Raxmatov Alisher Shirinboyevich, Raxmonov Ixtiyor Xusanovich
\nTeacher of Jizzakh state pedagogical university
\nAbstract
\nthis article reveals the methodology of teaching computer
\nscience as a pedagogical science. Many subject knowledge
\nand methods of activity (including the use of ICT tools),
\nmastered by students on the basis of computer science, are
\nused both within the educational process in the study of other
\nsubject areas, and in other life situations, become significant
\nfor the formation of personality qualities, i.e. focused on the
\nformation of meta-subject and personal results. Throughout
\nthe entire period of the formation of school informatics, it
\naccumulated experience formation of educational results,
\nwhich are currently commonly referred to as modern
\neducational results.
\nIn 1985, the subject “Fundamentals of Computer Science and Computer Engineering” appeared at the
\nschool.
\nThe following scientists studied the methods of teaching computer science: A.I. Bochkin, I.G. Semakin,
\nM.P. Lapchik, V.V. Malev, etc. In the late 60s – early 70s of the XX century, French scientists introduced
\nthe term “informatique” (informatics), formed as a derivative of two French words \u2013 “informatione”
\n(information) and “avtomatique” (automation). A.P. Ershov claimed that this term is being introduced into
\nthe Russian language “…as the name fundamental natural science that studies the processes of transmission
\nand processing of information. With this interpretation, computer science turns out to be more directly
\nrelated to philosophical and general scientific categories, and its place in the circle of “traditional” academic
\nscientific disciplines becomes clearer.” Computer science studies what is common to all the numerous
\nvarieties of specific information processes (technologies). These information processes and technologies are
\nthe object of computer science. The subject of computer science is determined by the variety of its
\napplications. Various information technologies functioning in different types of human activity, having
\ncommon features, at the same time differ significantly from each other. Together with the introduction of the
\ngeneral education subject “Fundamentals of Computer Science and Computer Technology” to the school, the
\nformation of a new field of pedagogical science began \u2013 the methodology of teaching computer science, the
\nobject of which is computer science education. The course of methods of teaching computer science
\nappeared in the universities of the country in 1985. In 1986, the publication of the methodical journal
\n“Informatics and Education” began.
\nAn important role in the development of the methodology of teaching computer science was played by
\ndidactic studies of the goals and content of general cybernetic education, accumulated by the national school even before the introduction of the subject of computer science practical experience in teaching students
\nelements of cybernetics, algorithmization and programming, elements of logic, computational and discrete
\nmathematics, etc. [1].
\nConsidering that the first experiments in teaching cybernetics-computer science were conducted already in
\nthe mid-50s of the last century, the development of a comprehensive approach to computer science
\neducation has a total of almost half a century of history. The theory and methodology of teaching computer
\nscience is currently developing intensively; the school subject of computer science has been almost two
\ndecades old, but many tasks in the new pedagogical science have arisen quite recently and have not yet had
\ntime to receive either a deep theoretical justification or a long-term experimental verification. In accordance
\nwith the general goals of teaching, the methodology of teaching computer science sets the following main
\ntasks:
\n\uf0d8 to determine the specific goals of studying computer science, as well as the content of the relevant
\ngeneral education subject and its place in the curriculum of secondary school;
\n\uf0d8 to develop and offer the most rational methods and organizational forms of training aimed at achieving
\nthe set goals to the school and the teacher-practitioner;
\n\uf0d8 consider the whole set of computer science teaching tools (textbooks, software, hardware, etc.) and
\ndevelop recommendations for their application in the practice of the teacher.
\nThe methodology of teaching computer science is a young science, but it is not formed from scratch. Being
\nan independent scientific discipline, in the process of it has absorbed the knowledge of other sciences, and in
\nits development it relies on the results obtained by them. These sciences are philosophy, pedagogy,
\npsychology, age physiology, computer science, as well as generalized practical experience of methods of
\nother general secondary school subjects.
\nAs N.V. Sofronova notes, “teaching computer science at the modern level is based on information from
\nvarious fields of scientific knowledge: biology (biological self-governing systems such as humans, other
\nliving organisms), history and social studies (public social systems), the Russian language (grammar, syntax,
\nsemantics, etc.),logic (thinking, formal operations, truth, lie),mathematics (numbers, variables, functions,
\nsets, signs, actions), psychology (perception, thinking, communication)” [2].
\nComputer science has a large and increasing number of interdisciplinary connections, both at the level of
\nconceptual apparatus and at the level of tools.Many subject knowledge and methods of activity (including
\nthe use of ICT tools), mastered by students on the basis of computer science, are used both within the
\neducational process in the study of other subject areas, and in other life situations, become significant for the
\nformation of personality qualities, i.e. focused on the formation of meta-subject and personal results.
\nThroughout the entire period of the formation of school informatics, it accumulated experience in the
\nformation of educational results, which are now commonly referred to as modern educational results. In the
\ncontent of the computer science course of the basic school, it is advisable to focus on the study of the
\nfundamental foundations of computer science, the formation of information culture, the development of
\nalgorithmic thinking, to fully realize the educational potential of this course.
\nA computer science teacher needs to navigate the problems of philosophy (worldview approach to the study
\nof the system-information picture of the world), philology and linguistics (programming systems, text
\neditors, text recognition systems, computer translation tools, systems artificial intelligence), mathematics,
\nphysics and economics (computer modeling), painting and graphics (graphic editors, design, multimedia
\nsystems), etc. A computer science teacher should be a widely erudite person who constantly improves his
\nqualifications and level of knowledge.
\nREFERENCES
\n1. Maleva A.A. General methods of teaching computer science. Voronezh: VSPU, 2005.271 pp .
\nCENTRAL ASIAN JOURNAL OF MATHEMATICAL THEORY AND COMPUTER SCIENCES Vol: 03 Issue: 10 | Oct 2022
\n\u00a9 2022, CAJMTCS | CENTRAL ASIAN STUDIES www.centralasianstudies.org ISSN: 2660-5309 | 43
\n2. Semakin I.G., Sheina T.Yu. Teaching the basic course of computer science in secondary school.
\nMethodical manual. M.: LBZ, 2000. 496 p.
\n3. Sofronova N.V. Theory and methodology of teaching computer science. Moscow: Higher School,2004.
\n223 p.
\n4. Raxmatov A., Raxmonkulov F., O\u2019sarov S. ZAMONAVIY ELEKTRON O\u2019QUV MATERIALLARI
\nTAYYORLASHDA ADOBE CAPTIVATE DASTURIDAN FOYDALANISH \/\/\u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445
\n\u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439 JSPI. \u2013 2020.
\n5. \u0423\u0441\u043c\u043e\u043d\u043e\u0432 \u041c. \u0421., \u0410\u0431\u0434\u0443\u043b\u043b\u0430\u0435\u0432 \u0425. \u0411. \u0418\u043d\u0442\u0435\u0440\u0430\u043a\u0442\u0438\u0432\u043d\u044b\u0435 \u044d\u043b\u0435\u043a\u0442\u0440\u043e\u043d\u043d\u044b\u0435 \u0443\u0447\u0435\u0431\u043d\u044b\u0435 \u043a\u0443\u0440\u0441\u044b (\u0418\u042d\u0423\u041a) \u043a\u0430\u043a
\n\u0441\u0440\u0435\u0434\u0441\u0442\u0432\u043e \u043f\u043e\u0432\u044b\u0448\u0435\u043d\u0438\u044f \u043a\u0430\u0447\u0435\u0441\u0442\u0432\u0430 \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u044f \/\/\u041c\u043e\u043b\u043e\u0434\u043e\u0439 \u0443\u0447\u0435\u043d\u044b\u0439. \u2013 2019. \u2013 \u2116. 26. \u2013 \u0421. 330-333.
\n6. Tangirov X. E., Rakhmonkulov F. P., Raxmatov A. S. \u041e \u2018qitishning elektron vositalarini yaratishning
\nasosiy texnologiyalari-\u0410\u043a\u0442\u0443\u0430\u043b\u044c\u043d\u0438\u0435 \u043d\u0430\u0443\u0447\u043d\u0438\u0435 \u0438\u0441\u0441\u043b\u0435\u0434\u043e\u0432\u0430\u043d\u0438\u044f \u0432 \u0441\u043e\u0432\u0440\u0435\u043c\u0435\u043d\u043d\u043e\u043c \u043c\u0438\u0440\u0435: \u0425\u0406\u0406\u0406 \u041c\u0435\u0436\u0434\u0443\u043d\u0430\u0440.
\n\u043d\u0430\u0443\u0447\u043d. \u043a\u043e\u043d\u0444., 26-27 \u043c\u0430\u044f 2016 \u0433., \u041f\u0435\u0440\u0435\u044f\u0441\u043b\u0430\u0432-\u0425\u043c\u0435\u043b\u044c\u043d\u0438\u0441\u043a\u0438\u0439 \/\/\u0421\u0431. \u043d\u0430\u0443\u0447\u043d\u0438\u0445 \u0442\u0440\u0443\u0434\u043e\u0432-\u041f\u0435\u0440\u0435\u044f\u0441\u043b\u0430\u0432\u0425\u043c\u0435\u043b\u044c\u043d\u0438\u0441\u043a\u0438\u0439. \u2013 2016. \u2013 \u0421. 108-112.
\n7. Raxmatov A., Temurov S. \u0418\u0441\u043f\u043e\u043b\u044c\u0437\u043e\u0432\u0430\u043d\u0438\u0435 \u043f\u0440\u043e\u0435\u043a\u0442\u043d\u043e\u0433\u043e \u043c\u0435\u0442\u043e\u0434\u0430 \u043a\u0430\u043a \u043c\u0435\u0442\u043e\u0434\u0430 \u0444\u043e\u0440\u043c\u0438\u0440\u043e\u0432\u0430\u043d\u0438\u044f
\n\u043f\u0440\u043e\u0444\u0435\u0441\u0441\u0438\u043e\u043d\u0430\u043b\u044c\u043d\u044b\u0445 \u043a\u043e\u043c\u043f\u0435\u0442\u0435\u043d\u0446\u0438\u0439 \u0443 \u0431\u0443\u0434\u0443\u0449\u0438\u0445 \u0443\u0447\u0438\u0442\u0435\u043b\u0435\u0439 \/\/\u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445 \u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439 JSPI. \u2013 2020.
\n8. Isabeov B., Raxmatov A. \u0410\u0425\u0411\u041e\u0420\u041e\u0422 \u0420\u0415\u0421\u0423\u0420\u0421\u041b\u0410\u0420\u0418\u0414\u0410\u041d \u0424\u041e\u0419\u0414\u0410\u041b\u0410\u041d\u0418\u0428 \u0412\u0410 \u0423\u041d\u0418\u041d\u0413
\n\u0418\u0428\u041e\u041d\u0427\u041b\u0418\u0413\u0418\u041d\u0418 \u0422\u0410\u042a\u041c\u0418\u041d\u041b\u0410\u0428 \u0423\u0421\u0423\u041b\u041b\u0410\u0420\u0418 \/\/\u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445 \u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439 JSPI. \u2013 2020.
\n9. Raxmatov A. \u0418\u043d\u0444\u043e\u0440\u043c\u0438\u0440\u043e\u0432\u0430\u043d\u043d\u0430\u044f \u043f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0430\u044f \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u0442\u0435\u043b\u044c\u043d\u0430\u044f \u0441\u0440\u0435\u0434\u0430 \/\/\u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445
\n\u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439 JSPI. \u2013 2020.
\n10. Raxmatov A. \u041c\u041e\u0414\u0415\u041b\u0418\u0420\u041e\u0412\u0410\u041d\u0418\u0415 \u0418 \u0412\u041d\u0415\u0414\u0420\u0415\u041d\u0418\u0415 \u0420\u0415\u0413\u0418\u041e\u041d\u0410\u041b\u042c\u041d\u042b\u0425 \u041f\u0420\u041e\u0424\u0415\u0421\u0421\u0418\u041e\u041d\u0410\u041b\u042c\u041d\u042b\u0425
\n\u0423\u0427\u0420\u0415\u0416\u0414\u0415\u041d\u0418\u0419 \u041d\u0410 \u041e\u0421\u041d\u041e\u0412\u0415 \u041c\u041d\u041e\u0413\u041e\u042d\u0422\u0410\u041f\u041d\u041e\u0419 \u0421\u0418\u0421\u0422\u0415\u041c\u042b \/\/\u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445 \u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439
\nJSPI. \u2013 2020.
\n11. Raxmatov A. \u042d\u0424\u0424\u0415\u041a\u0422\u0418\u0412\u041d\u041e\u0415 \u0418\u0421\u041f\u041e\u041b\u042c\u0417\u041e\u0412\u0410\u041d\u0418\u0415 GOOGLE \u041f\u041e\u0418\u0421\u041a\u0410 \/\/\u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445
\n\u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439 JSPI. \u2013 2020.
\n12. Raxmatov A. \u041a\u0435\u0439\u0441 \u0442\u0435\u0445\u043d\u043e\u043b\u043e\u0433\u0438\u044f\u0441\u0438 \u043c\u0430\u0441\u043e\u0444\u0430\u0432\u0438\u0439 \u0442\u0430\u044a\u043b\u0438\u043c \u0442\u0430\u0448\u043a\u0438\u043b\u0438\u0439-\u043c\u0435\u0442\u043e\u0434\u0438\u043a \u0442\u0430\u044a\u043c\u0438\u043d\u043e\u0442\u0438 \u0441\u0438\u0444\u0430\u0442\u0438\u0434\u0430
\n\/\/\u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445 \u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439 JSPI. \u2013 2020.
\n13. \u0422\u0430\u043d\u0433\u0438\u0440\u043e\u0432 \u0425. \u042d., \u0420\u0430\u0445\u043c\u0430\u0442\u043e\u0432 \u0410. \u0428., \u0420\u0430\u0445\u043c\u043e\u043d\u043a\u0443\u043b\u043e\u0432 \u0424. \u041f. \u041e\u0421\u041d\u041e\u0412\u041d\u042b\u0415 \u0422\u0415\u0425\u041d\u041e\u041b\u041e\u0413\u0418\u0418 \u0421\u041e\u0417\u0414\u0410\u041d\u0418\u042f
\n\u042d\u041b\u0415\u041a\u0422\u0420\u041e\u041d\u041d\u042b\u0425 \u0421\u0420\u0415\u0414\u0421\u0422\u0412 \u041e\u0411\u0423\u0427\u0415\u041d\u0418\u042f \/\/\u0410\u043a\u0442\u0443\u0430\u043b\u044c\u043d\u044b\u0435 \u043d\u0430\u0443\u0447\u043d\u044b\u0435 \u0438\u0441\u0441\u043b\u0435\u0434\u043e\u0432\u0430\u043d\u0438\u044f \u0432 \u0441\u043e\u0432\u0440\u0435\u043c\u0435\u043d\u043d\u043e\u043c
\n\u043c\u0438\u0440\u0435. \u2013 2016. \u2013 \u2116. 5-4. \u2013 \u0421. 108-111.
\n14. Begbo\u2019taev A. et al. MANTIQ ELEMENTLARI VA ULARNING QO\u2019LLANILISHIGA DOIR BA\u2019ZI
\nMULOXAZALAR \/\/\u0416\u0443\u0440\u043d\u0430\u043b \u043c\u0430\u0442\u0435\u043c\u0430\u0442\u0438\u043a\u0438 \u0438 \u0438\u043d\u0444\u043e\u0440\u043c\u0430\u0442\u0438\u043a\u0438. \u2013 2021. \u2013 \u0422. 1. \u2013 \u2116. 2.
\n15. Raxmatov A. et al. PLANIMETRIYAGA OID BA\u2019ZI MASALALARNI YECHISHNING AYRIM
\nUSULLARI \/\/\u0416\u0443\u0440\u043d\u0430\u043b \u043c\u0430\u0442\u0435\u043c\u0430\u0442\u0438\u043a\u0438 \u0438 \u0438\u043d\u0444\u043e\u0440\u043c\u0430\u0442\u0438\u043a\u0438. \u2013 2022. \u2013 \u0422. 2. \u2013 \u2116. 2.
\n16. \u0413\u0430\u043d\u0438\u0435\u0432 \u042d. \u0410\u0431\u0441\u0430\u043b\u043e\u043c\u043e\u0432 \u0422\u043e\u043b\u0438\u0431, \u0410\u0445\u0430\u0434\u043a\u0443\u043b\u043e\u0432 \u0410\u043d\u0432\u0430\u0440, \u042d\u0440\u0433\u0430\u0448\u0435\u0432 \u0423\u043b\u0443\u0433\u0431\u0435\u043a, \u0420\u0430\u0445\u043c\u0430\u0442\u043e\u0432 \u0410\u043b\u0438\u0448\u0435\u0440
\n\/\/\u0420\u0410\u0417\u0412\u0418\u0422\u0418\u042f \u041e\u0411\u0429\u0415\u0415 \u041e\u0411\u0420\u0410\u0417\u041e\u0412\u0410\u0422\u0415\u041b\u042c\u041d\u042b\u0425 \u0423\u0427\u0420\u0415\u0416\u0414\u0415\u041d\u0418\u0419 \u041d\u0410 \u041e\u0421\u041d\u041e\u0412\u0415
\n\u041c\u0410\u0422\u0415\u041c\u0410\u0422\u0418\u0427\u0415\u0421\u041a\u041e\u0413\u041e \u041c\u041e\u0414\u0415\u041b\u0418\u0420\u041e\u0412\u0410\u041d\u0418\u042f \u0420\u0415\u0413\u0418\u041e\u041d\u0410. \u2013 \u0422. 455.
\n17. \u0410\u043b\u0438\u043c\u043e\u0432 \u0411. \u041d. \u0438 \u0434\u0440. \u041c\u043e\u0434\u0435\u043b\u0438\u0440\u043e\u0432\u0430\u043d\u0438\u0435 \u043a\u0430\u043a \u0441\u0440\u0435\u0434\u0441\u0442\u0432\u043e \u043f\u043e\u0432\u044b\u0448\u0435\u043d\u0438\u044f \u044d\u0444\u0444\u0435\u043a\u0442\u0438\u0432\u043d\u043e\u0441\u0442\u0438 \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u044f \u043c\u0430\u0442\u0435\u043c\u0430\u0442\u0438\u043a\u0435
\n\u0432 \u043f\u0440\u043e\u0444\u0435\u0441\u0441\u0438\u043e\u043d\u0430\u043b\u044c\u043d\u044b\u0445 \u043a\u043e\u043b\u043b\u0435\u0434\u0436\u0430\u0445 \/\/\u041c\u043e\u043b\u043e\u0434\u043e\u0439 \u0443\u0447\u0435\u043d\u044b\u0439. \u2013 2015. \u2013 \u2116. 4. \u2013 \u0421. 539-543.
\n18. Raxmatov A., Mixliyeva X. \u0418\u043d\u0442\u0435\u043b\u043b\u0435\u043a\u0442\u0443\u0430\u043b\u043b\u0430\u0448\u0442\u0438\u0440\u0438\u043b\u0433\u0430\u043d \u045e\u049b\u0438\u0442\u0438\u0448 \u0442\u0438\u0437\u0438\u043c\u0438 \u0442\u0430\u044a\u043b\u0438\u043c \u0441\u0438\u0444\u0430\u0442\u0438\u043d\u0438 \u043e\u0448\u0438\u0440\u0438\u0448
\n\u0432\u043e\u0441\u0438\u0442\u0430\u0441\u0438 \u0441\u0438\u0444\u0430\u0442\u0438\u0434\u0430 \/\/\u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445 \u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439 JSPI. \u2013 2020.
\n19. Raxmatov A. et al. \u0416\u0410\u041c\u0418\u042f\u0422\u041d\u0418 \u0410\u0425\u0411\u041e\u0420\u041e\u0422\u041b\u0410\u0428\u0422\u0418\u0420\u0418\u0428 \u0428\u0410\u0420\u041e\u0418\u0422\u0418\u0414\u0410 \u041c\u0410\u041a\u0422\u0410\u0411
\n\u0418\u041d\u0424\u041e\u0420\u041c\u0410\u0422\u0418\u041a\u0410 \u041a\u0423\u0420\u0421\u0418\u041d\u0418 \u040e\u049a\u0418\u0422\u0418\u0428\u041d\u0418\u041d\u0413 \u0414\u041e\u041b\u0417\u0410\u0420\u0411 \u041c\u0423\u0410\u041c\u041c\u041e\u041b\u0410\u0420\u0418 \u0412\u0410
\n\u0418\u0421\u0422\u0418\u049a\u0411\u041e\u041b\u041b\u0410\u0420\u0418 \/\/\u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445 \u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439 JSPI. \u2013 2020.
\nCENTRAL ASIAN JOURNAL OF MATHEMATICAL THEORY AND COMPUTER SCIENCES Vol: 03 Issue: 10 | Oct 2022
\n\u00a9 2022, CAJMTCS | CENTRAL ASIAN STUDIES www.centralasianstudies.org ISSN: 2660-5309 | 44
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\n\u041d\u0415\u041b\u0418\u041d\u0415\u0419\u041d\u042b\u0425 \u042d\u041b\u0415\u041c\u0415\u041d\u0422\u041e\u0412 \u0414\u041b\u042f \u0418\u0421\u0421\u041b\u0415\u0414\u041e\u0412\u0410\u041d\u0418\u0415 \u0424\u0415\u0420\u0420\u041e\u0420\u0415\u0417\u041e\u041d\u0410\u041d\u0421\u0410 \u0412
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Raxmatov Alisher Shirinboyevich, Raxmonov Ixtiyor Xusanovich Teacher of Jizzakh state pedagogical university Abstract this article reveals the methodology of teaching computer science as a pedagogical science. Many subject knowledge and methods of activity (including the use of ICT tools), mastered by students on the basis of computer science, are used both within the educational process […]<\/p>\n","protected":false},"author":22,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[145],"tags":[],"sdg_goal":[],"class_list":["post-38670","post","type-post","status-publish","format-standard","hentry","category-ommaviy_maqolalar"],"acf":[],"views":1057,"_links":{"self":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts\/38670","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/users\/22"}],"replies":[{"embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/comments?post=38670"}],"version-history":[{"count":1,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts\/38670\/revisions"}],"predecessor-version":[{"id":38671,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/posts\/38670\/revisions\/38671"}],"wp:attachment":[{"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/media?parent=38670"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/categories?post=38670"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/tags?post=38670"},{"taxonomy":"sdg_goal","embeddable":true,"href":"https:\/\/jdpu.uz\/en\/wp-json\/wp\/v2\/sdg_goal?post=38670"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}