Ilim h m j 1.
2025
Ilim h m j 1.2025
ISSN 2010-720X
2004-
ZBEKSTAN RESPUBLIKAS
BILIMLENDIRIW,
MINISTRLIGI
JINIYAZ AT NDA N KIS M MLEKETLIK
PEDAGOGIKAL Q INSTITUT
ILIM h m J MIYET
Ilimiy-
Seriya: Pedagogika ilimleri. Psixologiya ilimleri
Ajiniyoz nomidagi Nukus davlat
pedagogika instituti
FAN va JAMIYAT
Ilmiy-uslubiy jurnal
Seriya: Pedagogika fanlari. Psixologiya fanlari
Nukus State Pedagogical Institute
named after Ajiniyaz
SCIENCE and SOCIETY
Scientific-methodical journal
Series: Pedagogical sciences. Psychological sciences
1/2
Ilim h m j 1.2025
- j-
Juwmaqlap aytat b -
-anan
- - -
1. O zbekiston Respublikasi Konstitutsiyasi. Toshkent: 2023.
2. O zbekiston
3. Toshkent: 2007.
4. .: 2001.
5. Ayupova M.Yu., Aripova Sh. Bola
6.
7. o -
8. -T.: 2020.
9. -
REZYUME. Maqolada duduqlanish nutq kamchiligini korreksiyalashda qo llaniladigan maxsus usullar
berilgan. Bolalar bilan mashg ulotlarni tashkil qilishda asosan o yinlardan foydalanish samarali natija beradi.
Shuni hisobga olib duduqlanishni korreksiyalashda logopedik o yinlarni misollar bilan keltirilgan.
SUMMARY. The article presents special methods used in the correction of stuttering speech deficiency. The
use of games in organizing activities with children gives effective results. With this in mind, logopedic games
for stuttering correction are given as examples.
TEACHING HISTORY STUDENTS BASED ON ACTIVITIES AND COMPETENCES IN CLIL
(CONTENT AND LANGUAGE INTEGRATED LEARNING)
O.Torebaeva PhD student
B.Arzieva philosophy doctor of pedagogical science, docent
Nukus state pedagogical institute named after Ajiniyaz
Tayanch so zlar: CLIL (Content va til integratsiyasi), faoliyat, hamkorlik usullari, hamkorlikdagi yon-
dashuvlar, topshiriqlar, raqobat, chigallashgan jumlalar, tarixiy voqealar.
CLIL
Key words: CLIL (Content and Language Integrated Learning), activities, cooperative methods, collabora-
tive approaches, assignments, competition, scrambled sentences, historical events.
Introduction. The implementation of cooperative cooperative methods, which serve to influence the
teaching strategies has been demonstrated to have a learners' subject and language knowledge, thus
positive impact on the learning process and outcomes facilitating the acquisition of knowledge and skills.
of students. The implementation of these strategies This is accomplished by affecting the learners subject
facilitates the establishment of an optimal learning matter and linguistic knowledge. CLIL history would
environment, which presents distinct advantages for benefit from activities that emphasize the
learners. From a pedagogical perspective, students communication of historical knowledge, improve
have the opportunity to enhance their comprehension reading and listening comprehension, and require
of a diverse range of subjects, including the students to produce a written product [8:2].
acquisition of a foreign language. Foreign language Teachers need to think about the kind of tasks
learners do not get adequate exposure to literary texts, learners will do during the lesson and as follow-up. It
especially non literature courses learners, which is important to plan a range of tasks which require
makes them u [1:73]. different challenges, such as less demanding tasks
The CLIL history competences and associated which involve matching sentence halves, making
activities are conducted through the utilization of events on timelines and marking trade routes on old
Ilim h m j 1.2025
maps. More demanding tasks include explaining Types of CL activities
causes and effects, providing evidence of change from The Palaeolithic Age, the extended period from the
a text, evaluating evidence and giving reasons why Middle Ages to the Age of Absolutism, the Industrial
something happened. Revolution, World War One, the fall of the Berlin
Teachers of CLIL history may plan a variety of Wall in November 1989, and other topics may be
activities for their students to participate in.Example covered in Berlin secondary schools curricula in
of activities suitable for CLIL: categorization, cloze addition to Queen Elizabeth I and the American
test, gap fill, labelling, matching, multiple choice Revolution. However, as CLIL learning concurrently
(true/false, ordering words/sentences/paragraphs), incorporates topic, language, and life skills, some
jigsaw reading and listening, word/sentence/text/ academics have argued that CLIL themes could
completion, information transfer, freeze frames, extend the subject area and shouldn't be restricted to it
pyramid discussion, domino games. [4:19]. In accordance with the recommendations set
Context-based activities are used in CLIL history forth by numerous academic publications, a variety of
classes, which can be implemented through collabora- cooperative learning (CL) activities can be employed
tive approaches.To provide an example, the Oxford to enhance the study of historical themes within a
University Press has proposed a sample lesson plan on CLIL framework. The following list provides illustra-
Queen Elizabeth I and the CLIL history curriculum tive examples of such activities:
for a secondary school grade. The following 1. Competition. Quickest or Most: Students
pre-reading and post-reading assignments could serve should work with a partner to formulate ten questions
as a foundation for the study of the Golden Age.It about the lesson topic that is written on the boards.
may be advantageous for teachers to commence the They should ask four questions that include the words
lesson by presenting students with the Tudor family "who," "what," "how," and "why." For example,
tree and encouraging them to engage in discussion students may want to know who owned slaves, where
with a fellow student about their knowledge of Queen they were born, how they were treated, etc. during a
Elizabeth and Henry VIII's other wives. Subsequently, lecture on the slave trade. After that, they ought to
students could be assigned the task of connecting the respond to such queries in groups or in class.
remaining phrase fragments in order to construct a 2. Scrambled Sentences: Students may need to
complete sentence describing the queen's life. rearrange words that are significant and convenient to
Furthermore, an additional pre-reading assignment the subject to create a complete phrase or even a
could be devised, requiring students to select the most question. There may be a discussion of the sentence or
appropriate option within the sentence. After that, question after this. Another variant of the challenge
they could read the text to verify their responses. It is would be to write each mixed-up sentence on a differ-
possible to arrange the reading process cooperatively ent card after a paragraph or text has been scrambled.
in pairs or groups; like in conventional classes, 3. Red and Green Cards: The instructor should
students may also work alone. After reading the start by giving each student a red and a green card.
material, students are able to respond to pertinent The instructor or one student from each cooperative
questions that demonstrate their thorough understand- group is then required to read roughly twenty state-
ing of it. Asking students to place the provided ments related to the subject. Students should raise the
sentences in the appropriate places inside the text is green card for an incorrect report or the red card if
another way to follow it. Locating words in the book they believe the report to be accurate. Students can
with the provided definitions is another common talk about the statements after each response. Both the
CLIL history assignment. Following their engagement teacher and the students will be able to determine how
with the text and completion of the assignments, well they have understood the lesson thanks to the
students can share and debate their thoughts on it activity.
during the post-reading phase. They can employ 4. Video Clip: After watching a brief video
cooperative methods like think-pair-share, round about a period of history, students can talk about the
robin, role-switching, three-step interviews, etc. The pre-distributed questions.
instructor may then assign follow-up mini-projects, 5. Internet: Instructors can ask students to
such using the Internet to write a text about another identify a text that is no more than fifty words long or
well-known historical figure. Although follow-up an image that is relevant to the lesson that will be
assignments can take many forms, they must be covered next, such as Spain s occupation of the
s subject. For instance, as part of Netherlands. After that, they ought to choose four or
a follow-up assignment in the course on the American five categories to which they belong and post their
Revolution, students are frequently asked to write a prepared messages and images on the classroom
description of the American flag, including details board. By letting students utilise their own study
about its color and design, the year it was adopted, resources and work independently with their col-
any modifications, etc. leagues, this activity may promote learner autonomy.
Ilim h m j 1.2025
6. Spider Diagram: On the whiteboard, the of the class and the pair/group exercises improve
instructor should write the lesson's general topic in a students' motivation, engagement with the lectures,
square or circle. Students are expected to draw a and cognitive processes while also increasing their
spider diagram and include subtopics in each leg. comprehension of the material. Role-plays, matching
Subsequently, the subtopics can be classified words to definitions or questions to answers, and
according to the categories to which they pertain, thus event analysis are a few examples of these activities
facilitating the organization of the material into a [2:151]. In contrast to typical history classroom teach-
coherent structure. ing methods, CLIL history teachers use a variety of
KWL Grid: Students should make three strategies and tactics in their lessons, including
columns and write, in each, what they know, what projects, presentations, visual aids, and more.
they would like to know, and what they have learnt Furthermore, the goal of CLIL history classes is to
(a synopsis of the material covered in the session). enable students to connect historical events and dates
Any topic related to history can be covered in the to one another by examining the causes and effects of
class, like writing an article for the newspaper on the historical facts and occurrences, in addition to teach-
autumn of 1939. ing knowledge about them [6:126].
Placemat: Initially, each four-student group The primary goal of CLIL history teachers is to
ought to draw a "placemat" on paper with the topic help students develop their sense of self-worth,
possibly the reasons behind World War One written accountability, independence, and, of course, histori-
in the centre. In his or her spot on the placement, each cal consciousness. In order to accomplish this goal,
student in the group should write facts or an opinion four core competencies must be developed, as listed
regarding the subject (for example, what caused below [3; 4]. When students formulate enquiries about
World War One). After that, everyone in the group a historical event, they first demonstrate their ability
should talk about all of the responses; they can also to ask effective questions. Second, students refine
group or classify them. their methodological skills as they attempt to answer
Predict, Observe and Explain: Students are those issues by dissecting and reassembling historical
given the first section of a historical tale and are asked facts. Third, by utilizing historical knowledge, stu-
to guess how it will continue. After that, they can dents get orientation competency during the modern
view an academic paper or short film to see if their era orientation. Fourth, the other three competencies
predictions came true. The activity's goals are to that students develop via the process of analyzing and
increase students' interest in the course and activate creating historical narratives are connected to histori-
their historical knowledge. cal knowledge. Furthermore, students cognitively
In CLIL history classes, students can use coopera- absorb historical facts and discuss them in written or
tive approaches to complete all of the activities listed spoken communication with peers, making Cognitive
in either pairs or groups [5:27-34]. From these exam- Discourse Functions crucial to the acquisition of the
ples, it can be concluded that the following learning aforementioned competencies [3; 4]. Additionally,
skills are employed when implementing CL activities they employ their analytical abilities to recognise and
in CLIL history lessons: summary, skimming, evaluat- understand even the most complex facets of the
ing material, guessing from context, and cooperative material.
skills [8:17]. As shown by del Pozo, conventional The CL technique can be used to encourage the
approaches, on the other hand, are less successful in development of the aforementioned CLIL competen-
CLIL settings. Lecture-based instruction does not help cies. When completing oral or written CLIL history
students mental activation, according to action activities, CL facilitates the application of various
research in CLIL history classes [6:125]. communi
As Alasgarova has demonstrated, when employing dubbed these communication abilities Content-Based
traditional teaching methods, the instructor typically Communication (CBC) Skills [7:17]. According to
introduces the new material without taking into Hoecherl-Alden they include a range of task-oriented
account the students' diverse learning preferences and procedures, including defining, elucidating, and
interests [2:152]. Additionally, students are less providing a generalized interpretation of information
prepared, less engaged, and less driven in class if they in any speech variation, including requests, compari-
are forced to take notes during the entire session sons, hypotheses, or analyses [9:617]. Through
instead of participating in an activity. Students may communication throughout the cooperative activities
hardly ever devote additional time to discussing in CLIL history classes, students can develop and
historical topics outside of class in standard history refine their CBC abilities.
classes. When it comes to role-plays, learning occurs Conclusion. In conclusion, it can be proposed that
mostly during the preparation stage, which is the integration of collaborative methodologies into
frequently completed outside of the classroom, rather CLIL history lessons enables the implementation of a
than during the presentation [10:289]. The dynamics diverse range of activities. The implementation of CL
Ilim h m j 1.2025
can facilitate the enhancement of students language CLIL competencies in questioning, methodology, ori-
proficiency, comprehension of the material, and par- entation, and historical comprehension can be facili-
ticipation in class. Furthermore, the acquisition of tated through the implementation of CL approaches.
References
1. .
2024. 1. - . 73-74.
2. Alasgarova Rena. "Implementing CLIL techniques to History Classes: Action Research." Journal of
Education in Black Sea Region, vol. 4, no. 1, 2018, pp. 146-154. Project Muse, DOI: 10.31578/jebs.v4i1.161.
Accessed on 8 June 2020.
3. Bauer-Marschallinger, Silvia. Acquisition of Historical Competences in the CLIL History Classroom. Dis-
4. Coyle, Do et al. Towards an Integrated Curriculum: CLIL National Statement and Guidelines. London:
Languages Company, 2009.
5. Dale, Liz et al. CLIL Skills. Haarlem: European Platform - Internationalising Education, 2011.
6. Del Pozo, Elena. CLIL in Secondary Classrooms: History Contents on the Move. Content and Language
Integrated Learning in Spanish and Japanese Contexts. Policy, Practice and Pedagogy. Cham: Palgrave Macmil-
lan, 2019, - . 125-152.
7. Ditze, Stephan-Alexander, and Ana Halbach. Bilingualer Sachfachunterricht (CLIL) im Kontext von
Sprache, Kultur und Multiliterali
8. Hicks, Diana. "Content and Language Integrated Learning with Diana Hicks." Erasmus+ KA1 Staff Mo-
bility Project - Call 2017. INTO Europe to INSET - Innovation, Transnational Opportunities and Cooperation
around Europe TOwards IN-SErvice Teacher Training, 2017. . 1-29.
9. Hoecherl-Alden, Gisela. "Turning Professional: Content-Based Communication and the Evolution of a
Cross-Cultural Language Curriculum." Foreign Language Annals, Vol. 33, 6, November/December
2000. - . 614-621.
10. McCarthy, Patrick, and Liam Anderson. "Active Learning Techniques Versus Traditional Teaching
Styles: Two Experiments from History and Political Science." Innovative Higher Education, Vol. 24, 4,
January 2000. - . 279-294.
REZYUME. Ushbu maqola CLIL tarixi bo yicha kompetentsiyalar tushunchasi bilan tanishtiradi va
o quvchilarning mavzu va til bilimlariga ta sir qiluvchi hamkorlik usullari orqali amalga oshiriladigan bir qator
tadbirlarni
olishi taklif qilinmoqda.
SUMMARY. This article introduces the concept of competences in the history of CLIL and presents a range
of activities through collaborative methods that influence learners' subject and language knowledge. CLIL histo-
ry is suggested to benefit from activities that emphasize the transfer of historical knowledge, improve reading
and listening comprehension, and require students to produce a written product.
-
.
Key words: artistic and creative abilities, aesthetic taste, fine arts, pedagogy.
-
Ilim h m j 1.2025
MAZMUN
PEDAGOGIKA ILIMLERI
Ahtamqulov M.A. liy t lim mu ss s l rid lg ritmik till rni qitish s m r d rligini
shirishd inn v tsi n y nd shuvl r v m liy t vsiy l r 3
.T.
5
Annayeva M.R.
va 9
Arzikulova S.F. - 12
14
Bekmuratov Q. Bilimlendiriw procesinde kognitiv texnologiyalard paydalan d hmiyeti 18
Berdimbetova A.Dj. O quvchilarda dizayn tushunchasining ta riflanishi, shakllanish
davrlari va xususiyatlari 20
Boltayeva H. 24
Eshimbetov O. O zaki va yozma
ifodalardan foydalanish 26
Hayitova O.P.
paradigmal yondashuvning ahamiyati 29
Hursandov H.F., Ahtamqulov M.A., Taniyeva F. quv j r y nl rid sun iy intellekt
v sit l rid n f yd l nish 32
Xalmuratov I.T. Talabalarning innovatsion faoliyatini rivojlantirishda muzey manbalarining
ahamiyati 35
Xasanova X.N. Kimyo fanini o qitish jarayonini takomillashtirishda sun iy intellektdan
foydalanishning ahamiyati 37
-
40
42
Karlibayeva A.Ye. Mnemonik mashqlar vositasida ingliz tilidan o quv hilarning nutqiy
ko nikmalarini shakllantirishning ilmiy-nazariy asoslari 44
Kossheterova A.J. Oratorl q nerini t rleri h m formalar 47
Qayumova G.A.
kompetensiyani rivojlantirish 49
Mamayusupova M.Q. Menejment nazariyasi asosida umumiy o rta ta lim tashkilotlarida
boshqaruv texnologiyalarini joriy qilishning tarixi 52
Meyliyeva N.G. Ta limda sifatli baholash: o z -o zini baholash va nostandart yondashuvlar 54
Nurlanov A.S. Geografiya sabaqlar n natiyjeliligin t miynlewde k rgizbeli
qurallard hmiyeti 57
Paz lov A.K. - de
etnopedagogi d hmiyeti 60
Pirniyazova G.N.
tendensiyalari .. 63
Reymov Q.D., Artikov M.B., Aytoreev A.I., Bazarbayeva L.G. O ijodiy
faoliyati malakalarini shakllantirishning samaradorlik ko rsatkichlari 66
Ruziyev I.S. Muhandislik ida innovatsiyalarni ahamiyati 69
Tajimuratov A.J. 71
Torebaeva O., Arzieva B. Teaching history students based on activities and competences in
CLIL (Content and Language Integrated Learning) 75
