Otayeva Nafisa Salohiddin qizi Master's degree student

Key words: details of epic work, analysis, worldview, problems of analysis, methodical advice, personal interpretation.

Speaking of the analysis of works of the epic type, it is worth mentioning Belinsky's views on the literary type and their peculiarities: Although all three types are nourished by the same basic life, the existence of all three although it explores a possible universe, it also has an object that ensures the uniqueness of each of them. Epics are events, lyrics are emotional experiences, and dramas are actions. The protagonist of an epic is an event, the protagonist of a drama is a human being, the protagonist of a lyric is a person's inner feelings. "¹

The breadth of the scope of life, the complex human destinies, the innumerable flaws in the psyche of the protagonists are also analyzed in a less specific way in the epic works, which must be perceived during the events. In epic works, the focus is on the process of formation of emotions, their roots, rather than on the expression of a few experiences, the expression of moods. In epic works, artistic analysis is also extensive and multi-stage. The most basic sign of epicity is the presence of detail in the event and the image. Regardless of the genre, in epic works, the characters are more or less depicted in the context of events, and their nature is revealed in the depiction of events. An epic play, like a drama, depicts events that take place in space and time. The main feature that makes the epic unique is the importance of the organizational role of the narrative in it. It is as if the speaker, the tuner, or the narrator are telling a story that happened before, and at the same time, they are describing different situations, the image of the characters, and explaining the story.

It should be noted in the analysis that epic works are usually so large that they cannot be read with a single stroke, as in the case of lyrical works, and that their impact is multifaceted. In this kind of play, the flow of emotions is not one-sided. Conflicts, emotions, applause and curses, applause and denials are so strong that the analyst may lose the grip of his research in the midst of these artistic currents. It is this volume and scale that have contributed to the uniqueness of the analysis of epic works. In lyrical works, the author does not hide his feelings, the whole work is built only on emotions, the stronger the experiences and the brighter their expression, the more significant the artistic meaning of the lyrical works. In epics, however, neither the author's feeling nor the experiences of characters that are completely absent in lyrical works often do not come openly. In these kinds of works, the emotional events are hidden in the old man. The feature of depicting the protagonists in the context of events allows to place human experiences at the heart of the depiction of details in epic works, and the reader is required to grasp these feelings. The analyst should strive to instill in his readers the same skills - the ability to grasp the artistic meaning at the heart of the epic and draw logical conclusions, and, most importantly, to discover the vital and artistic meaning of the work. It is important to state from the outset that no matter how large the work being analyzed, no matter how complex the imagery, no matter how many characters, it is impossible to adjust the content of the work during the analysis. There are two reasons for this. First, no matter how skilled an analyst is, he cannot tell a work of art as little as a writer, and there is no need for that. Because those who are familiar with the text know it. There is no point in telling a story to those who have not read the work, losing some of the freshness of the text. After all, this is not a small part of the work, only half of it. No matter how hard an analyst tries, he can't be the author of the same work. Only the same writer can write the same work in the light world. In the analysis of literary works, their type and genre characteristics are of particular importance. The type and genre of a work is the basis for determining the methods and techniques for its analysis. When it comes to epic works, it is necessary to pay attention to the fact that "any emotion is hidden in the depths of events, because" the ability to show the characters in the context of life events allows to place human experiences in epic works. and the reader is required to grasp these feelings. It is important for a literature teacher to develop in his students the same skills - the ability to understand the artistic meaning at the heart of the epic and to draw logical conclusions. "²

Reading a given epic from beginning to end can be a key methodological tool in a teacher's work. Literary reading can focus on the level of a particular character, or several characters, their position in the play, the theme of the work, and the way the writer expresses the artistic and aesthetic intent. For example, in the first stage of academic lyceums, if students do not explain the peculiarities of the genres chosen by both writers during the winter reading of Ahmad Yugnaki's epic "Hibat ul-haqayiq" or Rabg uzi's "Qissai Rabg uziy", students will be able to understand the essence of these works. they cannot grasp the essence of the artistic and aesthetic essence. As a result, their true artistic potential is lost, they do not reach the minds of students, they do not help to develop the appropriate emotions in their hearts.

The literary programs of general secondary schools, academic lyceums and vocational colleges include the study of folklore, classical and modern literature, as well as epic works of various genres belonging to world literature. In particular, in the 5th grade, "Three brothers are heroes", "Susambil" folk tales, H.Olimjon's "Aigul and Bakhtiyor", Hans Christian Andersen's "Nightingale", Janni Rodari's "Puppy who can't sing", Anvar Abidjan's "Fair Eagle" and literary tales about a spy nicknamed "Mushroom", Alisher Navoi's "The Lion and the Durroj", Saadi's short stories, Abdullah Qadiri's "In the Goat", Ghafur Ghulam's "The Corpse that Came Alive).", Oybek's " Light man", N.Norkobilov's "White neck", Nodar Dumbadze's "Hellados" stories, Utkir Hoshimov's "World affairs", Chingiz Aitmatov's "White ship". Apparently, only in the 5th grade, works of various genres belonging to the epic genre were presented. At the same time, other classes include the study of examples from the epic genres of oral literature and epic literature. For the same reason, each of them must be approached in terms of the genres to which they belong, otherwise students may be misled and may not get the intended artistic and aesthetic effect. Working on the text of a literary work, including an epic, is one of the central issues in literary education. It "introduces students to the world of fiction, giving them an opportunity to understand the author's attitudes and intentions toward the events being portrayed." In the process of working on a literary text, students understand the poetic nature of the work, analyze its content, pay attention to the themes of the subject, try to determine the author's attitude to the events, characters and events in the work in general.

In the analysis of epic works, the age characteristics of the students and their literary training are also important. In grades 5-6 of general secondary schools, mainly small genres of epic are studied: fairy tales, stories, short stories, some epics. Major epics are planned to be studied in the upper grades, as well as in academic lyceums and vocational colleges. Each of them has its own methods and formsi.

For example, the second stage of academic lyceums provides for the study of Navoi's epic works, including the epic "Khamsa". First of all, when studying the life and work of Navoi, it is noted that the literary heritage of the writer, this heritage was a great event not only in the development of Uzbek literature, but also in the history of Turkish literature and world literature. The focus is on the episodes that show the author's serious work on the work. Such places can be found in all five epics.

The teacher can use the option that is most convenient for him. As a result, students have a solid and realistic idea of ​​the stages of creative development that provided Alisher Navoi's genius. They deepen the scientific, educational and artistic-aesthetic significance of the writer's work. Achieving this will not be easy. This result requires the use of a variety of methods and techniques. Among them, we can highlight the teacher's introductory speech, the final lecture, and the students' independent creative work. It is useful to consider the main ideological and artistic essence of the works, the connection of the individual episodes with the overall plot and composition of the work, to remember and repeat the materials studied in previous classes in connection with the life and work of Navoi. It is worth mentioning that although it is not easy to analyze modern novels, despite their large size, there are additional difficulties in analyzing Navoi's works and classical epics in general. In particular, there are a lot of obsolete words in them, the artistic requirements of the time, as well as cases directly related to the style of the writer. In addition, the time required to study major epics is extremely limited. The need to solve extremely large tasks in a short period of time requires the search for additional opportunities for both students and teachers.

Methodist scholar Safo Matjon points out, “Some teachers direct the analysis of epic works by placing the writer side by side with the reader. However, students need to be introduced to the writer's artistic world. To do this, when conducting independent work on the analysis of the work, students are asked "Is this the work of the protagonist?", "What would you do if you were in his place?" Instead of questions that aren't aimed at creative thinking, such as: "Could the protagonist behave differently in this situation?", "Why does the writer describe him in this situation?" Asking questions like these will give you an in-depth look at the author's creative lab. ”