11
humanity, discovers the mysterious and miraculous
world of the mind in a
unique and beautiful way; The essence of the universe, man and life teaches life
and its laws and beautiful standards of living. Usually, any artistic work studied
in literature classes is reworked in the student's mind and finds its expression in
the framework of his worldview, taste, and thinking. Modern literary education
demands to think about new, useful and effective ways of teaching and
conveying works of art to the mind of the reader. After all, on April 29, 2019,
our President Sh.M. Mirziyoyev announced the
development of the public
education system of the Republic of Uzbekistan until 2030, the gradual
implementation of the principles of individualization of the educational process.
phase implementation; introduction of modern information and communication
technologies and innovative projects in the field of public education; practical
tasks are defined.
For many years, he has been using traditional aesthetics and its theory in reading
and analyzing works of art. The analysis of literary works or excerpts taken from
them presented in literature textbooks is ready for the attention of the readers.
However, reading a work of art and reading the idea in it emerges based on the
perception and thinking of each reader (recipient).
A sample of fiction becomes an impressive aesthetic and spiritual energy only
when the reader fully feels and understands it, becomes fully aware of the magic
and charm of elegant literature. Beauty that is not felt or understood cannot serve
the formation of spirituality. That is why the analysis of an artistic work has a
special position in the teaching of literature, - says literary critic K. Yoldashev.
Studying a literary work at the educational stages means drawing it into an
artistic-aesthetic analysis and creating its own interpretation. Because no work
can be read and mastered without analysis and interpretation.
With the help of artistic analysis, the reader dives deeper into the work, deeply
develops the poetic elements
that determine its essence, the artistic-aesthetic
12
thinking, the magic and charm of words, and reaches the level of a real reader.
After all, reading the work is more important than reading it. This is explained
by Professor A. Rasulov as follows: "In the process of reading and sleeping, the
intellect takes the lead. More precisely, the reader becomes a complete receiver
and master. To read a work is, in fact, to discover it anew for oneself. The reader
gets involved in the events, brings the heroes to life, hears their words, and feels
their mental state from the heart. In this case, the artistic text becomes a source
of aesthetic pleasure. Already, if the student does not have the skills of artistic
analysis, the perception of understanding the essence of the work, he will simply
look at the work, and in the study without reading, he will get acquainted with
the events of the plot, he will have information about the fate of the characters,
and if he goes further, he will know the genre of the work, what it is about. only
understands.
Today, the process of literary education aims to raise the student from a mere
reader to the level of a reader who can express the product of his thinking. A
work of art cannot be imagined without a reader. In the process of reading, the
reader enters into direct communication with the work of art, or in other words,
the meeting between the reader and the work of art takes place. It is this
communication - the process of artistic thinking and self-awareness takes place
in the dialogue. This was revealed by the famous
American scientist Dewey
through a pragmatic approach to literary education. Through this approach, the
reader or reader approaches the text from his own point of view, chooses a
learning method
that is interesting for him, the reader accepts, creates and
recreates it in his own way. This form of communication between the writer and
the reader (text and reader) brings literature much closer to the receiver. In a
word, receptive aesthetics (other
names - receptive method, aesthetics of effect)
is the aesthetics of communication between the text and the recipient. In this, an
effective method of literary education is chosen, which is live-observation and
at the same time favorable for the student.
13
The problematic educational approach to literary education is mainly described
in the works of John Dewey (“Shkola budushchego”, M. 1922, “Shkola i
rebenok” M.-Pbg. 1923, “Ot rebenka - k miru, ot mira - k rebenku”.
Sbornik statey. M. 2009. ISBN 978-5-8403-1539-2). His followers, E. Parkhurst,
E. Collings developed Dewey’s theories and put them into practice.
The relevance of the topic we have chosen is reflected in the following:
⦁ To study the theoretical foundations of the concept of problematic educational
technology in the analysis of an artistic work and apply it as an experiment to
the study of the work of the Turkish writer Rashod Nuri Guntekin .
• To create theoretical foundations of evaluation as a product of thinking,
different from the traditional artistic-aesthetic approach.
⦁ relying on primary (national, Russian and English) sources in the ongoing
research work;
⦁ To carry out the work of Rashod Nuri in connection with the analysis of his
works in literature textbooks on the basis of the principle of evaluation from the
point of view of the text, context and author, as well as through the eyes of the
reader;
⦁ for the first time, our scientific-methodical conclusions on the " Problem-
Based Learning
" tested in the literary education of developed
countries are
applied to the middle stages of education, and the practical results are
approved
as widely as possible;
