EIJP ISSN: 2751-000X
VOLUME04 ISSUE12
105
THE SIGNIFICANCE OF ARCHITECTURAL MONUMENTS IN INCREASING THE
EFFECTIVENESS OF HISTORY LESSONS
Botirova Nazokat Ruzimovna
Independent researcher of the National Institute of Pedagogical Education named after Kori Niyazi,
Uzbekistan
AB O U T ART I CL E
Key words:
Historical architectural
monuments, era, culture, construction,
architectural ensemble, illustrative material,
national pride, cultural heritage, madrasah,
mausoleum, historical knowledge, demonstration
method, excursion.
Received:
09.12.2024
Accepted
: 14.12.2024
Published
: 19.12.2024
Abstract:
This article is devoted to the issue of
using materials about architectural monuments to
enrich students' historical knowledge and develop
their sense of national pride. The article contains
brief information about the historical monuments
of the 18th-19th centuries available in Uzbekistan,
which are associated with a certain era and events,
the possibilities of using illustrative materials,
excursions for the intellectual and spiritual and
moral development of students are considered.
INTRODUCTION
Our country is undergoing radical reforms in all spheres of society. The changes taking
place in the social, economic, cultural, and educational spheres are inextricably linked to the study of
historical, national, and spiritual values. The formation of a sense of the Motherland among young
people is aimed at preparing a worthy generation as the foundation of a future prosperous state. In this
context, the study of architectural monuments as a means of fostering in young people a sense of pride
in their hometown, village, and neighborhood where they were born and raised is of great importance.
One of the important tasks of history teachers in this matter is to use architectural monuments (palaces,
madrasas, pavilions, ancient fortresses and other structures) in order to develop in students a sense of
the Motherland. The study of memorable events and historical figures associated with architectural
structures in the history course contributes to the spiritual and moral education of students, the
formation of their worldview, and the harmonious development of the individual. World-renowned
historical and architectural monuments in the East, particularly in Turkestan, have long attracted
people from all parts of the world with their beauty and unique art. The word about our holy cities of
Bukhara, Khiva, Kokand, Samarkand, Tashkent, which have become unique cities - architectural and
architectural museums, has spread to the whole world.
The formation of a sense of the Motherland in students during history lessons in the process of general
secondary education is a requirement of the time. The concept of teaching the subject "History of
Uzbekistan" emphasizes the importance of this subject in the development of students' worldview,
VOLUME04 ISSUE12
DOI:
https://doi.org/10.55640/eijp-04-12-22
Pages:105-107
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
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106
defines the methodological foundations and principles, the main content of the scientific discipline, its
priority directions.
History teachers in a number of cases, particularly in grades 8 to 9, provide students with individual
information about architectural monuments. For example, in the 8th grade, the textbook "History of
Uzbekistan" briefly covers the cultural life of the khanates of Central Asia in the 18th-19th centuries,
which is why the textbooks include drawings depicting madrasahs and khans' palaces. Unfortunately,
the information is limited to indicating the date of construction of the architectural monument. To
confirm the existing situation in practice in the study of monuments, we will provide a commentary
from the textbook. On the topic, the architectural monuments of the Kokand Khanate in the XVIII-XIX
centuries are mentioned only that they were known among the people as the Madrasah of Norbutabi,
the Dahmai Jahan ensemble, the Mausoleum of Modarihon. But when, by whom they were built, how
they look today - nothing is said about it. Naturally, such a small amount of information will not be of
interest to students and will not give them any definite idea of the monument. If the teacher provides
methodological assistance in the form of methodological recommendations, detailed information about
historical monuments and the organization of non-traditional lessons, the circle of students' historical
knowledge will significantly expand. They will begin to evaluate the information they have received
about the past of their Motherland in a new way, they will assimilate the historical roots of modern
development in their relationship with the present. Students' knowledge of the history and architecture
of the khanate period in Central Asia will help them understand the values of today's independent state.
History teaching is mainly conducted in a classroom-class format. The main content of the subject is
mastered by students during the lesson. And if the teacher uses visual aids in the process of revealing
the topic, then bright and concrete ideas about the past are formed in the students, their knowledge of
history is deepened, historical thinking is developed. If the visual material related to architectural
monuments is not used, then a panorama of the cultural life of a certain historical period will not be
created in the students' imagination.
Visual means with the image of ancient architectural objects have an effect on visual analyzers and,
consequently, expand the possibilities of perception and awareness of visual images. As a result, the
process of mastering complex historical events is facilitated, the understanding of historical processes
becomes correct and real.
The didactic value of using visual and verbal information about architectural monuments and verbal
information about architectural monuments in history lessons is as follows:
1.
Clear and effective presentation of concepts: visual information, in particular, pictures, models,
videos, visual representations of historical monuments, enriches students' real imagination and helps
them better understand the educational material.
2.
Developing imagination and analytical skills: Through the study of architectural monuments,
students gain an understanding of the culture, social life, and architectural styles of that time. This
develops the potential for historical analysis and reflection.
3.
Improving the effectiveness of visual and auditory learning: When visual and oral information
about architectural monuments is used together, the learning process through various learning
channels becomes effective. This ensures more student memorization.
4.
Identifying and connecting historical events: Since architectural monuments are connected to
specific historical periods, through their study, students become aware of the political, economic, and
cultural characteristics of that period.
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5.
Educational value: Through architectural monuments, students develop feelings of national
pride, respect for historical heritage, aesthetic taste, and respect for cultural values.
6.
The concretization of abstract knowledge: through architectural monuments, historical
information is explained from an abstract perspective based on real and living examples.
7.
The development of an aesthetic worldview: Architectural monuments have not only historical
significance, but their architectural style, design, and unique examples of art develop students' aesthetic
sense.
8.
Creating an interactive learning environment: In the process of studying architectural
monuments using visual aids, an interactive environment is created through dialogue, dialogue, and
question-and-answer sessions, which ensures an active learning process.
9.
Strengthening interdisciplinary connections: When studying architectural monuments,
knowledge related to disciplines such as architecture, art history, and cultural studies is also acquired.
10.
Remembering and Enhancing Interest: Through visual materials, students gain interest in the
past, and information is easier to remember.
This method plays an important role in increasing students' activity in teaching history, developing
their intellectual and creative activity.
CONCLUSION
In conclusion, it can be said that architectural monuments are an effective tool for teaching history. With
their help, students' interest in historical events increases, strengthens their theoretical knowledge, and
develops practical skills. At the same time, monuments are of invaluable importance in shaping
students' sense of national pride, aesthetic pleasure, and patriotism.
REFERENCES
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Berdimurodov. Mausoleum of A
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2.
Publishing House of People's Heritage named after A. Kodiri, 1993-80 p
3.
Mukhammadzhanov .A
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Ancient Bukhara
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: (Archaeological records and history) responsible editor
A. Askarov
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T: fan, 1991-52 b
4.
Safoeva. E. Use of local history materials in teaching the history of the peoples of Uzbekistan: For
teachers of general education schools.
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