Nizomiy nomidagi toshkent davlat pedagogika universiteti zamonaviy uzluksiz ta

 ЗАМОНАВИЙ УЗЛУКСИЗ ТАЪЛИМ СИФАТИНИ ОШИРИШ: ИННОВАЦИЯ ВА ИСТИҚБОЛЛАР
 
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ХАЛҚАРО МИҚЁСИДАГИ ИЛМИЙ-АМАЛИЙ КОНФЕРЕНЦИЯ МАТЕРИАЛЛАРИ 
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. 
At the same time, the following changes should be made in the main textbook objectives 
based on competence-based approach: developing the scientific worldview, developing personal 
qualities and reading, thinking and information communication skills needed for the 21st century; 
training in the use of scientific innovations, logical and critical thinking technologies; developing 
research skills; meeting the requirements of international standards for reading and text 
comprehension, etc.
It is desirable to create modern textbooks on the basis of the principle of continuity and use 
them in conditions of education informatization. Modern textbooks should incorporate a holistic 
structure of learner motivation based on continuity. It was concluded that any kind of textbooks 
(basic, integrated and learner-centred) should be united under the title of integrated learner-centred 
textbook. 
II. Materials and methods 
In reality, benchmarking research is done in the form of benchmarking projects. Regardless of 
the type and form of benchmarking projects, its structure remains relatively constant. E.A. Knyazev 
and Y.Sh. Yevdokimova highlighted the following key stages of benchmarking projects: 1) 
benchmarking project development; 2) data collection; 3) analysis of results; 4) making changes [1, 
p. 28]. These components find their practical implementation in the methodology of comparative 
research. 
Below we dwell on the content of each of the stages in more detail. At benchmarking project 
development stage, it is necessary to find sources that provide information on countries having the 
best experience in creating textbooks. Researchers engaged in benchmarking in education have 
pointed out that the benchmarking object can be a specific problem, education services or processes 
depending on the chosen approach and opportunity available for introducing changes. The 
benchmarking object for our research is the creation of new generation textbooks. 
Within the framework of benchmarking projects, data collection stage begins right after 
thorough preparation for the work. At the stage of data collection, it is necessary to study and record 
current educational practices. Despite the fact that the most important data is collected through 
direct interaction with partner organizations, a lot of useful material can be collected in advance. 
Sources of information when searching for benchmarking partners can be electronic and publicly 
available specialized databases on the Internet, materials from professional associations, magazines, 
newspapers, official educational institutions, ministries, information from external consultants, 
experts, analysts, etc. 
E.A. Knyazev and Ya.Sh. Yevdokimova define best practices as an approach or method that 
allow obtaining outstanding results, which are innovative in terms of the use of technologies and 
resources, and has received recognition from consumers and experts. In the context of a 
comparative study, expert opinions can be obtained from documents in the field of education that 
determine public policy in different countries, materials published by international organizations, 
educational programs of different countries, periodicals, pedagogical magazines and newspapers, 
educational materials, online publications, official websites, online and offline reports, Internet-
conference materials, etc. [1, 208 p.]. 
The collected data should be carefully analyzed at the third stage of the project. For this, it is 
necessary to analyze the information obtained during researches using case study methods. 
Conducting comparative studies are associated with the study of individual education systems or 

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