Volume 03 Issue 10-2023
71
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
10
P
AGES
:
71-76
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Developing students' critical thinking in literature lessons is one of the most pressing issues of today's literary
education. On the other hand, in the analysis of a certain literary work, it is necessary to interpret correctly the concept
of critical thinking, which forms the ability of the student to have a personal opinion and attitude, and to understand
that it is far from expressing only a negative attitude. This article investigates the issue in depth and discusses the
application, tasks and results of one of the methods that stimulate the reader's critical thinking within literature
classes.
KEYWORDS
Critical thinking, literary education, creative analysis skill, Eidos-summary, research skill, thinking boundary, aesthetic
taste, association.
INTRODUCTION
Recently, critical thinking has emerged as an important
innovation not only in the world, but also national
literary education as well. Formation and development
of critical, independent thinking and independent
analysis skills of learners was defined as one of the
important goals of national education. Based on the
content of the textbooks of the new generation, the
aim is to teach students to think independently and
Research Article
METHODS OF DEVELOPING STUDENTS' CRITICAL THINKING IN
LITERATURE LESSONS
Submission Date:
October 10, 2023,
Accepted Date:
October 15, 2023,
Published Date:
October 20, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue10-10
Kadirova Nilufar Olimovna
An Independent Researcher Of Tsuull, A Teacher Of State Security Service "Temurbeklar Maktabi "
Military-Academic Lyceum, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 10-2023
72
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
10
P
AGES
:
71-76
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
critically, and on this basis to train people with high
artistic taste for the sake of state and society. Because
a student with critical analysis skills develops an
incentive for independent thought and immunity
against destroying ideas.
LITERATURE REVIEW
At each stage of education, the child's thinking ability
develops according to the mental and intellectual
capabilities of a certain age. In particular, the analysis
of an artistic work carried out in literature classes
ensures that the child acquires his own personal
opinion and attitude.[1] However, currently it is
necessary to treat more carefully the word "criticism",
which is the basis of the content of literary education.
More precisely, "criticism" does not mean condemning
a work or looking for only negative aspects and
denying any opinion, trying to prove that one's views
are correct, but analyzing a specific work at the level of
one's worldview and perception. It is vital to make
students aware of the need to have independent
views.
Kozokboy Yoldoshev, who greatly contributed to the
development of Uzbek literary education, emphasizes
the necessity of paying attention to the essence of the
word criticism. According to him the Arabic word
which means "to select or to sort" and "critical
examination and criticism" (
دقن
naqada) as well as
another word (
ديقنت
tanqidun) which meaning reveals
"to criticize, to blame" and the term derived from it
"critic" (
قنصّد
)munaqqid) cannot clearly and fully
express the essence of this aesthetic phenomenon.
Instead, it is more appropriate to use the word "sin" in
the sense of assessment, which we widely use in our
language and which is used by our Kazakh and Kyrgyz
comrades as well as the term "sinchi" which means the
person of this profession engaged in this work [2].
Literary scholar Zulkhumor Mirzayeva in her article
"Analysis of a work of art: from local to global"
classifies the characteristics of "critical thought" and
"critical thinking" as follows. So, critical thinking is
defined as:
- verifying and refuting previous ideas about a certain
artistic work through the text, creating new ones
based on existing ones or experiences;
- searching for answers to open questions, reviewing
the work of art from the point of view of today's
requirements, modern methods of analysis and
comparing it with old interpretations;
- checking and interpreting information in different
contexts, evaluating the chain of cause and effect in
the work from different angles, making logical
decisions through reasoning, proving one's opinions,
etc [3].
RESEARCH METHODOLOGY
Volume 03 Issue 10-2023
73
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
10
P
AGES
:
71-76
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In the article, the problem of developing the student's
critical thinking in literature classes today is considered
as an urgent issue and the importance of a correct
approach to this term from a semantic point of view is
noted. In particular, the views of our famous national
Methodist scientists on the concept of critical thinking
were compared. The constructive structure and stages
of critical thinking were analyzed, as well as the
methods of hermeneutic, comparative-historical, and
comparative typological analysis were used.
ANALYSIS AND RESULTS
It is known that the main task of literature classes is to
form the ability of independent thinking in students,
which is necessary for today's ultimate information
age. From the above opinions of the researchers, it is
clear that the teacher must understand the essence of
"criticism" and "critical thinking" of the students
before forming them. Formation of critical thinking in
students mind from the stage of reading a work of art
in literature classes to reading it to the perception of its
artistic meaning and features and requires serious
work and high artistic taste from the student and at the
same time from the teacher. After all, reading the work
is more important than reading it. In the process of
reading and perception the mind leads the creativity.
More precisely, the reader becomes a complete
receiver and master. In fact, to read a work is to
discover it newly for oneself. The reader gets involved
in the events, brings the heroes to life, hears their
words, feels their mental state from the deep heart.[4]
In this case, the artistic text becomes a source of
aesthetic pleasure. Already, if the student does not
have the skills of artistic analysis, the perception of
understanding the essence of the work, he will simply
look at the work and during the process of reading he
will get acquainted with the events of the plot, he will
have information about the fate of the characters, and
if he goes further, know the genre of the work as well
as what issue is risen in the book. In our opinion, mostly
students' lack of deep analysis of a work of art,
following stereotyped opinions, inability to freely
express their independent opinion, lack of inclusion of
topics related to critical thinking in the curriculum are
the reasons for boring literature classes. In addition,
the fact that critical thinking in literature classes is
often not taught as in Western society undermines the
motivation of students to search independently. In
general, there are a number of objective and
subjective, and at the same time complex reasons,
which confirm that the critical opinion of students is
not at the expected level. In our opinion, history
cannot be turned back, not to undo the mistakes made
until now, to promote literary education on a global
scale, to develop a healthy, clean, critical thinking in
students mind, which we have made an object for our
work, to make students constructive, cognitive what
methods and approaches we should use to encourage
them to act, to help them gain a word and a place in
the global community.
Volume 03 Issue 10-2023
74
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
10
P
AGES
:
71-76
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In many cases, the analysis of a work of art is
understood by the reader to retell the work or to
provide information about the text. The teacher
follows the same approach in the analysis of the artistic
text, and understands the analysis as a collection of
information reflecting his views and individual
conclusions about the work. Certainly, this is important
in one way but after the teacher gives his personal
conclusions about the work of art, the students have
no incentive to analyze the work of art in a new way. In
addition, in order to increase the ability of students to
analyze a work of art independently and critically, it is
necessary to activate their previous knowledge, and
this is more important than giving them a brief
summary. In order to bring out the essence of the
events reflected in the work of art, to analyze them
from an artistic and aesthetic point of view, and most
importantly, to actively participate in the processes of
analysis of the work of art, they should activate their
previous knowledge and connect the existing
information to their existing knowledge schemes.
Therefore, the understanding of a work of art begins at
the stage of combining old and new knowledge.
The main features of critical thinking are revealed
through the analysis of a work of art, because the
reading of a work of art requires students to think, and
at the same time, the skill of critical thinking. In the
process of reading a work of art, the circuits in the
human brain move and create certain ideas and
thoughts as a whole. Secondly, when creating new
meanings of the artistic text, different from previous
interpretations, students should remember, restore
and, reflect on their previous knowledge and
experience. In this, they are able to distinguish the
differences between literary fact and opinion, attitude,
understanding of the meanings of the text on the
surface and under the text, the means of image in the
artistic work, understanding the characteristics of
stuttering,
double-mindedness,
the
ability
to
distinguish the characteristics of the author's style, the
tone reflected in the artistic text, to determine the
mood, to provide evidence for it from the text, to find
interconnections between certain realities and actions,
to classify them, to be able to perceive different layers
of meaning, to determine the inferential relationship
from details, to be able to draw logical, fair
conclusions, and most importantly, it is also essential
for them to be able to apply the conclusions and views
obtained from these processes in their work, according
to their vital needs. In the processes of understanding
and comprehension of the literary text, "knowing",
"understanding",
"explanation",
"analysis",
"interpretation",
"synthesis",
"argumentation",
"evaluation", "problem", "solution", "conclusion",
certain steps that encourage thinking, such as "logical
thinking" and "application" are unique to literature
classes. That is why Lazere thinks that Literature is the
only academic discipline capable of covering all fields
[5]. In addition, the language, idea, and characteristics
Volume 03 Issue 10-2023
75
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
10
P
AGES
:
71-76
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
of a specific artistic work are important for students to
understand themselves and the meaning of life step by
step. Because literature is a mirror of life and we have
the right to look at it as a recreated world. In the
process of studying issues such as the plot, logical
development, interaction of characters and characters
in the work, dynamics, and their role in the
development of the plot, they encounter various
views, literary debates, and problems. They are forced
to refer repeatedly to the text and the various factors
and contexts that caused its creation until they arrive
at their own truths in the analysis of the work of art.
One of the ways to encourage students to think
critically is Eidos - synopsis. Eidos-summary helps to
develop an interesting technique for developing
critical thinking through reading and writing, whether
it is a work of poetry or prose, to fully understand it. It
is a method that can be used not only for the effective
analysis of a work of art, but also for the development
of children's creative abilities, improving the quality of
reading and increasing figurative thinking as well as
motivation in literature classes. It is also important that
it can meet all the requirements of the new generation
standard and if it is used correctly, it will develop the
basic competencies of the student.
The word eidos is actually a term related to ancient
philosophy which expresses the meaning of the Greek
model, appearance, image. Synopsis-reader's brief
comments based on the theme and plot of the work.
So, the eidos synopsis is a reflection of the impressions
of the reader-student as a result of being influenced by
the events of the work of art, a visual representation of
the reader's views, the discovery of the work by the
reader, a harmonious example of imagination and
image considerations, a creative-artistic interpretation.
The idea, literary hero, artistic world of the read work
determines the reader's answer as an associative
example.
The
reader
creates
his
personal
interpretations based on his thinking, worldview, life
experience, prior knowledge and mental and
emotional state at the time of reading the work of art.
These interpretations can be expressed not only with
words, but also with images, diagrams, colors, or key
words and sentences that the reader considers
important in the work. This method creates an
opportunity for interaction between the reader and
the author and the work as well.
Using the Eidos-summary method helps to develop the
student's creative potential, which in turn:
-
proper organization of the educational process;
-
formation of research skills;
-
improvement of knowledge control;
-
to increase the quality of students' knowledge and
arouse interest in the studied subject;
-
development of the reader's critical thinking;
-
education of aesthetic taste in literature classes;
-
development of reading competence;
Volume 03 Issue 10-2023
76
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
10
P
AGES
:
71-76
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
-
creating expected and unexpected situations in
the lesson.
Eidos synopsis is one of the ways to form a dialogue
between the writer, the artistic text, and the reader
and it reflects the response of the reader affected by
the events of the work.
According to the structure of the Eidos synopsis, it can
be as follows:
1. Figurative pictures, images (perhaps graphics, color
images, figures) that appear associatively in the
reader's mind within the analysis of the literary text;
2. Words and sentences quoted from the work are
visible;
3. In the form of creating a title based on the reader's
interpretation and conclusion.
CONCLUSION
In conclusion, it can be said that the eidos synopsis
openly expresses the reader's feelings, experiences,
personal views, emotional state during reading, his
attitude to reality, and his concepts of life created by
the influence of the literary text.
The use of the synopsis-summary method, which
serves to develop the critical thinking of the student-
reader in literature classes, is of great importance in
creating different interpretations among the readers-
students, in making the process take shape in a
controversial form, and in addition, in making the
lesson lively.
Critical thinking is a creative process that helps the
student to develop as a person in the future, to
determine
personal
paths
of
professional
development, to analyze the information received, to
summarize it and to form independent conclusions. It
helps the student not only in cognitive activities, but
also in everyday life as well.
REFERENCES
1.
Husanboyeva Q., Niyozmetova R. Adabiyot
o‘qitish metodikasi.T.: Innovatsiya
-ziyo, 2022.
–
B.68.
2.
Yo'ldoshev Q. Adabiyot o'qitishni yangilash
metodikasi. O'quv -uslubiy majmua. Toshkent,
2022, B.44
3.
Mirzayeva Z. Badiiy asar tahlili: lokaldan
globalg
a. Global ta’lim va milliy metodika
taraqqiyoti mavzusidagi VII an’anaviy ilmiy
-
amaliy anjuman materiallari. Toshkent, 2023,
B.37
4.
Rasulov А. Таnqid, таlqin, baholash. –
Т.: Fan,
2006.
–
B. 13.
5.
Lazere, D. Critical Thinking in College English
Studie
s,” ERIC Digest. ED 284275, 1987, p.3.
