Theoretical and Practical Significance of the Teaching Folklore in the Education Stages

II. Spiritual time.
Teacher can
 
show video-record from “Alpomish” poem which has 
performenced by narrators (bakhshi).
III. Basic step. 
In this basic part of the lesson teacher

informs basic information on the theme using multi-media; 

makes “Mental attack” on oral epics; 
uses “Venn diagram” for strengthening the theme and improving knowledge on comparative 
analyze of students. Teacher should explain peculiarities and common aspects seen in epic 

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MIDDLE EUROPEAN SCIENTIFIC BULLETIN 
ISSN 2694-9970 
5
Middle European Scientific Bulletin, VOLUME 15 Aug 2021
heroes’ activities such as setting out to journey, encountering obstacles, bravery shown while 
afoot and adventures both in Uzbek and Hindu epics. 
In the strengthening time students are divided into small groups on the basis special cards. They 
compare similarity and difference of uzbek and indian poems by “Venn diagram”. Answers will 
discuss together at the end of the all groups’ presentation.
THE EPIC "ALPOMISH"
SIMILARITY
THE EPIC "RAMAYANA"
 
 
 
 
 
IV.
Final step. 
At the end of the lesson teacher
gives the answers to the questions which have given by students on the theme; 
concludes the training and marks students who have attended activly during the lesson; 
gives the task rereading the eposes and filling a schedule named “Find suitable answer” for 
homework.
Students write their personal opinion to the special colorful card about the lesson and stick to the flip 
chart. 
Conclusion: 
Result of process of comparative analytical lesson: 
students realize that learning other countries poems gives opportunity getting acquainted to their 
culture and life; 
they understand that nation’s spiritual life, dreams, customs and tradition is expressed in the 
national poems, besides, being strong, patriot, generous is the most important thing in the 
reaching the goals of humanity; 
they learn our great spiritual heritage’s essence which has created by talented persons of the 
nation.
So we can see that divine heroes, images of patrons, everlasting characters, conflicts between the 
good and evil have inevitably enriched world popular folklores, especially Oriental mythology and 
-
Close to reality; 
- barmoq (poetic
style); 
-
horse is the
hero's constant companion, 
patron; 
-the heroes ask 
God for what they
need 
-Close to fiction; 
- shlok (poetic 
style); 
- eternal living 
heroes; 
- heroes who can 
Change their 
appearance; 
- giving of gifts 
by the gods to 
the heroes 
- An example of folk oral 
art with a long history; 
-written in both poetry 
and prose; 
- glorification of human 
qualities; 
- supernatural birth; 
-motives of dream trial 
and trip; 
- protective
characters,

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