CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES (ISSN: 2767-3758)
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21
VOLUME:
Vol.06 Issue01 2025
10.37547/philological-crjps-06-01-06
Page: - 21-26
RESEARCH ARTICLE
Historical and cultural space of the city of kokand as a way of
forming communicative competence of students of the
middle levels of secondary education schools
Mamadjonova Shaxlo Shukurjonovna
Lecturer, Kokand University, Kokand, Uzbekistan
Received:
26 November 2024
Accepted:
28 December 2024
Published:
18 January 2025
INTRODUCTION
Modern education places high demands on the
development of students’ personal qualities, among which
communicative competence occupies an important place.
This concept includes the ability to effectively
communicate with others, correctly express one's thoughts,
understand others and build effective dialogues. In the
context of globalization, digitalization and increased
intercultural interaction, the ability to communicate is
becoming an integral part of successful human
socialization.
One of the important areas of development of
communicative competence is the use of cultural heritage
and historical space as a source of inspiration, knowledge
and practical examples for communication [1,2]. In this
regard, local historical and cultural sites can play an
important role, acting as a link between history, culture and
the modern world. The city of Kokand, located in the
Fergana Valley of Uzbekistan, has a rich cultural and
historical heritage. It was one of the centres of the Kokand
Khanate and is famous for its architectural monuments,
such as the Khudoyor Khan Palace, the Dakhma-i Shohan
Madrasah, as well as numerous mosques, which are
striking examples of oriental architecture. The unique
history, traditions and culture of the city are a valuable
educational resource that can be used to teach students.
Including elements of the historical and cultural space of
Kokand in the educational process allows not only to
improve the general level of knowledge of students but also
to create conditions for the development of their
communication skills. By studying the history and culture
of their region, students have the opportunity to discuss,
share
experiences,
ask
questions,
and
develop
communication skills in a variety of formats: from
interpersonal communication to public speaking [3,4,5]. In
addition, historical and cultural heritage helps to cultivate
in students a sense of respect for their past, national pride,
and patriotism. Knowledge of the traditions and values of
their people contributes to the development of intercultural
tolerance and openness, which is especially important in a
ABSTRACT
This article examines the historical and cultural space of the city of Kokand as a means of developing the communicative
competence of secondary school students. The role of cultural and historical sites of the city in the educational process is analyzed,
and their importance for developing students' communication skills, cognition and self-expression is emphasized. The use of the
rich historical heritage of Kokand in the educational environment allows for the formation of students' interest in their nat ive
land, the development of interpersonal skills and the broadening of their horizons.
Keywords:
Kokand, historical and cultural space, communicative competence, secondary school, educational process, cultural heritage, pedagogical technologies.
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multicultural society.
The purpose of this study is to explore the possibilities of
using the historical and cultural space of Kokand in
educational institutions as a means of developing the
communicative competence of secondary school students.
The objectives of the study are to identify effective
methods for integrating cultural objects into the
educational process, assess their impact on the
development of communicative skills and develop
practical recommendations for teachers. Thus, the study is
aimed at creating conditions for students not only to better
understand their culture and history but also to develop
communicative skills, which will be an important step
towards their personal and social growth.
Materials and methods
To achieve the objectives of the study, various approaches
and methods were used to study the possibilities of using
the historical and cultural space of the city of Kokand in
the educational process. This section presents the materials
that became the basis of the study and describes the
methods used to analyze and process the data.
Research materials
The following materials were used in the research:
−
Historical and cultural heritage of the city of
Kokand– architectural monuments, museums, archival
documents, as well as oral traditions and stories of local
residents. Particular attention was paid to such objects as the
Khudoyar Khan Palace, the Norbuta-biy Madrasah, the Juma
Mosque, as well as exhibits of the Kokand Khanate Museum
[6,7].
−
Educational programs and teaching aids–
current textbooks on history, literature and cultural studies for
secondary schools, as well as additional educational
materials, including information about the cultural heritage of
the region.
−
Methodological
recommendations–
developments by teachers aimed at using local historical
material in the educational process.
−
Questionnaire data and observations–
information collected during work with students and teachers,
including their opinions on the role of cultural heritage in the
educational process.
METHODOLOGY
To achieve the objectives of the study, the following
methods were used:
−
Document Analysis– the study of archival
and historical sources, museum materials and scientific
literature devoted to the history and culture of the city of
Kokand. This method made it possible to identify key aspects
of cultural heritage that can be used for educational purposes.
−
Observation
method–
systematic
observation of the educational process in secondary schools,
including lessons, excursions and extracurricular activities
that used elements of the historical and cultural space of
Kokand.
−
Questionnaires
and
interviews–
data
collection through surveys of students and teachers. The
survey allowed us to identify the level of interest of students
in the cultural heritage of the region, and interviews with
teachers helped to determine the most effective methods of
including these materials in the educational process [8,9].
−
Experimental method– conducting classes
and extracurricular activities using historical and cultural sites
of Kokand. Middle school students from several schools took
part in the experiment. The purpose of the experiment was to
assess the impact of using cultural heritage on the formation
of communicative competence.
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−
Comparative analysis method- comparison
of the results of students who participated in the experiment
with a control group studying without the use of materials
related to cultural heritage.
Research procedure
The study was conducted in several stages:
−
In the first stage, materials on the historical
and cultural sites of Kokand were collected and systematized,
as well as an analysis of educational programs.
−
In the second stage, methodological
approaches were developed, including lesson scenarios,
excursion routes and extracurricular activities.
−
In the third stage, an experiment was
conducted, during which students became acquainted with the
cultural heritage of the city through excursions, discussions,
projects and creative tasks [10,11,12].
−
At the final stage, the results were
summarized, processed and conclusions were formulated
about the influence of the use of the historical and cultural
space of Kokand on the development of students’
communicative competence.
Thus, an integrated approach to the selection of materials
and the use of methods made it possible to study the
process of forming communicative competence through
the use of the historical and cultural heritage of the city of
Kokand.
RESULTS
The study aimed at studying the influence of the historical
and cultural space of the city of Kokand on the formation
of communicative competence of middle school students
allowed us to obtain significant results that confirm the
effectiveness of the proposed approach.
1. The level of students' interest in historical and cultural
heritage
The survey revealed that most students are interested in
studying the history and culture of their native land. 78%
of respondents noted that visiting historical sites and
studying the traditions of the region make them want to
learn more about the past of their country. This result
confirmed that the use of local cultural context in teaching
helps to strengthen cognitive motivation [14,15].
2. Development of communication skills
The experiment, which included organizing excursions,
project assignments and discussions based on the study of
the cultural heritage of Kokand, showed that students
began to participate more actively in the educational
process and show initiative in communication. For
example:
−
The number of students who freely
expressed their thoughts during discussions increased by
35%.
−
42% of the experiment participants
improved their group work and interaction skills.
−
In the control group, where traditional
teaching methods did not include local cultural context, no
such improvements were observed.
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Table 1. Diagram showing the results of the experiment on the use of the cultural
heritage of Kokand in the educational process.
3. Assimilation of educational material
The results of testing students before and after the
experiment showed that the use of historical and cultural
material contributes to better memorization of educational
content. Students who worked on projects related to
cultural heritage demonstrated 20% higher results in tests
on history and literature.
4. Formation of an emotional connection with cultural
heritage
Excursions to places such as the Khudoyar Khan Palace,
the Juma Mosque, and the Kokand Khanate Museum
helped students become more conscious of their cultural
heritage. Sixty-eight per cent of participants said that after
visiting historical sites, they felt proud of their hometown
and interested in preserving it.
5. Creative activity of students
Using cultural objects as a basis for creative tasks (essays,
drawings, presentations) allowed students to reveal their
potential. The students’ work, completed as part of
research projects, demonstrated a high level of
involvement and a variety of approaches to presenting
information.
6. Evaluation of teachers
Teachers who took part in the experiment noted that the
use of historical and cultural heritage helps to increase
students' involvement in the learning process. 85% of
teachers said that the proposed methods stimulate students'
interest and make classes more lively and meaningful.
As a result of the study, it was established that the use of
the historical and cultural space of the city of Kokand as an
educational resource contributes to:
−
Improving the level of communication skills
of students.
−
To increase interest in the study of history
and culture.
−
Formation of an emotional connection with
cultural heritage.
−
Development of creative activities for
schoolchildren.
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Thus, the integration of cultural heritage into the
educational process has a positive impact on the
comprehensive development of students and their personal
growth.
CONCLUSION
The study showed that the historical and cultural space of
the city of Kokand is an effective tool for developing the
communicative competence of secondary school students.
The rich cultural heritage of the city, which includes
unique architectural monuments, traditions and historical
facts, is a valuable educational resource that can be
successfully integrated into the learning process.
Key findings of the study:
−
Development of communication skills:
Using the cultural heritage of Kokand for educational purposes
helps develop students' communication skills, such as the
ability to express their thoughts, work in a team, ask questions
and participate in discussions.
−
Increasing cognitive motivation: Inclusion
of local historical and cultural elements in the educational
process increases students' interest in studying the history and
culture of their region. Excursions, project assignments and
creative activities become an important incentive for
schoolchildren to study.
−
Forming an emotional connection with
heritage: Getting to know the historical sites and cultural
traditions of the city helps to instil in students a sense of pride
in their native land, respect for the past and responsibility for
its preservation.
−
Assimilation of educational material: The
use of practice-oriented teaching methods, such as excursions,
projects and creative tasks, improves the quality of knowledge
acquisition in subjects related to history and culture.
−
Development of creative abilities: Students
involved in cultural heritage projects demonstrate a high level
of creativity and ability to present their ideas in a variety of
ways.
The study also revealed that the effective use of cultural
heritage in the educational environment requires teachers
to know methods for integrating local historical and
cultural elements into the educational process. This
requires the development and implementation of
specialized methodological recommendations, as well as
the organization of professional training for teachers. The
practical significance of the study is that its results can be
used to develop new educational programs aimed at
developing
the
communicative
competence
of
schoolchildren through the use of historical and cultural
space. In addition, the experience of working with the
cultural heritage of Kokand can be adapted and applied in
other regions with a rich historical and cultural base.
In conclusion, it should be noted that the integration of
historical and cultural heritage into the educational process
not only enriches the educational material but also
contributes to the comprehensive development of students,
the formation of their civic position and readiness for
interaction in a multicultural environment. Further
research in this area can be aimed at studying other aspects
of the influence of cultural heritage on the educational
process and developing new approaches to its use in
school.
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