Learning Analysis as A Driving Force of Literary Education

Аннотация

This article provides an in-depth coverage of the methodology for analyzing, interpreting and teaching a literary text in the context of educational analysis. The need to analyze a literary text based on its national mentality, socio-historical context, structure, language and means of expression is emphasized. The structure of the text forms a system of events based on personality, space and time, on this basis the topic is determined. Form and content are seen as an inseparable unit. The language of the text contains figurative meanings, secondary meanings and rebus constructions, which enrich the aesthetic perception of the reader. The process of perception and interpretation depends on the knowledge, intuition and taste of the reader, allowing the text to be read in a new way every time. In the process of teaching, creative active methods are used: dramatization, retelling, studying the text in context, changing the focalization, etc., to form the reader's independent thinking and artistic and intellectual skills. This approach makes literary analysis the main driving force of the educational process. Keywords: Literary text, educational analysis, structure, language and expression, national mentality, system of events, theme, perception, interpretation, creative approach. literary texts, particularly in how students perceive and Introduction: In the context of contemporary analyze these works. Their thinking is shaped by the globalization, the challenge of identifying pedagogical specific features of the chosen topic, emphasizing the tools capable of fostering the development of importance of contextual analysis in this process. The intellectually and morally mature individuals is critical, methodology of teaching Uzbek literature has been particularly within the general secondary education extensively explored in the works of scholars such as U. system. This objective necessitates achieving meta- Dolimov, A. Zunnunov, Q. Yo‘ldoshev, S. Matchonov, subject outcomes and mastering the scientific M. Mirqosimova, Q. Husanboyeva, R. Niyozmetova, V. knowledge that forms the content of the subjects Qodirov, E. Abduvalitov, and N. Yo‘ldosheva. These studied. In literary education, the humanistic cycle studies primarily focus on modernizing pedagogical plays a pivotal role, focusing on shaping the student’s approaches in literature education, enhancing personality and developing their cultural and social students’ literary analysis skills, organizing competencies. When engaging with any information independent work, fostering independent thinking, source, it is essential not only to assimilate factual studying classical works, nurturing patriotism, and material but also to uncover and interpret its implicit exploring literature comparatively. meanings. In teaching literature as a discipline, students work with one of the most complex text Additionally, certain studies address the role of the types—literary texts—which demands active author in literary works, particularly in epic literature. intellectual engagement. Russian methodologists such as A.M. Antipova, G.I. Belenkiy, O.Yu. Bogdanova, G.A. Gukovskiy, S.A. Zinina, LITERATURE REVIEW T.F. Kurdyumova, S.A. Leonova, M.A. Ribnikova, L.I. In general secondary education, literature classes Petriyeva, and V.F. Chertov have examined this issue exhibit distinctive characteristics when working with American Journal Of Social Sciences And Humanity Research 112 https://theusajournals.com/index.php/ajsshr American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141) alongside other aspects of literary education. The written for musical works (e.g., operas, romances)” [1; concept of the literary text has been studied as a p. 975]. The *Explanatory Dictionary of the Uzbek distinct methodological issue in the works of L.A. Language* defines a text as: “1) an author’s work or Zabrodina, V.A. Limerova, V.G. Maransman, N.Ya. document formalized in writing or print; 2) the main Meshcheryakova, and I.V. Rogojina. content of a printed publication, excluding images, drawings, and annotations” [2; p. 672].