Nizomiy nomidagi toshkent davlat pedagogika universiteti zamonaviy uzluksiz ta

V. Conclusion 
Textbooks should be written based on long-term pedagogical and psychological researches, as 
well as samples of advanced practices and world standards. In particular, the textbooks in secondary 
school subjects should be simple, fluent and understandable in terms of language, be appropriate to 
pupils’ age and psychosocial features and contribute to the growth of their speech and worldview. 
Every theme in the textbook should complement the previous theme and evolve from simple 
to complex. It should promote teaching good manners and ethics to pupils, and cultivating in them 
such positive qualities as love for the Motherland, care for people, kindness, generosity, diligence, 
modesty and conscientiousness. 
The importance of systematization of didactic tasks of textbooks is growing due to the 
increased involvement of information flows into the learning process, which in turn requires 
integration and generalization of teaching materials. Selection and structuring of teaching materials 
is a condition related to textbook design. Special attention should be paid in new generation 
textbooks to the principles of process and planning while systematizing teaching materials. 
Based on the definitions of “benchmarking”, we came to the conclusion that “benchmarking 
in creating new generation textbooks is a tool for carrying out mutual corporate collaboration in 
order to learn, analyse and evaluate advanced work experiences, and achieve results”. 
From the point of view of creation of new generation textbooks through benchmarking, three 
types of benchmarking were identified: according to the objectives of creating new generation 
textbooks and improving these activities: strategic (basic aspects of creating new generation 
textbooks), operational (making changes to the textbook creation process taking into account the 
needs of the subjects); according to the objects of benchmarking: process (all aspects related to 

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