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ORGANIZATION OF STUDENTS' ACTIVITIES IN LITERATURE
LESSONS USING A SYSTEM OF LEARNING TASKS
Rasulova Gulbaxor Kerimbayevna
Associate professor,
Tashkent University of Applied Sciences
e-mail: grasulova@gmail.com
https://doi.org/10.5281/zenodo.14413714
Аннотация
В данной статье подчеркивается, что содержательная сторона
системы основана на текстах различных жанров, а организационная – на
инновационной деятельности, и наш опыт показывает, что она будет
интересна и эффективна для современных школьников. Для решения
поставленных задач описывается организация деятельности учащихся на
занятиях по литературному чтению с использованием системы учебных
задач.
Ключевые слова:
учебный процесс, интерпретация, исследование,
проектирование, задачи, процесс, учебные задачи, учебник, практика.
Annotation
This article emphasizes that the content side of the system based on texts of
various genres, and the organizational side based on innovative activities, and
our experience shows that it will be interesting and effective for modern
schoolchildren. To solve the set tasks, the organization of students' activities
described in the classes on literary reading using the system of educational
tasks.
Key words:
learning process, interpretation, research, design, tasks,
process, learning tasks, textbook, practice.
Introduction.
It is possible to organize students' activities at the lessons of
literary reading using the system of educational tasks on literary reading that we
have developed. The content side of the system based on texts of various genres,
and the organizational side based on innovative activities (research,
interpretation, and project, creative, game). In order to use the task system in
the learning process, it is necessary to make it convenient and effective. It is
necessary to take into account the need for space for the student's problem-
solving activities. For example, a student has to highlight parts of the text, mark
the correct answers in hints, draw text and pictures and even cut them out to
manipulate them. Therefore, in our opinion, the most appropriate form of
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educational task system will be a workbook for literary reading. Educational
tools of this type actively used in school practice. The workbook considered by
researchers as a special teaching aid, in particular the problems of its
development and the effectiveness of implementation. It is necessary to take
into account this experience, as well as to generalize the modern requirements
for this type of benefits.
Researchers have not addressed the issues of competence development
through workbooks, nor have they studied the modern, latest requirements of
the state educational standard for these textbooks. Therefore, it is necessary to
determine how the goals and strategies of the new standards affect the content
and structure of literary reading textbooks aimed at competence development.
The author should suggest types of collective work that develop
communicative general learning activities of schoolchildren. - A modern
schoolchild studying at school should have the ability to work together: to take
into account the opinion of partners, to form their own position, to negotiate, to
ask questions and to make clear statements to the partner. This means that the
manual should present the work done independently, as well as in the
framework of educational cooperation: in pairs, in groups.
The choice of works for creating educational tasks is determined by the
following factors:
- taking into account the age characteristics of modern schoolchildren and
their interest in learning;
- consideration of thematic and genre diversity.
When selecting fiction texts, we gave preference to examples that evoke an
emotional response, are understandable to children and make them want to
read the text in full, if it is given in fragments. Teaching tasks are based on
various texts: folklore (legends, fairy tales, riddles, proverbs, languages) and
fantasy stories, from classical Uzbek literature to modern children's literature.
Uzbek literature, literature of brotherly nations and foreign literature by
Abdullah Kahkhor, Gafur Gulam, Adil Yagubov, Otkir Hashimov, Alisher Navoi,
Abay, Avaz O'tar, Langston Hughes, Khodjiakbar Shaikhov, Ray Bradbury, Jules
Verne, Arthur Conan Doyle and other writers and poets. The notebooks contain
works by contemporary authors. As can be seen from the above, the main area of
reading is local literature, although foreign literature is also represented.
Some texts are given without abbreviations; these are poems, fairy tales and
short stories. Large volumes of work cannot be fully incorporated into the
format of the assignment, as the main area of it is for the child's work - for
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questions and tasks. If we were to use only short works without abbreviations, it
would immediately narrow the range of artistic works. That is why some texts
are given as a large part of the work. Working on the work creates additional
opportunities for the child's development: the pupil is forced to control the time,
place of action and background of events regardless of the context.
When selecting works of art, it was necessary to take into account thematic
diversity so that each pupil could find his/her “niche” and reading preferences.
Texts about family, friendship, school life are close to children, and they are
happy to discuss these topics. Therefore, the stories were presented. We chose
works related to the “higher” themes: About the Motherland (including about
the small motherland, about the roots of man), About the Earth (environmental
texts and lyrical works about beauty). We paid special attention to the theme of
patriotism and tried to present it delicately, lyrically and sincerely. This was
possible thanks to the literary texts “Walls of Motherland” by Khurshid Davron,
“Praised Paths” by Ibraim Yusupov, “Soulful Motherland” by Hamza Hakimzad
Niyazi, “Knowledge of Motherland” by Sirodjiddin Syed.
School-age children are keen to read books about animals, so we gave the
pupils an opportunity to reflect on the theme of responsibility to those they
teach.
The reading circle of schoolchildren has always included folklore works. We
have changed the traditional view of studying fairy tales as a conflict of good and
evil to a more modern one with elements of research. In textbooks, the fairy tale
considered from the point of view of its historical roots. The author's fairy tale
compared with folk tales. The logic of this comparison is clear even to a young
student. Masters of words use the achievements of folk art in their works. Oscar
Wilde's fairy tales allowed to identify the heritage of folklore and at the same
time showed the originality of the author's handwriting.
Some teaching tasks based on artistic-analytical tasks, thanks to which a
young pupil can compare artistic texts and scientific texts, feel and identify the
peculiarities of the artistic word. The variety of text topics and their high
aesthetic value aroused students' interest in reading, became a source for each
reader to search for his or her reading circle and favorite authors in the world of
books. It is a step towards the development of reading skills such as good
reading and the ability to act while reading.
In the workbook, important content elements are crosswords, tables,
graphic illustrations, Venn diagrams, and various methods. All the visuals
created by the creator of the workbook are “working”, i.e. the pictures
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participate in the tasks, suggest the correct answer and help to understand the
issues at hand.
The goal of the first group is not just to describe content, but to help solve a
learning problem through visuals. For example, in the study comparing scientific
and artistic texts, the drawings for the texts are “quick”: dictionaries, work with
an explanatory dictionary, illustrated scientific journals, a fragment of a
scientific text about the Moon, an artistic text, illustrated with a beautiful night
scene. The main purpose of the work is to compare folk and author's fairy tales.
The picture drawn for a modern fairy tale shows a cityscape described in the
text of the fairy tale. It clear from the picture that the text belongs to the author,
and the details of modern life cannot told in folk tales.
With the help of images, attention, the ability to analyze and compare verbal
and visual information is developed. For example, based on Bloom's taxonomy,
the reinforcement of Oscar Wilde's fairy tale “The Happy Prince” considered.
According to this, students have steps such as knowledge, understanding,
practical application, analysis, synthesis and creativity.
Conclusion.
Thus, pictures to texts help to deep learning of the teaching
material. Due to this interactive method, first, a good methodical preparation
before the lesson is required from the teacher. In addition, students will have to
read and understand the text very carefully. In this case, depending on how
much students perceive the text, they master the learning according to the
intended level.
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