ࡱ> [&bjbj4ΐΐN@%%X3X3X3X3X3l3l3l3l3d4,l3GH44444555RFTFTFTFTFTFTF$?MO>xFX355555xFX3X344H5555X34X34RF55RF55D|F4p/\l35"E>FH0GH4EP5P$FPX3F 55555555xFxF5555GH5555P555555555%( 2:1-mavzu: TA LIM T G RISIDAGI QONUN, KADRLAR TAYYORLASH MILLIY DASTURINI AMALGA OSHIRISH JARAYONIDA KASB TA LIMI METODIKASI FANINING PREDMETI, MAQSAD VA VAZIFALARI  2 soat Reja: 1.  zbekiston Respublikasining Ta lim t> g risidagi Qonuni va Kadrlar tayyorlash milliy dasturi da > rta maxsus kasb-hunar ta limiga q> yilgan talablar. 2. Kasb ta limi metodikasi fanining boshqa kasbiy ta lim fanlari bilan aloqalari. 3. Kasb ta limi metodikasi fanining tadqiqot metodlari. 4. Kasb-hunar ta limining tarixiy shakllangan an analari.  zbekiston Respublikasining Ta lim t> g risidagi Qonuni va Kadrlar tayyorlash milliy dasturi da > rta maxsus kasb-hunar ta limiga q> yilgan talablar.  zbekiston Respublikasi Oliy majlisining 9-sessiyasi 1997 yil 29-avgustda  Ta lim t> g risida gi qonun va  Kadrlar tayyorlash milliy dasturi qabul qilindi. Bu qonun va dastur ta lim sohasini tubdan isloh qilishga qaratilgan b> lib, ta lim sohasini rivojlantirish y> llarini belgilab bergan.  zbekiston Respublikasining  Ta lim t> g risida gi qonunning maqsadi fuqarolarga ta lim, tarbiya berish, kasb-hunar > rgatishning huquqiy asoslarini belgilaydi hamda har kimning bilim olishdan iborat konstitusiyaviy huquqini ta minlashga qaratilgan.  Ta lim t> g risida gi Qonun,  Kadrlar tayyorlash milliy dasturi , davlat ta limi standarti va > quv rejasi kabi meyoriy hujjatlarda bugungi kunda yosh avlodga ta lim-tarbiya berishga q> yilgan talablar > z aksini topgan. Ushbu hujjatlarda chuqur bilimli, erkin fikrlovchi, > zida yuksak insoniy fazilatlarni mujassam etgan barkamol shaxsni tarbiyalash birinchi galdagi vazifa etib belgilangan. Kadrlar tayyorlash milliy modelining asosiy tarkibiy qismlari quyidagilardan iborat: shaxs kadrlar tayyorlash tizimining bosh subyekti va obyekti, talim sohasidagi xizmatlarning istemolchisi va ularni amalga oshiruvchi; davlat va jamiyat talim va kadrlar tayyorlash tizimining faoliyatini tartibga solish va nazorat qilishni amalga oshiruvchi kadrlar tayyorlash va ularni qabul qilib olishning kafillari; uzluksiz ta lim  malakali raqobatbardosh kadrlar tayyorlashning asosi b> lib, ta limning barcha turlarini, davlat ta lim standartlarini, kadrlar tayyorlash tizimi tuzilmasi va uning faoliyat k> rsatish muhitini > z ichiga oladi; fan  yuqori malakali mutaxassislar tayyorlovchi va ulardan foydalanuvchi, ilg or pedagogik va axborot texnologiyalarini ishlab chiquvchi; ishlab chiqarish  kadrlarga b> lgan ehtiyojni, shuningdek ularning tayyorgarlik sifati va saviyasiga nisbatan q> yiladigan talablarni belgilovchi asosiy buyurtmachi, kadrlar tayyorlash tizimini moliya va moddiy-texnika jihatdan taminlash jarayonining qatnashchisi. Uzluksiz talim tizimining faoliyat olib borishi davlat talim standartlari asosida, turli darajalardagi talim dasturlarining izchilligi asosida taminlanadi va quyidagi talim turlarini > z ichiga oladi: maktabgacha ta lim; umumiy > rta ta lim; > rta maxsus, kasb-hunar ta limi; oliy ta lim; oliy > quv yurtidan keyingi ta lim; kadrlar malakasini oshirish va ularni qayta tayyorlash; maktabdan tashqari ta lim. Kadrlar tayyorlash milliy modelining > ziga xos xususiyati mustaqil ravishdagi t> qqiz yillik umumiy > rta hamda uch yillik > rta maxsus, kasb-hunar ta limini joriy etishdan iboratdir. Bu esa, umumiy ta lim dasturlaridan > rta maxsus, kasb-hunar ta limi dasturlariga izchil > tilishini ta minlaydi. Umumiy > rta ta lim negizida > qish muddati uch yil b> lgan majburiy > rta maxsus, kasb-hunar ta limi uzluksiz ta lim tizimidagi mustaqil turidir.  rta maxsus, kasb-hunar ta limi y> nalishi akademik litsey yoki kasb-hunar kolleji > quvchilar tomonidan ixtiyoriy tanlanadi. Akademik litsey davlat ta lim standartlariga muvofiq > rta maxsus ta lim beradi.  quvchilarning imkoniyatlari va qiziqishlarini hisobga olgan holda ularning jadal intellektual rivojlanishi chuqur, soqalashtirilgan, tabaqalashtirilgan, kasbga y> naltirilgan ta lim olishini ta minlaydi. Akademik litseylarda > quvchilar > zlari tanlab olgan ta lim y> nalishi b> yicha (gumanitar, texnika, agrar va boshqa sohalar) bilim saviyalarini oshirish hamda fanni chuqur > rganishga qaratilgan maxsus kasb-hunar k> nikmalarini > zlarida shakllantirish imkoniyatiga ega b> ladilar. Bu k> nikmalarni > qishni muayyan oliy ta lim muassasalarida davom ettirish yoki mehnat faoliyatida r> yobga chiqarishlari mumkin. Kasb-hunar kolleji tegishli davlat ta lim standartlari doirasida > rta maxsus, kasb-hunar ta limi beradi; > quvchilarning kasb-hunarga moyilligi, bilim va k> nikmalarini chuqur rivojlantirish, tanlab olingan kasb-hunar b> yicha bir yoki bir necha ixtisosni egallash imkonini beradi. Kasb-hunar kolejlari jihozlanganlik darajasi, pedagogik tarkibning tananganligi, > quv jarayonining tashkil etilishi jihatidan yangi tipdagi ta lim muassasalari hisoblanadi. Ular bir yoki bir necha zamonaviy kasb-hunarni egallash hamda tegishli > quv fanlaridan chuqur nazariy bilim olish imkonini beradi. Kasb ta limi metodikasi fanining boshqa kasbiy ta lim fanlari bilan aloqalari Kasb ta limi metodikasi fani talabalarning pedagogika, psixologiya, umumkasbiy hamda maxsus fanlardan olgan bilim va k> nikmalarini amalga tadbiq etish, kasb  hunar kollejlarida umumkasbiy va maxsus fanlari b> yicha dars berishning shart-sharoitlari, tashkiliy shakllari hamda metodlari, shuningdek, ularga oid rejalashtiruvchi hujjatlar mazmuni bilan tanishtiruvchi, ularni tayyorlashni > rgatuvchi fan b> lib hisoblanadi. U > z oldiga har tomonlama barkamol rivojlangan, hozirgi zamon ruhida tarbiyalangan, bozor iqtisodiyoti davrida ta lim-tarbiya ishini tashkil etish va uni amalga oshirishga oid dolzarb muammolarni ijobiy hal eta oladigan, milliy istiqlol g oyasi, milliy va umuminsoniy qadriyatlarimizni chuqur his etib, ularni ta lim-tarbiya mazmuniga singdira oladigan shaxs  kasb ta limi > qituvchisini tayyorlash bilan bog liq aniq maqsadni q> yadi. Kasb ta limi metodikasi fani quyidagi vazifalarni hal etadi: pedagogik-psixologik bilimlarni umumkasbiy va maxsus fanlarni > qitish jarayonida tadbiq etish; pedagogik-psixologik bilimlar, bevosita tanlangan sohalarga va yangi pedagogik, axborot texnologiyalari asosida metodik muammolarni hal etish; kasb ta limini > qitishni tashkil etish hamda uni amalga oshirish metodikasini (har bir kasbga > rgatishning mazmuni va > ziga xosligini mintaqaviy xususiyatlarni hisobga olgan holda) > rgatish.  Kasb ta limi metodikasi psixologiya bilan uzviy bog langan. Bilish jarayoni va aqliy rivojlanish psixologiyasi > quv ustaxonalarida turli buyumlarni texnikaviy loyihalash va modellash jarayonida > quvchilarda texnik fikrlash hamda konstruktorlik qobiliyatini shakllantirish uchun asos hisoblanadi. Psixologiya > quvchilarning bilimlarini > zlashtirishi, mehnat malakalari va k> nikmalarini hosil qilishi, ularda mustaqillik va mehnatga ijodiy yondashish hissini rivojlantirish qonuniyatlarini ochib beradi. Bu > quv ustaxonalarida > quv-tarbiya ishlarini t> g ri tashkil etishda katta ahamiyatga egadir.  Kasb ta limi metodikasi odam anatomiyasi va fiziologiyasi fani bilan ham uzviy bog liqdir. Mazkur ikki fan insonning biologik mohiyatini tushunishda baza b> lib xizmat qiladi. Shu sababli, kasb ta limi darsida > quv-tarbiya jarayonini t> g ri tashkil qilish uchun > qituvchi > quvchi organizmi > sishi va rivojlanishining biologik qonuniyatlarini bilishi kerak. bu insonning ruhiy shakllanishi va rivojlanishi xususiyatlarini ochib beradigan yosh fiziologiyasi va odamning oliy nerv faoliyati fiziologiyasi kursida > rganiladi.  Kasb ta limi metodikasi > quv mehnati gigiyenasi bilan ham bog liq b> lib, u > quv ustaxonalarida > quvchilarning yosh xususiyatlarini inobatga olgan holda > qitish hamda tarbiyalashning sanitariya-gigiyena sharoitlarini > rganadi. Har bir gigiyena sharoiti yaratish (yorug lik, ozodalik, ventilyatsiya), > quvchilarning ish > rnini t> g ri tashkil etishga, zarur asboblardan, mehnat usullaridan foydalana bilishga > rgatish  kasb ta limi > qituvchisi amalga oshirishi va hayotga tatbiq etishi lozim b> lgan asosiy masalalardir. Kasb ta limi metodikasi fanining tadqiqot metodlari Kasb ta limi muammolariga karatilgan ilmiy izlanishlar > tkazishdan maqsad > qitish va > rgatishning, samarali metodlarni ishlab chiqish va amalda q> llash, texnik vositalarni q> llashga doir masalalarni yechishni > rganishdan iboratdir. Ilmiy izlanishlar olib borish uchun > qituvchida fanning mazmunini chuqur bilishni talab etiladi. K> pchilik b> lajak pedagoglar talabalik vaqtlaridayoq pedagogik izlanishlar bilan shug ullanadilar. Fan b> yicha metodik k> rsatmalar, maketlar, mustaqil ishlar uchun materiallar tayyorlaydilar. Ilmiy anjuman va seminarlarda ma ruzalari bilan qatnashib, > zlarining pedagogik mahoratlarin "8:>@JP^`tv   " & 2 4 8 : b d l n p r x ܜܜܜܜܜhL$\mHCsHCh hL$\mHCsHC#h hL$\5B*\mHCphsHCh hL$\B*mHCphsHChL$\B*mHCphsHChhL$\mHCsHChhL$\5\mHCsHChL$\5\mHCsHC=b d r R 6 8 n G $1$`a$gdL$\ .$`a$gdL$\ !$h`ha$gdL$\ $7`7a$gdL$\$a$gdL$\gdL$\h^hgdL$\ $ ha$gdL$\     ( * 8 < @ B L N Z \ d f p r      . 0 : < N P ` b p r     2 4 8 N P p t hhL$\5mHCsHChL$\5mHCsHChkhL$\mH sH hhL$\mHCsHChL$\mHCsHCQ     $ & 0 2 D F X Z j n ,.24>@DHVXlnz|  24@FRh;hL$\mHCsHChL$\mHCsHChhL$\5mHCsHChL$\5mHCsHCURTdf $(:<JLbdpt $&02BDPRpr(*8hL$\CJOJQJ^JaJ h;hL$\CJOJQJ^JaJhL$\mHCsHCh;hL$\mHCsHCQ8>JLZ\nptv&(:<LNTVbdpt~ ()01<=EFMNTUYZefnoyzhL$\CJOJQJ^JaJ h;hL$\CJOJQJ^JaJY )*,-34:;EGMNPQX[abdelmwxммм&h;hL$\5CJOJQJ\^JaJ hL$\5CJOJQJ\^JaJ h;hL$\CJOJQJ^JaJhL$\CJOJQJ^JaJJ$*:<XZhj(*>@LN`bfhrtм&h;hL$\5CJOJQJ\^JaJ hL$\5CJOJQJ\^JaJ h;hL$\CJOJQJ^JaJhL$\CJOJQJ^JaJJ248:HJdhtv  "02DH\^np "#-.67=>@AGHOмм&h;hL$\5CJOJQJ\^JaJ hL$\5CJOJQJ\^JaJ h;hL$\CJOJQJ^JaJhL$\CJOJQJ^JaJJOPXYcdpq}  !)*01: ":<HJXZdfrth;hL$\CJaJmHCsHChL$\CJaJmHCsHChL$\CJOJQJ^JaJ h;hL$\CJOJQJ^JaJN ,.BDTVZ\hjtv "$8:JL`bpr~  h;hL$\B*hmHCphsHChL$\B*hmHCphsHChL$\CJaJmHCsHCh;hL$\CJaJmHCsHCN 26:<BFRT`b|~   & ( 2 4 @ B R T ` b p r x z !!!!,!.!"N"P"\"`"l"n"z"|"""""""""""""####"#$#@#B#P#R#\#^#h#j#z#|#######ͶͶ򥜐h;hL$\hmHCsHChL$\hmHCsHC h;hL$\B*hmHCphsHC,h;hL$\56B*\]hmHCphsHC&hL$\56B*\]hmHCphsHC h;hL$\B*hmHCphsHChL$\B*hmHCphsHC8 >"~$')Z,,384467\<@DE*: $`a$gdL$\$ & F a$gdL$\$ `a$gdL$\ $`a$gdL$\$a$gdL$\ $1$`a$gdL$\ $1$`a$gdL$\#####$$$$&$B$D$P$R$b$d$z$~$$$$$$$$$$$$$$$ %%%"%4%8%F%J%T%V%Z%\%h%j%x%|%%%%%%%%%%%%%%%&&&&& &*&,&H&J&\&^&z&|&&&&&&&&&&&&&&&''''h;hL$\hmHCsHChL$\hmHCsHC\'.'0':'<'L'N'V'X'd'f'|'~''''''''''''''''((((,(.(@(B(L(N(Z(^(f(h(r(t((((((((((((((((()) )")>)B)ɸh;hL$\mHCsHChL$\mHCsHC h;hL$\56\]mHCsHC#h;hL$\56\]hmHCsHChL$\56\]hmHCsHCh;hL$\hmHCsHChL$\hmHCsHCAB)N)P)^)`)h)j)t)v))))))))))))))))))))* * ** *<*>*N*R*d*f*z*|**************+++++6+8+N+R+Z+\+b+d+l+n+t+v+++++++++++++++++,,,,, ,*,,,h;hL$\mHCsHChL$\mHCsHC^,,6,8,H,J,V,Z,b,d,r,t,,,,,,,,,----&-*-2-4-N-P-d-h-~----------------......(.,.4.6.8.:.D.F.^.`.t.v.z.|...............////$/hhL$\5mHCsHChL$\5mHCsHCh;hL$\mHCsHChL$\mHCsHCU$/&/8/7@7\7^7l7n7x7z7777777777777778888(8*8:8<8@8B8L8hL$\mHCsHCh;hL$\mHCsHC^L8N8d8f8888888888888888999(9*9D9F9R9T9d9f9p9r9999999999999::.:0:F:H:d:h:t:v::::::::::::::::: ; ;;;.;0;>;@;\;^;|;~;;;;;;;;;;;;;;hL$\mHCsHCh;hL$\mHCsHC^;;;;< <<<(<*<4<6<J<L<X<^<f<h<v<x<<<<<<<<<<<<<<<<<<<=="=$=,=.=4=6=H=J=Z=\=p=r===================>>>>> >4>6>D>F>T>V>b>d>n>p>>>>>>>>>>hL$\mHCsHCh;hL$\mHCsHC^>>>>>>??$?&?0?4?8?:?L?N?X?Z?r?t?x?z??????????????@@@@@$@&@8@:@T@V@d@f@|@@@@@@@@@@@@@@@@@@ A AAAA A*A,AHAJAhAjArAtAAAAAAAAAAAAAAABhL$\mHCsHCh;hL$\mHCsHC^BB"B$B>B@BRBVB\B^BdBfBvBxBBBBBBBBBBBCCCCC C.C0C>C@CNCRC\C^CtCxCCCCCCCCCCCCCCCDDDD0D2D6D8DFDHDTDVDbDdDnDpD~DDDDDDDDDDDDDDDDhhL$\5mHCsHChL$\5mHCsHChL$\mHCsHCh;hL$\mHCsHCUDEEEEE E.E0EHEJE^E`EjElEEEEEEEEEEEEEEE F FFF(F*F.F0FFNFRF^F`FvFxFFFFFFFFFFFFFFGGG G"G.G0G:G>GVGXGfGhGzG|GGGGGGGGGGGhL$\B*mHCphsHCh;hL$\B*mHCphsHChkhL$\5mH sH hL$\5mHCsHCRGGGGG H H&H*HHTHVH`HbHHHHHHHHHHHHHHHII II$I&IBIFIPIRI`IbIfIhIIIIIIIIIIIIIJ&*46HJ`bvxĀƀԀր $&8:>Uh;hL$\B*mHCphsHChL$\B*mHCphsHCYi oshirib boradilar. Ilmiy pedagogik izlanishlar jarayonini shartli ravishda quyidagi bosqichlarga b> lish mumkin: 1.  qituvchining adabiyotlarni > rganish va amaliy ishlar asosida muammolarni aniqlashi.  qituvchi adabiyotlarni > rganish davomida quyidagilarni aniqlashi kerak. - > rganilayotgan muammo t> g risida adabiyot muallifining fikr-mulohazasi; - > rganilayotgan muammo t> g risida usullardan farqli ravish kiritgan takliflari; - adabiyotlarda qaysi asosiy masalalar yoritilmagani; - muammoni yechish uchun olib boriladigan izlanishlar. Quyidagilar > qitish jarayonida yuzaga keladigan muammolardir: - > qituvchi dars jarayonida duch keladigan qiyinchiliklar; - kamchilik va qiyinchiliklarning yuzaga kelish sabablari. 2.  qitishni bosqichma-bosqich tashkil etish. Dalillarni taqqoslash orqali asoslangan taklif beriladi. 3. Izlanish natijalarini rasmiylashtirish va > quv jarayonida q> llash. Maxsus fanlarni > qitish metodikasida ilmiy izlanishlarning umumiy va maxsus usullari q> llaniladi. Umumilmiy usullarga nazariy izlanish, kuzatish, suhbat va tadqiqotlar kiradi. Ushbu usullardan tashqari kasb ta limida maxsus empirik usullardan ham foydalaniladi. Kasbiy pedagogikada tadqiqotning maxsus empirik usullari keng tarqalib, unda hodisa va jarayonlarni > rganishga y> naltirilgan asbob-uskunalar va apparatlar obyektiv miqdoriy kattaliklarni olish maqsadida q> llaniladi. Tadqiqotning maxsus empirik usullarini shartli ravishda 3 guruxga b> lish mumkin: Ish-harakatlarining natijaviy tafsilotini > rganish (harakatlarni aniq bajarish, sarflanadigan vaqt, ish unumi); Biomexanik usullar; Psixofiziologik usullar. Kasb-hunar ta limining tarixiy shakllangan an analari 1920 yil > qitishning kompleks, biroz keyinroq esa loyiha tizimi paydo b> ldi. Loyiha tizimiga binoan matematika, ximiya, biologiya va boshqa > quv fanlariga oid bilim elementlari > quvchilarga beriladigan mehnat topshiriqlari atrofiga guruhlash boshlandi. Masalan, bog da > ra qazish topshirig ini olgan > quvchilar uni bajarish uchun qancha tuproq chiqarib tashlashni hisoblashlari (matematika), > ra konturini belgilashlari (chizmachilik), tuproq xarakteri bilan tan olishlari (geografiya) kerak edi. 1932 yilda boshlang ich va > rta maktablarining > quv dasturlari va rejimi t> g risidagi qaroria maktablarda fan asoslarini fanli > tish ishlandi.> quv rejasiga boshqa > quv fanlari bilan bir qatorda mehnat ta limi ham mustaqil fan b> lib kirdi. 1937 yilda maktablarda mustaqil > quv fani sifatidagi mehnat ta limi tugatildi. 1952 yil mehnat ta limiga jamoatchilik e tibori qaratildi. Maktabda politexnik ta lim va mehnat tarbiyasini rivojlantirishni zarurligi k> rsatildi. 1954 yilda mehnat ta limini > rta maktab > quv rejasiga > sib kelayotgan yosh avlodni kamol toptirish vositalaridan biri sifatida kiritildi.  zbekiston Respublikasi umumiy > rta ta limni tashkil etish t> g risida  zbekiston Respublikasi Vazirlar Mahkamasining 1998 yil 13-maydagi 203  qarorida umumiy > rta ta limning dasturlari: > quvchilarning muntazam bilim olishini, ularda bilim olish ehtiyojini rivojlantirishni, asosiy > quv ilmiy va umummadaniy bilimlarni shakllantirishni; > quvchilarda mehnat k> nikmalari, mustaqil ijodiy fikrlash, kasb tanlashga va atrof-olamga ongli munosabatni hosil qilishni; milliy va umumbashariy qadriyatlarni uzviy birlashtirish asosida yuksak ma naviy-axloqiy fazilatlarni tarbiyalashni, > z Vataniga va xalqiga sodiq fuqaroni shakllantirishni; 1-9-sinflar > quv dasturlarining akademik litseylar va kasb-hunar kollejlaridagi > qitish dasturlari bilan > zaro uzviy bog lanishini ta minlanishi lozim.  rta Osiyoda yoshlarga mehnat ta limi berishni y> lga q> yilishida sharq mutafakkirlarining pedagogik g oyalari uzoq > tmishga borib taqaladi. Farobiyning insoniy fazilatlar t> risidagi ta limotidan quyidagi muhim xulosalarga kelish mumkin: inson > z mohiyati bilan ijtimoiydir, ya ni jamiyatda, > zaro munosabat, > zaro yordam jarayonida inson b> lib yetishadi. Bu jamiyat insonlarning > zaro birikuvi yordamida insonning > z moddiy ehtiyojlarini qondirishga b> lgan intilishi natijasida vujudga keladi va jamiyatdan tashqarida, insonlar jamoasidan ajralgan holda, > zaro yordamsiz > z ehtiyojlarini qondira olmaydi. Inson > zining barcha tug ma qobiliyatlarini yuksak kamolotga erishuv yetuk bilish mukammallikka erishuv uchun sarf qiladi va bu y> lda > zini qurshagan tabiat hodisalaridan foydalanadi, ularni > ziga xos b> yin singdiradi, buning uchun ilm-fanni, turli hunarlarni > rganadi. Farobiy shuning uchun ham ta lim-tarbiya masalalariga juda e tibor berib, insoniy fazilatlarga erishuv, oliy maqsad va kamolotga yetishuv y> lida ta limda, mehnat va aqliy tarbiyaga ega mas uliyatli va muhim > rin ajratadi. Al-Xorazmiy, Al Roziylarning pedagogik qarashlarida ham jamiyatning rivojlanishida ta lim-tarbiyaning > rni yosh avlodlarni tarbiyalashda kasb-hunar egallashning, hunarmandchilikning ijobiy ta siri insonlarning kundalik hayotiy ehtiyojlarini qondirishga xizmat qilishlari zarurligini targ ibot qilganlar. IX-XII asr > rtalarida turli fan sohalarida keng k> lamda rivojlanish insoniyat tarixida buyuk ensiklopedik hisoblanadigan olimlar bilan bog liqdir. Ibn Sinoning ta lim-tarbiyaga oid fikr-ulohazalari uning bizgacha yetib kelgan juda k> p asarlari orasida tarqoq holda saqlanib qolgan. Ibn Sinoning tavsiya qilgan tarbiya va ta limi quyidagilarni > z ichiga oladi. Aqliy tarbiya Jismoniy tarbiya Estetik tarbiya Axloqiy tarbiya Mehnat tarbiyasi (hunar > rgatish) Ibn Sino shuni ham alohida uqtiradiki, oila a zolarining hammasi shug ullanishi zarur, biror kishi sababsiz ishsiz yurmasin. Ibn Sinoning barcha jamiyat a zolarining ishlab chiqarish mehnati bilan shug ullanishi kerakligini talab etadi. Hunarmand dehqonlarning mehnatini ulug ladi va jamiyatga ham moddiy, ham ma naviy zarar yetkazadigan kishilarni qattiq qoralaydi. Ibn Sino fikricha bolaga ma lum bir kasb-hunar > rgatish zarur. Bola kasb-hunarni ma lum darajada > zlashtirib b> lgandan keyin uni > sha paytlardan boshlab > z kasb-hunaridan foydalanishi va mustaqil hayot kechirishni > rgatish lozim. Beruniy mamlaktning obodonligi ilm-fanning ravnaqiga bog liq b> lsa, yoshlarning baxt-saodati va kamolotini uning bilishi va ma rifatida deb biladi. Shuning uchun ham olim, yoshlarni ilm-ma rifatga chorlaydi. Beruniy yoshlardan rahimdil, mehribon, kishilarga iltifotli, xayrixoh b> lishni najotsiz odamga q> l ch> zishni, makkorlik, ayyorlik, adolatsizlik, jur atsizlik, boylikka hirs q> yish kabi sifatlarga y> l q> ymaslikni talab etadi. XV-XVII asrlar davomida Rumiy, Ulug bek, Ali Qushchi, Lutfiy, Jomiy, Navoiy kabi ulug lar tabiiy-matematik fanlarni rivojlantirishga nihoyatda katta xizmat qilganlar. XVI-XVIII asrlarga kelib  rta Osiyo xalqlarini boshqa mamlakatlar bilan savdo-sotiq ishlari fan va madaniyat sohalarida birmuncha yutuqlarga erishishga sababchi b> ldi. Bu > zgarishlar jamiyatning ta lim-tarbiya sohasida ham ma lum > zgarishlarga olib keldi. Hamza Hakimzoda Niyoziy, Munavvar Qori Abdurashidxonov, Oqiljon Sharofiddinovlar yangi maktablar ochib, u yerda ta lim-tarbiyani mehnat ta limi bilan q> shib olib borganlar. Foydalanilgan adabiyotlar: 1. Karimov I.A. Barkamol avlod   zbekiston taraqqiyotining poydevori. - Toshkent., Sharq, 1998. - 64 b. 2.  zbekiston Respublikasi Vazirlar Mahkamasining ta lim t> g risidagi qarorlari. 1-qism. Toshkent., 1998. - 106 b. 3. Davlatov K., Vorobyov A., Karimov I. Mehnat va kasb ta limi nazariyasi hamda metodikasi. - Toshkent.,  qituvchi, 1992. - 320 b. 4. Kasb ta limi uslubiyoti / Olimov Q.T., O. Abduquddusov, L. Uzoqova, M. Ahmedjonov, D. Jalolova. - Toshkent., Iqtisod moliya, 2006. - 192 b. >@LNZ\jlʁЁ*,6>\bnr‚Ă؂&(<>JLXZjl ^`vz΄ڄ "4LR҅օhL$\B*phhkhL$\B*mH phsH hL$\B*mHCphsHCh;hL$\B*mHCphsHCQ:܂^ބV̅4LVH $1$`a$gdL$\$a$gdL$\$ & F 9M^`Ma$gdL$\$a$gdL$\$^`a$gdL$\ $`a$gdL$\օ,6<@"$TV҇܇ xˆ҈Ԉ܈ވ$&,.HLXZrtƉ𾬾h;hL$\mHCsHChL$\mHCsHC"h;hL$\5CJ\aJmHCsHChL$\5CJ\aJmHCsHChL$\B*phh;hL$\B*mHCphsHChL$\B*mHCphsHChkhL$\B*mH phsH <Ɖȉ؉܉jlprƊȊҊԊ ".0>@TVdfv|ҋԋ.08:JNhjrv|~Ԍ֌h;hL$\5\h;hL$\mH sH  h;hL$\hL$\hL$\mHCsHCh;hL$\mHCsHCOV`fhȍʍ֍؍ "6:FJ\^bdpr|~؎ڎ,.@BTXfjvxΏhL$\mHCsHCh;hL$\mHCsHCh1ShL$\5mHCsHChL$\5mHCsHChhL$\5mHCsHCPΏЏ֏؏"$8:TXlrz|Ɛ̐ؐڐ,0:<BFHR\^vx|~ʑΑґԑ $&,.BDNP\^npz| h;hL$\B*hmHCphsHChL$\mHCsHCh;hL$\mHCsHCW’Ēʒ̒ڒܒ(*4BLNdfvx“ԓ $&68JN^`tvДҔ "$68BDPR\^npz|h;hL$\mHCsHChL$\mHCsHC^ʕ̕24LNZ\fhxzĖƖޖ (6DTVbdnpЗҗܗޗ ,.NR^`jnxz~ΘҘ(*68HLTVh;hL$\mHCsHChL$\mHCsHC^HҘΙ*`D6^Xt $ & Fa$gdL$\$ & F ^`a$gdL$\$ & F ^`a$gdL$\$ & F T^`a$gdL$\ $`a$gdL$\Vhjnpz|ʙΙڙܙ"$>@NP\^np~КҚؚ֚&2@BLNjl|~ʛ̛ܛޛ 46PR\`jlz|h;hL$\mHCsHChL$\mHCsHC^̜Μ,.@BJL^`jl|ԝ֝ $&24@DNPVXhjtvҞ֞ "48<>LNfhtvğƟh;hL$\mHCsHChL$\mHCsHC^Ɵ 24BDPRVXlnʠΠڠܠ"$26@BRT`bnp¡̡Ρڡܡ*,0268DFRTfhtvƢȢ΢Тܢޢh;hL$\mHCsHChL$\mHCsHC^ޢ"&02FHZ^ln|~ȣʣңԣ*.68DFJL^`prȤʤФҤ 48<>VXjl¥ĥХҥh;hL$\mHCsHChL$\mHCsHC^ҥ02:<FH`d¦ĦԦ֦&(<>TVhj|§֧ا  02<>VXtv¨ĨШҨ,.8:h;hL$\mHCsHChL$\mHCsHC^:FHPRZ\ln|~©ҩԩ24:<HJTXbdrtĪƪԪ֪ &(02<>DFTVjnvxʫΫثګh;hL$\mHCsHChL$\mHCsHC^֪دL8 "$&4$ 8da$gdL$\ $1$`a$gdL$\ $`a$gdL$\ $`a$gdL$\$a$gdL$\ $ & Fa$gdL$\ "24@BPRjlxzƬȬެ (*<>PRVXjlrt­ĭحڭ"$02>@FHPR\^pr|®Įܮޮh;hL$\mHCsHChL$\mHCsHC^(*8:@BJL^`xz~ȯʯԯگ .0BDRT`dz|̰ΰҰ԰ "(*26HJPRfhz~ȱ̱h;hL$\mHCsHChL$\mHCsHC^ .0<>FH\`rv²ҲԲܲ޲ 02<>H`ln~ȳֳ̳ڳ$&68XZlnxz´Ĵδдڴܴ "$.0:<h;hL$\mHCsHChL$\mHCsHC^<FHVX^`dfxzεе(*68FHXZ`bnpĶƶԶض$&FHRTfhrvxzķƷзҷh;hL$\mHCsHChL$\mHCsHCW48>LNPRTXhjtzĸ̸ܸ(*BDTVpr~¹ҹ &(*0>@BFRTXZbdrtºʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼʼhL$\B*hmHCphsHC h;hL$\B*hmHCphsHC&h;hL$\5B*\hmHCphsHC hL$\5B*\hmHCphsHCJºȺܺ 4:FHJLNTVZrvx|»̻ܻ"$&ﯫh8( hL$\5\mHCsHC&h;hL$\5B*\hmHCphsHChL$\mHCsHCh;hL$\mHCsHChL$\B*hmHCphsHC h;hL$\B*hmHCphsHC,21h:p8( . A!"#$% j^ 666666666vvvvvvvvv6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666062 0@P`p28 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmHnHsHtHR`R L$\1KG=K9(CJOJPJQJ^J_HaJmHsHtHb`b L$\ 03>;>2>: 1$<@&"5CJ KH OJQJ\aJ mHsHd`d L$\ 03>;>2>: 2$<@&$56CJOJQJ\]aJmHsH^`^ L$\ 03>;>2>: 3$<@&5CJOJQJ\aJmHsHV`V L$\ 03>;>2>: 4$<@&5CJ\aJmHsHZ`Z L$\ 03>;>2>: 5$$@&a$CJOJPJQJaJmHsH\`\ L$\ 03>;>2>: 6$$@&6B*OJQJ]^Jph$?`X`X L$\ 03>;>2>: 7$$@&6B*OJQJ]ph@@@d`d L$\ 03>;>2>: 8$$h@&^h`a$5CJ\aJmHsHd `d L$\ 03>;>2>: 9 $$@&#6B*CJOJQJ]^JaJph@@@BA B A=>2=>9 H@8DB 0170F0Xi@X 01KG=0O B01;8F04 l4a .k`. 0 5B A?8A:0 `/` L$\03>;>2>: 1 =0:1&5CJ KH OJPJQJ\^JaJ tHb/b L$\03>;>2>: 2 =0:1(56CJOJPJQJ\]^JaJtH\/\ L$\03>;>2>: 3 =0:1"5CJOJPJQJ\^JaJtH\/!\ L$\03>;>2>: 4 =0:1"5CJOJPJQJ\^JaJtHV/1V L$\03>;>2>: 5 =0:1CJOJPJQJ^JaJtHd/Ad L$\03>;>2>: 6 =0:+6B*CJOJPJQJ]^JaJph$?`tHd/Qd L$\03>;>2>: 7 =0:+6B*CJOJPJQJ]^JaJph@@@tH\/a\ L$\03>;>2>: 8 =0:1"5CJOJPJQJ\^JaJtHd/qd L$\03>;>2>: 9 =0:+6B*CJOJPJQJ]^JaJph@@@tHd/d L$\03>;>2>: 1 =0:+5B*CJOJPJQJ\^JaJph6_tHd/d L$\03>;>2>: 2 =0:+5B*CJOJPJQJ\^JaJphOtHd/d L$\03>;>2>: 3 =0:+5B*CJOJPJQJ\^JaJphOtHj/j L$\03>;>2>: 4 =0:156B*CJOJPJQJ\]^JaJphOtH^/^ L$\03>;>2>: 5 =0:%B*CJOJPJQJ^JaJph$?`tH^/^ L$\03>;>2>: 8 =0:%B*CJOJPJQJ^JaJph@@@tH` L$\0 !5B:0 B01;8FK7:V0 dCJOJPJQJ^JaJtHH`H  L$\ "5:AB A=>A:8CJOJQJ^JaJV/V L$\"5:AB A=>A:8 =0:CJOJPJQJ^JaJtHh`h "L$\05@E=89 :>;>=B8BC; ! E$CJOJQJ^JaJmHCsHCj/!j !L$\05@E=89 :>;>=B8BC; =0:$CJOJPJQJ^JaJmHCsHCtHfB`2f $L$\0A=>2=>9 B5:AB#$5$7$8$9DH$a$CJOJ QJ aJmHsH\/A\ #L$\0A=>2=>9 B5:AB =0:1CJOJ PJQJ ^J aJtHZ/QZ #L$\0A=>2=>9 B5:AB =0:CJOJPJQJ^JaJtHlR`bl 'L$\0A=>2=>9 B5:AB A >BABC?>< 2&dx^OJQJt/qt &L$\0 A=>2=>9 B5:AB A >BABC?>< 2 =0:CJOJPJQJ^JaJtH>U > L$\0 8?5@AAK;:0>*B*^Jphp0`p L$\00@:8@>20==K9 A?8A>:) h^h`CJOJQJ^JaJo L$\0(Char Char Char =0: =0: =0: =0:2 =0: *d$CJOJPJQJ^JaJmH sH tH bC`b ,L$\0A=>2=>9 B5:AB A >BABC?><+x^mHsHr/r +L$\0A=>2=>9 B5:AB A >BABC?>< =0:1CJOJPJQJ^JaJtHp/p +L$\0A=>2=>9 B5:AB A >BABC?>< =0:CJOJPJQJ^JaJtHHQ`H /L$\A=>2=>9 B5:AB 3.xCJaJ^/^ .L$\A=>2=>9 B5:AB 3 =0:CJOJPJQJ^JaJtHnS`n 1L$\A=>2=>9 B5:AB A >BABC?>< 30x^CJaJmHsHv/v 0L$\!A=>2=>9 B5:AB A >BABC?>< 3 =0:1CJOJPJQJ^JaJtHt/!t 0L$\ A=>2=>9 B5:AB A >BABC?>< 3 =0:CJOJPJQJ^JaJtHH/1H L$\ =0: =0:8CJOJ PJQJ ^J aJtHNP`BN 5L$\A=>2=>9 B5:AB 2 4dxmHsH`/Q` 4L$\A=>2=>9 B5:AB 2 =0:1CJOJPJQJ^JaJtH^/a^ 4L$\A=>2=>9 B5:AB 2 =0:CJOJPJQJ^JaJtHForF L$\ 170F A?8A:01 7^m$PJH/H L$\ =0: =0:5CJOJPJQJ^JaJtHV `V :L$\086=89 :>;>=B8BC; 9 E$ OJQJ^J`/` 9L$\086=89 :>;>=B8BC; =0:CJOJPJQJ^JaJtHJ`J <L$\0 "5:AB 2K=>A:8;CJOJ QJ ^J aJX/X ;L$\0"5:AB 2K=>A:8 =0:CJOJ PJQJ ^J aJtHLoL L$\ 703>;>2>: 6=$1$CJOJPJQJaJZT`Z L$\&8B0B0 >$0v]^0`va$CJ OJPJQJaJ V"`V L$\0720=85 >1J5:B0?$a$CJ$OJ PJQJ aJ`>`` AL$\0720=85@$dha$(5CJ(OJ PJQJ \aJ(mHsHwh\/\ @L$\0720=85 =0:1(5CJ(OJ PJQJ \^J aJ(tHwh`/!` @L$\ 0720=85 =0:-@B*CJ4KHOJPJQJ^JaJ4ph6]tHToT L$\ 703>;>2>: 9C$$@&a$5OJ PJQJ \^J LoBL L$\ B5:AB A=>A:8DCJOJ PJQJ ^J aJZV QZ L$\@>A<>B@5==0O 38?5@AAK;:0>*B* ^Jph\o\ L$\ 703>;>2>: 1F$$1$a$5CJOJ PJQJ \^J aJF/qF L$\ =0: =0:CJOJ PJQJ ^J aJtHH/H L$\ =0: =0:1CJOJ PJQJ ^J aJtHFoF L$\ 170F A?8A:02 I^m$PJbob L$\ 703>;>2>: 2J$$ a$5CJOJ QJ \^J aJtHCZoZ L$\ text_newsKdd[$\$B*CJOJ QJ ^J aJph!!!bob L$\ most_titleLdd[$\$#5B*CJOJ QJ \^J aJph!!!H/H L$\rub_r1#>*B*CJOJ QJ Y(^J aJph:Z`: OL$\"5:ABNCJOJQJ^JaJH/H NL$\ "5:AB =0:CJOJPJQJ^JaJtHbob L$\ 703>;>2>: 4P$$ dha$CJ OJQJ^JaJ tHCbJ`b RL$\>4703>;>2>:, =0:Q$ a$CJOJQJ^JaJl/!l QL$\>4703>;>2>: =0:, =0: =0:CJOJPJQJ^JaJtHJo2J L$\ 170F A?8A:03 S^m$OJQJJoBJ L$\T OJPJQJ^J_HmH sH tHZ`RZ L$\0 170F A?8A:0Ud^m$CJOJQJaJfobf L$\0Default V7$8$H$1B*CJOJPJQJ^J_HaJmHphsHtHrorr L$\A=>2=>9 B5:AB A >BABC?><1W$`a$CJOJ QJ ^J aJB' B L$\0=0: ?@8<5G0=8O CJ^JaJT`T ZL$\0"5:AB ?@8<5G0=8OYCJOJQJaJmHsHf/f YL$\0"5:AB ?@8<5G0=8O =0:$CJOJPJQJ^JaJmHsHtH@j`@ \L$\0"5<0 ?@8<5G0=8O[5\F/F [L$\0"5<0 ?@8<5G0=8O =0:5\RoR L$\0FR1 ]1$(CJ OJPJQJ^J_HaJ mHsHtHPK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ƶtheme/theme/theme1.xmlYnE#;8U i-qN3'JH DA\8 R>CW]{'ސ{g?x݈]"$q+_,y>8{7 K }xLވHe 2{Rܜaˋ??<ߟdžSr$L].<İT̟72S"ѵ_JwL&BJ05kZVyVy|xC OO|x>+<>@(:??/>5{yxFDdm 3^q5'=q6nib-$RB}}YGq=xK@;)^qbha79g . pUʹ;bbmc[$c'a}5KKfH5HL!ݦ&|mK{N6M6hq v|y 58+zH  *~ HHy\K*t@G>{sA}"))y sGfۡqǾ'w E1 [8>ܤ4Aбt׎~ls14_>,Ȭ7TT GqME=w-i>mo[oiBszbP:j5if F 9Pɉ* k\ A ;!N`.{I SցD p3˅5veU}AbvyA/g 氚 Z N+lR~aeԩj9&&CLgMʼn7a A0ƀHEA3~{q q1vƨl効9)>൜fN1N FIrdq8Y^:_73.|3 f%Jش?MOY s 3;} Rc0`d[鯠$ÿ - έhǴ"P 6T{TUٴ+9E28Y*MOt0O9Bݍqg7Ŕ9O)z?7#]u rBIHAאTpl>՟,SpT4@~BA%}'0+{eRF&rĪ#uu\{BHuM6`pG}N+!'_oN콶3a3dXZzCyCUɪ嶂ZZZ۱f,fAg-@`g v6V?Dhf6t=M&ʺ6ײ'݉#֚>d8s9xN=ڮjAv11;u2%M2oN1uo%տPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ƶtheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] N@  R8O!#'B),,$/&2H5L8;>BDG>օƉΏVƟޢҥ:<º&%'()*+,-./013456789:;<=>?_abcdefhijklmopqrst :H&&2`gn8@0(  B S  ?M@P@M@P@gw xYLyB$x j#MAfHz6 909^9`05o(.^`.qLq^q`L.A A ^A `.  ^ `.L^`L.^`.^`.QLQ^Q`L.^`OJQJ^Jo(^`OJQJ^Jo(o  ^ `OJQJ^Jo(\ \ ^\ `OJQJ^Jo(,,^,`OJQJ^Jo(o^`OJQJ^Jo(^`OJQJ^Jo(^`OJQJ^Jo(oll^l`OJQJ^Jo(^`OJQJo(sHC-^`OJQJ^Jo(o pp^p`OJQJo( @ @ ^@ `OJQJo(^`OJQJ^Jo(o ^`OJQJo( ^`OJQJo(^`OJQJ^Jo(o PP^P`OJQJo(^`OJQJ^Jo(dd^d`OJQJ^Jo(o4 4 ^4 `OJQJ^Jo(^`OJQJ^Jo(^`OJQJ^Jo(o^`OJQJ^Jo(tt^t`OJQJ^Jo(DD^D`OJQJ^Jo(o^`OJQJ^Jo(TT^T`OJQJ^Jo(dd^d`OJQJ^Jo(o4 4 ^4 `OJQJ^Jo(^`OJQJ^Jo(^`OJQJ^Jo(o^`OJQJ^Jo(tt^t`OJQJ^Jo(DD^D`OJQJ^Jo(o^`OJQJ^Jo(^`o(.TT^T`.$ L$ ^$ `L.  ^ `.^`.L^`L.dd^d`.44^4`.L^`L.gw x#MALHzyx.e8( L$\N@P@@M@M@XM@M@ ; ; ; ;;;;;;;;;;;;;;;;; ;!;"N@hh h hhhh(@hhh4@hhh h"h$h&h(h*h,h.h0h2h4h6h8h:h>h@hBhFhHhUnknownG* Times New Roman5Symbol3. * Arial7.@ CalibriQTORTTimes New RomanG5  hMS Mincho-3 fg7@Cambriaa"PANDA Baltic UZArial Narrow_  Journal_UzbTimes New Romana FuturisUzbekTimes New Roman_&PANDA Times UZArial Narrow5. *aTahomaa BalticaUzbekTimes New Roman] BalticaTADTimes New Roman?= * Courier New;WingdingsA$BCambria Math"0hkKslKs 6 t 6 t!0.@.@2qHP $PL$\2!xxAdminAdmin$      Oh+'0h  $ 0 <HPX`AdminNormalAdmin1Microsoft Office Word@F#@{\@0c\ 6՜.+,0 hp  Reanimator Extreme Editiont .@     !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuwxyz{|}~Root Entry FP-\1TablevCPWordDocument4SummaryInformation(DocumentSummaryInformation8CompObjy  F' Microsoft Office Word 97-2003 MSWordDocWord.Document.89q