ALISHER NAVOIY IJODI ZAMONDOSHLARI NIGOHIDA

Аннотация

Проанализировано значение и роль фольклорных жанров в учебном процессе вопросы преподавания сказки “Три героя-братья” учащимся младших классов во внеклассной деятельности, основные идеи в ней. Описаны восточные нравы в контексте текста, методы обучения с помощью специфических технологийпередачи советов. Ключевые слова:сказка, слушать, понимать, думать, методы, самостоятельное мышление, индивидуальная работа,современныетехнологии,вывод. Man exhibits a profound distinction from other entities in existence by virtue of his autonomous cognitive processes, conduct, verbal expression, and demeanor. Within the realm of autonomous cogitation, individuals engender thoughts, perspectives, notions, aspirations, and the like. Knowledge perpetually transitions from one individual to another akin to the transfer of water between vessels. In the contemporary milieu of rapid transformation, reliance solely on this modality may not yield the anticipated outcomes. Hence, contemporary methodologies and innovative technologies may offer timely recourse. Addressing a gathering, President Shavkat Mirziyoyev remarked, "A pivotal concern that perennially occupies our thoughts pertains to the comportment, conduct, and overarching worldview of our youth. Presently, the pace of change is relentless, with young people bearing the brunt of its impact. May the youth seamlessly assimilate with the exigencies of their era, while retaining a steadfast connection to their heritage. May the clarion call of our identity and the legacy of illustrious forebears echo ceaselessly in their hearts, nurturing an unwavering commitment to authenticity. How can we realize this aspiration? Through the auspices of education, education, and education alone," hearticulated. Indeed, within the contemporary epoch of globalization, the imperative for the younger generation to acquire an education and cultivate themselves into mature individuals is more pronounced than ever. Specifically, a literature instructor ought not solely to impart knowledge regarding literary works, encompassing their content, structure, and genre attributes, but also to instill within their students a broader understanding of life, fostering their capacity to articulate independent perspectives on the artistic and scholarly literaturethey encounter. This isimperative. In the cultivation of a student's artistic cognition, particularly the genre of fairy tales assumes a markedly significant role. For there exists scarcely an individual who has not harbored a fondness for these enchanting narratives in their life's journey, nor encountered a childhood devoid of their whimsical allure. They beckonthe reader towards virtuous deeds, steadfastly asserting thetriumph of good overnefariousness. 215 http://www.academicpublishers.org Indeed, the tales of yore, woven into the fabric of various languages, are veritable reflections of existence, enduring as timeless parables that continue to shape the moral compass of successive generations.It is our contention that those nurtured on the cadence of fairy tales throughout their formative years are less inclined to perceive malice in their peers. Hence, in the pedagogical endeavor of molding the young minds of tomorrow, whether through artistic endeavors or scholarly pursuits, due consideration must be accorded to the developmental stage of the audience, accompanied by an introspective inquiry into the manner of elucidation required. Such an approach necessitates meticulous scrutiny and profound analysis. Conveying the fairy tale "Three brothers and sisters-in-law" to younger schoolchildren within extracurricular activities involves elucidating its principal themes, oriental customs, and imparting insights drawn from the narrative. Introducing this short story is deemed appropriate. The structuring of the lesson should acknowledge the prevalence of contemporary textbooks, which, in contrast to their predecessors, incorporate a wealth of interdisciplinary connections and leverage cutting-edge technologies, ensuring the attainment of anticipated outcomes. Specifically, employing a sequential approach comprising various methodologies and formulating evaluative inquiries encompassing linguistic aspects, beyond the confines of literary exercises, is recommended. The fairy tale is approached in a manner distinct from traditional reading practices, wherein individuals are guided towards independent comprehension. The cultivation of listening and comprehension skillsis facilitated through audio dissemination, witha foundation rooted ininterdisciplinary amalgamation. Part I entails the playing of an audio rendition derived from the fairy tale text, accompanied by the distributionofthe subsequent handout. Theomitted wordsshallbeinscribed inlieuof theperiods. Once upon a time, there was a 1. …… who had a favorite parrot. The king loved his parrot so much that he could not stand without seeing it for an hour. The parrot was very 2. …. One day, the parrot asked t