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

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MIDDLE EUROPEAN SCIENTIFIC BULLETIN 
ISSN 2694-9970 
1
Middle European Scientific Bulletin, VOLUME 15 Aug 2021
 
Theoretical and Practical Significance of the 
Teaching Folklore in the Education Stages
 
 
Nazokat Yusufjonova Nigmadjonovna
 
Tashkent State University of Uzbek language and Literature Named after A.Navoi, PhD student 
Tashkent, Uzbekistan 
Abstract 
Today’s unique development is owing to the implementation of the initiatives on 
development of the education, improvement of the quality of the education, improving the role and 
place of the teachers in the society and appreciating their deeds. Studying folklore, which reflect 
understanding and showing individuality of a nation, motivations, life style and outlook, is to study 
history of ethnos, their customs, traditions, feelings, past, present and future. Popular epics play an 
important role in the spiritual perfection of the mankind. 
There has analyzed significance of the studying folklore in the educational system of 
Uzbekistan and educational, training, and developing aims of the lesson which dedicated to teach 
Uzbek and Indian folk epics on the basis of comparative-typological analysis were structured in this 
article. 
Key words:
 
comparative training, method of teaching, narrative folk tales, education 
program, folklore, traditional motifs, comparative analysis.
 
 
Introduction 
The folklore, created many centuries before the written literature, has been living on up to these days. 
The Uzbek folklore, which served as a great source in the formation of the written literature, includes 
many genres such as poems, legends, tales, songs, sayings and riddles, and they reflect the history, 
domestic culture, traditions and mentality of the nation. the history of poetic thought of the Oriental 
peoples is of common origin such as symbols, artistic style, ideas of glorification of human being, 
comprehension of human beings and the world, faithfulness, loyalty in its philosophical nature 
found in these epics share the same roots. Meanwhile divine support and recognition of positive 
creativity i.e. psychology of artistic creativity are reflected in them. By their nature the epic motives 
are in harmony with mythological and religious and traditional views.
According to the “Education program for the secondary education” for the subject of literature 
approved in 1999 by the “State standards of the secondary education”, the content of the meaning of 
the subject of literature includes the studying the unique samples of folklore of Uzbek, fraternal and 
foreign nations, forming the skills of understanding and analyzing the read eposes, their comparative 
analysis by comprehending the theoretical information, and development of the pupils’ oral and 
written skills.
Main part:
The samples of the folklore – sayings, tales and riddles are taught from the 5
th
grade.
The information about folk songs, such as “Boychechak”, “Chittigul”, “Khup mayda”, “Yor-yor” 
and “Kelin salom” and their kinds are brought in the 6
th
grade.
For the 7
th
grade, 4 academic hours are allowed to study “Ravshankhon” love-adventure poem from 
“Gurugli” series and to learn about the art of hyperbole.

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