Raqamli texnologiyalar va iqtisodiyot: zamonaviy muammolari va istiqbollari mavzusida Respublika ilmiy-amaliy

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil области «Информатика и информационные технологии» // Информатика –№ –С. 21 Николаева Н. В. Образовательные квестпроекты как метод и средство развития навыков информационной деятельности учащихся // Вопросы Интернет образования. 2012, № 7. –С. 32 541

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil INNOVATSION YONDASHUV ASOSIDA KADRLAR TAYYORLASH HAMDA O‘QITISHNI 8%7,/-0)8-7,2-2+47-<303+-/%7370%6- 7EJEVSZE(MPRS^E/YGLOEVSZRE UMFT “Gumanitar fanlar” kafedrasi katta o‘qituvchisi, safarova_dilnaza@mail.ru %RRSXEXWM]E 9WLFY QEUSPE MRRSZEXWMSR ]SRHEWLYZ EWSWMHE OEHVPEV XE]]SVPEWL hamda o‘qitishni tashkil etishning psixologik asoslari mavzusida bo‘lib, unda o‘qitishni XEWLOMP IXMWLRMRK TWM\SPSKMO EWSWPEVM ZE MRRSZEXWMSR ]SRHEWLYZ EWSWMHE OEHVPEVRM XE]]SVPEWLKEUEVEXMPKER /EPMt so‘zlar:MRRSZEXWM]E]ERKMPMOXEPEFEWLE\W]SRHEWLMWL “Kadrlar Xayyorlash milliy dasturi” yuksak umumiy va kasbLYREVQEHERM]EXMKEMNSHM] ijtimoiy faollikka, siyosiy hamda ijtimoiy hayotda to‘g‘ri yo‘l topa olish mahoratiga ega bo‘lgan, istiqbol ZE^MJEPEVMRM MPKEVM WYVMWL ZE LEP IXMWLKE USHMV OEHVPEVRMRK ]ERKM EZPSHMRM WLEOPPERXMVMWL WLYRMRKHIO LEV XSQSRPEQE OEQSP XSTKER NEQM]EXHE XYVQYWLKE moslashgan, ta’lim va kasbhunar dasturlarini ongli ravishda puxta o‘zlashtirgan, jamiyat, HEZPEXZESMPEoldida o‘z javobgarligini his etadigan fuqarolarni tarbiyalashni nazarda tutgan pedagogik g‘oyani ilgari suradi. 3PM] QEOXEFHEKM MRRSZEXWM]E NEVE]SRPEVM \EVEOXIVM OMVMXMPKER ]ERKMPMOPEV \YWYWM]EXPEVM o‘qituvchilarning kasbiy imkoniyatlari, yangilik kiritMWLXEWFEFFYWOSVPEVMZEMWLXMVSOGFMPEVMRMRK MRRSZEXWMSR JESPM]EXPEVM \YWYWM]EXPEVM FMPER FIPKMPEREHM -RRSZEXWMSR JESPM]EXHE IRK QYLMQ masalalardan biri o‘qituvchi shaxsidir. O‘qituvchinovator sermahsul ijodiy shaxs bo‘lishi, OVIEXMZPMORMOIRKUEQVSZPMUiziqish va mashg‘ullikni, sevuvchi ichki dunyosi boy, pedagogik yangiliklarga o‘ch bo‘lishi lozim. O‘qituvchini innovatsion faoliyatga tayyorlash ikki yo‘nalishda amalga oshirilishi lozim: • ]ERKMPMORMMHVSOUMPMWLKEMRRSZEXWMSRWLE]PMORMWLEOPPERXMVMWL • yangicha harakat qila olishga o‘rgatish. Innovatsion faoliyatni tashkil etisbda talabalaming o‘quvFMPMWL JESPM]EXM ZE YRM FSWLUEVMWLEPSLMHEELEQM]EXKEIKE-RRSZEXWM]ENEVE]SRPEVMYPEVRMRKJYROWM]EPEVMVMZSNPERMWL USRYRM]EXPEVM QI\ERM^QPEVM ZE YRM EQEPKE SWLMVMWL XI\RSPSKM]EPEVM FSWLUEVMWL tamoyillarining pedagogik asoslarini o‘rganish oliy maktab o‘quv jarayonini zamonaviy TIHEKSKMOE LEQHE TWM\SPSKM]E JERPEVM ]YXYUPEVM EWSWMHE NELSR WXERHEVXPEVM HEVENEWMHE XEWLOMPIXMWLMQOSRMRMFIVEHM 71+SHRMRRMRK MWLPEVMHE XEPEFERMRK WLE\WM] \MWPEXPEVM TIHEKSKMO NEVE]SRRMRK sub’yekti sifatida yoritiladi. Unga quyidagilarni kiritadi: o‘qitishning hozirgi va kelgusi bosqichlari uchun qabul qilingan o‘quv XEVFM]E NEVE]SRMRMRK QEUWEHM ZE^MJEWM ZE Oo‘rsatmalarini anglay bilish; intellektual mehnatning yangi tadbirlarini egallash; maqsadga muvofiq kasbiy o‘zo‘zini tarbiyalash va mustaqil tahsil olish, qiyinchilikni a’lo darajada yenga bilish, o‘sish va mustahkam o‘rin egallashning kengayayotgan intelPIOXYEPZEOEWFM] imkoniyatlari, istiqbollari bilan qoniqish, o‘zining sotsial roli funksiyasini bajarishida faol 542

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil munosabatda bo‘lish va hokazo. Innovatsion pedagogik jarayonning muhim unsurlari shaxsning o‘zo‘zini boshqarishi va o‘zinio‘zi safarbar qila SPMWLM LMWSFPEREHM 9RMRK IRK muhim yo‘nalishlaridan biri talabalaming bilish faoliyatini rivojlantirish. Bunday yo‘nalish talabalaming o‘quv ishlarini faollashtirish, ulaming kasbiy ixtisoslashishini aniqlab olish faolligini o‘z ichiga oladi. -RRSZEXWMSRPMOTIHEKSKMONEVE]SRRMMJSHEPEFREJEUEXYRMRKHMHEOXMOUYVMPQEWMKEFEPOM o‘qituvchining ijtimoiy mohiyatli natijalari va ruhiy qiyofasiga ham taalluqlidir. Innovatsionlik ochiqlikni, boshqalar fikrining tan olinishini bildiradi. O‘qituvchining innovatsiSRJESPM]EXMXYVPM xildagi qarashlarning to‘qnashuvi va o‘zaro boyitilishi dinamikasida amalga oshishini ko‘zda tutadi. O‘qituvchining innovatsion faoliyatini samarali amalga oshirish bir qator shart sharoitlaiga bog‘liq. Unga o‘qituvchining tayinli muloqoti, aks fikrlarga nisbatan beg‘araz QYRSWEFEX XYVPM LSPEXPEVHE VEXWMSREP ZE^M]EXRMRK XER SPMRMWLMRM YUXMVMWLKE XE]]SVPMKM OMVEHM Buning natijasida o‘qituvchi o‘z bilim va ilmiy faoliyatini ta’minlaydigan keng qamrovli mavzu (motiv)ga ega bo‘ladi. O‘qituvchi faoliyatida o‘zo‘zini faollashtirish, o‘z ijodkorligi, o‘zo‘zini bilishi va yaratuvchiligi kabi mavzu (motiv)lar muhim ahamiyat kasb etadi. Bu esa o‘qituvchi WLE\WMRMRKOVIEXMZPMKMRMWLEOPPERXMVMWLMQOSRM]EXMRMFIVEHM=ERKMPMOOMVMXMWLRMRKQYLMQWLEVXM muloqotning yangi vaziyatini tug‘dirishdir. =ERKMPMOOMVMXMWLRMRKTWM\SPSKMOEWTIOXMEQIVMOEPMOMRRSZEXMOSPMQPEVHERFMVM)6SHNIVW XSQSRMHERMWLPEFGLMUMPKER9]ERKMPMOOMVMXMWLNEVE]SRMUEXREWLGLMPEVMRMRKXSMJEPEVMXEWRMJMRM uning yangilikka bo‘lgERQYRSWEFEXMRMYRMMHVSOUMPMWLKEWLE]PMKMRMXEHUMUIXEHM-RRSZEXWM]E MRKPM^GLEMRRSZEXMSR ]EVKMPMOOMVMXMWL]ERKMPMOHIQEOHMV%-4MVSNOMRMRRSZEXWM]EHIKERHE QYE]]ERMNXMQoiy birlikka tashkilot, aholi, jamiyat, guruhga yangi, nisbatan turg‘un unsurlarni kiritib boruvchi maqsadga muvofiq o‘zgarishlarni tushunadi. Bu innovator faoliyatidir. 8EHUMUSXGLMPEV %-4VMKSNMR &:7E^SRSZ :78SPWXS] %+/VYKPMOSZ %7%\M]I^IV 2P.Stepanov va boshqalar innovatsion jarayonlar tarkibiy qismlarini o‘rganishning ikki ]SRHEWLYZMRM ENVEXEHMPEV ]ERKMPMORMRK MRHMZMHYEP QMOVSWEXLM ZE EPSLMHEEPSLMHE OMVMXMPKER yangiliklarni o‘zaro ta’siri mikrosathi. Birinchi yondashuvda hayotga joriy etiPKERUERHE]HMV yangi g‘oya yoritiladi. Ikkinchi yondashuvda alohidaalohida kiritilgan yangiliklarning o‘zaro ta’siri, ularning birligi, raqobati va oqibat natijada birining o‘rnini ikkinchisi egallashdir. 3PMQPEV MRRSZEXWMSR NEVE]SR QMOVSXY^MPQEWMRM XELPMP UMPMWLHE LE]SXRMRK HEZVM]PMKM konsepsiyasini farqlaydilar. Bu konsepsiya yangilik kiritishga nisbatan o‘lchanadigan NEVE]SRIOERPMKMHEROIPMFGLMUEHM=ERKMPMOOMVMXMWLLEQMGLOMQERXMULEQZEUXKERMWFEXER USRYRM]VMZSNPERKERZEYRMRKEXVSJmuhitga o‘zaro ta’sirini ifodalaydigan dinamik tizimdir. 3PM] QEOXEF MRRSZEXWMSR NEVE]SRPEVM RIKM^MHE UY]MHEKM ]SRHEWLYZPEVRM FIPKMPEWL QYQOMRQEHERM]EXWLYRSWPMONMLEXMHER MRWSRRMFMPMWLRMRKYWXYZSVVMZSNPERMWLM ]SRHEWLYZ shaxsiy faoliyat jihatidan (ta’limdagi yangi texnologiyalar) yondashuv; ko‘p sub’ektli HMEPSKMO ]SRHEWLYZ OEWFM] XE]]SVKEVPMORM MRWSRTEVZEVPEWLXMVMWL MRHMZMHYEP MNSHM] (o‘qituvchi va talabalarning o‘zaro munosabatlari) yondashuv. Oliy maktabda innovatsion faoliyatning sub’ekti o‘qituvchi, uning shaxsiy imkoniyati hisoblanadi. Bunda o‘qituvchi WLE\WMRMRKMNXMQSM]QEHERM]MRXIPPIOXYEPZEE\PSUM]MQOSRM]EXPEVM]YOWEOELEQM]EXKEQSPMO bo‘ladi. BugunKM OYRHE NEQM]EXMQM^HE ]ERKM MNXMQSM] QYRSWEFEXPEVRMRK WLEOPPERMWLM ta’limning dunyo ta’lim tizimiga integratsiyalashuvi, demokratiyalash va taraqqiy ettirish jarayonlarining rivojlanishi ta’lim jarayonida zamonaviy pedagogik texnologiyalarga 543

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil ]ERKMGLE]SRHEWLYZ^EVYVPMKMRMXEUS^SIXQSUHE Bugungi kunda «Kadrlar tayyorlash milliy dasturi» talablaridan biri ta’lim jarayonida yangi pedagogik va axborot texnologiyalarini qo‘llash, tayyorgarlikning modul tizimidan foydalangan holda ta’lim oluvchilarni o‘qitishnM NEHEPPEWLXMVMWL WEREPEHM 6IWTYFPMOEQM^HE ta’lim jarayonida pedagogik va axborot texnologiyalarini qo‘llashga doir keng ko‘lamda ish SPMF FSVMPQSUHE 9WLFY QYEQQSRMRK MPQM]RE^EVM] EWSWPEVM LEV FMV TIHEKSKMO texnologiyaning o‘ziga xos jihatlari ishlab chiqilib, yetarli darajada tajribalar to‘plandi. Yuqorida keltirilgan tushunchalarni o‘quv jarayoniga ko‘chiradigan bo‘lsak, o‘qituvchi (pedagog)ning o‘qitish vositalari yordamida o‘quvchio‘quvchilarga muayyan sharoitlarda ko‘rsatgan tizimli ta’siri natijasida ularda jamiyat uchun zarur bo‘lgan va oldindan FIPKMPERKER MNXMQSM] WMJEXPEVRM NEHEP WLEOPPERXMVYZGLM MNXMQSM] LSHMWE ]SOM FSWLUEGLE aytganda, o‘qituvchi tomonidan o‘qitish vositalari yordamida o‘quvchilarga ta’sir ko‘rsatish ZE FY JESPM]EX QELWYPM WMJEXMHE YPEVHE SPHMRHER FIPKMPEF SPMRKER WLE\W WMJEXPEVMRM shakllantirish jarayoni deb ta’riflash mumkin. *S]HEPERMPKEREHEFM]SXPEV Mirziyoyev SH.M. “Erkin va farovon, demokratik О‘zbekiston davlatini mard va olijanob xalqimiz bilan birga quramiz” mavzusidagi О‘zbekiston Respublikasi Prezidenti lavozimiga kirishish tantanali marosimiga bag‘ishlangan Oliy Majlis palatalarining qо‘shma QENPMWMHEKMRYXUM–T.: “О‘zbekiston”, 2016. 3QSRSZ284IHEKSKMOXI\RSPSKM]EPEVZETIHEKSKMOQELSVEX–8“Iqtisod– moliya”. 2009. Azizxо‘jayeva N.N. Pedagogik texnologiyalar va pedagogik maxorat / – 8 “О‘zbekiston yozuvchilar uyushmasi Adabiyot jamg‘armasi” nashriyoti. 2006. 544

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil RAQAMLI TEXNOLOGIYALARNING “OILA PSIXOLOGIYASI” FANINI O‘QITISHDAGIO‘RNI (16E\MQSZE UMFT, Gumanitar fanlar kafedrasi katta o‘qituvchisi, raximovadilbar@gmail.com %RRSXEXWM]E Ushbu maqolada raqamli texnologiyalar asosida “Oila psixologiyasi” fanini o‘qitish, sifatli ta’lim berishning dolzarbligi va ELEQM]EXMMRSZEXWMSRXI\RSPSKM]EPEVHER ta’lim jarayonida foydalanish masalasi, ta’lim metodlari,oilaning milliy xususiyatlari, WLE\WRMRK SMPE ZE RMOSL LEUMHEKM XEWEZZYVPEVMRM WLEOPPERMWLMHE MNXMQSM]TWM\SPSKMO omillarning o‘rni, oila psixologiyasiga oid iPQM]UEVEWLPEV]SVMXMPKER Kalit so‘zlar: VEUEQPM XI\RSPSKM]EPEV 'ERZE /ELSSH TPEXJSVQEWM MRRSZEXWMSR ]SRHEWLYZMNXMQSM]TWM\SPSKMOSQMPPEVTWM\SPSKMOFMPMQMWPSLSXQIXSHWMJEXPMFMPMQQEPEOE ta’lim, tarbiya. O‘zbekiston yangi davr Uchinchi renIWERW HEZVKE UEHEQ FSWE]SXKER FMV TEPPEHE 4VI^MHIRXMQM^RMRKHSRSWM]SWEXMXYJE]PM6IWTYFPMOEHESMPEQYEQQSPEVMHEZPEXELEQM]EXMKE molik bo‘lgan masalalar qatorida rasmiy ravishda o‘rin oldi. O‘zbekiston respublikasi Prezidenti Sh.M.Mirziyyoyev ta’biri bilan ayganidek: “Sizlarga yaxshi ma’lum “Buyuk kelajamizni mard va olijanob xalqimiz bilan birga quramiz” degan shior keng tarqalib, hayotimizga tobora chuqur kirib bormoqda. Lekin O‘zbekistonimizning mana shunday yorug‘ ZEJEVSZSRMWXMUFSPMRMFYR]SHIXMWLHIOmas’uliyatli vazifani kim o‘z zmmzsiga oladi? %PFEXXE JEUEX ^EQSREZM] FMPMQ ZE OEWF – LYREVPEVRM TY\XE IKEPPEKER QYWXEUMP JMOVPE]HMKER HSMQS IP yurt taqdiriga dahxldorlik tuyg‘usi bilan yashaydigan siz, aziz ]SWLPEVMQM^ QE]HSRKE HEHMP GLMUMF FYKYRKM kunda hayotning o‘zi oldimizga qo‘yayotgan vazifalarni hal etishga qodirsiz” HIF MWLSRGL FMPHMVKERM FEVGLEQM^ YGLYR ]YOWEO ELEQM]EXHKEIKEHMHMV Jamiyatni o‘sib rivojlanishi, unig ravnaqi o‘sib kelayotgan yosh avlodning qo‘lidadir.Yoshlarni ilm va fanni o‘zlashtirishi, ta’lim tizimida kasbLYREVRM IKEPPEWLM FMV qatorda endi ularda o‘z shaxsiy hayotlarini rejalashtirish va oila qurishga intilish xissi tarkib XSTEFSWLPE]HM&YHEZVKEOIPMF]SWLPEVHESMPEZM]QYRSWEFEXPEVKEXYVPM\MPUEVEWLPEVTE]HS bo‘la boshlaydi.Yoshlarni ma’nan va ruhan barkamol etib shakllantirish, ullarning ruhiyatiga to‘g‘ri ta’sir eta olish zaruriyati tug‘iladi.Yoshlarni oila qurishda qoqilmay, balki yetarlicha tasavvurga ega bo‘lib, oilaviy hayotga yetuk qilib shakllantirish, oiladEKMHIJSVQEXWM]EPEVRM SPHMRMSPMWL–LS^MVKM^EQSRHSP^EVFQYEQQSPEVMHERFMVMHMV Raqamli texnologiyalardan foydalanib fanini o‘qitishda pedagog talabalar diqqatini qiziqarli usul va ko‘rgazmali vositalar yordamida mavzuga qaratishga erishadi.Talabalar oz 7LEZOEX1MV^M]S]IZ1MPPM]XEVEUUM]SXyo’limizniqat’iyatFMPERHEZSQIXXMVMF]ERKMFSWUMGLKE ko’taramiz. Toshkent “O’zbekiston” 2017, 537 bet 545

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil vaqt ichida ko‘p materiallarni o‘zlashtirish imkoniyatiga ega bo‘ladilar.. Darsni tashkil etish va o‘tkazishda turli xil innovatsion metodlar foydalanish samarali natija beradi.Masalan: Canva platformasi yordamida yangi mavzuni o‘tkazish uchun slaydlar tay]SVPEWL /ELSSH platformasi yordamida talabalar bilimini nazorat qilish, o‘tilgan mavzuni mustahkamklash QYQOMR &EVUEVSV VMZSNPERMWL YGLYR FEVGLE WSLEPEVHE MRRSZEXWM]EPEV ^EVYV 8E PMQHE innovatsiyalar jamiyatini modernizatsiya qilish uchun asos bo‘ladi. >EQSREZM] VMZSNPERMWL tendentsiyalari jarayonida Oila psixologiyasi fanini o‘qitishda interfaol texnologiyalardan foydalanish ta’limda innovatsion yondashuvni muhim vazifalardan biridir. Ta'lim tizimida o‘qituvchining o‘rni kattadir.O‘qituvchi va talabaninK FMVKEPMOHEKM M^PERMWLM MRRSZEXWMSR texnologiyalardan maqsadli foydalanishi, ta'lim jarayonida innovatsiyani qo‘llash o‘rnini XYWLYRMWLFYFSVEHEKMZE^MJEPEVRMFIPKMPEWLTIHEKSKRMRK]YOWEOQEPEOEWMZEQE\SVEXMKE bog‘liq. 8E PMQ NEVE]SRMKE FMPMQPEVRMRK VEUSFEXFEVHSWLPMKM XYJE]PM LS^MVKM FSWUMGLHE ]ERKM FMPMQPEVRM IKEPPEWL OSQTIXIRWM]EWM WLEOPPEREHM7XVEXIKMO XE PMQ QEUWEHM – VEUEQPM innovatsion texnologiyani maqsadli o‘qitish o‘quv jarayoni samaradorligini oshirishni XE QMRPEWLHERMFSVEX-RRSZEXWM]E PSXMRGLEMRRSZYW]ERKM ]ERKMPMO]SOM]ERKMPMOHIKER ma'noni anglatadi. Zamonaviy metodlardan foydalanib o‘qitish texnologiyasini tashkil etishda o‘quv maqsadlarini hisobga olgan holda butun o‘quv jarayonini qurish, amalga SWLMVMWLZEFELSPEWLQYQOMR O‘quv jarayoni samaradorligini oshirishni ta'minlash o‘qitish texnologiyasini doimiy ZE ENVEPQEW UMWQM WMJEXMHE XYWLYRMWL OIVEO/SQTPIOW XEHFMVPEV YPEVRMRK QEUWEHM samaradorlikni oshirishdir.Talabalar va o‘qituvchilarning birgalikdagi faoliyati, bunda muLMQ o‘rin tutadi.Texnik vositalarga tegishli, ya'ni, texnologiya bir nechtasi bilan cheklanmaydi, mexanik aksessuarlar va oqilona dizayn kontseptsiyasini o‘zida mujassam etgan zamonaviy Y^EXMWL ZSWMXEPEVMKE EWSWPERKER XE PMQ XM^MQM XE PMQRM STXMQEPPEWLXMVMWLRM XE QMRPEWLRM taqozo qiladi.Pedagog faoliyatida ta’limning samaradorligi^EQSREZM]XI\RMOE]YXYUPEVMHER JS]HEPERMWLRMRE^EVHEXYXEHM =YUSVMHEKMXE VMJPEVKEEWSWPERMFFM^UY]MHEKMPEVRME]XMWLMQM^QYQOMR 1. -RRSZEXWMSRXI\RSPSKM]EPEVXE PMQRMWMJEXMRM]E\WLMPE]HM 2. Innovatsion metodlardan foydalanishda o‘zgargan ta'lim muhitini hisobga SPMWLHEtexnik vositalar muhim o‘rin tutadi. 3. MPQM] WSLEPEVRMRK FEVGLEWMHE MRRSZEXWMSR XI\RSPSKM]EPEV ]YXYUPEVMHER JS]HEPERMWLMQEUWEHKEQYZSJMU 4. MRRSZEXWMSR texnologiyalar yordamida mavzuni yoritishda o‘qituvchi va talabaning birgalikda faoliyat texnikasini o‘z ichiga oladi. Zamonaviy ta'limning o‘zgargan konteksi shundan iboratki, u ko‘p madaniyatli QYLMXHE MWLPEWL WLYRKE EWSWPERMF MRRSZEXWMSR XIRHIRXWM]EPEV ^EQSREZM] XE PMQRMRK QEHERM] QE^QYRMKE UEVEXMPKER WLYRMRK YGLYR MRRSZEXWM]EPEVRMRK MNXMQSM]QEHERM] yo‘nalishi muhim jihatlardan biridir. -RRSZEXWMSRXI\RSPSKM]EPEVRMFELSPEWLQI^SRPEVMQEWEPEWMNYHEQYRS^EVEPM8IKMWLPM 546

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil mezonlar mavjud bo‘lganda, ta'lim XM^MQMRMRK SGLMUPMKM MRRSZEXWM]EPEV MRRSZEXWMSR texnologiyalarni ta’lim muhitiga joriy etish ta’minlanadi.Ta'lim ochiq tizimdir innovatsiyalar mavjud an'anaviy tizimni to‘ldiradi. Ta'lim innovatsiyalarga ochiq bo‘lishi kerak, chunki ular yangilikning asoWMRMXEWLOMP UMPEHM 6EUEQPM XI\RSPSKM]EPEV ]SVHEQMHE XEPEFEPEV QSHIVRM^EXWM]E ZE ]ERKMPEWL QERFEM bo‘lgan yangi bilimlarga ega bo‘ladilar. *S]HEPERMPKEEHEFM]SXPEV Shavkat Mirziyoyev: Milliy taraqqiyot yo‘limizni qat’iyat bilan davom ettirib, yangi FSWqichga ko‘taramiz. Toshkent “O‘zbekiston” 2017, 537 bet/ Abasov Z. Ta’lim va sinergetikadagi innovatsiyalar // AlmaQEXIV2S4 Axmetova D., Gurye L. Universiteti o‘qituvchisi va innovatsion texnologiyalar // 3PM]6SWWM]EHEXE PMQ2S& Karpenko M. Ta’limning yangi paradigmasi. XXI asr // Oliy. dagi ta'lim Rossiya. 2S& 4MEKIX . %UPMHVSO TWM\SPSKM]EWM 8ERPERKER TWM\SPSKMO EWEVPEV 1 <EPUEVS 4IHEKSKMOE%OEHIQM]EWMFIXPEV 7YQRMXIPRM]/E. Ta’limdagi yangiliklar: fantastika, reallik. 2007. 32b. Yanushkevich F. Oliy ta’lim tizimida o‘qitish texnologiyasi. M .: Yuqori maktab, F 547

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil QOZOQBOY YO‘LDOSH SHE’RIYAT TADQIQOTCHISI %FHMEPMQSZE1E\JY^E 9RMZIVWMX]SJ1EREKIQIRXERH*YXYVI8IGLRSPSKMIW+YQERMXEVJERPEVOEJIHVEWMOEXXE o‘qituvchisi, mahfuzaabdualimova@gmail.com %RRSXEXWM]E Ushbu ilmiy tadqiqot ishida Qozoqboy Yo‘ldoshning “Badiiy tahlil asoslari” qo‘llanmasiga oid mulohazalar va she’riy asarlaming tahPMPMKESMHMPQM]\YPSWEPEV FIVMPKER Kalit so‘zlar: Badiiy tahlil, adabiyotshunoslik, adabiy sinchi, she’riyat, lirik asar, liro ITMOEWEVPMVMOXELPMP /MVMWLShe’riyatavlodlaming yurak tarixi,fikr va g‘oyalar manbaiginamas,ruhiy og‘riq ZE M^XMVSFPEVM USQYWM LEQHMV ,EV FMV WLSMV MWXERKistamang she’r ko‘zgusida ko‘proq o‘z avlodining qalb manzaralari, ruhiy holatlarini ochadi, she’r orqali o‘zi mansub naslning MNXMQSM]E\PSUM]ZEJEPWEJM]UEVEWLPEVMRMRKSFVE^PMXEPUMRPEVMRMFIVEHM?A Bugun she’r yozish havas, uni tushunish donishmandlikdir.Xayoliga kelganini she’r sifatida qog‘ozga tushirib,kitob qilib chiqarayotgan, og‘ziga kelganini qo‘shiq deb aytib, S]MRE]M jahondan, sahnadan tushmayotganlar o‘zlarini shoir, hofiz sanab yurganida, NEQSEXGLMPMO esa ulami jimgina olqishlab turganida she’ming mohiyatini to‘la anglash mushkul jarayon, nazarimda. Lekin, shuni aniq bilamanki, zargar bo‘lmasa zaming, sinchi bo‘lmasa asl tulpoming qiymatini hech qachon to‘g‘ri baholay olmaymiz.Bu gap tabiiyki, EHEFM]SXimizga ham, san’atimizga ham birdek tegishli. 1EXIVMPPEVZEYWYPPEVUstoz pedagogika fanlari doktori, professor Qozoqboy Yo‘ldosh haqida gapirar ekanmiz, adabiyot ilmimizning yirik namoyondasi,o‘zbek adabiy tanqidining ]IXEOGLMPEVMHER FMVM IOERPMKM RM EPohida ta’kidlash joiz. Ustoz adabiyotimizda “yilt” etgan iste’dod borki, deyarli barchasi haqida butun borlig‘ini berib yozishga harakat qiladi. Qozoqboy Yo‘ldosh tinmay mehnat qildi,maqolalar, kitoblar yozdi, darslar berdi,shogirdlar XE]]SVPEHM =S^KERPEVi orasida “Badiiy tahlil asoslari” o‘zbek adabiyoti ilmi uchun o‘zining ]ERKMPMKMZEELEQM]EXMNMLEXMHER]EUUSPENVEPMFXYVEHM&YOMXSFRMRKSVXMHEFYXYRFSWLPMFMVJER yotibdi va fanning asoslarini belgilab, uni Oliy ta’lim sohasining filologiya yo‘nalishPEVMKE tatbiq etgan olim ham aynan Qozoqboy Yo‘ldosh bo‘ladi. 0MVMO EWEVPEVRM XELPMP XELPMP IXMWLHE UY]MHEKMGLE ]SRHSWLYZ QEUWEHKE QYZSJMU WEREPEHM Lirik turga tegishli asarlarda so‘zning ohangi ham kayfiyat ifodasini berish, ham holat XEWZMVMRMchizish, ham taassurot manzarasini ko‘rsatish vositasi bo‘lganligi uchunPMVMO asami tahlil qilishda badiiy so‘zdagi yetakchi ohangni ilg‘ab olish, asar musiqasini tayin IXKERSQMPPEQMXSTMWLKEEPSLMHEHMUUEXUEVEXMWL^EVYVHMV0MVMOEWEVHEOE]JM]EXUE]HEVENEHE XEWZMVPERKERPMKMYRMRKIWXIXMOUM]QEXMRMXE]MRIXYZGLMEWSWM]SQMPHMV7LYWEFEFPMFYXYVHEKM asarlarda nima tasvirlanganidan ko‘ra, qanday tasvirlanganini tekshirish muhimroq. Lirik asarlar tahlili batafsil, chuqur va aniq bo‘lishi uchun, birinchMREZFEXHEFYXYVKE 548

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil QERWYFEWEVPEVKE\SW]IXEOGLMFIPKMPEVRMFMPMFSPMWLPS^MQ%HEFM]SXWLYRSWPMOMPQMHEPMVMO XYVKE\SWEWSWM]\YWYWM]EXPEVWMJEXMHE a) LMWtuyg‘uni ifodalashi; b) lahzalik kechinmalar ifodasi o‘laroq hajmi kichik bo‘lishi; c) FEHMM]nutqning she’riy shakli xosligi; d) juda oz bo‘lsada nasriy lirik asarlar ham borligi; e) RYXURMRKQSRSPSKMOWLEOPMYWXYZSVIOERM f) FEHMM]^EQSR─“hozirgi zamon” ekanligi; g) &EHMM]WLE\W─“men” (birinchi shaxs)ligi singari jihatlar sanaladi. 9PEVHERXEWLUEVMPMVMOXYVHEKMEWEVPEVHEFEHMM]SF]IOXZEFEHMM]WYF]IOXFMXXEWLE\WHE uyg‘unlashishi, ya’ni unda asosan muallifning ichki dunyosini tasvirlash maqsad bo‘lishi E]XMPEHM “Adabiyotshunoslik lug‘ati” kitobida lirika tushunchasiga “Lirikada voqelik subyekt his XYyg‘ulari orqali akslanadi,uning uchun badiiy nutq obyekti emas, subyekti birlamchidir” [2], tarzida ta’rif berilgan. Lirik asarlar asosan ruhiyat manzaralarini aks ettirib, junbishga kelgan hissiyot ifodasi sifatida paydo bo‘lgani uchun ham bu turga mansubEWEVPEVXELPMPMNEVE]SRMHE sezimlar, tuysviridagi o‘zgachaliklarga ustuvor ahamiyat berilishi lozim. Lirikada voqealar FE]SRM\EXXMharakatlar ko‘lami emas, balki kechinmalar zamzamasi qay tarzda berilishini XEHUMUIXMWLQYLMQHMV1MPPM]EHEFM]SXMQM^XEVM\MHEPMVMOXYVHEKMEWEVPEVWEPQSUNMLEXMHERLEQ sifat jihatidan ham katta o‘rin tutadi. Negaki,o‘ta ta’sirchan ruhiyatga ega bo‘lgani holda o‘zbek xalqi o‘zaro odatiy muomalamunosabatlarda o‘z tuyg‘u va kechinmalarini bemalol bildiravermaydi. Iste’dodli shaxs ko‘nglida hamisha ham tashqariga chiqarilavermay, UEXPERMF]SXKERLMWtuyg‘ular lirik asar bo‘lib moddiylashuvi tabiiydir. Lirik turdagi asarlar uchun asosiy narsa tuyg‘u va hissiyotga yo‘g‘rilgan hayotiy hikmat MJSHEWMRMFIVMWLHMV&YXYVHEKMEWEVParda voqealar tasviri,xarakter mantig‘i emas, ruhiy holat va hissiyot ifodasini berish, tuyg‘ular samimiyatini muhrlash muhim hisoblanadi. Chinakam lirik she’r tinglovchi yo o‘qirmanga faqat zavq beribgina qolmay,uning emotsional tafakkuri va ma’naviyE\PSqiy quvvatini uyg‘otib, faoliyatga undaydi. Samimiy lirik so‘z, hatto, real voqelik hodisalariga qaraganda ham inson ruhiyatiga kuchliroq ta’sir ko‘rsatishi mumkinligi psixologiya ilmi xulosalaridan ma’lum. Shu boisdan ham lirik asar tahlili kishini nafaqaX IWXIXMOma’naviy jihatdan, balki funksional aqliy tomondan ham kamolotga yetkazishga xizmat qiladi. Inson aqliyu tilidan tashqari, nozik va ingichka tuyg‘ularga egaligi bilan ham FSWLUE NSRPMUPEVHER JEVU UMPEHM 0MVMOE LE]SX LSHMWEPEVMRM IQEW FEPOM MRWSR VYLM]EXMHE ]Y^ beradigan o‘ta nozik,betakror holatlami aks ettirishi bilan ajralib turadi. Shu holatlami hisobga olib bo‘lsa kerak, Ortegay Gasset “San’atning degumanizatsiyalashuvi” asarida: “Odam tanasining og‘irligi tufayli xuddi teshilgan havo shari kabi ko‘tarilolmay, goh yerda sudralib, goh daraxtlarga ilashib, goh tomlarga urilib yotgan she’riyatni ortiqcha yukdan \EPSW IXMWL OIVEO IHM )RHMPMOHE SHEQPEV LE]SX FMV REVWE TSI^M]E IWE XEQSQMPE FSWLUE REVWE IOERMRM FMPMWL]ETXM FMPMWLQEWEHE WI^MWL]ETXM &Y MOOM REVWERM FMVFMVMKE aralashtirmagan ma’qul. Aynan odam tugagan joydan shoir boshlanadi. Birining taqdiri – o‘zining “insoniy” yo‘lidan yurish, ikkinchisining missiyasi esa yo‘q narsani yaratishdir. Shoir 549

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil dunyoni boyitadi, o‘zo‘zicha mavjud bo‘lgan real borliqqa, o‘zining yangi irreal qit’asini qo‘shib, olamni kengaytiradi”, HIF ]S^EHM &MV UEVEWLHE tushunarsizday ko‘ringan bu fikr SVUEPM PMVMOEKE SHEQRMRK LE]SXMHE YGLVE]HMKER QYEQQSPEQM LEP IXMWLKE YVMRMWL ZSWMXEWM deb emas, balki ko‘ngil holatlarini, sababini bilish ham, tushunish ham, tushuntirish ham o‘ta mushkul bo‘lgan ruhiyat jilvalarini aks ettirish yo‘li deb qarash lozimligi ifodalangan. Orteganing: “Aynan odam tugagan joydan shoir boshlanadi”, degan qanoatida odamga tegishli bo‘lgan turli majburiyatlami unuta bilgan kishigina shoir bo‘la olishi qayd etilgan. Zero, shoir borliqdagi reallikdan ko‘ra ko‘proq tasavvur va ko‘ngil realligida bo‘lishni xush ko‘radigan shaxsdir. 0MVMOEEHEFM]XYVWMJEXMHEITSWZEHVEQEHEROIWOMRJEVUUMPMFXELPMPNEVE]SRMHEYRKE xos bel gilarni to‘liq hisobga olishni talab etadi. Agar epos va dramada inson turmushining SF]IOXMZ XSQ SRM EOW IXXMVMPWE PMVMOEHE MNSHOSVRMRK VYLM]EXM SRKM SRKSWXM Lolati, ya’nikim, FIZSWMXE o‘ziga tegishli subyektiv jihatlari ifodalanadi. Epos va dramaga mansub EWEVPEVHE FSVPMU ]SOM VYLM]EX XEWZMVPEREHM PMVMO FMXMOPEVHE IWE MJSHE IXMPEHM 0MVMOE ITSW ZE dramaga o‘xshab san’atning tasviriy turiga emas, balki tamomilaFSWLUEIOWTVIWWMZLMWWM] XYVMKE QERWYFHMV7LYRMRKYGLYRLEQPMVMOEWEVPEV XELPMPMHEITMOZEHVEQEXMOEWEVPEV tadqiqida qo‘llangan usullardan hamisha ham foydalanib bo‘lmaydi. Bu tur asarlami tekshirishning o‘ziga xos yondashuv va usullari qo‘llanilishi kIVEO Lirik asarlar tahlilida ustuvorlik qiladigan jihat undagi o‘ziga xos psixologizmni LMWSFKESPMWLHERMFSVEXHMV%KEVITSWZEUMWQERHVEQEHEXMQWSPPEVMGLOMSPEQMXEWLUEVMHER XYVMF XEWZMVPERWE PMVMOEHEKM TWM\SPSKM^Q IOWTVIWWMZhissiy bo‘lib, subyektniRK M^LSVM SF]IOXRMRKVYLM]MJSHEWMKEQSWOIPEHM Odatda, lirik nutq hissiy ko‘tarinkiligi bilan ajralib turadi hamda unda istiora, majoz va sintaktik figuralar ko‘pligi ko‘zga tashlanadi. Gassetning: “Poeziya majozning oliy QEXIQEXMOEWMHMV3HEQHEKMIKEFS‘lish uchun emas, balki bekitib qo‘yish uchun bir narsani boshqasi bilan almashtirishga bo‘lgan ehtiyoj chindan ham hayratlanarlidir. Majoz bir REVWERMFSWLUEWMFMPERRMUSFPEKERLSPHENYHEGLEUUSR]EWLMVEHMEKEVSVXMHESHEQKE\SW VIEPPMOHER USGLMWL MRWXMRkti turmaganda, majozning hech qanday ma’nosi qolmagan bo‘lardi” degan fikrida lirikaga xos majoziylik zamirida jo‘nlikdan qochish, obrazli fikrlashga intilish orqali murakkab va chigal ruhiy holatlarni ifodalash istagi yotishi o‘rinli qayd etiladi. 0MVMkada so‘zni faqat o‘z ma’nosida qo‘llash deyarli hech qanday badiiy effekt bermaydi; u yo ramzga o‘ralganda, yoki shaxslantirilganda, yoxud narsalashtirilganda, ya’ni real o‘zlikdan uzoqlashgandagina muayyan poetik ahamiyat kasb etadi va o‘qirmanga ta’sir ko‘rsatadi. She’riyat o‘z tarkibidagi barcha unsurlarning yuqori darajada uyushganligi va ko‘lamdorligi bilan nasrdan ajralib turadi. So‘zlarning she’r tarkibidagi o‘rni, harakati, ularning o‘zaro QYRSWEFEXPEVM TSIXMO VMXQ ZE USJM]E HSMVEWMHE QEZNYHPMKM tizimli (she’riy) nutqda QYWMUM]PMORMRK YWXYZSVPMKM VMXQMO ZE WMRXEOXMO UYVMPMWLRMRK QYLMQPMKM WMRKEVM WLEOPKE HSMV jihatlar nazmiy asarga nasrda mutlaqo bo‘lmaydigan qo‘shimcha ifodaviy imkoniyat beradi. Agar juda ko‘plab go‘zal she’rlar sochma (nasr) shEOPKE WSPMRWE XY^YOVSU QE^QYRHER mahrum shunchaki so‘zlardan iborat bo‘lib qoladi. Chunki poetik mazmun tizmadagi so‘zlarning ma’nosidan ham ko‘ra, ularning she’riy shakl ichidagi munosabat va joylashuvidan kelib chiqadi. Ko‘rinadiki, poetik ma’noni kucha]XMVMWLILXM]SNMXYJE]PMPMVMOEHE ritmik qurilish, she’riy shaklga intilish mayli kuchli bo‘ladi. Negaki, she’riy so‘zga nasriy 550

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil sochma so‘zdagiga qaraganda kuchliroq hissiyot yuklanadi. Ammo bu lirik asar faqat she’riy yo‘ldagina yaratiladi degani emas. Milliy she’riyatimiz tajribasida sochma ko‘rinishdagi lirik asarlar ham oz emas, she’riy shakl lirika uchun asosiy mavjudlik tarzi bo‘lsada, yagona shakliy ko‘rinish emas. Qator ijodkorlar tomonidan yaratilgan va yaratilayotgan mansuralar LEQHEEWVRMRK]MPPEVMHEHYR]SKEOIPKERPMVMOREWVKESMH]EVEXMUPEVJMOVMQM^RMRKHEPMPMHMV Bu holatni, ya’ni lirikaning she’riy emas, balki nasriy shakldan foydalanishi masalasi alohida o‘rganilishga loyiq. Negaki, bu o‘rinda muallifning individual ijodiy o‘ziga xosligi REQS]SR bo‘ladi. “Nasrdagi she’r” ham ritmik tashkillanganlik va she’riy qurilishga ega bo‘lmagani LSPHE YPEVHE OMGLMO ?A ]YUSVM HEVENEHEKM LMWWM]PMO W]YNIXWM^ OSQTS^MXWM]E WYF]IOXMZ taassurot va kechinmalarni ifodalashga yo‘nalganlik singari barcha liVMOXYVHEKM]EVEXMUPEVKE xos umumiy belgilar mavjud bo‘ladi. Lirik nutqning xususiyatlarini tahlil etish ko‘p jihatdan bu turdagi asar uchun muhim ahamiyatga ega bo‘lgan nutqning shiddati va sur’at (qarqin)ini XIOWLMVMWLHERMFSVEXHMV2IKEOMRYXURMRKUEVUMRMWLMHHEXMXEOVSVM]PMKMOEFMNMLEXPEVQYE]]ER kayfiyat hamda ruhiy holatni ifodalashdan tashqari, o‘qirmanlarda shu holatni qo‘zg‘ash xususiyatlariga ham ega bo‘ladi. Lirik turning o‘ziga xosligi uning mazmun jihatini tekshirishga ham ta’sir qiladi. Lirik she’r bilan ish ko‘rilganda, birinchi navbatda, uning pafosini anglab yetish, she’rdagi yetakchi hissiy holatni ilg‘ash va aniqlash muhimdir. Ko‘pgina hollarda lirik bitikning pafosini to‘g‘ri aniqlash sinchini she’rning badiiy mazmunga HSMV FSWLUE YRWurlarini tahlil qilib o‘tirish zaruriyatidan xalos etadi. Tizma yo‘li bilan yaratilgan bo‘lsada, muayyan miqdorda hayotiy tafsilotlar aks etgan liroITMONERVHEKMFMXMOPEV tahlili ham alohida e’tiborni talab qiladi. Nomidan ko‘rinib turganidek, bu xil asarPEVHEITMO va lirik belgilar qorishib, sintezlashgan bo‘ladi. LiroITMO EWEVPEV ITSWHER OYGLWM^VSU ko‘rinishda bo‘lsada, syujetlilik, bayon, obrazlar tizimi, real borliqning tasviri singari jihatlarni SPEHM 0MVMOEHER IWE PMVMO UELVEQSR WYF]IOXMZ OIGLMRQE MJSHEWM RMWFEXER OMGLMO LENQKE intilish, she’riy nutq va psixologizm, ruhiyat ifodasi kabi xususiyatlarni o‘ziga singdirgan bo‘ladi. Tahlil jarayonida liroITMOEWEVPEVHEKMPMVMOPMOZEITMOPMO\YWYWM]EXPEVMHEKME]MVQEPEVRM ko‘rsatishga emas, balki ularning bitta badiiy olamdagi sintezi, uyg‘unlashuviga e’tibor UEVEXMWL OIVEO &Y OIGLMQHE PMVMO UELVEQSRFE]SRGLM XMQWSPMRM XELPMP UMPMWL LEP IXYZGLM ahamiyatga ega bo‘ladi. LiroITMOEWEVPEVHE FE]SRM] RYXU SWSRPMO FMPER LMWWM]PMVMO 3HEXHE PMVMO RYXU LMWWM] ko‘tarinkiligi bilan ajralib turadi hamda unda istiora, majoz va WMRXEOXMO figuralar ko‘pligi ko‘zga tashlanadi. Gassetning: “Poeziya majozning oliy matematikasidir. Odamdagi ega bo‘lish uchun emas, balki bekitib qo‘yish uchun bir narsani FSWLUEWM FMPER Elmashtirishga bo‘lgan ehtiyoj chindan ham hayratlanarlidir. Majoz bir REVWERMFSWLUEWMFMPERRMUSFPEKERLSPHENYHEGLEUUSR]EWLMVEHMEKEVSVXMHESHEQKE\SW reallikdan qochish instinkti turmaganda, majozning hech qanday ma’nosi qolmagan bo‘lardi” HIKERJMkrida lirikaga xos majoziylik zamirida jo‘nlikdan qochish, obrazli fikrlashga intilish orqali murakkab va chigal ruhiy holatlarni ifodalash istagi yotishi o‘rinli qayd etiladi.Lirikada so‘zni faqat o‘z ma’nosida qo‘llash deyarli hech qanday badiiy effekt Fermaydi; u yo ramzga o‘ralganda, yoki shaxslantirilganda, yoxud narsalashtirilganda, ya’ni real o‘zlikdan uzoqlashgandagina muayyan poetik ahamiyat kasb etadi va o‘qirmanga ta’sir ko‘rsatadi. She’riyat o‘z tarkibidagi barcha unsurlarning yuqori darajada uyYWLKERPMKM ZE ko‘lamdorligi bilan nasrdan ajralib turadi. So‘zlarning she’r tarkibidagi o‘rni, harakati, ularning 551

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil o‘zaro munosabatlari, poetik ritm va qofiya doirasida mavjudligi, tizimli (she’riy) nutqda QYWMUM]PMORMRK YWXYZSVPMKM VMXQMO ZE WMRXEOXMO UYVMPMWLRMRK QYLMQPMKM WMRKEVM WLEOPKE HSMV jihatlar nazmiy asarga nasrda mutlaqo bo‘lmaydigan qo‘shimcha ifodaviy imkoniyat beradi. Agar juda ko‘plab go‘zal she’rlar sochma (nasr) shaklga solinsa, tuzukroq mazmundan mahrum shunchaki so‘zlardan iborat bo‘lib USPEHM 'LYROM TSIXMO QE^QYR XM^QEHEKM so‘zlarning ma’nosidan ham ko‘ra, ularning she’riy shakl ichidagi munosabat va joylashuvidan kelib chiqadi. Ko‘rinadiki,poetik ma’noni kuchaytirish ehtiyoji tufayli lirikada ritmik qurilish, she’riy shaklga intilish mayli kuchli bo‘ladi. Negaki, she’riy so‘zga nasriy sochma so‘zdagiga qaraganda kuchliroq hissiyot yuklanadi. Ammo bu lirik asar faqat she’riy yo‘ldagina yaratiladi degani emas. Milliy she’riyatimiz tajribasida sochma ko‘rinishdagi lirik asarlar ham oz emas, she’riy shakl lirika uchun asosiy mavjudlik tarzi bo‘lsada, yagona shakliy ko‘rinish emas. Qator ijodkorlar tomonidan yaratilgan va yaratilayotgan mansuralar hamda o‘tgan asrning 70 ]MPPEVMHE HYR]SKE OIPKER PMVMO REWVKE SMH ]EVEXMUPEV JMOVMQM^RMRK HEPMPMdir. Bu holatni, ya’ni lirikaning she’riy emas, balki nasriy shakldan foydalanishi masalasi alohida o‘rganilishga loyiq. Negaki, bu o‘rinda muallifning individual ijodiy o‘ziga xosligi namoyon bo‘ladi. “Nasrdagi she’r” ham ritmik tashkillanganlik va she’riy qurilishga ega bo‘lmagani holda, YPEVHEOMGLMOLENQ]YUSVMHEVENEHEKMLMWWM]PMOW]YNIXWM^OSQTS^MXWM]EWYF]IOXMZXEEWWYVSX va kechinmalarni ifodalashga yo‘nalganlik singari barcha lirik turdagi yaratiqlarga xos umumiy belgilar mavjud bo‘ladi. 0MVMORYtqning xususiyatlarini tahlil etish ko‘p jihatdan bu turdagi asar uchun muhim ahami yatga ega bo‘lgan nutqning shiddati va sur’at (qarqin)ini tekshirishdan iboratdir. 2IKEOMRYXURMRKUEVUMRMWLMHHEXMXEOVSVM]PMKMOEFMNMLEXPEVQYE]]EROE]JM]EXLEQHEVYLM] holatni ifodalashdan tashqari, o‘qirmanlarda shu holatni qo‘zg‘ash xususiyatlariga ham ega bo‘ladi. Lirik turning o‘ziga xosligi uning mazmun jihatini tekshirishga ham ta’sir qiladi. Lirik she’r bilan ish ko‘rilganda, birinchi navbatda, uning pafosini anglab yetish, she’rdagi yetakchi hissiy holatni ilg‘ash va aniqlash muhimdir. Ko‘pgina hollarda lirik bitikning pafosini to‘g‘ri aniqlash sinchini she’rning badiiy mazmunga doir boshqa unsurlarini tahlil qilib o‘tirish ^EVYVM]EXMHER\EPSWIXEHM Tizma yo‘li bilan yaratilgan bo‘lsada, muayyan miqdorda hayotiy tafsilotlar aks etgan PMVSITMONERVHEKMFMXMOPEVXELPMPMLEQEPSLMHE e’tiborni talab qiladi. Nomidan ko‘rinib turganidek, bu xil asarlarda epik va lirik belgilar qorishib, sintezlashgan bo‘ladi. Liro epik asarlar eposdan, kuchsizroq ko‘rinishda bo‘lsada, syujetlilik, bayon, obrazlar tizimi, real FSVPMURMRKXEWZMVMWMRKEVMNMLEXPEVRMSPEHM0MVMOEHERIWEPMVMOUELVEQSRWYF]IOXMZOIGLMRQE ifodasi, nisbatan kichik hajmga intilish, she’riy nutq va psixologizm, ruhiyat ifodasi kabi xususiyatlarni o‘ziga singdirgan bo‘ladi. 8ELPMP NEVE]SRMHE PMVSITMO EWEVPEVHEKM PMVMOPMO ZE ITMOPMO \YWYWM]EXPEVMHEKM E]MVQEPEVRM ko‘rsatishga emas, balki ularning bitta badiiy olamdagi sintezi, uyg‘unlashuviga e’tibor UEVEXMWL OIVEO &Y OIGLMQHE PMVMO UELVEQSRFE]SRGLM XMQWSPMRM XELPMP UMPMWL LEP IXYZGLM ahamiyatga ega bo‘ladi 0MVSITMO EWEVPEVHE FE]SRM] RYXU SWSRPMO FMPER LMWWM]PMVMO RYXUUE o‘tib ketadi, sababi bayonchi va lirik qahramon aslida bitta obrazning ajratib bo‘lmas ikki 552

Respublika ilmiy-amaliy konferensiyasi 24-25-aprel, 2024-yil UMVVEWMHMV 7LYRMRK YGLYR LEQ FY NERVHE ]EVEXMPKER FMXMOPEVHE REVWEPEV SHEQPEV ZSUIE LSHMWEPEr bayoni, ya’nikim, bu xil asarlarning barcha unsurlarida lirik qahramon ohangi WI^MPMFXYVEHM 0MVMOEWEVRMXELPMPUMPMWLHEQEXRHERQERXMUM]\YPSWEGLMUEVMWLKEWLSWLMPQEWPMOMQOSR FSVMGLE FYRHE] \YPSWERM XSTMWLKE YQYQER MRXMPQEWPMO OIVEO 0MVMO EWEV XELPMPM YGLYR muhimi, she’rda ifoda etilgan ruhiy holatga she’rxon hissiyot olamidagi reaksiya, munosabatning muvofiqligini ta’minlashdir. Lirik asar chuqur tahlil tufayli o‘qirmanlar tomonidan to‘liq qabul etilsa va matndagi she’rxon yuragiga ta’sir ko‘rsEXKERYRMFI^SZXE qilgan estetik omillar anglab yetilsa, shuning o‘zi umumlashma xulosadir. Lirik qahramon yoki shoir holatini bevosita his etishga odatlantirish yo‘li bilan she’rxon o‘zgalarning ruhiyatini ilg‘aydigan, birovning qayg‘usiga dardkash, quvonchiga sherik bo‘la oladigan ma’naviyati yuksak, barkamol shaxs sifatida shakllana boradi. Lirik asarlardagi inja badiiy san’atlarni, nozik ishoralarni, ko‘zdan yashirin tasvir vositalari ni payqash o‘qirmanda badiiy so‘z jozibasini tuyish qobiliyatini qarSV XSTHMVEHM Lirik so‘z sehridan zavqlana bilish kishining sezimlarini noziklashtiradi, nutq boyligini orttirib, fikrlash qarqinini tezlatadi. Lirik asar tahliliga o‘qirmanlarning qalb ko‘zini ochish, ularda atrof olam va odam ruhiyatidagi go‘zalliklarga faol munosabat uyg‘otish vositasi tarzida UEVEWLXELPMPRMRKMNXMQSM]IWXIXMOELEQM]EXMRMSWLMVEHM <YPSWETadqiqot ishida Qozoqboy Yo‘ldoshning she’riy asarlar tahlilidagi o‘ziga xos yonoshuvlarini o‘rgangan holda quyidagi xulosalarga kelindi: - She’riy asarlarni tahlil qilishdan avval lirik asarga xos xususiyatlarni batafsil o‘rganib GLMUMWLXEPEFIXMPEHM - 7LSMVRMRKLMWWM]OIGLMRQEPEVMRMMHVSOIXMWL - Lirik asarda qo‘llanilgan badiiy tasvir vositalarini fahmlash va u orqali shoir ifodalamoqchi bo‘lgan ma’no ko‘lamini ochib berish maqsadga muvofiq; Lirik asarlardagi inja badiiy san’atlarni,nozik ishoralarni,ko‘zdan yashirin tasvir vo sitalarini payqash o‘qirmanda badiiy so‘z jozibasini tuyish qobiliyatini qaror topdiradi ; %HEFM]SXPEV Иброҳим Ҳаққул ҳақиқати/ лойиҳа муаллифи: Амирхон Валихонов. Тошкент: “ДизайнПринт” МЧЖ ЎИЧК, «Тирилиш» нашриёти, 2023.296 бет. Quronov D., Mamajonov Z., Sheraliyeva M. Adabiyotshunoslik lug‘ati. – 8 “Akademnashr”, 2010. 152FIX 3VXIKE]+EWWIX(IKYQERM^EXWM]EMWOYWWXZE7–LXXT[[[[IFVIEHMRKVY ҚозоқбойЙўлдош, Мухайё Йўлдош.Бадиий таҳлил асослариТошкент 2016 306 б. 553

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