183
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 3
DIDACTIC BASIS OF INTEGRATION OF FOLK VORAL CREATION INTO THE
LESSON PROCESS
Adizova Nigora Bakhtiyorovna
Associate Professor of BuxDPI.
Asadova Aziza Ikromovna
Master's student of BuxDPI.
https://doi.org/10.5281/zenodo.14976361
Abstract.
The development of creative and speech abilities of students at the primary
education stage is one of the important tasks. Folk oral works - fairy tales, proverbs, riddles,
proverbs, epics and legends - are of great importance not only for the speech development of
primary school students, but also for their moral, logical and aesthetic education. This article is
aimed at highlighting the didactic foundations of integrating folk oral art into the teaching
process, and outlines ways to effectively organize this process.
Key words:
folk oral creativity, art, creativity, fairy tales, proverbs, riddles, thinking,
lesson process, technologies, oral speech, primary school students.
ДИДАКТИЧЕСКИЕ ОСНОВЫ ИНТЕГРАЦИИ НАРОДНОГО УСТНОГО
ТВОРЧЕСТВА В ПРОЦЕСС УРОКА
Аннотация.
Развитие творческих и речевых способностей учащихся на этапе
начального обучения является одной из важных задач. Народные устные произведения —
сказки, пословицы, загадки, поговорки, былины и легенды — имеют большое значение не
только для речевого развития учащихся младших классов, но и для их нравственного,
логического и эстетического воспитания. Данная статья направлена на освещение
дидактических основ интеграции народного устного творчества в процесс обучения,
намечаются пути эффективной организации этого процесса.
Ключевые слова:
народное устное творчество, искусство, креативность, сказки,
пословицы, загадки, мышление, процесс урока, технологии, устная речь, учащиеся
младших классов.
The times are developing rapidly, and as a result, the globalization process is having an
impact on the education of the future generation of every nation. Therefore, we need to approach
the issue of education seriously, not forgetting that the education of the future generation is our
main task. Because, as our President Sh.M.Mirziyoyev noted, "...to stand firm in the world arena
and in our determination, to achieve the goal, we must constantly strive forward, and to steadily
move towards reforming the way of life and thinking." Therefore, in providing proper education
and quality education, which is our main goal, we must enrich this process with the wisdom of
184
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 3
our people, the creative examples acquired and refined during their way of life, and tested on the
basis of their experience. In this regard, we can follow a clear and correct path in this regard only
by turning to our rich and perfect Uzbek folk oral art.
Folklore is the most ancient art, equal to humanity. The oral art of each people is a unique
mirror reflecting the character, aesthetic taste, spirituality, customs and traditions, dreams and
aspirations, geographical conditions and nature of that people. Folklore is a creative heritage that
has reflected the life experience and culture of the people for centuries. This heritage plays an
important role in the formation of the worldview and moral qualities of students. The didactic
significance of folklore is associated with its following principles:
1. Moral and educational principle: It teaches students to distinguish between good and
evil, forms human qualities in them, and instills feelings of hatred against evil, oppression, and
injustice.
2. The principle of fluency and comprehensibility: It is expressed in a simple and
interesting language for young children.
3. The principle of encouraging creativity: Encourages children to be creative and
expands their imagination, enriching their spiritual world.
Methods for integrating folk oral art into the teaching process:
1. Using fairy tales. Folk epics, fairy tales, songs, proverbs and dozens of other genres are
one of the main tools in shaping children's worldview. The following methods can be used to
integrate them into the teaching process.
Expressive reading. Expressive reading of fairy tales by a teacher or students develops
children's ability to understand the literary text;
Role-playing games. By playing the roles of fairy tale characters, children develop the
ability to understand speech culture;
Discussion and questions and answers: analyzing events and actions of characters in fairy
tales, develops children's critical thinking skills.
2. Using proverbs and riddles. Proverbs and riddles develop students' logical thinking
skills. When using them, the following should be paid attention to:
Connecting proverbs with real-life examples. By explaining real-life examples, it is
possible to expand the scope of students' thinking. Proverbs play a very important role in
ensuring the enlightenment of the younger generation and their attainment of the level of a real
person.
Riddle competition: The use of riddles in the process of reading literacy lessons develops
children's attention and quick thinking.
185
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 3
3. Use of multimedia. The use of folk oral art tools with the help of modern technologies
is considered to be of effective importance in the development of students' oral speech. In
particular, it expands the vocabulary, ensures that speech is consistent and logical, and helps
students express their thoughts freely. Instilling national values, classes based on folk oral art
form a sense of respect for national traditions and customs in children. This serves their personal
development.
In conclusion, it should be noted that the integration of folk oral art samples into the
primary education process is an effective approach to ensuring the development of children's
speech, creativity and moral education. Lessons organized on the basis of the methods and
principles outlined in this article increase the activity of students and increase their interest in the
educational process. It is recommended to further develop this approach and widely use it in
primary education practice in the future.
In conclusion, it can be said that the creative use of the method of expression, plot
construction, compositional accuracy, imagery, simplicity of language and other elements
characteristic of small epic works ensure the realism, popularism, genre diversity, ideological
and artistic scope and level of Uzbek children's literature. As Academician S. Mamajonov wrote;
“Folk art is a source for writers to study the history of the people, their struggle, their goals and
ideals, their spirit, consciousness, psychology and character, their rich language, and in a certain
sense serves as one of the ideological and aesthetic bridges in an inextricable connection with the
people, life and time.” Thanks to such a service, Uzbek children's literature is becoming
increasingly deeper and more exciting. Therefore, it is clear that a deep and comprehensive study
of this process will open up the horizons of the development of Uzbek children's literature, will
make a significant contribution to the upbringing of a complete person and the development of
speech activity.
Teaching small epic works on the basis of interactive technology will lead to the
formation of an important information base in students. As a result, students' speech will become
fluent and fluent, and factors for the development of speech components will be formed in them.
Through the interactive innovative method of tasks on the analysis of a work of art, the
general pedagogical and didactic requirements for all stages of education are achieved: to
improve the effectiveness of independent work based on the student's program knowledge,
imagination and skills, to increase interest in scientific thinking, to the subject of study, to
deepen professional knowledge, to increase the activity of students during theoretical and
practical training.
Another important aspect of explaining small epic works to students based on modern
requirements, organizing lesson processes based on interactive methods such as PIRLS, IMAK,
186
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 3
skorobei, charxpalak, labyrinth, is to teach students to operate independently in an increasingly
improving information and educational environment, to use the flow of information rationally.
We observe that the poetic examples of Uzbek folk oral creativity, such as riddles, lof,
ertak, tez aytı, makol, masal, matal, etc., have influenced certain genres in written literature and
their artistic development, and new genres have emerged based on the synthesis of their unique
features. The technological method based on the formation of speech richness of epic works
allows readers to connect examples of oral and written literature.
Based on the methodological capabilities of today's new generation textbooks, namely the
textbooks "Mother Language and Reading Literacy" in primary grades, organizing educational
processes for primary school students through interactive methods, topics focused on our
national traditions and professions serve to form motives of respect for the profession and loyalty
to the traditions of our ancestors.
Another important aspect of the modern approach to the analysis of a work of art is that it
allows students to figuratively explain the speech of heroes and characters of epic works, which
enhances the qualities of truthfulness and expressiveness in the imagination of the growing
younger generation. At the same time, it gives students spiritual pleasure and mood.
REFERENCES
1.
Adizova, N. (2023). TA’LIM TIZIMIDA O‘QITUVCHINING DIVERGENT
FIKRLASHINI SHAKLLANTIRISH YO‘LLARI VA VOSITALARI.
Namangan davlat
universiteti Ilmiy axborotnomasi
, (9), 547-553.
2.
Adizova, N. (2023). THE ESSENCE OF DIVERGENT THINKING IN FOREIGN AND
NATIONAL PSYCHOLOGICAL LITERATURE.
Theoretical aspects in the formation of
pedagogical sciences
,
2
(18), 175-179.
3.
Baxtiyorovna, A. N. (2023). TALABALARDA MUAMMOLI TA’LIM ASOSIDA
DARSLARNI
TASHKIL
ETISH
VA
DIVERGENT
TAFAKKURNI
RIVOJLANTIRISH.
" XXI ASRDA INNOVATSION TEXNOLOGIYALAR, FAN VA
TAʼLIM TARAQQIYOTIDAGI DOLZARB MUAMMOLAR" nomli respublika ilmiy-amaliy
konferensiyasi
,
1
(10), 186-190.
4.
Bakhtiyorovna, A. N. (2023, October). DEVELOPMENT OF DIVERGENT THINKING
OF TEACHERS AND STUDENTS IN MODERN EDUCATIONAL CONDITIONS.
In
Formation and Development of Pedagogical Creativity: International Scientific-
Practical Conference (Belgium)
(Vol. 1, pp. 125-127).
5.
Bakhtiyorovna, A. N. (2023, October). WAYS OF FORMING THE DIVERGENT
THINKING OF TEACHERS IN THE HIGHER EDUCATION SYSTEM. In
The Role of
187
ResearchBib IF - 11.01, ISSN: 3030-3753, Volume 2 Issue 3
Sciences in the Formation of Unusual Thinking Skills in Young Students: International
Scientific-Practical Conference (Czech).
(pp. 146-148).
6.
Bakhtiorovna, A. N. (2023). Forming Students' Divergent Thinking in Mother Language
and Reading Literacy Lessons.
EUROPEAN JOURNAL OF INNOVATION IN
NONFORMAL EDUCATION
,
3
(9), 133-137.
