Peculiarities of Teaching The “Author’s Point of View” In Literary Education

Аннотация

Using the concept of the author’s point of view in literature lessons as a tool for analyzing a literary text serves to develop a holistic understanding of the author’s role in the work, the uniqueness and complexity of the author’s worldview in students. This article discusses the factors influencing the understanding of the author’s point of view, and approaches to guiding students to understand the text by engaging them in the author’s personality. Keywords: Author, work, reader, author’s point of view, writer’s biography, text analysis, hero. conflict of the hero or the story, which is characterised Introduction: In studying a writer's biography and by positive qualities, is mainly understood. The works, finding their “biographical key” plays a crucial theoretical concepts formed are not linked in a role. When selecting materials for lessons, it is particular system in the minds of the students. For important to provide information about the formation example, concepts and categories such as style, genre, of the writer's personality, talent, and unique composition, direction, lyrical, epic or dramatic perspective, as well as to utilize activities that influence imagery, character speech, movement or author's the reader's worldview. In teaching literature, it is point of view are taught separately. The level of impossible to comprehend the content of a literary differentiation of important aspects of literary work without understanding the author's point of view theoretical concepts and aesthetic categories among [8: 112]. For our research on the concept of the students is low. During our experiments it became clear author's perspective, we have chosen Utkir Hoshimov’s that even high school students cannot imagine such a novel “Between Two Doors”. Analyzing and system of concepts and categories, their connection. understanding this work is one of the more challenging tasks. In light of the updated curricula [9: 71], it is In our research work, a system of mastering literary- advisable to recommend this work for independent theoretical concepts and aesthetic categories through reading in the 10th-grade curriculum, taking into their mutual relations was developed. This was account its genre, educational aspects, thematic scope, implemented in the triad of "author - work - library" as well as students' age characteristics, interests, and and was based on the content of literary studies. On the life experiences. basis of this literary consortium, we will outline the stages of forming the main literary and aesthetic The main part. The high level of preparation of the categories and understandings in their relationships: student for reading in the library includes the assimilation of theoretical knowledge, the formation of In the first stage, students master basic concepts in the skills in working with it in the practice of analysing and process of studying literary monuments of the pre- interpreting a work of art, the ability to understand the Islamic period; in the next stage, categories and author and the work of art. As a result of a thorough concepts are mastered in the process of understanding understanding of the author's point of view, the examples of literature under the influence of Islam; in American Journal Of Philological Sciences 255 https://theusajournals.com/index.php/ajps American Journal Of Philological Sciences (ISSN – 2771-2273) the stage of the era of recent global influences, associated with the library category and shows the students master basic categories and concepts in functionality of the understanding of the ability to accordance with the age of students in each class (this perceive. The library, acting on the instructions given in is based on the stages established by Professor Q. the work, follows the path indicated by the author. The Yuldoshev [10: 12-13]). author's form of expression, the addressee category, is a genre-forming feature that determines the The system developed around the triad of author, work uniqueness of the composition and style of a work of and reader corresponds to the existing theory of artistic art. “The success of a work of art,” writes M. activity in aesthetics. Scientists consider the model of Qoshjonov, “is primarily related to the image of the artistic activity as a system. This system includes such character created in it. Without this, neither the concepts as artistic creation, works of art and artistic attitude to life nor artistic thinking can give eternity to perception. the work” [7: p. 185]. Artistic activity, included in the cultural system of An important aspect of the literary-theoretical society, is the core of life, the result of creativity. The concepts and aesthetic categories planned to be problems of artistic creativity have long been studied in grades 5–7 is their focus on the perception considered by aesthetic theory and psychology. In of a work of art. At this stage, students acquire order to assess the functional significance of cr