THE USE OF INFORMATION TECHNOLOGIES AND ONLINE PLATFORMS IN PHYSICS LESSONS

Jizzakh State Pedagogical University

Begmuradov Shokhzod

Abstact: The problem of using gaming technologies for teaching schoolchildren to solve physical problems is discussed. The possibilities of a virtual environment for organizing gaming learning activities are considered. The analysis of the domestic and foreign gaming resources in physics presented in the open access is given. The necessity of replenishing the modern resource base of this type, including the section of computer games for training sessions on solving physical problems, is substantiated. The didactic game “Golf” developed by the authors of the article is presented. The game model of the resource is implemented in the 3D simulation mode in the Unity environment. The content of training tasks, dynamic game video sequence, the interactive nature of the interaction of participants with game objects and the competitive effect of the game are aimed at consolidating and developing the knowledge, skills and abilities previously acquired by the student in solving physical problems on the topic “Kinematics”.

Keywords: teaching physics, solving physical problems, game learning technologies, virtual game environment, development of digital game, learning resources in physics.

Problem solving is one of the important ways for students to acquire scientific knowledge and develop their cognitive skills. This type of activity contributes to the development of thinking and creative abilities of students, influences the formation of their interest in the study of physics.

To date, a very extensive system of scientific and methodological knowledge and effective pedagogical practices for teaching students to solve problems in physics have been accumulated. This serves as a sufficient basis for comprehending and transferring the accumulated pedagogical experience to a new information and educational environment, saturated with virtual educational objects and computer learning technologies.

The implementation of productive technologies for teaching students to solve physical problems by means of a virtual information environment is an urgent problem of modern methodological science and pedagogical practice. Works devoted to finding ways to solve this problem have already been presented in the pedagogical press (D.V. Bayandin, M.D. Dammer, V.A. Izvozchikov, A.S. Kondratiev, V.V. Laptev, A.A. Ospennikov, E.V. Ospennikova, V.G. Petrosyan, L.V. Petrosyan, I.R. Perepecha, S.E. Popov, L.A. Proyanenkova, A.V. Smirnov, M.I. Starovikov, D.E. Temnov, A.O. Chefranova and others). The process of accumulating digital resources intended to support the educational process in solving physical problems is gaining momentum. These are resources on CD and resources of the global network.

Digital manuals on CD for high school, distributed in the domestic market, contain a large number of educational tasks. The practice of developing such resources has more than two decades. In recent years, the quality of these resources has changed for the better. The species composition of tasks has been updated, in particular, the number of tasks of different levels of complexity (tasks-exercises, typical, non-standard) has increased, more attention is paid to contextual physical tasks and tasks-projects for educational research. The variety of media formats for representing problem situations is growing. A wide range of virtual objects (video drawings, animations, models, simulators, etc.) are involved, which can be used not only to present students with problem situations, but also to support the process of solving a problem, as well as to check the result. Computer technologies for the formation of students’ skills and abilities in solving problems are being improved: the variety of interactive exercises for practicing individual operations necessary for solving problems of various types has increased; original simulators have been developed for mastering the basic actions that make up the solution of a physical problem; the help system has been updated and expanded, which provides examples of solutions to problems of varying complexity; Interactive training tests appeared, designed for self-control by students of the level of formation of their skills and abilities in solving problems.

In addition to resources on CD, an Internet database of digital materials for solving problems has been created and is being developed. There is a whole network of educational portals and sites (federal, regional, regional and personal), which present: collections of problems of various types, digital solution books and reference books, tool programs for solving problems, simulators and tests, video tutorials for solving problems on various educational topics, distance schools (courses) to prepare students for the Unified State Examination, workshops for applicants, materials for physics olympiads, materials for physics teachers on the methodology of teaching students to solve problems, etc. Enough the developed digital resource base creates all the necessary conditions for a significant update of the practice of organizing the educational process to solve physical problems in order to increase its effectiveness. The purpose and role of the task in learning is determined by its essence as a pedagogical tool. In accordance with the concept of A.N. The Leontief task is considered as a component of the subject’s activity (a relatively independent formation in the structure of this activity): “… the goal of the action, set in certain conditions” [7]. In a more complete interpretation, the essence of this concept is defined as follows: “The task is the result of reflecting in the consciousness of the subject the situation of life activity, which requires mental and practical actions from him, aimed at its transformation, taking into account the goals relevant to the subject and objectively specified (internal, external) conditions for this transformation” [8, p. 481]. Note that task situations can be fixed not only in the individual, but also in the public consciousness. Objectified by a person and presented on an auxiliary medium, the task becomes the property of society and can be both relevant and irrelevant for society.

An educational physical task is a task for the solution of which knowledge of the basics of physical science is used and methods of cognition corresponding to this science are applied. The educational nature of the task is determined by the orientation of its content and methods of solution to the mastering by students of the system of subject and meta-subject knowledge, skills and abilities (KAS), as well as the development of a system of psychological properties (in particular, methods of mental actions – SUD) and personality traits of the student [8].

The following are the educational functions of the learning task:

– educational:

• assimilation of knowledge (about facts, concepts, laws, theories, methods of activity);

• improving the quality of knowledge (depth, strength, consistency, etc.);

• comprehension of interdisciplinary connections of various fields of science and practice;

• mastering the methods of natural science knowledge;

• formation of cognitive and practical skills;

– developing:

• improvement of the entire system of cognitive processes (attention, perception, representation, imagination, thinking, memory, speech);

• formation of readiness for creative activity;

– educational:

• formation of scientific outlook and natural-science style of thinking;

• formation of socially valuable motives for learning (in particular, cognitive interest);

• formation of individual independence in learning;

• education of volitional and moral qualities of a person;

• Assistance in the formation of the general culture of the student and his readiness to apply knowledge in solving various problems of life.

One of the important conditions for the implementation of broad educational opportunities inherent in the activity of solving problems is their necessary and sufficient diversity. Classifications of learning tasks are given in [8, 10]. The construction of these classifications is based on ideas about the variety of types of educational activities, including the activities of students in a virtual educational environment. The authors identify more than 15 classification grounds. According to the content of the activity, they distinguish: scientific tasks (to be solved together with a teacher, a scientific consultant: the concept of V.V. Mayer); learning tasks and game learning tasks.

Within the framework of this article, questions of the development and application of game situations in solving physical problems are considered.

Game tasks are quite an effective means of learning. Game development (proposing an idea, preparing a script, producing game objects) based on educational tasks is a fairly obvious and very effective methodological activity, since almost any game situation is associated with a person solving certain problems.

The game is the resolution of any situation of human life in a conditionally modified environment. A person agrees on the content of the changes to be made with the participants in the game or with himself. Changes are both ideal and material. Material changes are associated with the use of special game objects. The laws of interaction of an individual with game objects, regardless of the environment (nature, “second” nature, book, audio and video, virtual environment), to which they belong, are of a general nature.

Game activity necessarily has as its result a pronounced complex educational effect: training, development and education. The acquisition of new experience in the game (learning) is its important goal, but, in addition, the game is a significant means of satisfying the needs of the emotional-sensory sphere of a person, his needs for self-affirmation, self-realization, and communication. Game activity contributes to the development of the volitional beginning of a person’s personality, his intellectual and physical abilities, etc. The presence of the second (personal) component of play activity makes learning in play involuntary, emotionally comfortable, and highly productive (although the effect is usually achieved in a fairly narrow area of social practice).

References:

1. Zentsova I.M., Ospennikova E.V. Application of ICT tools in the organization of a home physical experiment // Bulletin of the State Pedagogical University. Series: ICT in education. – Perm: PSGPU. – 2016.

– Issue 12. – P. 45 – 81.

2. Games and applications for learning physics, chemistry and mathematics. [Electronic resource]. (date of access: 02/15/2018).

3. Lanina I. Ya. Methods of forming the cognitive interest of schoolchildren in the process of teaching physics: Dis. … Dr. ped. Sciences. L., – 1984. – 409 p.

4. Lanina I.Ya. Formation of cognitive interests of students in physics lessons: A book for teachers. – M.: Enlightenment. – 1985. – 128.

5. Lanina I.Ya., Dovga G.V. Physics lesson: how to make it modern and interesting: Book. for the teacher. – St. Petersburg: Publishing house of the Russian State Pedagogical University im. A.I. Herzen, 2000. – 260 p.

6. Lanina I.Ya., Tryapitsina A.P. Pushing the boundaries of the familiar: a journey through the lessons of physics – L .: Lenizdat, 1990. – 110 p.

7. Leontiev A.N. Activity. Consciousness. Personality. – M.: Politizdat, 1975. – 304 p.

The son of Begmuradov Shokhzod Dilmurod was born on January 4, 1997 in Bakhmal district of Jizzakh region. He is currently a 3rd -year student of Physics and Astronomy at Jizzakh State Pedagogical University located in Jizzakh and the winner and prize-winner of several Olympiads and events.

GRAMMATICAL DIFFERENCES BETWEEN ADVERBS AND MODAL WORDS

Abstract: This article discusses the introduction of modal words in the modern Uzbek literary language and the difference between similar and different words, documents. In addition to works of art, examples of them are given.

Key words: word groups, modal word, introductory word, feedback, relationship, morphology, syntax, phrase, sentence, analysis, punctuation, communication.

Note: This article discusses the modal words and introductory words in the current Uzbek literary language, their similarities and differences. Examples of them are given in the use of works of art.

Key words: word groups, modal word, introduction, reasoning, relationship, morphology, syntax, vocabulary, sentence, analysis, punctuation, communication.

Annotation: V dannoy state rassmatrivayutsya modalnye slova, sushchestvuyushchie v sovremennom uzbekskom literaturnom zyyke, a similar vvodnye slova, big skhodstva va razlichiya. Examples privedeny v slachae ispolzovaniya hurozhestvennyx proizvedeniy.

Key words: category word, modal word, vvodnoe word, obratnaya svyaz, relationship, morphology, syntax, vocabulary, predlozhenie, analysis, punctuation, communication.

Introductory words are words that add confidence, suspicion, and problematic meanings to the speaker’s opinion.

The introduction is always separated from other parts of the sentence by a comma (,).

In the analysis, the input words are represented by a wavy line below the straight line.

Introductory words can be used in different places of the sentence. In writing, if it comes at the beginning of the sentence, after the introductory words, if it comes in the middle, then both occurrences of the introductory word, if it comes after the sentence, then a comma is placed before the introductory word.

Modal words are words that express the attitude of the speaker to the expressed idea (such as trust, suspicion, pity). Modal words are separated from other words in the sentence by commas. Meaning types of modal words. Modal words mean confidence, doubt, joy, regret, order of thought, control.

Meanings of modal words

Modal words

Examples

Trust

Of course, no doubt 

4) originally grew out of a lexeme with the composition “noun lexeme + attributive form builder” and was not divided into meaningful parts: шуба + сиз = without a doubt, шкла + ли = like (it is difficult to pronounce the kll sounds in the next example because the sound i is included in the range of kl sounds) like ;

5) originally formed from a lexeme and a form-forming morpheme, growing as a unit of the modal category, the form-forming morphemes lost their grammatical essence and became inseparable. Such modals are originally:

a) has the composition of “lexeme + unit number + III person relative + main agreement indicator”: chama+I+si+Ø II=chamasi,

like content+ØI+i+ØII=content.

b) having the composition of “lexeme+unit number+place or output agreement affix”: truth+ØI+da=in truth, truth+ØI+dan=truly like (The next modal is often used with a predicate in the form of truth );

d) “lexeme+ singular number+third person accusative+locative or derivational affix has the composition”: asl+ØI+i+da=actually, aft+ØI+i+dan=apparently.

2. Derived from lexemes of a category other than nouns:

1) The adjective grew out of the lexeme form: like natural;

2).

3) Tajik has grown from the verb form: in this case, hoh -‘ista’, no -‘-ma’, from the verb form -‘ista – istama’ in Uzbek at the end of both parts h sound changed to y sound, the first o sound in the second part changed to a sound: hoh-nohoh → hoynakhoy; there was also a serious change in meaning: ‘willingness’ → ‘tusmol’;

Pure and functional modal words. Modal words are also divided into pure modal words and functional modal words. Only modal words are considered pure modal words: indeed, indeed, unfortunately, attang, of course, apparently, first of all, so, if only, for example.

Such modal words are used in the modal sense, apparently, apparently, in general, perhaps, clearly, undoubtedly.

Modals mainly grew out of the unity of categories based on the development of meaning:

1. The noun grew out of the lexeme form: these are the types of modals. In this modal:

1) is considered equal to the root lexeme form: as possible;

2) it is equal to the derivational form of the original Arabic lexeme and is considered a root from the point of view of the Uzbek language: like (haqiqat+an);

3) originally consists of a preposition and a lexeme, and is considered basic from the point of view of the Uzbek language: darhaqiqat (consists of the preposition dar in Tajik and the lexeme of truth borrowed from the Arabic language, and is defined as lexeme form of analytic grammatical form in Tajik as dar truth . is written), by the way (This modal is also such a help: preposition dar+Arabic case’ – ‘in fact’) as well. The archaic form of filhaqiqat is from the Arabic preposition fi, the article of definiteness al and the lexeme of truth: fi al haqiqat → filhaqiqat;

4) Grown from the conjunction: perhaps.

3. The compound noun is formed as a result of ellipsis (dropping) of the participle: self – as from itself.

4. The combination is formed by the transformation of the form into a modal: in any case, as in any case.

If a modal unit grows on the basis of a category unit, in such cases, homonymy usually occurs

Introduction words are considered as one part of the introduction, and introductions are divided into three types:

1. Introduction

2. Introductory compound

3. Introduction.

Introductory words can never be part of a sentence and do not enter into any relationship with other parts.

Entries have great stylistic, expressive-emotional possibilities. Introductions are rarely used in a formal manner, as they are mostly subjective assessments. Such words increase expressiveness and effectiveness of speech.

One of the main differences between a modal word and an introductory word is that a modal word is studied in morphology, while an introductory word is studied in syntax. For example, in the exercises or assignments, if it is said to “identify the word groups in the following sentence, it is considered a modal word. For example, let’s take the sentence, first of all, a person must be a believer. We will analyze this sentence morphologically, that is, Let’s break it down into categories:

The introduction is not a word, a noun, an adjective, a verb

MODAL WORD, NOUN, ADJECTIVE, VERB.

   First of all, if it is said to analyze the sentence “A person must be a believer”, i.e. identify and analyze the parts of the sentence, it is analyzed in the form of INTRODUCTORY WORD (not modal word), NOUN, ADJECTIVE, VERB. Distinguishing them mainly helps the applicants in solving the tests.

Modal words are found in all works of art and are used very widely. Below, for each meaning of modal words, modals taken from various works of art are described one by one:

1. Confidence: These are my dreams, of course.

2. Suspicion: Maybe, like me, he wants to walk long and hard to never be separated.

3. Confirmation: In the evening, Murad Ali’s condition worsened, he called his sister at night and said: “Let me tell you what I have to say about my medicine.”

4. Conclusion: He has never slept under a blanket, so he does not know what a thin white petticoat is.

5. Order of thought: First of all, if it was his father’s wish, then he apologized for his rudeness.

6. Proof of opinion: “For example, I don’t eat,” he said coldly.

  “Look, I didn’t know you were full.”

   This modal word is often widely used in dialogues.

7. Pity: Well, attang, I wish I could say that it works there too.

8. Joy: Good luck, Father hasn’t left for the trip yet. He is currently in Fergana.

9. Unfortunately, you did not do well in the exam.

References:

1. Abdullah Qahhor. Love (short story). Tashkent Publishing House of Literature and Art named after Gafur Ghulom – 1998.

2. Rasul Hamzatov. My Dagestan. The first book. Publishing House of the National Library of Uzbekistan named after Alisher Navoi. Tashkent-2008.

3. Otkir Hashimov. Four pillars of life. Short stories and stories. Merius, Tashkent-2018.

4. Shavkat Rahmatullayev. Modern Uzbek literary language (textbook). Tashkent. “University” – 2006.

5. Fame. Gold is stainless. Chief editorial office of “Sharq” publishing-printing concern. Tashkent – 1995.

6. Chingiz Aitmatov. Sarvkomat Dilbarim (short story). Chief editorial office of “Sharq” publishing-printing joint-stock company, Tashkent – 2009.

7. 5th grade mother tongue textbook. Completed fourth edition. Tashkent “Spirituality” 2015.

8. 7th grade mother tongue textbook. Completed and revised 4th edition. Tashkent “Spirituality” 2017.

9. 8th grade mother tongue textbook. Fourth edition. Cholpon publishing house – creative house of printing, Tashkent – 2019.

10. https://www.ziyouz.com/ library

Norsafarova, daughter of Nilufar Boybori, was born on April 24, 2004 in Dehkanabad district of Kashkadarya region. At the moment, she is a student of the Uzbek language and literature department of the Shahrisabz State Pedagogical Institute, Faculty of Languages. Norsafarova Nilufar has been actively participating in many international and republican competitions. In 2023, she became the owner of the “Innovative Promoter” badge.

In addition, she is currently actively involved in volunteer work at the institute. She is the author of such articles as “History of the formation of proverbs”, “Palindromes or words of the heart”, “Specific features of an epic work”, “The role and importance of connected clauses, separated clauses, impulses and introductions in a sentence”. These articles were published by foreign publishers and in the prestigious publishing houses of our republic.

Shahrisabz State Pedagogical Institute

Department of Uzbek language and literature

       2nd grade student Norsafarova Nilufar

E-mail: nilufarnorsafarova@gmail.com

                                                    Phone: +99 894 858 24 12

Student of Karakalpak State University named after Berdakh, faculty of biology first course. 

                   Children’s education in Uzbekistan

Today, Uzbekistan pays great attention to children’s education. Because the saying “The future is in the hands of the youth” is not in vain. This is the real reason why so much attention is paid to this education. Not only the Republic of Uzbekistan, but perhaps the whole world has paid attention to children’s education. In particular, the establishment of a step-by-step educational program for children in Uzbekistan and the establishment of free school education are proof of the trust and respect shown to them.

By 2022, the rate of admission of children to preschool education, i.e. kindergarten, has been raised in Uzbekistan. Earlier, kindergarten education was not considered mandatory, but today it is determined that it is necessary in all regions. In this regard, laws and regulations are also being adopted. Various laws have been adopted to set the age of admission to kindergarten as three years old, to manage their daily food ration, and to prevent the educators from committing various violations.

Kindergarten should be a place where every child can be taught basic knowledge, manners and respect. Laws and regulations are also being adopted in this regard. To govern the students’ daily food ration, establish the entry age to  kindergarten at three years old, and stop the teachers from breaking rules, various laws have been adopted.

Every child should be able to learn fundamental information,  manners and respect in kindergarten. The major objective of kindergarten education is to get kids ready for school by teaching them fundamental ideas in straightforward  language.

Between 2016 and 2022, major improvements in kindergarten instruction were seen in Uzbekistan. Between 2016 and 2022, there will be a difference in the number of  rural children and their kindergarten attendance.

Today, there is a wide range in the caliber of education in rural areas as well. Children receive a lot of attention because they will be the future’s  leaders. For their healthy development, a variety of clubs are being organized. The tradition of Eastern thinkers places a high value on educational  issues. They gave a lot of thought to the family and the upbringing of the  children within it in particular.

The challenges of raising a kid in a family and solutions to those challenges are outlined in the writings of intellectuals such Abu Nasr  Farabi, Abu Rayhan Beruni, Kaikovus, and Alisher Navoi.

Preschool Education is currently being attempted utilizing the strategy of deploying “mobile kindergartens” to enroll preschoolers in rural  places.

Four specially equipped buses, dubbed “Aqlvoy” mobile kindergartens, were introduced to the area and are now serving children in the most remote communities in the Hazorasp, Bogot, Yangiariq, and Khiva districts.

Eleven stations in total are being set up, and a list of kids who will be taken to mobile kindergartens is being created. With the start of the new school year, this approach will enable 384 additional children to enroll in pre-school programs.

SECRETS OF HAPPINESS AND SUCCESS

     Pedagogical technology is based on the use of new tools and information methods, their use, the correct introduction of pedagogical technologies in the educational process leads to the teacher acting as the main organizer or consultant in this process. This requires more independence, creativity and willpower from the teacher. Trainings conducted on the basis of pedagogical technology satisfy the desire of young people to express their attitudes to important life achievements and problems, and create an opportunity for them to think and justify their points of view. In order to achieve this, we need independent and free-thinking individuals who are able to absorb new information and evaluate their acquired knowledge by themselves.

        Therefore, the role and importance of modern teaching methods, interactive methods, and innovative technologies in the educational process of educational institutions is incomparable. Pedagogical technology and the knowledge and experience of their use in education ensure that students have knowledge and advanced skills.       

Its main criteria are informal debates, free presentation of educational material, independent reading, learning, conducting seminars, creating opportunities for students to take initiative, small group, large group, It consists of assignments, assignments, writing assignments, etc. computer communication) l On December 1, the next “Government Hour” was held in the Legislative Chamber of the Oliy Majlis. In it, the deputies discussed the issue of “Education of the patriotic generation in general education schools, the work being carried out on the organization of the newly introduced subject of “Education”.

The President of the Republic of Uzbekistan has clearly and clearly shown the ways and principles of achieving the future in several speeches and pamphlets. In particular, such works as “Independence and spirituality”, “Uzbekistan on the threshold of the 21st century”, “The dream of a perfect generation” describe the spiritual renewal and development of society, issues of education, and the basic principles of social education.

The concept of education has different meanings in different periods of the nation’s history and society’s development and has been interpreted in different ways. After Uzbekistan gained independence, an approach based on a new healthy pedagogical thinking in the interpretation of education began to be decided. Now special attention is being paid to genetic and biological aspects of education and nationality. National education is closely related to the name of the nation and its history.

                                                    Khojamova Gulsevar Abdullajanovna

ANNOTATION: Amir Temur's life, marches to China, family, election as "GREAT AMIR", connection with Islam, descendants, marches to IRAN AND CAUCASUS. 

KEY WORDS: China, "GREAT EMIR", Islamic religion, statesman. Amir Temur, Temur, Temurbek (full name Amir Temur ibn Amir Taragay ibn Amir Barqul) (April 9, 1336 - February 18, 1405) is really a great statesman of the century, a great Turkish general, strong, Mrs. Takin was the mother of Amir Temur, the founder of the centralized state, patron of science and culture. His father, Amir Taragai, was considered one of the elders of the Turkic Barlos clan and a notable leader of the Chigatoy clan. His great ancestors ruled in Kesh region. 

Therefore, Amir Temur's father, Amir Taragai, was invited once a year to the congress of elders of the country called by the khan on the banks of the Ili River, and he regularly participated in such gatherings. At the same time, according to Sharafuddin Yazdi's emphasis, he was "mushfiq and kind to the ulama, sulaha, and muttaqi, and used to go to their gatherings...". Taragaijan Piri Shamsuddin Kulol was especially deeply respected. Later, sheikh Kulol Amir was Temur's elder. Taragaybek died in 1405. Amir Temur had an older sister, Qutlugh Turkon, and a younger sister, Shirinbeka. They died before Timur and were buried in the mausoleums of the Shahi Zinda complex in Samarkand. "According to Mu'izz al-Ansab, Temur had three more brothers: Djuki, Olim Shaykh and Suyurgatmish. Temur had one uncle, his name was Balta. 

Amir Temur's youth was spent in Kesh. When he was seven years old, his father sent him to study. Amir Temur's youth from his childhood, under the supervision of special trainers, he was engaged in horse riding, hunting, archery, and various other exercises and military games. At the same time, Amir Temur grew up to be a skilled rider who can sort out vultures and a brave horse. and he was perceptive and extremely intelligent, he quickly understood the abilities, virtues, especially sincerity in people. Because of this, he was able to attract loyal friends from among his peers even in his teenage years. Idiku Temur, Saifuddinbek, Hindushah, Qarkara, etc.) gathered, trained together, took part in competitions, gradually became skilled and united into a military group, forming a military unit. Later, they rose to the rank of commander in the army of Amir Temur. 

Supporting Amir Temur's activities, he presented him with a big drum, a tabl and a yalov, a symbol of supreme authority. Undoubtedly, this event had great political significance. Because it was a symbol of royalty. Amir Temur understood this well. That is why, before reaching Balkh, he held a council with the emir and his followers in Orpuz region. Suyurgatmish, a descendant of Genghis Khan, was placed on the throne of the kingdom of Movarounnahr by the will of the majority and according to the laws of that time. Until the army of Amir Temur reached Balkh, new forces joined him along the way. At the same time, most of the emirs left Amir Husayn. Amir Husayn's troops were defeated in the battle, after a two-day siege, on April 10, 1370, Balkh sh. Amir surrendered to Temur. Amir Husayn was captured and executed. 

After this victory, Amir Temur married Sarai Mulkhanim, the daughter of Kazan Khan, the Genghisian ruler of Movarounnahr. Amir Temur received the title of "Koragon" i.e. "son-in-law of the Khan" due to his marriage to the Khan's daughter.On April 11, 1361, in the congress held with the participation of all the begs, emirs, governors of the regions and districts, Sayyids (godsons) of Termiz, as well as Amir Temur's comrades-in-arms and elder Sayyid Baraka, who had been with him since his youth, according to tradition, Suyurgatmish Khan from Genghis Khan was declared the ruler of the country. Amir Temur managed the power himself, he managed the power in the regions through his sons, grandsons and close amirs. Samarkand became the capital of Amir Temur's state, and in the summer of the same year, the city wall and fortress were restored, palaces and palaces were built. 

RELATIONSHIP WITH ISLAM 

Timur was a Sunni Muslim, probably belonging to the Naqshbandi Sufi, Hanafi school, which was influential in Mawarinnat. His chief official religious adviser and mentor was the Hanafi scholar Abd al-Jabbar Khorazmi. In Termiz, he was influenced by the teacher of Balkh leader Sayyid Baraka, who was buried with Temur in Gur-Amir. Hazrat Timur was known for his high regard for Ali and Ahl al-Bayt and has been recognized by various scholars for his pro-Shia stance. However, he also chastised the Shias for desecrating the memories of the Companions. 

Timur is also known to have attacked Shiites on the pretext of Sunnism, and at other times to have attacked Sunnis on religious grounds. Conversely, while Timur praised the Seljuk sultan Ahmad Sanjar for attacking the Ismailis at Alamut, Timur's own attack on the Ismailis at Anjudan was equally brutal. 

IRANIAN AND CAUCASIAN MARCHES 

However, Amir Temur was not satisfied with this. Soon he set himself the goal of marching on neighboring countries and peoples, subduing them and establishing a great centralized kingdom. During this period, the socio-political situation in the Golden Horde, Khorasan and Iran was very favorable for him. Amir Temur started his military campaign from Khurasan. In 1381, he captured Herat. Sarakhs, Jam and Qawsiya cities surrendered without a fight. Khurasan, especially its capital Herat, was strategically important and served as a bridge to Iran, Iraq, Syria and other countries. During the years 1381-84, Amir Temur occupied a large part of Iran. First (1381) Kalot, Turshiz and Sabzavor, then (1383) the fortresses of Zireh, Zova, Farah and Bust of Seistan, and in 1384 the cities of Amul, Sori, Sultania and Tabriz of Astrobad region and Azerbaijan were conquered. 

MARCHES TO CHINA 

After Amir Temur returned to Samarkand from Asia Minor, on November 27, 1404, he left Samarkand with 200,000 troops for a trip to China. However, Amir Temur's death in Otror (February 18, 1405) prevented the march on China. It is known that Amir Temur died in 1405 due to a severe cold. However, there are other reasons that accelerated the death of Amir Temur. According to Ibn Arabshah (written in 1436), as a result of a severe cold, "Temur fell ill with ibrida (a disease that weakens the body due to cold), and the doctors prepared for him to taste khamr arag, which contained warming substances, aromas and berries. 

According to the historian, Khondamir, Amir Temur's death Vodka prepared by doctors as a medicine made it faster. Khondamir writes in his work "Habib us-siyar": "...the owner encouraged vodka on this basis, ordered to bring him ore, although it looked like water, it was like fire in terms of quality. His Highness Sahibqiron drank vodka for two days and nights, but did not eat at all. That's why there was a change in the client. The doctors considered this change to be a sign of evil. They gave him a glass or two again, his temperature calmed down a little, but it seems that the wine affected his body and nature, and his temperature rose again. The owner's health has deteriorated.

At that time, this drink was used only in medicine, and its intoxicating function was not mastered. Hafiz Abru, the historian of that time, also writes that Temur's illness was aggravated and vodka was consumed in large quantities.[2] Although the news of Amir Temur's death was kept secret at first, soon this unpleasant news spread throughout the country. Amir Temur's body was brought to Samarkand and buried.

Numonova Fariza 
8th grade student of                    IDUM school 1,                Samarkan city. 

A Wide Way To The International Field Is A Deep Study Of Foreign Languages 

Annotation: Due to the growing significance of language proficiency in contemporary culture and its extensive use on global scale, this article emphasizes the value of learning foreign languages.
Key words: foreign language, disciplinary system, literature, globalized era, quality of education.

Education of the future generation in the spirit of love and allegiance to the Motherland, national pride, high morality and spirituality, pride in our old and rich heritage, and national and international values is one of the most pressing concerns of our day. 

Fundamental changes to the educational system on earth are a problem because they don't provide the right environment for undergraduates to learn foreign languages perfectly, be able to communicate in a foreign language in all situations, and improve their oral and written communication skills in a foreign language. 

UNESCO, UNICEF, and the Association of European Universities are concerned about helping students develop their ability to think in a foreign language, their right to free speech, and their capacity for intellectual engagement. There are groups involved, such the European Network for Quality Assurance in Higher Education. The evolution of this topic in general trends is crucial for the development of modernity and foreign language proficiency in the next generation and helps to boost students' creative potential in relation to issues with contemporary education. 

The coordination of curricula became the cornerstone for enhancing the higher pedagogical disciplinary system. The need of the hour is for fundamental reform of the quality of education based on outside experiences in the context of Uzbekistan, taking into account national mentality and traditions. 

It is crucial to use interactive techniques when working with young people, be able to give them high-quality instruction in a foreign language, raise the bar for higher education, and generally improve it. Consequently, the creation of a future labor force in our nation's higher education system and In order to build the ability to learn original literature in the field and to engage in conversational communication in a foreign language, foreign language classes are held in the course of gathering the information required for the intention. 

Every autonomous citizen of the Republic of Uzbekistan has his or her own, and he or she should be able to read the original copy of literature written in another language that is pertinent to his or her line of work, comprehend it, and use it in that line of work. In addition, as learning a foreign language is a must for living in the current globalized era, he should be able to openly discuss ideas on the subject with the interlocutor in that language. 

Every person living in the independent Republic of Uzbekistan should be able to read, comprehend, and apply works of literature written in a language other than his own that are relevant to his line of work. He should also be able to openly converse in a foreign language with the interlocutor about the specified topic. 

After all, in today's globalized world, learning foreign languages is required. Foreign language instruction is given great consideration in our nation, which just gained independence. Numerous foreign language teachers have been taught, the necessary conditions for workers to advance their education both domestically and abroad have been established, multimedia English, German, and French textbooks have been constructed, and electronic English learning tools have been developed. 

The creation of modern language classrooms at educational institutions is unequivocal evidence of this. The main goal is to create the conditions for the growth of international cooperation and communication, the achievements of world civilization, and the use of information resources by young people across the globe. This is done by educating the next generation in foreign languages and improving the training of specialists who can speak these languages willingly. 

As the eminent German scholar YV Von Goethe famously put it, "He who does not recognize foreign languages does not know his own." 

For this reason, learning foreign languages and willingly communicating ideas in them are thought to be among the most important responsibilities by both external language specialists and all prospective cadre studying in higher education institutions that do not specialize in languages. Our folks have a saying that goes, "He who notices the language knows." 

A person who speaks a foreign language will, in fact, have a wealth of options and advantages. Today, great language skills are one of the most important qualifications for employees. Priority areas for research on teaching foreign languages to students at institutes of higher learning without a language concentration include the following: The teaching of foreign languages to pupils in accordance with the European CEFR standards enhances the pedagogical mechanisms of education, including instructional technology, the objectivity of control, and the organization of independent education outside the audience. 

Higher education has a specific aim for teaching foreign languages, and all foreign language instructors should specify it beforehand. For after all, "the goals of foreign language teaching determine the content, means, methods, and principles of teaching," as scientists O. Khoshimov and I. Yakubov wrote in the book "Methodology of English Language Teaching." education at the higher level that does not focus on languages. 

The importance of teaching a foreign language in foreign institutions cannot be overstated because doing so will help students become more mature individuals in all spheres.

Malika Oydinova student of Uzbekistan State World Languages University of English faculty of Foreign Languages and Literature