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Journal articles on the topic 'Tarbits'

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Author: Grafiati

Published: 26 July 2024

Last updated: 27 July 2024

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1

Norbekova, Barno. "Ma’naviy tarbiya — psixologik tarbiya asosi sifatida." Общество и инновации 2, no. 10/S (November 18, 2021): 105–9. http://dx.doi.org/10.47689/2181-1415-vol2-iss10/s-pp105-109.

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Maqolada insonning ma’naviyati ham, buyuk tajribalari ham , aslida, oilada qaror topishi, so‘ngra u ijtimoiy ahamiyat kasb etib borishi yoritilgan bo’lib, ma’naviyat — barcha tarbiyalarning mustahkam ildizi ekanligi to‘g‘risida mulohazalar yuritiladi.

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2

Landes, Yitz. "Tarbiz." Journal for the Study of Judaism 46, no. 4-5 (November 25, 2015): 595–98. http://dx.doi.org/10.1163/15700631-12340134.

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3

Dangulbi, Aliyu Rabi’u. "Tarbiya a Falsafar Al’ada." Tasambo Journal of Language, Literature, and Culture 2, no. 02 (June 15, 2023): 214–18. http://dx.doi.org/10.36349/tjllc.2023.v02i02.026.

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Al’ummar Hausawa sun daɗe suna gudanar da harkokin rayuwarsu kamar yadda al’adarsu ta tanada. Kowace al’umma haka ake sa ran takasance tana alfahari da al’adunta. Tarbiya tana daga cikin daɗaɗɗiyar al’adar Hausawa wadda ta yi tasirin gaske a zukatansu. Bahaushe mutum ne mai zurfin tunani, wanda yake tsayawa ya ƙirƙiro wa kansa abin da zai amfane shi a tsawon rayuwarsa a duniya. Don haka sai ya samar wa kansa hanyoyin tarbiyantar da ‘ya’yansa a al’adance kafi zuwan addinin musulunci a ƙasar Hausa. Hanyoyinsun haɗa da tatsuniyoyi da labaran hikima da hikayoyi da camfe-camfe da sauransu. Wannan hikima ta taimaka wajen hana yara aikata wani abu da ya saɓa wa al’adar mutanen da ake Magana a kansu. Ta yi ƙoƙarin kawar da miyagun al’adu waɗanda suka saɓa wa koyarwar al’adun Hausawa. Ta kyautata zamantakewa da biyayya ga iyaye da shugabanni da barin wasu miyagun ɗabi’u da al’ada ta kyamata, kafi zuwan addinin musulunci a ƙasar Hausa. Haka kuma addinin musulunci ya taka rawa wajen gyara halaye da ɗabi’u na rashin tarbiya da al’adar Hausawa ta yi hani da aikatasu. Kamar rashin biyayya ga iyaye da rashin girmama manya da shugabanni da sata da zina da sauran halaye marasa kyau. Dalilin haka ya sa wannan takarda za ta yi tsokaci a kan tasirin da addinin musulunci ya yi wajen kyautata kyawawan ɗabi’u da halaye na gari da al’adar Hausawa ta horas kuma aka tarbiyantu da su. Haka kuma mu dubi yadda baƙin al’adu suka gurɓata tarbiyar ‘ya’yan Hausawa musamman a kan shaye-shayen muyagun ƙwayoyi da sauran abubuwa na rashin ɗa’a.

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4

Baxodir XUSANOV. "ESTETIK TARBIYANI KLASTERLASHNING IJTIMOIY-MA’NAVIY ZARURIYATI." UzMU xabarlari 1, no. 1.2.1 (March 28, 2024): 229–33. http://dx.doi.org/10.69617/uzmu.v1i1.2.1.1206.

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Maqolada klasterlash asosida estetik tarbiya jarayonini takomillashtirish, klasterning ijtimoiy mazmunini estetik tarbiya mazmuni bilan uyg‘unlashtirish hamda klaster zamonaviy tarbiya uzviyligini ta’minlashning ta’sirchan mexanizmi sifatidagi mohiyati ilmiy-falsafiy jihatdan tahlil qilingan.

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5

Baxodir RAXMANOV. "YOSHLAR MA’NAVIYATI VA MILLIY TARBIYA." UzMU xabarlari 1, no. 1.2.1 (February 27, 2024): 175–78. http://dx.doi.org/10.69617/uzmu.v1i1.2.1.1177.

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Мazkur maqolada milliy tarbiyaning negizi – yoshlar tarbiyasi, uning ma’naviy ehtiyojlariga da’vogar bo‘lgan omillarni o‘rganishdan iborat bo‘lib, ushbu muammo hozirda ham jamiyatimizda olib borilayotgan siyosatda eng muhim masalalardan biri sifatida namoyon bo‘lmoqda.

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6

Mamirov, Azim. "Bo‘lajak jismoniy tarbiya o‘qituvchilari o‘zini-o‘zi rivojlantirishning pedagogik asoslari." Общество и инновации 4, no. 5/S (June 27, 2023): 11–15. http://dx.doi.org/10.47689/2181-1415-vol4-iss5/s-pp11-15.

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Ushbu maqolada bo‘lajak jismoniy tarbiya o‘qituvchilarning individual va yosh xususiyatlarini hisobga olish; jismoniy tarbiya o‘qituvchilarini kasbiy faoliyat jarayonida o‘z-o‘zini takomillashtirishni rag‘batlantirish; kasbiy rivojlanish bo‘yicha ko‘rsatmalarni hisobga olgan holda o‘z-o‘zini takomillashtirishning shaxsiy trayektoriyasini tanlashni ta’minlash, bo‘lajak jismoniy tarbiya o‘qituvchilarining kasbiy o‘z-o‘zini rivojlantirish pedagogik asoslari haqida so‘z yuritilgan.

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7

BERDIBEKOVA, Feruza. "INNOVATSION YONDASHUV ASOSIDA BO’LAJAK BOSHLANG’ICH SINF O’QITUVCHILARIGA TARBIYA DARSINI TASHKIL ETISH." Belarus-O‘zbek ILMIY-METODIK JURNAL 1 (2022): 92–98. http://dx.doi.org/10.18411/doicode-2022.068.

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Tarbiya jarayoni ko’p qirrali jarayon bo’lib, unga tarbiya mohi-yatini yoritishga xizmat qiluvchi ichki va tashqi (subyektiv va obyektiv) omillar ko’zga tashlanadi. Subyektiv omillar shaxsning ichki ehtiyojlari, qiziqishlari, hayotiy munosabatlarini anglashga yordam bersa, obyektiv omillar shaxsning hayot kechirishi, shakllanishi, hayotiy muammolarni ijobiy hal etish uchun sharoit yaratadi. Tarbiya faoliyatining mazmuni, yo’nalishi va shakli obyektiv sharoitlar bilan qanchalik mutanosib kelsa, shaxsni shakllantirish borasida shunchalik muvaffaqiyatga erishiladi. Tarbiya jarayonining tashkil etilishi va boshqarilishida nafaqat o’qituvchi faoliyati, balki o’quvchining yosh va psixologik xususiyatlari, o’y-fikrlari, hayotiy qarashlari ham muhim o’rin tutadi.

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8

T Nazarova, Z. "MALAKA OSHIRISH JARAYONIDA “TARBIYA” FANI O’QITUVCHILARINING IJTIMOIY KOMPETENSIYALARINI RIVOJLANTIRISH." 2022-yil, 3-son (133/1) ANIQ FANLAR SERIYASI 2, no. 126/2 (March 5, 2021): 1–8. http://dx.doi.org/10.59251/2181-1296.v2.1262.1520.

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9

Berkinova, Charos. "Maktabgacha ta’lim tashkilotlarining tarbiyalanuvchilarida valeologik tarbiya." Общество и инновации 3, no. 3/S (May 8, 2022): 266–71. http://dx.doi.org/10.47689/2181-1415-vol3-iss3/s-pp266-271.

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Maqolada maktabgacha ta’lim muassasalarida tarbiyalanuv-chilarning valeologik tarbiya berishning ilmiy va nazariy asoslari yoritib o‘tilgan. Maqola mavzusini ochib berish maqsadida xorijlik va mahalliy olimlarning ilmiy-tadqiqot ishlaridan samarali foydalanildi. Maqola mavzusining ilmiy –nazariy asoslarini ochib berish maqsadida qiyoslov va chog‘ishtiruv kabi metodlardan foydalanildi. Maqoladan olingan natijalarni pedagogika institutarida bo‘lajak maktabgacha ta’lim muassasalarining tarbiyachi-pedagoglarni o‘qitishda foydala-nish mumkin. Valeologik tarbiya va uning ahamiyati borasidagi izlanish natijalarini maktabgacha ta’lim muassasalarida tarbiya-lanuvchilarning jismoniy salomatligini ijobiy ushlab turish maqsadida qo‘llash mumkin.

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10

Matnazarov, Asadbek, and Sanjarbek Koʻpalov. "Jismoniy tarbiya fani o‘qituvchisining pedagogik kompetentligi." Общество и инновации 4, no. 2/S (February 20, 2023): 374–79. http://dx.doi.org/10.47689/2181-1415-vol4-iss2/s-pp374-379.

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Maqolada jismoniy madaniyat sohasidagi mutaxassisga qo‘yiladigan pedagogik talablar va sportchilarni tayyorlash jarayonida muomala madaniyati hamda yuqori malakali sportchilarni tayyorlay olish masalalari yoritilgan.

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11

Nazarova, Zulayxo. "“Tarbiya” fani o‘qituvchilarining ijtimoiy kompetensiyalarini rivojlantirishning mazmun, shakl va metodlari." Общество и инновации 2, no. 6/S (July 15, 2021): 317–23. http://dx.doi.org/10.47689/2181-1415-vol2-iss6/s-pp317-323.

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Mazkur maqolada tarbiyaviy faoliyatni tashkil etishga doir umumkasbiy kompetensiya, “Uzluksiz ma’naviy tarbiya konsepsiyasi” ni amalga oshirishdan kutilayotgan natijalarning pedagogik xususiyatlari, “Tarbiya” fani o‘qituvchilari kasbiy kompetensiyasini shakllanishning holati kabi masalalar tahlil qilingan.

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12

Jumabiyke SMETOVA. "TALABALARNI TARBIYA FANIDAN MUSTAQIL TA’LIM BILAN ISHLASH KO‘NIKMALARINI RIVOJLANTIRISH." UzMU xabarlari 1, no. 1.4 (April 13, 2024): 179–83. http://dx.doi.org/10.69617/uzmu.v1i1.4.2036.

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Maqolada talabalarni tarbiya fanidan mustaqil ta’lim bilan ishlash ko‘nikmalarini rivojlantirishning kompetensiyalarini aniqlash, tarbiya nazariyasining umumiy metodikasi va talabalarni mustaqil ta’lim asosida mantiqiy fikrlashga, ijodiy izlanish doiralarini kengaytirishga yordam beradigan fikrlar bayon qilingan.

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13

De Diego González, Antonio. "De discípulo a maestro. Un estudio sobre la tarbiya a través de tres poemas de Ibrahim Niasse." Claridades. Revista de Filosofía 8, no. 1 (December 24, 2017): 67–103. http://dx.doi.org/10.24310/claridadescrf.v8i0.3789.

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Este trabajo explora de forma diacrónica el concepto sufí de tarbiya (iniciación espiritual) a través del análisis de tres poemas del maestro sufí senegalés Ibrāhīm Niasse. En el primero de los textos, Ruḥ al-ādab (El hálito de la cortesía), Niasse resume la doctrina de la Tijāniyya y el sufismo antes de su consolidación como maestro en 1929. El segundo texto, Nabadhat min asha‘ārnā fī tarbiya wa al-irshād (Advertencia sobre la tarbiya y la guía), explora el proceso de la iniciación espiritual y su metodología desde su posición de maestro sufí. En el último texto, Ṣāriman, Niasse explica las dificultades que se producen tras acceder a la gnosis. Por último, y a modo de epílogo, se incluye una observación sobre la tarbiya y la gnosis en la vida cotidiana en África contemporánea.

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14

Mustafayev, Yoqubjon. "JISMONIY TARBIYA MUTAXASSISLARINI KOMPETENTLI TAYYORLASHNING DIDAKTIK MASALALARI." Ижтимоий-гуманитар фанларнинг долзарб муаммолари / Актуальные проблемы социально-гуманитарных наук / Actual Problems of Humanities and Social Sciences. 3, no. 5 (May 11, 2023): 248–53. http://dx.doi.org/10.47390/sp1342v3i5y2023n33.

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Ushbu maqolada jismoniy tarbiya mutaxassislarini kompetentli tayyorlashning didaktik masalalari, boʻlajak jismoniy tarbiya va sport mutaxassislari kompetentligini rivojlantirishga ta’sir etuvchi didaktik ta’minot va unga qoʻyilgan talablar, didaktik ta’minotini modernizatsiyalash orqali ularda kompetentlik darajasini rivojlanganligining pedagogik diagnostikasini takomillashtirishga oid masalalar muhokama etilgan.

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15

Bekzod KARIMOV. "JISMONIY TARBIYA DARSLARIDA INNOVATSION TEXNOLOGIYALARNI QO‘LLASHNING ILMIY – PEDAGOGIK ASOSLARI." UzMU xabarlari 1, no. 1.4 (April 5, 2024): 114–17. http://dx.doi.org/10.69617/uzmu.v1i1.4.2015.

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Maqolada jismoniy tarbiya darslarida zamonaviy pedagogik texnologiyalardan foydalanishning ahamiyati, dunyoqarash hamda tafakkur ko‘lamini hosil qilish, jismoniy, ma’naviy va axloqiy sifatlarni shakllantirish bo‘yicha ayrim tavsiyalar berilgan muhokama qilingan. Ushbu yo‘nalishdagi o‘qituvchilar tomonidan jismoniy tarbiya o‘quv jarayoniga innovatsion texnologiyalarni joriy etish bo‘yicha uslubiy tavsiyalardan foydalanishishi kerak.

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16

Patouet, Jacqueline. "Les stigmates desFleurs de Tarbes." L'en-je lacanien 26, no. 1 (2016): 185. http://dx.doi.org/10.3917/enje.026.0185.

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17

Leroux, Laure. "Tarbes (Hautes Pyrénées). Cité Rothschild." Archéologie médiévale, no. 50 (December 30, 2020): 227. http://dx.doi.org/10.4000/archeomed.36601.

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18

Xalmatova, Nasiba. "Maktabgacha ta'lim yoshidagi bolalarning jismoniy rivojlanishida harakatli o'yinlarning ahamiyati." Общество и инновации 2, no. 9/S (October 11, 2021): 126–30. http://dx.doi.org/10.47689/2181-1415-vol2-iss9/s-pp126-130.

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Maktabgacha yosh - har bir bola hayotidagi juda muhim davr. Maktabgacha yoshdagi jismoniy va aqliy rivojlanish mutlaqo butunlay ta'sir qiladi deb ishoniladi. Ko'pgina ota-onalar farzandlari yomon o'sib borayotganini boshdan kechirmoqdalar. Aslida, bu mutlaqo normal hodisa. 4 yoshdan 6 yilgacha bo'lgan bolalar statistik ma'lumotlariga ko'ra, o'sish 10-15 sm gacha o'sishi va vazni atigi 3-5 kg. Maktabgacha tarbiyachilar faol va kuch bilan to'lgan bo'lsa-da, ularning energiyalari kutilmaganda yo'q bo'lib ketishi mumkin. Ko'pgina ota-onalar kechqurun bolalar charchaganligini payqashadi. Bu bolaning haddan tashqari tendentsiyasi borligi haqida izohlanadi: kuchli charchoq va juda faol o'yinlar. Haddan tashqari faoliyat hayajonning ko'payishiga olib kelishi mumkin. Bolalar bog'chasida jismoniy mashqlar va siljish o'yinlari kuniga etarlicha vaqt beriladi: ertalabki, jismoniy tarbiya, jismoniy tarbiya, sayyohlik, jismoniy tarbiya, jismoniy tarbiya uchun sport mashqlari. Maktabgacha bolalarning ijobiy jismoniy rivojlanishi uchun kunning oqilona rejimi muhim: etarlicha vaqt tungi uyqu va kunduzgi dam olish, muntazam ovqat, ochiq havoda o'tkazilgan o'yinlar uchun kerakli vaqt.

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19

Elovа, Sitorа. "Jismoniy tarbiya o‘qituvchilarining pedagogik mahoratini oshirish va shakllantirish." Общество и инновации 4, no. 10/S (December 3, 2023): 75–79. http://dx.doi.org/10.47689/2181-1415-vol4-iss10/s-pp75-79.

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Ushbu maqolada jismoniy tarbiya o‘qituvchilarining o‘qitish mahoratini oshirishning ahamiyati va bu takomillashtirishga erishish usullari o‘rganiladi. Tadqiqot kasbiy rivojlanishning mazkur ko‘nikmalarga ta’sirini o‘rganadi va uning natijalarini tahlil qiladi. Shuningdek, maqolada muallif tomonidan o‘qituvchilar, maktab ma’muriyatlari va siyosatchilar uchun samarali jismoniy tarbiya pedagogikasini ishlab chiqish bo‘yicha amaliy tavsiyalar berilgan.

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20

Turdimurodov, Dilmurod. "YUQORI SINF O‘QUVCHILARIDA QAT’IYATLILIK SIFATINI JISMONIY TARBIYA DARSLARIDA TARBIYALASH." Ижтимоий-гуманитар фанларнинг долзарб муаммолари / Актуальные проблемы социально-гуманитарных наук / Actual Problems of Humanities and Social Sciences. 3, no. 3 (March 7, 2023): 218–23. http://dx.doi.org/10.47390/1342v3i3y2023n29.

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Maqolada umumta’lim maktabi yuqori sinf o‘quvchilarining jismoniy tarbiya darslari jarayonida qat’iyatliligini tarbiyalash muammolari ko‘rib chiqiladi va muhokama qilinadi. Muallif o‘rganilayotgan muammoni nazariy tahlil qilib, qat’iyatlilik - bu insonning irodaviy sifati bo‘lib, maqsadni amalga oshirishning zarurligi va unga erishish uslublaridan iborat ongli istak ekanligini aniqladi. Jismoniy tarbiya darslari jarayonida yuqori sinf o‘quvchilarining yosh xususiyatlari tahlil qilinib, bu yosh davri qat’iyatlilik tarbiyasi jihatidan sensitiv davr ekanligi ma’lum bo‘ldi. Shuningdek, muallif yuqori sinf o‘quvchilarining jismoniy tarbiya darslariga bo‘lgan qiziqishi past darajada ekanligini aniqladi, bu esa jismoniy va shaxsiy rivojlanishning to‘sqinligiga olib keladi. Muallif umumta'lim maktablari o‘quvchilarining qat’iyatliligini tarbiyalashga qaratilgan pedagogik shartlar, mazmuni, turlari va usullaridan foydalanish ta’lim jarayonining samaradorligini oshirishga olib kelishiga alohida urg’u beradi.

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21

Мизомов, Шахриддин. "Jismoniy tarbiya darslarida innovatsion texnologiyalardan foydalanishning ahamiyati." Общество и инновации 3, no. 4/S (May 15, 2022): 423–28. http://dx.doi.org/10.47689/2181-1415-vol3-iss4/s-pp423-428.

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Ushbu maqolada shaxsga yo‘nalgan innovatsion texnolo-giyalar usullari, uning ahamiyati, maqsad hamda vazifalari bo‘yicha ma’lumot beriladi. Shuningdek, jismoniy tarbiya darslarini olib borish jarayonida innovatsion texnologiyalardan foydalanishning dolzarbligihaqida fikr yuritiladi .

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22

Axmedov, Muxtorali. "TARBIYA JARAYONIDA ILGOR PEDAGOGIKA METODLARINI YAQINDAN O‘RGANISHI." Eurasian Journal of Social Sciences, Philosophy and Culture 03, no. 03 (March 1, 2023): 22–26. http://dx.doi.org/10.37547/ejsspc-v03-i03-p1-05.

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Maqolada notalar asosida asboblarni chalish texnikasi va spektakl davomida ular bilan ishlashning individual usullari batafsil tavsiflangan. Quyidagi mashq mashqlari notaga muvofiq bajarish qobiliyatini rivojlantirishga yordam beradi; Eng oddiy musiqada boshlang‘ich zarbaning birinchi yarmi o‘ynalganda, o‘quvchi diqqatini shu zarbaning ikkinchi yarmiga qaratadi.

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23

Sherjaxon ABDUFATAYEV. "FANLARARO INTEGRATSIYA –TA’LIM-TARBIYA JARAYONINING ASOSIY OMILI." UzMU xabarlari 1, no. 1.1 (January 20, 2024): 31–35. http://dx.doi.org/10.69617/uzmu.v1i1.1.336.

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Oila, davlat va jamiyat oldida o‘zining fuqorolik burchi, mas’uliyatini chuqur anglaydigan, teran fikirli, ijtimoiy faolligi, yuksak kasbiy mahorati, ijodiy faoliyati hamda ijobiy fazilatlari bilan qurbi yetadigan raqobatbardosh mutaxassislar tayyorlash hozirgi zamon va istiqbol talabidir. Shu nuqtai nazardan kelib chiqgan holda ushbu maqolada umumta’lim maktablarida o’quvchilarning bilim, ko‘nikma va malakalarini rivojlantirish, taminlash yo’llari va natijalari yoritilgan

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Lonergan, T. P., P. G. Ryles, S. T. McClure, and D. W. McMillan. "THE TARBAT-IPUNDU OIL FIELD, A CASE STUDY IN IDENTIFYING BYPASSED OIL." APPEA Journal 38, no. 1 (1998): 36. http://dx.doi.org/10.1071/aj97002.

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Since 1995 the Tarbat-Ipundu Field has developed from a marginal 200 BOPD (31.8 kL/d) field with perceived limited growth potential to a developing resource with production up to 3,000 BOPD (476.9 kL/d). This increase was achieved through the efforts of a dedicated multidisciplinary team and an aggressive 'fit for purpose' drilling and evaluation program.The Tarbat-Ipundu Field is located in PL 52 of ATP 299P in southwestern Queensland, approximately 115 km to the northeast of the Jackson Oil Field. The field was discovered by Hartogen Energy Ltd in 1986 with the drilling of Ipundu 1 which came on-line at 100 BOPD (15.9 kL/d) from the Wyandra Sandstone and the Murta Member. The discovery well was followed by the drilling of Tarbat-1 in 1988 on a subculmination to the north. Tarbat-1 encountered oil in the Wyandra Sandstone but watered out after producing 17 KSTB (2,702 kL) of oil. During 1991 a further four wells were drilled in the Ipundu Field by the then operator, Ampolex Pty Ltd. Two of these wells were plugged and abandoned. In January 1994 the field was producing at 220 BOPD (34.9 kL/d) after a total production of 350 KSTB.The Santos Group acquired a majority interest and Operatorship of the Tarbat-Ipundu Field in 1994. An integrated geological and engineering evaluation of Tarbat-1, incorporating experience gained in other parts of the Eromanga Basin, indicated the potential for bypassed oil in the Hutton Sandstone. Similarly, additional potential was recognised in the Wyandra Sandstone and Murta Member in the Tarbat-Ipundu wells. To evaluate this potential Tarbat-2 was drilled in August 1995 at a location 315 m to the northwest of Tarbat-1. Drill stem tests in Tarbat-2 resulted in flows of 2,037 BOPD (323.8 kL/d) from a 26 m gross hydrocarbon column in the Hutton Sandstone and 770 BOPD (122.4 kL/d) from a 14 m gross hydrocarbon column in the Wyandra Sandstone.An aggressive appraisal and development program followed the drilling of Tarbat-2 which has resulted in the drilling of an additional 25 wells. Proved and Probable Oil in Place estimates have increased from 5.2 MMSTB (0.826 ML) in 1994 to 44.2 MMSTB (7.02 ML) in 1997. As at June 1997 the field produces oil from the WyandraSandstone, Murta Member and Hutton Sandstone of the Eromanga Basin. A combined oil offtake of up to 3,000 BOPD (476.9 kL/d) has been achieved from the field. Continued field development is planned for 1998.The successful 're-discovery' of the Tarbat-Ipundu Field illustrates the potential benefit of a systematic review and integration of all existing data via a multidisciplinary team. The increasing cost of new data acquisition makes it imperative that the existing data is thoroughly evaluated prior to the investment of further exploration capital. The Tarbat-Ipundu Field demonstrates the potential to add significant new reserves from focussed targeting and evaluation of potential bypassed hydrocarbon accumulations.

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Shamuratov, Jasur. "O‘RTA TA’LIM MAKTABLARIDA JISMONIY TARBIYA DARS JARAYONLARINI TAKOMILLASHTIRISHDA YANGICHA PEDAGOGIK YONDASHUV." Ижтимоий-гуманитар фанларнинг долзарб муаммолари / Актуальные проблемы социально-гуманитарных наук / Actual Problems of Humanities and Social Sciences. 3, S/3 (May 19, 2023): 239–43. http://dx.doi.org/10.47390/sp1342v3si3y2023n33.

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Ushbu maqolada yangicha pedagogik yondashuv asosida jismoniy tarbiya darsining sifatini yanada yaxshilash maqsadida taklif sifatida yangicha yondashuv ishlab chiqilgan. O‘sib kelayotgan yosh avlodni kelajakda barkamol avlod sifatida kamol topishi uchun, bugungi davr talablaridan kelib chiqqan holda, ta’lim tizimimizni ilmiy yondashuvlar asosida rivojlantirish zaruriyatini paydo qilmoqda, maktablarda hususan jismoniy tarbiya darsining bir qismini nazariy bilimga qaratgan holatda tashkil qilish yuzasidan fikrlar bayon qilingan.

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Kamarudin, Kamariah. "Ibrah and Tarbiyah: The Approaches to Learning and Teaching in Kuasa Kata dari Lisan Mengalir ke Lautan Aksara." Malay Literature 28, no. 2 (December 1, 2015): 236–55. http://dx.doi.org/10.37052/ml.28(2)no4.

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The relationship between teaching and educating is significant in the impression of life. It is not merely a subject in the school syllabus, or components extracted from the process of reading a literature text. In fact, these two elements, ibrah (learning) and tarbiyah (teaching) according to the Islamic perspective have a more extensive meaning in order to build a stronger society. It is found that these elements, ibrah and tarbiyah , form a strong bond in developing the core values of life and society. Thus, this article is an explanation on the approaches of ibrah and tarbiyah in the memoir by Mahaya Md. Yassin titled Kuasa Kata dari Lisan Mengalir ke Lautan Aksara . This article describes the significance of the approaches of ibrah and tarbiyah in the literary work mentioned, in which the relationship between human beings with one another ( habl min al-Nas ) and the relationship of humans with The Creator ( habl min Allah ) are advocated. Based on this study, it is clear that the author includes four approaches of ibrah and tarbiyah in her writing, i.e. concerning family, career, work and leadership, to support her message. This study also shows that the memoir is a valuable form of information and a guide to learning and teaching for all concerned. Keywords: wasilah , ibrah , tarbiyah , literature text, memoir Abstrak Peri pentingnya hubungan antara pengajaran dengan pendidikan dalam relung kehidupan, bukan sekadar suatu bahan dalam mata pelajaran atau sukatan persekolahan, atau unsur yang diperoleh dalam teks kesusasteraan dalam proses pembacaan. Dua elemen ini, iaitu ibrah (pengajaran) dan tarbiah (pendidikan) dalam perspektif Islam mempunyai maksud yang lebih luas pengungkapannya bagi membangunkan keutuhan masyarakat. Didapati kedua-dua elemen ini, ibrah dan tarbiah sebagai satu paduan kukuh untuk membentuk nilai luhur dalam kehidupan dan kemasyarakatan. Oleh itu, makalah ini memperkatakan wasilah ibrah dan tarbiah dalam tulisan memoir Mahaya Md. Yassin, Kuasa Kata dari Lisan Mengalir ke Lautan Aksara. Makalah ini memperlihatkan kepentingan wasilah ibrah dan tarbiah dalam karya terbabit yang mengajukan hubungan manusia dengan manusia (habl min al-Nas) dan hubungan manusia dengan Yang Maha Pencipta (habl min Allah). Berdasarkan kajian jelas menunjukkan bahawa pengarang mengungkapkan empat wasilah ibrah dan tarbiah dalam tulisannya, iaitu dalam keluarga, kerjaya, karya dan kepimpinan sebagai sandaran perutusan yang bermanfaat buat khalayak pembaca. Kajian ini juga memperlihatkan bahawa buku memoir berguna sebagai panduan dan pedoman dalam menggalurkan ibrah dan tarbiah buat semua. Kata kunci: wasilah, ibrah, tarbiah, teks kesusasteraan, memoir

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Тaylakova, Shaxnoza. "O‘smirlar xulqida axloqiy buzilishlar shakllanishining oldini olish va korreksiyalashda ijtimoiy-pedagogik omillar." Общество и инновации 4, no. 10/S (December 7, 2023): 183–90. http://dx.doi.org/10.47689/2181-1415-vol4-iss10/s-pp183-190.

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Ijtimoiylashuv uzluksiz jarayondir, ya’ni inson doimo jamiyat bilan munosabatda bo‘ladi. Tarbiya esa uzlukli jarayondir. Chunki u muayyan tashkilotlarda amalga oshirilib, zamon va makonda cheklangan bo‘ladi. Jumladan, voyaga yetmagan bolalar tarbiyasida salbiy xulqning oldini olishda qator ijtimoiy-pedagogik omillar mavjud bo‘lib, tarbiya jarayonida ushbu omillarning har biri o‘ziga xos xususiyatlarga ega. Maqolada aynan o‘smirlar xulqidagi negativ axloqiy shakllarni oldini olishning ijtimoiy-pedagogik omillari xususida so‘z yuritiladi.

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Grabot, Bernard. "Ecole national d'ingénieurs de Tarbes, France." Fuzzy Sets and Systems 62, no. 3 (March 1994): 381–82. http://dx.doi.org/10.1016/0165-0114(94)90129-5.

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29

Baysariyev, Nosir. "Milliy qadriyatlar vositasida maktabgacha tarbiya yoshidagi bolalarda xulq madaniyatini shakllantirishning usul va vositalari." Общество и инновации 3, no. 4/S (May 15, 2022): 206–11. http://dx.doi.org/10.47689/2181-1415-vol3-iss4/s-pp206-211.

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Ushbu maqolada milliy qadriyalar millatning tabiiy-tarixiy rivoji, ijtimoiy turmushi, yashash tarzi, o‘tmishi, kelajagi, madaniyati, ma’naviyati, urf-odatlari, an’analari, tili u vujudga kelgan hudud va boshqalar bilan uzviy bog‘langanligi, ular milliy qadriyatlar tizimida tarixiy jarayonlar davomida o‘z o‘rniga ega ekani haqida so‘z yuritilgan. Maqolada maktabgacha tarbiya yoshidagi bolalarda milliy qadriyatlar vositasida xulq madaniyatini shakllantirish yo‘nalishlari va yo‘llari, milliy qadriyatlar vositasida maktabgacha tarbiya yoshidagi bolalarda xulq madaniyatini shakllantirish omillari, shakllari va tavsiyalar keltirilgan.

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Tojiddin ZAYNIDDINOV. "ZAMONAVIY YONDASHUVLAR ASOSIDA BO‘LAJAK JISMONIY MADANIYAT O‘QITUVCHILARNING VATANPARVARLIK KOMPETENTLIGINI TAKOMILLASHTIRISH." UzMU xabarlari 1, no. 1.2.1 (February 27, 2024): 104–7. http://dx.doi.org/10.69617/uzmu.v1i1.2.1.1147.

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Ushbu maqola bo‘lajak o‘qituvchilarda fuqarolik va vatanparvarlik kompetensiyasini rivojlantirish mezonlari va ko‘rsatkichlaridan “Uzluksiz ma’naviy tarbiya konsepsiyasi”ni joriy etishda tarbiyalanganlikni baholash indikatorlari sifatida foydalanilgan. Natijada bo‘lajak pedagoglarni talabalarda Vatanga sadoqat kompetensiyasini shakllantirishga tayyorgarligini tashxis etish imkoniyati oshgan. Tadqiqot doirasida ishlab chiqilgan vatnparvarlik tuyg‘usini rivojlantirishning zamonaviy yondashuvlarga asoslangan interfaol shakl, metod va vositalaridan “Tarbiya fanini o‘qitish texnologiyasi” qo‘llanmasini ishlab chiqishda foydalanilgan. Mazkur takliflar bo‘lajak pedagoglarni tarbiyaviy faoliyatga tayyorlash, ularda faol fuqarolik pozitsiyasini rivojlantirishga imkon yaratgan.

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Yoziyeva, Umida, and Mohigul Radjabova. "Ta’lim-tarbiya jarayonida axborotlar tahdidi – pedagogik muammo sifatida." Общество и инновации 2, no. 10/S (November 30, 2021): 214–20. http://dx.doi.org/10.47689/2181-1415-vol2-iss10/s-pp214-220.

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M Raxmonov, S. "Jaloliddin Rumiy asarlarida axloqiy tarbiya va nafs diskriminatsiyasi." 2022-yil, 3-son (133/1) ANIQ FANLAR SERIYASI 2, no. 126/1 (March 6, 2021): 1–10. http://dx.doi.org/10.59251/2181-1296.v2.1261.1522.

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Mazkur maqolada Jaloliddin Rumiy asarlarida axloqiy tarbiya va nafs diskriminatsiyasi masalasi aks ettirilgan. Jaloliddin Rumiyning asarlari asosan falsafiy fikr mulohazalarni o‘z ichiga olgan. Jaloliddin Rumiy barcha faylasuflar kabi, inson o‘zgarishni o‘zidan boshlashi kerakligini ta’kidlaydi. Jaloliddin Rumiy insonlarga ezgulik va poklikni targ‘ib qilib komillikning namunasiga aylangan.

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J A, Karshiyev. "DARSDAN TASHQARI MASHG’ULOTLAR JARAYONIDA TALABALAR MA’NAVIYATINI RIVOJLANTIRISH YO’NALISHLARI." 2022-yil, 3-son (133/1) ANIQ FANLAR SERIYASI 2, no. 120/2 (March 1, 2020): 1–10. http://dx.doi.org/10.59251/2181-1296.v2.1202.999.

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Darsdan tashqari tarbiyaviy ishlar talabalarning qiziqish, istaklari, хоhish va eхtiyojlariga suyangan hоlda ularning darsdan bo’sh vaqtlarida o’quv tarbiya jarayonini to’ldiradi. Darsdan va oliy ta’limdan tashqari ishlar har tomonlama kamol topgan inson tarbiyasining maqsad va vazifalariga muvofiq ravishda hamda talabalarning tashabbuskorligiga tayanish asosida tashkil qilinadi va olib boriladi. Oliy o’quv yurtlarida talabalarning darsdan tashqari faoliyati oliy o’quv yurtida taxsil oluvchi talabalarning barcha faoliyat turlarining yig'indisidir, bunda ta'lim muassasasining asosiy o'quv dasturiga muvofiq tarbiya va ijtimoiylashuv, qiziqishlarni rivojlantirish va umuminsoniy ta'lim faoliyatini shakllantirish vazifalari hal qilinadi

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Yaqin, Mukhamad Ainul. "Pola Komunikasi Interpersonal Guru Madrasah Diniyah dalam Menanamkan Nilai-Nilai Islam di Era Generasi Milenial." Wasilatuna: Jurnal Komunikasi dan Penyiaran Islam 2, no. 1 (April 18, 2019): 36–52. http://dx.doi.org/10.38073/wasilatuna.v2i1.375.

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Tujuan dalam penelitian yaitu untuk mengetahui pola komunikasi interpersonal guru Madrasah Tarbiatus Shibyan dalam menanamkan nilai-nilai Islam di era generasi milenial. Pola komunikasi interpersonal terdidi dari pendukung, penghambat dan upaya penyelesaian dalam berkomunikasi antara guru dan murid. Metode penelitian yang digunakan yaitu deskriptif kualitatif bersifat khusus untuk memaparkan dan menceritakan keadaan yang ada. Lokasi penelitian berada di Madrasah Diniyah Tarbiatus Shibyan Pandanrejo Pasuruan. Sebagai subjek penelitian yaitu pola komunikasi dan objek yaitu guru kelas 5 di Madrasah Tarbiatus Shibyan. Analisis data menggunakan analisis trianggulasi dari data yang dihasilkan baik data primer atau data sekunder. Hasil analisis menunjukkan bahwa pola komunikasi interpersonal yang diterapkan yaitu membuat suasana belajar mengajar yang nyaman dan komunikasi sebagai pengendali proses belajar mengajar. Faktor pendukung dalam proses komunikasi yaitu motivasi guru yang membangun dalam penanaman nilai-nilai Islam dan perkembangan teknolgi sebagai media komunikasi. Faktor penghambat dalam proses komunikasi interpersonal yaitu kesulitan murid dalam menerima pembelajaran, Perkembangan teklologi yang kurang terkontrol, dan kejenuhan murid. Solusi yang dapat mengatasi hambatan tersebut yaitu melakukan pendekatan dengan murid dan orangtua dan memberikan hadiah pada murid yang berprestasi.

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Bülent GÜRBÜZ, İsmail. "Kullanıcılar Açısından Bilgi Yönetim Sistemleri: Tarbil Örneği." Journal of Turkish Studies 13, Volume 13 Issue 13 (January 1, 2018): 23–36. http://dx.doi.org/10.7827/turkishstudies.13224.

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ROCHAS, Michel. "H. Peslin, ingénieur des Mines à Tarbes." La Météorologie 8, no. 49 (2005): 42. http://dx.doi.org/10.4267/2042/34802.

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Brown, William J. "Grain Dust Dreams by David W. Tarbet." Ontario History 108, no. 1 (2016): 130. http://dx.doi.org/10.7202/1050617ar.

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Yokubjonovich, Shadiyev Azizjon. "YOSH VOLEYBOLCHILARNING TO‘GARAK MASHG‘ULOTLARINI TASHKIL ETISH VA ULARNI O‘TKAZISH USULLARI." Eurasian Journal of Social Sciences, Philosophy and Culture 03, no. 02 (February 1, 2023): 07–12. http://dx.doi.org/10.37547/ejsspc-v03-i02-p2-41.

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Saparboyeva, Dilshoda. "BOSHLANG‘ICH SINF O‘QUVCHILARIDA INSON QADRINI ULUG‘LASH MADANIYATINI RIVOJLANTIRISH MEXANIZMLARI." Ижтимоий-гуманитар фанларнинг долзарб муаммолари / Актуальные проблемы социально-гуманитарных наук / Actual Problems of Humanities and Social Sciences. 3, S/4 (June 18, 2023): 448–52. http://dx.doi.org/10.47390/sp1342v3si4y2023n57.

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Uraimov, Sanjar. "BOSHLANG'ICH MAKTAB O‘QUVCHILARINING JISMONIY FAOLLIGINI BAHOLASH." Ижтимоий-гуманитар фанларнинг долзарб муаммолари / Актуальные проблемы социально-гуманитарных наук / Actual Problems of Humanities and Social Sciences. 3, S/3 (May 19, 2023): 234–38. http://dx.doi.org/10.47390/sp1342v3si3y2023n32.

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Boshlang'ich sinf o‘quvchilari o‘rtasida jismoniy faollikni baholash choraklar bo‘yicha baholangan kuch qobiliyatlari o‘sishining ijobiy tendentsiyasini aniqladi. Biroq, 1-2-sinf o‘quvchilari bilan o‘tkazilgan pedagogik tajriba davomida bolalarning dastlabki natijalarga erisha olmasligi, har tomonlama rivojlanish uchun dastur moddiy va ijtimoiy funktsiyalari talablarini bajarmaganligi aniqlandi. Maktab tizimi tomonidan taqdim etiladigan majburiy asosiy jismoniy tarbiya darslari gipodinamiya omilini kamaytirish uchun yetarli emas edi va maktabdan tashqari jismoniy mashqlar yoki ommaviy sport bo‘yicha seksiya mashg'ulotlarini amalga oshirish qiyin edi. Amaldagi davlat ta'lim standartlari jismoniy tarbiya uchun haftasiga kamida 4 akademik soat chegarasini nazarda tutadi, bu JSST ning tashkil etilgan jismoniy faoliyat standartlariga javob bermaydi.

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S.K.Yazdonova, S. K. Yazdonova. "KIBERMAKONNING IQTISODIY TENDENSIYALARI (TA’LIM VA TARBIYA JARAYONIGA TA’SIRI MISOLIDA)." 2016-yil, 1-son (95) ANIQ VA TABIIY FANLAR SERIYASI 1, no. 95 (May 25, 2023): 1–11. http://dx.doi.org/10.59251/2181-1296.2023.v2.138.1.1965.

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Ushbu maqolada zamonaviy jamiyatda qaror topib borayotgan kibermakon omilining iqtisodiy tendensiyalari, uning ta’sir doirasi: lokal, regional va global shakllari, bu borada jahonning ilg‘or tadqiqot markazlarida olib borilayotgan ilmiy izlanishlar, ulardan olinayotgan amaliy natijalar qiyosiy tahlil etilib, “kiber iqtisodiyot”ning ta’lim va tarbiya jarayoniga o‘tkazayotgan “ijtimoiy tahdidi” masalasi ko‘rib chiqilgan.

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Rajabova, Halima. "KO‘RISHIDA NUQSONI BO‘LGAN BOLALAR UCHUN MAKTABGACHA TARBIYA MUASSASALAR FAOLIYATI." Eurasian Journal of Social Sciences, Philosophy and Culture 03, no. 02 (February 1, 2023): 51–56. http://dx.doi.org/10.37547/ejsspc-v03-i02-p1-10.

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Maxsus muassasalar hozirgi zamon komsepsiyasida nogiron jumladan ko‘rishda nuqsoni bo‘lgan bolalar ta’lim tizimiga ma’lum o‘zgarishlar kiritilgan va ularni amalga oshirish ishlari olib borilmoqda. Zamonaviy maxsus ta’lim standartlariga asosan fanlar bo‘yicha o‘quv dasturlar tuzilib chop etilmoqda. Ularga mos ravishda mashg‘ulotlik va o‘quv qo‘llanmalar tayyorlash ishlari jadal suratlarda olib borilmoqda. Ushbu maqolada ko’rishda nuqsoni bo’lgan bolalarni maktabgacha ta’lim tashkilotlarida o’qitish, tarbiyalash usullari, qilinishi lozim bo’lgan ishlar to’grisida bayon qilingan.

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Samadova, Sarvinoz. "BAG‘RIKENGLIK TARBIYASI – DAVR TALABI." Ижтимоий-гуманитар фанларнинг долзарб муаммолари / Актуальные проблемы социально-гуманитарных наук / Actual Problems of Humanities and Social Sciences. 3, no. 4 (April 4, 2023): 278–83. http://dx.doi.org/10.47390/a1342v3i4y2023n37.

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Ushbu maqolada globallashuv jarayonida yoshlarni bag‘rikenglik ruhida tarbiyalash, ularda bag‘rikenglik madaniyatini shakllantirishda ta’lim tarbiya tizimining o‘rni katta ekanligi haqida fikr yuritilgan.

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Oblanazarov, Faxriddin. "FUTBOLCHILARNI TAYYORLASHDA TA’LIM VA MASHG‘ULOTNING ASOSIY QONUN-QOIDALARINI AMALGA OSHIRISH." Ижтимоий-гуманитар фанларнинг долзарб муаммолари / Актуальные проблемы социально-гуманитарных наук / Actual Problems of Humanities and Social Sciences. 3, S/2 (April 20, 2023): 322–35. http://dx.doi.org/10.47390/a1342v3i4y2023n43.

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R a x i m o v, M. "YOSHLARDA XALQ O‘YINLARI ORQALI SOG‘LOM TURMUSH TARZINI SHAKLLANTIRISH." 2022-yil, 3-son (133/1) ANIQ FANLAR SERIYASI 2, no. 132/2 (March 2, 2022): 1–7. http://dx.doi.org/10.59251/2181-1296.v2.1322.49.

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Hakimov, A. "KREATIV YONDASHUV ASOSIDA BIOFIZIKA FANINI O’QITISH METODIKASINI INTEGRATIV TA’LIM TEHNOLOGIYALARINI QO’LLASH ORQALI TAKOMILLASHTIRISH." 2016-yil, 1-son (95) ANIQ VA TABIIY FANLAR SERIYASI 1, no. 95 (September 5, 2023): 1–12. http://dx.doi.org/10.59251/2181-1296.2023.v4.140.1.2350.

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Maqolada talablarda kreativlik sifatlarini rivojlantirishning samarali yo'llari, kreativlik sifatlariga ega bo'lishlari uchun o'quv va tarbiya jarayonida yangi g'oyalarni yaratish haqidagi fikrlar yoritib berilgan.

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Zakirova, Dilfuza. "Millatlararo umumbashariy manfaatlar va qadriyatlar." Общество и инновации 2, no. 10/S (November 30, 2021): 227–33. http://dx.doi.org/10.47689/2181-1415-vol2-iss10/s-pp227-233.

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Ushbu maqolada xalqimizning asrlarosha shakllangan tajribasi, millatlararo munosabatlar madaniyatini shakllantirish mazmunining yo’nalishlari, ijtimoiy munosabatlar jarayonining mazmuni, an’anaviy va innovatsion ta’lim-tarbiya jarayoniga yangicha yondashuvlar bayon etilgan.

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Xasanov, Xolboy, and Dilnoza Omonova. "Talabalarning ijodiy kompetentini rivojlantirishda badiiy ijodning ahamiyati." Общество и инновации 3, no. 1/S (March 4, 2022): 159–65. http://dx.doi.org/10.47689/2181-1415-vol3-iss1/s-pp159-165.

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Ushbu maqolada talabalarning ijodiy kompetentini rivojlantirishda badiiy ijodning ahamiyati haqida fikr yuritiladi. Badiiy ijodni rivojlantirish uchun olib boriladigan ishlarda ,xususan, estetik tarbiya masalalari haqida bayon etilgan.

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Z, N. i. g. m. a. t. o. v. a. M. "MAKTABGACHA YOSHDAGI BOLALAR BILISH JARAYONLARINI RIVOJLANTIRISHDA SENSOR TARBIYANING O‘RNI." 2022-yil, 3-son (133/1) ANIQ FANLAR SERIYASI 6, no. 124/2 (July 10, 2020): 1–9. http://dx.doi.org/10.59251/2181-1296.v6.1242.1634.

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Ushbu maqolada maktabgacha ta’lim yoshidagi bolalarga sensor tarbiya berish jarayonining o‘ziga xos xususiyatlari yoritilgan. Bu jarayonning asosiy ishtirokchisi, ya’ni tarbiyachiga qo‘yiladigan hozirgi zamon talablari bayon etilgan

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Raxmatov, Otabek. "BO‘LAJAK JISMONIY TARBIYA O‘QITUVCHILARIDA MILLIY SPORT TURLARI ASOSIDA AMALIY KOMPETENTLIKNI RIVOJLANTIRISHNING DOLZARB MASALALARI." Ижтимоий-гуманитар фанларнинг долзарб муаммолари / Актуальные проблемы социально-гуманитарных наук / Actual Problems of Humanities and Social Sciences. 3, no. 3 (March 7, 2023): 270–74. http://dx.doi.org/10.47390/1342v3i3y2023n36.

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Ushbu maqolada bo‘lajak jismoniy tarbiya o‘qituvchilarida milliy sport turlari asosida amaliy kompetentlikni rivojlantirishning dolzarb masalalari yechimiga oid maqsad va vazifalar, ilmiy g‘oyalar, tavsiyalar haqida so‘z yuritiladi.

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