International Journal of Pedagogics
50
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
50-53
10.37547/ijp/Volume05Issue04-15
Methods of Teaching Adil Yakubov's Work in The Process of
Literary Education
Komiljonov Jahongir
Kimyo international university in Tashkent, independent researcher at Namangan state university, Uzbekistan
Received:
13 February 2025;
Accepted:
15 March 2025;
Published:
10 April 2025
Abstract:
This article analyzes effective methods and means of teaching the artistic heritage of one of the great
figures of Uzbek literature - Odil Yakubov - in the process of literary education. By analyzing the national spirit,
humanistic ideas and socio-moral issues in his works, ways of forming artistic thinking in students and providing
spiritual education are revealed. The advantages of using modern technologies such as interactive methods,
cluster, insert, role-playing games in the lesson process are also highlighted.
Keywords:
Odil Yakubov, literary education, artistic analysis, interactive methods, spiritual education, work
analysis, teaching methodology, literary hero, national spirit, social problem.
Introduction:
Educating young people in the spirit of
love for the Motherland, loyalty to our rich history, to
the great spiritual wealth created by our ancestors;
educating patriotic, nationalistic, selfless young people
who live and work in the interests of the people and the
country has risen to the level of state policy. Improving
the spirituality of students through the use of effective
teaching methods in the process of literary education is
also one of the urgent issues. The deep rooting of high
human feelings in the hearts of young students has an
impact on the spiritual life of society, and the
transformation of spirituality into a powerful force is
accelerated.
METHOD
Professor Q.Yuldoshev in his manual “Scientific and
Theoretical Foundations of Literature Teaching” says:
“…literature textbooks always provide information on
the biographies of writers. This information is often
repeated in several grades and does not differ
significantly from each other. In higher grades, a much
larger place is devoted to biography, and the life and
creative path of the writer is discussed in more detail.
Until now, the main focus of such information in
textbooks was not on revealing the individual image of
the writer, his uniqueness as a person, his soul as a
creator, but rather on not showing these very aspects.
That is why our students could distinguish writers only
by their names and the works they wrote. The life paths
of such writers as Uygun, Gafur Gulom, Oybek, and
Abdulla Qahhor were interpreted in very similar ways”
[5.63] ,
–
he wrote, drawing our attention to the main
flaw in teaching the life and work of a particular writer.
As the scientist emphasized, in explaining to the reader
the unique creative image, style, and unique features
of the artistic world of each word artist, it is necessary
to use the analysis of their works, which Professor B.
Tokhliyev drew attention to in his textbook
“Methodology of Teaching Literature” [7.163] .
This article studies the specific features of the
biography, creativity and personality of Odil Yakubov
on the basis of scientific and theoretical analysis. In
studying the writer's life, creative activity and place in
society, methods such as biographical analysis,
analytical-comparative and contextual approaches
were used. In particular, his life path, stages of creative
formation and personal experiences were studied
through biographical analysis. Using the analytical-
comparative method, Odil Yakubov's work was
compared with other Uzbek writers, and common and
different aspects were identified. The contextual
approach made it possible to analyze the writer's life
and works in connection with the socio-political and
cultural conditions of a particular period. Also, through
pedagogical analysis, the possibilities of using the
writer's personality as a model image in the
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International Journal of Pedagogics (ISSN: 2771-2281)
educational process were considered. As a result of the
analysis, it was substantiated that Odil Yakubov's
personal qualities and creative heritage are of great
importance in shaping the personality of the student,
not only in literary terms, but also in spiritual,
educational and educational terms.
RESULTS AND DISCUSSIONS
The study of examples of Odil Yakubov's work at
various stages of the national education system was
mainly established in the years after independence.
Teaching the works of this great creator, who sought to
introduce the Uzbek people to their identity, bring
them closer to it with a beautiful and touching
expression of delicate feelings, high spiritual qualities,
to the youth of the nation is an extremely important
pedagogical task. Because Odil Yakubov's works reflect
the spirit of the nation, are impressive and deeply
rooted in the hearts, and are capable of forming the
highest noble spiritual and moral qualities in students
of different ages. That is why the "Literature"
curriculum, which was created for all stages of
compulsory education after independence, provides
for the teaching of the writer's works.
Odil Yakubov's works have the potential to have an
educational impact on young people, from young
students to teenagers and adolescents studying in high
schools, as well as adults studying in lyceums and
vocational schools, and to form noble moral qualities in
them. It is only necessary to select from the works of
the writer those that correspond to the age and
psychophysiological characteristics of students at each
stage and to be able to teach them in the most
appropriate ways to the intellectual and spiritual
capabilities of students at a particular stage.
The current “Literature” program of general secondary
schools provides for the study of Odil Yakubov’s work
in grades 6 and 9. As is known, at this stage of literary
education, although literature is taught as a separate
independent subject, the priority is not to view literary
phenomena as a systematic course, but as a literary
reading style. The goal of teaching “Literature” is not to
instill in students concepts specific to literary studies,
but to form them as avid readers and noble spiritual
individuals who read good works of art.
It is noteworthy that today, students are introduced to
examples of the great writer's work starting from the
6th grade. According to the current "Literature"
curriculum, in the 6th grade of secondary schools, it is
planned to study Odil Yakubov's story "Goodness" for
two hours. In order to achieve effectiveness in teaching
this story, which awakens the writer's desire for self-
realization in the national psyche of our people, special
attention should be paid to which column of the
textbook this work is located. After all, in grades 5, 6
and 7, the materials in the "Literature" textbooks are
placed on the basis of certain columns. Only when
these materials are taught, taking into account the
columns in which they are presented, can the expected
didactic effect be achieved. Because the literary
materials intended to be studied in the "Literature"
program of these classes are selected and placed in
accordance with certain moral qualities that are
intended to be formed in students. Consequently, the
same aspect must be reflected in the program
interpretation of the work.
The story "Goodness" is included in the 6th grade
curriculum, Season 1, "Every Day is a Lesson." The story
"Goodness" that we are reading tells about the life of
our people during the Second World War.
In the 1940s, many countries of the world, including
Uzbekistan, were engulfed in a major war. Although
there were no direct hostilities on the territory of
Uzbekistan, many men and young men took up arms
and went to war. In cities and villages, mainly women,
children and the elderly remained. Instead of the men
who went to war, they eagerly awaited letters from
their families and relatives, indicating their well-being .
[6.62] Therefore, textbook authors should follow this
programmatic interpretation when presenting the text
of the work and giving questions and assignments on its
analysis, and literature teachers should follow this
programmatic interpretation when passing this story.
[4.58], one of the earliest works by Odil Yakubov .
However, the program does not indicate how to
interpret this work, but the textbook provides
questions and assignments on the analysis of the work.
Through this work, which reflects the mental state of a
child of primary school age, it would have been
important to direct students to think about the socio-
psychological situation of the first half of the last
century, the losses of war, people going to war and life
behind the front. At the same time, there was an
opportunity to search for commonality between the
images of the uncle, daughter-in-law, nephew and
grandmother in the story, to think about the feelings of
a child who strives to do good, to encourage them to
think about the factors of change in natural
phenomena, that is, to develop students intellectually.
However, the author of this textbook, which was
created for the 6th grade, did not take into account the
characteristics of the child's age, because the work
exaggerated the experiences of the young bride and
groom on the threshold of a new life. Therefore, these
experiences are incomprehensible to a 6th grade
student, which means that it is difficult to achieve the
intended goal of the story. Unfortunately, the authors
of the textbook did not use this opportunity. The
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International Journal of Pedagogics (ISSN: 2771-2281)
textbook does not provide any keywords or tasks for
the story "Ice Cream", which is given to students for
independent reading.
It is known that in Soviet literary education, all works
intended for study by students were approached from
an ideological and ideological point of view. In grades
5-9, 12-14 hours were allocated in the curriculum to
teach in detail biographical information about the lives
of such Uzbek literary figures as Oybek, Abdula Qahhor,
Hamid Olimjon, Zulfiya, Mirtemir, and to draw
students' attention to individual examples of their
work. The program's explanatory note states: "In
literature classes conducted in grades IV-VII, students
are educated ideologically and morally and have an
initial idea of the best qualities inherent in Soviet
people."
In the methodological manuals created in the
60s-80s of the 20th century, it was also stated that
grades IV-VII constitute a preparatory stage for
teaching the life and work of the writer as a literary
history course. The main goal was to teach the
ideological content of works of art. According to the
principle of idealism, any lyrical hero or artistic image
created in accordance with ideological and ideological
patterns was interpreted as a positive hero. This hero
class characteristic to give work from the analysis
intended purpose was .
Today's literary education requires taking into account
the fact that a person is an extremely complex being,
that he has such high characteristics that he cannot fit
into pre-prepared socio-political, aesthetic-ideological
molds. As emphasized in the "Concept of Creating a
New Generation of Educational Literature", it is no
longer enough to simply agree with the opinions and
conclusions expressed by others in textbooks about a
work of art. The main task of modern literary education
has become to help the student understand and feel
the soul and personality of the creator by making him
understand that a work created by a creator is an
expression of a certain situation or mood in his life.
Now, the way teachers approach the literary work
studied in the process of literary education should also
be significantly different from before. To achieve this,
in addition to a new approach to training teachers, the
programs and textbooks, teaching and methodological
manuals being created on literature should be free
from previous unhealthy views and aimed at ensuring
independent thinking and activity of students.
Unfortunately, it can be seen that some of the teaching
aids currently being created for the subject of literature
still have the same shortcomings that existed before.
In 2006, the “ 9”Methodical Guide to Literary Lessons”,
co-authored by Q. Yuldoshev, V. Qodirov and J.
Yuldoshbekov, clarified this important methodological
issue: “ The teacher will need to pay special attention
to another aspect when determining the direction of
literary education in the ninth grade. As is known, in
literature lessons in grades 5-8, no special time is
allocated to teaching the biography of the writer. For
students, the knowledge about the writer acquired in
those classes was additional information. Since literary
education in these classes was completely organized in
the form of literary reading, the connection between
the writer and his studied work was not noticeable.
Starting from the ninth grade, the teaching of literature
becomes somewhat closer to a systematic course, and
students are also at an age where they can notice the
connection between the personality of the creator, his
life path, and a particular work. Therefore, starting
from the 9th grade, it is considered appropriate to
devote a special time to teaching the biographies of
writers and literary figures ”
[5.4] .
Interestingly, in the sixth grade, where didactic
methods for passing the story "Goodness" should be
shown, they are content with a brief information. It
would be better if there were a lot of information about
the life and creative path of the writer, as well as a
detailed discussion of his novels and other stories. In
particular, the fact that the hero's views on the subject
of chimildiq are given in the work can serve as a basis
for a firm decision that this work is not suitable for the
age and mentality of the student.
It seems that there is a serious flaw in the creation of a
methodology for teaching Odil Yakubov's works in the
6th grade of secondary schools. It is worth noting that
the methodology for teaching the works of the heroic
writer has not been developed as desired in the 9th
grade of secondary schools either. In this regard,
especially the shortcomings in the interpretation of the
curriculum, the inconsistency of the curriculum and the
textbook, and, moreover, the disproportionate amount
of literary texts presented to students for study and the
amount of time allocated for their mastery, have a
serious negative impact on increasing the effectiveness
of teaching Odil Yakubov's works.
The “Literature” program, created for secondary
schoo
ls, allocates five hours to teach Odil Yakubov’s
work in the 9th grade and provides a programmatic
interpretation of the works to be taught. The 9th grade
is intended to teach the life and work of the writer, an
excerpt from the famous novel “The Treasure
of
Ulugbek”, and “Literature” presents the part of the
novel that begins with the events of Abdullatif’s
betrayal of Mirzo Ulugbek [5.207] . The work is divided
into three parts in the textbook, and after each part,
separate questions and answers are provided. The first
question in the textbook is in the form of “ What do you
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International Journal of Pedagogics (ISSN: 2771-2281)
think the hesitation in the eyes of Prince Abdulla and
Abu Said Mirzos and the intolerance in their actions
indicate? ” It serves to bring students closer to the
work. Regarding text analysis, the second question
posed in the textbook as “What aspect of Ulugbek’s
personality does his desire to meet Abdullatif show?” is
methodologically correct. First, although the writer
stated “to analyze the psyche of Mirzo Ulugbek and find
his experi
ences,” re
-analyzing it based on the text is a
pleasure for the reader. Therefore, it is not logical to
pose the question as above. After all, a second-grader
did not and cannot say this. Regarding text
comprehension, the task is given as “ Read the poem
e
xpressively and memorize it.”
It seems that these questions and tasks do not activate
students, do not draw them into the text, do not
convey the essence of the work, and therefore do not
serve to form certain spiritual and moral qualities in
elementary school students.
In the 9th grade "Literature" textbook, created by Q.
Yuldoshev, V. Qodirov, and J. Yuldoshbekov and
published by the "O'qituv" publishing house in 2019, it
is noticeable that, on the one hand, there are places
that do not correspond to the program, and on the
other hand, the volume of works that students need to
study is too small compared to the time allocated to
study them [5.224] .
If the program presents only a small excerpt from the
novel "The Treasure of Ulugbek". After all, in order to
raise a well-rounded generation, educators are
required to put young people in a position where they
work tirelessly on themselves, constantly search, in
other words, teach themselves. For this, it is necessary
to be able to impose a sufficient didactic load on them.
After all, superficiality in the teaching process leads to
inefficiency in education.
Odil Yakubov's prose, both in terms of content and
originality of expression, and the difficulty of finding
the meanings underlying the images, are works that
force not only readers but also teachers to think
seriously. Therefore, the more questions and
assignments that help students delve deeper into these
works, the easier it will be to analyze these works,
reveal their hidden meanings, and understand how the
writer's figurative skills are manifested in them.
It is true that the questions and assignments in the
textbook are set in a conceptual way that directs
students to think about the text, research, and re-
perceive certain parts of the work. For example,
assignments such as “ Find and explain evidence from
the text of the work that shows that Karnaqi’s
intentions are not bad ” given for the analysis of the
poem “The Treasure of Ulugbek” encourage the
student to work on the text. However, increasing their
number would serve to deepen the analysis.
CONCLUSION
There are certain shortcomings in the teaching of Odil
Yakubov's work at all levels of secondary schools, which
have a negative impact on the effectiveness of
education. Further improvement of curriculum
development and textbook creation, increasing the
effectiveness of practicing teachers, providing them
with the necessary methodological materials and
manuals for the educational process; raising the
scientific level of articles in methodological manuals
are urgent tasks.
REFERENCES
Yuldoshev Q. Scientific and theoretical foundations of
teaching literature.-T.: Teacher. 1996. p. 63.
Tukhliev B. Methods of teaching literature.-T.: New Age
Generation. 2006. p. 113.
Integrated State education standard and curriculum.
Mother tongue. Literature. Uzbek language (5-9
grades). - Yangyol : " Yangyol polygraph service", 2010.
p. 62 .
Ghafforova T. , Shodmonov E. Eshturdiyeva G. Reading
book (1st grade textbook). -T.: " East ", 2009.
Yuldoshev Q., Q. Qodirov V., Yuldoshbekov J. Literary
lessons 9 (9th grade "Literature” methodological guide
for the textbook). -T.: " Yangiyol Polygraph service",
2006. Page 4 .
Yuldoshev Q., Qodirov V., Yuldoshbekov J., Literature
(textbook for 9th grade)
–T.: “Uzbekistan”, 2019.
Yuldoshev Q. Qodirov V., Yuldoshbekov J. Literature
(textbook for 9th grade). -
T.: “ Yangiyol Polygraph
service”, 2010.
pp. 207-224 .
