Journal of Ethics and Diversity in International Communication

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Journal of Ethics and Diversity in 
International Communication
 
 
| e-ISSN: 2792-4017 | www.openaccessjournals.eu | Volume: 2 Issue: 4 
 
ISSN 2792-4017 (online), Published under Volume: 2 Issue: 4 in April-2022 
Copyright (c) 2022 Author (s). This is an open-access article distributed under the terms of Creative Commons 
Attribution License (CC BY).To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/ 
 
57
Features of the Methodology of Teaching Foreign Literature 
 in Primary School 
Narkabilova Gulnoza Po’latovna 
Fergana State University Philosophy of Philology PhD, Senior Lecturer 
Tursunaliyeva Xumoraxon Xursanbek qizi 
Theory and methods of education 1-year master's degree 
Annotation: 
This article is devoted to the analysis of the methodology of teaching foreign 
literature in primary school. Requirements for independent work are given. Theoretical ideas in this 
area are supported by the example of teaching "Little Prince".
 
Keywords:
pedagogy, primary education, independent work, methodology, of teaching foreign 
literature. 
 
Introduction
The importance of the foreign literature course in the modern school is enormous. First of all, it 
should be noted that "world literature" itself reflects the process of interaction, mutual influence of 
national literatures. Literature is perhaps the main source of information about the culture of a 
given country. In this regard, it should be noted that the development of world literature is a 
product of the mutual influence of national literatures. 
Main part. 
The acquaintance of schoolchildren with foreign literature contributes to the 
understanding of the uniqueness and uniqueness of the culture and literature of each nation, the idea 
of the originality of Russian literature, familiarization with the universal values of life. Often in 
modern schools, the course of foreign literature is fragmentary and fragmentary. Increasingly, the 
idea of creating a well-thought-out and consistent system for studying foreign authors at school 
sounds in the methodology. 
The study of foreign literature occupies a very important place in the entire course of literature in 
the modern school. However, the current situation at the school is such that the Uzbek literature 
program is so full that there is no time left for foreign literature, especially since the works of 
foreign authors are studied at the end of the school year. Whereas the reading and perception of 
foreign literature by middle and senior students opens up prospects for a clearer understanding of 
the world literary process and the role of domestic literature in it. 
The course of foreign literature is built on the basis of an integrated approach, including aspects of 
the historical-literary, literary-theoretical and cultural studies of literary phenomena. It is important 
for the teacher to identify the individual characteristics of each representative of foreign literature 
and, at the same time, the common features that are inherent in their work associated with a certain 
era. The study of the work in the context of the era involves the acquaintance of students with the 
facts of the writer's biography, the most important source of knowledge not only about the life of 
the artist, but also about the features of the time in which he lived and worked. The study of a work 
in the context of an epoch also requires an appeal to lexical, everyday, ethnographic, historical 
commentaries with the involvement of works of painting, music, theater, and cinema. 

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