Volume 03 Issue 01-2023
86
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
01
Pages:
86-92
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
It will be possible to develop effective options for the content of the process of formation of interest in samples in
the development of reading culture among students and development of reading culture among students.
KEYWORDS
Interest, Scientific and technical models, Game models, Simulation models, Modern information technology,
Assessment technology.
INTRODUCTION
Reading is important in a student's life. With the help
of reading, interest in fiction is created. Art works of
students remain imprinted in the mind of a person for
a long time and ensure his spiritual and intellectual
development. Examples of fiction help students to
form norms of behavior. Examples of fiction serve as
an important pedagogical tool in the formation of a
highly moral and spiritual person. Examples of fiction
help students to form a high ideal and understand the
world around them. At the beginning of the lessons,
students get acquainted with examples of fiction.
These examples enrich their spiritual world and guide
them towards acquiring values.
THE MAIN RESULTS AND FINDINGS
Examples of fiction allow a person to know the world,
self-awareness, and master the spiritual wealth of
humanity. It helps to form common sense, worldview
and spiritual belief in students. Every writer strives to
create works of art aimed at developing the reader's
spiritual and cultural outlook. In these works, a person
can see himself and the people around him.
Research Article
THE CONTENT OF THE PROCESS OF FORMING INTEREST IN ARTISTIC
SAMPLES IN STUDENTS
Submission Date:
January 20, 2023,
Accepted Date:
January 25, 2023,
Published Date:
January 30, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue01-15
Kamola B. Umarkulova
Researcher, Tashkent State Pedagogical University Tashkent, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 01-2023
87
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
01
Pages:
86-92
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Information technology quickly satisfies students'
need for information, expands their knowledge. The
widespread
use
of
information
technologies
somewhat prevents students from mastering
examples of fiction by reading. That is why there is so
much talk about reading today.
The great importance of fiction literature in ensuring
the spiritual, intellectual, and aesthetic development
of students is a phenomenon that does not require any
proof. Samples of literary literature develop students'
literacy, general cultural level, emotions, creative
abilities, spiritual and moral outlook. Therefore,
examples of fiction serve as an important didactic tool
for socializing students. In addition, examples of fiction
help students to know the world.
Printed works in the form of books are of inestimable
importance in influencing the human mind. Printed
works are hard to master and remain imprinted in the
mind of a person for life. Information provided in the
form of text is the main tool for students' independent
learning and educational process. The model of
individual cultural development is formed in students
with the help of literary examples.
It is known that audio-visual information is as easily
absorbed as possible and has certain conveniences.
However, they are not complete, but have the form of
a fragment, and do not acquire consistency and
structure. In addition, there is another important
reason for the decline of interest in artistic works
among students. Today, students spend most of their
time on social media. Their communication is often
monotonous and consists of only one word or
sentence. That is why they do not fully understand the
content expressed in the texts of artistic works.
The teachers also repeatedly emphasize a very sad
situation. Most students do not have the ability to
correctly analyze and summarize the ideas of the
works they read.
Due to the lack of development of students' interest in
the samples of fiction, they do not have the ability to
concentrate their thoughts, understand and observe
the main idea in the work. They do not acquire the
ability to do intellectual work. Reading is primarily
mental work and makes students active and
independent thinkers.
Examples of fiction literature play an important role in
the development of students not only in all-round
development, but also as individuals searching for their
own independent way of life. The role of the teacher in
arousing students' interest in the examples of fiction is
incomparable. The teacher plays a special role in
forming students' awareness and knowledge of the
world. Studying classes in this field have a wide range
of possibilities.
Samples
of
fiction
emdiv
certain
cultural
components. On this basis, it creates conditions for
students to communicate with cultural resources.
Systematic mastering of universal and national-
spiritual wealth is carried out in classes. Students are
often not able to explain their thoughts well enough.
Some students believe that spiritual and moral
concepts are already familiar to them and that it is not
important to master them. They seem to have already
understood all the concepts. Their comments seem to
repeat each other. Students do not pay enough
attention to acquiring the experience of approaching
the characters of a work of art from the point of view
of national culture, mentality, for them all the
characters in the works seem to be similar or repeat
each other.
The re-systematization of educational materials in
textbooks, their selection from the point of view of
Volume 03 Issue 01-2023
88
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
01
Pages:
86-92
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
cultural studies is of particular importance, attention is
paid to the fact that all excerpts from works of art
contribute to the cultural-intellectual development of
students.
The presentation of the approach based on cultural
studies in the content of the textbooks has a two-fold
character: to direct the interests of students to the
acquisition of new knowledge, and at the same time to
support the expression of a different point of view on
the environment. That is why works of art occupy a
special place in the life, mind, and heart of students.
Students systematically familiarize themselves with
examples of works of art that tell the story of not only
the Uzbek people, but also the lives of other peoples.
The dialogue that serves to form a cultural worldview
occupies an important place in the examples of artistic
works presented to students. That's why the main
form of activity in the lessons is the teacher's
presentation of his thoughts about a particular work of
art. In this case, the main form of work consists of the
teacher and students working on the text of the artistic
work, their interaction, and this method of work is
aimed at understanding the text of the bad work.
This activity begins with each student giving an
independent opinion about the work. In this process,
students form their own questions, think about what is
interesting or unusual in the book. Different views and
opinions that arise among students encourage them to
debate. Thoughts thrown into the middle appear as a
form of searching for answers to the questions that
have arisen. As a result, students will be able to deepen
the activity focused on text analysis in cooperation
with the teacher.
In the process of analyzing the problem, new questions
arise. Working together on a book creates endless new
possibilities for students. The teacher organizes a
dialogue between students in reading lessons. In this
process, students understand the work of art,
understand the essence of points of view, identify the
questions, thoughts, existing images, and problems.
The teacher introduces the issues to be discussed in
the lesson. In this place, the teacher becomes one of
the participants in the dialogue process. It provides
readers with information about the genre of the work,
the reality expressed in the historical culture of the
people, and its expression of a certain point of view
within the text. The teacher also participates in the
process of working on the book. In the process of
dialogue with students, he describes the works of art
he has read and his opinions about them.
It is intended to help students find solutions that are
completely unfamiliar to them in the process of
entering into a dialogue with the characters of the
work. As a result of this approach, each student who is
a participant in the dialogue will be able to discover
new aspects of the work of fiction for himself, and his
interest in the examples of fiction will increase. As a
result of such an organized work process, students
learn to listen to each other, think over the teacher's
thoughts, deepen their thoughts during the dialogue
process. This approach increases the importance of the
work of each student in the student div. Students
learn to cooperate and understand the importance of
cooperation. At the same time, they feel the important
aspects of their interlocutors for understanding the
work of art. They realize that their interlocutors' points
of view, thoughts, views, help them to understand the
work of art. This is extremely necessary in the
formation of students' interest in examples of fiction.
In the process of such a dialogue, students not only
exchange opinions about the artistic works they read,
but also present their existing experiences and
knowledge to each other. In this way, there is an
opportunity to form a high-level reader.
Volume 03 Issue 01-2023
89
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
01
Pages:
86-92
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In the lessons, students are provided with moral,
ideological, aesthetic and moral-aesthetic knowledge
with the help of works of art.
To date, students are not sufficiently enjoying the
achievements made in the field of literature. They are
not sufficiently interested in reading works of art
consciously. First of all, it is necessary to form the
experience of reading and understanding works of art
in students. It is only as a result of students' ability to
analyze works of art that they can develop interest in
them. Only when they fully understand the works of art
do they feel its content, time and space aspects.
In order to arouse students' interest in examples of
works of art, first of all, it is necessary to draw their
attention to the subject of the lesson and the teacher's
thoughts about a particular work. Only then will
students have an idea about a specific work and
become interested in examples of fiction. The teacher
should try to form students' opinions about a certain
work, to clearly distinguish the aspects that enrich his
worldview. In order to create interest in the examples
of fiction in students, starting from the early stages of
the student process, they should not be completely
occupied with downloads.
As soon as the students are seated, the teacher should
start talking about the work of art being studied. In this
way, the teacher brings the students to a didactic
situation that is interesting for them and addresses
them with questions and assignments. It is an
unexpected situation for students and it increases their
interest. These questions and tasks can be as follows:
-
corresponding
to
the
student's
age
characteristics;
-
unexpected within the content;
-
interesting in essence;
-
personal experience of students, based on
historical-artistic, general cultural knowledge;
-
attracting students' attention to the subject of
the lesson;
-
help to develop students' artistic taste.
There is no room for reproductive questions here. One
of the important tasks of the teacher is to address
students with questions that encourage them to think
and express their opinion. Educators are focusing on
finding ways to get students thinking about and
interested in artwork. We will consider below the
questions that draw the attention of students to a
particular work at the initial stage of the lesson.
Getting students interested in art requires a unique
pedagogical approach. Students think about the world
view, specific actions, thoughts of the hero of a
particular work and feel as if they lived together with
him for a certain period of time. In another case,
students have a desire to enter into a dialogue with the
heroes of the work.
The teacher draws students' attention to the
development of the events of the work in order to
form an interest in the examples of fiction.
CONCLUSION
In reading lessons, the teacher organizes game
situations to work with students. Such play situations
are also beneficial for students because they help them
to understand the work of art more quickly. Games are
the most effective means of stimulating students'
interest in literary works. Reading lessons have
opportunities to use games at the beginning and end
of the lesson.
With the help of games, students develop the ability to
understand the work of art and understand the
emotions of the characters. Such games can be
Volume 03 Issue 01-2023
90
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
I
SSUE
01
Pages:
86-92
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
organized during lessons as well as extracurricular
educational processes. Students will have the
opportunity to understand and interpret the artistic
text during the games. Many artistic games are
connected with circle activities. In addition, games
should become a component of reading lessons. We
give some examples below.
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1121105677
Publisher:
Oscar Publishing Services
Servi
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92
International Journal of Pedagogics
(ISSN
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2771-2281)
VOLUME
03
I
SSUE
01
Pages:
86-92
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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