Architectural monuments of the ancient architecture of Samarkand
Amirjonov Og’abek
Architectural monuments of the ancient architecture of Samarkand
Shahi Zinda. "Living Shah" mausoleum complex occupies a special place in the history and fate of our ancestors. It is located in the southern part of old Samarkand and is one of the holy shrines.The name Shahi Zinda is related to the name of Qusam ibn Abbas, cousins of the Prophet Muhammad. Shahi Zinda architectural complex was built in three parts. The complex is entered through a huge carved gate.This monument shows the taste and artistic skills of the masters of the XIX-XX centuries. Behind the mosque, on the left side of the hill, there is a two-room high blue-domed mausoleum (middle of the 15th century). had a small room (tomb). There is one tombstone in the cemetery, with a dahma under it. Dome cap and tahmans have multi-tiered muqarnas. The walls are decorated with flowers, but the patterns are partially preserved. The double-domed mausoleum is covered with a veil of mystery and has caused a lot of controversy among researchers. The second part of the shrine "Shahi Zinda" begins at the foot of forty steps. The width of the stairs is 5 gas. Here, there are architectural solutions of a completely different era and life. There are completely different scenes in the attic of the dear ones. Hazrat Khizr Mosque - an architectural monument in Samarkand. The gate has a domed gate, and two corners of the gate are decorated with dome-ribbed bouquets-towers; on the left side of the facade, the arched, carved 5-pillar peshayvan is richly decorated with attractive patterns, and the ganch ornaments are skillfully made. From Peshayvan, it is lost to a room covered with a high dome. Outside, the piltavor dome is placed on an 8-sided plinth, and the intervals are decorated with muqarnas. The peshtok and caged minarets are decorated with tiles, arched windows are made on the peshtok base-dome. Tomb of Amir Temur. It is recognized as a unique work of Central Asian architecture. The outer dome of the mausoleum - a second dome was installed on top of it in order to ensure that the external appearance of the monument is more healthy and the interior of the mausoleum has a moderate climate. How large the structure was can be determined by looking at the unfinished complex on its western side. One of the four lamps placed in the great hall has been preserved. A corridor passed on both sides of the 10-meter-wide porch. A two-story building with a double dome is entered from the north side of the corridor, and a gallery is entered from the south side. Amir Temur's mausoleum is entered through this gallery. The walls surrounding the courtyard are divided into two-story decorative arches. There were four minarets at the outer corners of the courtyard. The minaret is decorated with honors. The Khoja Ahror complex is an architectural monument in the vicinity of Samarkand in the Ulugbek village of Samarkand district. Near the grave of Khoja Ahror, there is a complex consisting of Nadir Devonbegi madrasa, two porches, a mosque, a minaret and a courtyard with a pond, built in different periods. The center of the complex is an 8-sided pool, on its south side there is a white marble tombstone of Khoja Ahror, on which a dirge is written in Arabic script. In the north is the madrasa of Nadir Devonbegi, and there are cells around the square courtyard. Jame' mosque. It is one of the largest constructions in Central Asia. The total area of Jame' mosque is 167x109m, there were high minarets in the corners, and these minarets have been restored in the present period. Jame' mosque was gradually destroyed due to neglect and earthquakes, only the lower part of the north-western minaret was preserved, its height is 18.2 m.The foundation of Bibikhanim Jame Mosque is made of stone, and the walls are made of brick (thickness is 4.4 - 5 m). Before the restoration, the mosque consisted of 6 architectural parts that were not connected to each other. In the net of the courtyard, there was a building with a mihrab and a high gable, a small copy of it on both sides, a divided gable of the mosque at the base, and a separately preserved minaret in the northwest. Qusam Ibn Abbas complex. The path in the northern part leads to the base of the complex. In its introduction, the following hadiths of Muhammad (pbuh) are written: "Muhammad p.a. They said: "Qusam ibn Abbas is one of the people who resemble me in his behavior and appearance." On the eastern side of the hall there is a wooden door with a two-layered carved pattern. The shrine was built in the 30s of the XIV century. The date 735 Hijri (1334-1335 AD) is silently written on the southwest side of the octagonal part where the mural dome is placed. Qusam ibn Abbas mausoleum is the most important and ancient mausoleum in the complex. The mausoleum consists of a chapel and a shrine. Each of them has its own etiquette for visiting.
WAY- WAY... she said
One day at 12 o'clock my grandmother and I got on the bus. There were two other women with us. Since there were no empty seats, both my grandmother and the other two women stood. Not far from us, two female students were sleeping. After three or four stops, the female students "suddenly woke up" and got out at their stops. Grandma and an older woman took the empty seat.
At that moment, one of the women who was sitting with her partner started insulting the female students. The first: "Don't be too hard on them, they are uneducated girls." But the other one said, "She didn't give me a place, my legs hurt."
I wondered why the girls didn't give room to the old women. Could it be that their parents or teachers did not teach them about public transport etiquette? In any case, it affected me deeply.
With our people, there is a proverb that says that manners are learned from you. I drew the necessary conclusion from this incident.
I am Farzona Khoshimova. I am a pupil in the 6th grade in the 18th compulsory school in Fergana. I was a presenter of kids’ programs on Fergana TV station. Since 4th grade, I have been a member of a children`s club which is opened under the Republican children`s library. So far more than 10 of my articles and stories have been published in magazines and newspapers. By participating in several online competitions in telegram I have got many valuable presents, diplomas, and books. My future ambition is to become the best journalist.
Sometimes a person doesn’t understand himself. For example, this happens to me a lot. You want to pour out your heart to someone, but you can’t find the words to say, only the right words. But you’re full of pain, pain… You think how to get rid of it, but you can’t find a way. You want to cry, it’s hard in your throat something is stuck. Wait for tears to flow from your eyes. But unfortunately, you will not shed tears. You will suffer a lot. Right now you are looking for a close friend – a confidant. Unfortunately, everyone is busy with their own pain; and they take your words superficially. They even forget after a few minutes. Because when someone tells you about the pain of a date, your heart won’t break. Unfortunately, in a few minutes, you will forget the pain that overturned his whole world. Of course, pain and feelings are not interesting and important to anyone. You realize that you don’t understand and put your head on the pillow with pain. Your soft pillow seems to harden with the pain. You get up and open your phone. You try not to get distracted. Unfortunately, none of this helps…
Basically, these pains accumulate during the day and give you excruciating pain in the evening. Sometimes these pains accumulate for years. At worst, I don’t feel or understand what is causing this pain. Your conscience, your heart knows, but the date cannot be expressed in words.
But don’t be afraid! It doesn’t hurt every day. Some are every 2 days, some are once a week, some are once a month, and some are even once a year. That’s when you fall asleep. When you wake up in the morning, you will find that everything is fine and everything is better…
Laylo Bakhtiyorova was born on 11.10.2000 in the Kashkadarya region of Uzbekistan. Currently, she is a graduate student of Tashkent State Pedagogical University. Currently, she is a member of the organizations of Argentina, Russia, and India. She has been helping many young people to enter the international arena.
Understanding the culture and background of a language is part of learning it; it goes beyond studying its grammar and vocabulary. The inclusion of cultural material in English language instruction gives students a greater grasp of the language and its cultural intricacies enabling them to communicate more effectively and sensitively from a variety of cultural perspectives. The article starts by emphasizing the value of cultural material in language instruction and how it helps students become more linguistically and culturally competent. It stresses how cultural understanding helps learners grasp the subtleties of language, such idiomatic phrases, social customs, and cultural allusions, which are crucial for efficient communication. It also addresses several methods and tactics to include cultural content in English language classes, including the use of real resources, cultural exchange projects, and multimedia resources. Additionally, incorporating cultural activities, such as role-plays, debates, and discussions, encourages learners to engage actively with the language and cultural concepts.Teachers must use a learner-centered approach when integrating cultural material into language training. The interests, backgrounds, and ability levels of the students should be taken into consideration by teachers when selecting pertinent resources and activities that connect to the learners’ experiences. The importance of technology in accessing cultural information for language acquisition is also emphasized in the paper. The availability of internet resources makes it simpler for students to obtain authentic materials from many countries that speak English. This makes it possible for the classroom to hold a wider variety of cultural events.
Nowadays, majority of the people around the world consider English as a lingua franca, and they are learning it. However, those learners sometimes complain to have inefficient level in English despite putting more effort to learn. Many linguists and scholars claim that one of the main reasons for this is learning the language outside the context and cultural features. Neglecting cultural aspects while teaching English might result in misunderstandings, cultural insensitivity, insufficient language competency, restricted access to authentic materials, decreased intercultural competence, and a weaker relationship to the language being learnt. For the purpose of promoting successful communication, cultural sensitivity, and a well-rounded language learning experience, cultural training must be incorporated into English language teaching.
Language learners are highly likely to face these challenges because of absence in cultural competence in a foreign language:
1. Lack of Context: Language is employed in contexts that are determined by culture. Learners may find it difficult to understand the meaning, usage, and connotations of words, phrases, and idiomatic expressions without having a thorough understanding of the cultural context. Without understanding the origins and meanings of expressions like “break a leg” and “raining cats and dogs,” for instance, they may be difficult to understand.
2. Miscommunication: Communication techniques are influenced by cultural conventions and beliefs. Learning how to express oneself and understand others may be difficult for students who are not aware of these cultural quirks. If cultural differences are not taken into consideration, miscommunications may result because of differences in directness, politeness, and nonverbal indications.
3. Understanding Humor: Cultural metaphors and comic idioms in English can make it difficult for learners to understand humor, which has a strong cultural foundation. Because jokes, slang, and wordplay sometimes need cultural background, it can be challenging for language learners to completely understand and engage in humorous dialogues.
4. Social Integration: Learning a language involves assimilating into the culture of the target language as well as developing linguistic abilities. Learners may find it difficult to deal with social situations, form relationships, and interact with others in English-speaking societies without knowledge of cultural norms, conventions, and social etiquette.
If cultural values are not taught when teaching English, these are just a few examples for unwanted results to arise.
Here are some strategies you can use to incorporate cultural elements into your English language lessons:
METHODS
Cultural awareness should be integrated into the curriculum in a way that encourages critical thinking and encourages students to question assumptions about culture.
Introduce authentic materials: Use authentic materials such as newspapers, magazines, books, movies, TV shows, and music from English-speaking countries. These materials expose students to the language as it is actually used in real-life situations and provide insights into the culture.
Discuss cultural topics: Include them into your lessons. Explore the festivals, customs, traditions, and cultural occasions observed in countries that speak English. This can be accomplished through presentations, group projects, or in-class debates. Encourage pupils to also discuss their particular cultural experiences.
Teach idioms and expressions: Idioms and phrases should be taught since they are an important component of any language and frequently indicate a society’s cultural values and views. Idioms and phrases should have their origins and meanings explained to pupils, who should then be encouraged to use them correctly.
Comparative analysis: Comparative analysis: Compare and analyze aspects of the native cultures of the pupils with those of English-speaking people. The comparisons are not meant to undermine any of the cultures being studied, but rather to enhance the learning process and to inform students that although certain aspects of culture are becoming more worldwide, others remain local. Because of this, students are inspired to consider how cultures differ from one another as well as how they have similar values. This helps them to comprehend diversity better.
Use multimedia resources: Take advantage of multimedia tools: Use multimedia materials to introduce pupils to many facets of English-speaking cultures. Showcase sites, cities, or cultural traditions via movies, documentaries, or virtual tours. Students may do this while improving their listening skills and seeing the culture visually.
Role-playing and simulations: Involve students in role-playing exercises that simulate real-life scenarios in countries where English is the language. Set simulating a situation in a restaurant, a job interview, or a cultural event. Students may do this to improve their English while learning about cultural conventions and expectations. Also, Have your pupils join in on the festivities. Learn about the history, importance, and traditions surrounding these occasions, and take part in activities like crafting or preparing traditional foods.
Virtual tours and field excursions: Take your pupils on field visits to historical places, cultural centers, or museums that are relevant to English-speaking cultures. If actual visits are not feasible, explore these locations electronically via virtual tours and online resources.
RESULT
Overcoming Communication barriers: Communication obstacles can occasionally be caused by cultural differences. By giving students the information and abilities to understand and react correctly in various cultural situations, the teaching of cultural concepts in English language schools aids students in overcoming these obstacles. It improves their capacity for suitable and successful communication with native speakers.
Increasing Motivation and Interest: Including cultural content in language instruction may make learning more interesting, relevant, and thrilling. It introduces students to many cultural facets, including literature, history, art, and social conventions, which could stimulate their interest and inspire them to learn more. Additionally, it facilitates the development of a link between the language and its cultural setting, enhancing the learning process.
Our Future Will Benefit from the Teaching of Cultural Heritage: If high school students are taught about their cultural background, they will start to appreciate both their own culture and the cultures of the people around them. In the past, students might have wondered where we all come from, what life was like for those who came before us, what they ate, and what they did for enjoyment. These kinds of questions let students take both an internal and an outside view. Students will be motivated to create and study as people in the past did before us because as humans, we don’t want to be forgotten when we’re gone. Learning this information will assist our future generations because they will be able to pass on the cultural heritage that they value and adore, as well as the thoughts, ideas, books, and beliefs they have acquired from those who came before them. As long as we keep in mind to pass on these customs, learn from them, and develop new ones to connect with them, they will endure. Every of history contains sad moments, things we feel guilty and ashamed about, but by learning about the past we can be sure to prevent the future from repeating the same mistakes, and by doing this we can protect people from being hurt when they shouldn’t be, and we can also go back and reconsider our past choices, try to understand what went wrong, and then move forward into the future and do things new.
Facilitating brain processing: Reading comprehension and mathematical reasoning both benefit from leaning on students’ cultural knowledge and norms, according to earlier research. Neuroscience research suggests that this is partially due to the fact that everyone learns new knowledge more effectively when it is connected to what they already know. In other words, by utilizing students’ preexisting brain connections, employing texts, resources, and examples that draw from students’ cultural schemas and past knowledge facilitates learning. That’s not all, though. Neuroscientific studies have shown that culture influences how the brain processes information; for example, pupils from cultures with strong oral traditions are more likely to acquire new material effectively through music and storytelling. Because of this, culturally sensitive teachers are also enhancing brain connections when they employ repetition, rhythm, movement, and images during education.
DISCUSSION
The reason for learning a foreign language is to know how to communicate in the target language, to know whether the customs and traditions of the speech community, and to develop one’s study and work.
Additionally, McKay (2003) asserts that culture significantly affects language education in two crucial ways: linguistically and pedagogically. Culture has an influence on the semantic, pragmatic, and discourse levels of the language, which is significant from a linguistic perspective. Because the cultural content of the language materials and the cultural foundation of the teaching approach must be taken into account when choosing the language resources, this has an impact on pedagogy. Therefore, Mckay (2003) contends that in order for pupils to properly acquire a language, they must master both the linguistic and cultural norms of that language.
In a similar mindset, Stern (1992) suggests that the purpose of teaching culture should be:
• Providing students with knowledge of the target culture.
• Knowledge of the target culture’s traits and distinctions from the learner’s own culture.
• A mindset that values research.
• A focus on comprehending the sociocultural effects of language and language usage
• Affective objectives, including intellectual curiosity, empathy, and interest.
Conclusion
Students can benefit from a more thorough and real learning experience when cultural components of English language education are included. Traditions, conventions, history, literature, art, music, and other things are examples of cultural aspects. These components can help students comprehend the language and how it is used in various situations on a deeper level. Additionally, it aids in the development of intercultural competency, which is crucial in the modern, globalized world. The objectives and preferences of the instructor or educational institution may influence how much cultural content is incorporated in English language instruction.
Promoting intercultural competency and encouraging pupils to have an accepting and respectful attitude toward many cultures are both achieved by including cultural components into language instruction. It promotes empathy, global citizenship, and cultural sensitivity.
The educational process is continuous, based on the principle of sequence and consistency, and is effective. From the earliest times to the present day, “Human education” as an urgent issue requires equal consideration in all peoples of the earth. Honorable President Sh.M. Mirziyoyev said, “The main goal of building an independent and strong state in Uzbekistan is to build a fair society where people, their rights and freedoms are considered the highest value and respected. At the same time, it is to further strengthen our rightful place in the Muslim world and the world community. First of all, we understand that this is in line with improving the system of education and enlightenment, directing the youth who are the future of our country to receive modern knowledge, and raising a well-rounded person. It is not for nothing that they say that. Education is a continuous process that goes on for centuries.
Currently, the content of the educational work being carried out in our country is aimed at forming a well-rounded generation. Necessary conditions and opportunities have been created in the republic to raise a healthy and mature generation, to bring up the young generation as well-rounded individuals who can fully meet the requirements of the 21st century. Documents, programs and plans of state importance have been developed for specific and purposeful implementation of work in this regard. Education is not only the processes carried out in the family, school, children and youth organizations, but also includes the ideology instilled in its leading ideas through mass media, newspapers and magazines. Because education is a broader concept than education. Of course, education is a product of consciousness, but at the same time it is an important factor that determines the level of consciousness and its development, that is, it forms and enriches the spirituality of the people. It is known that school is very important in the process of educating the young generation.
It is necessary to form the ideological and political consciousness of young people, to have a conscious attitude towards the environment and society, to love the Motherland with unlimited loyalty, to cherish the national values of our people – this should be the core of patriotic education. The development of the human personality is a very complex and continuous process. Parents, school, neighborhood, friends, public organizations, environment, mass media, art, literature, nature, etc. directly influence his education. In creating all the above life experiences, it is very important to educate a person through the sphere of influence of mutual cooperation and to protect him from the environment that has a negative impact on his formation as a person, while ensuring the unity of education. The main goal of education is to develop and implement effective organizational and pedagogical forms and tools based on the rich national, spiritual and historical traditions, customs and universal values of the people in the spiritual and moral upbringing of the young generation.
It would be appropriate if young people, who become a light in the hearts and minds of young people and make a worthy contribution to the prosperity of our Motherland Uzbekistan as a blessed country, should study more carefully the rich heritage created by our great ancestors.
NEW TENDENCIES OF USE OF INTERNATIONAL TECHNOLOGIES IN PRIMARY EDUCATION
Gulsevar Xojamova
It is known from the historical development of any country that the rapid development of the country, the achievement of certain achievements, and the well-being of the people depend on the level of attention paid to the education and future of the youth in that country. In this sense, the issue of youth in Uzbekistan is one of the most priority directions of the state policy. “Education gives creative activity to the spirituality of the people of Uzbekistan. All the best opportunities of the growing young generations are manifested in it, they constantly improve their profession and skills, the wise advice and experiences of the older generations are highly understood and passed on to the young, mature generation.” [1,78] To all of us. It is well known that many years ago, the concept of education was defined from a national-democratic point of view. In order to realize this stated goal, new models of education are being created, the theoretical foundations of which are being proven scientifically and practically by leading specialists. This scientific-practical proof is closely related to high-level technologicalization of educational processes. In the Republic of Uzbekistan, special attention is paid to the education of a mature generation as the main criterion of development.
Improved versions of the Law on Education and the “National Program of Personnel Training” have been created, which correspond to world standards, and are recognized by the education staff of many countries. These laws and programs are gradually being implemented in our country. The introduction of personal computers into school life shows that it should be used in all educational subjects and school activities.” In today’s advanced age, modern technology tools are used effectively in schools. Computers are widely used not only for teaching the course “Basics of Informatics and Computer Science”, but also in almost all areas of school education. Adaptation of primary school students to the modern environment, making them more interested in lessons through multimedia, video and audio lessons is giving sufficient results today. Today, almost all spheres of society’s life, including the development of education, cannot be imagined without the media.
Due to the globalization of the information space and its “openness”, the flow of new knowledge, views, facts, and concepts is increasing rapidly, and the use of information spread through the media is growing at high rates. Therefore, as new innovative technologies occupy a worthy place in the education of the young generation, the further involvement of our youth in the innovations of the technological age will make a significant contribution to the development of our country. Nowadays, one of the leading factors of achieving efficiency in the educational system is the use of innovative technologies. It would not be wrong to say that the creation and use of modern innovative technologies in educational institutions in the “National Personnel Training Program” has become the demand of the times. The introduction of technical tools into the educational system made it possible to present information in the form of audio, text, photo and video images. Such tools are often considered multimedia tools due to their complex technical and technological aspects. The introduction of computers into the field of education is considered a universal means of information processing. Multimedia technology provides integration of various types of information with content and harmony. It allows to present various forms of information with the help of computer.
Khojamova Gulsevar Abdullajanovna
2 nd stage student of Andijan State Pedagogical Institute
Teaching elementary school students based on new methods
International assessment systems, which are developed and put into practice as a result of high pedagogical factors in today’s developed period, at the same time serve as a practical experience for free assimilating students. The immediate main task of pedagogues working in primary school is to work individually with students whose learning level in the class or group is lower than the learning level of students who study well, and during the day and week. It consists of regular monitoring, analysis and continuous control of the student’s educational activity. The use of five general directions of pedagogical technologies is justified when working with children who have difficulty adapting to school, who have lost interest in learning for various reasons, or who are more talented in practical issues than in scientific research. These are child-centered education, interactive and modern methods of teaching, didactic game, cooperative learning, and problem-based learning technologies. Achievements in the fields of science, technology, production and technology require the creation of new generation textbooks for educational institutions operating at all stages of the continuous education system.
Types of independent work, first of all, should be carefully thought out by the teacher, directed to the educational goal and continuous. In this, the opportunity of each student should be taken into account, age characteristics, interests should not be neglected. One of the conditions for the mental development of students is to complete tasks by “remembering”. In this case, special attention is paid to the ability to define the plan and choose the work method while understanding (imagining) the purpose of the work to be performed, to be able to independently find the mistakes made and to correct them. It is useful to choose convenient methods, ask guiding questions, and recommend key words so that students can complete tasks quickly and correctly.
It is natural that students have difficulties in performing independent work with quality. Because their imagination is still bright and their vocabulary is not enough. Experiments show that children think faster when they work under the guidance of a teacher. In order not to get used to this situation, it is necessary to encourage them to think more independently. In order to attract the attention of students, mention the events in the text: “Why did it happen?”, “How do you think it should have been?” by asking questions like, approving his opinion, “if you think again, you will find”, “very good”, “very good!” it is useful to use encouraging words such as.
If the child is satisfied with the first independent work, his interests will increase and he will start to do new types of work. The results of independent work should always be checked. Verification can be oral or written. Before writing, the child thinks, summarizes his thoughts verbally, and then begins to write them. He tries to express his opinion, make an observation about a question or issue that has been allowed. This process appears and is strengthened on the basis of (verbal) speech. For example, a student thinks before expressing his thoughts in writing. In a whisper, he talks about the names on his own (in pedagogy, this asset is considered active). The first forms of essay writing begin with such works. The child reads the text, analyzes it orally, comes up with titles, and plans what pictures to make.
In primary grades, it is important to protect students from stress and various psychological influences, and to strengthen their knowledge through interesting games. The teacher’s use of games that encourage students to be smart and quick and to express their thoughts correctly and clearly gives effective results.
