BO‘LAJAK BOSHLANG‘ICH SINF O‘QITUVCHILARIDA TEXNOLOGIYA O‘QITISH METODIKASI ASOSIDA TEXNOLOGIK KOMPETENTLILIKNI RIVOJLANTIRISH

KIRISH. maqolada bo‘lajak boshlang‘ich sinf o‘qituvchilarining texnologiya fanini o‘qitish metodikasi asosida texnologik kompetentlikni rivojlantirish masalalari tahlil qilingan. Tadqiqot natijalari shuni ko‘rsatadiki, texnologiya fanini o‘qitish boshlang‘ich ta’limda muhim ahamiyatga ega va oliy ta’lim jarayonida metodik yondashuvlar samaradorligini oshiradi. Shu bilan birga, maqolada texnologik kompetentlikning asosiy komponentlari va uni rivojlantirish metodlari ham ko‘rib chiqilgan. MAQSAD: boshlang‘ich sinf bo‘lajak o‘qituvchilarida texnologiya fanini o‘qitish metodikasi orqali texnologik kompetentlikni shakllantirishning samarali modelini ishlab chiqish va ularning amaliy ko‘nikmalarini rivojlantirish metodikasini takomillashtirishdan iborat. Shuningdek, talabalarni zamonaviy texnologik jarayonlar, konstruksiyalash va modellashtirish ishlariga ijodiy yondashishga o‘rgatish ko‘zda tutilgan. METODLAR VA MATERIALLAR: pedagogik tahlil, loyiha asosida o‘qitish (PBL), muammoli ta’lim texnologiyalari hamda zamonaviy AKT vositalari, xalq hunarmandchiligi elementlari va innovatsion didaktik ishlanmalarni o‘z ichiga oladi. Olingan natija va muhokamalar shuni ko‘rsatdiki, bo‘lajak mutaxassislarning texnologik jarayonlarni loyihalash hamda muhandislik tafakkurini rivojlantirish darajasi sezilarli darajada oshib, ularda fanlararo bog‘liqlikni (STEM) ta’minlash ko‘nikmasi shakllandi. Tadqiqot yakunida chiqarilgan xulosaga ko‘ra, o‘qituvchi tayyorlash jarayonida texnologik kompetentlikni rivojlantirish nafaqat amaliy mahoratni oshiradi, balki boshlang‘ich ta’lim sifatini yangi bosqichga olib chiqishning asosiy omili bo‘lib xizmat qiladi. NATIJA VA MUHOKAMALAR: tadqiqotlar shuni ko‘rsatadiki, texnologik kompetentlikni rivojlantirishda nazariya va amaliyotning uzviy uyg‘unligi eng muhim omil hisoblanadi. Faqat nazariy bilimga tayanish texnologiya fanining mohiyatiga mos kelmaydi, chunki bu fan o‘quvchilarni nafaqat bilim bilan, balki amaliy ko‘nikmalar va muammolarni hal etish qobiliyatini oshiradi. Shu sababli ustaxona mashg‘ulotlari, amaliy topshiriq va loyiha ishlari ta’lim jarayonida ustuvor ahamiyatga ega bo‘lishi lozim. Amaliy mashg‘ulotlar orqali talabalar texnologik jarayonlarni o‘zlashtiradi, materiallar bilan ishlash ko‘nikmalarini rivojlantiradi va real pedagogik vaziyatlarga tayyorlanadi. XULOSA: bo‘lajak o‘qituvchilarda texnologik kompetentlikni rivojlantirish ularning kasbiy mahoratini yangi bosqichga olib chiqadi. Texnologiya o‘qitish metodikasini zamonaviy innovatsiyalar bilan boyitish, talabalarda nafaqat nazariy bilim, balki amaliy mahsulot yaratish ishtiyoqini uyg‘otadi. Bu esa o‘z navbatida boshlang‘ich ta’lim sifatini oshirishning kafolatidir.

INTRODUCTION: the article analyzes the issues of developing technological competence in future primary school teachers based on the methodology of teaching the subject “Technology.” The results of the study show that teaching technology plays an important role in primary education and increases the effectiveness of methodological approaches in higher education. In addition, the article examines the main components of technological competence and the methods of its development. AIM: to develop an effective model for forming technological competence in future primary school teachers through the methodology of teaching technology and to improve methods for developing their practical skills. It also aims to train students to approach modern technological processes, construction, and modeling creatively. METHODS AND MATERIALS: pedagogical analysis, project-based learning (PBL), problem-based learning technologies, modern ICT tools, elements of traditional craftsmanship, and innovative didactic developments were used. The results and discussions showed that future specialists significantly improved their ability to design technological processes and developed engineering thinking, as well as acquired skills in interdisciplinary integration (STEM). The study concludes that developing technological competence in teacher training not only enhances practical skills but also serves as a key factor in improving the quality of primary education. RESULTS AND DISCUSSION: the research indicates that the most important factor in developing technological competence is the close integration of theory and practice. Relying solely on theoretical knowledge does not correspond to the essence of the subject “Technology,” as it aims not only to provide knowledge but also to develop practical skills and problem-solving abilities. Therefore, workshop sessions, practical assignments, and project work should play a leading role in the educational process. Through practical activities, students master technological processes, develop materialhandling skills, and prepare for real pedagogical situations. CONCLUSION: the development of technological competence in future teachers elevates their professional skills to a new level. Enriching technology teaching methodology with modern innovations fosters not only theoretical knowledge but also a desire to create practical products. This, in turn, guarantees an improvement in the quality of primary education.