Sun’iy Intellekt va Raqamli Iqtisodiyot

substantiated. Furthermore, the paper outlines ways to achieve effective results through the integration of innovative pedagogical technologies into the educational process. Keywords: digital literacy, artificial intelligence, competence, innovative education, digital pedagogy, adaptive learning, information culture. Kirish. XXI asrda globallashuv va raqamli transformatsiya jarayonlari barcha sohalar qatori ta’lim tizimiga ham tub o‘zgarishlar olib kirdi. Zamonaviy jamiyatda muvaffaqiyatli faoliyat yuritish uchun nafaqat kasbiy bilim, balki raqamli savodxonlik va sun’iy intellekt bilan ishlash kompetensiyalariga ega bo‘lish muhim ahamiyat kasb etmoqda. Raqamli texnologiyalarning jadal rivojlanishi natijasida ta’lim jarayonida sun’iy intellekt asosidagi platformalar, adaptiv o‘qitish tizimlari, avtomatik baholash vositalari keng qo‘llanilmoqda. Bu esa pedagog va talabalardan yangi turdagi bilim va ko‘nikmalarni talab etadi. Shu bois raqamli savodxonlik va sun’iy intellekt kompetensiyalarini shakllantirish masalasi dolzarb ilmiy muammoga aylanmoqda. Asosiy qism. Raqamli savodxonlik bu shaxsning axborot-kommunikatsiya texnologiyalaridan samarali, xavfsiz va tanqidiy foydalanish qobiliyatidir. U quyidagi tarkibiy qismlarni o‘z ichiga oladi [2]: 1. Axborot savodxonligi – ma’lumotni izlash, tahlil qilish va baholash ko‘nikmasi. 2. Media savodxonlik – turli raqamli manbalardagi axborotni tanqidiy qabul qilish. 3. Texnologik savodxonlik – raqamli qurilmalar va dasturlar bilan ishlash ko‘nikmasi. 4. Kiberxavfsizlik madaniyati – shaxsiy ma’lumotlarni himoya qilish va xavfsiz foydalanish. 5. Raqamli kommunikatsiya madaniyati – onlayn muloqot etikasi va hamkorlik. Bugungi kunda raqamli savodxonlik nafaqat texnik ko‘nikma, balki ijtimoiy va madaniy kompetensiya sifatida ham qaralmoqda. Sun’iy intellekt kompetensiyasi bu sun’iy intellekt tizimlarining ishlash tamoyillarini tushunish, ulardan samarali foydalanish va natijalarini tanqidiy baholash qobiliyatidir. U quyidagilarni o‘z ichiga oladi: sun’iy intellekt asoslarini tushunish (algoritm, ma’lumotlar bazasi, mashinaviy o‘rganish); sun’iy intellekt vositalaridan (ChatGPT, Copilot, Midjourney va boshqalar) samarali foydalanish; natijalarni tahlil qilish va tekshirish; etik me’yorlarga rioya qilish; akademik halollikni saqlash [1]. Sun’iy intellekt kompetensiyasi bugungi mehnat bozorida raqobatbardoshlikni ta’minlovchi muhim omillardan biri hisoblanadi hamda bir qator talablarni o‘z ichiga oladi. Jumladan: 1. Integrativ yondashuv. Raqamli savodxonlikni alohida fan sifatida emas, balki barcha fanlar kesimida integratsiyalashgan holda o‘qitish samarali hisoblanadi. Masalan, lingvistika fanida korpus texnologiyalaridan, pedagogikada esa adaptiv platformalardan foydalanish mumkin. 859

2. Amaliy mashg‘ulotlarga ustuvorlik berish. Nazariy bilim bilan bir qatorda, talabalar sun’iy intellekt vositalaridan real loyihalarda foydalanishi zarur. Masalan, matn tahlili uchun sun’iy intellekt platformalaridan foydalanish; ma’lumotlarni vizualizatsiya qilish; avtomatik tarjima natijalarini lingvistik tahlil qilish. 3. Tanqidiy fikrlashni rivojlantirish. Sun’iy intellekt har doim ham mukammal natija bermaydi. Shuning uchun talabalarda sun’iy intellekt tomonidan yaratilgan kontentni tekshirish va baholash ko‘nikmasini shakllantirish muhimdir. 4. Etik me’yorlarni o‘rgatish. Sun’iy intellekt vositalaridan foydalanishda plagiat, mualliflik huquqi va ma’lumotlar xavfsizligi masalalariga e’tibor qaratish zarur. 5. O‘qituvchilar malakasini oshirish. Pedagoglarning o‘zi raqamli va sun’iy intellekt kompetensiyalariga ega bo‘lmas ekan, talabalar bilan samarali ishlash qiyinlashadi. Shu bois muntazam malaka oshirish kurslarini tashkil etish muhimdir. Raqamli va sun’iy intellekt kompetensiyalarini shakllantirish jarayonida quyidagi muammolar kuzatiladi: texnik infratuzilmaning yetarli emasligi; o‘qituvchilarning tayyorgarlik darajasi pastligi; talabalarda tayyor natijaga tayanish tendensiyasi; akademik halollik bilan bog‘liq muammolar. Mazkur muammolarni bartaraf etish uchun tizimli va bosqichma-bosqich yondashuv zarur [3]. Tahlillar shuni ko‘rsatadiki, sun’iy intellekt vositalarini o‘quv jarayoniga to‘g‘ri integratsiya qilish o‘quvchilarning mustaqil ta’lim olish ko‘nikmasini oshiradi, o‘qitish jarayonini individuallashtiradi hamda ta’lim sifatini yaxshilaydi. Adaptiv platformalar o‘quvchining bilim darajasiga mos topshiriqlarni taklif etish orqali samaradorlikni oshiradi. Shu bilan birga, sun’iy intellekt o‘qituvchini to‘liq almashtira olmaydi [3]. U yordamchi vosita sifatida pedagogik jarayonni optimallashtiradi. Xulosa. Raqamli savodxonlik va sun’iy intellekt kompetensiyalarini shakllantirish zamonaviy ta’lim tizimining ustuvor vazifalaridan biridir. Ular shaxsning kasbiy va ijtimoiy muvaffaqiyatini ta’minlaydi. U ta’lim jarayonida integrativ yondashuvni qo‘llash, amaliy mashg‘ulotlarga ustuvorlik berish, tanqidiy fikrlashni rivojlantirish, etik me’yorlarni mustahkamlash, pedagoglar malakasini oshirish raqamli transformatsiya sharoitida raqobatbardosh kadrlar tayyorlashga xizmat qiladi. Foydalanilgan adabiyotlar ro‘yxati: 1. Melanie Mitchell. Artificial Intelligence: A Guide for Thinking Humans. Oxford University Press. 2019. 336 p. 2. Tom Taulli. Artificial Intelligence Basics: A Non-Technical Introduction. Monrovia, CA, USA. 185 p. ISBN-13 (pbk): 978-1-4842-5027-3 3. Hingle A., Johri A. Mapping Students’ AI Literacy Framing and Learning through Reflective Journals. 860

SUN’IY INTELLEKT ASOSIDA CHET TILINI O‘QITISHDA LINGVISTIK KOMPETENSIYANI RIVOJLANTIRISH: NAZARIY ASOSLAR, AMALIY TAJRIBA VA INNOVATSION MODEL Nizomov Feruz, O‘zDJTU, o‘qituvchisi Shaydullayeva Dilrabo, O‘zDJTU, talabasi Annotatsiya. Sun’iy intellekt texnologiyalarining jadal rivojlanishi zamonaviy ta’lim tizimiga, xususan, chet tillarini o‘qitish jarayoniga sezilarli ta’sir ko‘rsatmoqda. Ta’lim jarayoniga sun’iy intellektga asoslangan vositalarning joriy etilishi lingvistik kompetensiyani rivojlantirish uchun yangi imkoniyatlar yaratish bilan birga, muhim pedagogik va ijtimoiy-gumanitar masalalarni ham kun tartibiga olib chiqadi. Shu bois, sun’iy intellektdan foydalanishning nazariy asoslari va amaliy jihatlarini tizimli ravishda tahlil qilish zarurati yuzaga keladi. Mazkur maqolada chet tilini o‘qitishda lingvistik kompetensiyani rivojlantirishda sun’iy intellektning o‘rni nazariy va amaliy jihatdan yoritiladi. Kalit so‘zlar: sun’iy intellekt, lingvistik kompetensiya, chet tilini o‘qitish, innovatsion yondashuv, adaptiv ta’lim, kommunikativ kompetensiya, raqamli pedagogika, ijtimoiy-gumanitar masalalar. Аннотация. Стремительное развитие технологий искусственного интеллекта оказывает значительное влияние на современную систему образования, в частности на процесс обучения иностранным языкам. Внедрение инструментов, основанных на искусственном интеллекте, создает новые возможности для развития лингвистической компетенции, одновременно актуализируя важные педагогические и социальногуманитарные вопросы. В связи с этим возникает необходимость системного анализа теоретических и практических аспектов использования искусственного интеллекта в языковом образовании. В данной статье рассматривается роль искусственного интеллекта в формировании лингвистической компетенции при обучении иностранным языкам. Ключевые слова: искусственный интеллект, лингвистическая компетенция, обучение иностранному языку, инновационный подход, адаптивное обучение, коммуникативная компетенция, цифровая педагогика, социально-гуманитарные вопросы. Abstract. The rapid development of artificial intelligence technologies has significantly influenced modern educational systems, particularly in the field of foreign language teaching. The integration of AI-based tools into the learning process creates new opportunities for enhancing linguistic competence, while also raising important pedagogical and social questions. Therefore, a systematic analysis of both the theoretical foundations and practical implications of AI in language education is required. This article examines the role of artificial intelligence in developing linguistic competence in foreign language classrooms. The study combines theoretical perspectives on communicative competence with observations of practical classroom applications. Special attention is given to the ways AI-supported tools contribute to grammar acquisition, vocabulary expansion, pronunciation practice, and interactive communication. Keywords: artificial intelligence, linguistic competence, foreign language teaching, innovative approach, adaptive learning, communicative competence, digital pedagogy, social and humanitarian issues. Raqamli texnologiyalarning jadal rivojlanishi ta’lim tizimining barcha bosqichlariga sezilarli ta’sir ko‘rsatmoqda. Xususan, sun’iy intellektga asoslangan vositalarning ta’lim jarayoniga kirib kelishi o‘qitish metodikasi, mazmuni va tashkil etilish shakllarini qayta ko‘rib chiqishni talab etmoqda. Zamonaviy sharoitda chet tilini o‘qitish jarayoni nafaqat bilim berish, balki lingvistik kompetensiyani kompleks rivojlantirishga yo‘naltirilgan bo‘lishi lozim. Lingvistik kompetensiya grammatika, leksika, fonetika va nutqiy faoliyat ko‘nikmalarining 861

o‘zaro uyg‘unligidan iborat bo‘lib, u samarali muloqotning asosiy sharti hisoblanadi. An’anaviy o‘qitish usullarida mazkur kompetensiyani shakllantirish ko‘pincha vaqt, individual yondashuv va muntazam nazorat yetishmasligi sababli yetarli darajada samarali bo‘lmaydi. Shu nuqtai nazardan, sun’iy intellekt texnologiyalarining imkoniyatlari alohida ilmiy tahlilni talab qiladi. Bugungi kunda sun’iy intellekt asosidagi dasturlar individual o‘quv trayektoriyasini yaratish, tezkor tahlil va fikr-mulohaza (feedback) berish, talaffuzni baholash hamda interaktiv muloqotni tashkil etish imkonini bermoqda. Biroq, ushbu jarayonda lingvistik aniqlik, metodik asoslanganlik hamda ijtimoiy-gumanitar omillarni hisobga olish muhim ahamiyat kasb etadi. Mazkur maqolaning maqsadi — sun’iy intellekt asosida chet tilini o‘qitishda lingvistik kompetensiyani rivojlantirishning nazariy asoslarini tahlil qilish, amaliy tajribani yoritish hamda innovatsion model taklif etishdan iborat. Tadqiqot vazifalari quyidagilardan iborat: - lingvistik kompetensiya tushunchasining nazariy asoslarini aniqlash; - sun’iy intellekt vositalarining ta’lim jarayonidagi imkoniyatlarini tahlil qilish; - amaliy tajriba asosida samaradorlik jihatlarini ko‘rsatish; - lingvistik kompetensiyani rivojlantirishga qaratilgan innovatsion model ishlab chiqish. Umumiy tadqiqotlarni umumiy xulosalash, ularni tahlil qilishning poydevori sifatida nazariy asoslarga tayaniladi. Sun’iy intellekt asosida chet tilini o‘qitishda lingvistik kompetensiyani rivojlantirish: nazariy asoslar, amaliy tajriba va innovatsion model mavzusi bo‘yicha nazariy asoslar 2 tuga bo‘linadi: 1. Lingvistik kompetensiya tushunchasi va uning tarkibiy qismlari 2. Sun’iy intellektning ta’lim jarayindagi pedagogic jarayonlar Quyida ular haqida batafsil to‘xtalib o‘tiladi: 1. Lingvistik kompetensiya tushunchasi va uning tarkibiy qismlari Lingvistik kompetensiya tushunchasi tilshunoslik va metodika fanida muhim nazariy kategoriyalardan biri hisoblanadi. U til birliklarini bilish, ularning qo‘llanish qoidalarini anglash hamda nutq jarayonida to‘g‘ri va maqsadga muvofiq foydalanish qobiliyatini anglatadi. Lingvistik kompetensiya grammatika, leksika va fonetika tizimlarini o‘zlashtirish bilan bevosita bog‘liq bo‘lib, kommunikativ kompetensiyaning asosiy tarkibiy qismi sifatida namoyon bo‘ladi. Grammatik kompetensiya tilning morfologik va sintaktik tuzilishini bilishni nazarda tutsa, leksik kompetensiya so‘z boyligi va uning kontekstual qo‘llanishini o‘z ichiga oladi. Fonetika esa to‘g‘ri talaffuz, intonatsiya va nutq ravonligini ta’minlaydi. Mazkur komponentlarning uyg‘un rivojlanishi samarali nutqiy faoliyatni ta’minlaydi. An’anaviy ta’lim jarayonida lingvistik kompetensiyani shakllantirish ko‘pincha qoidalarni yodlash va mashqlarni takrorlash orqali amalga oshiriladi. Biroq bunday yondashuv har doim ham o‘quvchilarning individual ehtiyojlarini inobatga olmaydi hamda real kommunikativ vaziyatlarda til birliklarini qo‘llashga yetarli darajada tayyorlamaydi. 2. Sun’iy intellektning ta’lim jarayonidagi pedagogik imkoniyatlari 862

Zamonaviy raqamli muhitda sun’iy intellekt asosidagi vositalar ta’lim jarayoniga interaktivlik, tezkor tahlil va moslashuvchanlik elementlarini olib kirmoqda. Bunday texnologiyalar o‘quvchilarning xatolarini aniqlash, individual tavsiyalar berish va o‘quv jarayonini shaxsiylashtirish imkonini yaratadi. Pedagogik nuqtai nazardan, sun’iy intellektning asosiy afzalliklaridan biri — adaptiv o‘qitish mexanizmlaridir. Ya’ni tizim o‘quvchining bilim darajasi, tezligi va qiyinchiliklariga qarab materialni moslashtira oladi. Bu esa lingvistik kompetensiyaning bosqichma-bosqich va izchil rivojlanishiga xizmat qiladi. Shuningdek, sun’iy intellekt vositalari orqali talaffuzni avtomatik baholash, grammatik xatolarni aniqlash va kontekstual tavsiyalar berish imkoniyati mavjud. Bu jarayon o‘quvchiga tezkor va aniq fikr-mulohaza olish imkonini beradi, natijada o‘z-o‘zini nazorat qilish ko‘nikmalari shakllanadi. Biroq, texnologik imkoniyatlar pedagogik maqsadga bo‘ysundirilgan taqdirdagina samarali natija beradi. Aks holda, sun’iy intellekt vositalari yuzaki bilim hosil qilish yoki tayyor javoblarga ortiqcha tayanish holatlarini keltirib chiqarishi mumkin. Zamonaviy ta’lim jarayonida sun’iy intellekt vositalaridan foydalanish lingvistik kompetensiyani rivojlantirishda yangi metodik imkoniyatlar yaratadi. Mazkur maqola doirasida chet tilini o‘qitish jarayonida sun’iy intellekt elementlarini qo‘llashga oid modellashtirilgan pedagogik ssenariy tahlil qilinadi. Ssenariyga ko‘ra, o‘quv jarayonida grammatika va nutqiy faoliyat ko‘nikmalarini rivojlantirish maqsadida sun’iy intellekt asosidagi interaktiv platformalardan foydalanish nazarda tutiladi. O‘quvchilar dastlab mavzu bo‘yicha nazariy material bilan tanishadi, so‘ngra mashqlarni bajarish jarayonida tizim tomonidan avtomatik tarzda aniqlangan xatolar yuzasidan tezkor fikr-mulohaza oladi. Bu esa o‘quvchiga xatolarini mustaqil tahlil qilish va tuzatish imkonini beradi. Talaffuzni rivojlantirish jarayonida esa ovozli topshiriqlar orqali fonetik aniqlik baholanadi va individual tavsiyalar beriladi. Natijada o‘quvchi o‘z nutqidagi kamchiliklarni real vaqt rejimida ko‘rish va tuzatish imkoniyatiga ega bo‘ladi. Mazkur tadqiqot doirasida chet tilini o‘qitishda lingvistik kompetensiyani rivojlantirishga qaratilgan, sun’iy intellekt integratsiyasiga asoslangan innovatsion model taklif etiladi. Model ta’lim jarayonida texnologik vositalar va an’anaviy pedagogik yondashuvning uyg‘unlashuviga asoslanadi. Model quyidagi tarkibiy bosqichlarni o‘z ichiga oladi: 1. Diagnostik bosqich Bu bosqichda o‘quvchilarning mavjud lingvistik darajasi aniqlanadi. Sun’iy intellekt vositalari orqali grammatik xatolar, leksik kamchiliklar va fonetik nuqsonlar tahlil qilinadi. Natijada individual rivojlanish yo‘nalishlari belgilanadi. 2. Adaptiv o‘qitish bosqichi Mazkur bosqichda o‘quv materiali o‘quvchining bilim darajasi va ehtiyojlariga moslashtiriladi. Sun’iy intellekt tizimi mashqlar murakkabligini bosqichma-bosqich oshirib boradi hamda tezkor fikr-mulohaza taqdim etadi. 3. Interaktiv kommunikativ bosqich 863

O‘quvchilar real yoki sun’iy yaratilgan kommunikativ vaziyatlarda til birliklaridan foydalanadi. Bu jarayonda muloqot, muammoli vaziyatlar va vazifaviy topshiriqlar orqali lingvistik kompetensiya mustahkamlanadi. 4. Reflektiv-tahliliy bosqich O‘quvchilar bajarilgan topshiriqlarni tahlil qiladi, xatolar ustida ishlaydi va o‘z rivojlanish dinamikasini baholaydi. O‘qituvchi esa jarayonni metodik jihatdan nazorat qiladi va yo‘naltiradi. Mazkur modelning o‘ziga xos jihati shundaki, unda sun’iy intellekt vositalari asosiy o‘qituvchi rolini egallamaydi, balki ta’lim samaradorligini oshiruvchi yordamchi mexanizm sifatida qo‘llanadi. Model lingvistik kompetensiyani tizimli, individual va kommunikativ yondashuv asosida rivojlantirishga xizmat qiladi. Sun’iy intellekt texnologiyalarining ta’lim jarayoniga keng joriy etilishi nafaqat metodik, balki ijtimoiy-gumanitar jihatdan ham muhim masalalarni yuzaga keltiradi. Xususan, chet tilini o‘qitishda sun’iy intellekt vositalaridan foydalanish jarayoni akademik halollik, mustaqil fikrlash hamda o‘qituvchining kasbiy roliga oid bir qator savollarni tug‘diradi. Birinchidan, akademik halollik masalasi dolzarb ahamiyat kasb etadi. Sun’iy intellekt yordamida tayyor matnlar yaratish imkoniyati mavjud bo‘lgan sharoitda o‘quvchilarning mustaqil fikrlashi va ijodiy faoliyatini rag‘batlantirish muhim vazifaga aylanadi. Agar sun’iy intellekt nazoratsiz qo‘llanilsa, u bilimni mustahkamlash vositasidan ko‘ra tayyor natijani olish mexanizmiga aylanishi mumkin. Ikkinchidan, tanqidiy fikrlash ko‘nikmalarini shakllantirish masalasi muhimdir. Sun’iy intellekt tomonidan taqdim etilgan ma’lumot har doim ham mutlaq to‘g‘ri yoki kontekstga mos bo‘lavermaydi. Shu sababli o‘quvchilarni berilgan axborotni tahlil qilish, solishtirish va baholashga o‘rgatish zarur. Uchinchidan, o‘qituvchining roli o‘zgarishi kuzatiladi. Sun’iy intellekt vositalari ayrim texnik vazifalarni bajarishi mumkin bo‘lsa-da, ta’lim jarayonini boshqarish, motivatsiya yaratish va axloqiyme’yoriy yo‘naltirish funksiyasi o‘qituvchining zimmasida qoladi. Demak, pedagogning vazifasi bilim beruvchidan ko‘ra jarayonni tashkil etuvchi va yo‘naltiruvchi subyekt sifatida kuchayadi. Shuningdek, texnologik tengsizlik muammosi ham e’tibordan chetda qolmasligi lozim. Barcha o‘quvchilar bir xil darajada raqamli imkoniyatlarga ega emasligi sun’iy intellekt asosidagi ta’limni joriy etishda muayyan ijtimoiy tafovutlarni yuzaga keltirishi mumkin. Shu bois, sun’iy intellektdan foydalanish jarayonida pedagogik maqsadga muvofiqlik, axloqiy me’yorlarga rioya qilish va inson omilining ustuvorligini saqlab qolish muhim ahamiyat kasb etadi. Xulosa o‘rnida shuni aytish mumkinki, zamonaviy ta’lim tizimida sun’iy intellekt texnologiyalarining joriy etilishi chet tilini o‘qitish jarayoniga yangi imkoniyatlar olib kirmoqda. Lingvistik kompetensiyani rivojlantirish nuqtai nazaridan sun’iy intellekt vositalari individual yondashuvni ta’minlash, tezkor fikrmulohaza berish va adaptiv o‘qitish mexanizmlarini amalga oshirish imkonini yaratadi. Bu esa grammatika, leksika va fonetika ko‘nikmalarini izchil va tizimli ravishda shakllantirishga xizmat qiladi. Tadqiqot natijalari shuni ko‘rsatadiki, 864

sun’iy intellekt vositalaridan samarali foydalanish pedagogik maqsadga muvofiq va metodik jihatdan asoslangan yondashuvni talab etadi. Texnologiya o‘qituvchini to‘liq almashtira olmaydi, balki uning faoliyatini qo‘llab-quvvatlovchi va ta’lim samaradorligini oshiruvchi yordamchi mexanizm sifatida namoyon bo‘ladi. Maqolada taklif etilgan “Sun’iy intellekt integratsiyasiga asoslangan lingvistik kompetensiyani rivojlantirish modeli” ta’lim jarayonini diagnostik, adaptiv, kommunikativ va reflektiv bosqichlar asosida tashkil etishni nazarda tutadi. Foydalanilgan adabiyotlar: 1. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. 2. Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, MA: MIT Press. 3. Richards, J.C., & Rodgers, T.S. (2014). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. 4. Chapelle, C.A. (2001). Computer Applications in Second Language Acquisition. Cambridge: Cambridge University Press. 5. Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century. London: UCL Institute of Education Press. LINGUISTIC ISSUES OF ORGANIZING MORPHOLOGY TEACHING BASED ON ARTIFICIAL INTELLIGENCE TECHNOLOGIES Otaqulova Nozima Kamol qizi, Vatan Universiteti magistranti Email: otaqulovanozima98@gmail.com Annotation. This article examines the linguistic foundations of organizing morphology teaching based on artificial intelligence technologies. It analyzes the role of Natural Language Processing (NLP), computational modeling, and morphological analysis in modern educational processes. Special attention is given to the agglutinative nature of the Uzbek language and linguistic challenges such as morpheme segmentation, morphological tagging, and grammatical disambiguation. The study also highlights the potential of AI-based systems to provide automated analysis, personalized feedback, and adaptive learning environments in linguistic education. Based on theoretical analysis and existing computational approaches, practical recommendations are proposed to improve the effectiveness of AI-supported morphology instruction. Keywords: artificial intelligence, morphology teaching, natural language processing, computational linguistics, morphological analysis, morphological disambiguation, adaptive learning, educational technologies. Annotatsiya. Mazkur maqolada sun’iy intellekt texnologiyalari asosida morfologiyani o‘qitishni tashkil etishning lingvistik asoslari tahlil qilinadi. Unda tabiiy tilni qayta ishlash (NLP), kompyuter modellashtirish va morfologik tahlilning ta’lim jarayonidagi o‘rni yoritiladi. Ayniqsa, o‘zbek tilining agglutinativ xususiyatlari hamda morfemalarga ajratish, morfologik belgilash va grammatik noaniqliklarni aniqlash kabi masalalarga alohida e’tibor qaratiladi. Tadqiqotda sun’iy intellektga asoslangan tizimlarning avtomatik tahlil, shaxsiylashtirilgan fikrmulohaza hamda adaptiv ta’lim muhitini yaratishdagi imkoniyatlari ko‘rsatib beriladi. Nazariy tahlil asosida sun’iy intellekt yordamida morfologiyani o‘qitish samaradorligini oshirish bo‘yicha amaliy tavsiyalar ishlab chiqiladi. Kalit so‘zlar: sun’iy intellekt, morfologiyani o‘qitish, tabiiy tilni qayta ishlash, kompyuter lingvistikasi, morfologik tahlil, morfologik noaniqlikni aniqlash, adaptiv ta’lim, ta’lim texnologiyalari. 865

Аннотация. В данной статье рассматриваются лингвистические основы организации обучения морфологии на базе технологий искусственного интеллекта. Анализируется роль обработки естественного языка (NLP), компьютерного моделирования и морфологического анализа в современном образовательном процессе. Особое внимание уделяется агглютинативной природе узбекского языка, а также таким проблемам, как сегментация морфем, морфологическая разметка и устранение грамматической неоднозначности. В работе также рассматриваются возможности систем искусственного интеллекта для автоматического анализа, персонализированной обратной связи и адаптивного обучения. На основе теоретического анализа предлагаются практические рекомендации по повышению эффективности обучения морфологии с использованием технологий искусственного интеллекта. Ключевые слова: искусственный интеллект, обучение морфологии, обработка естественного языка, адаптивное обучение, образовательные технологии. Introduction. The rapid development of artificial intelligence (AI) technologies has significantly influenced modern education systems. In recent years, AI-based applications have been widely integrated into various fields of education, including linguistics and language teaching. In particular, Natural Language Processing (NLP) technologies create new opportunities for teaching linguistic disciplines such as phonetics, syntax, and morphology. Morphology, as a central branch of linguistics, studies the internal structure of words, grammatical categories, and patterns of word formation. Traditional methods of teaching morphology often rely heavily on memorization and manual analysis of linguistic forms. Although such approaches help students understand theoretical concepts, they may limit the development of analytical thinking and practical skills. The integration of artificial intelligence into morphology instruction provides new possibilities for enhancing learning efficiency. AI-based tools enable automatic morphological analysis, intelligent feedback mechanisms, and adaptive learning environments. These technologies allow students to interact with linguistic data dynamically and receive personalized guidance based on their learning progress. The relevance of this study lies in the growing need to integrate modern AI technologies into linguistic education while addressing specific linguistic challenges. This is particularly important for morphologically rich languages such as Uzbek, which belong to the agglutinative language family and exhibit complex morphological structures. The aim of the research is to identify the linguistic foundations necessary for organizing morphology teaching based on artificial intelligence technologies. Main part. The organization of morphology teaching based on artificial intelligence requires a combination of linguistic theory and computational modeling. From a linguistic perspective, morphology involves the study of morphemes, inflectional and derivational processes, grammatical categories, and word-formation mechanisms. For AI-based educational systems, these elements must be formalized and represented through computational models. One of the key tasks is the development of a computational morphological model that accurately represents the structural characteristics of the Uzbek 866

language. As an agglutinative language, Uzbek forms words by attaching multiple suffixes to a root. This characteristic requires precise algorithms capable of identifying morpheme boundaries and interpreting grammatical meanings. Several computational processes are involved in AI-based morphological analysis, including: • Morphological parsing, which identifies the internal structure of words; • Morphological tagging, which assigns grammatical labels to word forms; • Lemmatization, which reduces words to their base forms; • Morphological disambiguation, which resolves ambiguities in grammatical interpretation. In agglutinative languages, morpheme segmentation is particularly complex because words may contain multiple suffixes representing grammatical categories such as tense, number, possession, and case. Therefore, accurate morphological analysis requires both rule-based linguistic models and data-driven machine learning approaches. To demonstrate the practical application of artificial intelligence in morphology teaching, it is useful to analyze concrete linguistic examples from both Uzbek and English. Such comparative analysis helps illustrate the structural differences between agglutinative and analytic languages and highlights the challenges faced by computational systems in morphological processing. Example 1: Morpheme Segmentation in Uzbek Uzbek belongs to the agglutinative language family, where words are formed by attaching multiple suffixes to a root morpheme. This structure makes morphological analysis particularly important for AI-based language processing systems. Example word: kitoblarimizdan (“from our books”) Segmentation: kitob + lar + imiz + dan In an AI-based morphological analyzer, the word may be interpreted as: • Lemma: kitob • Part of Speech: noun • Grammatical features: plural, possessive (1PL), ablative case 867

This example illustrates how agglutinative structures require precise morpheme segmentation algorithms for accurate linguistic interpretation. Recent developments in machine learning and deep learning, especially neural network models, have significantly improved automatic morphological analysis. These systems can learn morphological patterns from large linguistic datasets and identify complex grammatical relationships. However, purely data-driven approaches may produce errors if linguistic rules are not adequately incorporated. From an educational perspective, AI technologies enable the creation of adaptive learning systems that adjust instructional content based on students’ performance. Such systems can automatically generate morphology exercises, detect learners’ mistakes, and provide targeted feedback. As a result, students develop stronger analytical skills and a deeper understanding of morphological structures. Thus, AI-based morphology instruction represents an interdisciplinary approach that integrates computational linguistics, formal grammar modeling, corpus linguistics, and educational technologies. Conclusion. The integration of artificial intelligence technologies into morphology teaching represents an important step toward the modernization of linguistic education. AI-based tools, particularly those developed within the framework of Natural Language Processing, provide opportunities for automated morphological analysis, intelligent feedback, and adaptive learning environments. Therefore, the effective organization of AI-based morphology teaching requires an interdisciplinary approach that combines theoretical linguistics, computational modeling, corpus linguistics, and modern pedagogical methods. Proper alignment between linguistic theory and algorithmic implementation ensures both scientific reliability and educational effectiveness. List of references: 1. Jurafsky, D., & Martin, J.H. (2023). Speech and Language Processing: An Introduction to Natural Language Processing, Computational Linguistics, and Speech Recognition (3rd ed.). Pearson. 2. Manning, C.D., & Schütze, H. (1999). Foundations of Statistical Natural Language Processing. MIT Press. 3. Hajiyev, A., & Sodiqov, Q. (tahr.). (2006). Hozirgi o‘zbek adabiy tili. Toshkent: Fan nashriyoti. 4. Yo‘ldoshev, B. (2017). Kompyuter lingvistikasi asoslari. Toshkent: O‘zbekiston Milliy universiteti nashriyoti. 5. Ro‘ziyev, S. (2020). O‘zbek tilida morfologik tahlil va avtomatik belgilash masalalari. O‘zbek tili va adabiyoti, №3, 45–52. METAPHOR AND KNOWLEDGE REPRESENTATION IN UZBEK ACADEMIC DISCOURSE: A COGNITIVE AND DISCURSIVE ANALYSIS Shahlo Hamroyeva Mirjonovna, Doctor of Philological Sciences, Acting Professor Alisher Navoi Tashkent State University of Uzbek Language and Literature E-mail: shaxlo.xamrayeva@navoiy-uni.uz Sulaymonova Mahfuza Shavkat qizi, Doctoral Student Alisher Navo‘i Tashkent 868

State University of Uzbek Language and Literature E-mail: smahfuza63@gmail.com Abstract. This study examines the role of metaphor in representing and structuring knowledge in Uzbek academic discourse from a cognitive and discursive perspective. It analyzes how metaphorical expressions shape scientific interpretation, conceptualization, and communication within scholarly texts. Keywords: metaphor, academic discourse, knowledge representation, cognitive linguistics, conceptualization. Аннотация. В данной статье рассматривается роль метафоры в представлении и структурировании знаний в узбекском научном дискурсе с когнитивно-дискурсивной точки зрения. Анализируется, как метафорические выражения формируют научную интерпретацию, концептуализацию и коммуникацию в академических текстах. Ключевые слова: метафора, научный дискурс, репрезентация знаний, когнитивная лингвистика, концептуализация. Introduction. In contemporary linguistics, the study of scientific discourse has emerged as an important research direction developing at the intersection of cognitive linguistics, discourse analysis, and theories of scientific communication. Scientific texts function not only as a means of presenting facts and theoretical propositions but also as a mechanism for the formation, organization, interpretation, and dissemination of scientific knowledge. In this regard, scientific discourse can be considered a linguistic phenomenon that reflects the complex interaction between human cognition, conceptual systems, and language. Within this process, metaphor plays a significant role in explaining abstract scientific concepts, describing new theoretical models, and presenting scientific ideas in a systematic and comprehensible manner. Within the framework of cognitive linguistics, metaphor is interpreted not merely as a stylistic device characteristic of literary language but as a fundamental conceptual mechanism of human cognition. Through metaphor, individuals are able to understand complex and abstract domains of knowledge by relating them to more concrete and familiar experiences. Consequently, in scientific discourse metaphors function as effective cognitive tools that facilitate the explanation of scientific concepts, the articulation of new ideas, and the construction of conceptual models underlying scientific reasoning. Expressions such as “knowledge system,” “theoretical framework,” “scientific field,” “research direction,” and “conceptual foundation,” frequently found in academic texts, often carry metaphorical meanings and reflect the conceptual models that structure scientific thinking. This demonstrates the epistemic potential of metaphor in organizing and interpreting scientific knowledge. In recent years, increasing scholarly attention has been devoted to the epistemic and cognitive functions of metaphor in scientific discourse. Metaphor contributes to the formation of new concepts, the clarification of theoretical constructs, and the conceptual organization of scientific knowledge. In academic texts, metaphor often serves to make complex theoretical constructions more accessible, to explain abstract scientific processes through figurative models, and 869

to express the conceptual structures underlying scientific reasoning. For example, expressions such as “scientific development,” “the evolution of knowledge,” “the foundation of a theory,” or “research trajectory” illustrate the presence of metaphorical conceptualization within scientific thinking. Such metaphorical units form conceptual mappings that help structure and represent scientific knowledge in a coherent and systematic way. At the same time, modern linguistic research emphasizes the importance of integrating cognitive and discursive approaches in the study of scientific discourse. The cognitive approach enables scholars to examine the relationship between language and conceptual structures of knowledge, while the discursive approach focuses on the communicative, pragmatic, and social dimensions of academic texts. The integration of these perspectives provides a more comprehensive understanding of how metaphors emerge, function, and operate within scientific discourse, as well as how they contribute to the representation and interpretation of scientific knowledge. The findings of this research are expected to provide a deeper understanding of the linguistic and cognitive features of Uzbek academic discourse. In addition, they may contribute to the development of methodologies for analyzing scientific texts, enhancing academic writing practices, and identifying the linguistic mechanisms involved in the representation and communication of scientific knowledge. Main Part. The study of metaphor in academic discourse has become an important area of research within modern linguistics, particularly in the fields of cognitive linguistics and discourse analysis. Metaphor is no longer considered merely a stylistic or rhetorical device; rather, it is viewed as a fundamental cognitive mechanism that structures human understanding and knowledge representation. In academic discourse, metaphor plays a crucial role in explaining abstract scientific concepts, organizing complex theoretical frameworks, and facilitating the interpretation of new knowledge. From a cognitive perspective, metaphor allows scholars to conceptualize abstract domains through more concrete and familiar experiences. This process is known as conceptual mapping, where elements from a source domain are projected onto a target domain. In scientific discourse, such mappings help researchers explain complex theoretical models and scientific processes in a more accessible manner. For example, expressions such as “knowledge structure,” “theoretical framework,” “scientific field,” and “research pathway” demonstrate how metaphorical language shapes the conceptual organization of scientific thought. These expressions illustrate how scientific knowledge is often represented through spatial, structural, or dynamic metaphors. Metaphor also performs an important epistemic function in academic discourse. Scientific knowledge is not simply transmitted through language; it is constructed and interpreted through linguistic mechanisms, among which metaphor occupies a central position. Metaphorical expressions enable researchers to 870

describe new phenomena, formulate hypotheses, and present theoretical explanations. In many cases, the development of scientific theories involves metaphorical models that help scholars conceptualize complex phenomena. For instance, the notion of “the evolution of knowledge” metaphorically represents the gradual development and transformation of scientific ideas over time. In Uzbek academic discourse, metaphorical expressions are widely used in the description of theoretical concepts, research methodologies, and scientific processes. Uzbek scholarly texts frequently employ metaphorical constructions that conceptualize knowledge as a system, structure, space, or process. Expressions such as “ilmiy yo‘nalish” (scientific direction), “nazariyaning poydevori” (foundation of a theory), “bilimlar tizimi” (system of knowledge), and “ilmiy maydon” (scientific field) reflect metaphorical models that structure scientific thinking in Uzbek academic writing. These metaphorical units play an important role in organizing scientific information and making abstract ideas more comprehensible for readers. Furthermore, metaphor contributes to the interpretative dimension of scientific discourse. Academic texts often require the interpretation of complex theoretical arguments, and metaphorical language provides a conceptual framework that helps readers understand these arguments. Through metaphor, abstract concepts become cognitively accessible, allowing scholars to communicate ideas more effectively. This interpretative function is particularly important in the humanities and social sciences, where theoretical constructs are often highly abstract and require conceptual clarification. Another important aspect of metaphor in academic discourse is its role in shaping disciplinary perspectives. Different scientific disciplines tend to employ different metaphorical models depending on their conceptual orientation. For example, the natural sciences frequently use mechanistic and spatial metaphors, while the humanities and social sciences tend to rely more on interpretative and process-oriented metaphors. Such differences demonstrate that metaphor is closely connected with the epistemological frameworks of specific scientific fields. In the context of Uzbek academic discourse, the analysis of metaphorical models allows researchers to identify the conceptual structures that underlie scientific thinking and knowledge representation. By examining metaphorical expressions in academic texts, it becomes possible to reveal how scientific knowledge is linguistically structured and communicated within the Uzbek scholarly tradition. This approach contributes to a deeper understanding of the relationship between language, cognition, and scientific knowledge. Thus, the analysis of metaphor in Uzbek academic discourse not only reveals the linguistic mechanisms of knowledge representation but also highlights the cognitive and epistemic functions of metaphor in scientific communication. The study of metaphorical conceptualization in academic texts therefore provides valuable insights into the ways scientific knowledge is constructed, interpreted, and disseminated within the academic community. 871

Conclusion and Practical Recommendations. The findings of this study indicate that metaphor plays a crucial role in the representation, interpretation, and structuring of knowledge in Uzbek academic discourse. Metaphorical expressions function not merely as stylistic devices but as important cognitive and epistemic mechanisms that help scholars conceptualize abstract scientific ideas and communicate them effectively. Through metaphorical conceptualization, complex theoretical constructs become more accessible and understandable, allowing researchers to organize knowledge and present scientific arguments in a coherent and systematic manner. The analysis also demonstrates that Uzbek academic discourse frequently employs metaphorical models that conceptualize knowledge as a system, structure, space, or process. Such metaphorical patterns reflect the conceptual frameworks underlying scientific thinking and serve as linguistic tools that facilitate the interpretation of theoretical concepts. In this regard, metaphor contributes significantly to the formation of scientific discourse by enabling scholars to structure research ideas, explain complex phenomena, and construct conceptual models of knowledge. The results of the research show that the study of metaphor in academic discourse is important not only from a theoretical linguistic perspective but also for improving academic communication and scientific writing practices. Understanding the cognitive and discursive functions of metaphor allows researchers to better analyze scientific texts and identify the conceptual mechanisms through which knowledge is represented and transmitted. Based on the results of the study, several practical recommendations can be proposed for further research and academic practice: 1. Metaphorical expressions in Uzbek academic texts should be systematically analyzed in order to identify conceptual models that structure scientific knowledge. 2. Linguistic and discourse-based methods should be applied more actively in the study of academic texts to reveal the cognitive mechanisms underlying metaphorical conceptualization. 3. The findings of metaphor research may be incorporated into academic writing courses to improve the clarity and effectiveness of scientific communication. 4. Corpus-based and artificial intelligence technologies can be used to identify metaphorical patterns and analyze their functions in large collections of academic texts. 5. Comparative studies of metaphorical models across different scientific disciplines may provide deeper insights into how knowledge is conceptualized and communicated in various fields. Thus, the study of metaphor in Uzbek academic discourse contributes to a better understanding of the relationship between language, cognition, and scientific 872

knowledge. It also opens new perspectives for interdisciplinary research in linguistics, discourse analysis, and scientific communication. References: 1. Cameron, L., & Maslen, R. (2019). Metaphor analysis: Research practice in applied linguistics, social sciences and the humanities. London: Routledge. 2. Charteris-Black, J. (2021). Analysing political speeches: Rhetoric, discourse and metaphor. London: Palgrave Macmillan. 3. Kövecses, Z. (2020). Extended conceptual metaphor theory. Cambridge: Cambridge University Press. 4. Semino, E. (2021). Metaphor and meaning in language and discourse. Language and Literature, 30(2), 95–110. 5. Steen, G. (2019). Metaphor in discourse: Conceptual and linguistic perspectives. Amsterdam: John Benjamins Publishing Company. 6. Hamroyeva, Sh. (2022). Ilmiy diskursda lingvistik birliklarning funksional xususiyatlari. Toshkent: O‘zbek tili va adabiyoti universiteti nashriyoti. 7. Nurmonov, A. (2020). Zamonaviy lingvistika nazariyasi. Toshkent: Akademnashr. 8. Mahmudov, N. (2021). Til va tafakkur munosabati. Toshkent: Fan nashriyoti. 9. Safarov, Sh. (2020). Kognitiv tilshunoslik asoslari. Toshkent: O‘zbekiston Milliy universiteti nashriyoti. DARSLARNI SUN'IY INTELLEKT TA’LIM PLATFORMALARI ASOSIDA O‘QITISHNING AFZALLIKLARI Shobiddinova Dilnavoz Toshtemir qizi, TerDPI “Ta’limda axborot texnologiyalari” mutaxasisligi 1-kurs talabasi Annotatsiya. Ushbu maqolada masofaviy ta’lim platformalari yordamida informatika va boshqa fanlarni interfaol metodlar asosida o‘qitishning samaradorligi yoritilgan. Interfaol metodlar yordamida dars jarayonini qiziqarli, vizual va faol shaklda tashkil etish, o‘quvchilarning mustaqil faoliyatini rag‘batlantirish va bilimlarni chuqur anglash imkoniyatlari ilmiy-nazariy jihatdan asoslab berilgan. Tadqiqotda interfaol ta’lim kompetentligi tarkibiy qismlari aniqlangan, ta’lim platformalarining didaktik imkoniyatlari ochib berilgan va taklif etilgan metodikaning samaradorligi pedagogik tajribalar orqali isbotlangan. Kalit so‘zlar: Masofaviy ta’lim, ta’lim platformalari, interfaol metodlar, pedagogik samaradorlik, vizual modellashtirish, elektron resurslar. Annotation. This article presents the effectiveness of using interactive methods in distance learning platforms for teaching subjects such as informatics. The study provides a theoretical foundation for organizing interactive lessons, engaging students in active learning, and enhancing comprehension through digital platforms. Components of interactive teaching competence are identified, the didactic possibilities of e-learning platforms are explained, and the effectiveness of the proposed methodology is demonstrated through pedagogical experiments. Keywords: Distance learning, e-learning platforms, interactive methods, pedagogical effectiveness, visual modeling, digital resources. Аннотация. В данной статье рассматривается эффективность применения интерактивных методов обучения на дистанционных образовательных платформах. Теоретически обоснованы возможности организации интерактивных уроков, вовлечения студентов в активную учебную деятельность и углубленного понимания материала с помощью электронных платформ. Определены компоненты компетентности в области интерактивного обучения, раскрыты дидактические возможности платформ 873

дистанционного обучения, а эффективность предложенной методики подтверждена педагогическими экспериментами. Ключевые слова: Дистанционное обучение, образовательные платформы, интерактивные методы, педагогическая эффективность, визуализация, цифровые ресурсы. Kirish. So‘nggi yillarda dunyo miqyosida raqamli texnologiyalar jadal rivojlanib, ta’lim jarayoniga ham chuqur kirib keldi. Ayniqsa pandemiya davridan so‘ng onlayn ta’lim electron o‘quv resurslari va masofaviy o‘qitish tizimlari keng tarqaldi. Bugungi kunda ta’lim platformalaridan keng foydalanish nafaqat zarurat,balki o‘qitishning samaradorligini oshiruvchi muhim omilga aylandi. Darslarni ta’lim platformalarida tashkil etish o‘qituvchiga ham, o‘quvchiga ham qulaylik yaratadi, va bu jarayon ta’lim sifatini yaxshilash, mustaqil o‘qish madaniyatini shakllantirish va o‘quvchilarni axborot texnologiyalariga yaqinlashtirishda muhim ahamiyat kasb etadi. Ta’lim platformalari orqali o‘qitish jarayoni zamonaviy o‘quvchilar uchun yanada qiziqarli va tushunarli bo‘lib boradi. Bu tizim o‘qituvchining ijodiy yondashuvini, o‘quvchining mustaqil izlanish va bilim olish imkoniyatini kengaytiradi. Masalan, Google Classroom, Moodle, Edmodo, Zoom, Microsoft Teams, Coursera, Udemy kabi platformalar ta’lim jarayonida samarali qo‘llanilmoqda. Google Classroom — bu onlayn ta’lim uchun mo‘ljallangan raqamli sinf xonasi. U orqali o‘qituvchi o‘z sinfini yaratadi, o‘quvchilarni taklif qiladi, dars materiallarini joylashtiradi va topshiriqlarni baholaydi. O‘qituvchi bir necha sinf yoki guruh uchun alohida kurslar yaratadi. Har bir kursda “Topshiriqlar”, “E’lonlar”, “Baholar” kabi bo‘limlar mavjud. O‘qituvchi matn, rasm, video yoki fayl ko‘rinishida topshiriqlar yuboradi.O‘quvchilar ularni bajarib, to‘g‘ridan-to‘g‘ri platforma orqali topshiradi. O‘qituvchi har bir topshiriq uchun ball beradi.Natijalar avtomatik tarzda “Baholar” bo‘limida jamlanadi. Hamma fayllar Google Drive’da saqlanadi, bu esa xavfsizlikni va qulaylikni ta’minlaydi.Video darslarni to‘g‘ridan-to‘g‘ri Google Classroom ichidan o‘tkazish mumkin.O‘quvchilar va o‘qituvchilar postlar ostida izoh yozish, savol berish orqali fikr almashadilar. Qulay va bepul foydalanish mumkin. O‘quvchilar va o‘qituvchilar uchun yagona boshqaruv muhiti.Avtomatik baholash va hisobot tizimi mavjud. Materiallar tartibli saqlanadi, hech narsa yo‘qolmaydi.Har qanday qurilmadan (telefon, planshet, kompyuter) foydalanish mumkin.Ba’zi interaktiv funksiyalar (masalan, testlar) uchun qo‘shimcha ilovalar kerak bo‘ladi.Tizimdan samarali foydalanish uchun o‘quvchilar va o‘qituvchilar texnik ko‘nikmaga ega bo‘lishi lozim. Moodle (Modular Object-Oriented Dynamic Learning Environment) ‒ bu elektron ta’limni (e-learning) tashkil etish uchun mo‘ljallangan onlayn o‘quv tizimi. U o‘qituvchilarga o‘quv kurslarini yaratish, o‘quvchilarga topshiriqlar berish, test o‘tkazish, forumlarda muloqot qilish va natijalarni baholash imkonini beradi. 874

Moodle platformasining asosiy imkoniyatlari: – O‘qituvchi istalgan fan bo‘yicha kurs yaratadi, bo‘lim va mavzularni joylashtiradi. – Kurslar vaqtga yoki mavzuga qarab tuziladi. – Matn, video, audio, taqdimot yoki test ko‘rinishida topshiriqlar berish mumkin. – O‘quvchilar topshiriqlarni onlayn topshiradi, tizim esa avtomatik baholaydi. – Moodle’da baholashning turli mezonlari (foiz, ball, reyting) mavjud. – O‘qituvchi har bir talaba faoliyatini kuzatishi va hisobot olishi mumkin. – Forumlar, chatlar, savol-javob modullari orqali o‘qituvchi va talaba o‘zaro aloqa qiladi. – Guruhli topshiriqlar va muhokamalarni o‘tkazish mumkin. – Har bir o‘quvchining faolligi, kursda o‘tgan vaqti, bajarilgan ishlar tahlil qilinadi. – O‘qituvchi ta’lim jarayonini monitoring qilishi mumkin. – Moodle boshqa dasturlar (Zoom, Google Meet, Microsoft Teams, Turnitin va boshqalar) bilan birga ishlay oladi. Moodle platformasining afzalliklari: Bepul va ochiq manbali tizim, har qanday ta’lim muassasasi undan foydalana oladi. Moslashuvchan — har bir ta’lim muassasasi o‘z ehtiyojiga qarab tizimni sozlashi mumkin.Interfaol o‘qitish imkonini beradi (video, audio, test, forumlar). Avtomatik baholash va hisobot tizimi mavjud. Foydalanuvchilar uchun xavfsiz — login va parol orqali kiriladi.Ko‘p tilli interfeys, shu jumladan o‘zbek tilida ham ishlaydi. Kamchiliklari: Boshlang‘ich foydalanuvchilar uchun sozlash jarayoni murakkab bo‘lishi mumkin. Kuchli internet va texnik infratuzilma talab etadi. Dizayn jihatidan oddiy, lekin funksional. Moodle — bu zamonaviy ta’limning muhim vositasi bo‘lib, u o‘qituvchi va o‘quvchi o‘rtasida interfaol, tizimli va nazorat qilinadigan ta’lim muhiti yaratadi. Bugungi kunda O‘zbekistonning ko‘plab oliy o‘quv yurtlari va maktablari ham Moodle asosida darslarni tashkil etmoqda. Zoom — bu videoaloqa, onlayn dars va uchrashuvlar o‘tkazish uchun mo‘ljallangan platforma bo‘lib, u o‘qituvchilar, talabalar va tashkilotlar orasida keng qo‘llaniladi. Pandemiya davrida Zoom ta’lim tizimida eng mashhur vositalardan biriga aylandi, chunki u orqali real vaqt rejimida interfaol darslar o‘tkazish mumkin. Zoom platformasining asosiy imkoniyatlari: – 100 dan ortiq ishtirokchi bir vaqtning o‘zida ulanishi mumkin. – Sifatli ovoz va tasvir bilan dars yoki yig‘ilish o‘tkazish imkonini beradi. 875

– O‘qituvchi yoki o‘quvchi o‘z ekranini boshqalarga ko‘rsatib, taqdimot, video yoki hujjatni birgalikda ko‘rib chiqadi. – Darsni yoki yig‘ilishni yozib olib, keyinroq qayta ko‘rish mumkin. – Bu, ayniqsa, darsni o‘tkazib yuborgan o‘quvchilar uchun foydali. – Ishtirokchilar video dars davomida yozma tarzda savol berishlari yoki izoh yozishlari mumkin. – O‘qituvchi o‘quvchilarni kichik guruhlarga ajratib, alohida xonada muhokama o‘tkazish imkonini beradi. – Bu interfaol o‘qitish metodlari uchun juda qulay. – Istalgan fonni tanlab, darsni estetik va professional tarzda o‘tkazish mumkin. Zoom platformasining afzalliklari: Foydalanish oson, interfeysi sodda. Darslarni real vaqt rejimida tashkil etish imkonini beradi. Yozuv, taqdimot, guruhli ishlash kabi funksiyalar mavjud. Turli qurilmalarda (telefon, planshet, kompyuter) ishlaydi.Internet tezligi past bo‘lsa ham barqaror ishlay oladi. Kamchiliklari: Bepul versiyada dars vaqti 40 daqiqa bilan cheklangan.Internet uzilishlari dars jarayoniga ta’sir qiladi. Maxfiylikni ta’minlash uchun xavfsizlik sozlamalarini to‘g‘ri tanlash zarur. Zoom orqali o‘tkazilgan darslar o‘qituvchi va o‘quvchi o‘rtasidagi bevosita muloqotni ta’minlaydi. Bu platforma yordamida masofaviy o‘qitish samaradorligi oshadi,o‘quvchilar faol ishtirok etadi,o‘qituvchi darsni vizual materiallar bilan boyitadi va o‘quv jarayonida zamonaviy interfaol yondashuvlar qo‘llaniladi.Zoom – bugungi kunda ta’lim tizimida eng samarali va ommabop platformalardan biridir.U o‘qituvchiga darsni jonli, qiziqarli va interfaol tarzda o‘tishga, o‘quvchiga esa mustaqil va faol ishtirok etishga imkon yaratadi. 1. Darslarni ta’lim platformalarida o‘qitishning bir qator afzalliklari mavjud bo‘lib, ular quyidagi yo‘nalishlarda namoyon bo‘ladi: Moslashuvchanlik va qulaylik – Ta’lim platformalari o‘quvchiga o‘ziga qulay vaqt va joyda dars o‘tish imkonini beradi. Bu, ayniqsa, ish bilan band yoki masofada yashovchi o‘quvchilar uchun katta afzallikdir. O‘qituvchi esa dars jadvalini moslab, materiallarni kerakli vaqtda joylashtirishi mumkin. 2. Individual yondashuv – Har bir o‘quvchi o‘z o‘rganish tezligiga qarab topshiriqlarni bajaradi. Platformalar o‘quvchining bilim darajasiga mos mashqlarni taqdim etadi va natijalarni avtomatik tahlil qilib, shaxsiy tavsiyalar beradi. Bu esa o‘quvchining qobiliyatini to‘liq ochib berishga yordam beradi. 3. Interfaollik va multimedia imkoniyatlari – Video, audio, test, simulyatsiya, infografika kabi vositalar darsni jonli va qiziqarli qiladi. Bu esa o‘quvchining e’tiborini jalb etadi, mavzuni tezroq tushunishga yordam beradi va o‘qitish jarayonini samarali qiladi. 4. Resurslarning kengligi – Elektron darsliklar, taqdimotlar, interaktiv mashqlar, virtual laboratoriyalar va kutubxonalar orqali o‘qituvchi darsni boyitishi mumkin. Bu imkoniyatlar an’anaviy ta’limda mavjud bo‘lmagan ko‘plab qo‘shimcha resurslardan foydalanish imkonini beradi. 876

5. Natijalarni avtomatik tahlil qilish – Platformalarda mavjud test tizimlari orqali o‘quvchilarning faoliyati avtomatik baholanadi. O‘qituvchi statistik ma’lumotlar asosida o‘quvchining kuchli va zaif tomonlarini aniqlaydi va individual yondashuvni shakllantiradi. 6. Vaqt va mablag‘ tejaladi – Darslarga qatnashish uchun transport yoki bosma materiallarga ehtiyoj kamayadi. O‘quvchilar va o‘qituvchilar elektron hujjatlar, video darslar va onlayn testlardan foydalanish orqali vaqtni tejaydi hamda samarali o‘qish imkoniyatiga ega bo‘ladi. 7. Motivatsiyani oshiradi – Reyting tizimi, o‘yin elementlari (gamifikatsiya), onlayn sertifikatlar o‘quvchilarning rag‘batini oshiradi. Shuningdek, o‘z natijalarini kuzatish imkoniyati ularni faolroq bo‘lishga undaydi. 8. Global ta’lim imkoniyatlari – Ta’lim platformalari orqali o‘quvchilar xorijiy kurslarda qatnashish, turli mamlakatlardagi o‘qituvchilar bilan muloqot qilish imkoniga ega bo‘ladilar. Bu ularning dunyoqarashini kengaytiradi va xorijiy tajriba asosida o‘rganishga yordam beradi. 9. O‘qituvchilar uchun qulaylik – Platformalar dars materiallarini arxivlash, baholash jarayonini avtomatlashtirish, o‘quvchilarning faoliyatini tahlil qilish imkoniyatini beradi. Bu o‘qituvchining ishini yengillashtirib, vaqtni tejaydi. 10. Inkluziv ta’limni qo‘llab-quvvatlash – Platformalar imkoniyati cheklangan o‘quvchilar uchun maxsus sharoitlar yaratadi. Masalan, ovozli matn, subtitr, video orqali ta’lim olish imkoniyati mavjud. Bu esa ta’limning barchaga teng imkoniyatda taqdim etilishiga yordam beradi. Xulosa. Xulosa qilib aytganda, darslarni ta’lim platformalarida o‘qitish zamonaviy ta’lim tizimining ajralmas qismiga aylanib bormoqda. Bu jarayon nafaqat o‘quvchilarning mustaqil o‘rganish ko‘nikmasini rivojlantiradi, balki o‘qituvchilarning kasbiy salohiyatini oshiradi. Ta’lim platformalari yordamida o‘qituvchi va o‘quvchi o‘rtasidagi aloqa samaraliroq bo‘lib, bilimlar tizimli va sifatli tarzda o‘zlashtiriladi.Kelajakda ta’lim platformalarini yanada takomillashtirish, sun’iy intellekt texnologiyalarini joriy etish va interaktiv vositalarni kengaytirish orqali o‘qitish jarayonining samaradorligini oshirish mumkin. Raqamli ta’lim – bu nafaqat zamonaviylik talabi, balki har bir o‘quvchi va o‘qituvchi uchun cheksiz imkoniyatlar eshigini ochuvchi vositadir. Foydalanilgan adabiyotlar ro‘yxati: 1. Mayer, R. Multimedia Learning. Cambridge University Press, 2009. 2. Arcavi, A. “The Role of Visual Representations in the Learning of Mathematics.” Educational Studies in Mathematics, 2003. 3. Heck, A. & Van Gastel, L. “Teaching and Learning with Maple in Mathematics Education.” International Journal of Mathematical Education in Science and Technology, 2006. 4. Monagan, M. et al. Maple Introduction and Reference Manual. Maplesoft, Waterloo, 2020. 5. Davletov, A. Masofaviy ta’limda kompyuter texnologiyalaridan foydalanish metodikasi. Toshkent: O‘qituvchi, 2019. 6. Nazarov, B. “Ta’lim platformalari asosida matematik modellashtirish.” Oliy ta’lim muammolari jurnali, №4, 2021. 877

7. Talizina, N.F. Pedagogik psixologiya asoslari: O‘quv faoliyatini tashkil etish. Moskva: Pedagogika, 1984. SUN’IY INTELLEKT VA INNOVATSION YONDASHUV ASOSIDA KADRLAR TAYYORLASH HAMDA O‘QITISHNI TASHKIL ETISHNING LINGVISTIK VA IJTIMOIY-GUMANITAR MASALALARI Sulaymanova Nigora, GulDPI Pedagogika fakulteti Boshlang‘ich ta’lim metodikasi kafedrasi Stajyor-o‘qituvchisi Anvarova Zarnigor Sherzod qizi, GulDPI Boshlang‘ich ta’lim yo‘nalishi 1-bosqich taalabasi, anvarovazarnigor@gmail.com Annotatsiya. Ushbu maqolada kadrlar tayyorlashda sun’iy intellektni qo‘llashning lingvistik va ijtimoiy-gumanitar jihatlari tadqiq etiladi. Innovatsion o‘qitish jarayonida raqamli texnologiyalar va inson omili muvozanati tahlil qilinib, soha mutaxassislarining kommunikativ kompetensiyasini rivojlantirish bo‘yicha ilmiy takliflar ilgari surilgan. Kalit so‘zlar: sun’iy intellekt, innovatsion ta’lim, lingvistik adaptatsiya, kadrlar tayyorlash, gumanitar yondashuv. Аннотация. В статье исследуются лингвистические и социально-гуманитарные аспекты применения искусственного интеллекта в подготовке кадров. Анализируется баланс между цифровыми технологиями и человеческим фактором в инновационном обучении, выдвигаются научные предложения по развитию коммуникативной компетенции специалистов в современных условиях. Ключевые слова: искусственный интеллект, инновационное образование, лингвистическая адаптация, подготовка кадров, гуманитарный подход. Abstract. This article explores the linguistic and socio-humanitarian aspects of using artificial intelligence in professional training. It analyzes the balance between digital technologies and the human factor in innovative teaching, offering scientific proposals for developing specialists' communicative competence. Keywords: artificial intelligence, innovative education, linguistic adaptation, professional training, humanitarian approach. Bugun biz nafaqat texnologik yangilanishlar, balki insoniyat tafakkurining transformatsiyalashuv davrida yashayapmiz. Sun’iy intellekt (SI) tizimlarining kadrlar tayyorlash jarayoniga shiddat bilan kirib kelishi ta’limni shunchaki avtomatlashtirish emas, balki o‘qitishning azaliy gumanitar asoslarini qayta ko‘rib chiqishni taqozo etmoqda. Masalaning eng nozik jihati shundaki, innovatsion texnologiyalar bizga tezkor axborot va tayyor yechimlarni taqdim etayotgan bir paytda, kadrlar tayyorlashning lingvistik boyligi va ijtimoiy-axloqiy mas’uliyati masalasi ko‘pincha e’tibordan chetda qolmoqda. Yana bir muhim jihat — ta’limdagi ijtimoiy masofa. Innovatsion yondashuvlar o‘qituvchi va talaba o‘rtasidagi jonli muloqotni algoritmlar bilan almashtirayotgan bir paytda, mutaxassis shaxsining shakllanishidagi "ustozshogird" an’analarining ijtimoiy ahamiyati pasaymoqda. Bu esa kelajakda "texnik jihatdan mukammal, lekin ijtimoiy jihatdan begonalashgan" kadrlarning shakllanishi xavfini tug‘diradi. Shu bois, ushbu maqolada sun’iy intellektni ta’limga shunchaki qulay vosita sifatida emas, balki uning lingvistik korpusimizga va sotsial munosabatlarimizga 878