Collaborative Learning Methods in Literature Education Usmonova Umida

Аннотация

This article analyzes the content, theoretical foundations, and practical effectiveness of the “Rotational Analysis” and “Interpretation” methods, which foster collaborative learning skills in literature education. Based on an experiment conducted with third-year students, these methods were found to develop skills such as aesthetic reasoning, analytical thinking, evidence-based argumentation, multi-directional problem-solving, synthesizing core ideas, and rephrasing. The article also discusses the advantages and disadvantages of these methods and provides methodological recommendations for their practical application. Keywords: Collaborative learning, small group work, “Literature Circles” method, “Rotational Analysis” and “Interpretation” methods. mutual support, social skills, and shared discussion. Introduction: The development of students' [David W. Johnson and Roger T. Johnson:2015,5-6] collaborative skills in the process of learning analysis is These principles suggest that classroom tasks should be one of the tasks of literature. Collaborative learning is centered around a “group goal,” that each student “a teaching and learning strategy in which students, should be held accountable for the group’s success, and divided into groups, collaborate with each other to that they should be able to express their ideas freely. achieve common goals by evaluating the activities of “When these five characteristics are present in their groups”. “Along with the competence of critical cooperative group activities, students will share and thinking, communication, teamwork and creative synthesize ideas, debate their points of view, and reach thinking are necessary conditions for children to agreements, thereby developing critical thinking skills.” develop into self-determined, active participants in [Helena Silvaa, José Lopesb:2022,12] As a result, their collective work, and free citizens”. [Helena Silvaa, José ability to discuss opposing views and draw independent Lopesb:2022,12] conclusions increases the level of critical thinking, so Analysis of literature on the topic. Theorists such as cooperative learning methods serve to analyze the Sigmund Freud, Erik Erikson, and Jean Piaget believe issue in depth rather than simply memorizing facts. that high-quality peer interaction (interaction) is Various methods have been recommended by essential for cognitive, moral-social development, methodologists for collaborative work. Husanboyeva mental health, and academic achievement. Q. Niyozmetova R. recommends that the teacher Researchers David Johnson and Roger Johnson, who present various poetic fragments related to the poet's conducted research, found that positive relationships personality to groups and give questions and tasks that with classmates account for about a third of the encourage them to discover the poet's personality variation in academic performance. [David W. Johnson through poems and compare themselves with the poet. and Roger T. Johnson:2015,2] Experts emphasize that a The recommendation based on the lesson aimed at teacher can organize teamwork, that is, the studying the work of Muhammad Yusuf assumes that cooperative activity of students who work together to the group members discuss the questions together achieve a common goal, support each other, and orally, and the teacher helps the groups. [Husanboyeva contribute to each other's learning, only by providing Q. Niyozmetova R.: 2018,151-163] Qazoqboy Yuldosh five characteristics in group members: the gives an example of working in small groups based on understanding that they cannot succeed if their group the epic poem "Farhod and Shirin", which is intended members do not succeed, personal responsibility, International Journal of Pedagogics 61 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) to be carried out without the intervention of the engage in independent research, develop critical and teacher, based on Jean Piaget's research on working in analytical thinking skills. Based on methodological small groups. The methodologist recommends that experience and scientific research, we have also each small group be given a separate question or task, proposed new methods that serve to more effectively that each member of the group engages in specific organize collaborative learning, develop students' sources (textbook, scientific journals, dictionaries, communication, analytical approach, and creative social networks) and searches for a solution to the thinking. The proposed methods are aimed at problem, and that two students record the opinions of organizing interactive lessons based on student their group members. This method of collaborative activity. work is based on the distribution of separate tasks and