Improving the Organizational and Methodological Basis of Using Multimedia Tools in Literature Lessons

Аннотация

This article extensively covers the modern organizational and methodological foundations of using multimedia tools in literature lessons. The advantages of using multimedia tools to revitalize the educational process, develop students' aesthetic taste, independent thinking skills, and organize lessons in interactive forms are analyzed. The need for purposeful, pedagogical use of multimedia tools in literature lessons is also substantiated. Practical recommendations are given to increase the effectiveness of the lesson, develop students' artistic thinking, and rationally use didactic materials. The study also scientifically analyzes the negative consequences of excessive or incorrect use of multimedia tools. The teacher's digital literacy and methodological potential are considered the main criteria for the correct use of multimedia technologies. In conclusion, the possibilities of raising the quality of lessons in literature to a new level using multimedia tools are substantiated. Keywords: Literature education, multimedia tools, digital technologies, pedagogical methodology, lesson effectiveness, interactive education, artistic thinking, digital literacy, methodological approach, aesthetic education. textbooks, presentations, animated scenes among Introduction: Today, in a period of fundamental students encourage their active participation and reforms in the education system, teachers are required independent thinking. This serves as an important not only to impart knowledge, but also to develop factor in the effective implementation of the competencies such as critical and analytical thinking, educational, educational and aesthetic tasks of the independent learning, and the formation of a creative discipline of literature. approach in students. In particular, the issue of effective use of modern technologies in teaching Also, the Law of the Republic of Uzbekistan "On literature remains relevant. Because literature is not Education", the "Concept for the Development of just memorizing information, but is a fundamental Science and Innovation", "Digital Education" projects, subject that provides artistic thinking, aesthetic taste, and strategies for using ICT in the continuous education and spiritual and intellectual development. Therefore, system demonstrate the importance of digital the need for new approaches, innovative methods, in pedagogical approaches in literature education. By particular, the use of multimedia tools, is increasing in integrating multimedia tools into literature lessons, we order to effectively convey this subject to students, expand the ability of students to analyze text-based, encourage them to think with interest, and analyze experience images with musical and visual support, works. imagine the historical and cultural environment, and develop artistic thinking. Teaching through multimedia tools not only makes lessons more visual and interactive, but also increases However, are technical capabilities alone sufficient students' interest in learning, and allows them to when using multimedia tools? Of course not. Because understand literary texts more deeply by hearing, the main attention should be paid to the correct seeing, and feeling them. In particular, lessons enriched establishment of their organizational and with multimedia capabilities such as didactic games, methodological foundations. This means that there video lessons, interactive tests, audiobooks, electronic should be a well-thought-out, well-founded plan for American Journal Of Social Sciences And Humanity Research 117 https://theusajournals.com/index.php/ajsshr American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141) the content of the multimedia tool, at what stage of the pedagogical results by themselves. What is important lesson, in what form, and for what purpose it should be is how they are recognized. recognizedIt is important to used. The teacher should be able to see these tools not know how to choose them, at what stage and in what as a means of decorating the lesson or temporarily form, and for what purpose they serve. To do this, the attracting students, but as a pedagogical resource that teacher must choose multimedia tools after thoroughly serves the educational goals of the lesson. analyzing the content of the lesson and knowing the aesthetic, ideological and artistic layers of the work. For Despite the fact that many secondary schools currently example, when studying Gafur Ghulam's work "Shum have technical tools, problems remain with their Bola", the interpretation of images can be enhanced effective integration into the lesson and their through a film or animated clips based on this work, methodologically sound use. In some cases, on the and the historical and cultural environment can be contrary, as a result of excessive use of multimedia revived. Or when studying Abdulla Qodiriy's novel tools, the main goal of the lesson is forgotten and the "Bygone Days", students can form a dee