title: “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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  “Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning Pdf ko'rish
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  Bog'liq Maqola 3 (207-211-bet)“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
  amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
  449
  Enlightenment is endowed with such beautiful qualities as respect, faith and
  conscience.
  An in-depth analysis of the Constitution of the Republic of Uzbekistan,
  adopted on December 8, 1992 at the eleventh session of the Supreme Council of
  the Republic of Uzbekistan of the twelfth convocation, shows that the above-
  mentioned views on education and pedagogy are reflected. . In other words, our
  Constitution is an encyclopedia of national education and pedagogy. In almost
  every article there is a series of meanings of upbringing.
  In our country, a unique system of education of the younger generation has
  been created, and the method of educating students in the spirit of scientific
  worldview, humanity, ideology, social humanism and internationalism, boundless
  love and devotion to our country is used.
  The system of bachelor's degree provides for the theoretical and practical
  training of students with the development of the production of pedagogical laws,
  educational relations in colleges, the methods of interdependence of general
  pedagogical education.
  The text of these issue on pedagogy is intended for students of bachelor's
  degree in professional pedagogical training.
  During the historical development of the university, the forms of
  organization of education were different. Forms of organization of education are
  formed in accordance with a particular social system and the interests of that
  system.
  For centuries, written learning materials have included text and pictures.
  Combining texts
  with pictures is generally assumed to have a positive effect on
  learning. Abundant research
  has demonstrated that students learn generally better
  from text and pictures than from text
  alone (Levie and Lentz 1982; Levin et al.
  1987). Mayer and his colleagues have demonstarted that explanatory illustrations
  do not only improve retention, but also comprehension
  of complex subject matter,
  which ﬁnally turns into better problem solving skills, provided
  that text and
  pictures are coherent and presented spatially or temporally close to each other
  (Mayer 1997,2009; Moreno and Mayer 1999). Mayer has coined the term ‘multi-
  media
  effect’ to summarize this kind of effect.
  Most of the research mentioned so far dealt with instructional pictures
  (Schnotz and
  Kulhavy 1994). These pictures show the appearance of an object
  (such as the look of a
  dinosaur) or the functioning of a technical device (such as a
  bicycle pump) or cause-effect
  relations within natural phenomena (such as the
  formation of lightings) (cf. Mayer 2009;
  Peeck 1994).
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