Volume 03 Issue 12-2023
349
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
349-354
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
This article reflects on the use of prepared proposals, the development of proposals and recommendations,
taking into account the features of the genre in the development of theoretical knowledge and practical
skills of folklore in the secondary special education system.
K
EYWORDS
Visual tools, illustration materials, audiova video materials, theoretical knowledge, practical skills, folklore,
samples of folk oral creativity, new pedagogical technologies, reading literacy, independent thinking.
I
NTRODUCTION
The methods of teaching fiction are chosen
depending on the purpose. Q. Yoldoshev in his
speech on "Leading principles of modern
philological education" points out the root of the
problems in teaching and comes to the following
conclusions: should be formed as a person who
can have a healthy attitude to any events and
situations that happen in the world with his own
point of view... for school literature, not the status
or popularity of the writer or the work, but the
student It is important that the level of serving to
bring about the noble moral quality that should
be formed in the future" . It is true that fiction
serves to enrich the psyche and spiritual world of
the student, but there is a need to teach tools that
serve this purpose, including literary-scientific
concepts and terms. It is necessary to analytically
study what methods and approaches are used to
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Research Article
ANALYSIS OF THE CURRENT STATE OF THE USE OF
THEORETICAL INFORMATION IN LITERARY EDUCATION
Submission Date:
December 18,
Accepted Date:
December 23, 2023,
Published Date:
December 28, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-12-58
Oromova Nafosat Juraevna
Lecturer At The Economics And Pedagogical University, Uzbekistan
Volume 03 Issue 12-2023
350
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
349-354
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
create theoretical knowledge in literature classes
today.
Studying the theory of literature in education is a
traditional problem for the methodology of
teaching literature. A. to the development of
approaches to this issue. Fitrat, A. Saadi, G'.
Karimov, N. Various aspects of this multifaceted
problem have been highlighted by Uzbek
scientists such as Mallaev. In particular, the
structure of the studied concepts is defined, the
stages of their formation are shown, the optimal
methods and methods of their study are
developed, and interesting experiments on the
systematization of the main concepts of literary
theory are offered. In particular, M. Koshjanov, O.
Sharafiddinov, U. Normatov, N. Karimov, I.
Gafurov, A. Among the representatives of the
older generation, such as Rasulov, Q. Yoldoshev,
D. Kuronov, S. Meli, Sh. Rizaev, R. Kochkarov, A.
Ulugov, I. Yakubov, U. Dzhorakulov, N. Jabbarov,
R. Thank you, U. The ideas about literature put
forward by scholars like Hamdam were based on
modern literary theory. Significant work has been
done on the synthesis of the aesthetics of oral
creativity, a detailed system of theoretical and
historical poetics concepts, and a new perception
of the literary process of the 21st century.
However, the task of fully developing a literary-
aesthetic category and a system of theoretical
concepts in connection with the literature course
has not yet been fully resolved. Undoubtedly,
determining ways to improve the content of
modern literary education, an important
methodological problem - to continue developing
new approaches to the ways of studying literary
theory, for this, the process of studying literature,
on the one hand, reflects their internal
interdependence; on the other hand, it is
important that the use of aesthetic categories and
concepts implies solid mastering and conscious
application of theoretical knowledge in life.
S. Qambarova: "To this day, the issue of the
volume, system and sequence of literary and
theoretical concepts studied at school remains
controversial. Although there is a place for
theoretical information in the structure of current
educational programs and textbooks, the basic
categories of modern aesthetics and literary
theory - the concepts of author, work, and reader
- are neglected. "From the 5th grade, it is
necessary to provide direction to determine the
ways of expressing the author's point of view, to
form a set of concepts related to the study of the
artistic work, such as world image, composition
and artistic speech," he says.
In this regard, as professor Q. Yoldoshev rightly
noted, "Now the knowledge given on the theory of
literature is not a tool for testing and tormenting
students' thinking, but rather as information that
helps to read and analyze an artistic work."
As a result of a lack of deep understanding of the
author's point of view, the position of the
protagonist or the narrator, whose positive
qualities are exaggerated, is understood
(especially when studying non-narrative works).
Formed theoretical concepts are not connected in
a certain system in the minds of students. For
example, categories and concepts such as style,
genre, composition, direction, author's point of
Volume 03 Issue 12-2023
351
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
349-354
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
view, pathos are mastered separately from each
other. The level of distinguishing the individual
characteristics of these concepts is low, and even
high school students do not have a clear idea of
the relationship between them.
S. Qambarov said that one of the main reasons
why students do not get enough knowledge about
the theory of literature is the lack of a system of
forming concepts that must be mastered in order
to fully understand the work. Despite the fact that
the programs in which the concepts of literary
theory are included work, most of the teachers
have not formed a systematic approach to the
study of concepts and categories. In addition, it is
no secret that the issue of evaluation of literary
theory work is neglected by teachers. After all, it
is clear from our experience that they consider it
important to memorize the definition of a certain
concept, to retell the plot of a work of art, to be
able to show some qualities of the characters. This
conclusion is confirmed by the results of the
preliminary survey with literature teachers.
Therefore, there is a need to choose the methods
of presenting the theoretical material and the
successful formulas of the definition of a certain
concept.
The latest "Literature" textbook contains the
following Nazari information:
WE WILL LEARN THE BASICS OF ARTISTIC
ANALYSIS:
ANALOGY
In order for the work of art to affect the reader,
for the reader to better imagine the events and
characters, the authors use various artistic image
tools. One such tool is called analogy. In a simile,
one person, thing or situation is compared to
another. A particular feature of the person, thing
or situation being described by simile is
emphasized. In most cases, similes are expressed
by the suffixes "-dek", "-day" or the words "like",
"like". That night was as black as a raven's wing.
There is neither a twinkling star, nor a twinkling
spark. Erkin Vahidov, from the epic "Nido" In this
example, the poet compares the night to the black
wing of a raven - a bird belonging to the family of
crows, drawing the reader's attention to the
darkness of the night. He threw the exposed part
of the wire over the strawberry bushes. The wire
coiled like a snake and fell on the bush. O'tkir
Hashimov, from the story "The Last Victim of the
War" In this example, the author makes the image
of the wire look like a snake in order to vividly and
effectively express it. Find examples of similes in
the story "Goodness". What characteristic of the
described person, thing or situation did the writer
emphasize in these similes? Fill in the table in
your notebook.
Or:
Folk art
Samples of folklore - folk tales, songs, proverbs,
riddles first appeared in oral form and passed
down from generation to generation until today.
They are called "people's oral works" because
they were created not by a single poet or writer,
but by the people. Instead of the term "folk oral
creativity", the word "folk" (English "folk" -
"people", "lore" - "wisdom") can be used.
Volume 03 Issue 12-2023
352
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
349-354
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Folk songs are one of the oldest forms of folk art.
Some songs were performed by adults in a circle
of adults, some were sung for children (for
example, "Alla"), and some were sung by children.
For example: I sprinkled wheat on the shelf.
Mashrabboy doesn't leave the house, Am I
sleeping, am I sleeping? only theoretical
information is provided. Theoretical concepts of
most genres are removed.
Q. Husanboyeva emphasizes that the issue of
working with keywords is mainly useful in
landscape lyrics. "The subject is studied in
connection with the surrounding world," says the
scientist. - Pupils observe natural phenomena
together, try to artistically express what they see,
etc. From the used words and phrases, the
important ones for the topic are separated. Such
independent research expands the student's
worldview, discovers the artistry and accuracy of
the landscape image. The acquisition of the text is
carried out in an emotional, conscious way.
In the example of learning dramatic works, we
were convinced that the teachers' attention to
works by type and genre categories is not enough.
To the model of studying the work according to its
genre: getting to know the writer's aesthetic
views; refer to the history and theory of genres;
attract excerpts from literary and critical works;
types of work include clarifying the methods of
expressing the author's point of view, comparing
works based on genre. In this regard, Q. As
Yoldoshev noted, "First of all, reading a dramatic
work is fundamentally different from other types
of works and requires certain theoretical
preparation. Because not everyone has this kind
of training, dramatic works are not widely read.
After all, even if the text of a play is read, it is not
easy to understand it and understand its artistic
meaning. After all, the author does not take part
in the drama, his position is not visible at all, the
axiological evaluation of the conflicts and the
behavior of the characters during the
development of the plot of the work, as well as the
aesthetic impact of the work, depends on the
reader's life experience, intellectual level, and
spiritual level.
Qambarova said, "The educational analysis of a
work of art differs from the analysis of literary
studies. If in the scientific analysis the literary
critic relies on the science data, in the educational
analysis the teacher takes into account the age
characteristics and knowledge level of the
students based on the DTS and program
requirements. But the construction of the plot,
compositional
structure,
ideological-artistic
features, system of images, language of the work
remains an important condition of the
educational analysis, and it is, first of all, the
cooperation of the teacher and the student to
reveal the ideological direction of the work, the
theme, the character of the characters, mastering
visual means together with the content. is the
work of
According to S. Matchanov, "In the process of
reading a literary text, it can be in the form of a
teacher's explanation, in the form of a detailed
examination of the work, in the form of describing
the characters or identifying the means of visual
expression... Deep meaning is the first and main
condition of literary analysis. Analysis always
Volume 03 Issue 12-2023
353
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
349-354
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
focuses on a certain goal, determines its form and
content. Therefore, to get into the essence of the
work, theoretical knowledge related to its form is
also necessary.
"Different from lyrical and dramatic works,"
writes Professor M. Mirgosimova, the space of life
events covered in works belonging to the epic
type is wider, in which the description or
interpretation of events and heroes in prose is the
leading; Conflicts, images of situations express
meanings appropriate to the scale of the genre;
The students must have a complete idea of the
content understood from the characters' images,
connected with their actions, struggles, feelings
and interests, and create the idea of the work as a
whole. It is the most important aspect in teaching
literature that the students can distinguish the
genre features of the work. This can be called a
step towards understanding literature.
The artistic text is a kind of map, which reflects
the image of the world expressed through words.
Images (artistic details) and writer's personality
(author's personality) play an important role in it.
A certain concept is embodied in a set of ideas
about a thing or phenomenon called by a certain
word. "In the linguistic landscape of the world,
basic words, in other words, words and concepts
representing important elements of national
culture, occupy a special place." In fact, the text
and non-text concepts lead to the understanding
of the essence of the work.
In order to understand poetic works, it is
necessary to acquire theoretical knowledge about
it. This aspect is also taken into account in the new
"Literature" textbook:
PROJECT Work in groups.
Choose one of Alisher Navoi's Rubaiyat. Draw a
picture or make up a story to help you understand
the main idea of this verse.
WE LEARN ABOUT RHYME AND RHYME
In poetic works, verses usually end with rhyming
words. This ensures the melodiousness and
musicality of the poem. Verses in poems can
rhyme in different order. Rhyming words in
poetry are denoted by the same letter. For
example: Besh asrkim, a lion in chains shakes the
poetic palace. Alisher took the place where
Timur's blade did not reach with a pen. (Abdulla
Oripov) In this poem, the first line rhymes with
the third line (palace - place), the second line
rhymes with the fourth line (lion - Alisher). So, we
can express the rhyme order of the poem in the
form of a-b-a-b.
In the poetic works of our classic literature, the
same word is usually repeated after the rhyme at
the end of verses or stanzas. This word repeated
after the rhyme is called radif. For example:
Always be happy with your heart, whoever you
are, be free. (Alisher Navoi) In this verse, the word
"be" is used as a radif. When creating the rhyming
order of poetic works, it is necessary to pay
attention to rhymes, not radif. Create the order of
reading the verses given in the textbook. In what
order can the rubai be recited?
R
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Volume 03 Issue 12-2023
354
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
349-354
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
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