ORGANIZATION OF STUDENTS' ACTIVITIES IN LITERATURE LESSONS USING A SYSTEM OF LEARNING TASKS

Аннотация

В данной статье подчеркивается, что содержательная сторона системы основана на текстах различных жанров, а организационная – на инновационной деятельности, и наш опыт показывает, что она будет интересна и эффективна для современных школьников. Для решения поставленных задач описывается организация деятельности учащихся на занятиях по литературному чтению с использованием системы учебных задач. Ключевые слова: учебный процесс, интерпретация, исследование, проектирование, задачи, процесс, учебные задачи, учебник, практика. Annotation This article emphasizes that the content side of the system based on texts of various genres, and the organizational side based on innovative activities, and our experience shows that it will be interesting and effective for modern schoolchildren. To solve the set tasks, the organization of students' activities described in the classes on literary reading using the system of educational tasks. Key words: learning process, interpretation, research, design, tasks, process, learning tasks, textbook, practice. Introduction. It is possible to organize students' activities at the lessons of literary reading using the system of educational tasks on literary reading that we have developed. The content side of the system based on texts of various genres, and the organizational side based on innovative activities (research, interpretation, and project, creative, game). In order to use the task system in the learning process, it is necessary to make it convenient and effective. It is necessary to take into account the need for space for the student's problem- solving activities. For example, a student has to highlight parts of the text, mark the correct answers in hints, draw text and pictures and even cut them out to manipulate them. Therefore, in our opinion, the most appropriate form of 186 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference educational task system will be a workbook for literary reading. Educational tools of this type actively used in school practice. The workbook considered by researchers as a special teaching aid, in particular the problems of its development and the effectiveness of implementation. It is necessary to take into account this experience, as well as to generalize the modern requirements for this type of benefits. Researchers have not addressed the issues of competence development through workbooks, nor have they studied the modern, latest requirements of the state educational standard for these textbooks. Therefore, it is necessary to determine how the goals and strategies of the new standards affect the content and structure of literary reading textbooks aimed at competence development. The author should suggest types of collective work that develop communicative general learning activities of schoolchildren. - A modern schoolchild studying at school should have the ability to work together: to take into account the opinion of partners, to form their own position, to negotiate, to ask questions and to make clear statements to the partner. This means that the manual should present the work done independently, as well as in the framework of educational cooperation: in pairs, in groups. The choice of works for creating educational tasks is determined by the following factors: - taking into account the age characteristics of modern schoolchildren and their interest in learning; - consideration of thematic and genre diversity. When selecting fiction texts, we gave preference to examples that evoke an emotional response, are understandable to children and make them want to read the text in full, if it is given in fragments. Teaching tasks are based on various texts: folklore (legends, fairy tales, riddles, proverbs, languages) and fantasy stories, from classical Uzbek literature to modern children's literature. Uzbek literature, literature of brotherly nations and foreign literature by Abdullah Kahkhor, Gafur Gulam, Adil Yagubov, Otkir Hashimov, Alisher Navoi, Abay, Avaz O'tar, Langston Hughes, Khodjiakbar Shaikhov, Ray Bradbury, Jules Verne, Arthur Conan Doyle and other writers and poets. The notebooks contain works by contemporary authors. As can be seen from the above, the main area of reading is local literature, although foreign literature is also represented. Some texts are given without abbreviations; these are poems, fairy tales and short stories. Large volumes of work cannot be fully incorporated into the format of the assignment, as the main area of it is for the child's work - for 187 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference questions and tasks. If we were to use only short works without abbreviations, it would immediately narrow the range of artistic works. That is why some texts are given as a large part of the work. Working on the work creates additional opportunities for the child's development: the pupil is forced to control the time, place of action and background of events rega