Ministry of Higher and Secondary Special Education of the Republic of Uzbekistan Termiz State Pedagogical Institute, Faculty of Foreign Languages ​​and Literature, English language course, 2nd stage, 22/01 group

1.2 Poetry and its methods.
Relying on the emotionality of aesthetic perception of literary works helps to master socio-political and moral imaginations. You can also draw pictures for some episodes. It is appropriate if such types of work are used as opening the meanings of the artistic language tools of epic poems, identifying rhyming words, determining the number of clauses and verses, syllables, expressive reading, memorizing some episodes. ladi
Students understand moral concepts such as love for the country, friendship, work, and duty only when they feel emotional Muhabbat Umarova, Sharofat Hakimova in the textbook for the 3rd grade (Completed ninth edition. Tashkent "Cholpon" publishing house, 2010) young given from children's poems and stories of poets and writers. For example, examples and excerpts from the works of artists such as Tahir Qahhor, Ullibibi, M. Yusuf, Tashpolat Kholmatov, Zahir A'lam, Sultan Jabbor, Yakutkhan Rakhimova, Abdusalam Umarov, Rahmat Azizkhodjayev, Mirzo Karim, Khoji Abdurazzoq Yunus are presented.
We will think about Azam Tursonboy Adashboyev and their works.
First, we will consider the biographies of these writers and poets, and then we will consider the methods of passing their works in general secondary schools. In the idea presented in his poems, the child deserves to be treated well by those around him, not by rudeness, but by gentleness and politeness. Children feel sorry for the failures of the hero of the poem and rejoice at his achievements with the help of the magic word. If the children are satisfied with the attitude of the teacher towards the hero of the poem, the teacher has ensured the aesthetic perception of the idea of ​​the poem. The correct organization of the aesthetic perception of the literary work and the expressive reading of the text are of great importance in educating the students' imagination.

While the teacher organizes the perception of the literary work, children should focus on noticing the beauty of things and events reflected in the work, and determining their attitude towards them. That is why the words of the teacher and the questions he asks the student are very important. In this, children are asked to ask questions of an emotional nature, for example, "Where were you afraid while reading the story?", "Where was it funny?", "Where

are you happy?" it is not appropriate to ask questions. Such questions distract the child, although the child was not afraid, did not laugh, did not rejoice while reading the book, he begins to guess that the book has such places.
The teacher's question should prompt the student's attitude towards the read work, i.e. where in the book surprised him, surprised him, made him happy, caused fear, joy, hatred and other feelings. Questions related to "a relationship" do not help the aesthetic perception of the work. For example, when reading a poem about the summer view of a field, questions such as what color was the field, what flowers were growing in it, make the young reader enjoy the colorful colors of summer nature, that is, the aesthetic perception of the poem. does not encourage. When asking questions about a work of art, it is necessary to think about the nature of the questions, their consistency, and allow children to express their thoughts and opinions, the feelings that excited them during the reading of the work.³

He can't fully tell about the feelings that the work he read evoked. In them, feelings appear mainly in the form of: liked - not liked, interesting - not interesting. Most of these feelings are awakened by the content of the work, which reveals some qualities of people expressed in the work, their interactions, behaviors, events of social life, and the relationship to nature. In other words, the feelings of the young reader belong to the "moral issue" that is constantly present in every work. This is the basis of unity of aesthetic and moral perception.

If we talk about the work of S.Barnoyev, M.Azam, T.Adashboyev, the child looks at the environment with interest from the time he remembers. He seeks to know its secrets, the truth of life in general. This aspiration gradually gives rise to imitation. In fact, imitating the good and the new is an ancient habit of children. In this sense, creating a lyrical hero who can be an example for children is a constant requirement of children's poetry, like other genres.
Great progress has been made in creating attractive, fighting characters in children's poetry. The image of such heroes in children is Motherland
it serves to educate good feelings such as love, hatred of enemies, enthusiasm for science, work, loyalty.
Each poet has his own unique style in artistic "discovery" of the big world of children, in creating an intellectual lyrical hero. Accordingly, the heroes differ from each other on the one hand, but on the other hand, they also have common features. These characteristics are especially evident in the works of young poets. For example, the hero of Safar Barnoyev's poems - a fighting figure - stands out as a loyal friend and dear comrade with his excellence in reading, his progress in public affairs, his interest in the secrets of nature, and his courage in life. He has his own philosophy about life. The world that surrounds us is embodied in the eyes of the hero as a mysterious puzzle. But the puzzle doesn't run away like a puzzle.
The poet reveals its secret and reason through artistic psychological analysis in accordance with children's worldview. The lyrical hero, while thinking about the essence of today's prosperous life, deeply feels that it is not easily obtained. Being proud of his father's work awakens feelings of pride in his heart:
My father's hands held a rifle and planted flowers.
The taste of sweet life created by fathers, in turn, makes him obliged to love and honor. For this, first of all, it is necessary to love study and work. In the process of studying and working, strong friendships are formed with others. The lyrical hero of the poet is not wrapped in a narrow shell of life, on the contrary, he seriously looks at tomorrow. He seeks a new meaning and maturity from it:
The path and meaning of life, countless lines on my palm. Paths and paths of my palm. Not interested in idle moments, I stretched out my hands to the sun.
It is noteworthy that the hero connects his happiness and fate with the fate of the people and the Motherland. Mother and Motherland are common concepts for him, and he feels indebted to them. Because if the mother gave him life, the Motherland is carefully growing him in her arms. "Because of this, the motherland is always dear to us," he says. In this way, one goes from the concrete to the general, important social conclusions are drawn, and the image of bright images that artistically confirm the reality of life is created. This is the poet's "One Hundred Tulips", "Song of Peace"
He is deaf in the poems "Mother's song", "Samarkand with the sun", "Dad's hands", "Dedi-dedi fosh boldi".
A good poem flows into the hearts of poets without any means, and does not fall from the tongue.

The young poet S. Barnoyev worked effectively to create a lyrical hero who would be an example for children. The hero of his poems, as the poet himself admits, does not hang around in the narrow circle of a lamb, a bell and a doll. He is a teenager who loves life, nature, Motherland with all his heart, is thirsty for knowledge, and tries to bite the brains of the world. He observes existence in a dialectical unity:

Similar to each other, welded to each other. The whole world united,
Embraced mountains too.
This unity is not simply recorded, but a high social meaning is revealed that there are threads of friendship at its core:
Grandfather Sun's dedication, The power of rivers, The movement of the wind, The work of Mother Earth. The great respect of friendship.
The hero philosophizes about life and development and comes to the true conclusion that the creator of the universe is man:
A human hand has five fingers, it has conquered five continents.
He melted the ice-mountains. The world is in the palm of a person.
Man-creator. He subdues nature with his work and gives it beauty. He enjoys the beauty of the universe. This is how the feeling of love for life, nature and Motherland is formed. This poet's "Controversy", "Late Autumn",
It is evident in his poems such as "Yur, dallar koyniga", "Mountain holiday", "Love of the country".
The constant connection between man and the world, land and time, the dominant role of man Qambar Otayev's "Red tie", "Tulip at the top of the mountain",
"Soat", Mashrab Boboyev's "What does the swallow say?", "Yangra gornim!" Miraziz A'zam, who works hard for children, and the hero of Tursunboy Adashboyev's poems, even if they are children of small school age, tries to solve the riddles of nature due to his intelligence, human closely monitors relationships. M. Azam "Aziz's dreams",
"Song of the wayfarers", "We stood together with the morning", "We can reach the ground" and In the poems of the series "A pocketful of nuts" he repeatedly uses word play in order to fully reveal his ideological intention, while in the poems of T. Adashboyev, humorous interpretation takes the main place. Dear rural fields and wide valleys are celebrated in them.
As M. Azam holds a pen in his hand, he does not forget for a minute who his student is, he thinks along with the hero, shares his deep thoughts. Of course, this does not mean that the hero will take the reins. Perhaps it is the result of subordinating his passionate feelings and burning passion to the main goal. We can see this in the fact that he approaches each word in his poems with great responsibility, uses words in their proper place, and is able to give a playful spirit suitable for children's psyche. In the same way, the poet glorifies the powerful friendship between the Soviet people.
We are fifteen children, We are white, yellow, black. Do not pass between us, although we have different languages.
In the works of Tursunboy Adashboyev, the life of village youth is explored artistically. The lyrical hero of his poems is an ordinary village boy. Wherever he is, he misses the village where he was born and grew up, his beloved country, and his love for it is intense. Every inch of the village is covered with grass. Because the beauty of the world was fed from there for the first time. Human love is felt there. "A copper plate slipped from the corns" was the joy of childhood. This situation is illustrated by the poet's "My Village".
It can be seen in the examples of his poems such as "Yaylovda" and "Zira". "In calculus class", In a series of poems such as "Qatiq", "Moon", "Iron", he expresses the main idea with light humor.
Our discussions should not give rise to the idea that youth poetry is only triumphant, that it is at a stage of high development.

Because they are in the process of research. In this period, it is quite natural that there are some shortcomings.⁴

The teacher should thoroughly explain to the students the basics of literary science, the history and theory of literature. But when explaining the basics of science, it is necessary to inculcate its vitality and purposefulness in the minds of students. Only then will the modernity of literature be properly revealed, and readers will be able to connect literature with their life experiences.
Students' life experiences are limited, their understanding of people is still weak, subjective and unstable. Fiction expands the imagination of students, a new world opens up a new life before their eyes, takes them to different eras, introduces them to different people and social classes. In this way, fiction expands students' imaginations about people and society, their personal experiences
organizes and deepens, sharpens his observations, teaches to know the nature of a person.
Another advantage of teaching literature is that reading and studying the work has a strong influence on the development of students' oral and written speech.
By the time children enter school, they have little vocabulary. In their speech, they use more words and phrases specific to the dialect, including often making incorrect sentences. The works of speech artists included in the program play a key role in the development of speech culture, and are of great help in teaching students literary speech. The teacher should pay special attention to the lexical, logical and grammatical growth of students' speech.

Therefore, it is the main task of our current schools to give moral and aesthetic education to students with the help of fiction. raising them from an ordinary reader to the level of a thoughtful, creative reader. Expanding and enriching students' knowledge about the environment and forming their scientific outlook. Educating students in the spirit of moral, aesthetic achievement and love for work. to develop speech and literary-aesthetic thinking.