KIRISH: amaliy san’at insoniyat madaniy merosining ajralmas qismi bo‘lib, u milliy qadriyatlar, estetik tafakkur va badiiy didni shakllantirishda muhim o‘rin tutadi. O‘zbekiston hududida amaliy san’atning ko‘plab turlari – naqqoshlik, kulolchilik, zardo‘zlik, kashtachilik, yog‘och o‘ymakorligi kabi yo‘nalishlar asrlar davomida rivojlanib kelgan. Bu borada Kamoliddin Behzod nomi bilan ataluvchi Kamoliddin Behzod nomidagi Milliy rassomlik va dizayn instituti hamda O‘zbekiston Badiiy akademiyasi tizimida faoliyat yuritayotgan ixtisoslashtirilgan maktablar muhim ilmiy-metodik baza vazifasini bajaradi. Ixtisoslashtirilgan maktablarda amaliy san’at ta’limi o‘quvchilarning ijodiy qobiliyatini rivojlantirish, milliy an’analarni davom ettirish hamda zamonaviy dizayn tafakkurini shakllantirishga qaratilgan. Shu bois mazkur sohadagi ta’limning metodologik va nazariy asoslarini ilmiy jihatdan tahlil qilish dolzarb ahamiyat kasb etadi. MAQSAD: mazkur tadqiqotning maqsadi – ixtisoslashtirilgan maktablar misolida amaliy san’at ta’limining metodologik asoslari, nazariy tamoyillari va pedagogik mexanizmlarini tahlil qilish hamda ularning samaradorligini aniqlashdan iborat. Vazifalar: amaliy san’at ta’limining ilmiy-nazariy asoslarini aniqlash; metodologik yondashuvlarni (kompetensiyaviy, shaxsga yo‘naltirilgan, integrativ yondashuv) tahlil qilish; ixtisoslashtirilgan maktablarda o‘quv jarayonining o‘ziga xos jihatlarini o‘rganish; amaliy natijalar asosida xulosa va takliflar ishlab chiqish. MATERIALLAR VA METODLAR: tadqiqot jarayonida quyidagi metodlardan foydalanildi. Nazariy tahlil metodi – pedagogika, san’atshunoslik va estetikaga oid ilmiy manbalarni o‘rganish; Kuzatish metodi – ixtisoslashtirilgan maktablarda dars jarayonlarini tahlil qilish; Taqqoslash metodi – an’anaviy va zamonaviy o‘qitish usullarini qiyoslash; So‘rovnoma va suhbat – o‘quvchi va o‘qituvchilarning fikr-mulohazalarini o‘rganish; Amaliy-tajriba sinovi – innovatsion metodlarni qo‘llash orqali natijadorlikni aniqlash. Metodologik asos sifatida kompetensiyaviy yondashuv, madaniy merosga tayangan holda integratsiyalashgan ta’lim modeli hamda kreativ pedagogika tamoyillari olindi. MUHOKAMA VA NATIJALAR: tadqiqot natijalari shuni ko‘rsatdiki, ixtisoslashtirilgan maktablarda amaliy san’at ta’limi quyidagi nazariy tamoyillarga asoslanadi: 1. Milliylik va an’anaviylik tamoyili – o‘quvchilarga milliy naqsh va uslublarni o‘rgatish orqali madaniy identifikatsiyani mustahkamlash. 2. Ijodkorlik va innovatsionlik tamoyili – an’anaviy shakllarni zamonaviy dizayn talablari bilan uyg‘unlashtirish. 3. Amaliy yo‘naltirilganlik tamoyili – nazariy bilimlarni amaliy mashg‘ulotlar bilan mustahkamlash. 4. Kompetensiyaviy yondashuv – o‘quvchilarda kasbiy, kommunikativ va estetik kompetensiyalarni shakllantirish. Natijalar shuni ko‘rsatadiki, interaktiv metodlar (loyiha asosida o‘qitish, ustoz-shogird an’anasi, portfoliolar bilan ishlash) qo‘llanilganda o‘quvchilarning ijodiy faolligi 20–25 % ga oshgan. Shuningdek, amaliy mashg‘ulotlar ulushining ko‘pligi o‘quvchilarda kasbiy ko‘nikmalarni tezroq shakllantirishga xizmat qilgan. Shu bilan birga, ayrim muammolar ham kuzatildi: o‘quv dasturlarining zamonaviy dizayn talablari bilan to‘liq integratsiyalanmaganligi; moddiy-texnik bazaning ayrim hududlarda yetarli emasligi; pedagoglarning malaka oshirish tizimini yanada takomillashtirish zarurati. XULOSA: ixtisoslashtirilgan maktablarda amaliy san’at ta’limi milliy merosni asrabavaylash va rivojlantirish bilan bir qatorda, o‘quvchilarning ijodiy tafakkurini shakllantirishga xizmat qiladi. Metodologik jihatdan kompetensiyaviy va shaxsga yo‘naltirilgan yondashuvlar samarali natija bermoqda. Kelgusida o‘quv dasturlarini zamonaviy dizayn va raqamli texnologiyalar bilan boyitish, ustoz-shogird tizimini yanada rivojlantirish hamda xalqaro tajribani o‘rganish maqsadga muvofiqdir. Mazkur tadqiqot natijalari amaliy san’at sohasidagi ta’lim jarayonini takomillashtirish hamda metodik tavsiyalar ishlab chiqishda ilmiy asos bo‘lib xizmat qiladi.
INTRODUCTION: applied arts constitute an integral part of humanity’s cultural heritage and play a significant role in shaping national values, aesthetic thinking, and artistic taste. In Uzbekistan, various forms of applied arts—such as decorative painting, ceramics, gold embroidery, embroidery art, and wood carving—have developed over centuries. In this context, specialized schools operating within the system of the Academy of Arts of Uzbekistan, as well as the National Institute of Fine Art and Design named after Kamoliddin Behzod, named in honor of Kamoliddin Behzod, serve as an important scientific and methodological foundation. In specialized schools, education in applied arts is aimed at developing students’ creative abilities, preserving national traditions, and forming modern design thinking. Therefore, a scientific analysis of the methodological and theoretical foundations of this educational field is of particular relevance. AIM: the purpose of this study is to analyze the methodological foundations, theoretical principles, and pedagogical mechanisms of applied arts education in specialized schools, as well as to determine their effectiveness. The objectives of the research are: to identify the scientific and theoretical foundations of applied arts education; to analyze methodological approaches (competency-based, learner-centered, and integrative approaches); to study the specific features of the educational process in specialized schools; to develop conclusions and practical recommendations based on the obtained results. MATERIALS AND METHODS: the following research methods were employed in the study: Theoretical analysis method – examination of scientific sources in pedagogy, art studies, and aesthetics; Observation method – analysis of the educational process in specialized schools; Comparative analysis method – comparison of traditional and modern teaching methods; Survey and interview methods – studying the opinions of students and teachers. Experimental method – determining the effectiveness of implementing innovative teaching technologies. The methodological basis of the research includes the competency-based approach, an integrated educational model grounded in cultural heritage, and the principles of creative pedagogy. DISCUSSION AND RESULTS: the research findings indicate that applied arts education in specialized schools is based on the following theoretical principles: 1. Principle of national tradition – strengthening cultural identity through the study of national ornaments and artistic styles. 2. Principle of creativity and innovation – integrating traditional forms with modern design requirements. 3. Principle of practical orientation – reinforcing theoretical knowledge through practical activities. 4. Competency-based approach – developing professional, communicative, and aesthetic competencies in students. The results show that the use of interactive methods (project-based learning, the “master–apprentice” tradition, and portfolio-based assessment) increases students’ creative activity by 20–25%. In addition, a greater proportion of practical training contributes to faster development of professional skills. At the same time, several challenges were identified: insufficient integration of curricula with modern design requirements; inadequate material and technical resources in certain regions; the need to further improve teachers’ professional development systems. CONCLUSION: applied arts education in specialized schools contributes to the preservation and development of national heritage while fostering students’ creative thinking. From a methodological perspective, competency-based and learner-centered approaches have proven to be the most effective. In the future, it is advisable to enrich curricula with modern design and digital technologies, further develop the master– apprentice system, and study international best practices. The results of this research can serve as a scientific basis for improving the educational process and developing methodological recommendations in the field of applied arts.
ResearcherUz