this article covers effective methodological methods for the development of literary and logical thinking in readers through Proverbs

Аннотация

this article covers effective methodological methods for the development of literary and logical thinking in readers through Proverbs. It is justified that proverbs can be used as didactic material in language and literature lessons as a product of folk wisdom. The article analyzes the role of proverbs in the formation of aesthetic and logical thinking skills, the development of the culture of oral and written speech in students, as well as spiritual and educational upbringing. Development of creative thinking, logical link identification, comparison and inference skills in students through methodological recommendations compiled on the basis of interactive and innovative approaches opportunities are shown. Keywords: Proverbs, oral folk art, literary thinking, logical thinking, development, methodological approach, educational process, language and literature lessons, critical thinking in students, logical thinking skills, didactic materials, educational significance, creative approach, analytical skills, application in context, comparison, logical connection, thinking process, lesson methodology, learning motivation, interactive methods, innovative approach, teaching technologies, speech culture, spiritual and educational education today, one of the main goals of the education system is to form independent thinking, analytical and logical thinking skills in students. Especially in native language and literature lessons, it is important to develop literary and aesthetic taste, thinking culture, critical thinking skills through proverbs (i.e., tasks, logical questions, riddles, tests expressed through metaphors). [1]The proverb (riddle, logical question, short situational task) has existed since ancient times as a means of activating the reader's thinking. The depth of meaning and hidden context require a creative approach, encourage comparison, generalization, analysis: "It is invisible, but it comes every day. No one can stop it. What is it?" Answer: Time. Such proverbs awaken logical and literary thinking, develop the reader's worldview, figurative thinking and aesthetic taste. Literary thinking and integration of proverbs. [2]Literary thinking is the ability to deeply understand the artistic text, analyze the image, plot, idea, and language means in it. In this process, proverbs: drawing logical conclusions based on the text, analyzing the character of the hero through proverbs, recognizing artistic means and using them in different contexts, a sample lesson: 166 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference Students are given an excerpt from Abdulla Qodiriy's novel "Days Past" and the following proverb is given: "Two fires burn in the heart of this hero. The first is love, the second is conscience. The path of the flames of both is different.[3] Who is he?" Answer: Otabek. Such an approach encourages students to analyze not only the plot of the work, but also the inner experiences and mental state of the hero. Logical thinking is the ability to understand cause-and-effect relationships, a critical and systematic approach to the problem, and analytical thinking.[4] The following methodological work is carried out through proverbs: Teaching deductive and inductive thinking, giving comparison and generalization tasks, using brainstorming methods, differential tasks: giving leveled riddles; “Helps those younger than him, but he himself needs people. People have been using him for years. He himself does not speak, but he lives in a million words. What is he?” Answer: a book. Such riddle proverbs develop in students analytical thinking, figurative thinking, and the ability to understand logical structure.[3] The following are important when integrating proverbs into the lesson process: A motivational proverb to focus attention at the beginning of the lesson, At the stage of studying the text - figurative proverbs, At the end of the lesson - assessment through analytical proverbs.[5] For example, when studying the poems of Nodira in grades 9-11, the following proverb can be given: “She is a poet, a princess, but a king in her pen. She writes her pain with a letter, and holds the people's pain in her heart. Who is she?” Answer: Nodira. Interactive work with students Using proverbs, students are involved in the following: Solving proverbs in groups based on a competition, students composing proverbs themselves, creating analytical and literary quizzes; through these methods, students are formed as active, creative, critical thinkers. Proverbs that teach the cause-effect relationship: Proverbs: “You throw one — you wrap.” This proverb shows the relationship between cause and effect. As you work, so you will get the result. In logical thinking, this serves to understand the principle of causality (analysis of cause and effect).6[] Comparing opposite concepts: Proverb: "Goodness is not forgotten, evil does not restrain itself." Source of thought: This proverb expresses an idea throu