«применение современных информационно коммуникационных технологий в проведении реформ в новом узбекистане»

Uzbekistan, Urganch 
Xudayberganov Temur Rustamovich, Urgench branch Of Tashkent University 
Of Information Technologies named after Muhammad Al-Khwarizmi, 
Uzbekistan, Urganch 
Ibadullayeva Zarnigor Ollayor Qizi, Urgench branch Of Tashkent University Of 
Information Technologies named after Muhammad Al-Khwarizmi, 
Uzbekistan, Urganch 
The problem of selecting the content of educational material and its 
structuring has been widely discussed for a long time [1-4]. In this case, the problem 
can be described as follows: what should be the structure of the knowledge model, 
what opportunities it can create for more active, effective mastering of the learning 

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Andijon 
 
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material, and as a result help to improve the quality of knowledge acquired in the 
subject? 
When talking about the logical structure of educational material, methods of 
its description and mastering, it is necessary to consider the theory of enlarged 
didactic units, developed in the 1960s by Professor P.M Erdniev [4]. As a result of 
his research, Professor PM Erdniev came to the conclusion that the problem of 
integrating the student's learning process is based not on the simplification of tasks, 
but on their complication, i.e. on the enlargement of didactic materials, only on one 
condition, based on a specially selected, developed structure of teaching materials. 
One of the important challenges in the transition to a new education system is 
to build the components of the curriculum on the basis of logically sound and 
completed clear concepts. The organization of the content of training courses from 
the elements of education, which are logically integrated into a single goal for a 
specific purpose, creates very good conditions for the application of new 
pedagogical technologies. As a result, there is a wide range of opportunities to create 
individual, distance, multimedia and similar training systems that increase the 
effectiveness of the training course. 
Structuring the content of training courses on the basis of certain criteria, 
describing them in the form of logically integrated elements (aggregates) is one of 
the main problems of modern didactics and attracts a large number of researchers. 
Because, in the context of rapid growth of information, the compression, integration, 
logical structuring of educational information in order to obtain the necessary 
knowledge from the ocean of information and its effective use is one of the issues 
of information technology. The following methods can be used for effective 
compression of educational information: modeling of the subject in figurative and 
definite forms, structural block diagrams of topics, abstracts on basic concepts, etc. 
Here again it should be noted that the goal can be achieved only if the materials of 
the subject are given in four different forms (graphic, numerical, symbolic and 
verbal) at the same time. 
When structuring the components of the subject in the form of compressed, 
aggregated educational information and bringing them into a single system, the 
following cases can be distinguished:
a) the complexity of creating a logical system of non-contradictory learning 
elements for a particular subject, especially for any field of study;
b) the longevity of the logical system of learning elements created by the 
development of the subject and as a result of which the emergence of new 
knowledge, especially in the field of information and computer technology;
c) overcoming some of the social inertia that exists in the education system, 
which may be related to the need for a transition to forms of systematic narration of 
the teaching material, which may be related to the side effects of teachers. 
Therefore, in order to structure the learning materials, it is necessary to 
develop a number of principles that allow to logically organize and structure the 
learning materials in accordance with the basic principles of knowledge. The logical 

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