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Buxoro Xalqaro
Universiteti

9-tom, 1-son, b. 454–461, Nashr: 2026-09-14

TOSHKENT SHAHAR OLMAZOR TUMANI 243-MAKTAB FAOLIYATIDA FINLYANDIYA TA’LIM TAJRIBASINI MOSLASHTIRISH: «MENING MAKTABIM — MENING FAXRIM» LOYIHA ISHLARI TIZIMI ORQALI O‘QUVCHILARDA AMALIY KO‘NIKMALAR, TANQIDIY TAFAKKUR VA VATANPARVARLIKNI RIVOJLANTIRISH

АДАПТАЦИЯ ФИНСКОГО ОПЫТА ОБРАЗОВАНИЯ В ДЕЯТЕЛЬНОСТИ ШКОЛЫ № 243 АЛМАЗАРСКОГО РАЙОНА ГОРОДА ТАШКЕНТА: РАЗВИТИЕ ПРАКТИЧЕСКИХ НАВЫКОВ, КРИТИЧЕСКОГО МЫШЛЕНИЯ И ПАТРИОТИЗМА У УЧАЩИХСЯ ЧЕРЕЗ СИСТЕМУ ПРОЕКТНЫХ РАБОТ «МОЯ ШКОЛА — МОЯ ГОРДОСТЬ»

ADAPTING THE FINNISH EDUCATIONAL EXPERIENCE IN THE ACTIVITY OF SCHOOL NO. 243, ALMAZAR DISTRICT, TASHKENT: DEVELOPING STUDENTS' PRACTICAL SKILLS, CRITICAL THINKING AND PATRIOTISM THROUGH THE «MY SCHOOL — MY PRIDE» PROJECT-WORK SYSTEM

  • Komilova Ziroatxon Murodjon qizi — Тошкент давлат педагогика университети мустақил тадқиқотчиси, педагогика фанлари бўйича фалсафа доктори (PhD), доцент Тошкент шаҳар Олмазор тумани 243-мактаб директори

To'liq matn (PDF)

Annotatsiya

Mazkur maqolada Finlyandiya ta’lim tizimidagi «fenomen-asosli o‘rganish» va loyihaga asoslangan o‘rganish (Project-Based Learning — PBL) texnologiyalarini Toshkent shahar Olmazor tumani 243-maktab faoliyatida institusional darajada moslashtirish jarayoni ilmiy-nazariy va amaliy jihatdan tahlil qilinadi. 2024–2025 o‘quv yilida maktabda amalga oshirilgan «Mening maktabim — Mening faxrim» umummaktab kampaniyasi doirasida 1-sinfdan 11-sinfgacha bo‘lgan barcha sinf darajalari uchun yosh xususiyatlariga mos to‘qqizta loyiha («Kuz ne’matlari», STEAM-loyihalar, «Milliy qadriyatlar», «O‘zbekiston xaritasi», qo‘l mehnati ko‘rgazmalari, «Buyuk allomalar», «Respublikamizdagi viloyatlar», «Aqlli uy», «Eng mahzali osh») va ularga mos mustaqil amaliy modellar (DIAS, KO‘ZAT, MEROS, YARATILMISH, ALLOMA, VIOL, INNOVATSIYA, PALOV) tizimli ravishda umumlashtiriladi. 2025 yil FIESDU loyihasi doirasidagi Finlyandiya tashrifi kuzatishlari, shuningdek J.Hattie, P.Sahlberg, J.Piaget, L.Vygotskiy, H.Gardner, R.Sternberg, J.Dewey, M.Fullan va boshqa olimlarning tadqiqotlari maqolaning nazariy poydevorini tashkil etadi. Tadqiqot natijasida barcha loyihalarga xos umumiy strukturaviy sikl — «real muammo/fenomen → tadqiqot → loyihalash → amalga oshirish → taqdimot → refleksiya» — aniqlanadi hamda sinf rahbarining fasilitator-koordinator-mentor sifatidagi rolini maktab boshqaruvi tizimiga integratsiyalashning amaliy tavsiyalari ishlab chiqiladi.

Аннотация

В данной статье научно-теоретически и практически анализируется процесс институциональной адаптации технологий «феноменориентированного обучения» (Phenomenon-Based Learning) и проектно-ориентированного обучения (Project-Based Learning — PBL) финской системы образования в деятельность школы № 243 Алмазарского района города Ташкента. В рамках общешкольной кампании «Моя школа — моя гордость», реализованной в школе в 2024–2025 учебном году, систематизированы девять проектов («Дары осени», STEAM-проекты, «Национальные ценности», «Карта Узбекистана», выставки ручного труда, «Великие ученые», «Области нашей республики», «Умный дом», «Самый вкусный плов»), разработанных с учетом возрастных особенностей учащихся с 1 по 11 классы, а также соответствующие им самостоятельные практические модели (DIAS, KO‘ZAT, MEROS, YARATILMISH, ALLOMA, VIOL, INNOVATSIYA, PALOV).

Abstract

This article provides a scientific-theoretical and practical analysis of the institutional adaptation of Finnish phenomenon-based learning and Project-Based Learning (PBL) technologies within the activity of School No. 243, Almazar district, Tashkent city. Within the school-wide «My School — My Pride» campaign implemented during the 2024–2025 academic year, nine age-specific projects — ranging from «Autumn Harvest» and STEAM projects to «Smart Home» and «The Most Delicious Plov» — and their corresponding original practical models (DIAS, KO'ZAT, MEROS, YARATILMISH, ALLOMA, VIOL, INNOVATSIYA, PALOV) are systematically generalized. The theoretical basis of the article is formed by observations from the 2025 Finland visit within the FIESDU project, as well as research by J.Hattie, P.Sahlberg, J.Piaget, L.Vygotsky, H.Gardner, R.Sternberg, J.Dewey, M.Fullan and other scholars. A common structural cycle underlying all projects is identified, and practical recommendations are developed for integrating the class teacher's role as facilitator-coordinator-mentor into the school management system.

Kalit so'zlar: 243-maktab, «Mening maktabim — Mening faxrim», loyihaga asoslangan o‘rganish, fenomen-asosli o‘rganish, Finlyandiya tajribasi, FIESDU, sinf rahbari, fanlararo integratsiya, STEAM, vatanparvarlik tarbiyasi, tanqidiy tafakkur

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