BOSHLANG‘ICH SINF O‘QUVCHILARINING INTIZOMIY TARBIYASINI SAMARALI TASHKIL ETISHDA ZAMONAVIY TA’LIM TEXNOLOGIYALARINING O‘RNI VA AHAMIYATI

Main Article Content

Abstract:

Mazkur maqolada boshlang‘ich sinf o‘quvchilarida intizomiy tarbiyani shakllantirish jarayonida zamonaviy ta’lim texnologiyalarining ahamiyati yoritilgan. Intizomiy tarbiya o‘quvchilarda mas’uliyat, tartib-intizom, o‘zini nazorat qilish ko‘nikmalarini rivojlantirishda muhim omil bo‘lib, bu jarayonni samarali tashkil etishda pedagogik va axborot texnologiyalaridan oqilona foydalanishning o‘rni tahlil qilingan.

Article Details

How to Cite:

PANJIYEVA , M. . (2025). BOSHLANG‘ICH SINF O‘QUVCHILARINING INTIZOMIY TARBIYASINI SAMARALI TASHKIL ETISHDA ZAMONAVIY TA’LIM TEXNOLOGIYALARINING O‘RNI VA AHAMIYATI. Eurasian Journal of Academic Research, 5(9 (Special Issue), 541–545. Retrieved from https://in-academy.uz/index.php/ejar/article/view/61259

References:

O‘zbekiston Respublikasi Prezidentining 2019-yil 29-apreldagi PF–5712-son Farmoni. – Toshkent: LexUZ Rejim dostupa: https://lex.u

O‘zbekiston Respublikasi Prezidentining 2020-yil 6-noyabrdagi PQ–4884-son Qarori. – Toshkent: LexUZ Rejim dostupa: https://lex.uz

Jo‘rayev T. Boshlang‘ich ta’limda intizomiy tarbiya metodlari. – Toshkent: Fan, 2019. – 120 b.

Karimova Sh. Boshlang‘ich ta’limda interfaol metodlar samaradorligi. – Toshkent: Ma’naviyat, 2020. – 135 b.

Marzano R.J., Marzano J.S. Classroom management that works: Research-based strategies for every teacher. – Alexandria, VA: ASCD, 2003. – 240 p.

Evertson C.M., Weinstein C.S. Handbook of classroom management: Research, practice, and contemporary issues. – New York: Routledge, 2006. – 1357 p.

Brophy J. Motivating students to learn. – New York: Routledge, 2004. – 260 p.

Finn J.D., Zimmer K.S. Student engagement: What is it? Why does it matter? // Handbook of research on student engagement. – Springer, 2012. – P. 97–131.

Oliver R.M., Reschly D.J. Effective classroom management: Teacher preparation and professional development. – Washington, DC: National Comprehensive Center for Teacher Quality, 2007. – 55 p.