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VOLUME:
Vol.06 Issue01 2025
10.37547/philological-crjps-06-01-05
Page: - 16-20
RESEARCH ARTICLE
Innovative Methods of Studying the Creativity of A.S.
Pushkin In Russian-Language Schools of Uzbekistan
Kosimova Shahzoda Adhamjon kizi
Master's Student of the Department Of Joint Educational Program of the Kokand State Pedagogical Institute Named After
Mukimi and the Yelabuga Institute of the Kazan Federal University, Uzbekistan
Received:
25 November 2024
Accepted:
27 December 2024
Published:
17 January 2025
INTRODUCTION
A.S. Pushkin is a Great Russian poet and writer, whose
work occupies a central place in the culture and literature
of Russia. His legacy has had a significant impact on the
development of Russian and world literature and is also an
integral part of the educational process [1]. In Uzbekistan,
where the Russian language and culture have deep
historical roots, the study of Pushkin's works plays an
important role in strengthening intercultural ties and
preserving literary heritage [2,3]. However, traditional
teaching methods often do not generate sufficient interest
among modern schoolchildren. In this regard, there is a
need to introduce innovative approaches that meet the
requirements of the digital age. The use of multimedia
resources, such as interactive presentations, audio-visual
materials and digital platforms, makes the learning process
more engaging and effective. Project and research methods
also contribute to the development of students' creative and
analytical abilities [4,5,6].
This article aims to analyse modern approaches to the study
of Pushkin's works, including the use of technologies and
new teaching methods, as well as to identify their role in
the formation of interest in Russian literature and culture
among schoolchildren in Uzbekistan.
Materials and methods
Innovative methods of studying the works of A.S. Pushkin
can significantly improve the quality of the educational
process. Here are some examples: Interactive presentations
can be actively used in literature lessons, which include not
only text materials but also images, audio and video
recordings. For example, students can watch fragments of
feature films based on Pushkin's works, such as "Eugene
Onegin" or "The Captain's Daughter" [7,8,9]. Listening to
audio recordings of poems performed by professional
actors helps students better understand the emotional
colouring of the works. The use of educational platforms
such as Google Classroom, Quizlet or Kahoot allows for
quizzes, tests and interactive tasks. For example, a teacher
can create an online quest where students must complete
tasks related to key events in the life and work of Pushkin
[10,11,12]. This not only deepens knowledge but also
ABSTRACT
This article explores innovative approaches to studying the works of the renowned Russian poet A.S. Pushkin in Russian-language
schools across Uzbekistan. Emphasis is placed on the integration of multimedia and digital technologies, which enhance
comprehension and foster student engagement. The study highlights the effectiveness of project-based learning, interactive
teaching strategies, and the utilization of audio-visual resources in deepening literary analysis. These methods contribute to a
more dynamic and immersive educational experience. The findings are particularly relev ant for educators, students, and
researchers interested in modern pedagogical techniques for teaching literature.
Keywords:
A.S. Pushkin, innovative methods, multimedia technologies, digital platforms, project-based learning, interactive lessons, Russian literature, culture,
Russian-language schools, Uzbekistan.
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develops skills in working with digital tools.
Project-based learning
One effective method is to create school projects. For
example, students can prepare research papers on topics
such as "Pushkin and His Time," "Pushkin's Influence on
World Literature," or "Female Images in Pushkin's
Works." The results of the projects can be presented in the
form of reports, videos, or poster presentations [13,14,15].
Interactive lessons
The use of role-playing and dramatization allows Pushkin's
works to come to life. Students can stage scenes from
"Little Tragedies" or "Boris Godunov." Such immersion in
the text promotes a better understanding of the context and
depth of the works.
Audiovisual resources
Watching documentaries about Pushkin's life and work,
such as "Pushkin: The Life of a Poet," helps students
immerse themselves in the historical era. Audio recordings
of Pushkin's letters, read by professional narrators, provide
a better understanding of the author's personality.
Interdisciplinary approaches
The study of Pushkin's work can be integrated with other
subjects. For example, in history lessons, you can discuss
the era in which Pushkin lived, and in fine art lessons, you
can look at paintings inspired by his works.
Example of a practical lesson
Topic: "Study of the images of heroes in the novel "Eugene
Onegin"
Objective: To develop students’ analytical skills through
analysis of the images of the main characters of the work.
Lesson progress:
1.
Introduction: A brief description of the plot of the
novel using a multimedia presentation.
2.
Main part: Students are divided into groups, each
of which analyses one of the characters (Onegin, Tatyana,
Lensky, Olga). For this, excerpts from the text, illustrations
and video materials are used.
3.
Conclusion: Each group presents the results of
their work in the form of an oral report or poster. The key
features of the characters and their development
throughout the plot are discussed.
The use of such methods makes the process of studying
Pushkin's works more interesting and memorable and also
promotes the development of creative and critical thinking
in students.
METHODOLOGY
The study aims to develop students’ ability to conduct in-
depth analysis and interpretation of Pushkin’s works, foster
aesthetic appreciation through reading and discussion, and
cultivate respect for Russian classical literature and its role
in world culture.
The contextual approach integrates historical and cultural
backgrounds into the study of Pushkin’s works,
highlighting the influence of social and cultural conditions
on his literary creations. By placing his works within their
historical context, students gain a deeper understanding of
the themes and artistic choices that define his writing.
The active reading method encourages students to engage
with Pushkin’s texts independently, followed by structured
discussions and critical analysis. This approach promotes
deeper comprehension, allowing students to interpret the
nuances of language, style, and meaning.
Interactive techniques, such as group discussions, debates,
and role-playing, enhance students' engagement with the
characters and ideas embedded in Pushkin’s works. The
use of multimedia technologies, including videos,
presentations, and audiobooks, further enriches the
learning experience by providing visual and auditory
support that brings literary texts to life.
A comparative approach allows students to analyze
Pushkin’s works alongside other Russian and global
literary classics. This method helps highlight the
universality of his themes, enabling students to recognize
connections between different literary traditions and
appreciate the broader significance of his contributions to
world literature.
By combining these methods, the study promotes a
dynamic and immersive learning experience that deepens
students' understanding of Pushkin’s works and their
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lasting impact.
Lesson planning:
−
Introduction to the biography and era of A.S.
Pushkin.
−
Analysis of key works such as "Eugene
Onegin", "The Captain's Daughter", "Ruslan and Lyudmila".
−
A detailed analysis of the literary genres in
which Pushkin worked.
−
Discussion of philosophical and social
themes raised in the works.
Evaluation of results:
−
Conducting tests, essays and creative tasks
based on the studied works.
−
Individual projects or presentations where
students explore Pushkin's influence on literature and
culture.
Integration with other subjects
The literary criticism approach can be linked to history,
cultural studies, and art history in order to create a more
complete understanding of the context of Pushkin’s work.
The method must be flexible and adaptable depending on
the level of the students and the characteristics of the
educational process in a particular school.
RESULTS
The study of the works of A.S. Pushkin in Russian-
language schools of Uzbekistan using innovative methods
allows us to achieve the following results:
1.
Deep understanding of Pushkin's works: Students
demonstrate improved text analysis skills and can see
connections between Pushkin's personal biography,
historical events and his works. Moreover, they can
understand the different literary genres and styles in which
Pushkin wrote, such as poetry, prose, and drama.
2.
Developing critical thinking: In the process of
active discussion of works and comparative analysis of
literature, students develop the ability to formulate their
own opinions and argue them, which contributes to the
development of critical thinking.
3.
Increasing interest in Russian classical literature:
The introduction of innovative teaching methods, such as
the use of multimedia materials, group projects and
debates, has contributed to the increase in students' interest
in studying Russian classical literature, especially
Pushkin's works. This has allowed students not only to
study his work but also to admire his contribution to world
culture.
4.
Aesthetic education: Classes aimed at perceiving
Pushkin's poetry and prose allowed students to develop a
sense of beauty and harmony. They learned to find
elements in Pushkin's works that reflect philosophical,
social and cultural aspects, which contributed to the
development of artistic taste and aesthetic perception.
5.
Deepening knowledge of cultural context: The
methodology, which includes a contextual approach,
helped schoolchildren better understand the historical and
cultural processes that took place in Russia in the 19th
century, as well as their influence on Pushkin's work. This
allowed students to see the significance of Pushkin not only
as a poet but also as a person who reflects the spirit of his
era.
6.
Development of communication skills: Active
forms of work, such as role-playing games, debates and
discussions, contributed to the improvement of students'
communication skills. They learned to express their
thoughts clearly and logically, as well as to listen and take
into account the opinions of others.
7.
Success in independent work: Thanks to methods
that stimulate independent reading and analysis of works,
students take the initiative in studying literature and also
develop self-education and scientific research skills.
Thus, the use of innovative methods in studying the works
of A.S. Pushkin contributes not only to a deeper
understanding of the works of the great poet but also to the
development of students as thinkers, creative individuals
and citizens capable of critically comprehending cultural
heritage.
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CONCLUSION
This work was devoted to the study of innovative methods
of studying the works of A.S. Pushkin in Russian-language
schools in Uzbekistan. The main goal of the study was to
study modern approaches to teaching literature that
contribute to an in-depth study of Pushkin's works, as well
as increasing students' interest in Russian literature and its
cultural heritage. The first chapter examines theoretical
aspects related to the life and work of A.S. Pushkin, which
is an integral part of the school curriculum. The features of
teaching literature in Russian-language schools of
Uzbekistan, where cultural and educational traditions
require maintaining a balance between classical content
and modern methods of presenting the material, are
analyzed. It was emphasized that the use of innovative
approaches can significantly increase the effectiveness of
the educational process. The methodological part (Chapter
2) defined the goals and objectives of the study, selected
methods that included both qualitative and quantitative
approaches and described the research base in detail. The
analysis covered the target audience, including students
and teachers of Russian-language schools in Uzbekistan,
which made it possible to identify current problems and
needs in teaching literature.
The third chapter forms the basis of the practical part of the
work, where specific innovative teaching methods are
described. Interactive approaches such as debates, creative
tasks and role-playing games promote the active
involvement of students in the learning process.
Multimedia and digital technologies, including the use of
educational platforms, audiovisual materials and virtual
excursions, provide opportunities for in-depth study of
Pushkin's works. Project-based learning and creative tasks
develop critical thinking, analysis and independent work
skills. Particular attention is paid to the integration of
cultural context, which allows students to better understand
the era in which Pushkin lived and worked and to realize
the significance of his legacy in modern culture.
The fourth chapter presented the results of the study and
their analysis. It was found that the use of innovative
methods leads to a significant increase in student’s interest
in studying literature, increasing their motivation and level
of involvement. Examples of successful practices, such as
conducting
project
lessons,
creating
multimedia
presentations and participating in group projects, showed
that such approaches contribute to the development of
creativity, communication skills and critical thinking in
students.
Overall, the results of the study confirm that the
introduction of innovative methods of studying the works
of A.S. Pushkin in Russian-language schools in Uzbekistan
has a positive impact on the educational process. These
approaches not only make learning more exciting but also
contribute to the development of universal competencies,
such as the ability to think analytically, communicate and
work in a team.
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CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES (ISSN: 2767-3758)
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