NUTQ USLUBI PEDAGOGIK MAHORATNING NAMOYON BO'LISH SHAKLI SIFATIDA

Annotatsiya: ushbu maqolada "O'qituvchining individual nutq uslubi" tushunchasini aniqlashtirish va uning pedagogik ta'limning eng muhim toifalari tizimidagi o'rnini aniqlash, universitetda ritorik tayyorgarlik jarayonida uning rivojlanishi uchun zarur uslubiy sharoitlarni aniqlash uchun tadqiqotning zaruriy bo'g'ini psixologik va pedagogik fanlarda "individual faoliyat uslubi", "o'qituvchining individualligi" tushunchalariga murojaat qilingan. Maqsad: “O‘qituvchining individual nutq uslubi” tushunchasini aniqlash, pedagogik ta’limdagi o‘rnini belgilash va universitetlarda ritorik tayyorgarlik jarayonida uni rivojlantirish shart-sharoitlarini ko‘rsatish. Materiallar va metodlar: Psixologik va pedagogik nazariyalar, ritorik tayyorgarlik amaliyotlari hamda kasbiy ta’limda nutq uslublarini taqqoslash metodlari qo‘llanildi. Natijalar va muhokama: Tadqiqot natijalari o‘qituvchining individual nutq uslubi uning kasbiy identifikatsiyasi va pedagogik samaradorligi bilan chambarchas bog‘liq ekanini ko‘rsatdi. Universitetdagi ritorik tayyorgarlik aniq, ifodali va ta’sirchan muloqotni rivojlantirish uchun metodik sharoit yaratadi. Xulosa: O‘qituvchining individual nutq uslubi pedagogik ta’limning muhim kategoriyasi hisoblanadi. Uni ritorik tayyorgarlik orqali rivojlantirish kasbiy kompetensiyani mustahkamlaydi, muloqotni samarali qiladi va o‘qituvchining individualligini qo‘llab-quvvatlaydi.

Introduction: in this article, in order to clarify the concept of "Individual speech style of a teacher" and determine its place in the system of the most important categories of pedagogical education, to identify the necessary methodological conditions for its development in the process of rhetorical training at the university, the necessary link of the research is made to the concepts of "individual activity style", "individuality of the teacher" in psychological and pedagogical sciences. Purpose: to clarify the concept of "individual speech style of a teacher," determine its place in pedagogical education, and identify methodological conditions for its development during rhetorical training at universities. Materials and Methods: the study uses psychological and pedagogical theories, rhetorical training practices, and comparative analysis of speech styles in professional education. Results and Discussion: the findings show that the individual speech style of a teacher is closely connected to their professional identity and pedagogical effectiveness. Rhetorical training at universities provides methodological conditions for developing expressive, clear, and persuasive communication. Conclusion: the individual speech style of a teacher is an essential category of pedagogical education. Its development through rhetorical training strengthens professional competence, enhances communication, and supports the individuality of the teacher.