ANALYTICAL METHODS FOR STUDYING EPICS (DASTANS) PRESENTED IN TEXTBOOKS

Abstract

This article presents a theoretical and methodological overview of the didactic (instructional) analysis of literary works, describing practical ways to implement it and its potential applications in the teaching–learning process. Drawing on the scholarly views of the well-known methodologist Q. Yuldoshev, the study clarifies the essence, objectives, and aesthetic–pedagogical significance of didactic analysis. Based on academic sources, the paper characterizes such approaches as text-based analysis, character-centered analysis, and problem-based instructional analysis, and substantiates their use in accordance with learners’ age characteristics and intellectual capacities. Particular attention is paid to encouraging students to perceive literary characters as “living” persons, fostering moral and spiritual qualities, and developing learning and cognitive competence. In addition, using Ergash Jumanbulbul o‘g‘li’s dastan Kuntug‘mish included in the Grade 8 “Literature” textbook as an example, the article demonstrates ways of applying didactic analytical methods in classroom practice. The author argues that analytical work becomes more effective when it is organized through teacher–student collaboration and guided by problem-based questions and tasks.