Methods of Comparative Analysis in the Study of Samples of Uzbek

and World Literature

Nurjan Abduvalitov

, Ergash Abduvalitov

and Baurjan Sayfullaev

Tashkent State Pedagogical University, Tashkent, Uzbekistan

Keywords: Fiction, Comparative Training, Functional Analysis, Psychology of Creativity, Organic Relations,

Universality, Functionality, Generalizability, Compactness, Unity o Artistic Consciousness, Analytical Skills.

Abstract: This article examined the question of scientific and theoretical justification of the method of comparative

analysis of the study of Uzbek literature in combination with world literature. The issues of studying world

and Uzbek literature in harmony are also widely covered, on the one hand, students' mastering in organic

relations the most striking examples of world literature, on the other hand, the insufficient methodological

development of the problem of comparative study of Uzbek and foreign literature.

1 INTRODUCTION

In recent years, the integration method of

comparative study of national and world literature has

been developing, since the identification of

multilateral dialectical ties between literature, other

types of artistic creativity and social activities can

enrich teaching with new pedagogical solutions.

Fiction develops in connection with the laws of

the development of social consciousness. Therefore,

the main methodological provisions characterizing

the interaction of literature - one of the main

phenomena of verbal art, are included in the

categories of philosophy, literary criticism,

psychology, pedagogy. The category of interaction of

literature is based on the general philosophical

category. The category of interaction is the most

important methodological principles of natural and

social phenomena. The general philosophical

meaning of the category of interaction is determined

by its ability to "explain the essence of the universal

human cause," which contains the idea of the literary

necessity of movement, which is the source of the

manifestation of the features of matter. Interaction is

the unity of artistic consciousness and the variety of

forms of expression.

https://orcid.org/0000-0001-7503-2486

https://orcid.org/0009-0001-4504-4504

https://orcid.org/0000-0002-9059-2155

2 LITERATURE ANALYSIS AND

METHODOLOGY

The characteristic features of the manifestation of

interaction in artistic reflection are, first of all, the

personal reflection of reality, equally dependent on

the change in the object of artistic reflection and the

object under the influence of force. When studying

the interaction of literature, it is important to clarify

the features and essence of artistic reflection, since in

this process the essence of the interaction between the

reader and the work of art is revealed.

The problem of students' perception of a work of art

requires solving two problems. This is an objective

analysis of the text of a work of art and an objective

analysis of human feelings. In addition, these

problems provide for the consideration of all

literature in a broader framework. There are two such

approaches here: an objective analysis of the texts to

be compared and an analysis of the feelings resulting

from such a comparison in the reader.

The psychological study of literature is carried out in

one of these two directions. At the same time, firstly,

the psychology of the creator is analyzed in

connection with how it is expressed in a particular

work, and secondly, the experience of the reader

accepting this work is provided. In our opinion, the

Abduvalitov, N., Abduvalitov, E. and Sayfullaev, B.

Methods of Comparative Analysis in the Study of Samples of Uzbek and World Literature.

DOI: 10.5220/0012989500003882

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 1649-1656

ISBN: 978-989-758-723-8

1649

use of both methods that separate each other is

ineffective. Based on this, the general direction of this

method can be expressed as a process from the form

of a work of art to the training of aesthetic reaction

and its general laws through the functional analysis of

its elements and structure.

As it turned out, an important feature of any element

in a work of art is associated with the emotional

attitude that arises from the reader. A necessary

aspect of the problem under consideration is to

familiarize the reader with the art. For many of them,

this connection is found in literature lessons, where

there is a need for aesthetic and aesthetic activities in

general.

In our opinion, the content of aesthetic activity is

always a process of getting out of meaning. When

contacting a work of art, a task should be created that

contributes to the emergence of an emotional

reaction, and a response - generalization, an answer -

disclosure of personal meaning.

Comparison of literary phenomena allows you to

eliminate emotionality, indifference and slander,

stimulate, generalize reactions, reveal the meaning

provided for various authors and different readers.

When organizing work to identify and study relations

between national and world literature, the school

cannot take into account the age characteristics of

students. It is no coincidence that Binobarin, middle

school students often ask the question "why?," ask

about the sufficiency and validity of the supposed

concepts. Adolescents are an important stage in the

development of mental abilities. The thinking

activities of secondary school students are

independent. They trace the desire for generalization,

the search for general principles and laws behind

specific facts.

The period of secondary education is important in the

formation of analytical skills of students, since the

level of knowledge of children of this age is

insufficient, as in high school. Adolescents are

characterized by their own characteristics: activity,

insufficient understanding of the specific and

historical conditions in which the described events

took place, lack of life experience. So, there is always

an objective psychological impossibility of a direct

interpretation of realities, stability in aesthetic

assessment, solidarity with some types of human

experience. Therefore, high school students tend to

look for a path without defeat.

The development of the mind in adolescence is

closely related to the development of creative

abilities, including not only the development of data,

but also the manifestation of intellectual initiative and

the creation of something new. When explaining to

high school students about cultural ties, a certain folk

life should be studied in close cooperation with the

literature of this people, in this process it should be

brought to reflect the features of world literature.

Comparative study of literary connections and

literary influence is a common didactic method and

mental operation by which similarity and differences

between

things and phenomena can be determined,

resulting in a positive effect at all stages of education.

The psychological and pedagogical justification of

the comparison creates the basis for its operational

side, work with various materials.

Fiction is intended to describe not the decoration of

the life of the nation that seems exotic to others, but

the inner world, which reflects the most sacred lands

characteristic of the population of the nation. As for

the nation, it exists in the world of the psyche. As you

know, you cannot defeat a person with a strong spirit.

It can be physically destroyed, but it is impossible to

break and return out of the way. If this spirit belongs

to the whole nation, it becomes a powerful

insurmountable force.

Fiction differs from other spheres of social thinking

in that this irresistible force has the ability to indicate

the side of manifestation in each individual person.

Because for fiction, it is not the case that happened in

society that is important, but the spirit of the

individuals who took part in this event. As the

methodologist K. Yuldoshev noted in this regard,

"Literature is an art form that has unequal

opportunities to reflect the spirit of an individual

person. Because any people are made up of

individuals, their literature clearly shows the

peculiarities inherent in the spirit of a particular

nation".

Indeed, literature that can describe the

unique spirit of individuals has a high status in human

presentation.

Literature collects rich cultural and spiritual values

of different eras, therefore it occupies a special place

in acquaintance with national and world culture.

Literate and intensive reading of works of art is

formed among students, mainly from school years. In

modern education, students are required not only to

tie the work studied to life, but also to compare it with

other works. As a result, the student forms ideas about

the surrounding world and a holistic worldview, the

ability to analyze general and particular aspects in the

essence of events is acquired.

In this regard, R. Niozmetova noted: "On the example

of life, the literary fate of the heroes depicted in the

literary work, readers (students) express social and

aesthetic relations between people... However, the

description of dialogue with the personalities of

different areas of life is reflected in fiction as part of

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

1650

a generalization of the qualities characteristic of each

person, and in the future many works are devoted to

these issues, which indicates that the feelings inherent

in people are ultimately beauty. "

Today, attention is increasing to strengthening the

sense of self-awareness in the hearts of students, the

issue of preserving their national characteristics and

on this basis mastering the advanced aspects of world

culture is being raised. In this regard, the creation of

conditions for the study of Uzbek and world literature

in the relationship and the introduction of effective

methods is required in secondary schools. The

combination and comparative study of national and

world literature can be considered the optimal way to

teach literature in general education schools.

The formation of universal values in the education

of a spiritually mature person requires a revision of a

number of principles in the process of literary

education. The formation of the artistic language of

students, the development of spiritual values is

encouraged through familiarization with Uzbek and

world literature. Understanding similar phenomena in

Uzbek and world literature will lead to an

understanding of a single literary process.

The study of Uzbek literature in combination with

world literature is closely related to the scientific and

theoretical justification of the method of comparative

analysis. This problem creates the basis for special

surveys due to the lack of methodological materials at

the reference level. In most theoretical and

methodological surveys, opinions are still

contradictory that the problem of studying the

literature of Uzbek and other peoples in connectivity

has been solved.

The question of the study of world and Uzbek

literature in continuity is connected, on the one hand,

with the mastering by students in organic relations of

the most striking examples of world literature, on the

other hand, with the insufficient methodological

development of the problem of comparative study of

Uzbek and foreign literature. The basis for the study

of Uzbek literature in connection with world literature

is not only literary connections or typological

rapprochements, but also a whole methodology of

comparative historical literary criticism. In the

dynamics of literary education for middle and high

schools, the need to create systemic instructions

before studying language relations became clear.

In his youth, the desire to specify methodological

directions, the study of the artistic word in art schools,

the unity of the world literary process associated with

interlanguage relations and correspondence in the

national literature of various peoples, corresponds to

the most modern concepts of the study of interethnic

literary relations.

The study of Uzbek literature in connection with

world literature will allow studying specific historical

conditions, national features and general laws of the

literary process. Teaching methodology, theoretical

justification of principles and ways of formation of

skills of independent comparative analysis of literary

phenomena in students (works of art, authors,

methods, etc.), at the same time it is advisable to take

into account age and comparable opportunities,

interests of students.

Comparative analysis is considered as a criterion for

the formation of skills and qualifications of students:

1) determination of psychological and pedagogical

conditions for using the comparison method in

literary analysis, as well as the psychological and

pedagogical impact of comparison as a stimulating

factor for independent educational activities of

students;

2) identification of authors of Uzbek and world

literature and their works of fiction, the use of which

is effective;

3) implementation of the concept of comparative

study of the literature in terms of duality, taking into

account development factors;

4) determination of methods within the framework of

the comparison method and their application in the

study of the relationship between national and world

literature in the educational process;

5) coverage of the content in students of the technique

of forming ideas about the unity of the literary

process, artistry, writer's style;

6) development of a system of creative tasks for

comparison, analysis and perception of samples of

Uzbek and world literature;

The concept of creativity, educational (didactic)

analysis aimed at understanding the semantic layers

of the text, gives a result that was made on the basis

of effective approaches in literary education. These

approaches include the comparison method.

Comparative analysis is an effective tool for ensuring

the interaction of the literature.

The theory of using the method of comparative

analysis was developed by Russian scientists N.A.

Sobolev, N.I. Kudryashev, A.K. Kiselev, S.S.

Raspopova, O.I. Tareva. In particular, in the study of

N.A. Sobolev, the content of the comparison of the

method is aimed at a specific goal; at the base of

worthwhile and important features, based on logical

sequence, as well as an explanation of similarities and

differences.

The Russian methodologist S. Raspopova will put

forward the idea of creating an integral and suitable

Methods of Comparative Analysis in the Study of Samples of Uzbek and World Literature

1651

system of literary education for schoolchildren to

study the literature of different peoples. Comparative

study of literature of different peoples will make it

possible to understand the unity of both national and

universal human values, to understand the general

criteria of moral, aesthetic, spiritual education and a

whole literary phenomenon.

The question of comparative analysis in the field of

teaching methods of Uzbek literature has been studied

in the direction of research topics of such scientists,

as M.Mirkosimova, K.Yuldosheva, K.Husanbaeva,

E.Abduvalitov. In particular, in the research work of

M.Mirkosimova on the formation and improvement

of the qualifications of literary analysis of students is

noted, that as part of a comparative study of works

created by different creators or individual writers, the

stages of their creativity growth will be identified,

color methods will be studied, the opportunity to get

acquainted with the creative process will be created.

The requirements of this method of comparative

analysis are:

1. First check that the work to be compared has been

read by students;

2. Drawing up a plan for organizing a lesson with the

study of the available opinions of students;

3. The teacher's ability to directly and targeted choose

important and acceptable episodes, dialogues, images

from works on the basis of which comparative

analysis is supposed, preparation of lecture

development, sending students for analysis;

4. How to use the comparative analysis method

during the lesson, the teacher clearly defines from the

very beginning.

– адабий асарни санъатнинг бошқа турлари билан

солиштириш кабилар

Methodologist K. Yuldoshev, relying on many years

of observations in comparison, noted that this

approach identified previously unexplained edges of

the text, expands the scale of comparable objects,

goes beyond the text of the work, images and their

prototypes, realism and expressiveness, the attitude of

critics to this bitics, this work speaking about the

coverage by aesthetic creatures of such aspects as

their typology, concludes:

- compare a work of art with its life basis, and images

- with prototypes;

- comparison of different versions of the work and

different editions;

- compare elements such as images, canvases,

landscapes and portrait images in a work of art;

- comparison of bits of different literatures or

individual elements in different works;

- comparison of views of different scientists on the

basis of one work;

- comparison of a certain work of one writer with

other bits of this author;

- comparison of works of different genres;

- compare a literary work with other types of art.

In the research of K. Husanbaeva on teaching students

independent thinking, the method of comparing new

knowledge is assessed as a comparison with previous

ones, as a type of independent study of new concepts.

"Based on the comparison of topics, it is very difficult

to choose educational material as a teacher, as well as

to occupy it with students. The reason is that this

method is always used in various situations,

situations. Comparative mastering of complex topics

will require ten who are not worried about gaining

knowledge, and then thought violence". The study

mainly focuses on the comparative study of the

images of the heroes of the work.

In the research work of E. Abduvalitov, devoted to

the study of the literature of fraternal peoples in close

contact with national literature, the essence of the

concept of

comparative study of literature or

comparative studies in literary criticism gives the

following conclusions: comparative study of

literature, but not the same phenomenon.

Comparative study of the literature of fraternal

peoples involves activities in accordance with

pedagogical logic. The essence of the works

compared in comparative studies is checked from a

philological point of view, and when comparative

study of the literature of fraternal peoples through a

comparative analysis of the studied works, students

form certain spiritual qualities”.

Author's style and skill of comparative study of

samples of Uzbek and world literature in the research

of S. Kambarova on the organization of independent

training; objectivity in the image of historical

conditions, events and artistic reality; the uniqueness

of the character of the heroes, or a certain continuity

in the presentation of landscapes of the historical and

social period. In particular, in the 6th grade, an

excerpt from P. Kodirov's work "Starry Nights" by

the German writer F. Würtlen "The Prince of

Andijan" was analyzed in terms of the character of the

heroes, historical conditions; In the 7th grade, the

theme and ideological proximity of N. Narkobilov's

work "Wild Horse" in the book "A wolf roamed the

valley" will be analyzed: problems of freedom and

courage, dedication and fidelity at the heart of the

actions of Horse and Wolf Chungalak.

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

1652

3 COMPARATIVE ANALYSIS

AND PRACTICE

Our country has long been one of the centers of

mutual dialogue and exchange of experience between

various peoples and nations in the social, cultural and

economic spheres. This, in turn, may indicate the

spread of Uzbek literature, art and culture at the world

level and the occupation of its worthy place, or that

literature and culture of peoples influenced the

national thinking and spirituality of our people. The

study of the spiritual heritage of the peoples of the

world provides a basis for assessing and comparing

the possibilities of national literature. Experiments

and directions in the literature of the peoples of the

world are synthesized by the traditions of other

peoples, which also leads to the enrichment of

national literature and the improvement of the scale

of the image. Thus, any literary influence along with

the national traditions of a certain people and the

individualization of the creator is a phenomenon

based on rebirth, partially updates. These aspects are

especially noticeable on the example of wallets in the

plot of samples of world and Uzbek folklore.

Similarities in the plot of motifs or works

concerning a certain creative life are often found in

the oral and written literature of the peoples of the

world, including the Uzbek people. This is important

for the study of important signs of the biography or

creativity of the writer. For example, in the 5th grade

of secondary schools, a number of stories by the

famous Greek Freeman Aesop, which opened the

eyes of the author's artistic accent "I," allow you to

compare the plot of Uzbek folk tales or legends

common among the people. For example, it will be

possible to study Aesop's biography in accordance

with the following stories:

"When Aesop's master Xanthe orders him to buy

the most amazing thing in the world, he buys the

tongue of a pig. Roasts the tongue, roasts and cooks

in place of the snack.

When he asked: "What could be better and better

than language? After all, the whole world of

philosophy and science does not rely on language?

Without language, nothing can be done - neither get,

nor give, nor buy. Rules, laws, regulations in the state

- all because of language. The basis of our lives is

language. There's nothing like language in the world.'

The next day, when they ordered to make dishes

from the worst, Aesop prepares the tongue again. "Is

there anything in the world other than language?

Language brings

us scandals, intrigues, liars,

screams, envy, conflict, war: what else could be

worse than language?".

During the reviews, it became known that the

students are familiar with both Aesop's personality

and other plot works that correspond to the

worldview. In particular, in the legends of the ruler of

Lukmoni, famous for wisdom and wisdom among the

peoples of the East, when asked by his master, he

replied: "The sweetest meat is meat, heart, and

language", the received answers was that his words

will be narrated.

The national features of the creating people are

not only interdisciplinary similarities, but also the

teacher's instructions on the extent to which

differences in work, their beliefs, way of thinking,

dreams and important problems for that time are

reflected. - the expression of creativity, style and

poetic features of the work, as well as to a certain

extent the system of state management, the spiritual

appearance of the members of society will serve as

the basis for reading the fact that several centuries ago

everyone was in the spotlight. For example, in the

Eastern European fairy tale "Language and Heart," it

is noted that the interpretation of moral problems is

covered as follows:

"A man bought Lukman and persuaded to serve

him, testing his knowledge and wisdom from time to

time. One day by way of interrogation he ordered:

- Hey Lukman, kill for me a sheep and bring me

the best part.

"All right,”- said Lukman and killed the sheep,

and put its tongue and heart to his master.

After a significant period, the holder called him

again and said:

- Hey Lukman, kill for me a sheep and bring me

the worst part.

Lukman killed the sheep and raised its heart again

with its tongue.

Holder said:

- Why did you raise its tongue and heart even if I

ask the best part of the sheep?

Lukman said:

- Hey Holder, if it is pure, then nothing is better

than tongue and heart. If it is not pure, nothing is

worse than them ".

Apparently, the fairy tale clearly shows that our

ancestors did not ignore not only one-sided, but also

mutually exclusive features.

We can say that the works of different peoples

allow us to assess their vision in the literature of

peoples that differ in time and territory, in the form of

nomads in the plot, and in the other - testify to the

existing typological similarity between the works.

Thus, the roots of thinking in folklore works in a

certain sense serve as the basis for saying that they

Methods of Comparative Analysis in the Study of Samples of Uzbek and World Literature

1653

arose as a result of interaction between different

peoples.

If esoponic approaches can be regarded as a

phenomenon of creative feeding from the folklore of

the peoples of the world (a combination with the plot

of questions in Kalil and Dimna), then, on the other

hand, based on the plot characteristic of his work is

also a tradition in the work of writers of different

peoples. For example, in Uzbek literature, this

character can be traced in the works of Gulkhani. It is

noteworthy that in the work of Gulkhani, following

the Aesopian traditions will differ from the other in

the image of a system of images, the author's goal,

ideas. The question of exit plots in the 6th grade also

creates the conditions for comparisons when studying

Gulkhani's work "Zarbulmasal."

The event of the fruitful use of folklore traditions

faces a number of questions of Aesop's work. In

particular, when comparing Aesop's "Eagle, crown

and shepherd" with the Indian folk epic "Kalila and

Dimna," the language of the work, the system of

images or harmony in the conclusions will be

analyzed. Let's pay attention to the following

questions:

From the question "Eagle, crown and shepherd".

Eagle, brutally landed from a high crown, overturned

the lamb. Crown watched this, burned with envy and

came to him. Crown brazenly went and rushed into

the ravine: the paws wrapped in thick wool, failed to

take off or escape. Shepherd, seeing him eating in his

heart, immediately grabbed him: shaved his wings

and brought him to the children to drown himself.

When asked "What kind of bird is this?" the shepherd

replied: "I know what it is, but he considers himself a

eagle?!."

At last, I'll mark you by lot and you can't do

anything if you laugh”.

From “Kalila and Dimna”:

'There was one washer. Every day he saw a

laundry room in the water lip and one eye that held

worms and sand in that water. One day, one lochin

grabbed a thick porridge and threw away leftover

meat. Looking at this, he said to himself: "- This bird

catches large birds with a small dwarf, and I go with

this form and admiration to small things. Now try to

catch more courgettes, heels.

At that point, one courgette wanted to sink into its

lip and the eye bounced off it. However, Pigeon flew

out from the left side. The eye fell on his lip and his

mouth sank. After trying to get rid, the laundry

rushed, ran and grabbed him and took him home. A

friend on the road asked him:

"What's in your hand?"

The washer said:

- Eyes who want to do one dirty job. Superfluous

than necessary, ran and destroyed his life. I put this

question so that you know: do not do your job, you

want to stick to a profession that you will not come

to, and the consequences will be the same.”.

Thus, similar plots give grounds to draw

conclusions from circumstances that have arisen for

certain reasons, or to promote ideas about what has

developed as a reflection of literary ties between

different peoples.

The process of comparative study of issues is

planned:

1. Familiarization of readers with the collatable

text of the work;

2. Preparation of questions and instructions for

the analysis of works;

3. Assessment of the authors' ability to visually

reflect opinion;

4. Identify important features of the images to be

mapped;

5. Identification of leading features of issues.

Table 1: Comparative Characterization of Questions.

Comparison

object

In "The Eagle,

the Crow and

the She

herd"

In “Kalila

and Dimna”

Language of the

work

Simple, short and easy to

understan

Image system

Shepherd Washer

Crow

Swan

Eagle Falcon

Lamb Partridge

Shepherds’ kids Washer’s

friend

Conclusion

The image of those who tried to

do something inappropriate, as a

result of which they found

themselves in a deplorable and

funny position, is carried away in

a gloomy wa

In questions, working on images, it is advisable to

point out various features of the human character so

that allegory is transmitted to readers in various ways,

which is typical for this genre. In this case, you can

use the possibilities of inter-factual integration.

Students can be given instructions to draw characters

who participated in questions, study descriptions and

descriptions characteristic of them from various

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

1654

dictionaries. Then, when the author chooses an

image, those factors that serve as the basis for

comparison are also clarified. In particular, in this

regard, students may be charged with identifying

features characteristic of birds from the "National

Encyclopedia of Uzbekistan" and reflecting the

reasons for their causality in the table:

Table 2.

Figurative meaning

of images in

questions

Their characteristic features

Biological Allegorical

Crow (Corvus monedula) – subfamily of ant subfamily.

Body length 30-39 cm. The color is mainly black, the

neck is grayish. There are 4 species. It is found in

Europe and Asia. Creeping bird. In Uzbekistan, a

child opens and hugs. It nests on side hooks, window

sills of houses or wooden buckets. In April it lays 4-6

eggs. Within 18-20 days, females emerge from their

eggs. It feeds on игвқ, butterflies and their worms,

lant seeds. Destroys insects and benefits.

The image of people who

cannot fully appreciate their

opportunities in life, wanting to

show themselves to others with

their dishonest behavior.

The question effectively uses

the function of "movement" in

the neighborhood.

Eagle (Aquila chrysaetus) - a bird from the family of

predators. The burugut is large, naked and strong.

Body length up to 95 cm. Wings reach 62-72 cm,

with a draft of 2 m. Characteristic signs are that the

nail on the toe of the hind leg is longer than 4.2 cm.

The color of the spot, the head of the brown. Eagle is

widespread in Europe, Asia and North America. It

lives on an island in Central Asia. It is found in

remote places of mountains and deserts, among

rocks, in saxauls.

Upon reaching adulthood, he is taken out to hunt

rabbits, foxes and even a wolf. Burgut loves his prey

from afar and flies quickly and rushes into it. It

destroys rodents and benefits agriculture. Eagle is

listed in the Red Book of Uzbekistan and other

states.

Real features, such as clear

receipt of a neighboring

appointment, efficiency,

impartiality, stealth, manifested

themselves in the image of

business, thinking people.

Swan Pet swan - a species of bird of the utraximon family.

The physique of the eye is connected to the ankle,

long joint, floating toes. The shape of the fog is

diverse: straight, loose, elevated, etc. Some of them

have a dam above the nose. The color of the fingers

is white, gray, brown, penned, etc. The beak is

ellowish red, rarel

black.

Point to those who don't think

about the consequences.

Falcon (Falco peregrinus) – A bird belonging to the family

of flacons, which is a member of the family of birds

of prey. More than 20 species of beetles are known.

The fashion is large, body length up to 49 cm,

wingspan up to 115 cm, weight up to 1.2 kg. Less

than Nari fashion. Desert and tundra deserts are

widespread in Central Asia.

The desert island lives on the island; the tundra flies

only for wintering. Birds and others feed. Hunting

irds from the desert and tundra.

The work is passionate about a

powerful and energetic way.

A deeper understanding of the meaning of the

contribution will help to combine the conclusions

emanating from Aesop questions with popular

articles. In this case, you can use the game "Find a

match." Students are given didactic materials in the

form of tables containing questions on the left, and

articles on the right. Adequate placement of

appropriate responses also indicates the degree of

mastery of the topic. For example:

Methods of Comparative Analysis in the Study of Samples of Uzbek and World Literature

1655

Table 3.

Questions Proverbs

"Shepherd with wild

goats"

"Pull Your Feet

Toward the Bay"

"Weaver with a Deer" "When you'll see one

be thankful, when

you'll see other be

thou

htful"

"Climb with the Wolf" "When you find a

new friend, do not

give up the old one,"

"Do not forget about

buzz when you wear

atlas."

"Fro

s with a Donke

" "Actionable

uilt"

"Salt-laden donkey" "Bad for good"

"The Eagle, the Crow and

the She

herd"

"Under the weight,

over the lun

Correct answers:

Questions Proverbs

"Shepherd with wild

goats"

"When you find a

new friend, do not

give up the old one,"

"Do not forget about

buzz when you wear

atlas."

"Weaver with a Deer" "Actionable guilt"

"Stork with the Wolf" "Bad for good"

"Frogs with a Donkey" "When you'll see one

be thankfull, when

you'll see other be

thou

htful"

"Salt-laden donkey" "Under the weight,

over the lun

"The Eagle, the Crow and

the Shepherd"

"Pull Your Feet

Toward the Bay"

Comparing, schoolchildren form ideas about the

elements of universality, functionality, generalization

and compactness characteristic of questions.

4 CONCLUSION

It can be concluded that questions on various topics

that are widely found in the literature of the peoples

of the East and the West are of educational

importance at all times in terms of reflecting the

national color of a particular people. We see that joint

plots develop under the influence of the needs, values

and traditions of each people.

REFERENCES:

Yoshidev, Q. (2008). To get to know each other, you need

to read each other. Enlightenment, 6, 5. Tashkent:

Author. (in Uzbek)

Niyozmetova, R. H. (2007). Methodology for studying

Uzbek literature in the system of continuing education.

Monograph. Tashkent: Science. (in Uzbek)

Sobolev, N. A. (1976). Methods of comparative analysis of

works of art at school. Textbook for students and

teachers of literature. Smolensk. (p. 16).

Raspopova, S. S. (1998). Methods of comparative analysis

of Russian and world literature in the educational

process of grades 10-11. Abstract of the Candidate of

Pedagogical Sciences. Moscow. (p. 47).

Mirkosimova, M. M. (1995). Methods for the formation and

improvement of the qualification of literary analysis in

students. Ped. fan. Doc. ... diss. Autoref. Tashkent. (p.

25).

Kazakh Satellite. (2020). Comparison-method of

improving the effectiveness of analysis. In Progress of

Global Education and National Methodology: Materials

of the IV traditional Republican scientific and practical

conference (p. 29). Tashkent, Tashkent.

Ahmedov, S., Ram, R., & Rizayev, Sh. (2020). Literature:

Textbook for the 5th grade of General Secondary

Education Schools. Part I. Tashkent: East. (p. 41).

Kalila and Dimna / Translator: Suyima Ganiyeva. (2014).

Tashkent: Generation of the New Century. (p. 243).

National Encyclopedia of Uzbekistan. (n.d.). Tashkent:

State Scientific Publishing House "National

Encyclopedia of Uzbekistan". Retrieved from

www.ziyouz.com library. (p. 74-75).

Husanboeva, Q. (2009). Literature is a factor in the

formation of spirituality and independent thought.

Tashkent: Publishing house of the National Library of

Uzbekistan named after Alisher Navoi. (p. 107).

Abduvalitov, E. B. (2020). Comparative study of the

literature of fraternal peoples in schools of general

secondary education (education is on the example of

literature lessons of V–IX classes of schools conducted

in Uzbek, Kazakh, Kyrgyz, Karakalpak and Turkmen

languages). Ped. fan. Doc. (DSc) ... diss. Tashkent. (p.

189).

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

1656