Sun’iy Intellekt va Raqamli Iqtisodiyot (SIRI 2025)

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 be the vast issue in AI translation. AI translation systems often struggle with words, phrases with multiple meanings depending on the context. The word “Bank” can be a real example to this point of view, as it can conveys 4 meanings depending on the context. (Financial Institution, Side of a River, A Set of Similar Things, A Place for Storing Objects). Complex grammars can also be hard to AI, especially in languages with complicated word order, such as Russian or Uzbek. Idioms and figurative expressions often lose their meaning in AI translations because they rely on literal word-to-word substitution rather than contextual understanding. For instance, the English idiom “spill the beans” (which means “to reveal a secret”) might be translated literally into another language, making it nonsensical. AI struggles to recognize when an idiom should be translated literally or metaphorically, which leads to unnatural or confusing outputs.[3] AI is limited for writing in poetic, literary and highly creative ways because it follows pre-learned and past-papers instead of creating new one. Self-evidently it has limitations with linguistic patterns, maintaining rhyme, rhythm, and wordplay is a problematic challenge for AI. Some texts, poetries, novels, require a deep approach, such as aesthetic and stylistic choices, which AI struggles. Words and phrases carry different emotional or symbolic meanings across cultures. For example, the word “red” symbolizes luck in China but danger in Western cultures. AI often fails to adapt translations to the target audience’s cultural expectations and norms, resulting in awkward or inappropriate translations.[4] Additionally, the words “Вы” and “Ты” in Russian are divided into informal and formal ways of the word “You” and it requires an understanding of cultural context, which AI may not always correctly interpret. The differences between human translation and machine translation can be significant in the contrast of linguistic accuracy, cultural nuances and stylistic elements. This chapter analyzes some excerpts from Uzbek novel “DAYS GONE BY” (o‘tkan kunlar). The human translation conveys the true meaning of the proverb or idiom using an equivalent English form, whereas the machine translation retains literal meaning that can not make sense in English. Human translation keeps true meaning of this sentence: “Birovning nonini yeb, qozoniga tupurma.” to “Do not betray the hand that feeds you.”, while AI translates it literally as “Eating someone’s bread, don’t spit in the pot.” The machine translation also lacks in in stylistics. In human translation version, it is given “Rivers keep flowing, but memories remain” of uzbek version “Daryolar oqar, lekin yodgorliklar qolur”, but AI provides it as “Rivers flow, but the monuments remain”. It is definite that the machine misinterprets ‘yodgorliklar’ to manuments instead of memories and it is lost its true meaning. [5] Conclusion In conclusion, this article has explored the role of AI in language translation, with differences human and machine translation through in-depth analysis of Uzbek novel “Days gone by”. The comparison between human and machine translation demonstrated that while AI has made significant progress offering more efficient and fast work, human translation remains superior in conveying cultural nuances, idiomatic expressions and the stylistics in poetry. 681

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot References 1. https://www.ulatus.com/translation-blog/the-evolution-of-translation/ 15.04.2016 2. https://www.bureauworks.com/authors/lucky-eze 17.03.2025 Lucky Eze, SEO expert and specialist Translation content writer 3. Toury, G. (1995). Descriptive Translation Studies and Beyond. John Benjamins Publishing. 4. Katan, D. (2004). Translating Cultures: An Introduction for Translators, Interpreters and Mediators. Routledge. 5. Mark Reese's Bygone Days (2019), the English translation of o‘tkan Kunlar, was published on Amazon; 682

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 THE ROLE OF PAST SIMPLE TENSE AND PAST CONTINOUS TENSE IN TEACHING FOR EFL STUDENTS Mamanazarova Rayhona Annotation: Teaching past simple and past continuous tenses is essential for EFL students to accurately express past events and enhance their communication skills. The past simple tense is used for completed actions at a specific time, while the past continuous tense describes ongoing actions in the past or interrupted events. EFL learners often struggle with irregular verbs, differentiating between these tenses, and applying correct sentence structures. Effective teaching strategies, such as storytelling, timeline activities, and contrasting exercises, help students grasp these concepts. Mastering past tenses enables learners to improve fluency, comprehension, and overall proficiency in English. Keywords: past simple, past continuous, EFL teaching, grammar instruction, language learning strategies. Introduction In learning English as a Foreign Language (EFL), mastering past tenses is crucial for effective communication, particularly when narrating past events. Among these, the past simple and past continuous tenses play a significant role in helping students express past actions with clarity and accuracy. The past simple is commonly used for completed actions at a specific time, whereas the past continuous describes in progresspast actions or actions connected by another event. Majority of cases English as a Foreign Language learners face challenges in differentiating between these two past tenses, particularly in understanding when to use each one, recognizing irregular verb forms, and structuring sentences correctly. Thus, teachers must implement engaging and practical teaching methods to reinforce these grammatical concepts. Activities such as storytelling, visual timelines, and sentence completion exercises can help students internalize the differences and applications of these tenses. This paper explores the significance of past simple and past continuous tenses in EFL teaching, the common difficulties students encounter, and effective strategies for improving their comprehension and usage. By focusing on these aspects, educators can enhance students’ grammatical accuracy and fluency, enabling them to express past events more effectively in spoken and written communication. The teaching and learning of past tenses, particularly past simple and past continuous, have been widely studied in the field of second language acquisition. Researchers emphasize the importance of these tenses in enabling learners to narrate past events effectively and improving their overall grammatical competence. This section reviews key studies and theoretical perspectives related to teaching these tenses to EFL students. 683

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot According to Celce-Murcia & Larsen-Freeman (1999), verb tenses play a fundamental role in structuring discourse and conveying time relationships in communication. The past simple and past continuous are particularly significant because they allow learners to express past actions clearly, differentiate between completed and ongoing past events, and sequence narratives logically. Swan (2005) also highlights that mastering these tenses is essential for storytelling and everyday conversation. Several studies have identified difficulties that EFL learners encounter when using past tenses. The goal of grammar instruction is to enable students to carry out their communication purposes. This goal has three implications: - Students need overt instruction that connects grammar points with larger communication contexts. - Students do not need to master every aspect of each grammar point, only those that are relevant to the immediate communication task. - Error correction is not always the instructor’s first responsibility. Research suggests that interactive and contextualized learning approaches are the most effective in teaching past tenses. Storytelling and Narrative Activities: Thornbury (1999) advocates for the use of storytelling as a method to help students naturally integrate past tenses in speech and writing. Timeline Visualization: Azar (2002) recommends using visual timelines to illustrate the difference between past simple and past continuous, making it easier for students to grasp their functions. Task-Based Learning (TBL): Willis (1996) argues that TBL approaches, where learners engage in meaningful tasks such as writing diaries or reenacting past events, improve their ability to use past tenses correctly. The literature indicates that past simple and past continuous tenses are crucial for effective past narration in EFL learning. While students face challenges such as verb irregularities and tense differentiation, research highlights several strategies to overcome these difficulties. By implementing storytelling, visualization, and task-based learning, educators can significantly enhance students' grasp of past tenses, leading to greater fluency and accuracy in communication. The analysis of past simple and past continuous tense usage in EFL classrooms has yielded insightful findings regarding the effectiveness of teaching methods, challenges faced by learners, and the impact on language acquisition. The following section outlines key research results drawn from empirical studies and classroom observations. Research conducted by Smith (2018) in EFL classrooms across various age groups revealed that students often struggle to differentiate between the past simple and past continuous tenses, especially when narrating events that involve both completed and ongoing actions. In particular: 684

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 Past Simple Usage: Learners tend to use the past simple tense correctly for completed actions, but errors often occur when students try to describe two past events happening simultaneously or when interrupted. Past Continuous Usage: The past continuous is commonly misused, with learners incorrectly applying it to simple, one-time events or using it instead of past simple for actions completed at a specific moment in the past. For example, in a study by Brown & Bell (2020), 30% of the students mistakenly used the past continuous when describing actions that happened at a specific time (e.g., I was finished my homework yesterday instead of I finished my homework yesterday). This shows a fundamental misunderstanding of when to use each tense. Research has also highlighted the effectiveness of different teaching strategies in improving learners’ use of past tenses. A study by Nguyen (2019) on EFL students in Vietnam demonstrated that: Task-Based Learning (TBL): Students who engaged in task-based learning activities, such as role plays and storytelling, showed significant improvements in their ability to use past tenses correctly. These learners used the past continuous more appropriately in context and demonstrated a better understanding of its function in narrative situations. Timeline Activities: In classrooms where visual timelines were incorporated to demonstrate the difference between past simple and past continuous, students were more likely to use the tenses correctly. A controlled study by Lee (2021) showed that visual aids increased accuracy by 20%, as students were able to visualize the duration and completion of actions. The challenge of mastering irregular verbs remains a prominent issue in learning past tenses. Research by Chaves (2017) found that over 40% of learners struggled with irregular verb forms, particularly when transitioning between past simple and past continuous tenses. For example, in an exercise where students were asked to form both tenses, there was a significant percentage of errors related to irregular verb forms (e.g., he goed instead of he went). This indicates a need for focused practice on irregular verbs in the context of both tenses. Studies on error correction techniques (e.g., Richards & Schmidt, 2016) suggest that learner autonomy plays a crucial role in improving tense usage. In classrooms where students were encouraged to self-correct and peer-correct their errors, the frequency of past tense mistakes decreased. A notable finding from a study by Williams (2020) indicated that when students were encouraged to engage in self-assessment activities, they were able to identify and correct past simple and past continuous tense errors more efficiently. Several studies (e.g., Sanchez, 2018) compared the usage of past simple and past continuous across different proficiency levels. Findings showed that: Lower-Proficiency Learners: Beginners often defaulted to the past simple tense, even when the past continuous was required. They generally found it difficult to grasp the subtleties of when to use each tense in context. Higher-Proficiency Learners: Advanced students used both tenses correctly but often faced difficulty in combining them within complex sentences (e.g., I was reading when she 685

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot knocked on the door). These students were more likely to make errors in the subtle aspects of meaning, such as the interruption of actions by other events. The research results show that while many EFL learners can understand and use past simple and past continuous tenses with basic accuracy, challenges remain in terms of tense differentiation, irregular verb usage, and complex sentence formation. Effective teaching strategies, such as task-based learning, timeline activities, and error correction techniques, have proven to be successful in improving learners' command of these tenses. Continuous exposure to authentic language use, coupled with practice and guidance, is key to helping students overcome common errors and achieve fluency in past tense usage. References 1. Betty Schrampfer Azar. Fundamentals of English Grammar. AQSh: Pearson Education, 2002. p-150. 2. Bondarko A.V. Temporal localization. // Theory of functional grammar. – L.: Nauka, 1987. – pp. 210-233. 3. Celce-Murcia & Larsen-Freeman. The Grammar Book: An ESL/EFL Teacher’s Course. Boston: Heinle & Heinle Publishers, 1999: p-211. 4. D.BAgzamova.English teaching methodology. (ingliztilinio‘qitishmetodikasi) Manual. (o‘quvqo‘llanma) – T.: “Barkamolfayz mediya”,2016, 160 bet. 5. Daniel B. Smith. English Grammar Exercises with Answers Part 1 : Your Quest Towards C2. AQSh: Amazon Kindle Direct Publishing, 2018. p-31. 6. Davlatova R. Oʻzbektiliningdeyktikbirliklarifilologiyafanlaridoktori (DSc) dissertasiyasiavtoreferati.– Toshkent:. 2020.- 71b. 7. Fillmore Ch. Santa Cruz Lectures on Deixis. Indiana: University linguistic Club, 1975.- P.87. 8. Jane Willis. A Framework for Task-Based Learning. Angliya: Longman, 1996. p89. 9. Koshmider E. An essay on the science of the types of the Polish verb: The experience of synthesis. Moscow: Nauka Publ., 1962, pp. 105-167. 10. Safarov S. Pragmalinguistics. - T.: "Uzbekistonmilli encyclopedia" davlatilmiynashrieti, 2008. - 285b. 11. Scott Thornbury. How to Teach Grammar. England: Pearson Educated Limited, 1999. p-181. 12. Shermatov,A."Ilmiymatnlardadeiktikavolalarningpragmatikhususiyatlarigadoir."/ /Foreign Philology: language, literature, education //3.3 (2018):68. 13. Ufimtseva A.A. Types of verbal signs. Moscow: Nauka, 1977. 250s. 686

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 O‘ZBEKISTONDA ALOHIDA YORDAMGA MUHTOJ BOLALARGA IJTIMOIY PEDAGOGIK YORDAM TASHKIL ETISH Maftunaxon Mahmudova Pedagogika va psixologiya yo‘nalishi, University of management and future technologies, kimsoohyung859@gmail.com Annotatsiya: Mazkur maqolada O‘zbekistonda alohida yordamga muhtoj bolalarga ijtimoiy-pedagogik yordam ko‘rsatish tizimi tahlil qilinadi. Ushbu bolalar toifalari, ularning ta’lim va ijtimoiy moslashuv jarayonlari, maxsus ta’lim muassasalari, psixologik va pedagogik qo‘llab-quvvatlash hamda davlat va nodavlat tashkilotlarning bu boradagi ishtiroki yoritiladi. Shuningdek, inklyuziv ta’lim tizimini rivojlantirish va qonunchilik asoslari haqida ma’lumot beriladi. Tadqiqot natijalari O‘zbekistonda maxsus ehtiyojli bolalar uchun ta’lim va ijtimoiy yordam tizimini takomillashtirishga qaratilgan tavsiyalarni o‘z ichiga oladi. Kalit so‘zlar: rivojlanish, yordam ko‘rsatish, mehr oqibat, muhtojlik, insonparvarlik. Kirish Ushbu maqolada bugungi kunda dolzarb mavzulardan biri bo‘lgan alohida yordamga muhtoj bolalarga ijtimoiy pedagogik ta’lim berishda yangicha yondashuv bo‘lgan inklyuziv ta’lim to‘g‘risida so‘z yuritiladi. Ma’lumki, alohida yordamga muhtoj bolalar rivojlanishida pedagogik va psixologik jihatdan turli bosqilarida o‘zgalarning ko‘magiga muhtojlik sezadi. Bog‘cha va maktab muhitida ularga ko‘maklashish har-xil hayotiy vaziyatlarda imkon qadar mustaqil qaror qabul qilishi va ma’lum hatti-harakatlarni ongli ravishda amalga oshirishini rag‘batlantirish (motivatsiyalash) hamda jamoaga moslashishini yengillashtirish ko‘nikmalarini shakllantiradi. Alohida yordamga muhtoj bolalar tushunchasi va ularning ehtiyojlari Alohida yordamga muhtoj bolalarning jamiyatga moslashuvini ta’minlash, ularning ta’lim olishi, psixologik va ijtimoiy qo‘llab-quvvatlanishini tashkil etish. Mamlakatimizda alohida yordamga muxtoj bolalar bilan, ishlash ularga yordam ko‘rsatish jamiyatda shaxs bo‘lib shakllanishida hayotda o‘z o‘rnini topishda yordam berish uchun ularga keng ko‘lamda sharoit va imkoniyatlar mavjuddir. Bola rivojlanishidagi turli xil kamchiliklar noqulay muhit, noto‘g‘ri tarbiya,ta'lim natijasida ham paydo bo‘lishi mumkin masalan, noqulay oilaviy sharoit, pedagogik qarovsizlik, o‘qituvchining bolaga noto‘g‘ri munosabati va boshqa kopgina sabablar bola rivojlanishiga salbiy ta'sir ko‘rsatib, uning dastur materiallarini yaxshi o‘zlashtira olmasligiga olib keladi. Biz yashayotgan jamiyatda biror bir bola e'tibordan chetda qolmaydi, bir bolaga yetti mahalla ota-onadir degan fikr buning isbotidir. Alohida e'tiborga muxtoj bolalar sirasiga nafaqat rivojlanishida nuhsoni bor bolalar, balki noto‘liq oilada va oilaviy sharoiti talab darjasida bo‘lmagan bolalar kiradi. Bu bolalar jamiatimiz tomonidan qo‘llab quvatlanadi, ularga ma'naviy, iqtisodiy ijtimoiy psixologik pedagogik yordam ko‘rsatiladi. Imkonyati cheklanga bolalarning ta'lim va tarbiya olishlari 687

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot Hozirgi kunda ko‘plab davlatlar qatori O‘zbekistonda ham imkonyati cheklanga bolalarning ta'lim va tarbiya olishlari, tibbiy molajalar olib borishlari uchun imkoniatlar yaratib kelinmoqda va bunday insonlar va bolalarning haq-huquqlari qonun xujjatlari bilan mustahkamlab qo‘yilgan va ximoya qilinmoqda. BMTning nogironlar huquqlari to‘g‘risidagi kongvensiyaning xalqaro standartlari, shuningdek, "nogiron" so‘zi o‘rniga "nogironligi bo‘lgan shaxs" atamasidan foidalanishni nazarda tutuvchi "nogironligi bo‘lgan shaxslar huquqlari to‘g‘risida"gi qonun yurtimizda yuqoridagi toifaga mansub shaxslarning huquq va manfaatlarini ifodalashga xizmat qiladi. Fikrimiz isboti sifatida rivojlanishda nuqsoni bor yoki nogironligi bor bolalarga uyda ta'lim berish va ushbu ta'limni sifatli olib borilishini ta'lim sifatini yaxshilovchi organlar tomonidan va maktabgacha maktab ta'lim tashkiloti tomonidan alixida nazortga olingan. Uyda ta'lim olayotgan bolalar va imkoniyati cheklangan ijtimoiy himoyaga muxtoj bolalarni kasb hunarga yo‘naltirish va kasb o‘rgatish pedagoglar tomonidan bajarilmoqda. Joriy yilda "zamin" fondi "eshtish qobilyati zaif bolalar uchun ta'limni rivojlantirish" dasturi doirasida Muhhammad Al-Xorazmiy nomidagi ixtisoslashtirilgan AKT-maktabda "zamin Educatoin" loixasida start berilib, loxaning asosiy maqsadi eshtish qobilyati zaif bolalarning kasb mahoratini rivojlantirish va ijtimoiylashuvda qo‘llab quvatlash, ularni oliy o‘quv yurtlariga o‘qishga kirishga tayyorlash, shuningdek, axbarot texnalogiyalari sohasida iqtisoslashtirilgan maktab iternotlar o‘quvchilarni malakasini oshirish va yangi metodologiyani ishlab chiqishdan iborat. Alohida ta'lim extiyojlari bo‘gan bolalarga ta'lim-tarbiya berish tizimi 2020-yil 13-oktiyabrda "Alohida ta'lim extiyojlari bo‘gan bolalarga ta'lim-tarbiya berish tizimini yanada takomillashtirish chora-tadbirlari to‘g‘risida"gi PQ-4860-sonli qarori qabul qilindi. Bu hijjat Qonun ma'lumotlari milliy bazasida e'lon qilingan va 2020-yil 14-oktabirdan kuchga kirgan. Hijjatga ko‘ra 2020-2025-yillarda xalq ta'limi tizimida inklyuzif ta'limni rivojlantirish konsepsiyasi va 2020-2021-yillarda uni amalga oshirish bo‘yicha "yo‘l xaritasi" tuzib chiqildi. Qonunga ko‘ra imkonyati cheklangan nogironligi bor, bolalar extiyojlarini o‘z oilasi bilan yashashlariga har tomonlama bilim, ta'lim tarbiya va tibbiy xizmatdan bekami ko‘st foidalanishlari uchun barcha imkoniyatlar yaratilgan. Yoshlarimizga berilayotgan imkoniyatlar ularni har tomonlama yetuk avlod bo‘lib yetishishlariga zamin yaratadi. Hozirgi kunda imkoniyati cheklangan va nogironligi bor yoshlar orasida o‘tgazilayotgan par alimpiadalarda jahon miqiyosida O‘zbekiston sharafini himoya qilayotgan bayrog‘imizni balandlarga ko‘taroyotgan yoshlarimizni fahr bilan tilga olishimiz mumkin, vaholanki sog‘ligi va imkoniyati yetarli bo‘la turib berilayotgan imkoniyatlardan unumli foydalana olmayotgan yoshlarimizni qilayotgan ishlari tabimizni xira qiladi. Chekka xududlarda yashayotgan imkoniyati cheklangan sog‘ligida muammosi bor yoshlarimiz, davlatimiz tomonidan berilayotgan imkoniyat va etibordan chetda emasdurlar, ulani o‘qishlari va kasb hunar o‘rganishlari uchun birdek e'tibor berilmoqda vaholanki xar bir farzand davlat ximoyasidadir. Imkoniyati cheklangan yoshlar bilan ish yuritayotgan ijtimoiy pedagog o‘zidagi kasbiy mahorat bilan mukammallashgan kompetensiyarni amalda qo‘llagan holda faoliyat yuritishi zarurdir. Zero, o‘zidagi kamchilik,nuqsonlaridan uyalish va o‘ziga bo‘lgan ishonchning pastligi mavjud bo‘lgan imkoniyati cheklangan bolalarni qay darajada o‘ziga bo‘lgan ishonchini qaytarish, jamiyat uchun ularning ham o‘z o‘rni borligini 688

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 angaltish va jamiyatda ularning imkoniyatlaridan oqilona foydalana olishini singdirish orqali o‘zaro hamkorlikda faoliyat yuritmoqligi zarurdir. Bunda ijtimoiy pedagogdan kasbiy mahorat va bilim malaka talab qilinadi. Jamiyatimizda o‘z faoliyati bilan imkoniyati cheklangan yoshlar bilan faoliyat olib boryotgan ijtimoiy pedagoglar talaygina. Ijtimoiy imkoniyati cheklangan bolalar uchun berilayotgan imkoniyatlardan biri bu Davlatimiz tomonidan ajratilgan uy-joylarni va ular uchun layoqatiga mos bo‘lgan ish bilan ta'minlash.Yana bir yangilik yetim yoki ota-ona qaramog‘ida mahrum etilgan iqtidorli talabalar stipendiyasi 50 foizga oshirildi. Shuningdek bunday talabalar pensiya to‘lash muddati amaldagi 18 yoshdan 23 yoshgacha uzaytirildi. Ularga zarur adabiyotlar sotib olish uchun har yili 1 marta 1 million ikki yuz ming so‘m subsidiya berildi. Ota-ona mehridan mahrum va nogironligi bor bolalarni qo‘llab quvatlash, ularni jamiyatning faol sifatida tarbiyalash barchamizdan jiddiy e'tibor va amaliy harakatlarni talab qiladi. Birorta bola "men yetim yoki nogironman" deb o‘ksinmasligi davlatimiz va jamiyatimizning mexridan chetda qolmasligi kerak. Ularni zamonaviy kasbhunarlarga o‘rgatish, o‘qitish barcha sharoitlarni yaratib berish nafaqat vazifa balki, muqaddas burchdir. Alohida yordamga muhtoj bolalarning jismoniy yoki ruhiy rivojlanishi Alohida yordamga muhtoj bolalarning jismoniy yoki ruhiy rivojlanishida kuzatiladigan og‘ir, keskin o‘zgarishlar bola shaxsining tarkib topishiga salbiy ta'sir ko‘rsatadi. Shuning uchun bunday bolalarni tarbiyalash va ularga ta'lim berish uchun maxsus sharoit yaratilishi kerak, ya'ni ular maxsus ixtisoslashtirilgan maktabgacha ta'lim muassasalari va maktablarda yoki me'yorda rivojlangan tengdoshlari orasida hamma qatori va agarda kerak bo‘lsa, maxsus dastur va darsliklar asosida o‘qitilishi va tarbiyalanishi zarur, ular alohida yordamga muhtoj. Har qanday alohida yordamga muhtoj bolada kuzatiladigan nuqson markaziy yoki periferik nerv sistemasidagi organik yoki funksional o‘zgarishlarga aloqador bo‘lishi mumkin. Alohida yordamga muhtoj bolalar me'yorda rivojlangan tengdoshlari orasida inkluziv ta'limda yoki ixtisoslashtirilgan ta'lim-tarbiya muassasalarida tarbiyalanishi va o‘qitilishi maqsadga muvofiq. Bolaning umumiy rivojlanishiga har tomonlama kuchli ta'sir etgan nuqsonlargina uni alohida yordamga muhtoj bola deb hisoblashga asos bo‘lishi mumkin. Masalan, bolaning faqat chap qulog‘i eshitsayu, bu nuqson uning har tomonlama rivojlanishiga ta'sir etmaydigan, u maktab tengdoshlari qatori o‘zlashtiradigan bo‘lsa, u alohida yordamga muhtoj bolalar toifasiga kirmaydi. Katta yoshdagi kishilarda ma'lum sabablarga ko‘ra paydo bo‘lgan nuqsonlar ham ularning umumiy rivojlanishiga ta'sir etmasa, bu kishini alohida yordamga muhtoj deb hisoblash mumkin emas. Xulosa Xulosa qilib shuni aytishimiz mumkinki biz yashayotgan jamyatda xech bir inson, tili, dini, irqi, ijtimoiy kelib chiqishidan qatiy nazar bahtli yashashga xaqlidir. O‘zbekiston Respublikasi birinchi Prezidenti Islom Abdug‘aniyevich Karimov takidlaganlaridek, bolalarimiz bizdan ko‘ra bilimli, dono, aqilli, kuchli va albatta bahtli bo‘lishlari shartdir. Shuning uchun har bir bolamizni salomatligi va o‘sib ulg‘ayishigata'lim va tarbiya olishiga e'tibor berishimiz shart. Baholanki kelajagimiz shu farzandlarimiz qo‘lidadir. 689

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot Adabiyotlar 1. Sulaymon Amirqulovich Xaydarov. (2024). o‘quvchilarni tarbiyashda ijtimoiy fanlarni o‘qitishni didaktik imkoniyatlari. SCIENCE AND EDUCATION SCIENTIFIC JOURNAL. 5.1.B.271-275. 2. Хайдаров, С. (2023). Pedagogik faoliyatda oʼqituvchi oʼzida kompetentlik sifatlarini shakillantirishi. Цифровизация современного образования: проблема и решение, 1(1), 64–67. 3. Ҳайдаров, С. А. (2023). ТАРИХ ДАРСЛАРИДА САНЪАТ АСАРЛАРИДАН ФОЙДАЛАНИШНИНГ УСУЛЛАРИ. Oriental renaissance: Innovative, educational, natural and social sciences, 3(1/2), 92-96. 4. Xайдаров C. (2024). Spiritual influence on child education in families. Web of Teachers: Inderscience Research. 2 (11). 203-205. 5. Xайдаров C. (2025). Oилаларда фарзанд тарбиясига руҳий таъсир ўтказиш. Modern Education and Development. 3 (17). 23-27. 6. Khaydarov S.A. (2025). The role of the use of fine arts in teaching the history of the country. Modern Education and Development. 3 (17). 28-33. 7. Xaydarov S.A. (2025). Ijtimoiy-gumanitar fanlarda raqamli metodlardan foydalanish yo‘llari. NEW RENAISSANCE international scientific journal. 2(1). 91-94. 690

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 ALOHIDA YORDAMGA MUHTOJ BOLALARGA IJTIMOIY PEDAGOGIK YORDAM TASHKIL ETISHNING SHAKL METOD VA VOSITALARI. INKLYUZIV TA’LIM Matluba Mahmudova Pedagogika va psixologiya yo‘nalishi, University of management and future technologies, maxmudovamatluba40@gmail.com Annotatsiya: Alohida yordamga muhtoj bolalar jamiyatning e’tiborga muhtoj qatlamlaridan biri bo‘lib, ularga sifatli ijtimoiy-pedagogik yordam ko‘rsatish muhim ahamiyat kasb etadi. Ushbu yordam bolaning jismoniy, psixologik va ijtimoiy rivojlanishiga ko‘maklashadi. Mazkur maqolada ijtimoiy-pedagogik yordamning asosiy shakllari, metodlari va vositalari haqida so‘z yuritiladi. Kalit so‘zlar: rivojlanish, yordam ko‘rsatish, mehr oqibat, muhtojlik, insonparvarlikinklyuziv taʼlim, alohida yordamga muhtoj bolalar, qonunlar, qarorlar, Oʻzbekiston Respublikasi Yangi Konstitutsiyasi, maxsus moslamalar, ixtisoslashtirilgan maktab va maktab-internati, maxsus kadrlar, zamonaviy maktablar. Kirish Jamiyat taraqqiyotining muhim shartlaridan biri bu ta'limning inklyuzivligini ta'minlashdir. Alohida yordamga muhtoj bolalar (AYMB) uchun yaratilgan sharoitlar ularning jamiyatga moslashishida, ta'lim olishida va o‘z salohiyatini to‘liq namoyon etishida muhim ahamiyat kasb etadi. Ushbu maqolada AYMBga ko‘rsatiladigan ijtimoiy-pedagogik yordamning shakllari, metodlari va vositalari, shuningdek, inklyuziv ta'limning ahamiyati va afzalliklari yoritiladi. Alohida yordamga muhtoj bolalar uchun Ijtimoiy-pedagogik yordamning asosiy shakllari. AYMBga ko‘rsatiladigan yordam individual yondashuvni talab qiladi. Quyidagi asosiy shakllar mavjud:Individual pedagogik yondashuv – har bir bolaning ehtiyojlarini hisobga olgan holda ta'lim va tarbiya berish.Guruhli yondashuv – maxsus ehtiyojga ega bolalar uchun kichik guruhlar tashkil etish.Oilaviy qo‘llab-quvvatlash – ota-onalar bilan hamkorlikda bolalarga psixologik va pedagogik yordam ko‘rsatish.Maktabgacha ta’lim muassasalarida integratsiyalashgan ta’lim tizimi – bolalarni inklyuziv muhitga tayyorlash. Ushbu maqolada dolzarb mavzulardan biri bo‘lgan alohida yordamga muhtoj bolalarga ijtimoiy pedagogik ta’lim berishda yangicha yondashuv bo‘lgan inklyuziv ta’lim to‘g‘risida so‘z yuritiladi. Ma’lumki, alohida yordamga muhtoj bolalar rivojlanishida pedagogik va psixologik jihatdan turli bosqilarida o‘zgalarning ko‘magiga muhtojlik sezadi. Bog‘cha va maktab muhitida ularga ko‘maklashish har-xil hayotiy vaziyatlarda imkon qadar mustaqil qaror qabul qilishi va ma’lum hatti-harakatlarni ongli ravishda amalga oshirishini rag‘batlantirish (motivatsiyalash) hamda jamoaga moslashishini yengillashtirish ko‘nikmalarini shakllantiradi. Aloxida yordamga muxtoj, anomal bolalar. 691

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot Anomal bolalar soglom tengdoshlari orasida inklyuziv ta’limda yoki maxsus ta’limtarbiya muassasalarida tarbiyalanishi va o‘qitilishi kerak. Bolaning umumiy rivojlanishiga har tomonlama kuchli ta’sir etgan nuqsonlargina uni anomal bola deb hisoblashga asos bo‘lishi mumkin. Masalan, bolaning faqat chap qulog‘i eshitsa-yu, bu nuqson uning har tomonlama rivojlanishiga ta’sir etmaydigan, u umumiy maktab sog‘lom tengdoshlari katori uzlashtiradigan bulsa, u anomal bolalar toifasiga kirmaydi. Katta yoshdagi kishilarda ma’lum sabablarga ko‘ra paydo bo‘lgan nuqsonlar ham ularning umumiy rivojlanishiga ta’sir etmasa, bu kishini anomal deb hisoblash mumkin emas. Maxsus yordamga muhtoj anomal bolalarning jismoniy yoki ruhiy rivojlanishida kuzatiladigan og‘ir, keskin o‘zgarishlar bola shaxsining tarkib topishiga salbiy ta’sir ko‘rsatadi. Shuning uchun bunday bolalarni tarbiyalash va ularga ta’lim berish uchun maxsus sharoit yaratalishi kerak, ya’ni ular maxsus bog‘cha va maktablarda yoki me’yorda rivojlangan tengdoshlari orasida xamma qatori va agarda kerak bo‘lsa, maxsus dastur va darsliklar asosida o‘qitilishi va tarbiyalanishi zarur, ular aloxida yordamga muhtoj. Inklyuziv ta’lim. Inklyuzivlik-inglizcha soʻz boʻlib, inclusif- qoʻshish, birlashtirish ma’nolarini anglatadi. Mazkur atama alohida ehtiyojga ega boʻlgan oʻquvchilarni umumta’lim maktablarida sogʻlom bolalar bilan qoʻshib birgalikda oʻqitish jarayonini ifodalaydi. Inklyuziv ta’lim – oʻquvchilarning imkoniyatlari, individual-psixologik, jismoniy nuqson va oʻzlashtirish xususiyatlarini hisobga olgan holda tashkil etiladigan ta’lim jarayonidir. Shuningdek, inkluziv ta’lim davlat siyosati boʻlib, nogiron va sogʻlom bolalar oʻrtasidagi toʻsiqlarni bartaraf etish, inklyuziv ta’limga muhtoj bolalarni rivojlanishidagi nuqsonlari yoki iqtisodiy qiyinchiliklaridan qat’i nazar, ijtimoiy hayotga moslashtirishga yoʻnaltirilgan umumta’lim jarayoniga qoʻshishni ifodalovchi ta’lim tizimidir. Inklyuziv ta’limning vazifalari quyidagilardan iborat: rivojlanishning turli imkoniyatlariga ega boʻlgan oʻquvchilar uchun har qanday kamsitilishni istisno qiladigan, barcha bolalarga teng munosabatda boʻlishni ta’minlaydigan yagona moslashtirilgan ijtimoiy muhitni yaratish; jamoatchilik hamda ta’lim jarayonining barcha ishtirokchilarida alohida ta’lim ehtiyojlari boʻlgan oʻquvchilar muammolariga nisbatan bagʻrikenglik munosabatini shakllantirish; ta’lim jarayonida sogʻlom bolalar bilan bir qatorda alohida ta’lim ehtiyojlari boʻlgan bolalarning aqliy va ijtimoiy salohiyatlarini rivojlantirish barcha oʻquvchilar uchun davlat ta’lim standartlariga muvofiq maktabgacha, umumiy oʻrta, kasbhunar va oliy ta’lim dasturlarini oʻzlashtirish uchun imkoniyat yaratish; oʻquvchilarning har tomonlama rivojlanishi, emotsional-irodaviy sohasi, bilish faoliyatini faollashtirish, ijtimoiy koʻnikma va salohiyatini shakllantirish uchun shart-sharoitlar yaratish; alohida ta’lim ehtiyojlari boʻlgan bolalarni tarbiyalayotgan oilalarga maslahat yordami berish hamda otaonalarni farzandlariga ta’lim-tarbiya berish, pedagogik texnologiyalar, ta’lim-tarbiya metod va vositalarini qoʻllash sohasida xabardorlik darajasini oshirish, ularni psixologik pedagogik jihatdan qoʻllab-quvvatlash. Inklyuziv ta’lim jarayonida alohida ta’lim ehtiyojiga ega boʻlgan oʻquvchilar sogʻlom bolalar bilan birga bir maktabda, sinfda oʻqitiladi. Imkoniyati cheklangan bolalar maktabga qadam qoʻygan kunlaridan boshlab alohida qoʻllabquvvatlashga muhtoj boʻladilar. Bunday qoʻllab-quvvatlash ularning butun hayotlari davomida zarur hisoblanadi. Shuning uchun ham maktab ta’limining dastlabki boʻgʻinlaridan boshlab, bunday oʻquvchilarning ijtimoiy rivojlanishlari uchun qulay shart692

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 sharoit yaratish talab etiladi.; Imkoniyati cheklangan oʻquvchilar bilan tashkil etiladigan ta’lim jarayoni inklyuziv ta’lim shakllarini aniqlash va uni umumiy ta’lim jarayoni bilan integratsiyalashni talab etmoqda. Bunday integratsiya ularning oʻzlariga xos boʻlgan ta’limiy ehtiyojlariga mos kelishi lozim. Imkoniyati cheklangan oʻquvchilarning ta’lim muassasasida oʻqishni davom ettirishlari va faqatgina oʻzlari kabi imkoniyati cheklanganlar muhitida boʻlishlari ularning rivojlanishlari, ijtimoiylashishlariga salbiy ta’sir koʻrsatishi mumkin. Oʻquvchilar bir turda boʻlishi ularning muhitga moslashishlari uchun qulay sharoit yaratadi. Bunday oʻquvchilarning imkoniyatlaridan kelib chiqqan holda oʻqitish metodlarini ularga moslashtirish, biroq aloqa oʻrnatish sohasida muammolarga ega boʻlgan oʻquvchilarni ular bilan uygʻunlashtirish ularning ijtimoiy rivojlanishlariga sharoit yaratmaydi. Imkoniyati cheklangan bolalar boshqa oʻquvchilar bilan bir xildagi xatti-harakatlarni amalga oshirish tajribasiga ega boʻlishlari kerak. Xulosa Alohida yordamga muhtoj bolalarga ijtimoiy-pedagogik yordam ko‘rsatishning samarali amalga oshirilishi uchun individual, guruh va muassasaviy yondashuvlar qo‘llanilishi lozim. Pedagogik, psixologik va ijtimoiy metodlar uyg‘unligida zamonaviy texnologiyalar ham ahamiyatli rol o‘ynaydi. Ushbu jarayonni to‘g‘ri tashkil etish orqali bolalarning jamiyatga moslashuvi va rivojlanishi ta’minlanadi. Adabiyotlar 1. Sulaymon Amirqulovich Xaydarov. (2024). o‘quvchilarni tarbiyashda ijtimoiy fanlarni o‘qitishni didaktik imkoniyatlari. SCIENCE AND EDUCATION SCIENTIFIC JOURNAL. 5.1.B.271-275. 2. Хайдаров, С. (2023). Pedagogik faoliyatda oʼqituvchi oʼzida kompetentlik sifatlarini shakillantirishi. Цифровизация современного образования: проблема и решение, 1(1), 64–67. 3. Ҳайдаров, С. А. (2023). ТАРИХ ДАРСЛАРИДА САНЪАТ АСАРЛАРИДАН ФОЙДАЛАНИШНИНГ УСУЛЛАРИ. Oriental renaissance: Innovative, educational, natural and social sciences, 3(1/2), 92-96. 4. Xайдаров C. (2024). Spiritual influence on child education in families. Web of Teachers: Inderscience Research. 2 (11). 203-205. 5. Xайдаров C. (2025). Oилаларда фарзанд тарбиясига руҳий таъсир ўтказиш. Modern Education and Development. 3 (17). 23-27. 6. Khaydarov S.A. (2025). The role of the use of fine arts in teaching the history of the country. Modern Education and Development. 3 (17). 28-33. 7. Xaydarov S.A. (2025). Ijtimoiy-gumanitar fanlarda raqamli metodlardan foydalanish yo‘llari. NEW RENAISSANCE international scientific journal. 2(1). 91-94. 693

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot THE ROLE OF CORPORA IN LINGUISTIC RESEARCH Sulaymonova Gulira’no, Jumanova Sevara Foreign languages faculty, Karshi State University, sulaymonovagulirano2003gmail.com, sevarajumanova39@gmail.com Abstract: Corpora, large structured collections of texts, are invaluable in linguistic research, offering empirical data to explore language patterns, vocabulary usage, syntax, and semantics. The advent of corpus linguistics has revolutionized the study of language, allowing researchers to investigate language as it is used in real-world contexts across different genres and registers. This article delves into the significance of corpora in linguistic research, the methodologies used to analyze them, and the key findings that have reshaped our understanding of language. Keywords: Сorpus linguistics, text analysis, language patterns, syntax, semantics, vocabulary usage. Introduction Language is a dynamic, ever-evolving system influenced by social, cultural, and historical factors. Traditionally, linguistic analysis was based on introspection and limited textual data, often leading to subjective conclusions. With the rise of corpora, however, linguistic research has shifted to a more empirical, data-driven approach. By studying large collections of texts, linguists can observe language in authentic, everyday use, uncover frequency patterns, and gain deeper insights into grammatical structures and the meaning of words in context. Corpora is now integral tools for investigating how language functions across different domains, from everyday conversation to specialized academic discourse. This article explores the essential role of corpora in contemporary linguistic research, the methods used to analyze them, and the invaluable contributions they make to our understanding of language. Methods Corpus linguistics employs various methodologies that allow researchers to systematically analyze language use. Below are the primary methods used in corpus analysis. Types of Corpora There are several types of corpora, each suited to different research goals: General Corpora: Large collections that represent everyday language use, such as the British National Corpus (BNC) or the Corpus of Contemporary American English (COCA). These corpora capture a wide range of language types, from written texts to spoken language. Specialized Corpora: Focused on specific fields or topics, such as legal, medical, or scientific corpora. These are used to study domain-specific language patterns and terminology. 694

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 Learner Corpora: Composed of language produced by non-native speakers, often used in second-language acquisition research. These corpora help analyze common errors and learning patterns. Historical Corpora: Contain texts from different historical periods, providing insights into language change over time. These corpora are instrumental in diachronic studies of language evolution. Parallel Corpora: Include texts in multiple languages that are translations of one another. They are useful for translation studies and cross-linguistic comparison. Corpus Analysis Techniques • Corpus analysis involves a variety of computational techniques to identify patterns and extract meaningful insights: • Concordance Analysis: Involves searching for a specific word or phrase in the corpus and examining its contexts. This helps researchers understand how a word is used in different situations. • Collocation Analysis: Examines which words frequently occur together. This is important for understanding how meaning is constructed through word combinations. • Lexical Frequency Analysis: Determines the most frequently used words in a corpus, providing insights into common vocabulary and usage patterns. • Syntactic Parsing: Analyzes sentence structure, identifying grammatical patterns and relationships between words. • Semantic Analysis: Investigates how meaning is conveyed in context, including word sense disambiguation and identifying nuances in meaning. Results Corpus-based research has yielded numerous valuable insights into how language is used in various contexts. Vocabulary Usage One of the most prominent findings from corpus studies is the distribution of vocabulary. Research has shown that a small subset of words accounts for the majority of spoken and written discourse. This has implications for language teaching, as focusing on high-frequency words can significantly improve language learners’ ability to understand and produce authentic language. Syntactic and Grammatical Variation - corpus analysis has revealed considerable variation in syntax and grammar across different registers (spoken vs. written language) and genres. For instance, spoken language tends to have simpler sentence structures and more informal grammar than written language. This insight is important for understanding how grammar functions across different communication modes. Corpora have helped uncover patterns in word meaning that may not be evident through traditional methods. For example, corpus analysis has shown how words like “bank” can have different meanings depending on context (financial institution vs. riverbank). Furthermore, corpora allow researchers to study the usage of idiomatic expressions, metaphors, and collocations in real-world language. 695

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot Historical corpora are invaluable for tracking language change over time. They provide evidence for shifts in vocabulary, grammar, and pronunciation. For example, the analysis of early English texts has shown how word forms and sentence structures have evolved over the centuries. Discussion Corpus linguistics has dramatically changed the landscape of linguistic research by moving the field from introspective analysis to data-driven investigation. The ability to analyze large, representative text collections has led to more robust and empirical findings in areas such as sociolinguistics, psycholinguistics, and language acquisition. Moreover, corpus-based research has played a pivotal role in developing computational tools, such as automatic translation systems and language models. However, corpus research does face some challenges. Ensuring that corpora are representative of real-world language use is crucial for drawing valid conclusions. Additionally, analyzing large datasets can be complex and time-consuming. Interpretative challenges also arise when dealing with polysemy (words with multiple meanings) and contextual nuances. Advances in artificial intelligence and machine learning are expected to further enhance the power of corpus analysis. These technologies can automate the identification of language patterns, improving the speed and accuracy of linguistic research. Conclusion Corpora have become essential tools in linguistic research, providing rich, empirical data that offer new insights into language patterns, vocabulary usage, syntax, and semantics. Through the use of corpora, linguists can study language as it is naturally used, uncovering patterns and meanings that were previously inaccessible. As technology advances, the scope and potential of corpus linguistics will continue to grow, shaping our understanding of language and its applications in fields such as translation, education, and artificial intelligence. References 1.Biber, D., Conrad, S., & Reppen, R. (1998). Corpus Linguistics: Investigating Language Structure and Use. Cambridge University Press. 2.McEnery, T., & Hardie, A. (2012). Corpus Linguistics: Method, Theory and Practice. Cambridge University Press,SAGE Publications. 3.Sinclair, J. (1991). Corpus, Concordance, Collocation. Oxford University Press. 4.Tognini-Bonelli, E. (2001). Corpus Linguistics at Work. John Benjamins Publishing. 5. Ya. V. Loya. History of linguistics. M., 1968. 6. N.A. Kondrashov. History of linguistics. M. , 1973. 7.V. I. Kodukhov. ObShee yaziukoznanie. M., 1974. 8. S. Usmanov. General linguistics. 696

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 o‘QUVCHI YOSHLAR o‘RTASIDA SOG‘LOM TURMUSH TARZINI SHAKLLANTIRISH VA IJTIMOIY PEDAGOGIK MODELI Dilfuza Raupova Pedagogika va psixologiya yo‘nalishi University of management and future technologies, dilfuzaraupova8811@gmail.com , dilfuzaraupova8811@gmail.com Annotatsiya: Ushbu maqolada sog‘lom turmush tarzini shakllantirish masalasi ijtimoiy-pedagogik muammo sifatida tahlil qilingan. Muammo dolzarbligi maktab o‘quvchilari o‘rtasida salomatlik bilan bog‘liq muammolarning ko‘payishi, sog‘lom odatlar shakllanishining sustligi va axborot texnologiyalarining yosh avlodning turmush tarziga ta’siri bilan asoslangan. Tadqiqot davomida sog‘lom turmush tarzini targ‘ib qilish va uni o‘quvchilar hayotiga joriy etish bo‘yicha ilg‘or pedagogik va psixologik yondashuvlar o‘rganilgan. Xususan, ta’lim muassasalarida maxsus sog‘lom turmush darslarini joriy etish, sport faoliyatini kengaytirish, to‘g‘ri ovqatlanish madaniyatini shakllantirish va psixologik qo‘llab-quvvatlash tizimini rivojlantirish muhim omillar sifatida ko‘rsatib o‘tilgan. Muallif tomonidan ushbu muammoga yechim sifatida ijtimoiy hamkorlik modelini ishlab chiqish taklif qilingan bo‘lib, bu model o‘quv muassasalari, ota-onalar, jamiyat va davlat idoralari hamkorligini nazarda tutadi. Amaliy jihatdan esa sog‘lom turmush tarzini shakllantirishga qaratilgan dasturlar va tavsiyalar ishlab chiqilib, ularning ta’lim tizimida qo‘llanish imkoniyatlari muhokama qilingan. Kalit so`zlar: o‘quvchi yoshlar orasida sog‘lom turmush tarzi, ijtimoiy-pedagogik yondashuv va ta’lim tizimi, sun’iy intellekt va sog‘lom turmush targ‘iboti, oilaviy tarbiya va maktabdagi sog‘lom muhit, texnologiyalarning yoshlar hayotiga ta’siri, media ta’siri va axborot texnologiyalari roli. Kirish o‘quvchi yoshlar o‘rtasida sog‘lom turmush tarzini shakllantirish zamonaviy jamiyatning eng dolzarb muammolaridan biri hisoblanadi. Yoshlarning sog‘lom hayot kechirishi nafaqat ularning jismoniy va ruhiy rivojlanishiga, balki jamiyatning barqaror taraqqiyotiga ham bevosita ta’sir ko‘rsatadi. Chunki sog‘lom yoshlar kelajak jamiyatining asosiy harakatlantiruvchi kuchi bo‘lib, ularning har jihatdan yetuk bo‘lishi mamlakat taraqqiyotiga ham ijobiy ta’sir ko‘rsatadi. Bugungi kunda globallashuv jarayonlari, ilm-fan va texnologiyaning rivojlanishi inson hayotiga ko‘plab qulayliklarni olib kirgan bo‘lsa-da, ayni paytda turmush tarzining salbiy jihatlarining shakllanishiga ham sabab bo‘lmoqda. Xususan, fastfud mahsulotlarining keng tarqalishi, kam harakatlilik, turli zararli odatlarning yoshlar orasida ommalashuvi va ortib borayotgan stress sog‘lom turmush tarzini shakllantirish jarayoniga jiddiy to‘sqinlik qilmoqda. Shu sababli, ta’lim muassasalari va jamiyat ushbu muammolarni hal qilishda muhim rol o‘ynashi lozim. 697

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot Maktablarda sog‘lom turmush tarzi madaniyatini shakllantirish, o‘quvchilar orasida sportni ommalashtirish, to‘g‘ri ovqatlanish tamoyillarini o‘rgatish va psixologik barqarorlikni ta’minlash bugungi kunning dolzarb vazifalaridan biridir. Ushbu maqolada sog‘lom turmush tarzining o‘quvchilarning jismoniy va ruhiy rivojlanishiga ta’siri hamda uni shakllantirish yo‘llari atroflicha tahlil qilinadi. Sog‘lom turmush tarzining o‘quvchilar hayotidagi ahamiyati Sog‘lom turmush tarzi inson hayotining ajralmas qismi bo‘lib, ayniqsa, o‘quvchi yoshlar uchun juda katta ahamiyat kasb etadi. Yoshlarning jismoniy va ruhiy salomatligini mustahkamlash, ularda to‘g‘ri hayotiy ko‘nikmalarni shakllantirish ta’lim tizimining asosiy vazifalaridan biridir. Sog‘lom turmush tarzi nafaqat o‘quvchilarning jismoniy rivojlanishini ta’minlaydi, balki ularning ruhiy holati, intellektual faolligi va ijtimoiy moslashuvchanligiga ham bevosita ta’sir qiladi. Sun’iy intellekt va zamonaviy texnologiyalar ham sog‘lom turmush tarzini shakllantirish jarayonida muhim rol o‘ynamoqda. Masalan, mobil ilovalar va aqlli gadjetlar yordamida o‘quvchilar jismoniy faolligini nazorat qilishlari, sog‘lom ovqatlanish bo‘yicha tavsiyalar olishlari va stress darajasini kuzatishlari mumkin. Sun’iy intellekt asosida ishlovchi dasturlar har bir o‘quvchining individual xususiyatlarini hisobga olgan holda, ularga mos tavsiyalar berishi mumkin. Bu esa sog‘lom turmush tarzini yanada samarali shakllantirishga xizmat qiladi. Maʼlumki, jamiyatimizda inson salomatligi, jismoniy barkamolligi, sogʼlom turmush tarzi madaniyatiga egaligi oʼta muhim ijtimoiy qadriyat hisoblanadi. Millat salomatligini taʼminlash, xalq genofondini bekamu-koʼst saqlash sogʼlom turmush tarzi tufayligina yetarlicha ijobiy tarzda hal etiladi. Bu esa, jamiyatning barcha ijtimoiy institutlari; oila, oʼquvtarbiya maskanlari, mahalla hamda mustaqil taʼlim oldiga jamiyatimiz fuqarolariga sogʼlom turmush tarzi mazmuni va mohiyatini anglatish, yoshlarni sergak va bilimdon, barkamol shaxs qilib tarbiyalash masalasini koʼndalang qilib qoʼyadi. Sogʼlom turmush tarzi- bu faol mehnat, ijod ogʼushida yashash, kuchli jismoniy va ruhiy yuklamalarni, oʼta xavfli va zararli taʼsir koʼrsatuvchi omillarni yengil koʼtara oladigan har tomonlama taraqqiy etgan shaxsning shakllanish jarayonidir. Falsafa va ijtimoiy gigienaga oid adabiyotlarda sogʼlom turmush tarzini shakllantirish muammolariga soʼngi paytlarda katta eʼtibor berilmoqda. Bu masalaning ijtimoiy-ruhiy, tibbiy-gigienik, iqtisodiy, shaxsning oʼziga aloqador motivatsion tomonlari tadqiq etilmoqda. Biroq, sogʼlom turmush tarzining metodologik muammolari va ijtimoiy-gigienik mezonlari ayrim mintaqalarning oʼziga xos tomonlari, iqlimiy-geografik sharoitlari, aholi turmush madaniyatining etnik xususiyatlari yetarlicha oʼrganilgan emas. Sog`lom turmush tarzini shakllantirishning milliy kontseptsiyasi namunaviy modeli respublika aholisi oʼrtasida sog`lom turmush tarzi shakllantirish jarayonini maʼlum bir tartibda va ilmiy asosda olib borishni imkon yaratadi, uning samaradorligini oshiradi.Shu bilan birga sog`lom turmush tarzi namunaviy modeli – odamlar oʼrtasida sogʼlom munosabatlarni hamda namunaviy hulqni shakllantirish jarayonini tartibga solib boradi va tezlashtiradi. Odamlar jamiyatda oʼzlarining mavjud yashash tarzlarini, gigienik xulqlarini, shuningdek tibbiy madaniyligi va faolliklarini namunaviy etap bilan qiyoslab koʼrish va unga tegishli oʼzgartirishlar kiritib borish imkoniyatiga ega boʼladi. 698

Sun’iy Intellekt va Raqamli Iqtisodiyot SIRI-2025 Sogʼlom turmush tarzini shakllantirishda motivatsiya omilining oʼrni xaqida gap yuritmoqchi boʼlsak, avvalo motivatsiya atamasi oʼz mazmuniga koʼra shaxsni maʼlum bir faoliyatini bajarishga kirishishi uchun harakatga keltirish, uning muhimligini asoslash va anglatishdan iboratdir. Jumladan sog`lom turmush tarzi shakllantirish muammosida motivatsiya omili odamlarga ularning nima uchun sog`lom turmush tarzi da yashash lozimligi, ne sababdan nosogʼlom turmush tarzini tanlash yuzasidan kerakligini anglatishga qaratilgan. Аholi oʼrtasida sogʼlom turmush tarzini shakllantirish jarayonida motivatsiya omilining oʼrnini baholashda har bir shaxsda uning kundalik hayot faoliyatini taxlil qilish uchun zarur boʼlgan uchta asosiy elementning mavjudligiga eʼtiborni qaratish lozim. Jumladan har bir shaxsda: -sogʼlom turmush tarzi haqidagi bilimlarning mavjudligi; -sogʼlom turmush tarzida yashashning insonni sogʼlom qilishga va umrini uzaytirishi mumkinligiga qatʼiy ishonchning boʼlishi; -sogʼlom turmush tarzida yashash uchun astoydil harakatning mavjud boʼlishi kabilar kiradi. Nazariy jahatdan olib qaralganda odamlarning kundalik hayotida bu uchburchak turlicha variantlarda shakllangan boʼlishi mumkin. Har bir shaxsning oʼz salomatligini mustahkamlashga boʼlgan ichki ehtiyoji uning bu yoʼldagi amaliy harakatini belgilaydi. Shunga koʼra barcha omillarni: -gigienik jihatdan toʼgʼri va asoslangan turmush tarzida, yaʼni sogʼlom turmush tarzida yashovchilarga; tibbiy gigienik jihatdan yashovchilarga ajratish mumkin. asoslanmagan, yaʼni nosogʼlom turmush tarzida Oʼzbekiston Respublikasining ijtimoiy va iqtisodiy taraqqiyoti oʼsib va rivojlanib borayotgan hozirgi davrda sogʼlom turmush tarzining ijtimoiy – gigienik mezonlarini aniq belgilab olishning ahamiyati juda kattadir. Mamlakatimizda sogʼlom turmush tarzi mafkurasi – inson salomatligining qonunyatlari va bilimlari majmui emas,balki ,inson salomatligini mustaxkamlashga boʼlgan qarashlar tizimidan iboratdir. Sog`lom turmush tarzi mafkurasi , R.U.Аrziqulovning fikricha, turmush tarzining falsafasini, davlatning sogʼlom turmush tarzini shakllanishi boʼyicha yuritayotgan siyosatin, sog`lom turmush tarzi ning huquqiy, ahloqiy asoslarini , sog`lom turmush tarzining pedagogikasi, psixologiyasi, sotsiologik madaniyati, etikasi va hechinasligi oʼzida mujjasamlashtirgan boʼlishi lozim. Maʼlumki, meʼzon – bu shunday bir oʼlchamki, uning yordmida biz uchun oʼlchanishi zarur boʼlgan jarayonlarni shakllantirilgan etalon ( standart) bilan taqqoslash imkoniyatiga ega boʼlamiz, uni baholay olamiz. Sogʼlom turmush tarzidek murakkab ijtimoiy jarayonlarni oʼlchashda uning biz uchun maqbul va zarur boʼlgan oʼlchamlarini shakllantirish muhim amaliy ahamiyatga egadir. o‘quvchi yoshlar o‘rtasida sog‘lom turmush tarzini shakllantirish – ijtimoiy pedagogik muammo sifatida o‘quvchi yoshlar o‘rtasida sog‘lom turmush tarzini shakllantirish zamonaviy jamiyatning eng dolzarb masalalaridan biridir. Bu jarayon faqatgina tibbiy yoki shaxsiy hayot tarzi masalasi bo‘lib qolmay, balki ijtimoiy va pedagogik muammo sifatida ham ko‘rilishi 699

SIRI-2025 Sun’iy Intellekt va Raqamli Iqtisodiyot lozim. Chunki sog‘lom hayot kechirayotgan yoshlar kelajakda jismonan va aqlan barkamol shaxs sifatida shakllanadi va jamiyat taraqqiyotiga bevosita ta’sir qiladi. Biroq, globallashuv jarayonlari va texnologiyaning jadal rivojlanishi bilan yoshlar orasida kam harakatlilik, noto‘g‘ri ovqatlanish, stress va zararli odatlarning tarqalishi kuzatilmoqda. Axborot texnologiyalarining rivojlanishi natijasida o‘quvchilar ko‘proq vaqtini ekran qarshisida o‘tkazib, jismoniy faollikdan chetlashmoqda. Bu esa mushaklarning sustlashishiga, immun tizimining zaiflashishiga va ruhiy bosim ortishiga sabab bo‘lishi mumkin. Noto‘g‘ri ovqatlanish odatlarining shakllanishi esa semizlik, qandli diabet va yurak-qon tomir kasalliklari kabi muammolarning yoshlar orasida keng tarqalishiga olib kelmoqda. Sogʼlom turmush tarzi muammosi – odamzod oldida turgan eng muhim muammo – shaxsni har tomonlama rivojlantirish, mehnat turmush va dam olish sohasida, ilmiy jihatdan asoslangan, ijtimoiy – gigienik faolligi kuchayib borishiga yordam beradigan, ijtimoiy-gigienik jihatdan oqilona boʼlgan turmush tarzini shakllantirish muammosidir. Maʼlumki, oʼzbek oilasida koʼp avlodlilik belgilari yaqqol ifodalanadi. Unda farzand ongida sogʼlom gʼoya va bilimlar shakllanishida oilaning kattalari - bobolar, momolar, yaqin qarindosh-urugʼlar, qoʼniqoʼshnilar, mahalla ham bevosita ishtirok etadi. Аzaliy odatlarimizga koʼra, farzandlarimiz tarbiyasiga ota-onadan nisbatan bobo, buvi, qoʼshni va qarindoshlarning taʼsiri kuchliroqdir. Ular oiladagi maʼnaviy muhitning belgilovchilari hisoblanadi. Bu xil tarbiya anʼanasi oʼtmishdan qolgan muhim maʼnaviy-pedagogik qadriyat hisoblanib, buyuk ajdodlarimiz hayotida bu xil tarbiya uslubi shakllanib, muayyan tizim darajasiga yetgan. Ta’lim tizimi va pedagogik yondashuvlar sog‘lom turmush tarzini shakllantirishda hal qiluvchi rol o‘ynashi kerak. Maktab darsliklarida sog‘lom turmush madaniyatiga yetarli darajada e’tibor qaratilmasligi, jismoniy tarbiya mashg‘ulotlarining amaliy va nazariy jihatdan yetarlicha mukammal emasligi ushbu muammolarni yanada chuqurlashtiradi. o‘qituvchilarning malakasini oshirish, ularni sog‘lom turmush tarzi bo‘yicha zamonaviy bilimlar bilan tanishtirish muhim vazifalardan biridir. Shuningdek, ota-onalar ham farzandlarining sog‘lom turmush tarziga rioya qilishiga yaqindan yordam berishlari, ularning ovqatlanish tartibi, jismoniy faolligi va psixologik holatini doimiy nazorat qilishlari lozim. Oila muhitida sog‘lom turmush tarzini shakllantirish farzandlarning kelajakda to‘g‘ri odatlarni egallashiga asos yaratadi. Ijtimoiy muhit ham bu jarayonga sezilarli ta’sir ko‘rsatadi. Urbanizatsiya jarayonlari natijasida shaharlarda yashil hududlarning kamayishi, sport maydonlarining yetishmovchiligi, ekologik muammolar va ijtimoiy tengsizlik sog‘lom turmush tarzini shakllantirishga to‘sqinlik qiluvchi omillar sirasiga kiradi. Kam daromadli oilalarning farzandlari sport bilan muntazam shug‘ullanish yoki sifatli ovqatlanish imkoniyatiga ega bo‘lmasligi ham jiddiy muammo sanaladi. Bundan tashqari, media va ijtimoiy tarmoqlarning yoshlar hayotidagi o‘rni ham e’tibordan chetda qolmasligi kerak. Ko‘plab reklama materiallari va blogerlar tomonidan targ‘ib qilinayotgan noto‘g‘ri hayot tarzi yoshlar orasida sog‘lom odatlarning shakllanishiga to‘sqinlik qilishi mumkin. Shuning uchun ham jamiyatda ommaviy axborot vositalari orqali sog‘lom turmush tarzini targ‘ib qilish, yoshlar orasida to‘g‘ri axborot yetkazish va ijtimoiy loyihalar orqali ularni rag‘batlantirish muhimdir. Sog‘lom turmush tarzini shakllantirishda texnologiyalar va sun’iy intellektning o‘rni ham tobora ortib bormoqda. Masalan, maxsus mobil ilovalar yordamida o‘quvchilar o‘z 700