ning orni mavzusida Milliy goya manaviyat asoslari va huquq y> nalishi 301 - guruh talabalar bilan o tkazgan ochiq darsi yuzasidan kafedra professor  o qituvchilari tomonidan bildirilgan fikr-mulohazalar malumot uchun qabul qilinsin. 2.  Milliy g oya va manaviyat asoslari kafedrasi katta o qituvchisi kafedrasi .S.Tillaboyev Milliy g oya targ ibot texnologiyalari fanidan  Milliy g oya targ ibot texnologiyalarida OAV ning o rni mavzusida Milliy g oya va ma naviyat asoslari va huquq y> nalishi 301 - guruh talabalar bilan o tkazgan ochiq dars ijobiy deb qabul qilinsin. Yigilish raisi: M. Sobirova Yigilish kotibasi: U.Nigmanova Mavzu: Milliy goya targibot texnologiyalarida OAV ning orni Hozirgi davrda yoshlar manaviyatini yuksaltirish, ularni marifatli va yuksak madaniyatli qilib tarbiyalash oliy > quv yurtlarining ham zimmasidagi mas uliyatli, biroq sharafli vazifadir. Yoshlarga ma naviyat tarbiyasi berishning bosh maqsadi ularda mustaqillik tafakkurini shakllantirishga qaratilmog i lozim. Mustaqillik tafakkuri esa, Prezidentimiz I.A. Karimov ta kidlaganidek, yoshlarda  zbekistonning istiqboli va istiqloli haqida qayg urish, > zining va > z xalqining, vatanining qadru qimmati, or-nomusini anglab, uni himoya qilish, yuksak g oyalar, yangi fikriy kashfiyotlar og ushida mehnat qilib, iste dodi bor imkoniyatini, kerak b> lsa, joinini yurt istiqboli, eliga baxshida etish1 kabi buyuk xislatlarni shakllantirishdan iboratdir. Shu jihatdan ma naviy-ma rifiy tarbiyaga e tibor mustaqilligimizni mustahkamlash vazifalaridan kelib chiqmoqda. Ma naviy va ma rifiy ishlar tushunchasi keng qamrovlidir. U > z y> nalishiga k> ra komil insonni tarbiyalash maqsadini q> yar ekan, bu vazifani ado etish murakkab va chuqur mazmunli vazifalarni bajarishni talab qiladi. Shu bois barcha ta lim muassasalarida 1996-1997 > quv yilidan e tiboran rahbarlarning ma naviyat va ma rifat ishlari b> yicha muovinlari lavozimlari ta sis etildi. Ularning zimmasiga yoshlarni ma naviy barkamol, ma rifatli, yuksak madaniyatli qilib tarbiyalashdek sharafli vazifa yuklangan. Bu ishlarni k> ngildagidek bajarish uchun izlanish, harakat qilish taqazo etiladi. Ma naviyat va ma rifat sohasiga mas ul kishilar bu y> lda bor imkoniyatlarini ishga solishlari kerakligini yaxshi tushundilar. Xalqaro maydonda globallashuv sharoitida mafkuraviy, g oyaviy va informatsion kurashlar kuchayib borayotgan hozirgi murakkab va tahlikali davrda manaviy-marifiy ishlarni zamon talablari asosida tashkil etish, yoshlarimizni turli mafkuraviy xurujlardan himoya qilish, yurtdoshlarimizning hayotga ongli munosabatini shakllantirish, yon-atrofda yuz berayotgan voqealarga dahldorlik hissini oshirish, mamlakatimiz mustaqilligi, tinch-osoyishta hayotimizga xavf tugdirishi mumkin b> lgan tajovuzlarga qarshi izchil kurash olib borish vazifasi ushbu sohadagi ishlarni, yanada kuchaytirish maqsadida Respublika Ma naviyat va ma rifat kengashining faoliyati va tarkibiy tuzilishini qayta k> rib chiqish davr talabidan kelib chiqdi. Mamlakatimizda milliy goya targiboti va manaviy-marifiy ishlarning samaradorligini, ularning hayotiyligi va tasirchanligini yanada oshirish maqsadida hamda Respublika Manaviyat va marifat kengashining navbatdagi yigilishida bildirilgan takliflarni inobatga olgan holda 2006 yil 25 avgustda Milliy goya va mafkura Markazi tashkil etilgan. Manaviy-marifiy ishlarni tashkil etish, milliy goya va mafkurani,  zbekistonning mustaqil taraqqiyot strategiyasini, > zbek xalqining buyuk davlat barpo etish t> g risidagi maqsad-muddaolarini xisobga olgan xolda, yoshlar qalbi va ongiga singdirishning muayyan tizimi va ustuvor y> nalishlari bor. Bunda jamiyat xayotining barcha soxalarini famrab olishi ta lim tarbiya, targ ibot tashviqotning samarali usul va vositalaridan oqilona foydalanishini taqozo etadi. Milliy g oya va mafkurini singdirishda har bir ota-ona > z farzandining maktabgacha tarbiyasi, uning keyingi taraqqiyot davrid qanchalik ahamiyat kasb etishi, bu davr uzluksiz tlim va tarbiyaning muxim bosqichi ekanligini anglab yetishi kerak. Bunda oilaning talim muassasalari tizimiga izchil uygunlashuviga erishish zarur. Bu davrdagi barcha talim beruvchi muassasalar mafkuraviy tarbiyaning asosiy > choqlaridir. Mafkuraviy ta lim jarayonida, barcha > quv q> llanmalari va darsliklar, k> shimcha adabiyotlarda: Vatan tuyg usini shakllantirish, ona tilimizga muxabbat uyg tish, milliy qadriyatlarga xurmatna kuchaytirish, ezgulik timsoli b> lgan ayolni ulug lash oilaning vatanparvarlik hissini tarbiyalashdagi rolini k> rsatish, maxalla demokratik darsxonasi a > z > zini boshqarish maktabi ekanligi t> g risidagi omillar ustivor ahamiyat kasb etishi lozim. Jamoatchilik fikrini shakllantirish, milliy g oya va mafkurani yosh avlod ongiga singdirishda ommaviy axborot vositalari aloxida urin tutadi. Talim va tarbiya berish jarayonida manaviy-marifiy ishlarni tashkil etish va mafkuraviy tarbiyaning eng tasirchan vositalaridan biri muloqat xisoblanadi, chunki inson qalbi va ongida shakllanadigan ruxiy qarash, etiqod, iymon, vijdon, massuliyat kabi fazilatlar tarbiyasida radio-teleideniya, gazeta, junallar, badiiy xamda ilmiy adabiyotning urnini etirof etgan xolda shuni aytish mumkinki, yuzma-yuz keldigan fikr almashuv, insonnin yuzi-k> ziga qarab turib aytiladigan bamani suz va xissiyotlarning > rni beqiyos. Shuning uchun hm har bir ota-ona bir gapni aytishi lozim b> lsa, bolasining yuzini > ziga qaratib olib zarur yuz qiyofasi va kuzidgi samimiyat bilan fikrni uqtir boshlaydi bunday muloqat samarali buladi. Shubois auditoriyalarda > qituvchi bilan > quvchi, talaba va domla > rtasidagi muloqat ta lim va tarbiya jarayonida katta axamiyatga ega. Mafkurani amalga oshiruvchi shaxs, ziyoliy pedagoglardan avvalo tajriba, bilimdonlik ishontira olish qobiliyati uning nutqi, > ziga ishonch va boshqalar talab qilinadi.  qituvchilar > zida mavjud bilim, tushuncha g oyalarni asos qilib olgan xolda, yoshlar, > quvchilar ongida mustaxkam e tiqodnishakllantirish, ta sir k> rsatishdir. Bunda u muloqatning barcha samarali va ta sirchan vositalaridan monolog, dialog, baxs-munozara kabilardan foydalanadi, aynan ana shu faoliyat xar bir > qituvchi, ta sir k> rsatuvchining ritorika asoslaridan xabardor b> lishini nutq maxoratini egallashini talab qiladi. Suzlovchi nutqiy va nutqiy b> lmagan vositalardan > z > rnida maqsadga muvofiq foydalnishi kerak. Xissiy ta sir usullari > rinli ishlatilgan qarashlar, imo-ishora, mimika kabilar xam ta sirni kuchaytiruvchi psixologik mexanizmlar ekanligi unutmaslik kerak. Mafkuraviy g oyalar turli badiiy va xujjatli filmlar, bolalar yoki kattalar uchun yaratilgan mulfilmlar orqali xam yetkazilishi mumkin, muximi ular xalq ma naviyati, > lmas merosimiz, kelajakka ishonch uyg otuvchi mano-mazmun bilan y> g irilgan b> lishi kerak. Eng muximi mamlakatimizda qabul qilingan Kadrlar tayyorlash Milliy dasturi xar tomonlama, barkamol, bilimli, malakali yoshlarni voyaga yetkazishni jamiyatimiz tomonidan qabul qilingan tarixiy xujjat ekanini tushuntirish va uni amalga oshirishga butun kuchli safarbar etishimiz, yurt tinchligi, vatan ravnaqi, xalq farovonligi uchun xizmat qiladigan komil insonlarni tarbiyalash bizning muqaddas burchimizdir.  zbekiston Respublikasi Prezidentining  Milliy g oya targ iboti va ma naviy-ma rifiy ishlar samaradorligini oshirish t> g risida gi Qarori mazmun-mohiyati, ahamiyati, unda belgilangan dolzarb vazifalarni amalga oshirish bilan bog liq masalalar aholining keng qatlamlari > rtasida, shuningdek, ommaviy axborot vositalarida targ ib etib kelmoqda. Keng k> lamli targ ibot-tashviqot ishlarini olib borish maqsadida  zbekiston Respublikasi Prezidenti huzuridagi Davlat va jamiyat qurilishi akademiyasi,  zbekiston Yozuvchilar uyushmasi, Respublika Ma naviyat targ ibot markazi, Respublika ta lim markazi, Avloniy nomidagi xalq ta limi xodimlarini qayta tayyorlash va malakasini oshirish instituti bilan  zbekiston Respublikasi Bojxona q> mitasining  Toshkent shahar  Aero IBK boshqarmasi, Toshkent viloyati b> yicha  Toshkent okrugi harbiy prokuraturasi,   zmevasabzavotsanoat xolding kompaniyasi hamkorlik shartnomalar tuzilib, tadbirlar amalga oshirilmoqda. Hozirgi voqelikda Milliy istiqlol g oyasi va yot mafkuralar orasidagi munosabatlar mafkuraviy kurash, mafkuraviy qarshi turish, psixologik urush shakllarida kechmoqda. Yot mafkuralar mafkuraviy kurashlarning ming yillik uslublarini, shuningdek, zamonaviylashtirilgan uslublari: axborot maydonini egallab olish; mafkuraviy diversiya, siyosiy indoktrinatsiya, mafkuraviy infiltratsiya, dezoriyentatsiya, mafkuraviy q> poruvchilik harakatlarini q> llash orqali xalqimizda  zbekistonning buyuk kelajagiga ishonchsizlik uyg otishga, davlat siyosatini obr> sizlantirishga, odamlarning > zini Vatan, millat himoyasidan chetga tortishga, loqaydlikka erishishga intiladilar. Bunda ular biror xususiy faktni umumlashtirish (ekstrapolyatsiya), yolg onni haqiqatga > xshatib tasvirlash, kichik muammodan katta yolg on yasash, bir narsani takrorlayverish, tuyg uni aqldan ustun q> yish, tinglovchining shaxsiy manfaatni birinchi > ringa q> yib, (unga d> st b> lib k> rinish) hasratlashish, hukumatlarni xalqlarga yomon k> rsatish, millat dushmanlariga rahmdillik, hamfikrlik tuyg ularini uyg otish, masalan odamlarga tanish, qadrdon ma lumotlarni ishlatib, (falon joyda falon voqea b> ldi), deb rostga yolg onni ulab yuborish uslublaridan mafkuraviy kurashda foydalanayapti. Har qanday jamiyat bunday makkor tahdidlarni yengishi uchun > zida ogohlik, mafkuraviy xavfsizlik, t> kislik, jangovarlik, safarbarlik, umummilliy birlik kabi ijtimoiy sifatlarga ega b> lishi kerak. Buning uchun Milliy istiqlol mafkurasining yot mafkuralarga qarshi kurash uslublari, jumladan, buzg unchi g oyalar mohiyatini fosh qilishga qaratilgan targ ibot, mafkuraviy monitoring va tahdidlar mohiyatini xalqimiz ongi va qalbiga yetkazish, jaholatga qarshi marifat tarqatish uslublaridan doimo va hamma joyda foydalanish taqozo qilinadi. Diniy aqidaparastlik va boshqa yot mafkuralareng avvaloyoshlarning ayrim qismining goyaviy-siyosiy tajribasizligiga tayanadi. Yot mafkura va buzgunchi tasirlar bilan kurash mafkuraviy tarbiyada loqaydlik, befarqlik kayfiyatining har qanday k> rinishlariga murosasizlikni taqozo qiladi. Qarshi targ ibot samaradorligining zaruriy tamoyillaridan biri - uning tezkorligida b> lib, unda muayyan mintaqaviy sharoitlarni, kishilarning yosh xususiyatlarini, oliy > quv yurtining u yoki bu muddatda hal qila olishi mumkin b> lgan mafkuraviy imkoniyatlarini hisobga olish k> zda tutiladi. Shaxsning mamlakat ichkarisida va tashqarisida sodir b> layotgan voqealarni mustaqil tahlil qila olishi, mafkuraviy immunitetni mustahkamlaydi. Chunki mafkuraviy tahdid > zining mazmuni, tamoyillari, uslublari va shakllariga k> ra murakkab hodisadir. Unga: Mustaqil  zbekistonning hayotiy yutuqlarini dalil-isbotsiz ataylab qoralash, mustaqillikka erishgan mamlakatlarning hammasida bor b> lgan umumiy muammolarni faqat  zbekistonda bor deb talqin qilish, erishilayotgan ijtimoiy-iqtisodiy siyosat yutuqlari mohiyatini, hukumatimizning tashqi va ichki siyosatini soxtalashtirish, buzib k> rsatish; ayrim mamlakatlar turmush tarzi, siyosiy tizimini bir yoqlama k> kka k> tarish; milliy g oyalarimizni obr> sizlantirish; k> p millatli  zbekistonda aholi > rtasida ijtimoiy hamkorlikni buzishga qaratilgan kayfiyatlarni tarqatish va nizolar keltirib chiqarishga urinish; odamlarning diniy tuyg ularini junbushga keltirish, diniy yovqarashni paydo qilish kabi y> nalishlar xosdir. Globallashuvning ana shunday murakkab sharoitida Prezidentimiz Islom Karimov atrofiga jipslashib u olib borayotgan siyosatni xalqimiz, yoshlarimiz ongiga singdirish uchun bor kuchi bilan harakat qilayotgan juda katta ziyolilar otryadi mavjud. Ular Vatan manfaatlarini, xalqimizni turli xil ma naviy taxdidlardan himoya qilishga doimo shaydirlar.  Yuksak ma naviyat-yengilmas kuch asarida aytilganidek  > qituvchilar va shifokorlar, madaniy oqartuv muassasalaridagi va boshqa sohalardagi k> plab mutaxassislar-chinakam ziyolilardir. Ayniqsa, olimlar va ijodkor xodimlarimizga e tiborni kuchaytirish kerak.Chunki ma naviy boyliklarni aynan shular yaratadi. Ularga g amx> rlik qilish, samarali faoliyati uchun barcha zarur moddiy-ma naviy sharaitlarni yaratib berish davlat hokimiyati va x> jalik tashkilotlari rahbarlirining burchi va masuliyatli vazifasidir (79-bet) 2-rejaning bayoni: Ma naviy-ma rifiy ishlarni tashkil etish metodikasini yaratish eng muhim vazifalardan biridir. Chunki har qanday ma naviy-ma rifiy tadbir metodik jihatdan puxta ishlab chiqilmasa quruq safsatabozlikdan nariga > tmaydi. Shu sababli Prezident Islom Karimov > zining Yuksak ma naviyat-yengilmas kuch asarida ta kidlaganidek  Hozirgi vaqtda k> z > ngimizda dunyoning geopolitik, iqtisodiy va ijtimoiy, axborot-kommunikatsiya manzarasida chuqur > zgarishlar r> y berayotgan, turli mafkuralar tortishuvi keskin tus olayotgan bir vaziyatda, barchamizga ayonki, fikrga qarshi fikr, g oyaga qarshi g oya, jaholatga qarshi ma rifat bilan kurashish har qachongidan k> ra muhim ahamiyat kasb etmoqda . (119-bet) 1. Tashkiliy ishlar. Ta lim muassasalari rahbariyati va jamoat tashkiloti hamkorligida rektorat va jamoat tashkilotlari hamkorligida professor> qituvchilar va talabalar > rtasida olib boriladigan ma naviy ma rifiy ishlar rejalarini ishlab chiqish. Eslatma. Keyingi paytlarda ayrim > quv yurtlarida yoshlar jamoat tashkilotlarining tashabbusokrligi susayib, ular faqat oylik badallarni yig ish bilan, ba zi joylarda esa tadbirkorlik deb, savdosotiq ishlarini tashkil qilish, bilan cheklanib qolganligi sezilmoqda. Professor> qituvchilar va talabalar ma naviyatini yuksaltirishda va ularni ma rifatli qilishda bu tashkilotlarning rektorat bilan yaqindan hamkorligi juda ham zarur. Asosiy tashkiliy ishlar ularning tashabbusi bilan amalga oshirilsa, yana ham maqsadga muvofiq b> lur edi. 2. Respublikamiz Prezidenti va Hukumatining ma naviyat va ma rifatga oid farmonlari va qarorlarini jamoada keng muhokama qilish, ulardan kelib chiqadigan vazifalarni belgilab olish. 3. Respublika  Ma naviyat va ma rifat Kengashi, viloyat, shahar va tumandagi, tegishli b> limlar bilan yaqindan hamkorlik > rnatish, mazkur tashkilotlar xodimlari bilan doimiy uchrashuvlar > tkazib turish. 4. Barcha fakultetlar talabalari > qiydigan binolar va yotoqxonalarda  Ma naviyat va ma rifat xonalari tashkil etib, uni jihozlash. Oliy > quv yurti va yotoqxonalarining asosiy kirish joylarida, kutubxona va > quv zallarida xalqimizning ma naviy boyligini va ma rifatliligini tarannum etuvchi  Yuksak ma naviyat va ma rifatlilik mustaqil kelajagimiz garovi mavzuida kitoblar, plakatlar k> rgazmasini tashkil qilish. 5. Respublika  Ma naviyat va ma rifat Kengashi va uning joylardagi tashkilotlar bilan hamkorlikda universitetda muntazam ravishda kitob savdosi tashkil etib turish. 6. Ixtisosligi yaqin > quv yurtlari ma naviyat va ma rifat ishlari prorektorlari, b> lim boshliqlari, metodistlar va fakultetlar dekanlarining shu soha b> yicha muovinlar ishtirokida muntazam ravishda qilinayotgan ishlar, tajribalar, vazifalar xususida seminarlar va anjumanlar > tkazib turish.  qituvchilar va > quvchilar bilan > tkaziladigan ma rifiy ishlar: 1. Barcha fanlarni > qitishda ta lim jarayonida asosiy e tiborni talabalarni ma naviyatli va ma rifatli qilib tarbiyalashga qaratish. 2. Har > quv yilining sentabr oyida birinchi kurs talabalariga mustaqillik tamoyillarini chuqur singdirish maqsadida mustaqillik ramzlariga bag ishlangan q> shimcha darslar (10-20 soat) tashkil etish. (Bu darslarni ijtimoiy fanlar va adabiyot fanlari > qituvchilari > tkazsalar, maqsadga muvofiq b> lar edi). 3. Barcha talabalar uchun har chorshanba kuni darsdan s> ng mutazam > tkazilib turiladigan quyidagi ma naviy ma rifiy > quvlarni tashkil qilish: 1 chorshanba Prezidentimiz asarlari va nutqlarini > rganish. 2 chorshanba Prezident farmonlari, hukumat qarorlari va respublika qonunlarini > rganish. 3 chorshanba axloqiy ma rifiy > quvlari (bunda Qur oni karim, hadis va din ilmining k> zga k> ringan namoyandalari asarlaridan ham keng foydalanish). 4 chorshanba bozor iqtisodiyoti munosabatlari > quvi. Ushbu > quvlar tasdiqlangan jadval asosida tarix, falsafa, iqtisodiy nazariya, siyosatshunoslik, etika va estetika, odobnoma, huquq kafedralari professor > qituvchilarini t> liq jalb qilgan holda, Qur oni karim, hadis ilmi hamda islom tarixini yaxshi biladigan mutaxassislar ham ishtirok etgan holda > tkaziladi. 4. Barcha professor > qituvchilar uchun har oyning juma kunlarida muntazam ravishda quyidagi ma naviy ma rifiy > quvlarni tashkil qilish: a) Mustaqillik darslari (Prezident asarlari, nutqlari, farmonlari, qaror v qonunlar > rganiladi); b) bozor iqtisodi munosabatlari; v) ma naviyat darsi (talabalarga > qilayotgan ma naviyat asoslari buyicha hamda islom tarixi va qonun qoidalarini yaxshi biladigan mutaxassislarni ham jalb etgan holda); g) sharq pedagogikasi; d) sharq falsafasi Ushbu ma rifiy ishlarni uyushtirish uchun ma naviyat va ma rifat b> limi xodimlari mas uldirlar. Ular dars mavzusi, reja va dasturlarni, dars jadvallarini, ma ruzachi professor> qituvchilarni, chetdan taklf qilinayotgan ma ruzachilar tayyorlashlari va ta minlashlari lozim. Darslarni tashkil etishda esa fakultet dekanlarining muovinlari b> lim xodimlariga yaqindan yordam qilishlari kerak. Universitet (> quv yurti) rahbariyati ma ruzachilar va muloqot darslarini olib boradigan > qituvchilarga q> shimcha soatbay haq t> lashlari, ularni har tomonlama rag batlantirib turishlari lozim.  quv yurti miqyosida ma naviyat va ma rifat ishlari reja va tadbirlarini tuzish va uni amalga oshirishda yana quyidagi vazifalarga e tiborni qaratish ham muhimdir: - > quv tarbiyaviy ishlarni yuksak darajada tashkil qilish, > quvchilar va talabalar dunyoqarashlarini kengaytirish maqsadida har bir fanni ma naviy ma rifiy ruhda > qitish; - talabalar yotoqxonalariga biriktirilgan ijtimoiy va umumiy oliy > quv yurti kafedralari ma naviy ma rifiy, tarbiyaviy ish rejalarini muhokama qilib, ularningn bajarilishini nazorat qilish; - mustaqillik va ma naviyat mavzuida seminarlar tashkil etish; - tarixiy yodgorliklar, ma rifiy maskanlar, san at koshonalari hamda mustaqillik davrida qad k> targan inshootlarga > quvchi yoshlar va talabalarning ekskursiyalarini tashkil qilish; - > lkashunoslik va Vatanimiz tarixiga oid t> garaklar ishini jonlantirish; -  yil professori ,  yil dotsenti ,  yil > qituvchisi tadbirlarini > tkazish jarayonida ishtirokchilarning ma naviy ma rifiy, axloqiy, tarbiyaviy ishlarda ishtirokiga e tibor qaratish; - ijtimoiy kafedra > qituvchilari, xotin qizlar uyushmasi hamkorligida talabalar > rtasida  Odob saboqlari ,  Odobnoma ,  Hayot va turmush odobi mavzusida davra suhbatlari > tkazish. - barcha kurs va guruhlarda  Vatan tarixini bilmay turib, uni t> la sevib b> lmaydi ,  Vatan ostonadan boshlanadi mavzuida davra suhbatlari, viktorina, ilmiy tarbiyaviy soatlar > tkazish; - harbiy sport t> garaklari ishlarini yanada jonlantirish guruhlarda mardlik jasurlik darslarini tashkil etish; fakultetlarda, !"$%*+1278ABCDKLTUWZ]^deop|}~ϿߟϏrbh3hV5CJ,aJ,mHCsHCh,G5CJ,aJ,mHCsHCh%h,G5CJ,aJ,mH sH h3h,G5CJaJmHCsHCh%hZBW5CJ$aJ$mHCsHCh%hF5CJ$aJ$mHCsHCh%hdC25CJ$aJ$mHCsHCh%h; 5CJ$aJ$mHCsHCh%hf5CJ$aJ$mHCsHCh3hF5CJaJmHCsHC%BCD}~ $a$gd%gd% $7$8$H$a$gdG)$a$gd;  ³whYwYFw%h\=Hh\=HB*CJ(aJ(mHphsHh\=Hh\=HCJ(aJ(mHCsHCh\=Hh; CJ(aJ(mHCsHCh\=HhCJ(aJ(mHCsHCh\=HhZBWCJ(aJ(mHCsHCh\=HhGACJ(aJ(mHCsHCh\=HhCJ(aJ(mHCsHCh3hVCJ,aJ,mHCsHCh3h; 5CJ,aJ,mHCsHChZBW5CJ,aJ,mHCsHCh3hV5CJ,aJ,mHCsHCh3hf5CJ,aJ,mHCsHC        ) * / 1 7 8 = > W X Y ` a b o ӵӵӵӵӈyj[Lyyh\=Hh 8CCJ(aJ(mHCsHCh\=HhOCJ(aJ(mHCsHCh\=HhgfCJ(aJ(mHCsHCh\=HhfCJ(aJ(mHCsHCh\=Hh; CJ(aJ(mHCsHChOhOCJ(aJ(mHCsHCh\=HhGACJ(aJ(mHCsHCh\=HhCJ(aJ(mHCsHCh\=HhCJ(aJ(mHCsHCh\=HhFCJ(aJ(mHCsHCh\=HhZBWCJ(aJ(mHCsHCh\=HhKCJ(aJ(mHCsHC Ѵzk_kPD5h%hVCJ,aJ,mH sH hCJ,aJ,mH sH h3h; CJ,aJ,mHCsHChZBWCJ,aJ,mHCsHCh3hfCJ,aJ,mHCsHCh3h; 5CJ,aJ,mHCsHCh%h%5CJ,aJ,mH sH h%5CJ,aJ,mH sH h; 5CJ,aJ,mH sH h3h; 5CJ(aJ(mHCsHChZBW5CJ(aJ(mHCsHCh3hF5CJ(aJ(mHCsHCh3h 8C5CJ aJ mHCsHCh\=Hh; CJ(aJ(mHCsHC Ĵ{hXE$hhCJ4OJQJaJ4mHCsHChGACJ4OJQJaJ4mHCsHC$h3hCJ4OJQJaJ4mHCsHC$h3hfCJ4OJQJaJ4mHCsHC$h3h; CJ4OJQJaJ4mHCsHC$hOhOCJ4OJQJaJ4mHCsHCh3h.6r5CJ`aJ`mHCsHCh; 5CJ`aJ`mHCsHCh3hV5CJ`aJ`mHCsHCh3hf5CJ`aJ`mHCsHCh3hVCJ,aJ,mHCsHC        ( , 0 6 B D F P R T X Z \ ` b j p r t Ǵǡǎǡǡǡ{{{ǡhX{ǡǡhZBWCJ4OJQJaJ4mHCsHC$h%h%CJ4OJQJaJ4mHCsHC$h3h&[CJ4OJQJaJ4mHCsHC$hhCJ4OJQJaJ4mHCsHC$h3hfCJ4OJQJaJ4mHCsHC$hOhOCJ4OJQJaJ4mHCsHC$h3h; CJ4OJQJaJ4mHCsHC!hGACJ4H*OJQJaJ4mHCsHC'h3h; CJ4H*OJQJaJ4mHCsHC! 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24FHTVnp­ЭҭܭRRR"R6R8RPRTR\R^RrRzRRRRRRRRRRRRRRRRSSS"S*S2S8SJSRSZS`SvSxSSSSSSSSSSSSSTT TUhvTCJaJmHCsHChU7hh`hCJaJmHCsHCZ yotoqhonalarda, shuningdek mahallalarda  Ayol madaniyati ,  Qizlar iffati ,  Ayol ma rifati ,  Ayol tarbiyachi ustoz ,  Ayol k> ngil malhami ,  Ayol tadbirkor ,  Ayol jamiyatning faol ishtirokchisi kabi mavzularda suhbatlar, uchrashuvlar (kechalar) va ilmiy amaliy anjumanlar > tkazish; - jamoa yoshlarining umuminsoniy va milliy qadriyatlar asosida ma naviy, iqtisodiy, huquqiy, ekologik, mehnat, estetik madaniyatini shakllantirish maqsadida taniqli san atkor, huquqshunos, ta lim va fan arboblari, mehnat faxriylari, sog liqni saqlash xodimlari bilan ijodiy kechalar va uchrashuvlar uyushtirish; - talaba qizlar ongini umuminsoniy va ma naviy qadriyatlar, milliy istiqlol va mustaqillik mafkurasi asosida shakllantirish hamda ularning oila va jamiyat ishlarida faolligini oshirish maqsadida > quv yurtida  Qizlar klubi yanada jonlantirish; - ma naviyat va ma rifat borasidagi yangiliklardan muntazam xabardor b> lib turish maqsadida jurnal va gazetalarga obuna b> lishni tashkil etish; - milliy mafkura va yoshlar tarbiyasi mavzuida universitet (> quv yurti) professor > qituvchilarining nazariy konferensiyasini > tkazish; - milliy udumlarimiz b> lgan  ustoz va shogirdlik tizimi mohiyatini chuqur > rganish asosida professor > qituvchilar va talabalar > rtasida  ustoz shogirdlik tizimini y> lga q> yish; - talabalar yotoqxonalarida  namunali xona ,  namunali qavat ,  namunali yotoqxona k> rik tanlovlarini muntazam tashkil etib borish; - talabalar va professor > qituvchilar > rtasida muntazam ravishda milliy an analarimiz va urf odatlarimizni tarannum etuvchi k> rik tanlovlarni tashkil qilish; - > quv yurtida an anaviy sport musobaqalarini > tkazishda milliy uyinlarimizga alohida e tibor qaratish; - muallimlar va talabalarning Toshkent shahridagi teatrlarga, muzeylarga, diqqatga sazovor b> lgan joylarga jamoa b> lib borishlarini tashkil qilish; - > quv yurti professor > qituvchilari va talabalarining shoir va yozuvchilar, davlat va jamoat arboblari, mehnat faxriylari kabi taniqli kishilar bilan uchrashuvlarini uyushtirib borish. Bularning barchasi ma naviy va ma rifiy ishlarning mazmuni va y> nalishini anglatuvchi tadbirlardir. Zero, > quv yurtlari talabalari orasida b> ladigan ma naviy va ma rifiy ishlarni shartli ravishda bir necha majmua (bloklar) ga b> lgandik. Ana shu majmualar b> yicha tuzilgan rejalar yoshlarga ma naviy tarbiya berishning qanday saviyada ekanligini k> rsatuvchi mezondir. Mazkur majmualarning, deylik, birinchisi, talabayoshlarning bilim doirasi, umummadaniyati va saviyasini yuksaltirishga bag ishlangan viktorinalar, guruhlararo, kurslararo bilimdonlik va zukkolik yuzasidan musobaqalar tashkil etishdan iborat. Bunda tashkilotchilar Vatanimiz, qardosh xalqlar, umumjahon adabiyoti, san ati, umuman madaniyatiga oid savollar tuzib, ishtirokchilarning bu boradagi bilimlarini sinaydilar, g oliblarga tantanali suratda sovrinlar topshiradilar. Bunday tadbirlar ishtirokchilarni rag batlantirishdangina iborat b> lib qolmasligi kerak. Bilag onlik, zukkolik k> rsatgan talabalarga nisbatan tangdoshlarida havas uyg otishi, ularda  Men ham > shanday b> lolmaymanmi? degan intilish tug dirishi, g oliblarni tantanali taqdirlash boshqalarda ham > shalarning > rnida b> lish orzusini uyg otishi lozim. Bir gap bilan aytganda, bilag onlikni, zukkolikni talab etuvchi viktorina, musobaqa kabi tadbirlar ma naviyat va ma rifatni ulug lovchi katta tashviqiy ahamiyatga ega b> lishi lozim. Agar, bordiyu, bunday tadbirlar xorijiy tillarni bilish musobaqasiga m> ljallangan b> lsada, yanada yaxshi. Chunki hozirgi paytda xorijiy tillarni mukammal > rganmay turib, chinakam, mukammal inson sanalish qiyin b> lib qoldi. Bu zamonamizning talabi, davr ehtiyojidir. Ma naviy va ma rifiy ishlar yuzasidan > tkaziladigan tadbirlarning muayyan majmui xalqimizning tarixi, urfodatlari, rasmrusmlari asosida tayyorlanib, talabayoshlarda milliy qadriyatlarimizga hurmat uyg otish ruhida > tkazilishi muhimdir. Shuni ham aytish kerakki bunda milliy > ziga xoslikka haddan tashqari e tiborni qaratish, boshqa millatlarning an analari, urfodatlarini ozgina b> lsada kamsitish, behurmat qilish kabilarga mutlaqo y> l q> yib b> lmaydi. Milliy qadriyatlar b> yicha tayyorlanadigan tadbirlar umuminsoniy qadriyatlar bag rida, u bilan ichki, uzviy aloqadorlik tarzida > tkazilishi lozim. Jumladan, xalqimizning t> ylari haqida gap ketganda, bir mintaqada tarixan yonmayon yashab kelgan, hozir Respublikamizda bahamjihat istiqomat qilayotgan turli millat va elatlarning t> ylari bilan qiyoslab, boshqa millat va elatlarning t> ylariga ham hurmat hissini uyg otgan ma qul. Ayni paytda, xalqimizning t> ylaridagi ayrim nomaqbul jihatlarga, jumladan ortiqcha sarf harajatlarga, keragidan ziyod hashamlarga, shuhrat orttirish maqsadida  behuda bel sindirishga urinishlarni tanqidiy baholashlarga ham ozgina b> lsada, e tibor berilgani durust. Natijada, bunday tadbirlarning ma rifiy jihati kuchayadi. Ma naviy va ma rifiy ishlarning muayyan majmui Navruz bayrami singari xalqimizning ajoyib an analariga bag ishlanadi. Bunday sanalarni nishonlaganda ham talabayoshlarga ma naviy va ma rifiy jihatdan tarbiya berish masalasiga alohida e tiborni qaratish kerak. Jumladan, Eron va Turonzamin xalqlarining talaygina an analari, urfodatlari rusmrusumlari, umuman turmush tarzidagi umumiylik, mushtaraklik mavjudligi misolida azaldan ushbu mintaqadagi xalqlarning > zaro iqtisodiy va madaniy aloqalari mavjudligiga e tiborni qaratish va Navr> z singari bayramlar qardosh xalqlar, q> shni xalqlar > rtasidagi d> stlik, hamjihatlik, totuvlikni mustahkamlashga xizmat qilib kelganini ta kidlash joiz. Bu bilan Navr> z bayrami tashkilotchilari talabayoshlarda baynalmilallik, d> stlik va > zaro xayrixohlik tuyg ularini kuchaytirishga muvaffaq b> ldilar. Aslida, qadimdan yetib kelgan an ana va rasmrusumlarni nishonlashdan k> zlangan maqsad ham shudir. Ta kidlash lozimki, Navr> z bayramiga diniy tus berish > zini oqlamaydi. Umuman, talabayoshlarga diniy ma rifiy tarbiya berishda ham Respublika hukumatining dinga b> lgan munosabatini aniqlashtiruvchi, belgilovchi, shuningdek vijdon va e tiqod erkinligiga oid hujjatlari doirasida ish tutmoq kerak. Aks holda kutilmagan, noma qul natijalar kelib chiqishi mumkin. 3-rejaning bayoni: Ma naviy-ma rifiy ishlarni tashkil etish usullari, texnologiyalari, ustuvor y> nalishlari XXI asrda insoniyat > z taraqqiyotining sifat jihatidan yangi pallasiga qadam q> ydi. Dunyoda katta > zgarishlar sodir b> layotgan bugungi kunda ijtimoiy makonni > zlashtirishning yangi usullari, jumladan, yangi texnologiyalar keng rasm b> ldi. Texnologiyalar asri deb atalayotgan XXI asrda ishlab chiqarishda joriy etilgan yangi texnologiyalar mehnat samaradorligini misli k> rilmagan darajada > stirib yubordi. Biroq yangi texnologiyalar faqat sanoat va qishloq x> jaligida q> llanilmayapti, balki ma naviy, mafkuraviy jarayonlarda ham > z samarasini k> rsatmoqda. Mamlakatimizdagi mafkuraviy jarayonlarga ham shu nuqtai nazardan yondoshish ma naviy-ma rifiy ishlarni tashkil qilishda zamonaviy texnologiyalardan foydalanish zaruratini k> rsatadi. Ma naviyat va ma rifat g oyalarini xalq qalbi va ongiga singdirish muayyan texnologiya asosida olib borilganida tadbirlarning ketma-ketligi, miqyosi va meyori, davomiyligi va tamoyillari singari jihatlar qamrab olinadi. Ularning muhimligi shunda k> rinadiki, masalan, targ ibotda meyorning buzilishi, milliy mafkura t> g risida hadeb va no> rin gapiraverish, meyorni bilmaslik teskari samara berishi mumkin. Targ ibot texnologiyasi ma naviy-ma rifiy ishlar, milliy g oya va mafkura mazmun-mohiyatiga mos b> lgan taqdirdagina kutilgan natijaga erishish mumkin.  zbekistonda ma naviy-ma rifiy ishlarni va mafkuraviy jarayonlarni tashkil etishning ustuvor y> nalishlari quyidagilardan iborat: - belgilangan tadbirlarning yuqori darajada uyushqoqlik bilan > tkazilishini ta minlash; - ma naviyatning, milliy g oyaning targ iboti sifatini muntazam oshirib borish; - davr talablaridan kelib chiqqan holda ma naviy-ma rifiy va mafkuraviy ishlarni tashkil etishning yangi, samarali y> llarini izlash; - bu sohada eski uslublarning mutlaqlashtirilishiga, andozalashtirishga y> l q> ymaslik; - ma naviy-ma rifiy ishlar va mafkuraviy jarayonlarni tashkil etishda ijtimoiy muhitni hisobga olish; - ma naviy-ma rifiy ishlar va mafkuraviy jarayonlarni tashkil etishda uchraydigan rasmiyatchilik va majlisbozlik k> rinishlariga baxram berish; - mafkuraviy faoliyatning qanchalik samarali olib borilayotganini bilish maqsadida uning monitoringini tashkil etishdan iborat. - Milliy g oyaning targ ibot-tashviqotini tashkil etishda quyidagi tashkiliy tamoyillarga amal qilinishi maqsadga muvofiq: - keng qamrovlilik, bunda jamiyatning barcha a zolariga g oyalar xilma-xilligi asosida mafkurani singdirish, bu jarayonda aholining barcha qatlamlarini qamrab olish nazarda tutiladi. Natijada, jamiyatning barcha b> g inlari mafkuraviy ta sir doirasida qamrab olinadi; - umumiy maqsadga y> naltirilganlik; - faol insonni tarbiyalash va inson salohiyatini yuzaga chiqarish mafkuraning bosh maqsadi qilib olinadi chunki Prezident Islom Karimov  Yuksak ma naviyat- yengilmas kuch asarida ta kidlaganidek  kommunistik mafkura va axloq normalaridan voz kechilganidan s> ng jamiyatda paydo b> lgan g oyaviy b> shliqdan foydalanib, chetdan biz uchun mutlaqo yot b> lgan, ma nviy va axloqiy tubanlik illatlarini > z ichiga olgan  ommaviy madaniyat yopirilib kirib kelishi mumkinligini unutmaslik kerak . (117-bet) - uzluksizlik - milliy g oya targ ibotining makonda va zamonda doimiyligini, uning yaxlit tizim shakliga keltirilishini anglatadi. Uzluksizlik tamoyili milliy g oya va mafkurasi xalq ongiga singdirish uchun mamlakatda muayyan mafkuraviy maydon yaratishni taqozo qiladi. Bu maydondagi har bir holat va harakat, jumladan, ta lim tizimidagi > quv rejalari, dasturlar, darsliklar, > quv q> llanmalari, sinf va auditoriyalar, k> rgazmali qurollar milliy g oya va mafkuriga uyg un b> lishi talab etiladi; - ketma-ketlik - har bir bosqich uchun istalgan qadriyatlarni singdirish maqsadida mafkuraviy tashviqot rejalashtiriladi; - bosqichma-bosqichlik - milliy g oya va mafkurani targ ib qilishning ruhiy jihatlari bilan bog liq b> lib, ham targ ib qiluvchi, ham qabul qiluvchining muayyan tayyorgarlik bosqichlaridan > tishini taqozo qiladi. Aytaylik, boshlang ich sinf > quvchisiga milliy mafkuraning falsafiy va etnik ildizlari t> g risida gapirish no> rin b> lishdan tashqari mutlaqo samarasiz hamdir. Shuning uchun bog chada, boshlang ich sinflarda, t> liqsiz > rta maktabda, yuqori sinflar, akademik litsey va kollejlar, oliy > quv yurtlari va mehnat jamoalarida ma naviy-ma rifiy va mafkuraviy ish tinglovchi va > quvchilarning yoshi, bilimi, ma lumoti kabi jihatlarini hisobga olib aniq belgilangan reja asosida olib borilishi kerak; Ma naviy-ma rifiy ishlarda meyor, shaxsiy ibrat va boqarish. - meyoriylik  aksil targ ibotni keltirib chiqaradigan, hayotdan uzilib qolishga olib keladigan balandparvozlik, rasmiyatchilik va takrorlanishlarga y> l q> ymaydi; - shaxsiy ibrat  ma naviy-ma rifiy tadbirlar va mafkuramizni targ ib qilishda muvaffaqiyatni ta minlaydigan muhim omillardan biri. Maktab muallimi darsda > quvchilarga millat manfaatlari, orzu-umidlari, intilishlari t> g risida balandparvoz gaplarni gapirsa-yu, > zi hayotda shu manfaatlarga zid ishlarni qilsa, bu targ ibotning samarasi nolga teng b> ladi. Mamlakat va millat ravnaqi t> g risida og iz k> pirtirib gapiradigan boshliq b> shab qolgan lavozimga layoqatli va munosib xodim qolib, > ziga qarashli, lekin bu > ringa nomunosib odamni tiqishtirsa, u millatning yuziga oyoq q> ygan b> ladi va uning milliy mafkurani aksiltarg ibot qilgan b> ladi. Shuning uchun, milliy g oyani aholi ongiga singdirishda targ ibotchilar faoliyatida ish bilan s> z birligini ta minlash, ayniqsa, rahbar xodimlarning shaxsiy ibrat k> rsatish tamoyiliga amal qilishi muvaffaqiyatni ta minlaydigan eng muhim omillardan biridir. Korxona, tashkilot, muassasa rahbari, ular davlat sektori yoki xususiy sektorga tegishli b> lishidan qat iy nazar > z jamoasidagi ma naviy-mafkuraviy jarayonlarga mas ul b> lishi kerak; - ilg or targ ibot-tashviqot texnologiyalaridan foydalanish - bunda mafkuraviy targ ibotga insonlarni mohirona boshqarish usuli sifatida qaraladi. Milliy g oyaning targ iboti qotib qolgan narsa emas, faol jarayondir. Shuning uchun uni qadimdan qolgan va z aytish va ma ruza > qish kabi targ ibot shakllari yordami bilangina keng xalq ommasi ongiga singdirib b> lmaydi. Maqsadga erishish uchun targ ibotning faol shakllaridan, zamonaviy texnologiyalardan foydalanish maqsadga muvofiq. Yoshlar orasida targ ibot olib borilganda munozara, bahs, davra suhbati kabi shakllardan oqilona foydalanilsa maqsadga tezroq va t> laroq erishish mumkin. Yoshlarning fiziologik va ruhiy xususiyatlari va z va ma ruzalarni emas, k> proq interaktiv usullar va sanab > tilgan targ ibot shakllaridan foydalanishni taqozo qiladi. Mazkur targ ibot tamoyillari milliy istiqlol g oyasini inson ongi va qalbiga singdirishning barcha bosqichlari uchun umumiy va bir xil b> lib, turli bosqichlarda, turli shakl va vositalardan foydalanganda odamlarning yoshi, kasbi, ma lumoti kabi xususiyatlari hisobga olinadi. Targ ibot olib borishda sanab > tilgan tamoyillarning muayyan auditoriya xususiyatlariga mosligini ta minlash targ ibot samaradorligini ta minlaydigan eng muhim omildir. Targ ib qilinayotgan g oyalarning inson ongida axborot, ma lumot tarzida > rnashishi kifoya qilmaydi, ular insonning yurak-yuragiga yetib borganidagina ular inson qalbiga chuqur > rnashadi. Buning uchun esa auditoriya targ ibotchining milliy g oyaga chuqur ishonchi va qat iyatini his qilishi kerak. Lekin targ ibotda g oyalarga e tiborni tortish bilan ham qanoatlanish mumkin emas. Chunki e tiborni jalb qilish - targ ibotning birinchi bosqichi, xolos. Targ ibotning keyingi bosqichi g oyani t> g ri va atroflicha tushuntirishni, mafkura bilan bog liq barcha savollarga javob topib berishni talab qiladi. Chunki milliy g oyani tushunish - unga ishonish demakdir. Ana shu yerda bir savol bilan t> qnashamiz: nima k> proq ishonch uyg otadi: jiddiy dalillar bilan asoslangan axborotmi yoki hissiyotlarni uyg otuvchi ma ruzami? Targ ibot davomida insonning hislariga, qalbiga murojaat qilish katta samara beradi, albatta. Lekin ishonchli dalillar, e tiroz uyg otmaydigan hayotiy ma lumotlarning keltirilishi bu g oyalarni hayotga tatbiq qilishdan hammamiz manfaatdor ekanligimiz haqidagi fikrni uyg otadi. Targ ibot jarayoni shu yerda tugaydi, deb > ylaydiganlar katta xato qiladilar. Zero, mafkura yangi ishlarga ilhomlantiradi, harakatga undaydi. Harakatsiz mafkura esa safsatabozlikdan b> lak narsa emas. Demak, insonlar milliy mafkuradan > rin olgan g oyalarga mos harakat qila boshlaganlaridagina milliy g oya xalqning e tiqodiga aylanganligi haqida xulosa qilish mumkin. Ma naviy-ma rifiy ishlarda fuqaro tarbiyasi. Milliy g oya va  zbekiston tajribasi k> tarilgan masalaning muhimligi  zbekistonda ham bu borada amalga oshirilayotgan ishlarni tahlil qilishga undaydi. E tibor berib qaraydigan b> lsak, bizda  fuqaro tarbiyasi haqida kam gapiriladi. Lekin bizda bu vazifa > z holiga tashlab q> yilgan emas.  zbekistonda fuqaro tarbiyasi davlat siyosatining ustuvor sohasi b> lib, asosan ikki y> nalishda: Kadrlar tayyorlash milliy dasturi doirasida va milliy istiqlol g oyasini singdirish vositasida amalga oshirilmoqda. K> rinib turibdiki, bizda ham fuqaro tarbiyasini amalga oshiruvchi maskan sifatida maktab tanlangan. Chunki maktabda bola bilim olishdan tashqari shaxs sifatida ham shakllanadi. Demak, maorifga millatni tarbiyalashdek mas uliyatli vazifa yuklangan. Lekin ta lim tizimida targ ibot-tashviqotdan maqsad  faqat bilim berish emas, balki kishini biror harakatga undashdan iborat ekanligini unutmasligimiz lozim. Masalaga ana shu jihatdan qaraydigan b> lsak, milliy g oya va mafkura > qitilayotgani hali odamlar ongiga mafkura singdirilyapti degani emas. Demak, mafkuraviy maqsadlarni aniq > quv vazifalari shakliga keltirishimiz, milliy g oya va mafkuradagi asosiy g oyalarning amaliy harakatlarga aylanishiga erishishimiz zarur. Ta kidlash joizki, targ ibotning negizida faqatgina g oyaga ishonch emas, g oyani targ ib qilayotgan insonga ishonch ham yotadi. Shu bois, maqtash targ ibotning yagona va hatto eng t> g ri usuli ham emas. Demak, mafkurani hayotni faqat maqtash, uni benuqson tasvirlash orqali targ ib qilish mumkin emas. Bunga bir misol. Bir vaqtlar AQSH fuqarolarida demokratik tamoyillarning bir oz qadrsizlanishi kuzatilgan edi. Mutaxassislar tomonidan bu muammoning turli yechimlari taklif qilindi, lekin targ ibotning bir oz noan anaviy usuli tanlab olindi: demokratiyaning kamchiliklari oshkora aytildi, uning ba zan ishlamayotgani ochiq tanqid qilindi va unga muqobillar sifatida kommunizm va monarxiya targ ib etildi. Targ ibotning bu usuli kutilgan samarani berdi: odamlar yomon b> lsa ham, demokratiyadan q> ymasin degan fikrga keldilar va demokratiyaning ashaddiy himoyachilariga aylandilar. Bugungi voqelik milliy g oya va mafkuri targ iboti masalasiga alohida e tibor berishni talab qilmoqda. Hozirgi kunda mamlakatimizda milliy g oya va mafkura targ iboti eng dolzarb masalalardan biriga aylanganligini inobatga oladigan b> lsak, uning targ ibot-tashviqotiga ham yangicha texnologiyalar, usullar, vositalarni jalb qilish foydadan holi emas. Milliy g oya va mafkuri targ ibotining ta sirchanligini oshirish vazifasi ham bu jarayonda yangi texnologiyalarni keng q> llash zaruratini kuchaytiradi. Mafkura targ ibotida yangi texnologiyalarni q> llashda jahonning qator davlatlarida bu borada t> plangan ilg or tajribalardan foydalanish ayni muddao b> lur edi. Tayanch s> z va iboralar Texnologiyalar asri, targ ibot texnologiyasi, ustuvor y> nalishlar, uluksizlik, ketma-ketlik, shaxsiy ibrat, targ ibot tamoyillari, fuqaro tarbiyasi, demokratik tamoyillar, T> rt qadamli, rejalashtirish, dasturlashtirish, kommunikativ, muloqotga kirishish, xulosalar yasash, geografik makon, demografik omil, ijtimoiy maqom, globallashuv, ilom dini ta limoti. Mavzuni mustahkamlash uchun savollar Texnologiyalar asri deganda nimani tushunasiz? Targ ibot texnologiyasi nima? Mafkuraviy jarayonlarni tashkil etishning ustuvor y> nalishlari qanday? Fuqaro tarbiyasi nima? T> rt qadamli universal modelning mohiyati nimada? Kommunikativ vazifalar strategiyasi qanday tuziladi? Demokrafik omilning mohiyati nima? Ma naviy-ma rifiy ishlarni tashkil etishda islom dini ta limotlaridan qanday foydalaniladi? 1 .0@8<>2. 0B0= A06403> :018 <C0440A48@. 36 15B.     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