BO‘LAJAK LOGOPEDLARDA KORREKSION-PEDAGOGIK FAOLIYATNI LOYIHALASH KOMPETENSIYASINI RIVOJLANTIRISHNING PEDAGOGIK IMKONIYATLARI.

KIRISH: mazkur maqolada bo‘lajak logopedlarda korreksion-pedagogik faoliyatni loyihalash ko‘nikmalarini shakllantirishning nazariy va amaliy jihatlari yoritilgan. Korreksion mashg‘ulotlarni rejalashtirish, ta’lim oluvchilarning individual xususiyatlarini hisobga olish hamda samarali metod va vositalarni tanlashning kasbiy tayyorgarlikdagi ahamiyati tahlil qilingan. Shuningdek, bo‘lajak logopedlarning kasbiy kompetentligini rivojlantirishga xizmat qiluvchi zamonaviy pedagogik yondashuvlarning imkoniyatlari ochib berilgan. MAQSAD: maqolaning asosiy maqsadi bo‘lajak logopedlarda korreksion-pedagogik faoliyatni loyihalash ko‘nikmalarini shakllantirishning nazariy va amaliy jihatlarini, ushbu jarayonning strukturasini hamda olib borilayotgan kasbiy tayyorgarlik samaradorligini oshirishga xizmat qiluvchi pedagogik imkoniyatlarni ochib berishdan iborat. MATERIALLAR VA METODLAR: tadqiqot jarayonida maxsus pedagogika va logopediya sohasidagi mahalliy va xorijiy olimlarning ilmiy-metodik qarashlari tahlil qilindi. Metodologik asos sifatida shaxsga yo‘naltirilgan, individual, integratsiyalashgan hamda kompetentsiyaviy yondashuvlar, shuningdek, situatsion topshiriqlar, mikroo‘qitish va refleksiv faoliyatni tahlil qilish usullaridan majmuaviy foydalanildi. MUHOKAMA VA NATIJALAR: tadqiqot natijasida korreksion faoliyatni loyihalash uzluksiz jarayon bo‘lib, u diagnostika, rejalashtirish, monitoring va refleksiyani o‘z ichiga olishi isbotlandi. Bo‘lajak logopedlarning loyihalash kompetensiyasini rivojlantirishda interaktiv ta’lim texnologiyalari, raqamli didaktik vositalar, fanlararo hamkorlik hamda ota-onalar bilan ishlash strategiyalarini to‘g‘ri shakllantirish muhim o‘rin tutishi ko‘rsatib berildi. XULOSA: bo‘lajak logopedlarda korreksion-pedagogik faoliyatni loyihalash kompetensiyasini shakllantirish ularni tayyor yo‘riqnomalarni bajaruvchi emas, balki individual korreksion yo‘nalishni mustaqil loyihalashtira oladigan va natijalarni baholaydigan kompetent mutaxassis sifatida tayyorlashni ta’minlaydi.

INTRODUCTION: this article examines the theoretical and practical aspects of developing correctional and pedagogical activity design skills in future speech therapists. It analyzes the importance of planning correctional sessions, considering learners’ individual characteristics, and selecting effective methods and tools in professional training. The article also highlights the potential of modern pedagogical approaches for developing the professional competence of future speech therapists. AIM: the main objective of this article is to examine the theoretical and practical dimensions of developing correctional-pedagogical design skills in future speech therapists and to identify key pedagogical approaches that enhance their professional competence. MATERIALS AND METHODS: the study synthesizes research findings from domestic and international scholars in special pedagogy and logopedics. The methodological framework incorporates person-centered, individual, and competency-based approaches, alongside situational learning tasks, microteaching technologies, and reflective activity analysis. DISCUSSION AND RESULTS: the results indicate that designing correctional activities is a continuous process comprising diagnostics, planning, execution, monitoring, and reflection. Incorporating problem-based learning, digital didactic materials, interdisciplinary cooperation, and strategies for collaborating with parents significantly strengthens the professional readiness of future speech therapists. CONCLUSION: fostering design competence in future speech therapists transitions them from passive implementers of standard manuals into creative, competent specialists capable of designing individualized correctional pathways and objectively evaluating pedagogical outcomes.