{"id":39571,"date":"2025-01-10T09:11:46","date_gmt":"2025-01-10T04:11:46","guid":{"rendered":"https:\/\/www.bukhari.uz\/?p=39571"},"modified":"2025-01-09T09:14:09","modified_gmt":"2025-01-09T04:14:09","slug":"xx-asr-20-yillarida-o%ca%bbzbekiston-ta%ca%bclim-tizimi-tarixshunosligi","status":"publish","type":"post","link":"https:\/\/bukhari.uz\/?p=39571&lang=oz","title":{"rendered":"XX ASR 20-YILLARIDA O\u02bbZBEKISTON TA\u02bcLIM TIZIMI TARIXSHUNOSLIGI"},"content":{"rendered":"

Kirish. Dunyoning ko\u02bbplab ilmiy-tadqiqot markazlarida O\u02bbzbekiston maorif tizimining XX asr 20-yillari tarixini o\u02bbrganish bo\u02bbyicha ilmiy izlanishlar amalga oshirilmoqda. Ilmiy jamoatchilik tomonidan tarixiy hujjat va manbalarni qayta tahlil etib, ilmiy muomalaga kiritilishi tariximizning ko\u02bbplab mavhum qirralarini ochdi. Ilmiy izlanishlar natijasida chop etilgan yangi monografiya va adabiyotlar aholi orasida o\u02bbzi yashab turgan o\u02bblka tarixiga qiziqishni oshirmoqda.<\/span><\/p>\n

Ma\u02bclumki, XX asr boshlari Turkiston o\u02bblkasining siyosiy, iqtisodiy va madaniy hayoti qarama-qarshiliklarga to\u02bbla davr sifatida tilga olinadi. Bu davrda bir tomondan sovet ma\u02bcmuriyati mafkuraviy hukmronlikni qo\u02bblga olish uchun kurash boshladi, ikkinchi tomondan taraqqiyparvarlarning milliy o\u02bbzlikni tiklash yo\u02bblidagi intilishlari avj pallasiga chiqdi. Sovet hukumati tomonidan o\u02bbz muxoliflarini bartaraf qilishning boshlanishi, norozilikni kuchayishiga olib keldi. Shuningdek, mustamlakachi hukumatning g\u02bboyaviy hukmronlik uchun kurashi maktab ta\u02bclimiga ham ta\u02bcsir ko\u02bbrsatgan.<\/span><\/p>\n

Tadqiqot metodologiyasi. Ushbu maqolani tayyorlashda tarixiylik va mantiqiylik tamoyillariga mos tizimli, obyektiv, qiyosiy va statistik tahlil, muammoviy-xronologik va tanqidiy yondashuv metodlaridan foydalanildi.<\/span><\/p>\n

Adabiyotlar tahlili. Sho\u02bbro hukumati hokimiyatga kelgach, xalq ongida \u201cyagona kommunistik mafkura\u201dni shakllantirish choralarini qo\u02bbllay boshlagan. Masalan, Tarasov o\u02bbzining \u201cIxtisosli bilim yurtlarining qurilishi to\u02bbg\u02bbrisida o\u02bbqug\u02bbuchilarning roli\u201d nomli maqolasida: \u201cSho\u02bbro maktabining burjuaziya maktabiga solishtirib qaraganda, uning muhim nuqtalaridan birisi o\u02bbqug\u02bbuchilarning o\u02bbz-o\u02bbzlarini idora qilishlaridir. Uning tuzulishidan maqsad o\u02bbqug\u02bbuchilarni jamiyat ishlariga qiziqtirish va malakalarini yuksaltirishdir. O\u02bbqish yurtining hayotida va kommunizm ruhida ijtimoiy, ham siyosiy tarbiya berishda mutashakkir bo\u02bblg\u02bbon holda ishtirok qilishdir\u201d, degan [7: 9]<\/span><\/p>\n

\u201cMaorif va o\u02bbqitg\u02bbuvchi\u201d jurnalining \u201cMehnat maktabi nimadir\u201d sarlavhasi ostidagi maqolada: \u201cKommunistlar tarbiyasining ideali, o\u02bbz asridagi bilimlar bilan har jihatdan qurollang\u02bbon o\u02bbzida, tamom o\u02bbrgangan \u2013 bilimli va shuning bilan barobar turmushg\u02bba xo\u02bbjalikni birga qo\u02bbshqon mehnat kishisidir\u201d. O\u02bbrtoq Krupskaya aytadir: \u201cKommunizm ishlab chiqarishni tadrijiy, aqliy ravishda tashkil qilishg\u02bba aylaydir. Hech bir kuch, hech bir qobiliyat bekorga yo\u02bbq bo\u02bblishi kerak emasdir. Aqliy ravishda kuchlardan istifoda qilish, ularning tadrijiy foydali tarbiya qilishda yo\u02bbl ochodir. Mana shul sababli Xalq Maorif Komissarligi ayniqsa shunday \u201cbirlik mehnat maktabini\u201d vujudga keltirishni o\u02bbziga vazifa qilib qo\u02bbydi\u201d, degan edi [3: 26]<\/span><\/p>\n

Turkiston maktab va madrasalari yoshlarning bilim va ko\u02bbnikmasini mustahkamlash yo\u02bblidagi markaz vazifasini o\u02bbtagan. Xonlik va amirlik davridagi siyosiy kelishmovchilik va harbiy to\u02bbqnashuvlar xalq turmushiga salbiy ta\u02bcsir ko\u02bbrsatgan. Bu vaziyat XX asr 20-yillarida ham ta\u02bclim usulini ko\u02bbp maktablarda qadimgi davr tartibidek yuritilishiga sabab bo\u02bblgan. 1923-yildagi ma\u02bclumotlarga qaraganda, Samarqand shahridagi 1-bosqich 11 ta mahalliy eski maktabning 36 ta sinf xonasiga o\u02bbrtacha 32 nafardan o\u02bbquvchi to\u02bbg\u02bbri kelgan [9]. Maktab ta\u02bcminoti Inspeksiya (nazorat organi) va mahalliy aholi ixtiyorida bo\u02bblgan. Bu davrda ta\u02bclim muassasalarining eng katta muammosi o\u02bbquv jihozi va asbob-uskunalar yetishmovchiligi edi.<\/span><\/p>\n

1923-yildan Sovet hukumati o\u02bbz rejimini mustahkamlash yo\u02bblida Maorif Xalq Komissariati tarkibida Bosh Vaqf boshqarmasini tashkil etgan [14]. Dastlabki yillarda Bosh Vaqf boshqarmasi zimmasiga vaqf mulkini boshqarishni tashkil etish, ulardan daromad olish va tub aholini madaniy-ma\u02bcrifiy ishlarga yo\u02bbnaltirish vazifasi yuklangan. Shunday bo\u02bblsa-da, ushbu Boshqarmaning, asosiy vazifasi maktab va madrasalarni qayta tashkil etish bilan birga, uning mulkini davlat ixtiyoriga o\u02bbtkazishdan iborat bo\u02bbldi. O\u02bbqitish uslubini isloh qilish, umumiy ta\u02bclim va fanlarni o\u02bbquv dasturiga kiritish belgilangan. Shuningdek, yangi sovet maktablarini tashkil etish orqali xalq ta\u02bclimiga yordam berish, mavjud eski usuldagi madrasa va maktablarni sovetlashtirish ko\u02bbzda tutilgan. Bu maqsadga erishish uchun Bosh Vaqf boshqarmasi o\u02bbz faoliyatining dastlabki bosqichlaridanoq o\u02bbzining mahalliy bo\u02bblimlarini tashkil qila boshlagan.<\/span><\/p>\n

Bu davrda Bosh Vaqf boshqarmasi faoliyatiga Sovet hukumatining Turkistonda vaqf tartibini tan olishi ham ta\u02bcsir etgan. Arxiv materiallarida tashkilot Turkiston ijtimoiy, ma\u02bcnaviy va ma\u02bcrifiy yo\u02bbnalishlarni qayta tashkil etib, zudlik bilan madrasalarning \u201caqidaparastlik va qorong\u02bbu\u201d tizimini buzishga kirishgani yozilgan. Shuningdek, ilgari \u201czararli ta\u02bclimning\u201d tarqalishiga xizmat qilgan madaniy-ma\u02bcrifiy markazlar endi Maorif Xalq Komissariatining \u201cGlavsotsvos\u201d ishlab chiqqan o\u02bbquv dasturini joriy etgan ta\u02bclim muassasalariga murojaat qilayotgani qayd etilgan. Masalan, Toshkent shahar vaqf boshqarmasi (eski shaharda) qoshida 6 ta quyi, 5 ta umumta\u02bclim maktabi, 1 ta o\u02bbqituvchilar kursi, jami 450 nafar o\u02bbquvchi hozirdanoq yangi usul dasturi bo\u02bbyicha faoliyat yuritayotgani yozilgan. Shuningdek, Samarqand vaqf boshqarmasi (Samarqand sh.) 14 ta umumta\u02bclim maktabi, o\u02bbquvchilar soni 440 nafar o\u02bbqituvchilar kurslari mavjud ekanini, Xo\u02bbjand vaqf boshqarmasi 380 o\u02bbquvchiga mo\u02bbljallangan 11 ta umumta\u02bclim maktabi va 1 ta o\u02bbqituvchilar malakasini oshirish kursini, Kattaqo\u02bbrg\u02bbon vaqf boshqarmasi 110 o\u02bbquvchiga mo\u02bbljallangan 3 ta umumta\u02bclim maktabi, jami 1600 nafar o\u02bbquvchiga mo\u02bbljallangan jami 60 ta yangi uslubdagi maktabni ro\u02bbyxatga olgan [11].<\/span><\/p>\n

Bosh Vaqf boshqarmasi maktab va madrasa islohotini amalga oshirishda ehtiyotkorlik bilan yondashishga majbur bo\u02bblgan. Bu holat Samarqand va Qo\u02bbqon kabi hududlarda milliy norozilik kurashi avj pallasida bo\u02bblgani uchun yaqqol ko\u02bbzga tashlanadi. Maktab va madrasalarni qayta tashkil etish milliy an\u02bcana va odatlarga to\u02bbg\u02bbridan to\u02bbg\u02bbri qarshi chiqmasdan, bosqichma-bosqich amalga oshirilgan. Sovet hukumati o\u02bbz maqsadiga erishish uchun o\u02bbquv muhitini yangilashga e\u02bctibor qaratdi. Natijada, Toshkent, Samarqand, Qo\u02bbqon, Andijon, Xo\u02bbjand vaqf bo\u02bblimlari vaqf mablag\u02bbi hisobidan to\u02bbrt oylik pedagogika kurslarini ochgan [13].<\/span><\/p>\n

Qayta tashkil etish rejalashtirilgan har bir eski maktab vakillari o\u02bbz o\u02bbqituvchilaridan bir yoki ikki kishini kurslarga ajratishi belgilangan. Agar muassasadan qayta tayyorgarlikka yuboriladigan o\u02bbqituvchi bo\u02bblmasa, Vaqf bo\u02bblimi kurslarni o\u02bbtash uchun munosib nomzodni o\u02bbzi tanlab berishi tartibi kiritilgan. Kursda malaka oshirib tugatgan kadrlar qayta tashkil etilgan maktablarga ishlashga yuborilgan [13].<\/span><\/p>\n

\u201cXX asrning 20 \u2013 30-yillarida O\u02bbzbekistonda sovet xalq ta\u02bclim tizimining shakllanishi: mafkura va tamoyillar\u201d nomli maqolada bu davr haqida: \u201cRespublikada dunyoviy maktab ta\u02bclimini yo\u02bblga qo\u02bbyish jarayoni katta qiyinchiliklar bilan kechdi. Bu, birinchi navbatda, yangi tashkil topgan Sovet davlatining vaqflar tufayli ancha qulay holatda bo\u02bblgan musulmon maktablaridan farqli o\u02bblaroq, yangi sovet maktablarini ochish va saqlash uchun mutlaqo mablag\u02bbi bo\u02bblmagan og\u02bbir moliyaviy ahvoli bilan izohlanadi. Kadrlar masalasi juda keskin edi. Sovet hokimiyatining dastlabki yillarida yangi ochilgan maktablar uchun o\u02bbqituvchilar yetishmovchiligi eski tizim asosida tayyorlangan mutaxassislar tomonidan qoplandi. Ularni ishga jalb qilish Sovet davlati tomonidan vaqtinchalik majburiy chora edi\u201d \u2013 deb munosabat bildiriladi [8: 221] Shuningdek, mahalliy xalq tilida dars bera oladigan o\u02bbqituvchilarning kamligi muammosi bu davrda qisman hal qilingani ta\u02bckidlanadi.<\/span><\/p>\n

1924-yilda SSSR byudjetidan Turkiston ASSRga oltin hisobida 2 million so\u02bbmdan ko\u02bbproq pul ajratilgan. [6:285] Adabiyotlarda sotsializm g\u02bbalabalari maqtab kelingan bo\u02bblsa-da, sovet maktablarida o\u02bbquv qurollari va asboblar yetishmovchiligi bu davrda ham davom etgan. Hujjatlarda o\u02bbquvchilarning asosiy qismi sabog\u02bbini qorilar kabi yoddan o\u02bbqishga, ayrim harflarni tanimasligi butun viloyat maktablarida kuzatilishi yozilgan. Masalan: \u201cSamarqandning 9 ta yangi shahar maktabida 3729 nafar talaba bo\u02bblgani holda 44 ta eski shahar maktab talabasining soni 3200 nafarni tashkil etgan. Ayniqsa, qishloq maktablarida bolalarning juda oz qismi o\u02bbqishni davom ettiradi. Bir sinfda 7, 8, 10 nafargina talaba uchratildi. Yangi maktab binolari solish va mavjud bo\u02bblg\u02bbon maktablarni rimont ishlari o\u02bbquv yili boshig\u02bba emas, balki qishning o\u02bbrtasigacha tugagan emas. Boshlang\u02bbon maktab binolarining tepalari yopilmag\u02bbonlaridan yomg\u02bbur ostida buzilib yonodi. Rimontg\u02bba yetarlik darajada aqcha berilmagan, ba\u02bczi tumanlarda maktablarni aholi o\u02bbz hisobig\u02bba rimont qilsa ham, ko\u02bbb maktablar chala rimont ham ko\u02bbrmaganlar\u201d \u2013 deb ma\u02bclum qilingan [4:63].<\/span><\/p>\n

Bu davrda mavjud bo\u02bblgan mehribonlik uylari ham og\u02bbir sharoitda ish yuritgan. Samarqand uyezdi bo\u02bbyicha 1923-yil 1-aprel holatiga ko\u02bbra, jami 12 ta mehribonlik uyi 63 nafar pedagog-tarbiyachi va 68 nafar texnik xodim bilan faoliyat ko\u02bbrsatgan. Barcha mehribonlik uylaridagi bolalar soni: o\u02bbg\u02bbil bolalar \u2013 546 nafar, qizlar \u2013 366 nafar. Hammasi bo\u02bblib 911 nafar bola tarbiyalangan. Tarbiyalanuvchilar soni har bir mehribonlik uyiga o\u02bbrtacha 75 kishidan to\u02bbg\u02bbri kelgan [9]. Bu muassasalarda ham mablag\u02bb va oziq-ovqat yetishmasligi, kiyim-kechak, ko\u02bbrpa-to\u02bbshak yo\u02bbqligidan ular xayriya uylarini eslatishi qayd etilgan.<\/span><\/p>\n

Ma\u02bcmuriy boshqaruv xodimlari o\u02bbquv muassasalarida tekshiruv o\u02bbtkazib, kamchiliklarni muhokama qilgan. Masalan, bu borada Samarqand viloyat maorif sho\u02bbbasining ishi to\u02bbg\u02bbrisida viloyat sho\u02bbba mudiri Ataullayev hisoboti bilan viloyatda maorif ishlarini tekshirgan inspektor Nosirbekovning qo\u02bbshimcha ma\u02bcruzasi mavjud. Tekshirish materiallariga binoan Samarqand viloyatida maorif ishining ahvolini quyidagicha keltirgan: \u201cButun viloyatda mavjud bo\u02bblgan 1- va 2-bosqich maktablarning soni 274 ta, sinflarning soni 678 ta, ularda o\u02bbquvchilar soni 16229 nafardir. O\u02bbtgan yilga nisbatan (1926-yil nazarga tutilmoqda \u2013 muallif) sinflar soni 85 taga va o\u02bbquvchilar soni 917 taga o\u02bbsgani anglashildi. Viloyat maorif apparatining umumiy tuzilishi, tartibot va adminstratsiya ishi yaxshi yo\u02bblga qo\u02bbyilg\u02bbon, tashkilot va moliya ishlari durust boradi, ammo hisobot ishlari zaif. Tumanlarga jonli rahbarlik bo\u02bblmag\u02bbon, yoz bilan bo\u02bblg\u02bbon rahbarlik tumanlarni qanoatlantira olmag\u02bbon, chunki yuborilgan ta\u02bclimotlar ko\u02bbb vaqt o\u02bbrunlarga kechikib borg\u02bbon\u201d \u2013 deb qisqacha tasvirlagan [4: 63]. Maqolada o\u02bbquv yilining yarmi o\u02bbtib ketgani holda viloyat maktablari dasturi yaratilmagani va ayrim muassasalarda o\u02bbqish muallimlar tayyorlagan dastur asosida olib borilayotgani qayd etilgan.<\/span><\/p>\n

Mafkura maydonida o\u02bbquv adabiyotlari va asbob-uskunalari alohida ahamiyat kasb etgan. Ammo \u201cmuassasalarda o\u02bbqish-o\u02bbqitish asboblarini hozirlash uchun eng keyinga qolgan zakazlar kelgan bo\u02bblsa-da, ularni olishga pul yo\u02bbqligi sabab bir yarim oydan buyon Jizzax vokzalida qolib ketgan\u201di to\u02bbg\u02bbrisida ham ma\u02bclumot mavjud [4: 63].<\/span><\/p>\n

Ma\u02bclumki, Chor mustamlakachiligi davrida Turkiston aholisining savodlilik darajasini achinarli ahvolda ekani adabiyotlarda yozib qoldirilgan. Arxiv materiallarida sovet davrida ham: \u201c1920-yilda aholining savodlilik ko\u02bbrsatkichi 1000 kishiga nisbatan: o\u02bbzbeklar \u2013 36 nafar, qirg\u02bbizlar \u2013 42, tojiklar \u2013 32 va turkmanlar \u2013 11 nafarni tashkil etgan\u201d \u2013 deb keltirilgan [12]. Sovet hukumati davrida hatto Turkiston mahalliy millat komsomollari tarkibida savodsizlar mavjudligini hisoblab: \u201cA\u02bczolar va savodsizlar soni bo\u02bbyicha qirg\u02bbiz yoshlari ustunlik qiladi, ular asosan 99 foiz Sirdaryo va Yettisuv viloyatlarida to\u02bbplangan. A\u02bczolar va savodsizlar soni bo\u02bbyicha ikkinchi o\u02bbrinda o\u02bbzbek yoshlari (Samarqand, Farg\u02bbona, qisman Sirdaryo viloyati) turadi. Uchinchi eng savodsiz turkman yoshlari (Turkmaniston). To\u02bbrtinchi o\u02bbrinni yevropalik yoshlar (Samarqand, Toshkent, Qo\u02bbqon) egalladi. Beshinchi o\u02bbrinni ham yevropalik yoshlar egallagan\u201d \u2013 deb natija ko\u02bbrsatilgan [10]. Bu joyda ikki tizim davrida ham xalqning savodxonlik darajasi faqat bir holatdagi ko\u02bbrsatkichni ma\u02bclumot sifatida berib o\u02bbtishdan nariga o\u02bbtilmagan.<\/span><\/p>\n

1923-yil Turkiston ASSR Maorif Xalq Komissariati huzurida savodsizlikni tugatish bilan ish olib boruvchi favqulodda komissiya o\u02bbz faoliyatini boshlagan. Shu munosabat bilan Respublikaning barcha oliy o\u02bbquv yurti talabalari savodsizlikni tugatish harakatiga jalb etiladi. Ammo bu davrdagi aholining og\u02bbir turmush sharoiti, ta\u02bclim muassasalaridagi sinf xonalarining bahor-qish fasllari mavsumiy sharoitiga moslashtirilmagani darslarning qisqartirilishi yoki qoldirilishiga ham olib kelgan. Bendrikov o\u02bbz monografiyasida: \u201c1924-yildan keyin O\u02bbrta Osiyoning yangi milliy respublikalarida \u201csavodsizlikni yo\u02bbq qilish\u201d asosan 1924-yilda o\u02bbtkazilgan Maorif ta\u02bclimi bo\u02bbyicha Butunturkiston qurultoyida belgilab berilgan yo\u02bbldan borgan. Bir necha yil davomida aholining uyushgan qismi orasida savodsizlik barham topdi. O\u02bbzbekiston SSRda 1930-yilga kelib, savodxonlik 1920-yildagi taxminan 8 foizga nisbatan o\u02bbrtacha 27,3 foizga yetdi\u201d \u2013 deb keltirgan [1: 474].<\/span><\/p>\n

Eski arab yozuviga ixtisoslashgan aholi savodini ko\u02bbtarish masalasining yechimi izlanilayotgan bir vaqtda, yangi o\u02bbzbek (lotin) alifbosiga o\u02bbtishning kun tartibiga qo\u02bbyilishi vaziyatni atayin shu holda saqlab turishni davom ettirgandek taassurot uyg\u02bbotadi. Masalan, 1926-yil avgust oyida Samarqandda yig\u02bbilgan o\u02bbzbek ilmiy doiralari kengashi tomonidan lotin yozuviga asoslangan o\u02bbzbek yozuvi ishlab chiqilib, qabul qilingan [5:50]. Mafkuraviy hukmronlikni qayta tiklash uchun boshlangan bu harakat matbuot sahifalarida \u201cbu kungi madaniyat dunyosida bizning boshqalarga qaraganda bir qadar orqada qolganimiz ma\u02bclum. Masalan, Ovro\u02bbpa ellarida har yuz nafar odamga faqat (taxminan) 3-4 nafar savodsiz odam to\u02bbg\u02bbri kelsa, bizda har yuz nafar odamning 91 nafari savodsiz hisoblanadir. Shu sabablik, hozirgi madaniy qurilish ishlarimizda hal etilishi zarur bo\u02bblgan masalalarning biri omma orasidagi umumiy savodsizlikni yo\u02bbqotishdir\u201d \u2013 degan vaj olg\u02bba surilgan [2:11]. Aholini savodsiz deb, mavjud vaziyatni kamchiliklar bilan ko\u02bbrsatish orqali xalq orasida \u201csotsializm g\u02bboyasini\u201d keng yoyish odatiy holga aylangan.<\/span><\/p>\n

Tahlil va natijalar. O\u02bbzbekistonning XX asr 20-yillari maorif tizimining siyosiylashuvi va mafkuraviy muhitga bo\u02bbysundirilishi davriga xolisona yondashish ko\u02bbplab jumboqlarga yechim bo\u02bbladi. Bu davr Turkiston maorif tizimiga nazar tashlasak, bir-birining ta\u02bclim uslubini inkor qilgan, mahalliy aholining bilim saviyasining kuchayib ketishidan xavfsiragan chor imperiyasi va sovet mustamlakachi boshqaruvining ziddiyatli munosabatini kuzatamiz. Rossiya imperiyasi mustamlakachiligi davrida madaniy hayot bosqichma-bosqich nazoratga olingan bo\u02bblsa, sho\u02bbro hukmronligi yillarida esa bu muassasalar mehnat maktabiga aylantirilgan. Har ikkala boshqaruv davrida ham eski maktab va madrasalar faoliyatiga dushman nazari bilan qaralib, ularning faoliyatini tugatish yo\u02bblida turli rejalar ishlab chiqilgan. O\u02bbquv adabiyotlari va asbob-uskunalar masalasida davlat o\u02bbz nazoratini kuchaytirib, eski adabiyot va qo\u02bbllanmalar davlat hisobiga musodara qilingan. Taraqqiyparvarlarning islohot dasturlari rad etilib, sovet davrida yagona \u201ckommunistik o\u02bbquv dasturi\u201d ishlab chiqilgan.<\/span><\/p>\n

Xulosa va takliflar.<\/strong> XX asr 20-yillaridan o\u02bblka maorif sohasi dunyo sivilizatsiya tizimidan ajratilib, sotsializm mafkurasiga moslashtirib kelingan. Savodsizlikni tugatish bahonasida o\u02bblka aholisini qayta o\u02bbqitish, \u201ctarbiyalash\u201d amalga oshirilgan. Bu tartib jamoatchilikni sotsialistik g\u02bboya bayrog\u02bbi ostida markaz manfaatlariga xizmat qilishga yetaklagan. Chor mustamlakachiligi davrida boshlangan ta\u02bclimdagi siyosiy taqiq va g\u02bboyaviy hukmronlik sovet davrida ham davom etgan. Maorif Xalq Komissariati tarkibidagi Bosh Vaqf boshqarmasi ta\u02bcsirida maorif tizimi, ya\u02bcni ta\u02bclim muassasalari binosi, moddiy bazasi, vaqfi, o\u02bbquvchi va o\u02bbqituvchilar tarkibi to\u02bbliq o\u02bbrganilib, sovetlashtirilgan. Maorif taraqqiyotiga tanqidiy ko\u02bbz bilan qarash so\u02bbnib borgan bo\u02bblsa-da, ta\u02bclimdagi muammo va kamchiliklar davom etgan. Bu yetishmovchiliklarni bartaraf etish turli bahona va sabablar bilan keyingi yillarga qoldirib kelingan.<\/span>\u00a0<\/strong><\/span><\/p>\n

FOYDALANILGAN<\/strong> ADABIYOTLAR<\/strong>:<\/strong><\/span><\/div>\n
    \n
  1. \n
    \u0411\u0435\u043d\u0434\u0440\u0438\u043a\u043e\u0432 \u041a.\u0415. \u041e\u0447\u0435\u0440\u043a\u0438 \u043f\u043e \u0438\u0441\u0442\u043e\u0440\u0438\u0438 \u043d\u0430\u0440\u043e\u0434\u043d\u043e\u0433\u043e \u043e\u0431\u0440\u043e\u0437\u043e\u0432\u0430\u043d\u0438\u044f \u0432 \u0422\u0443\u0440\u043a\u0438\u0441\u0442\u0430\u043d\u0435. \u2013 \u041c., 1960.<\/span><\/div>\n<\/li>\n
  2. \n
    Lotinlashtirish ishida asosiy direktivlar. Alanga jurnali 1928-yil yanvar. 8-son.<\/span><\/div>\n<\/li>\n
  3. \n
    Mehnat maktabi nimadir \/\/ Maorif va o\u02bbqitg\u02bbuvchi. \u20131925. \u21161-son.<\/span><\/div>\n<\/li>\n
  4. \n
    Samarqand viloyat maorif sho\u02bbbasining ishlari to\u02bbg\u02bbrisida \/\/ Maorif va o\u02bbqitg\u02bbuvchi. 1927. 3-4-son.<\/span><\/div>\n<\/li>\n
  5. \n
    Savol-javob. Yangi alifbo to\u02bbg\u02bbrisida: o\u02bbrtoq R.K.Abdurahmonovning so\u02bbroqlari \/\/ Maorif va o\u02bbqitg\u02bbuvchi. 1927 yil may. 5-son.<\/span><\/div>\n<\/li>\n
  6. \n
    6. Shamsutdinov R., Karimov Sh. Vatan tarixi (O\u02bbzbekiston sovet mustamlakachiligi davrida) 3-kitob. \u2013T.: Sharq, 2010.<\/span><\/div>\n<\/li>\n
  7. \n
    Tarasov. Ixtisosi bilim yurtlarining qurilishi to\u02bbg\u02bbrisida o\u02bbqug\u02bbuchilarning roli\/\/ Maorif va o\u02bbqitg\u02bbuvchi. 1929. 6-son.<\/span><\/div>\n<\/li>\n
  8. \n
    \u040e\u0437\u0431\u0435\u043a\u0438\u0441\u0442\u043e\u043d\u0434\u0430 \u0442\u0430\u044a\u043b\u0438\u043c\u043d\u0438\u043d\u0433 \u0440\u0438\u0432\u043e\u0436\u043b\u0430\u043d\u0438\u0448 \u0442\u0430\u0440\u0438\u0445\u0438 \u0432\u0430 \u0442\u0430\u0440\u0438\u0445\u0448\u0443\u043d\u043e\u0441\u043b\u0438\u0433\u0438 \u043e\u0447\u0435\u0440\u043a\u043b\u0430\u0440\u0438. I. \u2013 T., 2016.<\/span><\/div>\n<\/li>\n
  9. \n
    O\u02bbz.MA. Fond R-34, ro\u02bbyxat-1, ish-1859. 1923-yil. 24-varaq.<\/span><\/div>\n<\/li>\n
  10. \n
    10. O\u02bbz.MA. Fond R-34, ro\u02bbyxat-1, ish-2052. 1923-yil. 8-varaq.<\/span><\/div>\n<\/li>\n
  11. \n
    O\u02bbz.MA. Fond R-34, ro\u02bbyxat-1, ish-2133. 1923-yil. 8-varaq.<\/span><\/div>\n<\/li>\n
  12. \n
    O\u02bbz.MA. Fond R-34, ro\u02bbyxat-1, ish-2167. 1923-yil. 31-varaq.<\/span><\/div>\n<\/li>\n
  13. \n
    O\u02bbz.MA. Fond R-34, ro\u02bbyxat-1, ish-2302. 1923-yil. 140-varaq.<\/span><\/div>\n<\/li>\n
  14. \n
    O\u02bbz.MA. Fond R-34, ro\u02bbyxat-1, ish-2318. 1923-yil. 2-varaq.<\/span><\/div>\n<\/li>\n<\/ol>\n
    SUXROB ERGASHEV,<\/span><\/strong><\/div>\n
    Imom Buxoriy xalqaro ilmiy-tadqiqot markazi ilmiy xodimi,<\/span><\/strong><\/div>\n
    tarix fanlari bo\u02bbyicha falsafa doktori (PhD)<\/span><\/strong><\/div>\n","protected":false},"excerpt":{"rendered":"

    Kirish. Dunyoning ko\u02bbplab ilmiy-tadqiqot markazlarida O\u02bbzbekiston maorif tizimining XX asr 20-yillari tarixini o\u02bbrganish bo\u02bbyicha ilmiy izlanishlar amalga oshirilmoqda. Ilmiy jamoatchilik tomonidan tarixiy hujjat va manbalarni qayta tahlil etib, ilmiy muomalaga kiritilishi tariximizning ko\u02bbplab mavhum qirralarini ochdi. Ilmiy izlanishlar natijasida chop etilgan yangi monografiya va adabiyotlar aholi orasida o\u02bbzi yashab turgan o\u02bblka tarixiga qiziqishni oshirmoqda. Ma\u02bclumki, …<\/p>\n","protected":false},"author":1,"featured_media":39572,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[639],"tags":[],"yoast_head":"\nXX ASR 20-YILLARIDA O\u02bbZBEKISTON TA\u02bcLIM TIZIMI TARIXSHUNOSLIGI - Imom Buxoriy xalqaro ilmiy-tadqiqot markazi<\/title>\n<meta name=\"description\" content=\"XX ASR 20-YILLARIDA O\u02bbZBEKISTON TA\u02bcLIM TIZIMI TARIXSHUNOSLIGI\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/bukhari.uz\/?p=39571&lang=oz\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"XX ASR 20-YILLARIDA O\u02bbZBEKISTON TA\u02bcLIM TIZIMI TARIXSHUNOSLIGI - Imom Buxoriy xalqaro ilmiy-tadqiqot markazi\" \/>\n<meta property=\"og:description\" content=\"XX ASR 20-YILLARIDA O\u02bbZBEKISTON TA\u02bcLIM TIZIMI TARIXSHUNOSLIGI\" \/>\n<meta property=\"og:url\" content=\"https:\/\/bukhari.uz\/?p=39571&lang=oz\" \/>\n<meta property=\"og:site_name\" content=\"Imom Buxoriy xalqaro ilmiy-tadqiqot markazi\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/bukharicenter\/\" \/>\n<meta property=\"article:published_time\" content=\"2025-01-10T04:11:46+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-01-09T04:14:09+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/bukhari.uz\/wp-content\/uploads\/2025\/01\/XXasr.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"660\" \/>\n\t<meta property=\"og:image:height\" content=\"371\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Markaz\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@www_bukhari_uz\" \/>\n<meta name=\"twitter:site\" content=\"@www_bukhari_uz\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Markaz\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"10 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/bukhari.uz\/?p=39571&lang=oz\",\"url\":\"https:\/\/bukhari.uz\/?p=39571&lang=oz\",\"name\":\"XX ASR 20-YILLARIDA O\u02bbZBEKISTON TA\u02bcLIM TIZIMI TARIXSHUNOSLIGI - 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