PEDAGOGICAL CONDITIONS FOR USING PROJECT-BASED TECHNOLOGY IN TEACHING LITERATURE

Mamatova Mahbuba Abdulboqi qizi Master’s Degree Student (2nd Year) Namangan State Pedagogical Institute.

Abstract

This article provides a theoretical and methodological analysis of the pedagogical conditions for using project-based technology in the process of teaching literature. The didactic potential of project-based learning in developing students’ independent thinking, creative abilities, and literary–aesthetic competence is examined. Particular attention is paid to the organizational, methodological, and psychological factors necessary for the effective implementation of project activities in literature classes. The study substantiates the alignment of project-based technology with the competency-based approach and contemporary educational requirements.

Keywords: project-based learning, literature education, pedagogical conditions, creative competence, independent learning, interdisciplinary integration.

Introduction

In modern education, increasing students’ learning autonomy and transforming them into active participants in the educational process has become a priority. In literature education, special emphasis is placed on developing students’ aesthetic perception, literary thinking, and communicative competence. In this context, project-based technology emerges as an effective innovative pedagogical approach that enhances the quality and effectiveness of literature instruction.

Project-based learning enables students to integrate theoretical knowledge with practical activities through independent inquiry and creative tasks. This approach contributes to the development of critical thinking skills and encourages learners to express their personal interpretations of literary works.

● Didactic Potential of Project-Based Technology in Literature EducationProject-based technology is oriented toward solving problem-based tasks and fostering active cognitive engagement. In literature classes, project activities promote in-depth analysis of literary texts, exploration of character systems, interpretation of authorial ideas, and the formulation of individual viewpoints.

Through project work, students engage in presentations, creative writing, dramatizations, and research-oriented tasks. As a result, their literary knowledge becomes systematized, and their independent learning competence is significantly enhanced.

●Pedagogical Conditions for Implementing Project-Based Technology Project activities should be designed in accordance with clearly articulated educational goals. In literature teaching, project objectives must focus on developing students’ literary thinking and reinforcing theoretical knowledge through practical application.

●Consideration of Students’ Individual CharacteristicsThe selection of project topics should take into account students’ age, cognitive abilities, and interests. This approach increases motivation and ensures active participation in project activities.

●Creation of a Motivational Learning Environment

The effective use of project-based learning requires a supportive and motivating educational environment. Problem-based questions, real-life contexts, and creative tasks play a crucial role in stimulating learners’ interest.

●Teacher’s Role as Facilitator and Advisor

Within project-based learning, the teacher acts not as a controller but as a facilitator and consultant who guides students throughout the learning process. This role fosters learners’ independence and responsibility.

●Integration of Individual and Collaborative Activities

Project-based activities should combine individual and group work to develop cooperation, communication skills, and a sense of responsibility among students.

●Ensuring Interdisciplinary Integration

Project-based technology allows literature education to be integrated with history, art, and linguistics. Such interdisciplinary connections contribute to the formation of holistic knowledge and broaden students’ perspectives

.●Systematic Assessment and Reflection

Clear assessment criteria and reflective practices are essential components of project-based learning. Evaluation of project outcomes and self-assessment activities help students analyze their learning experiences and improve future performance.

Conclusion

In conclusion, the use of project-based technology in teaching literature plays a significant role in fostering students’ creative and critical thinking skills. The effectiveness of this approach largely depends on the proper organization of pedagogical conditions. Project-based learning enhances the quality of literature education and aligns it with contemporary educational standards and competency-based requirements.

References:

Polat, E. S. Project-Based Learning and Its Didactic Potential in Education. Moscow: Academy, 2019.

Azizkhojayeva, N. N. Pedagogical Technologies and Teaching Excellence. Tashkent: TDPU, 2018.

Ishmuhamedov, R. J. Modern Educational Technologies. Tashkent, 2017.

Karimov, S. Methods of Teaching Literature. Tashkent: O‘qituvchi, 2020.