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PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR LINGUO-
AESTHETIC ANALYSIS OF LITERARY TEXTS IN PRIMARY GRADES
Saidova Zakiraxon Tolibovna
BukhDPI II stage basic doctoral student.
https://doi.org/10.5281/zenodo.15123107
Abstract:
This article scientifically analyzes the psychological and
pedagogical conditions for linguo-aesthetic analysis of literary texts in primary
grades.
Keywords:
system, creation, speech, formation, perception, mechanism,
nature of speech, junior schoolchildren, laws of formation, reveal, psychologists,
research, justification, etc.
In the system of teaching appropriate speech, the subject of study and
mastery is speech activity and the text as its product. Consequently, the creation
of such a system should be based on the research of psychologists who reveal
the mechanisms of speech formation and perception, the nature of speech, the
laws of its formation in younger schoolchildren.
The formation of the type of student is, of course, influenced by such
generally recognized factors as social affiliation and level of education. Along
with them, the achieved level of general development, the attitude of the
individual to the learning process are also important. It is also important to take
into account the individual characteristics of mental activity (development of
thinking, imagination, memory; emotionality of the individual, etc.)[1].
The need to analyze a poetic text in the unity of form and content in
primary education is recognized by all authors. At the same time, some
understand the form as the language of a work of art, while others consider this
phenomenon to be more complex.
Perception of the form of a work only as speech, without taking into
account the specific features of literature as a type of art, leads to the merging of
art with reality, to the study of the subject of literature instead of its content. At
the same time, the reader is enriched with knowledge about another life
situation, but the main goal of turning to fiction - the spiritual study of the world
- is not realized.
L.I. Timofeev, P.V. Palievsky, I.F. Volkov It is desirable that in the artistic
form both language and characters, plot, composition, landscape, etc. This, in
turn, they argue, "allows us to see the deep dynamics of a literary work, beneath
its superficial statics, in its material objectivity”[2].
The concept of meaningful form is connected with the concept of artistic
integrity ¬. The moment of its formation is each element of a work of art, and the
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unifying and directing force ¬is the artistic idea expressed in the very concrete
material of the work, in the attitude to life that the work instills in the reader. ¬
Reducing the idea to a logical formulation degrades the meaning of the
work. The reader must experience this. At the same time, the understanding that
each of the two ways of mastering a work of art - its direct perception and
knowledge in concepts - has its own meaning and significance.
In primary education, verbal descriptions of pictures in native language and
reading lessons often act not as a means of restoring the image and perception
of the work, but as an aid in retelling. Drawing up a plan does not help to
understand the composition, but has independent significance. The retelling that
dominates the lessons demonstrates not the perception of the text, but its
reconstruction. At the same time, the process of perception itself is not
interpreted as creativity, and the entire system of work is focused on the
perception of the factual side of the work, without taking into account its artistic
qualities.
The increased attention to the problem of the artistic development of
students that has arisen in the methods of primary education in recent years ¬
testifies to positive changes in this direction. At the same time, changes in the
content of the native language and reading lesson are determined not by the
types of work, but by the specific features of the perception process ¬.
Of particular importance is the organization of primary school students'
primary perception of the text. At the same time, on the one hand, it is a means
of entering into what is read, and on the other hand, it also reflects the
important role of expressive reading, which is the result of the perception of the
text. Preparation for expressive reading should become one of the methods of
analyzing a literary text in primary school.
Children of primary school age are especially "sensitive" to the
requirements of mental education. ¬ Psychologists attribute the ability to work
with abstract concepts to its basic psychological new formation, and also note
the restructuring of the personality and an increase in the level of development
of a number of basic ¬cognitive processes (perception, attention, memory, etc.),
personal ¬characteristics (will ¬, character, etc.) in younger schoolchildren. All
this allows us to create a ¬psychological basis for pedagogical guidance in the
processes of teaching and educating children 7-10 years old when creating and
testing a methodology for linguo-aesthetic analysis of a literary text in primary
grades. Based on the study of the psychological characteristics of ¬perception of
a work of art by younger schoolchildren, ¬we develop appropriate pedagogical
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recommendations, the use of ¬normal and comprehensive development of the
child's personality through fiction, the use of analysis in the educational process,
¬creates the most favorable conditions for using all the opportunities of a
certain age.
Teaching appropriate speech is aimed at forming a set of speech skills in the
student. The theoretical basis of this process is research on the formation of
mental actions (P.Ya. Galperin, N.F. Talizina, D.B. Elkonin, etc.)[3].
The trends identified by scientists in schoolchildren who have mastered the
grammatical and syntactic structure of the language make it possible to teach
coherent speech based on the characteristics of children's competence, and also
ensure the development of students' speech.
Different levels of units carry an aesthetic load. All levels of poetic speech
are closely interconnected, since each of them is aimed at the content of the
work and directly or indirectly participates in its formation and expression.
From an early age, a child is born with the ability to perceive the literary
word in a triad: as a concept, as a sound, as an image.
Therefore, working with a poetic text in a children's audience should be
aimed at establishing unity between the rational-logical and emotional
perception of literature, as one of the effective factors in the formation of the
emotional sphere of human consciousness.
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