Scientific and Theoretical Foundations of an Integrative Approach to the Formation of Literary Concepts in Primary School Students

Asadovna Yulduz Pulatova

doi:10.47494/mesb.2021.8.177

(1) Asadovna Yulduz Pulatova Teacher of the Department of Primary Education Methods, Bukhara State University, Uzbekistan
Uzbekistan
(*) Corresponding Author

DOI:

https://doi.org/10.47494/mesb.2021.8.177

Keywords:

literary understanding, reading lessons, speech culture, reader, text, integration

Abstract

It is a material expression and a supporting word of the concept. In fiction, too, the word is a tool for creating an artistic image and imagery. The imagery of the work depends on the extent to which the writer uses the art of speech. Concepts are formed on the basis of intuition, perception, imagination, with the help of words, speech. Therefore, in reading lessons, special attention is paid to increasing the vocabulary and speech of students. The essence of teaching is also to achieve the goal of education by arming students with concepts. Concepts about things and events in reality develop in everyone's mind from childhood to the end of life. Therefore, it can be said that the formation of literary concepts in students from primary school is one of the main tasks of in-class and out-of-class reading lessons. Reading lessons develop the ability to differentiate between works of art studied in primary school, to understand the means by which a writer reflects life events, what literary heroes he created, to express his attitude to the behavior of the protagonists, to evaluate them and draw appropriate conclusions. In the process of teaching literary concepts, the teacher uses the methods of expressive reading, memorizing the text, retelling, working on questions and assignments, writing creative works

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