Developing Modern Literature Textbooks: Scientific and

Methodological Challenges

Nazar Hakimov

, Fariza Kholdarova

, Dilshoda Bozorova

, Ivan Reshetnikov

and Nazokat Yusufjonova

Tashkent State University, Tashkent, Uzbekistan

National University of Uzbekistan, Tashkent, Uzbekistan

Keywords: "Literature" Textbook, Teacher, Student, Reader, Work of Art, Folk Epic, Lesson, Comparative Analysis,

Requirement.

Abstract: In this article, "Literature" textbooks created for secondary schools in different countries were comparatively

studied. The factors such as: age and physiological characteristics of pupils, and schoolbooks compliance with

modern requirements and methodological criteria were taken into account in the research process. The results

of the study were based on a survey of 279 schoolchildren in grades 7-9 in Uzbekistan. It had been

scientifically and methodologically proven that working on questions and assignments designed for a work

of art included in the textbooks had great potential in teaching students to think independently. Experimental

work and research results serve as a unique methodological resource in the creation of a new generation of

"Literature" textbooks.

1 INTRODUCTION

Science and evolution are constantly altering. Initially,

the education system was tasked with educating a

comprehensively developed generation. Later this

task was replaced by providing a good education and

a career. However, over the past period, both have

come under fire. Today's students are required to be

creative, to strive to change the knowledge that they

have acquired, and to constantly master the

achievements of science. In this sense, it is vital to

constantly update the textbooks and manuals that

define the content of literary education on the basis of

scientific progress and changes in society. Woefully,

most of the existing textbooks do not meet the

methodological requirements. Researchers Andy

Smart and Shanti Jagannat have studied the policy of

creating and publishing textbooks in Asian countries,

noting that a carefully designed textbook is not a

limitation for the teacher, but the closest assistant that

saves his energy and time. In addition, the textbook is

https://orcid.org/0000-0001-9670-7673

https://orcid.org/0000-0002-8707-4605

https://orcid.org/0000-0003-1109-9600

https://orcid.org/0000-0003-0039-7725

https://orcid.org/0009-0004-1510-8054

a mandatory tool for working with pupils and

teaching the literary material being studied. Indeed,

the textbook - school pedagogy - is one of the key

factors determining the level of quality of education,

in which the educational outcome is interrelated and

at the same time interdependent. Besides, in recent

years, although a lot of research has been done to

improve the competence of teachers, the

implementation of new interactive methods, the main

factor that ensures the effectiveness of education -

textbooks - is ignored. According to research

conducted by international organizations, only half of

students are able to put into practice the knowledge

they have acquired. To determine the general

condition, comparative analysis on "Literature"

textbooks for secondary schools in France,

Azerbaijan, Kazakhstan and Uzbekistan was carried

out. The psyche of each nation is more vividly

reflected in its folklore. Therefore, as part of the

research, the topic of studying folk epics in these

textbooks was selected for analysis.

Hakimov, N., Kholdarova, F., Bozorova, D., Reshetnikov, I. and Yusufjonova, N.

Developing Modern Literature Textbooks: Scientiﬁc and Methodological Challenges.

DOI: 10.5220/0012987400003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 1597-1603

ISBN: 978-989-758-723-8

1597

2 RESEARCH METHODOLOGY

Evidently, there is neither the possibility nor the need

to include all examples of fiction in the textbook. In

pedagogical practice, the reader is predominant, not

the level of artistic maturity of the work. Thereupon,

the educator should ask him/herself the following

types of questions: ‘Can a student “digest” this work

at this age? What can this work give to the reader?’ If

the written work is not given to the reader at the right

age, in the right way, this art will remain

undiscovered, and as a result, this "burden" will not

give the child any spiritual nourishment.

In the 7th grade Literature textbook of the

secondary school of the Republic of Kazakhstan there

are conditional symbols for working with the studied

subjects, and each symbol has its own color. In

particular, for the analysis of works of art, such

symbols as "Knowledge", "Understanding",

"Application", "Analysis", "Generalization",

"Evaluation", for aphorisms, quotations, proverbs and

sayings - "Jewelry word", "Valuable information"

signs, and for literary information signs for instance

"Literary Theory", "Assignments", "What you know

is no more" are given. The textbook provides audio

copies of excerpts from works of art in the form of SD

disc. Likewise, the source’s platform address is also

provided for online downloading. Another

achievement of the textbook is that at the end of each

topic, a list of additional literature under the heading

"Readers of the XXI century" is recommended so that

students can get acquainted with other literature

related to this topic. Dictionaries are also provided

under the heading "Sozmarjon" for unintelligible

words in the works of art included in the textbook. It

is recommended to read the epic "Kyz Jibek" from the

examples of folklore in that textbook. The epic was

preceded by a theoretical account of the Liro-epic

epics. In order to determine the knowledge of students

on the topic on the basis of "Brainstorming",

questions such as, "What is the folklore?", "What are

the peculiarities of lyric-epic epics?" are asked. After

that, definition of the Liro-epic epics and the

description of events and feelings in them are given.

Kazakh epics including, "Kyz Jibek", "Qazi Korpesh-

Bayan Suluv", "Ayman-Sholpan" are presented as

examples. The presence of an audio version of this

information can be deduced from the conditional

symbol marked SD. For theoretical information, 10

questions are asked, of which 8 are factual and 2 are

conceptual questions. In order to strengthen the

knowledge and skills of students on the topic, 6 tasks

are given. One of which is to compare the similarities

and differences between lyro-epic epics and heroic

epics on the basis of the Venn diagram.

The textbook contains a 6-page excerpt from the

epic "Kyz Jibek". Besides, along with the text of the

epic, pictures of Jibek and Tolagan in national

costumes are depicted to help the reader to form a

certain image of the heroes. Now the reader can

imagine them as they read about the adventures of the

epic heroes, and this brings the reader closer to the

work.

There are 33 questions for the text of the epic.

Unfortunately, most of them are aimed at repeating

the sequence of events. Manifestly, in methodological

science, in the formation of the Reader's spirituality,

it is not enough to be aware of the content of the epic

and to remember the sequence of plots. The above

tasks, the answers of which are ready in the text, can

be found at a glance. Students do not develop any

skills and abilities in the analysis of works of art.

The teaching of folk epics in the textbooks of

secondary schools in Uzbekistan begins in the 7th

grade. Patently, in methodological science, the

correct choice of text for a textbook is crucial. From

this point of view, the presentation of the epic

"Ravshan" in the 7th grade, based on the age of the

students, is a great achievement of the textbook. The

topics included in this textbook (18, 2017) are divided

into sections similarly, "You are in my eyes,

Motherland!", "Infinite sky of my thoughts", "Echoes

of the past", "Breath of the new era". In the section

"Echoes from the past" 4 hours are allocated for

teaching the epic "Ravshan", which will be studied

firstly. According to the curriculum, another hour is

allocated for the analysis of the creative essay on the

topic "Description of the image of Ravshan" as a

control work. For the nearly 29-page text, 28

questions and assignments are given, all of which are

conceptual questions. Here are some of them:

What do you think why Hasankhan allowed to his

young son going abroad alone?

Find an exaggerated description of Hasankhan's

condition before entering the battle in the epic and

explain the artistic function of exaggeration in this

place. Explain how well it fits Hasankhan’s current

state of mind;

The epic has a picture of Ravshan crying under a

gallow. Explain the reason for his crying;

Try to explain Ravshan's nature based on his

words under the gallow: "If I don't die, I won't give

up on my homeland!" Share your thoughts about

someone who values their country and their religion

more than their own lives.

There is no ready answer to any of these questions

in the textbook. The reader can answer these

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questions only by taking an independent look at the

content of the work, thinking about the originality and

differences of the images, and reading the text

carefully. They also try to justify their answers based

on their knowledge of other disciplines, their own life

experiences and observations. The textbook also

contains 72 dictionaries for the text of the epic. After

the passage, the information about the epic, its

uniqueness, events, the state of the heroes and a

description of their experiences are presented in a

simple and engaging way on the example of the epic

"Ravshan". Theoretical information entitled "Artistic

image and exaggerated image" is also stated.

Unhappily, no questions or assignments are bestowed

to reinforce students’ knowledge of the information.

The textbook was not creatively designed in terms

of design. Its colorlessness (black and white), as well

as the fact that no pictures, audio or video materials

are provided related to the subject, reduce students'

interest for the textbook. There is also a methodical

manual for teachers. It is recommended that almost 3

hours of the lesson be devoted to general information

about the epic and its analysis, and that the last 1 hour

be organized as a forensic lesson as a concluding one.

In general, a map of the topic of teaching the epic

is ready for the teacher, but it is not specified which

method and techniques to use. Narrative narration

alone does not create the basis for a student’s creative

and enterprising activity.

The methodological and pedagogical skills of

teachers are diverse. We cannot alter all teachers to

achieve lesson effectiveness. Notwithstanding, this

can be achieved by creating perfect textbooks. In this

sense, good textbooks are a guarantee of high quality

teaching and learning.

The Literature Textbook, written for 7th graders

in French schools, is more attractive in terms of

design. Each section is decorated with individual

colors and themed pictures. Topics such as

"Children's literature", "Youth romance", "Fairy

tales", "Theater", "Parable", "Poetry", "Novel",

"Theater: comedy", "Arabic fairy tales" intended to

be taught in 3 sections. Since this class does not teach

folk epics, let's take a look at the fairy tale "Beauty

and the Beast" by Janny-Marie Leprence de

Beaumont. The work is divided into 5 small parts, at

the end of each part there are oral questions and

assignments on the text. Here are some of them:

Which dream is shattered? Justify your answers

using quotes from the text.

What responsibility does Beauty want to

shoulder? Why?

How does Beauty’s attitude conflict with that of

her sisters?

What does Beauty’s father think about Beauty?

All questions except the task ‘Divide into small

groups of 3-5 people and form a continuation of the

story and tell it to the group’ are factual questions

aimed at retelling the content of the story. Such

questions are bound to lead to deep and imperfect. Of

course, some teachers can give compelling tasks

based on modern methods and at the same time

require a serious approach to the text of the work.

However, not all teachers can be assigned as creators

of questions and assignments. Questions that

encourage the reader to reflect on the essence and art

of the work would have taught them to do more

research and draw logical conclusions. Certainly, the

teacher may not use these questions at all, because the

correct organization of the study of the work depends

on the pedagogical skills of the teacher in all respects.

The teacher should not only create conceptual

questions that encourage students to think, but also

divide them into small groups and give practical

assignments on the topic, which intensify the learning

process and increase the enthusiasm of students. After

all, ‘Children feel events brighter and deeper together

than loneliness’.

At the end of the story, links to the full version of

the work is provided for students who want to know

its continuation, and this allows the reader to get

acquainted with the original, full version of the work.

Plainly, through the works included in the textbook,

the reader gets a certain idea that literature is a holistic

aesthetic phenomenon. Hence, only elevated artistic

works are included in the textbook set. The most

beautiful works of art are included in the 7th grade

"Literature" textbook of the secondary school of the

Republic of Azerbaijan. Topics are divided into

several sections: "Samples of folklore", "Love of the

Motherland, examples of heroism", "Spiritual values,

eternal wisdom", "Children's world, the fate of the

child", "Conservation of nature, care for nature." In

this class it is planned to study the work "Durna Teli"

from folk epics, that is one of the most popular epics

of the "Gorogly" series. Before the text of the epic is

given, the following questions are asked, which serve

as an "introduction" to the topic:

What do you know about Gorogly?

Who is called a national hero?

What do you think is the reason why Gorogly has

lived in the memory of the people for centuries?

This was followed by an abbreviated text of the

epic, consisting of 7 small sections, and questions for

each section that encouraged students to analyze the

work. Along with the text of the epic, there is an

image of "Gorogly" by the artist T. Salahov . This

single photo is a great help for the reader in forming

Developing Modern Literature Textbooks: Scientiﬁc and Methodological Challenges

1599

a certain imagination of the fearless and noble

Gorogly. According to the curriculum of the subject

‘Literature’, 3 hours are allocated for the study of this

epic. Furthermore, questions and assignments for this

3-hour lesson are provided by the authors of the

textbook. Thought-provoking tasks based on various

diagrams and tables similarly, do with your partner,

prepare a presentation based on one of the given

topics, compare, analyze, write an essay help students

to refer to the text over and over again, to develop

comparative analysis skills, and to understand the

beauty of expression.

Certainly, the process of literary education cannot

be standardized. The teacher chooses different forms

and content of teaching methods based on the age

characteristics of students, the level of mastery, the

conditions of the room in which the lesson is held. A

method that gives very good results in one group may

not give the expected result in another group.

Properly selected practical tasks, interactive methods

such as working in small groups on the basis of tables,

comparative analysis of characters, various

presentations, use of multimedia materials turn the

student from the listener to an active participant in the

lesson.

3 ANALYSIS

In order to determine the role of "Literature"

textbooks in the process of teaching and learning

literary material, experimental work was carried out

among students in grades 7-9 of secondary schools.

The development of this study is based on a series of

pilot surveys conducted among students and teachers

of secondary schools in the Republic of Uzbekistan.

Previously, we managed to find out that, in general,

there is a need for a wider application of modern

interactive teaching methods, at the same time there

is a demand for an increase in teaching materials in

video format and mobile applications (Available:

https://www.dpublication.com/proceeding/4th-

wcfeducation#Table-of-Contents). We decided to

delve deeper into the topic and conduct an additional

survey, expanding the sample size to 279 respondents.

The respondents were selected in three schools in the

city of Tashkent, among students in grades 7, 8 and 9.

The distribution of pupils by schools and classes was

even, by gender, pupils were distributed as follows:

boys - 53.0%, girls - 47.0%.

The data were collected using a questionnaire

method. The representativeness of the study on the

scale of the studied group is ensured by the use of a

multi-stage stratified sample, with a ten percent error,

at a reliability level of 95%. As the main criteria of

the survey, we chose a number of questions showing

the interest of students in literature lessons, in

particular to the question "Are you interested in the

subject of literature?", 42.7% of survey participants

answered yes, 29.0% reported an average level of

interest, and 21.9% of respondents reported that they

were not interested in literature lessons. After the

method of cross-frequency analysis, we decided to

find out the trends in these answers among those

selected for socio-demographic indicators.

The results of survey show that, in general,

literature lessons at school are more engrossing for

girls, while boys showed an average level of interest

to a greater extent.

Table 1: Distribution of answers to the question "Are you

interested in the subject of literature?"by gender of

respondents.

Yes No Average

Male 0,28 0,20 0,52

Female 0,60 0,24 0,17

Total 0,43 0,22 0,35

This distribution can be considered statistically

significant at the level of 10% error for the studied

groups. What is more, to test the hypothesis about the

influence of the teacher and the bias of the school

itself in the field of conducting literature classes, we

carried out another cross-frequency analysis,

according to the class of students.

Table 2: Distribution of answers to the question "Are you

interested in the subject of literature?“ by class of

respondents.

Yes No Avera

7th grade

0,20 0,39 0,41

8th grade

0,53 0,13 0,34

9th grade

0,55 0,14 0,31

Total

0,43 0,22 0,35

The results show us that, to a large extent, the

manifestation of interest in literature classes also

depends on the teacher and the attention that the

school pays to this subject. Next, we examined the

overall student satisfaction with literature lessons in

terms of textbook design and visual design. Thus, the

majority of survey participants (60.9%) reported that

they were not satisfied with the design of the available

literature textbooks. To the question "Are there

pictures in the textbook of the heroes of the artwork

being studied?" - 81.4% answered no. Moreover, the

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1600

vast majority of respondents noted that textbooks are

not accompanied by additional audio and video

materials. Probably, the factors described above also

caused the general self-assessment of the assimilation

of theoretical knowledge by students, of which only

13.6% reported that they were fully able to assimilate

theoretical material.

We have as well put forward an assumption about

the connection between interest in the subject

"literature" and the format of presentation of

educational materials. We asked the students to

evaluate the three main formats for presenting the

material on a five-point scale, where 1 meant

completely ineffective, and 5 meant very effective

(Table 3).

Table 3: Evaluating the effectiveness of training materials

in various formats.

Not

effective

at all

Not

effecti

Not so

effectiv

Effe

ctiv

Very

effecti

dio

0,03 0,08 0,40 0,50

0,03 0,19 0,30 0,49

0,17 0,27 0,43 0,14

At the same time, the results of the extended

survey show a shift in the assessment of the

usefulness of a mobile application as a textbook of

literature towards higher average ratings (Fig. 1).

Figure 1: How important do you think it is to create modern

textbooks in the format of a mobile application? (as a

percentage of the number of respondents, n = 279).

The study of the results of the survey as a whole

shows a tendency towards an increase in the demand

of modern students for educational materials in more

modern formats, despite the fact that the subject itself

is linked to text materials. However, there is

sensitivity in respondents' answers to the size and

model of the sample, which in this case is a prime

limitation. Subsequently, for a deeper and more

meaningful study of the designated subject area, it is

required to expand the sample size and the set of

measuring instruments, however, despite these

limitations, a number of conclusions can already be

drawn based on the trends identified as a result of the

current research:

1. There is a need to create new, modern

textbooks on the subject of literature;

2. The traditional text format for this subject

is considered insufficiently effective by modern

students, as opposed to audio and video formats;

3. There is a request to create textbooks in the

mobile application format, which combines all the

other formats discussed above;

4. There is also a need for retraining of

teaching staff in the direction of improving their skills

in working with these modern formats of educational

materials;

5. Careful and detailed elaboration of the

design of these textbooks plays a major role in the

creation of textbooks of a new type;

6. All the recommendations proposed above,

in the opinion of the research group, can lead to a

significant increase in interest in the subject

"literature", and will also contribute to a better

assimilation of knowledge within this subject.

4 DISCUSSION

The analysis of textbooks shows the need to further

improve the methodological system of teaching folk

epics, which are large in size and have several

options, based on modern requirements.

Consequently, textbooks need to be updated to

nurture young people who are able to think

independently and realize their intellectual and

creative potential, and to transition to a competent

approach to education.

The fact that the data in some textbooks are

outdated from a scientific point of view, the

information is inconsistent, and the lack of

methodological guidelines for the teacher in most

textbooks also causes a lot of misunderstanding. Most

of the literature textbooks have been reprinted. They

have been published at least four times. Some even

up to 7 times. The surnames of some authors are

enclosed in a rectangular frame. It is surprising that

textbooks are being rewritten and published on behalf

of the deceased.

Admittedly, among the existing new textbooks

and manuals, enriched scientifically and

methodologically, there are textbooks that do not

meet today's requirements, didactic methods that do

not justify themselves, which lead to a sharp decline

in the effectiveness of literary education. As a matter

6.1

7.9

46.2

14.3

25.4

0.0 10.0 20.0 30.0 40.0 50.0

Мобиль …

Улар …

Developing Modern Literature Textbooks: Scientiﬁc and Methodological Challenges

1601

of course, the teacher can not only rely on the

textbook, but also use a number of materials on the

topic, recommending students to read additional

literature on the topic covered. However, the teacher

may not have the time, energy, desire, or experience

to search or create teaching materials other than the

textbook. It should be taken into consideration that

families in need of social protection will not be able

to purchase resources other than textbooks. In

addition, the student does not study only "Literature"

at school. It is advisable that the study load should

correspond to pupils’ age and level of mastery.

Based on the results of comparative study and

experimental work of existing educational

complexes, we put forward the following proposals

for further improvement of the study of folk epics in

textbooks of "Literature" in secondary schools:

• Textbooks must be attractive. Textbooks,

which must be read in educational

institutions, should attract students in terms

of their appearance, structure, design and

motivate them to read the works in them.

• A photo album, audio and video materials

must be provided for each epic work. The

role of the text in understanding the work and

analyzing the artistic means is invaluable.

Even so, the text itself is lacking in

conveying the full appeal of the epic to the

readers. Epics, a unique treasure of folklore,

have been sung for centuries by bakhshis to

the accompaniment of drums. Bakhshi's

melody, the performance of the epic in a

peculiar muffled voice, the sound of the drum

penetrates into the heart of the reader, and

such an aesthetic impression will be

remembered for a lifetime. Accordingly, the

adaptation of literature textbooks to modern

requirements, the use of textbooks not only

the text of the epic, but also the audio version

of the poem, a video film based on the epic

and photo albums with the plot and main

characters of the epic will increase the

effectiveness of the lesson. The characters in

the epic will have a more complete picture of

the images, facial expressions, costumes, and

the epic space reflected in the epos. Only then

students will have a brighter idea of the work

and be given a better sense of the characters'

feelings and experiences.

• It is crucial that the textbook includes

excerpts from folk epics selected and

recommended for reading in accordance with

the age and physiological characteristics of

students. Most textbooks do not provide an

excerpt from the original text of the epic

work being studied, but an analytical text in

which the textbook authors narrate the

content of the work. It is necessary to

acquaint students with the language of the

work of art, style of expression, the beauty of

the image and the skill of the narrator in the

use of words, as well as to allow them to

independently discover the beauty and charm

of the epic.

• The works included in the textbook, photo,

audio and video materials, especially

questions and assignments on the topic

should be appropriate to the age and

physiological characteristics of pupils. In this

sense, it is advisable to recommend reading

only one folk epos in each form textbook.

• Textbooks should include a list of additional

literature on the topic and a link to them. The

teacher should not only rely on the textbook

while teaching a particular topic. They ought

to get acquainted with other literature,

research papers and dissertations on the

topic, by allowing students to gain new and

captivating information. For this purpose, the

textbook should include a list of additional

literature and a link to them so that pupils can

be familiar with other literature on the

subject.

• Homework assignments on the topic should

be clearly indicated. The correct selection

and assignment of homework on the topic is

a foremost pedagogical process. Home tasks

based on the student’s level of knowledge

and mastery that allow him or her to work

independently. But experience has shown

that most teachers do not give homework

other than writing a synopsis and essay on the

epic. The 98% of the essays written about the

work read and analyzed in the classroom are

essays copied from the textbook. They do not

contain independent opinions. Unfortunately,

even the written manuals for teachers do not

provide recommendations on how to

properly organize homework assignments.

• More thorough scientific bases for the

provision of literary and theoretical

information in textbooks should be

developed. Cases of repetition of information

related to the studied literary material in

subsequent classes should be eliminated. It is

also advisable to provide theoretical

information on the topic in a concise, design-

friendly manner.

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• The methodological manual for teaching the

topics included in the textbook for teachers

should also indicate the methodological

criteria for assessing students in the subject

"Literature". It should not be forgotten that

literature lessons do not serve to memorize or

convey information to students, but to

develop universal qualities and nurture their

feelings in the heart of the pupils. This begs

the questions: How to evaluate students in the

subject "Literature"? On the basis of what

criteria can their level of knowledge be

determined? After all, memorizing poems,

remembering the names of the heroes in a

work of art and the sequence of the plot, the

ability to tell the literary-theoretical rules

exactly as written in the textbook is not the

main criterion! Given that the

methodological manual is used not only by

experienced teachers, but also by young

professionals who have just entered the field,

it seems that the methodological manual

should be perfectly created.

5 CONCLUSIONS

Textbooks are a mirror that reflects the strengths and

weaknesses of each state’s education system. This is

why a comparative study and analysis of textbooks

from schools around the world is essential.

Experiments have shown that it is needed to create

modern, thorough and perfect new generation

textbooks. Notwithstanding, textbooks alone cannot

be a ready-made solution in ensuring lesson

effectiveness. The main value in literary education is

a teacher, of course. But the fact that not all teachers

are equally creative and enterprising requires careful

and perfect creation of textbooks.

At school, the student is required to master not the

works of the author that he likes or wishes, but all the

topics included in the textbook in accordance with the

curriculum. Textbooks created in accordance with

modern requirements play an important role in

making compulsory lessons fascinating. Designed in

an attractive, methodologically sound way, the

textbooks not only make the lessons interesting and

effective, but also ensure that students actively

participate in the lesson and master the subject in

depth.

None of the textbooks we analyzed in the article

contain pictures based on the plot sequence.

Therefore, we have created some illustrations as

examples for the Ravshan epic for 7th graders. Some

of them are presented in the following.

Figure 2: Pictorial Expression of Stories.

Students can now retell the story based on a sequence

of pictures. The artistic excerpt with pictures is easily

assimilated and well-remembered. Now, when

students read about characters like Ravshan,

Hasankhan, Zulhumor, they can imagine them.

Through this, they realize that epics are not a

monument of the past, but the aesthetics in motion.

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