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Arxiv / №9 · 2026 / Maqola
13.00.00 – PEDAGOGIKA FANLARI

CLIL TEXNOLOGIYASINI ZAMONAVIY METODIK YONDASHUVLAR BILAN INTEGRATSIYALASH ASOSIDA KASBIY-METODIK DARSLARNI LOYIHALASH

Annotatsiya
O'ZBEKCHA

Maqolada bo‘lajak ingliz tili o‘qituvchilarini tayyorlashda CLIL texnologiyasini zamo-naviy metodik yondashuvlar bilan integratsiyalash asosida kasbiy-metodik darslarni loyihalash masalasi tadqiq etilgan. CLILning Content, Communication, Cognition va Culture komponentlari TBLT, PBL/PBLL, muammoli ta’lim, case-based learning, microteaching hamda raqamli vositalarning didaktik funksiyalari bilan o‘zaro muvofiqlashtirilgan. Tahlil natijasida kasbiy-metodik darslarni maqsadli integratsiya → maz-munni tanlash → metodik yondashuvni funksional tanlash → integrativ topshiriqni loyihalash → kasbiy-kommunikativ amalga oshirish → refleksiya va korreksiya asosida tashkil etish mexanizmi ishlab chiqilgan. Taklif etilgan mexanizm bo‘lajak o‘qituvchilarning metodik bilimlarini kasbiy vaziyatlarda amaliy qo‘-llashga yo‘naltirish imkonini beradi.

Kalit so'zlar: CLIL texnologiyasi, kasbiy-metodik tayyorgarlik, darsni loyihalash, TBLT, PBL, mic-roteaching, metodik integratsiya, refleksiv faoliyat.
РУССКИЙ

В статье рассматривается проектирование профессионально-методических занятий на основе интеграции технологии CLIL с современными методическими подходами в под-готовке будущих учителей английского языка. Компоненты CLIL – Content, Communication, Cogni-tion и Culture – функционально соотнесены с TBLT, PBL/PBLL, проблемным обучением, case-based learning, микрообучением и цифровыми средствами. В результате анализа разработан механизм проектирования занятий, включающий целевую интеграцию, отбор содержания, функциональный выбор методического подхода, проектирование интегративного задания, профессионально-комму-никативную реализацию, рефлексию и коррекцию. Предложенный механизм ориентирует методи-ческую подготовку на практическое применение знаний в профессиональных ситуациях и обеспечи-вает взаимосвязь языкового, методического, когнитивного и практического аспектов подготовки будущего учителя.

Ключевые слова: : технология CLIL, профессионально-методическая подготовка, проектиро-вание занятия, TBLT, PBL, микрообучение, методическая интеграция, рефлексивная деятельность.
ENGLISH

The article examines the design of professional and methodological lessons through the integration of CLIL with contemporary methodological approaches in pre-service English teacher education. The Content, Communication, Cognition, and Culture dimensions of CLIL are functionally coordinated with TBLT, PBL/PBLL, problem-based learning, case-based learning, microteaching, and digital tools. The analysis resulted in a lesson-design mechanism comprising goal-oriented integration, content selection, functional selection of a methodological approach, integrative task design, professional-communicative implementation, reflection, and refinement. The proposed mechanism shifts methodological learning from the reproduction of theoretical knowledge towards its purposeful application in professional situations and provides a systematic framework for integrating language, methodological content, cog-nitive activity, and pedagogical practice in pre-service English teacher education.

Keywords: CLIL, professional and methodological preparedness, lesson design, TBLT, PBL, micro-teaching, methodological integration, reflective practice.
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Foydalanilgan adabiyotlar

  1. Coyle D., Hood P., Marsh D. CLIL: Content and Language Integrated Learning. Cambridge, Cambridge University Press, 2010, 184 p.
  2. Mehisto P., Marsh D., Frigols M.J. Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford, Macmillan Education, 2008, 238 p.
  3. Tuxtayeva N.A. Effective Use of CLIL Technology in Language Teaching. A Pathway to Developing Future Teachers’ Skills. The Lingua Spectrum. 2026, vol. 4, p. 317–323.
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  5. Sengerbekova B., Smakova K., Avasi V. Project-Based Learning (PBL) in a CLIL Classroom: The Case of Kazakhstan // SDU University Bulletin: Pedagogy and Teaching Methods. 2024, vol. 66, № 1, p. 6–20.
  6. Wu Y.J.A., Chun D.M., Lan Y.J. Cultivating CLIL Preservice Teachers’ CALL Competencies through a TPACK-Based Teacher Training Program. ReCALL. 2026, vol. 38, № 1, p. 22–39.
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  8. Gao J. Embracing the Integration of TBLT and CLIL: Design, Justify, and Evaluate a Practical EAP Lesson Plan // Educational Innovation Research. 2024.
  9. Tuxtayeva N.A. Effective Use of CLIL Technology in Language Teaching: A Pathway to Developing Future Teachers’ Skills. The Lingua Spectrum. 2026, vol. 4, p. 317–323
  10. Tuxtayeva N.A. The Significance of Integrating Language Skills in English Lessons in the Process of Preparing Students’ Professional Activities. “Namangan davlat universiteti Ilmiy axborotnomasi”, 2025, №6, 854–857 p.
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