Konferensiyasi

“ZAMONAVIY TA‟LIM TIZIMINI RIVOJLANTIRISH VA UNGA QARATILGAN KREATIV G‟OYALAR, 
TAKLIFLAR VA YECHIMLAR” MAVZUSIDAGI 6-SONLI RESPUBLIKA ILMIY-AMALIY ON-LINE 
KONFERENSIYASI 
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systematized that creative approaches may not be used. Lack of creativity in a 
program may produce unimaginative, boring instructional designs for students. 
The purpose of drill and practice applied in classroom is not to be creative. Its 
intent is to provide practice in a concept supposedly taught creatively by the teacher - 
to reinforce ideas. To leach new ideas is the role of the teacher. What the computer 
can do that paper worksheets cannot is lo give the learner immediate feedback so that 
he or she is guided to correct practice in the right concepts. The program interacts 
with the learner to correct the answer, incorrect answer, and ways of thinking. The 
paper worksheet cannot perform this function, and students using it may persist in 
inaccurate repetition without realizing their inaccuracies. 
Such programs can free a teacher to plan creative presentations of ideas and to 
spend more time with individuals who need a lot of human attention in their learning. 
You can not teach all the patterns, problems, and exceptions at once; something must 
come first, something second, and something last. 
There is no need to postpone reading until complete mastery of the language has 
been achieved. The principle of teaching the language first is maintained in teaching 
reading of each pattern immediately after it is mastered orally. 
The program moves on a double track. On one track is laid out systematically 
the association of sounds and symbols. On the other is handled the reading of 
sentences already mastered orally. The second track cannot wait for all the elements 
to be taught in the first; when something is needed out of normal sequence, teach it 
without analysis. The order of presentation on the graded track cannot be prescribed 
in any single sequence; various cumulative arrangements are equally defensible. In 
general, regular patterns can be taught first, followed by problems due to interference 
from the source writing; next, problems caused by multiple patterns of fit can be 
presented and the exceptions taught as needed. 
Reading is grasping the language patterns from their written representation 
quickly without analysis of what symbols represent what sounds. This is a skill that 
comes through habit. As soon as possible, preferably the for first time reading is 
introduced, present the written representation of patterns after they are spoken by the 

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