SHARQ RENESSANSI MUTAFFAKKIRLARI TA’LIMOTIDA MUSIQA VA ANIQ FANLAR INTEGRATSIYASINING DIDAKTIK IMKONIYATLARI

KIRISH: ushbu maqolada maktabgacha ta’lim tizimi musiqa rahbarini tayyorlash jarayonida musiqa san’atini aniq fanlar (matematika, fizika, muhandislik) bilan integratsiyalashning tarixiy-pedagogik asoslari tadqiq etiladi. Sharq mutafakkirlari, xususan, Abu Nasr Farobiy va Ibn Sinoning musiqiy-matematik qarashlari zamonaviy STEAM ta’lim paradigmasi kontekstida tahlil qilingan. Tadqiqotda musiqiy ta’limning intellektual salohiyatni oshirishdagi o‘rni va tarixiy vorisiylik masalalari ilmiy asoslab berilgan. MAQSAD: maktabgacha ta’lim tizimida musiqa rahbarlarini tayyorlash jarayonida musiqa san’atini matematika, fizika va muhandislik fanlari bilan integratsiyalashning tarixiy-pedagogik asoslarini aniqlash hamda Abu Nasr Forobiy va Abu Ali ibn Sino ilmiy merosi asosida zamonaviy STEAM yondashuviga mos didaktik modelni ishlab chiqishdan iborat. MATERIALLAR VA METODLAR: tadqiqotda quyidagi materiallar va metodlardan foydalanildi: Sharq mutafakkirlarining ilmiy merosi (Forobiy, Ibn Sino), musiqiy akustika va riyoziyotga oid tarixiy manbalar, STEAM va raqamli pedagogika bo‘yicha zamonaviy ilmiy tadqiqotlar, tarixiy-komparativ tahlil, nazariy umumlashtirish, Modellashtirish (didaktik model yaratish), pedagogik tahlil va interpretatsiya. Mazkur metodlar asosida musiqa va aniq fanlar integratsiyasining didaktik imkoniyatlari tizimli ravishda o‘rganildi. MUHOKAMA VA NATIJALAR: tadqiqot natijalari shuni ko‘rsatdiki, Sharq mutafakkirlari ilmiy qarashlarida musiqa va aniq fanlar o‘rtasidagi integratsiya chuqur nazariy asosga ega. Xususan: Musiqa riyoziy qonuniyatlar asosida shakllanadi (interval va ritm tizimi), tovush hodisasi fizik-akustik jarayon sifatida talqin etiladi, musiqa inson tafakkuri va emotsional rivojlanishiga ta’sir ko‘rsatadi, muhokama jarayonida aniqlanishicha, mazkur integratsiya asosida ishlab chiqilgan didaktik model: Maktabgacha ta’limda musiqa rahbarlarini tayyorlash samaradorligini oshiradi, fanlararo kompetensiyalarni shakllantiradi, raqamli pedagogika vositalari bilan uyg‘unlashadi, STEAM yondashuvining amaliy tatbiqini ta’minlaydi. Shuningdek, “ilm al-hiyal” (muhandislik tafakkuri) elementlarini musiqa ta’limiga integratsiya qilish orqali bolalarda konstruktiv va ijodiy fikrlash rivojlanishi kuzatildi. XULOSA: Sharq mutafakkirlarining musiqiy-ilmiy merosi zamonaviy ta’lim tizimida musiqa va aniq fanlar integratsiyasini amalga oshirish uchun muhim nazariy asos bo‘lib xizmat qiladi. Ushbu integratsiya asosida ishlab chiqilgan didaktik model maktabgacha ta’lim tizimida musiqa rahbarlarini tayyorlash sifatini oshirishga xizmat qiladi hamda ularning kasbiy kompetensiyalarini rivojlantirishda samarali vosita hisoblanadi.

INTRODUCTION: this article explores the historical and pedagogical foundations of integrating music with exact sciences (mathematics, physics, and engineering) in the process of training preschool music educators. The musical-mathematical perspectives of Eastern scholars, particularly Abu Nasr Forobiy and Abu Ali ibn Sino, are analyzed within the framework of the modern STEAM education paradigm. The study highlights the role of music education in enhancing intellectual capacity and substantiates the importance of historical continuity. AIM: the aim of this study is to identify the historical and pedagogical foundations of integrating music with mathematics, physics, and engineering in the process of training preschool music educators, as well as to develop a didactic model based on the scientific heritage of Abu Nasr Forobiy and Abu Ali ibn Sino in accordance with the modern STEAM approach. MATERIALS AND METHODS: the study employed the following materials and methods: the scientific heritage of Eastern scholars (Farabi, Ibn Sina), historical sources on musical acoustics and mathematics, and modern research on STEAM and digital pedagogy. The research methods included historical-comparative analysis, theoretical generalization, modeling (development of a didactic model), and pedagogical analysis and interpretation. Based on these methods, the didactic possibilities of integrating music and exact sciences were systematically studied. DISCUSSION AND RESULTS: the results of the study indicate that the integration of music and exact sciences in the works of Eastern scholars has a strong theoretical foundation. In particular, music is structured based on mathematical principles (interval and rhythm systems), sound is interpreted as a physical-acoustic phenomenon, and music influences cognitive and emotional development. The discussion shows that the developed didactic model based on this integration enhances the effectiveness of training preschool music educators, develops interdisciplinary competencies, integrates with digital pedagogy tools, and ensures the practical implementation of the STEAM approach. Furthermore, the integration of elements of “ilm al-hiyal” (engineering thinking) into music education contributes to the development of constructive and creative thinking in children. CONCLUSION: the musical and scientific heritage of Eastern scholars serves as an important theoretical foundation for the integration of music and exact sciences in modern education. The developed didactic model contributes to improving the quality of training preschool music educators and serves as an effective tool for developing their professional competencies.