English
ADAPTING THE EXPERIENCE OF EDUCATIONAL CENTERS TO GENERAL SECONDARY SCHOOLS IN DEVELOPING STUDENTS’ SPEECH COMPETENCIES: A COMPARATIVE ANALYSIS
Jurnal
“Yosh tadqiqotchilar va talabalar ilmiy faoliyatida innovatsiya, integratsiya va zamonaviy ta’lim muammolari” mavzusidagi Respublika ilmiy-amaliy anjumani materiallari to‘plami.
Nashr
Yosh tadqiqotchilar va talabalar ilmiy faoliyatida innovatsiya, integratsiya va zamonaviy ta’lim muammolari” respublika ilmiy-amaliy anjumani. 2026-yil, 3-son
Annotatsiya
This article presents a comparative analysis of the process of developing the speech competencies of students in general secondary schools and in educational centers. The study identifies the pedagogical features that make educational centers effective in developing oral communication – small groups, an individual approach, a free communication environment, interactive methods and the systematic use of digital technologies – and contrasts them with the conditions of the traditional school lesson. On this basis, the article substantiates the possibilities of adapting the experience of educational centers to general secondary schools according to students’ learning styles (auditory, visual, kinesthetic) at A2–B1 levels of language proficiency, proposes blended learning models suitable for school practice and outlines the role of teachers’ professional training. The results of the pedagogical experiment conducted with 720 students of grades 10–11 confirmed that the approaches used in educational centers increased students’ results by 1.14–1.15 times compared to the traditional approach.
Kalit so‘zlar
A2–B1 level
adaptation of best practices
auditory
blended learning
comparative analysis
educational centers
general secondary school
kinesthetic
learning styles
speech competence
teacher training
visual
Oʻzbekcha
Mazkur maqolada umumiy o‘rta ta’lim maktablari va ta’lim markazlarida o‘quvchilarning nutqiy kompetensiyalarini rivojlantirish jarayoni qiyosiy tahlil qilinadi. Tadqiqotda ta’lim markazlarining og‘zaki muloqot ko‘nikmalarini rivojlantirishdagi samaradorligini ta’minlovchi pedagogik xususiyatlar — kichik guruhlarda ishlash, individual yondashuv, erkin muloqot muhiti, interaktiv metodlar va raqamli texnologiyalardan tizimli foydalanish aniqlanib, ular an’anaviy maktab darsi sharoitlari bilan taqqoslanadi. Shu asosda A2–B1 til bilish darajalaridagi o‘quvchilarning o‘rganish uslublarini (audial, vizual va kinestetik) hisobga olgan holda ta’lim markazlari tajribasini umumiy o‘rta ta’lim maktablariga moslashtirish imkoniyatlari asoslab beriladi, maktab amaliyotiga mos aralash ta’lim modellari taklif etiladi hamda o‘qituvchilarning kasbiy tayyorgarligi o‘rni yoritiladi. 10–11-sinfning 720 nafar o‘quvchisi ishtirokida o‘tkazilgan pedagogik tajriba natijalari ta’lim markazlarida qo‘llaniladigan yondashuvlar an’anaviy yondashuvga nisbatan o‘quvchilar natijalarini 1,14–1,15 baravar oshirganini tasdiqladi.
A2–B1 darajasi
aralash ta’lim
audial
ilg‘or tajribalarni moslashtirish.
kinestetik
nutqiy kompetensiya
o‘qituvchilar tayyorgarligi
o‘rganish uslublari
qiyosiy tahlil
ta’lim markazlari
umumiy o‘rta ta’lim maktabi
vizual
Русский
В статье проводится сравнительный анализ процесса развития речевых компетенций учащихся общеобразовательных школ и образовательных центров. В исследовании выявляются педагогические особенности, обеспечивающие эффективность образовательных центров в развитии навыков устного общения: работа в малых группах, индивидуальный подход, свободная коммуникативная среда, интерактивные методы и систематическое использование цифровых технологий. Данные особенности сопоставляются с условиями традиционного школьного урока. На этой основе обосновываются возможности адаптации опыта образовательных центров к условиям общеобразовательных школ с учётом стилей обучения учащихся (аудиального, визуального и кинестетического) на уровнях владения языком A2–B1. Предлагаются модели смешанного обучения, подходящие для школьной практики, и раскрывается роль профессиональной подготовки учителей. Результаты педагогического эксперимента, проведённого с участием 720 учащихся 10–11-х классов, подтвердили, что подходы, применяемые в образовательных центрах, повысили результаты учащихся в 1,14–1,15 раза по сравнению с традиционным подходом.
аудиальный
визуальный
кинестети
образовательные центры
общеобразовательная школа
речевая компетенция
сравнительный анализ
стили обучения
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