THE SYSTEM OF TEACHING STORIES CONTAINING FOLKLORE IN READING LITERACY CLASSES IN ELEMENTARY GRADES

Аннотация

Today, primary education is the main element of education. In primary education, teaching students works containing folklore develops their horizons and worldview. This article will focus on the system of teaching works in which folklore is imbued in reading literacy lessonsin elementary grades. Key words: folklore, image, motif, rhythm, children's folklore, everyday folklore, applause, curses, fairy tale, literary tale, fairy tale Epic. I.Introduction. Primary education is a necessary link in education and serves as a bridge between pre-school education and further education. The basis of education is preschool and primary education. It is in this process that teaching children to read, to perceive a work of art, to educate children in all respects and to form a healthy spirit in them is an urgent task of the whole society, first of all primary school teachers. Reading lessons also occupy an important place in theprocess ofcompleting this task. Theuse offolklore in poeticworks studied inreading lessons toexpress our national values has a special effect. Today, children's literature, textbooks that are being prepared for the younger generation, including for younger schoolchildren, face increased demands on the works of art created in them. It is important that requirements and needs are measured by secular criteria. Already,”...Children's literature directly serves to create a new generation of artistic, educational literature, which serves to increase the artistic, intellectual level, and broaden the horizons of young people"1 II.Main part. The role of folklore in children's poetry is invaluable. The study of the use of folklore genres, the influence of images, motifs, and rhythms existing in oral folk art on children's poetry tellsprimary school teachers about the needto study: 1O‘zbekistonRespublikasiPrezidentining“Kitobmahsulotlarinichopetishvatarqatishtiziminirivojlantirish,kitob mutolaasivakitobxonlikmadaniyatinioshirishhamdatarg‘ibotqilishbo‘yichakomissiyatuzishto‘g‘risida”gi Farmoyishi//Xalqso‘zi,2017-yil13-yanvar. http://www.internationaljournal.co.in/index.php/jasass 664 Volume 15Issue 06, June 2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 There are many works containing folklore in the textbooks “The book of Virgo”. The authors who created the textbook may not have paid attention to folklore when choosing these works. We took these works as objects on the topic. Having selected poems among them, we have developed ways of using folklore, methodological recommendations for primary education teachers. In the “Reading book” for the 1st grade there is a poem by the children’s poet Anwar Abidjan “Bekinmachoq”. Original version: Birgalashib uch o‘rtoq – Men, Azizava Qo‘shoq Keng lolazorqo‘ynida O‘ynardik bekinmachoq. Bekinmoqchi bo‘lsam men, Harlolaimlab sekin, Deydi: ‘Kelaqol, o‘g‘lon, Bizningmakonga bekin”2. Translation: Three comrades together– Me, Aziza, and Qoshoq In WideTulip valley Weplayed bekinmachoq. 2G‘afforovaT.,ShodmonovE.,EshturdiyevaG. O‘qishkitobi.Umumiyta’limmaktablarining1-sinfiuchundarslik. –Toshkent:SharqNMAK,2017. –B.42. http://www.internationaljournal.co.in/index.php/jasass 665 Volume 15Issue 06, June 2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 WhenIwant tohide, Every Tulip is slowtospell, Says: 'Kelaqol, o’g’lan, Hidein ourSpace”. At theend ofthepoem, readers are asked thefollowing questions: 1.In what season oftheyear dotulipsopen? 2.Whatflowers bloominspring? It seems that the poem is quoted in connection with spring, the tulip.But the children's game was not meant to be hide-and-seek. The teacher tells about this game to the folklore scientist, you can read from professor O. Safarov's book “Uzbek folk children's games”. The scientist claims that “the game is played in spring, summer, and autumn. At the same time, girls and boys play mixed” 3. The game educates children to be vigilant, enterprising, and aware of danger. The teacher may ask students to fill out the following table, equivalent to analyzing a poem, we have filled outthe tableas an example: T/r Thegames Iloveto play The game There will be The game consists of words ingame. consisting both moving moving and words 1. “Bekinmachoq” - - + 2. “Oq terakmi, ko‘kterak” - - + Children can come home by writing a creative text about the order of the games they play. Through this, we teach children to understand our values and to be interested in children's folklore. If the table represents the complexity of the level of knowledge of students, simplification, correspondence, then the division of children's games into three can be expressed usingthefollowing scheme. Children's folk games comein three types: 3SafarovO. O‘zbekxalqbolalaro‘yinlari.–Toshkent:SharqNMAK,2011. –B.46. http://www.internationaljournal.co.in/index.php/jasass 666 Volume 15Issue 06, June 2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: