Sun’iy Intellekt va Raqamli Iqtisodiyot (SIRI 2025)

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 XITOY TILINI CHET TILI SIFATIDA o‘RGANISH VA o‘RGATISH: ILMIY YONDASHUVLAR VA METODOLOGIYALAR Mardonova Niginabonu Davronbek qizi, Djurayev Dilshod Mamadiyarovich O‘zbekiston Davlat Jahon tillari universiteti, Sharq filologiyasi fakulteti, nmardonova@icloud.com , fdx8585@mail.ru Kirish Xitoy tili (mandarin) dunyodagi eng ko‘p o‘rganilayotgan tillardan biridir. Yaqin yillarda Xitoyning iqtisodiy va madaniy ta’sirining kuchayishi, uning xalqaro siyosatdagi o‘rni va global kommunikatsiya tizimida mustahkam o‘rin egallashga intilishi bilan bog‘liq ravishda, Xitoy tilini o‘rganish zaruriyati ortib bormoqda. Shuningdek, Xitoy tilini o‘rgatish va o‘rganish jarayoni, uning xususiyatlari va o‘ziga xos yondashuvlari haqida ilmiy izlanishlar va pedagogik tadqiqotlar doimiy ravishda yangilanib, rivojlanib bormoqda. Ushbu maqola Xitoy tilini chet tili sifatida o‘rganish va o‘rgatishning asosiy metodologiyalari, texnologiyalari, qiyinchiliklari va muammolari, shuningdek, dunyo bo‘ylab turli davlatlardagi o‘qitish tizimlari bilan bog‘liq zamonaviy ilmiy yondashuvlarni hamda xitoy tilini chet tili sifatida o‘qitishning zamonaviy muammolari, o‘qituvchilar va talabalar o‘qish jarayonida fonetika, grammatika va ikki tilli tarjima bo‘yicha duch keladigan qiyinchiliklar ko‘rib chiqilgan. Asosiy matn Dunyo bo‘ylab Xitoy tilini o‘rganuvchi talabalar sonining ortishi bilan, Xitoy tilini chet tili sifatida o‘rgatish mustaqil fan sifatida o‘zining maxsus fan tizimini shakllantirdi. Xitoy tilini chet tili sifatida o‘rgatish ixtisoslashgan fan yoki kompleks-amaliy fan bo‘lib, bu Xitoy tilini chet tili sifatida o‘rgatish bo‘yicha tadqiqotlar o‘tkazishni shu xususiyatlarga muvofiq amalga oshirish zarurligini anglatadi. Xitoy tilini chet tili sifatida o‘rgatish tadqiqotining ob’ektlari asosan ikkinchi til sifatida o‘rgatish prinsiplari va metodlarini o‘rganish, Xitoy tilini o‘rgatish qonuniyatlarini ochib berish va bu prinsiplari va qonuniyatlarni aniq o‘qitish amaliyotini boshqarishda qo‘llashni o‘z ichiga oladi. Bundan ko‘zlangan asosiy maqsad – xitoy tilini o‘rganishda o‘quvchilarda yuzaga keladigan asosiy muammolarni aniqlash va ularni hal qilish usullarini belgilash. Materialni tahlil qilish Xitoy tilini ikkinchi chet tili sifatida o‘qitishda quyidagi qiyinchiliklarni ko‘rsatdi: 1. Tilning murakkab jihatlari sababli o‘quvchilarda chet tilini o‘rganishni davom ettirishga bo‘lgan motivatsiya yo‘qoladi. 2. Xitoy tilini o‘rgatish uchun yaxshi qo‘llanma tanlashda osonlik bilan xato qilish mumkin, shuning uchun tanlovga jiddiy yondashish zarur. 3. Xitoy tilini o‘rgatishda madaniy aspect. 4. Xitoy tilini chet tili sifatida o‘rgatishda professional aspekt. Xitoy tili nafaqat dunyo bo‘ylab keng tarqalgan, balki o‘ziga xos grammatik va fonetik tuzilishga ega. Bu tilni o‘rganish jarayoni boshqa tillar bilan solishtirganda murakkabroq bo‘lishi mumkin. Xitoy tilini chet tili sifatida o‘rganishda eng katta qiyinchiliklar quyidagi xususiyatlardan kelib chiqadi: . 741

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot 1. Logografik yozuv tizimi Xitoy tili logografik tizimga asoslanadi, ya’ni har bir iyeroglif (belgi) ma’no va talaffuzni ifodalaydi. Bu tizim boshqa alifbolarga ega tillardan farq qiladi, chunki Xitoy tilidagi har bir yozuv alohida ma’no anglatadi. Xitoy tilidagi iyerogliflarning soni juda ko‘p, lekin kunlik foydalanish uchun 3,000 ga yaqin iyeroglifni bilish talab etiladi. Boshqa tillarda fonetik yozuv tizimi mavjud bo‘lsa, Xitoy tilida logografik tizimni o‘rganish, ya’ni har bir ieroglifni o‘rganish va ularning talaffuzini yodlash talaba uchun murakkab vazifa bo‘ladi. 2. Tonal tildan foydalanish Xitoy tili tonal til bo‘lib, bu demakdirki, so‘zlar bir xil talaffuzga ega bo‘lsa-da, har birining ma’nosi tovushning (tonning) o‘zgarishiga bog‘liq. Masalan, «ma» so‘zi to‘rt xil tonalda talaffuz qilinganida, har biri turli ma’nolarga ega bo‘ladi: «ona», «ot», «otliq» va «so‘roq so‘zi». Bunday tonal farqlarni anglash va to‘g‘ri talaffuz qilish Xitoy tilini o‘rgatishda jiddiy qiyinchiliklar keltirib chiqaradi. 3. Grammatika va sintaksis Xitoy tilining grammatikasi boshqa ko‘plab tillardan sezilarli darajada farq qiladi. Xitoy tilida, masalan, zamonlar, jins va shaxsga oid o‘zgarishlar mavjud emas. Fe’lning ko‘plik shakli ham boshqa tillardan farq qiladi va, asosan, so‘zning konteksti orqali anglashiladi. Bu Xitoy tilini o‘rganayotganlar uchun yangi, odatiy bo‘lmagan grammatik strukturalarni o‘rganishni talab etadi. Xitoy tilini o‘rgatishning turli metodologiyalari mavjud bo‘lib, ular orasida an’anaviy va zamonaviy yondashuvlar, shuningdek, kommunikativ va kontekstual metodlar ajralib turadi. 1. Grammatika-translation metodi An’anaviy grammatika-translation metodida til o‘rgatish asosan grammatik qoidalar va so‘zlarni o‘rganishga qaratilgan. Bu metodda talabalarga tilning asosiy qoidalari, ya’ni sintaksis, morfologiya va so‘z yasalishi haqida ma’lumotlar beriladi, keyin esa tarjima qilish va o‘qish ishlari olib boriladi. Ushbu metod tillarni boshlang‘ich o‘rganish uchun foydali bo‘lishi mumkin, ammo uning kamchiligi shundaki, u kommunikativ maqsadlarni to‘liq qamrab olmaydi. 2. Kommunikativ metod Zamonaviy pedagogik metodlardan biri bu kommunikativ metoddir. Bu metodda til o‘rgatishning asosiy maqsadi talabalarga real hayotda tilni samarali ishlatish ko‘nikmalarini o‘rgatishdir. Xitoy tilini o‘rgatishda bu metod faqat grammatikani emas, balki so‘zlashuv, tinglash va yozish ko‘nikmalarini ham rivojlantirishga qaratilgan. Talabalar o‘rgangan materiallarni amalda qo‘llashni o‘rganishadi va shu tarzda tilni yanada tez o‘rganishadi. Xitoy tilini o‘rganishda yuzaga keladigan qiyinchiliklar Xitoy tilini o‘rganishda quyidagi qiyinchiliklar yuzaga kelayotgani hech kimga sir emas, masalan: 1. Talaffuzning murakkabligi Xitoy tilining tonal tabiati talabalar uchun katta qiyinchilik tug‘diradi. Har bir so‘zning to‘g‘ri talaffuzini o‘rganish, ayniqsa, tonal farqlarni aniqlash va eslab qolish talaba uchun oson emas. Buning uchun ko‘plab tinglash va mashq qilish zarur bo‘ladi. 2. Grammatikaning o‘ziga xosligi 742

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 Xitoy tilining grammatikasi, ayniqsa, zamonlar, ko‘plik va shaxsga oid o‘zgarishlarning yo‘qligi, boshlang‘ich talabalarga o‘rganishni qiyinlashtiradi. Xitoy tilida fe’lning ko‘pligi va xususiyatlarini to‘g‘ri anglash uchun maxsus o‘qitish metodlarini qo‘llash zarur. 3. Kultura va madaniyatning ahamiyati Xitoy tili nafaqat til, balki Xitoy madaniyatini, tarixini va an’analarini o‘rganishni talab qiladi. Tilni o‘rganish jarayonida uning madaniy kontekstini tushunish talabalar uchun muhim. Xitoy tilining iboralari, xalq og‘zaki ijodi va adabiy an’analari to‘g‘risida ma’lumotlar berish tilni o‘rganishning samaradorligini oshiradi. Xitoy tilini o‘rganish bo‘yicha Osiyo jamiyatining tashabbuslari maktablarda Xitoy tilini o‘rganish bo‘yicha yanada ishonchli dasturlar yaratishga qaratilgan bo‘lib, bu dasturlar muloqot va hamkorlik uchun ko‘proq imkoniyatlar taqdim etadi. Ushbu tashabbuslar o‘qituvchilarga til o‘rganish sharoitlarini qayta ko‘rib chiqishga yordam beradi, unga autentik o‘qitishni kiritishga, o‘quvchilarning ehtiyojlariga ko‘proq yo‘naltirilgan metodlarni joriy etishga va texnologiyalarni yanada integratsiyalashga imkon yaratadi. Xitoy tilini o‘rganishga qiziqish ortib borayotganligi sababli, chet elliklarning Xitoyda Xitoy tilini o‘rganishga intilishi kuchaymoqda, shu bilan birga, Xitoy tilini chet elliklarga o‘rgatish butun Xitoy bo‘ylab tarqalayotgan bo‘lsa-da, boshqa davlatlarda ham saqlanib qolmoqda. Xitoy tilini o‘rganish va o‘qitishdagi qiyinchiliklarni ko‘rib chiqish muhimdir. Hozirgi vaqtda Xitoy tilining xalqaro tarqalishi asosan Xitoy madaniyatining tarqalishi tufayli yuz bermoqda. Ba’zi mamlakatlardagi talabalar va o‘quvchilar bunga qoniqmasliklari mumkin, chunki Xitoy tilining kurslari faqat tilni o‘rganish va egallashga qaratilishi kerak. Darslarda o‘qituvchi madaniyatga katta e’tibor bermasligi, balki o‘quvchilarning til ko‘nikmalarini yaxshilashga qaratilishi lozim. Bunga o‘zbek va xitoy tillari o‘rtasidagi farqlarni tushunish yordam beradi. Xitoy tilini o‘rganishning birinchi bosqichida o‘quvchilar eng aniq farqni foydalaniladigan alifbosida uchratadilar. Xitoy tilida piktogrammalar alifbosi qo‘llaniladi. Boshqacha aytganda, belgilar so‘zlar yoki iboralarni ifodalaydi, shuning uchun qat’iy ravishda bu odatdagi alifboga o‘xshash emas. Xitoy tilini ikkinchi chet tili sifatida o‘qitishda yuzaga keladigan asosiy qiyinchiliklarga nazar tashlaydigan bo‘lsak: 743

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot 1. Fonetika. Xitoy tili tonallik tili ekanligini hisobga olish kerak. Bu shuni anglatadiki, so‘zning talaffuzi toni uning ma’nosini belgilaydi. Xitoy tilida to‘rtta ton mavjud, shuning uchun bir xil belgi to‘rtta turli ma’noga ega bo‘lishi mumkin, bu tonlarga qarab. Talabalar bunday so‘zlarni uchratganda, ularni qanday ishlatishni, qanday talaffuz qilishni, ular bilan qanday jumlalar tuzishni bilishmaydi. Hatto ona tili ham tonallik tili bo‘lgan o‘rganuvchilar ham putunxua dialektining (Xitoy Xalq Respublikasining zamonaviy rasmiy tili, uning fonetik normasi Pekin dialektiga asoslangan, grammatik normasi esa adabiy manbalarda tasdiqlangan) va Xitoy tilining tonalari o‘rtasidagi farqlarni aniq sezishlari qiyin, chunki ular bir-biridan farq qiladi. Nafas olish bilan talaffuz qilinadigan va nafassiz talaffuz qilinadigan tovushlar orasidagi farqni tushunish oson emas Leksikada duch kelinayotgan qiyinchiliklarga keladigan bo‘lsak: Xitoyning ikki bo‘g‘inli so‘zlari bilan solishtirganda, bir bo‘g‘inli so‘zlarni o‘rganish qiyinroq. Chet ellik o‘quvchilarga bir bo‘g‘inli so‘zlarni yodlash va qo‘llash uchun ko‘proq harakat qilish kerak, ayniqsa ularni quloq orqali aniq ajratish juda qiyin. Buning asosiy sababi shundaki, Xitoy tilidagi bir bo‘g‘inli so‘zlarda omofoniya hodisasi nisbatan keng tarqalgan, shuningdek, bir bo‘g‘inli so‘zlar faqat bitta bo‘g‘inga ega, nutq davomiyligi juda qisqa, tovush nervining turtkisi esa yetarli darajada kuchli emas. Xitoy tili lug‘at boyligi juda katta, va sinonimlar uslub, hissiyotlar, so‘z birikmalari, sintaktik funksiyalar va boshqalar bo‘yicha farqlanadi, bu esa o‘quvchilarga har bir so‘zni aniq ishlatishni qiyinlashtiradi. Xitoy madaniyatiga xos so‘zlar, masalan, 贵校 (guì xiào - Sizning maktabingiz/Universitetingiz), 令尊 (lìngzūn - Sizning otangiz), 寿木 (shòu mù - oldindan tayyorlangan dafn qutisi), 续弦 (xùxián - xotini o‘lgandan so‘ng qayta turmush qurish), 有喜 (yǒuxǐ - homilador bo‘lish) va hokazo. Ba’zi klassik xitoycha so‘zlar zamonaviy xitoy tilida ham qolgan, ba’zilari esa oson tushunilmaydi, ayrimlari esa noto‘g‘ri ishlatiladi. Xitoy tili idiomalar bilan boy, masalan, 坐井观天 (zuòjǐngguāntiān - quduqqa tushib osmonni ko‘rish), 刻舟求剑 (kèzhōuqiújiàn - kemaning tomonida qilichni izlash), 滴水穿石 (dīshuǐchuānshí - tomchi toshni teshadi), 掩耳盗铃 (yǎn’ěrdàolíng - quloqni yopib qo‘ng‘iroqni o‘g‘irlash), 半吊子 (bàndiàozi - yarim yo‘lda qolgan odam), 二百五 (èrbǎiwǔ aqlsiz odam) va boshqalar. Ularning tuzilishi qisqa va aniq, ammo ma’nosi juda boy. Bu keng tarqalgan so‘zlar bo‘lib, chet ellik o‘quvchilarga ular to‘g‘ri tushunish va ishlatishda qiyinchilik tug‘diradi. Yozma tilda xitoycha so‘zlarning joylashuvi, qo‘shma so‘z bog‘lovchilari kabi bog‘lanishlarni amalga oshirmaydi, bu esa o‘qish jarayonida noqulaylik tug‘diradi. Grammatikаda ham qiyinchiliklar yo‘q deb aytolmaymiz. Grammatika haqida gapirganda, ikki til o‘rtasida ko‘plab farqlar mavjud, ularning eng sezilarli bo‘lganlari quyidagilardir: jumla qurilishi qoidalari va ko‘plik shakllarining hosil bo‘lishi. Xitoy tili SVO tilidir, ya’ni qabul qilingan jumla tuzilishi quyidagi sxemaga asoslanadi: subyekt – fe’l – ob’ekt. Ushbu sxema Xitoy tilida juda qat’iy amalga oshiriladi. o‘zbek tilida ba’zan SOV tuzilmasini ko‘rsatuvchi jumlalar ruxsat etiladi va, odatda, jumlaning subyekti butunlay tashlab ketilishi yoki jumlaning ob’ekti mavzu bilan bog‘liq bo‘lib, birinchi o‘rinda bo‘lishi mumkin, masalan: 1. Xitoy tilida biz shunday deyamiz: 我吃面包 (wǒ chī miàn bāo); 2. o‘zbek tilida biz shunday deyishimiz mumkin: ‘Men non yeyapman’ yoki ‘Men nonni yeyapman’. 744

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 o‘zbek tilida ko‘plik shaklini hosil qilish uchun so‘zning oxirini o‘zgartirish zarur, masalan, olma – olmalar, mashina – mashinalar va hokazo. Xitoy tilida esa ko‘plik shaklida alohida so‘zlar mavjud emas. Ko‘plik shaklini hosil qilish uchun raqamli so‘z ishlatiladi, u o‘zgarmagan holdagi ot oldiga qo‘yiladi, masalan, 一双鞋 (yī shuāng xié – bir juft poyabzal), 三口人 (sān kǒu rén – uch kishi), 四十本书 (sì shí běn shū – qirqta kitob). E’tibor beradigan bo‘lsak: hamma iyerogliflar shunday ochiq-oydin tuzilishga ega emas va ular biron-bir bir tuzilma turiga aniq mos kelmaydi. Xitoy tilini chet tili sifatida o‘rgatish nuqtai nazaridan: “yozish” “tushunish” va “foydalanish”dan qiyinroqdir. Xitoy iyerogliflari haqiqatda ko‘pchilik o‘quvchilar uchun asosiy to‘sqinliklardan biridir. Xitoy tilini chet tili sifatida o‘rgatishning maqsadi o‘quvchilarga tilni muloqot qilishda zarur bo‘lgan ma’lum ko‘nikmalarni hosil qilishdan iborat. Xitoy tilini turli til mashqlarini bajarish uchun samarali ishlatishni, shuningdek, tinglash, suhbatlashish, o‘qish, yozish va tarjima qilishni har tomonlama yaxshilashni o‘rgatish kerak. Xitoy tilini chet tili sifatida o‘rganish va o‘qitish bo‘yicha tavsiyalarga amal qilish kerak: Fonetikada: Xitoy talaffuzida fonemalar juda kamdan-kam ishlatiladi, jami 32 ta fonema – 10 ta unli fonema va 22 ta undosh fonema mavjud. Xitoy tilida 418 ta bo‘g‘in bor, va to‘rt tonning o‘rtasidagi farq taxminan 1 332. Bo‘g‘inning tuzilishi oddiy, bo‘g‘in chegarasi aniq, muntazamlik kuchli. Ayniqsa, unli yoki unli va undoshdan iborat bo‘g‘inlar ko‘p. Masalan: a (啊), yi (衣), e (鹅), da (大), ti (体), ne (讷), lu (路). Undoshlar bo‘g‘inlarda birlashmaydi, undoshlarning o‘rni faqat bo‘g‘inning boshida yoki oxirida bo‘ladi, masalan: ma (妈), kan (看), an (安), ling (零). Yopiq bo‘g‘inlar (undosh bilan tugaydigan) ustun bo‘lgan tillar bilan solishtirganda, Xitoy tilidagi bo‘g‘inlar musiqali tonlarga ega bo‘lib, uning takrorlanmas va ajralib turadigan musiqiyligini hosil qiladi. Leksikada esa: Xitoy so‘zlari asosan ikki bo‘g‘inli, ba’zida bir bo‘g‘inli, kam bo‘g‘inli bo‘lib, o‘rganish oson. Morfemalar kombinatsiyalash imkoniyatiga ega. Masalan: 人 u quyidagi tarkibda bo‘lishi mumkin: 人民 rén mín, 人口 rén kǒu, 人事 rén shì, 人品 rén pǐn, 人格 rén ɡé, 人缘 rén yuán, 人情 rén qínɡ, 人 士 rén shì, 人手 rén shǒu, 人才 rén cái, 人物 rén wù, 人称 rén chēnɡ, 人道 rén dào, 人性 rén xìnɡ, 证人 zhènɡ rén va hokazo. Bu yerda deyarli 100 ta so‘z mavjud, shuning uchun xitoy iyerogliflarini o‘rganish juda muhimdir. Bu nafaqat iyerogliflarni o‘rganish, balki bo‘g‘inlar va morfemalarni o‘rganishni ham o‘z ichiga oladi. Xulosa Xitoy tilini chet tili sifatida o‘rgatish asosan o‘quvchilarning til ko‘nikmalarini rivojlantirishga qaratilgan. Til bilimlarini o‘rgatish shuningdek, til qobiliyatlarini takomillashtirishga tayyorlashdir. Til bilimlarini o‘rganishning maqsadi – amaliyot va qo‘llanilishdir. Shuning uchun, xitoy tilini chet tili sifatida o‘rgatish yoki o‘rganish bo‘yicha tadqiqotlarning asosiy e’tibori til bilimlarining nazariyasini amaliyot bilan birlashtirishga qaratilgan bo‘lib, o‘quvchilar xitoy tilini til muloqoti uchun imkon qadar tezroq o‘zlashtira olishlari kerak.o‘qituvchi yoki xitoy tilini chet tili sifatida o‘rgatish bo‘yicha tadqiqotchi sifatida, inson xitoy tilini o‘rgatishning soha xususiyatlarini va yo‘nalishini tushunishi, xitoy tilini o‘rgatishning vazifalari va maqsadlarini bilishi, tegishli fanlar bo‘yicha o‘z nazariy bilimlarini takomillashtirishi, pedagogik amaliyotga chuqur kirib, xitoy tilini o‘rgatishning xususiyatlarini umumlashtirishi kerak. Shunday qilib, biz xitoy tilini chet tili sifatida o‘rgatish fanini yaxshi qurish va pedagogik amaliyotni yo‘naltirish bo‘yicha samarali ishlashimiz mumkin. 745

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot Adabiyotlar 1. Li, J. (2014). Chinese as a Foreign Language: A Study of Current Teaching Methods and Approaches. Journal of Chinese Language Teaching, 20(2), 56-78. (betlar: 6065) 2. Wang, L., & Zhou, X. (2016). Challenges and Strategies for Teaching Chinese as a Foreign Language. Language Education in Asia, 7(1), 121-139. (betlar: 123-128) 3. Chen, X. (2017). The Role of Technology in Teaching Chinese as a Foreign Language. International Journal of Educational Technology, 12(3), 230-249. (betlar: 235240) 4. Cheng, S. (2019). The Integration of Language and Culture in Foreign Language Teaching. Journal of Applied Linguistics, 10(2), 87-103. (betlar: 90-95) 5. Wang, J. (2020). Pedagogical Practices in Teaching Chinese as a Second Language. Chinese Language Education, 15(4), 50-69. (betlar: 52-57) 6. Zhang, H. (2018). Phonetic and Tonal Features of Chinese and Their Role in Teaching. Journal of Phonetics and Linguistics, 15(1), 78-95. (betlar: 80-85) 7. Liu, Y., & Zhao, F. (2015). Language Acquisition and Teaching Methods in Chinese Language Education. Education Research Review, 9(4), 135-150. (betlar: 140-145) 8. Zhu, S. (2021). Innovative Approaches to Teaching Chinese as a Foreign Language: A Case Study. International Journal of Chinese Language Teaching, 6(2), 112130. (betlar: 115-120) 9. Wang, Q. (2013). The Role of Cultural Understanding in Teaching Chinese as a Foreign Language. Chinese as a Foreign Language Journal, 18(2), 45-64. (betlar: 50-55) 10. Liu Xun. Vvedeniye v pedagogiku kitayskogo yazyka kak inostrannogo [Introduction to Pedagogy of Chinese as a Foreign Lan- guage]. Beijing, Beijing University of Language and Culture Publ., 2000. P. 237–256 (in Chinese). 11. Maslovets O. A. Osnovy obucheniya kitayskomu yazyku v vuze i v shkole: teoriya i praktika: uchebnoye posobiye [Fundamentals of teaching Chinese at the university and at school: theory and practice: textbook]. Moscow, VKN Publ., 2017. P. 75 (in Russian). 12. Huang Borong. Sovremennyy kitayskiy yazyk. Chast’ 1 [Modern Chinese language. Part 1]. Beijing, Beijing University Publ., 2012. 3. 207 p. (in Chinese). 13. Zhu Bo. O prepodavanii kitayskoy fonetiki kak inostrannogo [On teaching Chinese phonetics as a foreign language]. Khokhot, University of Nationalities of Inner Mongolia Publ., 2012, no. 1. P. 138 (in Chinese) 14. Diao Jingjing. Analiz osobennostey fonetiki kitayskogo yazyka i prepodavaniye fonetiki kitayskogo yazyka kak inostrannogo [Analysis of Chinese Phonetics and Teaching Chinese Phonetics as a Foreign Lan guage]. Arkhivy i periodicheskiye izdaniya – Archives and periodicals, 2018, no. 7, pp. 108 (in Chinese). 15. Li Zhe. Issledovaniye po prepodavaniyu kitayskikh idiom kak inostrannomu yazyku [Research on teaching Chinese idioms as a foreign language]. Henan University Publ., 2014. Pp. 6–8 (in Chinese). 746

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 16. Yuyshina E. A. Istoriya prepodavaniya kitayskogo yazyka v Rossii (k yubileyu kafedry kitayskogo yazyka) [The history of teach- ing Chinese in Russia (to the anniversary of the Department of Chinese)]. Kitayskiy yazyk: lingvisticheskiye i metodicheskiye as- pekt: materialy mezhdunarodnoy nauchnoy konferentsii [Chinese language: linguistic and methodological aspects: materials of the international scientific conference]. Chita, Transbaikal State University Publ., 2021. P. 182–195 (in Russian). 17. Van Chun. Novyye gorizonty: Integral’nyy kurs kitayskogo yazyka: uchebnik (russkaya versiya). T. 1 [New horizons: integral chinese language course: textbook (Russian version). Vol. 1]. Ed. Van Chun et al. Beijing, Pedagogicheskaya nauka Publ., 2012. 182 p. (in Russian). 18. 9. Yang Jizhou. Kurs kitayskogo yazyka: uchebnik (russkaya versiya). T. 1 [Chinese language course: textbook (Russian version). Vol. 1]. Ed. Yang Jizhou, translation He Xueying. Beijing, Beijing Publishing House. University of Languages and Culture Publ., 2009. 157 p. (in Chinese). 19. Yu Haiyun. Oshibki v izuchenii fonetiki kitayskogo yazyka i plan obucheniya russkikh studentov [Mistakes in learning the pho- netics of the Chinese language and the curriculum for Russian students]. Severnaya literatura – Literature of the North, 2018, no. 9, pp. 178–179 (in Chinese). 20. Yan Xiaodong. Metodika prepodavaniya leksiki na urokakh kitayskogo yazyka: Molodyezh Sibibri – nauke Rossii [Methods of teaching vocabulary in Chinese lessons: Youth of Siberia – Science of Russia]. Krasnoyarsk, Siberian Institute of Business, Management and Psychology Publ., 2014. P. 493–494 (in Chinese). 21. Zinina A. M., Charchoglyan T. G. Aktual’nyye problemy prepodavaniya kitayskogo yazyka: uchet sotsiokulturnogo komponenta [Actual problems of teaching the Chinese language: taking into account the sociocultural component]. Yalta, Problemy sovremen- nogo pedagogicheskogo obrazovaniya Publ., 2018. Pp. 64–66 (in Russian). 22. Fu Xiaoli. Obzor prepodavaniya kitayskikh iyeroglifov pri obuchenii kitayskomu yazyku kak inostrannomu [Review of teaching Chinese characters in teaching Chinese as a foreign language]. Zhurnal Yun’nan’skogo pedagogicheskogo universiteta (prepoda- vaniye i izucheniye kitayskogo yazyka kak inostrannogo) – Journal of Yunnan Normal University (Teaching and Learning Chinese as a Foreign Language), 2015, no. 2, pp. 31–46 (in Chinese). 747

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot FUNCTIONAL-SEMANTIC FEATURES OF ECOTERMS AND THEIR LEXICOGRAPHICAL INTERPRETATION Arifjanova Nilufar Mirsidikovna, Nusratova Dildora Amon qizi Department of theoretical aspects of English language, Uzbekistan State World Language University, Tashkent, Uzbekistan. nusratovadildora2803@gmail.com Abstract: Ecoterms, as a subset of specialized terminology, play a crucial role in environmental discourse by conveying precise meanings related to ecological concepts. Their functional and semantic properties determine their adaptability in different linguistic contexts, while their lexicographical interpretation ensures consistency in meaning across various sources. This article explores the characteristics of ecoterms, focusing on their formation, classification, and usage in scientific, media, and everyday communication. It also examines the influence of borrowing, affixation, and compounding in the development of ecological terminology.Furthermore, the study analyzes how ecoterms are defined, structured, and updated in both general and specialized dictionaries, highlighting the challenges of standardization across languages and disciplines. Special attention is given to the role of lexicographical resources in maintaining terminological accuracy and accessibility. The findings emphasize the importance of a systematic approach to documenting and refining ecoterminology to enhance its clarity, usability, and effectiveness in raising environmental awareness. Keywords: Ecoterms, functional features, lexicography, environmental terminology, environmental discourse, functional-semantic properties, climate change, biodiversity. Introduction Language is a dynamic system that constantly evolves to accommodate new concepts, especially in rapidly developing fields such as environmental science. As ecological concerns become more pressing, the vocabulary associated with them expands, leading to the emergence and evolution of numerous ecoterms. These terms not only describe environmental phenomena, processes, and challenges but also play a crucial role in shaping public awareness, scientific discussions, and policy-making. The precision and clarity of ecoterms directly influence how environmental issues are understood, communicated, and addressed on both local and global scales. Given the increasing relevance of ecological terminology, its study from a functional-semantic and lexicographical perspective becomes essential. Understanding how ecoterms are formed, classified, and standardized helps ensure their effective use across disciplines and languages. Additionally, it examines how these terms are presented in dictionaries, focusing on their definitions, categorization, and updates over time. By addressing both linguistic and lexicographical aspects, this study aims to highlight the significance of ecoterminology in environmental discourse and its role in fostering clearer communication on ecological issues. Main Part 748

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 Ecoterms are an essential component of environmental discourse, serving as specialized linguistic tools that facilitate the precise expression of ecological concepts, processes, and phenomena. As environmental issues become increasingly significant in scientific, political, and public discussions, the accuracy and clarity of ecological terminology play a vital role in shaping understanding and decision-making. Ecoterms are used across various fields, including scientific research, media, education, and policymaking, ensuring effective communication of complex environmental ideas to diverse audiences. The functional-semantic features of ecoterms can be analyzed through three key aspects: their formation, meaning, and role in communication. The formation of ecoterms involves various word-formation processes such as borrowing, affixation, compounding, and semantic shift, which contribute to the continuous expansion of ecological vocabulary. The semantic properties of ecoterms determine their meanings, including their ability to carry precise, technical definitions in scientific contexts while also being adaptable for public discourse. Additionally, ecoterms serve different communicative functions depending on their usage in scientific publications, media reports, policy documents, and everyday conversations. Understanding these functional-semantic characteristics is crucial for ensuring the clarity, consistency, and effectiveness of environmental terminology in addressing global ecological challenges. The development of ecoterms follows various word-formation processes, including borrowing, affixation, compounding, and semantic shift. Many ecoterms originate from Latin and Greek due to their historical use in scientific discourse (e.g., biosphere, ecology). Additionally, English has contributed numerous ecological terms to other languages as a result of globalization. Prefixes and suffixes are commonly used to create new ecoterms, such as biodegradable (bio- meaning "life" and -degradable referring to decomposition). The combination of two or more words forms complex ecoterms like climate change, greenhouse effect, and carbon footprint. Some general words gain specific ecological meanings over time. For example, footprint, originally referring to a physical impression, now denotes an environmental impact (carbon footprint). Ecological terminology frequently exhibits polysemy, where a single term possesses multiple related meanings, and metaphorical extensions, where terms are applied beyond their original contexts to convey new ideas. For instance, the term "green" has evolved from denoting a color to symbolizing environmental friendliness, reflecting society's growing emphasis on sustainability. For example, green energy — while green denotes a color, in environmental discourse, it signifies renewable and sustainable energy sources. Similarly, "carbon" extends beyond its chemical element definition to encompass concepts like "carbon footprint" and "carbon trading," highlighting its central role in discussions about climate change. These linguistic developments demonstrate how environmental language adapts to emerging scientific findings and societal concerns. Moreover, certain ecological terms acquire emotive or persuasive connotations, influencing public perception and bolstering environmental advocacy efforts. The evolution of such terms underscores the dynamic interplay between language, culture, and environmental awareness. 749

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot Dictionaries play a crucial role in standardizing and disseminating ecoterms, ensuring their clarity and proper usage across different fields. However, several challenges arise in their lexicographical treatment. Ecoterms appear in both general and specialized dictionaries. Common ecological terms like recycling and sustainability are included in mainstream dictionaries with concise definitions. Special ecological terms provide more detailed explanations, scientific contexts, and usage examples for technical terms like eutrophication, biodiversity loss, and carbon sequestration. The dynamic nature of ecological science means that definitions of ecoterms often evolve in response to new discoveries, technological advancements, and shifts in environmental policies. As scientific research progresses, previously established concepts may be refined, expanded, or even redefined, leading to variations in how ecoterms are understood and applied. The same term may have slightly different meanings across various disciplines, such as biology, climatology, and environmental economics, requiring careful definition and contextual clarification to avoid ambiguity. For instance, the term sustainability may emphasize resource management in one field, while in another, it may focus on social and economic aspects of environmental protection. Sustainability — in biology, it refers to an ecosystem's ability to maintain balance, whereas in economics, it refers to responsible resource management. Another example is that biodiversity—in biology, it describes the variety of species in an ecosystem, while in environmental studies, it often refers to the overall stability of ecological systems. Furthermore, new ecoterms constantly emerge to describe novel environmental challenges and solutions, necessitating continuous updates in dictionaries and other linguistic resources. As these terms gain prominence in scientific discussions, media, and policymaking, lexicographers must ensure their accurate representation and classification. Additionally, ecoterminology varies across languages, creating significant challenges in translation and cross-cultural communication. Some ecoterms may not have direct equivalents in other languages, requiring paraphrasing or explanatory definitions instead of simple translations. For example, the English term carbon offset, which refers to compensating for carbon emissions through sustainable initiatives, may require a detailed explanation in certain languages to fully convey its meaning. This highlights the need for linguistic precision and international collaboration in standardizing and disseminating ecological terminology. To enhance the clarity and accessibility of ecological terminology, it is essential for lexicographers and linguists to adopt systematic approaches. Continuous revision of definitions is necessary to reflect ongoing scientific and technological advancements. Standardizing ecological terms across languages, through collaboration with organizations like the International Union for Conservation of Nature (IUCN), can significantly improve global understanding. Moreover, ensuring that these terms are explained in a manner that balances scientific accuracy with accessibility for non-experts is crucial for effective communication. Conclusion Ecoterminology is vital in environmental discourse, serving as a bridge between scientific knowledge and public understanding of ecological issues. The formation of 750

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 ecoterms through processes such as borrowing, affixation, and semantic shift reflects the dynamic nature of language in response to emerging environmental concerns. Their semantic properties enable precise communication of complex ecological concepts, making them indispensable in various domains, including scientific research, media reporting, and policy-making. By effectively conveying information, ecoterms contribute to raising awareness, shaping public perception, and influencing decision-making at both local and global levels. Despite their significance, the lexicographical interpretation of ecoterms presents several challenges. As ecological science evolves, definitions of key terms must be continuously updated to maintain clarity and relevance. Variations in meaning across disciplines and languages further complicate the process, necessitating careful classification and standardization.Additionally, some ecoterms lack direct equivalents in other languages, requiring detailed explanations to ensure accurate cross-cultural communication. Addressing these challenges through systematic lexicographical refinement and international collaboration can enhance the effectiveness of ecoterms in promoting sustainability and fostering informed discussions on environmental issues worldwide. By ensuring their accessibility and precision, ecoterminology can continue to play a vital role in shaping global responses to ecological challenges. References: 1. Allan, K. (2001). Natural Language Semantics. Blackwell Publishers. 2. Cabré, M. T. (1999). Terminology: Theory, Methods, and Applications. John Benjamins Publishing. 3. Crystal, D. (2010). The Cambridge Encyclopedia of Language. Cambridge University Press. 4. Faber, P. (2012). A Cognitive Linguistics View of Terminology and Specialized Language. De Gruyter Mouton. 5. Fill, A., & Mühlhäusler, P. (2001). The Ecolinguistics Reader: Language, Ecology and Environment. Continuum. 6. Sager, J. C. (1990). A Practical Course in Terminology Processing. John Benjamins Publishing. 751

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot OILADA TARBIYA ASOSLARINI TAHLIL QILISH, UNING JAMIYATDAGI AHAMIYATI XUSUSIDA Madraximova Irodaxon “Universitiy of economics and pedagogy” Universiteti Boshlang`ich ta`lim yo`nalishi, Andijon viloyati, Andijon shahri Annotatsiya: “Oilada tarbiya asoslarini tahlil qilish, uning jamiyatdagi ahamiyati hususida” mavzusi oilaning bolalar tarbiyasidagi o`rni va ahamiyatini o`rganishga qaratilgan. Ushbu mavzu oilada tarbiyaning asosiy tamoyillari, oilaviy tarbiyaning jamiyatdagi roli, ahloqiy qadriyatlar, ota-ona va bola o`rtasidagi munosabatlar, tarbiya metodlari va usullari yoritiladi. Shuningdek, oila ichidagi munosabatlar, ta`lim jarayonlarining xususiyatlari, ota-onalarning tarbiyaviy yondashuvlari hamda jamiyatdagi axloqiy me`yorlarga mos ravishda bolalarni tarbiyalashning zamonaviy metodlarini tahlil qiladi. Kirish Oilada tarbiya, jamiyatni rivojlantirish va davlat siyosatida ahamiyatli o`rin tutadi. Bugungi kunda oilaviy qadriyatlarning o`zgarganligi va yosh avlodni tarbiyalashning yangi usullariga ehtiyoj sezilishi, oilada tarbiya asoslarini o`rganish zaruratini yanada orttirgan. Prezidentimiz Shavkat Mirziyoyevning 2021-yil 10-fevraldagi “Oilaviy qadriyatlarni mustahkamlash va yoshlarni yuksak axloqiy fazilatlarga yetaklash” mavzusidagi qarori va Vazirlar Mahkamasining 2022-yil 12-yanvardagi “Oilaviy munosabatlar va yoshlar yatarbiyasiga oid yangi dasturlarni ishlab chiqish” haqidagi qarori, oilada tarbiya asoslarini shakllantirishda muhim huquqiy asoslarni yaratadi. Oilada tarbiya muammolari: Bugungi kunda oila jamiyatning asosiy ijtimoiy birligi hisoblanib, uning barqarorligi va funksionalligi to`g`ridan-to`g`ri jamiyat taraqqiyotiga ta`sir jo`rsatadi. Oilada beriladigan tarbiya farzandning dunyoqarashi, xulq-atvori va jamiyatdagi o`rnini aniqlaydi. Globallashuv va madaniy o`zgarishlar: Globallashuv sharoitida yosh avlodning milliy qadriyatlarga bo`lgan munosabatini saqlab qolish, oiladagi tarbiya orqali ularni milliy o`zlikni anglashga yo`naltirish muhim. Sohibqiron bobomiz harbiy safarlarga farzandu nabiralarini birga olib ketardi. Bundan ko`zlangan birinchi murodi avlodlari suvagini jangu jadallar, uzoq va mashaqatli yo`larda chiniqtirish bo`lsa, ikkinchi maqsadi farzandu nabiralari o`z avlodlari qo`lida tarbiyansa, erka va tantiq bo`lib ulg`ayadilar, degan fikirdan kelib chiqib, ularni onalarining ortiqcha mehrumuhabatlaridan asrash edi. Zero, asalning ko`pi zarar, me`yorda bo`lsa, foydali ekanligi to`g`risida o`tmish donishmandlari ko`p naql etganlar. Agar Amir Temur buyuk saltanatga asos solgan bo`lsa, bu sharafga mana shu yuksak tarbiya oqibatida erishgan. Sohibqiron farzandlarida uch xislat mujassam bo`lishini istardi. Eng avvalo, insonparvarlik, so`ng mushohadalik va nihoyat, oqibatlik – bosiqlik. Insonparvar odamgina 752

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 saxiy bo`lishi mumkin. Mushohadali, bosiq odamgina jangu jadalda xatoga yo`l qo`ymaslikka, ulkan salyanatni boshqarishga qodir. Kimki jasur bo`lsa-yu, insonparvar bo`lmasa, jismonan baquvvat bo`lsa-yu, mushoxadalik bo`lmasa, dono bo`lsa-yu, bosiqlik bo`lmasa, unday odam komil inson bo`lolmaydi, unday odam boshqalarni ham, o`ziniyam halok etadi. Kimki raqibi bilan urushgandayam insonparvarlikni unutmasa, u albatta yengadi. “Siyosatda maslahat, mulohazakorlik, o`ylab ish qilish kuchidan o`n karra foydaliroqdir”, deb ta`kidlaydi ulug` Sohibqiron. Bobokalonimizning farzandlari va avlodining qanday fazilatlarga ega bo`lish bilan bog`liq istaklarini bilish uchun, avvalo, “Temur tuzukari”ni varaqlaylik. Uning dastlabki sahifalaridayoq shunday fikrni o`qish mumkin: “Tajribamda ko`rilgankim, ishbilarmon, mardlik va shijoat sohibi, azmi qat`iy, tadbirkor va hushyor bir kishi ming-minglab tartibsiz, loqayd kishilardan yaxshidir”. Bu hikmatda bobomizning sog`lom va komil inson xususidagi tushunchasi, ya`ni yetuk insoniy fazilat va xususiyatlarga ega insongina mamlakat tayanchi bo`la oladi, degan mushohadasi mujassamlashgan, o`ylayman. Boshqa bir o`rinda Sohibqiron qat`iylik, sabrchidamlilik, sog`ligu sergaklik, ehtiyotkorlik va shijoat sohibi bo`lgan inson har qanday mashaqqatli ishni amalga oshirishga qodir, deb ta`kidlaydi. Oilada tarbiya asoslarini tahlil qilish, uning jamiyatdagi ahamiyatini ochib berish va tarbiya jarayonida mavjud muammolarni aniqlash. 1. Oilaviy tarbiyaning asosiy tamoyillarini ko`rib chiqish. 2. Oilada tarbiya jarayonida mavjud muammolarni aniqlash. 3. Tarbiya metodlarining samaradorligini baholash. 4. Oila tarbiyasini mustahkamlash bo`yicha tavsiyalar ishlab chiqish. 1. a) Oilada tarbiya asoslari: Oila - bu jamiyatning asosiy bo`lagi bo`lib, unda insonlar o`zaro ijtimoiy, hissiy va ma`naviy aloqalar opqali o`sadi. Oila a`zolari orasidagi munosabatlarbolaning tarbiyasida hal qiluvchi ro`l o`ynaydi. Tarbiya – bu ma`naviy va axloqiy qadriyatlarnishakllantirish, shaxsning ijtimoiy, madaniy va emotsional jihatdan rivojlanishiga yordam beruvchi jarayon. Oilada tarbiya, birinchi navbatda, o`zaro hurmat va mehr-oqibatga asoslanishi kerak. Bu yerda ota-ona va bola o`rtasida munosabatlar, axloqiy qadriyatlar va o`zaro ishonch muhim ahamiyatga ega. Shuningdek, oilaviy tarbiyaning asosiy komponentlari, ya`ni jismoniy, ma`naviy va axloqiy tarbiya haqida to`liq tasavvurga ega bo`lish zarur. b) Oilada tarbiyaning asosiy tamoyillari: Muhabbat va e`tibor: Bolaning hissiy rivojlanishida oila a`zolarining bir biriga nisbatan muhabbati va e`tibori katta ahamiyatga ega. Bu uning o`zini ishonchli his qilishiga va atrofdagi dunyoni tushunishiga yordam beradi. Axloqiy qadriyatlar: Oilada axloqiy me`yorlar va qadriyatlar bolaga o`zgaruvchan jamiyat sharoitida to`g`ri qarorlar qabul qilishga yordam beradi. 2. Ota-ona va bola o`rtasidagi munosabatlar: Ota-onalar tarbiyadagi asosiy shaxslar bo`lib, ular bolalarga axloqiy qadryatlar, ma`naviy-ijtimoiy me`yorlar va hayotiy ko`nikmalarni o`rgatishda faol ishtirok etadilar. 753

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot Ota-ona o`z bolalariga nafaqat o`qish va mehnatni qadrlashni, balki yaxshilik, hamdardlik va do`stlikni o`rgatishlari kerak. Shu bilan birga, bolalarga muammolarni mustaqil hal qilish, o`z fikrini ifoda etish va qarorlar qabul qilish kabi mas`uliyatli xulq-atvorni ham o`zgartirish zarur. 3. Tarbiya metodlari va usullari: Oilaviy tarbiyaning samaradorligi bevosita tanlangan metodlarga bog`liq. Ota-ona tomonidan qo`llaniladigan pedagogik metodlar, qattiq nazoratdan tortib, yumshoq va ishonchli suhbatlarga qadar turli xil bo`lishi mumkin. Darsliklar va ilmiy manbalar bo`yicha, to`g`ri tarbiya usullari bolalarning ijtimoiy moslashuvi va axloqiy o`sishda samarali bo`ladi. Na`muna bo`lish: Ota-onalar o`zlarining xatti-harakatlari orqali bolaga tarbiya beradilar. Ularning ijobiy va salbiy odatlari bolaga ko`rsatma bo`ladi. Muloqot: Ota-onaning bola bilan ochiq va samimiy suhbatlar o`rnatishi, bolaga o`z fikrlarini ifodalashga imkon yaratishi uning emotsional rivojlanishiga yordam beradi. Ijobiy mustahkamlash: Bola yaxshi ishlarni amalga oshirganida uni maqtash va rag`batlantirish, ijobiy xulqni kuchaytirishga yordam beradi. Suhbat va maslahatlar: Tarbiya jarayonida ota-onalar bolalariga muammolarini hal qilishda yordam beradigan maslahatlar berishlari zarur. Bu usul, bolaning ijtimoiy muammolarni hal qilish qobiliyatini rivojlantirishga xizmat qiladi. 4. Oilaviy tarbiyaning jamiyatdagi roli: Oilada o`rganilgan axloqiy qadriyatlar va prinsplar, bolalarning kelajakdagi jamiyatdagi faoliyatiga ta`sir ko`rsatadi. Yaxshi tarbiya olingan yoshlar, ijtimoiy hayotda yuqori axloqiy fazilatlarga ega bo`ladi va jamiyatni rivojlantirishga o`z hissalarini qo`shadi. 5. Muammolar va yechimlar: Hozirgi kunda oilalarda tarbiya jarayonida bir qancha muammolar mavjud. Masalan, ota-onalar orasida vaqtni ajratishning yetishmasligi, oilaviy qadriyatlarning yengilmasligi, yoshlarning axloqsiz axborotlar bilan bilan bog`liq muammolar. Bu muammolarni hal qilish uchun oilaviy tarbiya metodlarini yangilash, ota-ona va bola o`rtasidagi o`zaro hurmatni kuchaytirish lozim. Tavsiyalar: Oilada tarbiya va jamiyatning o`zaro aloqasini mustahkamlash. Jamiyatda oila tarbiyasining roli ko`proq yoritilishi kerak. Oila va jamiyat o`rtasida samarali muloqot tizimini yaratish, ayniqsa, oila a`zolarining tarbiyaviy yondoshuvlarini qo`llab-quvvatlashga yo`naltirilgan davlat dasturlarini ishlab chiqish zarur. Oila ijtimoiy hayotning asosiy birligi sifatida, jamiyat bilan birgalikda o`zgarishi kerak. Milliy qadryatlarni saqlash va rivojlantirish. Oila yosh avlodni milliy qadryatlarga asoslangan tarzda tarbiyalashda muhim rol o`ynaydi. Milliy an`analar va madaniyatni yoshlar ongiga singdirish uchun tarbiya tizimini zamonaviy pedagogik usullar bilan birlashtirish zarur. Oila ichida tarbiyada milliylikni, tarixiy merosni va adabiyotlarni inobatga olish kerak. Yoshlar tarbiyasida ijtimoiy mas`uliyatni oshirish. Oila yoshlarni nafaqat axloqiy va ilmiy jihatdan, balki jamiyatdagi o`z mas`uliyatini his qilishga, ijtimoiy me`yorlarni hurmat qilishga ham tarbiyalashi zarur. Yoshlarni oilada boshlanadigan, jamiyatda davom etadigan ijtimoiy mas`uliyatga yo`naltirish uchun oilaviy tarbiya tizimining kuchaytirilishi muhim. 754

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 Oilaviy qadriyatlar va yoshlar o`rtasidagi bo`shliqni kamaytirish. Oila va yoshlar o`rtasida yuzaga kelayotgan qadriyatlar bo`shlig`ini kamaytirish uchun oilada axloqiy va estetik tarbiyani mustahkamlash zaryr. Yoshlarni oilaviy qadriyatlarga asoslangan tarzda tarbiyalash uchun, jamiyatda oilaviy hayotni qo`llab-quvvatlash va rag`batlantirish tizimini tashkil qilish lozim. Xulosa qilib shuni aytmoqchiman, farzandlar bizga omonatdir va bu omonat egasi omonatga munosabatimizni kun kelib, albatta, so`raydi. Mukammal emasmiz, ammo chumoli misoli olovni so`ndira olmasak-da shu olovni o`chirish uchun kam-kamdan bo`lsa ham suv tashishga g`ayrat qilishimiz, dilbandlarimizni omonatchilik ongi bilan tarbiyalashimiz kerak… Oilada tarbiya jarayoni murakkab va ko`plab omillarni o`z ichiga olgan jarayon bo`lib, bola va oila a`zolari o`rtasidagi munosabatlarning salohiyatiga bog`liqdir. Oila tarbiyaning birinchi va asosiy shaklini taqdim etadi, shuningdek, bola va yoshlarning sog`lom va mas`uliyatli shaxslar bo`lib shakllanishini ta`minlaydi. Oila tarbiya asoslari jamiyatning barqarorligi va rivojlanishida muhim ahamiyatga ega. Oila tarbiyasini mustahkamlash, bolalarni axloqiy va ma`naviy jihatdan kamolotga yetkazish uchun ota-onalar, pedagoglar va jamiyat birgalikda harakat qilishi kerak. Oila va jamiyat o`rtasidagi hamkorlik, bolalar uchun eng yaxshi shart-sharoitlarni yaratishda muhim o`rin tutadi. Adabiyotlar 1. Shavkat Mirziyoyev. “Oilaviy qadryatlarni mustahkamlash va yoshlarni yuksak axloqiy fazilatlarga yetaklash” Qarori – 2021. 2. Vazirlar Maxkamasining 2022-yil 12-yanvardagi qarori. 3. Oila pedagogikasi – Toshkent , 2007. 4. Sh.Sh.Niyoziy. “Oilaviy tarbiya va uning jamiyatdagi ahamiyati” - Toshkent, 2015 “O`qituvchi” nashriyoti . 5. A.M.Toshpo`latov. “Oilaviy qadriyatlar va yoshlar tarbiyasi” – Toshkent, 2019 “O`zbekiston” nashriyoti. 6. Z.Z.Yusupov. “Jamiyat va oila: muammolar va yechimlar” – Toshkent, 2020 “Sharq” nashriyoti. 7. M.A.Shamsiyev. “Oilaviy tarbiya asoslari: nazariy va amaliy yondashuvlar” – Toshkent, 2012 “Ilm-fan” nashriyoti. 755

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot HOW ONLINE LEARNING IS CHANGING TRADITIONAL CLASSROOMS Po‘latova Sevara Sunnatillayevna Karshi State University, sevarapulatova2004@gmail.com Abstract: In today’s education system, online learning has become an essential tool for both students and teachers. Research shows that digital platforms can enhance learning by providing flexibility, accessibility, and personalized education. Online learning allows students to study at their own pace, making education more inclusive and efficient. While there are many benefits, integrating online learning into traditional classrooms also comes with challenges. In this article, we discuss both the advantages and difficulties of online education, such as the lack of face-to-face interaction, digital inequality, and the need for self-discipline. The goal of this article is to highlight the transformative impact of online learning on education, from primary schools to universities. As technology continues to evolve, the combination of traditional and online learning is becoming increasingly necessary to provide a modern and effective educational experience. Key words: Online learning, digital education, blended learning, virtual classrooms, adaptive learning, gamification, personalized learning, flexibility, self-discipline, digital inequality, hybrid learning, technology in education. Introduction Online learning has revolutionized education by providing students and teachers with digital platforms that enhance accessibility, flexibility, and personalized learning experiences. The widespread adoption of online education, especially after the COVID-19 pandemic, has changed the traditional classroom dynamic, making learning more inclusive and adaptable to individual needs. While online learning offers many benefits, such as selfpaced study, global access, and cost efficiency, it also presents significant challenges, including digital inequality, lack of face-to-face interaction, and the need for strong selfdiscipline. As technology continues to evolve, a blended approach that integrates both traditional and digital learning methods is becoming more necessary to provide a modern and effective educational experience. Methods This article employs a combination of qualitative and quantitative research methods to analyze the impact of online learning. It references scholarly sources, including studies by Means et al. (2014), Deterding et al. (2011), and Picciano (2017), to support claims about the effectiveness of digital education. Comparative analysis is used to contrast traditional and online learning models, highlighting their respective advantages and challenges. Additionally, case studies from prestigious institutions such as Harvard, MIT, and Oxford illustrate the real-world implementation of online education. The article also incorporates statistical data and expert opinions to examine the role of artificial intelligence, gamification, and blended learning in modern education. By synthesizing these various methods, the 756

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 article provides a well-rounded discussion on the benefits and limitations of online learning while exploring future trends in digital education. Result One of the most significant advantages of online learning is its flexibility. Unlike traditional classrooms with fixed schedules, digital education allows students to study at their own pace, which is particularly beneficial for working professionals, students with disabilities, and those with other responsibilities. Asynchronous learning options enable students to access recorded lectures, assignments, and quizzes whenever convenient, reducing pressure and allowing for better comprehension. Moreover, online learning removes geographical barriers, enabling students from remote areas or underprivileged backgrounds to access world-class education. Prestigious institutions such as Harvard, MIT, and Oxford now offer free or affordable online courses, allowing learners worldwide to gain knowledge without relocating or spending large sums of money. According to Means et al. (2014), "Online learning has been shown to be as effective as traditional classroom learning, with blended learning models often yielding even better results. Artificial intelligence (AI) is playing a crucial role in personalizing education. Many online learning platforms employ AI-driven adaptive learning systems that analyze student performance and customize lessons accordingly. AI-powered tutors like Carnegie Learning and Squirrel AI provide instant feedback and recommendations, ensuring that students receive targeted assistance. This level of personalization is challenging to achieve in traditional classrooms with large numbers of students. Additionally, gamification elements such as leaderboards, interactive simulations, and rewards enhance student engagement, making learning more enjoyable and effective. Research shows that gamified education improves retention rates and boosts problem-solving skills, particularly in STEM subjects. As Deterding et al. (2011) explain, "Gamification, when applied to learning, enhances motivation and engagement by incorporating game-like elements such as competition, rewards, and achievement tracking. Online education is also a cost-effective alternative to traditional learning. Students can save money on transportation, housing, and textbooks by using digital resources. Open Educational Resources (OERs) have further democratized learning by providing free access to textbooks, research materials, and academic content. Many universities are investing in cloud-based learning management systems that store vast amounts of educational materials, allowing students to access information from anywhere at any time. Additionally, many companies now provide corporate training through online courses, reducing costs associated with in-person workshops and travel. As Picciano (2017) states, "The shift toward online learning is not just a response to technological advances, but also an economic necessity, as digital education significantly reduces costs while increasing access to quality instruction. Discussion Despite its many benefits, online learning comes with challenges. One major drawback is the lack of real-time interaction between students and teachers. In traditional classrooms, students can ask questions immediately, engage in discussions, and collaborate on projects, which enhances comprehension and social skills. In contrast, online learning often lacks this dynamic, making it harder for students to stay engaged. To address 757

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot this, many platforms integrate live Q&A sessions, discussion forums, and virtual group projects to encourage participation and collaboration. However, these methods cannot fully replicate the social experience of face-to-face learning.Digital inequality remains another significant barrier to online education. Not all students have access to high-speed internet, computers, or even electricity, creating a digital divide between those who can take advantage of online learning and those who cannot. Many governments and organizations are working to bridge this gap by providing free internet access, distributing digital devices, and implementing policies to promote digital literacy. However, in low-income communities and developing countries, the lack of technological infrastructure remains a significant obstacle. Another challenge of online learning is the requirement for self-discipline and time management. Unlike traditional classrooms, where teachers provide structure and supervision, online education requires students to take responsibility for their learning. Studies have shown that students who struggle with motivation or time management are more likely to drop out of online courses. To combat this issue, many platforms incorporate progress tracking, goal-setting features, and mentorship programs to help students stay on track. Some courses also use artificial intelligence to send reminders and adaptive suggestions based on a student’s progress.Technical difficulties further complicate online learning. Both students and teachers may face issues with software glitches, internet connectivity problems, or a lack of digital literacy. While younger generations are generally more comfortable with technology, many educators require additional training to effectively use online learning tools. Institutions are addressing this by offering professional development programs and providing IT support to ensure smooth integration of digital tools into the learning process. Despite these challenges, online learning continues to evolve and improve, offering innovative solutions to bridge the gap between traditional and digital education. Blended learning models, which combine online and in-person instruction, are becoming more popular. Many schools and universities now implement hybrid learning approaches, allowing students to benefit from digital flexibility while maintaining structured classroom interactions. Additionally, emerging technologies like Virtual Reality (VR) and Augmented Reality (AR) are transforming online education by creating immersive learning experiences. VR simulations enable medical students to practice surgical procedures, while AR applications allow engineering students to interact with 3D models of complex machinery. Looking ahead, the future of education will likely involve a seamless integration of traditional and digital learning methods. AI-powered tutors, blockchain-based certification for secure credentials, and cloud-based learning environments are expected to shape the next phase of digital education. The key to maximizing the benefits of online learning lies in addressing its challenges and ensuring that technology is used effectively to create a dynamic, engaging, and accessible educational experience. Schools, universities, and policymakers must continue adapting to these changes to provide students with the skills and knowledge necessary for the future workforce. Rather than replacing traditional classrooms, online learning serves as a valuable enhancement, enabling a more inclusive, efficient, and personalized educational system that meets the diverse needs of modern learners. Conclusion 758

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 Online learning has significantly transformed education by providing greater accessibility, flexibility, and personalized learning experiences. While it offers numerous advantages, such as self-paced study, cost-effectiveness, and global reach, it also presents challenges like digital inequality, lack of face-to-face interaction, and the need for selfdiscipline. Advances in artificial intelligence, gamification, and blended learning models continue to improve online education, making it more engaging and effective. Despite some limitations, the integration of digital tools with traditional teaching methods is shaping the future of education. By addressing technological barriers and enhancing online learning strategies, educators and policymakers can ensure that digital education remains an inclusive and powerful tool for learners worldwide. Rather than replacing traditional classrooms, online learning serves as a complementary approach that enriches education and prepares students for the evolving demands of the modern world. References 1. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9-15. 2. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2014). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47. 3. Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166-190. 759

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot TIL o‘RGANISH JARAYONIDA SUN’IY INTELLEKTNING o‘RNI VA UNDAN UNUMLI FOYDALANISH Sunatillayeva E‘zoza Ma‘ruf qizi, Sirojiddin Saitov Abduvaliyevich O‘zbekiston Milliy universiteti, Jizzax filiali Psixologiya fakulteti,“Filologiya va tillarni o‘qitish: ingliz tili” ta’lim yo‘nalishi, ezozasunatillayeva@gmail.com Annotatsiya: Ushbu maqolada sun’iy intellekt imkoniyatlari haqida fikrlar asoslab beriladi. Til o‘rganish jarayonida Al ning ahamiyati haqida so‘z boradi. Bugungi kun texnologiyalaridan unumli foydalangan holda chet tillarini o‘zlashtirish borasida taklif, muammo va yechimlar beriladi. Kalit so‘zlar: Sun’iy intellekt, dasturiy ilovalar, til imkoniyatlari, metodika. Kirish XXI asr.Bu davr butun bir borliqdagi narsa va hodisalarning o‘zgarishi va globallashuvi bilan belgilanadi. Texnologiyalar rivojlangan bu asrda insonlar o‘zlarining moddiy ehtiyojlarini qondirish uchun turli xil yangiliklarga qo‘l urishdi. Bu narsa esa insoniyat turmush tarziga va ,albatta, jamiyatga katta ta'sir ko‘rsatdi. Natijada turli xil aloqa almashinuvlari, jamiyat muhit, ijtimoiy-iqtisodiy munosabat va insonlar fikrlashi tubdan yangicha tus oldi. Har xil texnikalar yaratilib insoniyatga xizmat qilishni boshladi. Zamona ta'siri juda ko‘p narsalarda ayon bo‘lyapti, aslida. Lekn vaqt o‘tgani bilan jamiyat va dunyo uchun eng kerakli narsa BILIM bo‘lib qolaveradi. Aynan mana shu yo‘lda ilm olishni osonlashtirish va yanada samarali qilish uchun sun’iy intellect vositalaridan to‘g‘ri foydalanmog‘imiz darkor. Sun’iy intellekt o‘zi nima va uning insoniyatga foydasi nimalardan iborat? Zamonaviy dunyoda texnologiya rivojlanishi tezlashgani sari inson hayotining turli jabhalarida sun’iy intellekt (SI) katta o‘rin egallay boshladi. Bugungi kunda SI nafaqat ilmiyfantastik filmlarning mavzusi, balki real hayotimizning ajralmas qismiga aylanib bormoqda. Sun’iy intellekt tibbiyot, sanoat, ta’lim, moliya va hatto san’at sohalarida ham keng qo‘llanilmoqda. Sun’iy intellekt (Artificial Intelligence, AI) – bu kompyuter tizimlariga inson aqliy faoliyatiga xos bo‘lgan funksiyalarni bajarish imkonini beruvchi texnologiyalar majmuasi. U inson tomonidan bajariladigan ba’zi vazifalarni avtomatlashtirish va yanada samarali bajarishga yordam beradi. Oddiy qilib aytganda, sun’iy intellekt inson miyasi qanday ishlashini o‘rganib, shu jarayonlarni dasturiy ta’minot va algoritmlar orqali taqlid qiladi. U muammolarni hal qilish, mantiqiy fikrlash, o‘rganish va tajriba asosida o‘zini takomillashtirish kabi qobiliyatlarga ega bo‘lishi mumkin. Sun’iy intellektning asosiy turlari asosan 3 ga bo‘linadi: 1. Zaif sun’iy intellekt (Narrow AI). Bu turdagi SI aniq bir vazifani bajarish uchun yaratilgan bo‘lib, inson aqlidan ancha cheklangan. Siri, Google Assistant, Alexa kabi ovozli yordamchilar, shaxmat va boshqa strategik o‘yinlar uchun yaratilgan AI dasturlari, tavsiyalar beruvchi tizimlar (Netflix, YouTube, Spotify) 760