English
METHODS OF DEVELOPING STUDENTS' LITERARY ANALYSIS COMPETENCE THROUGH LITERARY-THEORETICAL CONCEPTS IN LITERATURE CLASSES
Jurnal
“Yosh tadqiqotchilar va talabalar ilmiy faoliyatida innovatsiya, integratsiya va zamonaviy ta’lim muammolari” mavzusidagi Respublika ilmiy-amaliy anjumani materiallari to‘plami.
Nashr
“Yosh tadqiqotchilar va talabalar ilmiy faoliyatida innovatsiya, integratsiya va zamonaviy ta’lim muammolari” mavzusidagi respublika ilmiy-amaliy anjumani
Annotatsiya
This article addresses the problem of improving the methodology for forming students' literary-aesthetic competence through an integrative approach to literary text analysis. Despite extensive international research confirming the effectiveness of integrative and interdisciplinary pedagogy, the theoretical and methodological foundations of applying this approach specifically to literary-aesthetic competence formation remain insufficiently systematized in the context of native-language literary education. Drawing on empirical findings from Slovakia, Algeria, and Uzbekistan, as well as theoretical frameworks from cognitive linguistics and reader-response theory, this study substantiates a multidimensional model for integrative literary text analysis.
Kalit so‘zlar
aesthetic perception
integrative approach
interdisciplinary teaching
linguopoetics
literary pedagogy.
literary text analysis
literary-aesthetic competence
metaphor competence
native language education
reader-response theory
Oʻzbekcha
Mazkur maqolada o‘quvchilarning adabiy-estetik kompetensiyasini badiiy matnni integrativ tahlil qilish asosida shakllantirish metodikasini takomillashtirish muammosi yoritilgan. Integrativ va fanlararo pedagogik yondashuvlarning samaradorligi xalqaro tadqiqotlarda keng e’tirof etilgan bo‘lsa-da, ularni aynan ona tili va adabiyot ta’limida adabiy-estetik kompetensiyani rivojlantirishga tatbiq etishning nazariy hamda metodik asoslari yetarli darajada tizimlashtirilmagan. Tadqiqot Slovakiya, Jazoir va O‘zbekiston tajribalariga oid empirik natijalar, shuningdek, kognitiv lingvistika hamda o‘quvchi javobi (reader-response) nazariyasiga tayangan holda badiiy matnni integrativ tahlil qilishning ko‘p o‘lchovli modelini ilmiy jihatdan asoslaydi.
adabiy-estetik kompetensiya
adabiyot pedagogikasi.
badiiy matn tahlili
estetik idrok
fanlararo ta’lim
integrativ yondashuv
lingvopoetika
metaforik kompetensiya
ona tili ta’limi
o‘quvchi javobi nazariyasi
Русский
В статье рассматривается проблема совершенствования методики формирования литературно-эстетической компетентности учащихся на основе интегративного подхода к анализу художественного текста. Несмотря на широкое признание эффективности интегративной и междисциплинарной педагогики в международных исследованиях, теоретико-методологические основы применения данного подхода именно к формированию литературно-эстетической компетентности в системе обучения родной литературе остаются недостаточно систематизированными. Опираясь на эмпирические результаты исследований, проведённых в Словакии, Алжире и Узбекистане, а также на положения когнитивной лингвистики и теории читательского отклика (reader-response theory), автор обосновывает многомерную модель интегративного анализа художественного текста.
анализ художественного текста
интегративный подход
лингвопоэтика
литературно-эстетическая компетентность
междисциплинарное обучение
метафорическая компетентность
обучение родному языку
педагогика литературы.
теория читательского отклика
эстетическое восприятие
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2. Yuldasheva, D.N., Ashurbaeva, R.K., Yusupova, D.Y., & Asadova, Sh.A. (2021). Integrative Approach in the School Education Process. Berlin Studies Transnational Journal of Science and Humanities, 1(1.2), 75–83.
3. Mansurova, Z., & Sharipova, D. (2026). Formation of Aesthetic and Communicative Literacy in Academic Lyceum Students through Linguopoetic Analysis of Literary Texts (on the Example of Works by Abdulla Qodiriy and Utkir Hoshimov). Journal of Applied Science and Social Science, 16(6), 193–196.
4. Spiro, J. (1991). Assessing literature: Four papers. In C. Brumfit (Ed.), Assessment in Literature Teaching. Cited in: Paran, A., et al. (2020). Linkages between literary response, aesthetic competence, and literary competence in the EFL classroom. System (ScienceDirect), p. 327.
5. [Author]. Literature as visual response and aesthetic experience: an alternative approach. Comparing New Criticism and Reader-Response theories in secondary literature curricula. Available at: academia.edu/118014770.
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