Volume 04 Issue 10-2024
154
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
10
P
AGES
:
154-159
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article provides an analytical overview of the writer's use of educational technologies, methods, and challenges
in teaching Shukhrat's stories.
KEYWORDS
Problem-based learning, teaching technology, pedagogical collaboration, literary education, collective arguments.
INTRODUCTION
The use of collaborative technologies in literary
textbooks is an important factor in increasing the
effectiveness of education today, and in teaching the
life and work of the writer in literary textbooks, these
educational technologies are distinguished by their
effectiveness. This technology led to the emergence of
many innovative processes in education, which began
to develop in the 1980s. This technology is based on
the experience of renowned Russian and foreign
educators. Among them are K.D. Ushinsky, N.R.
Ryrogov, L.N. Tolstoy, J.J. Rousseau, Ya. Of course, K.
Rogers, E. Byrne, S.T. Shatsky, V.A. Sukhomlinsky, and
others. The pedagogy of cooperation is implemented
in 4 main areas:
1. A didactic activating and developing complex.
2. Approaching a person as a person, a person as a
person.
Research Article
EDUCATIONAL METHODS AND TECHNIQUES FOR TEACHING
SHUKHRAT'S WORKS
Submission Date:
October 12, 2024,
Accepted Date:
October 17, 2024,
Published Date:
October 22, 2024
Crossref doi
https://doi.org/10.37547/ajps/Volume04Issue10-24
Aldasheva Shirin Jalgasovna
Teacher of Nukus State Pedagogical Institute, (PhD), Uzbekistan
ORCID: 0009-0003-4202-529X
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 04 Issue 10-2024
155
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
10
P
AGES
:
154-159
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
3. Environmental education.
4. Educational consultations.
Cooperation pedagogy is aimed at developing
democratic qualities in the personality of each child. In
his dissertation, K. Yuldashev writes: "As much as each
child feels their right, their duty, and their freedom in
their work, they feel that this freedom should not
interfere with the freedom of others." Literary
education requires collaborative learning technology
in all aspects. Because a literature lesson cannot rely on
the teacher's individual activity based on its essence,
goals, and objectives. Literature instruction is based on
cooperative education, and it can be transformed into
inefficient and non-standard activity, limited to reading
ready-made material, which is still used in some
disciplines today. Indeed, today we observe such
lessons with great regret. That is, a literature lesson
becomes an information lesson. It is clear that the goal
of literary science is the education of a perfect
personality and the perfection of human qualities in it.
Different forms of collaborative pedagogy can be used
in literary lessons. Specifically, literature classes can be
organized collectively, grouply, and individually. That
is, there are themes in literary education that it is
advisable to translate into a whole class collective. For
example, we can cite lessons that provide theoretical
knowledge. For example, it is important to strive to
include all students in the transmission of information
or literary concepts about the life and work of writers.
In the analysis of a specific work of art or in the part of
reinforcing knowledge in the lesson, it is necessary to
work in groups specifically in a competitive format, or
to organize individual creative work, essays, and
various discussions.
As in life, joint activities in the educational and
training process will be more effective. Co-education is
a means of pedagogical cooperation. The main
difference between traditional teaching methods of
collaborative learning lies in the fact that in individual
learning, each student knows themselves and does not
have to deal with others. It is not important for an
educated student to be like others. In collaborative
learning, the complete assimilation of each student in
this group is important not only for themselves, but
also for all group members. Cooperative education is
not only simple and interesting, but also effective.
Because it is a fact that there can be many better,
correct, and new ideas, which does not require proof.
Moreover, collaborative learning not only impacts the
intellectual development of students, but also
accelerates their spiritual growth. Zero, a sense of
collectivism, a sense of solidarity with each other can
be the reason for the emergence of clear moral
qualities in students. We deemed it necessary to
conduct three types of classes in the implementation
of collaborative technologies in literature teaching and
in the teaching of Shukhrat's life and work:
Volume 04 Issue 10-2024
156
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
10
P
AGES
:
154-159
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
➢
collectively;
➢
as a group;
➢
individually
Moreover, based on the purpose and content of
literary education, it is necessary to choose tasks or
methods for the following purposes in these forms:
➢
providing
theoretical
knowledge
and
its
confirmation;
➢
forming the process of analyzing a literary or lyrical
work;
➢
creative approach process
In higher education institutions, we can teach lectures
or practical classes using the following exercises:
Furthermore, one of the effective teaching
technologies in the current education system is
problem-based learning. Its task is to stimulate the
active cognitive process and shape the method of
scientific research in thinking. Problem-based learning
aligns with the goals of educating a creative, active
individual. There are various definitions and
descriptions of the problem of teaching in pedagogical
literature. The essence of problem-based learning lies
in the independent acquisition of new knowledge
through the creation of a problem situation. The
application of problem-solving technologies in literary
education plays an important role in the student's free
thinking, a deep understanding of the essence of the
artistic work, the assimilation of literary concepts,
processes related to the writer and his life. Problem-
based educational technologies have not yet fully
manifested themselves in the practical aspect of
literary education. Today, the methodological
guidelines for the application of problem-solving
technologies in literary education are relatively small.
We will consider this technology as an example of its
implementation in the comedy drama "The Foundation
of Advocacy" by Abdulla Avloni.
This historical drama, which is full of realistic images, is
one of the most interesting and impressive works of
the 10th grade literature class, and it is very realistic
and convincing to depict how people who are ignorant
of science fall into a funny situation. Regarding this, the
renowned literary scholar Ibrahim Hakkul, citing his
impressions of the work, says: "I don't forget my
children who began to observe life more correctly." For
some reason, when I began to feel an unnamed
sadness in my heart, a loneliness that calls for daily
separation, my days and moments spent in empty
conversations, I didn't forget the impressions of
reading this work...."
Teaching dramatic works at all levels of perfection,
conveying them to students, demonstrating their
creative goals in the midst of such conflicts has created
difficulties in teaching works of other genres, as the
complexity of the construction of a dramatic work's
Volume 04 Issue 10-2024
157
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
10
P
AGES
:
154-159
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
foundation and the lack of clarity in the goal-oriented
approach have led to difficulties. The problematic
teaching technology is precisely suitable for this
situation. As noted above, the problematic situation in
education under the guidance of the teacher (teacher)
has been raised, and this problem has been solved by
creating opportunities for students to develop
knowledge, skills, and creative abilities, as well as
intellectual activity, based on the active independent
activity of students. To create a problematic situation,
the teacher must first collect the learning material. It is
known that not every question remains a problem. The
problem is a scientific question, which differs from the
question in that it has several valid answers.
Based on this, we recommend the following methods
in our project, based on problem-based educational
technologies.
The "Black Box" method - with the help of this method,
the following exercises are organized: Students are
paired and the task is to record concepts that provide
information about the life of Shukhrat. The teacher
checks the assignment, and one member of the pair
who performs it correctly performs the duties of the
teacher. At the next stage, students are asked to write
the names of six works created by the writer on cards.
Knowing the assignment, the teacher checks the
assigned student with the help of his mentor, and if it
is on a writing sheet, he writes words about events
related to Shukhrat's life and work, works, and
creativity, and collects these words with the help of the
teacher.
This method greatly helps to increase the value of
students. This method can be used in the teaching of
other works and works.
The "Tafakkur chöqqisi" method - In this method,
students are given the following questions that require
logical thinking on the topic:
1. What do you think: why is the work called "Kambar
ota?."
2. What do you think about the fact that the heroes in
the drama are in this situation?
3. What distinguishes the life of the writer from the
contemporaries who created in that period?
The questions are continued in this way, and these
questions are given in order of groups or two. They are
evaluated depending on how they view the surface of
the questions.
The "Debate" method is one of the unique forms of
problem-based learning. Debates are a collaborative
activity of the collective, in which each member of the
collective is obliged to fulfill their duties and
responsibilities, and if the winner is recognized, the
teacher, on the day of the debate, is obliged to present
the arguments, facts, and values of the collective's
value to the collective's responsible personnel.
Volume 04 Issue 10-2024
158
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
10
P
AGES
:
154-159
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
When conducting a debate with applicants, 3 steps
must be taken:
1. Debates teach many things (because the goal of
debating is not only to win, but the main goal is to
acquire new knowledge with the help of debates).
2. Active participation in the process and duty to be
honest (this principle is the core of the debate and
prevents making incorrect arguments and logically
incorrect answers to questions).
3. Preservation of mutual respect (the condition of
non-interference with the personality of the
participants of the debate, if the theoretical or opinion
expressed by the other party contradicts the opinion,
it is necessary to preserve its reputation in accordance
with the goal. Because debate is a clash of ideas and
these ideas). To use the "debating" method, it is first
necessary to have a problem worthy of real debate. It
is important that both sides of the problem being
studied in the "Debate" should be justified.
Overall, the use of methods and techniques based on
mutual understanding and respect among students is
based on cooperation in all aspects of literary
education. Collaborative learning is one of the most
important factors in ensuring the effectiveness of
literature classes. It is known that in literature, whether
it is the process of analyzing a work of art or the study
of the character of a certain hero, all of them have
difficulties. Therefore, the teacher's solitary activity in
lessons, the student's lack of activity, does not create
sufficient conditions for conveying the essence of the
original content. Today, practically all methods,
techniques, and exercises used in literature teaching
are based on cooperation.
Literary education is the education of the psyche and,
at the same time, the education of thought. That is,
through literature, we can expand the world of
thinking of the younger generation and educate them
as free thinkers. One of the main tasks of literature
teaching is to educate a person who has a free opinion
and can defend it orally. In this regard, one of the latest
pedagogical technologies for literature teachers is
problem-based educational technology.
Problem-based education is currently on the path of
development in the global education system, the
foundation of which is a problematic situation, a free
attitude of the individual towards educational material,
and independent learning. This means not only looking
at artistic literature as a problem, but also creating an
advanced question with pedagogical skill, awakening
the student's opinion, introducing it into the world of
contradictory ideas and revealing the moral value of
this artistic work, transmitting human private and
personal values, and creating a creative personality.
The problem is the creation of modern advanced
teaching technologies and the development of its
practical manifestations in literary education, which is
an urgent issue facing literary methodology.
Volume 04 Issue 10-2024
159
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
10
P
AGES
:
154-159
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
CONCLUSION
In conclusion, it can be said that these technologies,
new advanced methods are presented to the literature
teacher and play an important role in ensuring the
effectiveness and efficiency of education. Zero,
technology is a sign of positivity. The technological
approach to literature lessons is an effective product
of pedagogical creativity. In the course of our short
study, we have become convinced that in literature
lessons, each topic and each lesson can be approached
with a unique pedagogical approach. Therefore, each
technology implemented in literary education is based
on the individual creativity of the teacher. Each lesson
should develop its own technology. Because literature
itself is a phenomenon of learning and diversity.
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Тошкент, 2006
2.
Yuldashev K. Enhanced Pedagogical Thinking and
Scientific and Methodological Foundations of
Literature Teaching in General Education Schools.
Dissertation (59 pages) Tashkent-1996
3.
Rajabova I. Interactive method - a factor in the
effectiveness of education. Language and
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Azizhodjaeva N. Pedagogical Technologies and
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Тошкент, 2006
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Abdullaeva M. Text of lectures on the subject
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