KIRISH: axborot oqimlarining kuchayishi, ommaviy madaniyat va virtual muloqot ta’siri maktab hamda oilaning integratsiyalashgan hamkorligini zamonaviy usullar asosida tashkil etishni talab etadi. MAQSAD: maktab–oila hamkorligini tizimli tashkil etishning nazariy asoslarini aniqlash va pedagog hamda ota-onalarning hamkorlikka tayyorgarligini baholash mezonlarini ishlab chiqish. MATERIALLAR VA METODLAR: falsafiy va psixologik-pedagogik manbalar tahlil qilindi. Anketa, intervyu, kuzatuv va o‘zini baholash metodlari qo‘llanilib, kognitiv, motivatsion-qiymatli va kommunikativ-faoliyatli mezonlar asosida diagnostika o‘tkazildi. MUHOKAMA VA NATIJALAR: natijalar ota-onalarning ma’naviy-ma’rifiy faoliyati va hamkorlik amaliyoti yetarli darajada emasligini ko‘rsatdi. Maktab–oila hamkorligini yagona tizim sifatida loyihalash, interaktiv texnologiyalar va monitoring mexanizmlarini joriy etish samaradorlikni oshirishi aniqlandi. XULOSA: globallashuv sharoitida maktab va oila hamkorligini tizimli tashkil etish ma’naviy-axloqiy tarbiya sifatini oshiradi. Diagnostik mezonlar hamkorlik darajasini aniqlash va ta’sirchan pedagogik texnologiyalarni tanlashga imkon beradi.
INTRODUCTION: intensified information flows and mass culture influence require modern forms of cooperation between teachers and parents. AIM: to define theoretical foundations and diagnostic criteria for systematic school– family interaction. MATERIALS AND METHODS: scientific sources were analyzed, and surveys, interviews, and observation were applied. Diagnostics were based on cognitive, motivational-valued, and communicative-activity criteria. DISCUSSION AND RESULTS: the findings show insufficient parental involvement and limited integration of family educational potential. Systematic cooperation design and interactive technologies enhance effectiveness. CONCLUSION: structured school–family cooperation is essential for improving spiritual and moral education outcomes.
ResearcherUz