Thesis · April 2020 doi: 10. 13140/RG

Ishlab chiqarish va texnologik
(ishlab chiqarish va texnologik jarayon bilan bog’liq 
ko’nikma va malakalar); 

Tashkiliy-boshqaruv
(foydalanuvchilar va mijozlar, ijrochilar jamoasi bilan 
ishlashni tashkil etish, ishlab chiqarish ishlarini rejalashtirish va tashkil etish, nostandart 
vaziyatlarda ishlarni tashkil etishning optimal variantlarini ishlab chiqish, ishlab chiqarish 
faoliyatining iqtisodiy samaradorligini baholash jarayonida qatnashish, ishlab chiqarish maydonida 
mehnat faoliyatini tashkil etish); 

Loyihaviy-texnologik
(mutaxassis faoliyati bilan bog’liq mehnat jarayonini 
loyihalashtirish va tashkil etish). 
Afsuski, ta’lim muassasalarida bugungi kunda ham ta’limni tashkil etishning an’anaviy 
shakllari yetakchilik qilmoqda. Natijada hali-hanuz talaba uchun asosiy axborot manbai o’qituvchi 
bo’lib kelmoqda. Xatto talabada kasbiy mobillikni shakllantirishga, kasbiy tajribani doimiy 
ravishda yangilib borishga qaratilgan innovatsion texnologiyalardan ham an’anaviy ta’lim 
konsepsiyasi doirasida foydalanib kelinmoqda. Bo’lajak mutaxassislarni tayyorlash jarayonini 
mukammallashtirish, individuallashtirish, ular uchun lokal-modulli texnologiyalarni ishlab chiqish 
va amaliyotga joriy etish XXI asrning ta’lim sohasi oldiga qo’ygan qat’iy talabidir. 
PRINCIPLES OF ONLINE COURSE DESIGN 
 
Kurbonova N.– English Language Chair Teacher,Uzbekistan. 
 
Time is going fast. Every day we can see something new. Such kind of changes is also 
appearing in education. If we want to teach students or pupils with the help of traditional ways, 
these ways are already boring for the young. They want something new, something very magnetic. 
The best way to attract learners is innovation technologies (i.e. Power Point presentations, Internet 
resources, etc.).
The learners in different levels show their enthusiasm for innovation technologies. If we 
take into consideration upper intermediate level students, using innovation technologies is both 
comfortable (upper intermediate level students have enough knowledge and experience) and a bit 
difficult. Why? The reason is being creative is required from teachers for using new technologies 
during their lessons. Use of technology for English language learning does not appear to be 
restricted to any particular age group as is confirmed by the range of chapters offered in this volume 
and the case studies presented here suggest that practitioners are increasingly using ICT 
innovatively within the early years. In many contexts, learners are being exposed to a range of 
technologies from a very early age in the home and by the time they reach nursery age many have 
developed at least some of the digital skills that enable them to participate in technology-driven 
activities as soon as they start school [Battro, 2004; Facer et al., 2003]. Their choice should not be 
too simple, because it was mentioned above those learners who have upper intermediate level can 
think, discuss and give their comments about serious and complicated topics. ”English language 
learners benefit from the reinforcement of vocabulary and concepts through pictures, graphics and 

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