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METHODS FOR EFFECTIVE USE OF PROVERBS IN THE CLASSROOM
Dilnoza Badriddinova Najmiddinovna
Independent researcher at Tashkent International
University of Chemistry
Phone: 97-423-58-01.
https://doi.org/10.5281/zenodo.16352562
Abstract:
This topic explores ways to effectively use proverbs in the
educational process, especially in the native language, literature, and
extracurricular activities. Proverbs serve as a means of enriching students' oral
and written speech, deepening moral and educational concepts, instilling
national values, and enlivening topics. It also highlights methods for developing
students' thinking, analysis, and discussion skills through the use of proverbs in
the lesson. The topic considers the criteria for selecting proverbs in the lesson,
their combination with interactive methods, and the possibilities of using them
in the integration of different subjects.
Key words and phrases:
Proverbs, lesson process, speech culture,
educational significance, oral creativity, revitalization of the topic, national
values, activity of the skill of expressing opinions, interactive methods,
extracurricular materials, integration (interdisciplinary connection), examples
and analysis, moral education, approach through problematic questions.
One of the largest and most ancient genres of folk oral art is proverbs.
Proverbs are a treasury of wisdom of the people, short, meaningful, figurative
expressions that express their socio-educational views. They are of great
importance in enriching the means of expression in the language, forming a
culture of thinking, observation and speech in students. Therefore, a unique
approach is required in the process of teaching proverbs in general secondary
schools. Proverbs are one of the highest examples of folk oral art, emdiving the
life experience, social relations and moral criteria of the people.
They attract the attention of students with their short, concise and
figurative expression, expand the scope of their thinking. Therefore, using them
in the lesson increases the effectiveness of education. At the beginning of the
lesson, a proverb is said that is appropriate to the topic and students are asked
to explain its meaning.
This attracts them to the topic. If the topic of the lesson is “labor” –
Proverbs: “He who labors is satisfied.” You can increase your vocabulary or
strengthen grammatical devices through the words in proverbs. Proverbs: “Do
good, jump into the river.” Exercise: It can also be used to analyze verb tenses or
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find synonyms/antonyms. In the lesson, a problematic question is asked based
on the proverb and a debate is organized.
Proverb: “You can drive a snake out of
its nest with your tongue.” The proverb is given as a topic and an assignment is
given to write an essay or story. Proverb: “A friend is known at the beginning.”
Each group is given a proverb, which they act out or illustrate by drawing.
Knowledge is reinforced through tasks to fill in the end of the proverbs or
correct the incorrect ones. “He who has not run much, ... (find the correct one).”
Through proverbs, students get acquainted with the values and traditions of the
Uzbek people. A proverb appropriate to the topic is told and students are asked
to explain it. This method attracts students to the topic and increases their
activity. “He who has read knows, he who has not read does.” When explaining a
new topic, it is easy to provide understanding through proverbs. Through it, the
viability of the topic is proven. Knowledge is strengthened by organizing tests,
explanatory notes, dramatic scenes, and exercises through proverbs. Students
learn to express their opinions when discussing proverbs. By interpreting
proverbs and searching for information about them, students learn to work with
information. Each proverb reflects the mentality, values, and philosophy of life of
the people.
By analyzing them, students are educated in the spirit of respect for
national and universal values. Amaliy usullar va interaktiv topshiriqlar
Practical
methods and interactive tasks Method Content Sample Analysis Grammatical or
semantic analysis of the proverb “Good intentions are half a state.” – what word
groups are involved? Continuation of the proverb The beginning is given, the
reader finds the ending “He did not run much, ... (he ran a little).” Staging
Prepare a scene suitable for the proverb “A friend is known at first.” – short
dialogue Find a proverb based on a picture A picture is shown, a proverb is said
to match it Picture of a threshing floor – “Whoever works hard, his hand is high.”
Written task Write a story based on a proverb “You can drive a snake out of its
nest with your tongue.” – write a life story
Proverbs can also be used in other
subjects:
History: “The father is gone - the son is the inheritance.” - a conversation
about historical figures. Biology: “Water is the source of life.” - a discussion
about the importance of water. Literature: Describing the character of
characters in works with proverbs. Proverbs instill in children concepts such as
national values, moral standards, patriotism, hard work, honesty. For example,
proverbs such as “He who serves the people will be the head of the people,”
“Honesty is the greatest wealth” cultivate positive qualities in students. Proverbs
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are used in lessons as a language and literature tool. Proverbs are widely used in
Uzbek language and literature lessons for the following purposes: Increasing
vocabulary; Explaining phraseological expressions; Working with text;
Understanding and analyzing the meaning of phrases.
Example: In the 5th grade native language textbook, within the framework
of the topic “Proverbs are a treasure trove of wisdom”, students work on
proverbs such as “If you bow your head, trouble will return”, “Do good, even if it
does not return, it will return”, explain their meaning, and give real-life
examples. Use in integrated lessons; Proverbs are used not only in native
language and literature, but also in lessons integrated with subjects such as
history, geography, and biology. For example, in a history lesson, “The lesson of
the past is the way forward”
Historical memory and lesson concepts are
discussed based on the proverb. Integration with interactive methods; The
following methods are effective in working with proverbs: “Finish the proverb” -
the student tells part of the proverb, another student continues; “Understand the
proverb” - an example from a real life situation is given to the given proverb;
“Find the proverb” - the task of finding a proverb suitable for a specific situation.
These methods serve the student's independent thinking, quick response,
and increase the richness of speech. Different approaches in primary and higher
gradesIn primary grades, proverbs are used mainly as a means of developing
oral speech and teaching language, while in higher grades they are used as a
means of forming analytical thinking and artistic thinking. Finding proverbs
suitable for the actions of the heroes of the work in literature lessons increases
artistic perception in students. Proverbs are one of the ancient and richest forms
of folk oral creativity. They express the life of society, human experience, and
moral and normative views. Proverbs are an expression of the experience and
wisdom of the people accumulated over the centuries.
They provide the richness of the language, imagery and expressiveness of
speech. This article discusses the scope of application of proverbs, their
functional tasks and methodological features. Proverbs are mainly didactic in
nature and perform educational, instructive, meaningful advice. They are
actively used in the following areas: In oral speech, proverbs are often used as
evidence, as a means of reinforcing thought or deepening the content. The
proverb “Do good, do not hold back” calls on a person to be kind. In literary
texts, proverbs are used to create an artistic image, reveal the character of the
hero, and give a folk tone. Abdulla Qodiriy made effective use of proverbs such
as “If there is a homeland, there will be a people” in his novel “Bygone Days”.
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Proverbs serve as an important tool in teaching moral and normative concepts
in the upbringing of preschool and school-age children. Proverbs are widely
used in television programs, radio programs, articles and interviews to
emphasize an idea or give a folk spirit. The proverb “A peaceful homeland, a
peaceful people” is often used in political speeches. It is also widely used on the
Internet and social networks. In today's digital age, proverbs are widely used in
memes, statuses and short posts due to their brevity and completeness of
content.
Conciseness - short, but deeply meaningful. Rhythmicity - has a rhymed
and melodic structure. Imagery - often relies on metaphor, irony and other
artistic means Grouping proverbs according to their themes (labor, friendship,
morality, motherland, etc.). Linguistic-cultural approach: Studying the mentality
and values of the people through proverbs. Analyzing Uzbek proverbs in
comparison with those of other peoples. For example: In Uzbek, “Tilingni tiy –
boshing omon” is similar to it in English, “Loose lips sink ships”. Proverbs
constitute the artistic and aesthetic wealth of the language as a reflection of folk
wisdom. They are formed on the basis of life experience, increase the
expressiveness of speech, and have a moral and educational impact.
Each sphere - literature, education, mass media, and modern technologies -
uses proverbs according to its needs. The use of proverbs in the lesson process
serves as an important tool for increasing the activity of students, forming
independent thinking in them, enriching oral and written speech, and educating
respect for national values. It forms their aesthetic taste, spiritual world, and
national consciousness. In this regard, the teacher's creativity and
methodological approach are of decisive importance. Providing examples of folk
wisdom in each lesson makes the lesson interesting, effective, and effective. Each
teacher must form the effective use of proverbs as his or her own pedagogical
skill, in accordance with his or her subject and class
Literature used:
1. Abdullayeva G. “Proverbs and their analysis in Uzbek”. – Tashkent: Oqittu,
2010.
2. Khudoyberganova D. “Uzbek folk oral art”. – Tashkent: Fan va tehnologiya,
2015.
3. Rakhmonov S. “Interactive teaching methods”. – Samarkand: Ma’naviyat,
2018.
4. “.Qodirova, G. “The language and style of Uzbek proverbs”. — Tashkent: Fan,
2005. 5“Uzbek language textbook” (grades 5–9). — Tashkent: O’kutty, various
years.
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5 Shodmonov, O. “Methodology of using proverbs in native language lessons”. //
Methodological manual. — Samarkand, 2018.
6 Karimov N. “Artistic features of Uzbek folk proverbs”, Institute of Language
and Literature of the Academy of Sciences of the Republic of Uzbekistan, 2018.
7Jo’rayev M. “Methodology of teaching folk oral creativity”, Tashkent: O’kutty,
2016. Materials of the Republican Education Center. www.uzedu.uz
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