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XORAZM MA
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MUN AKADEMIYASI AXBOROTNOM
А
SI
–
12/2020
238
The main goal of the project activity is to solve the problem situation, in which all students are involved.
Working on the project, students have the maximum opportunity for self-realization. Problem situation is
created with such calculation that at its solution it is necessary to apply various abilities of students: analytical,
art, musical, artistic, communicative, which in the traditional process of learning remain unclaimed, and a
talented student can simply "not notice". The obligatory task of the teacher when working on the project is to
give the chance to each participant of educational process to feel own importance and necessity in performance
of the general business. Prepares for the educational process of CEA (criteria for evaluation of activity) of the
project participants:
Criteria for evaluating student performance
Points
awareness of the importance and urgency of the problems raised by each project participant
3
correctness of the research methods used and methods of processing the results obtained
2
activity of each project participant in accordance with their individual capabilities
3
team spirit
3
nature of communication and mutual assistance, complementarity of project participants
4
necessary and sufficient depth of penetration into the problem, attracting knowledge from other areas
4
Evidence of decisions made, ability to argue their conclusions, conclusions
4
aesthetics of execution of the project results
3
the ability to answer questions from opponents of each group member
4
in total
30 points
The training project will take place only when a significant problem is identified in each topic, research
methods are defined, and student activities are planned.
Stages of work on the multimedia project
1) statement of the problem situation and formation of a small group;
2) collection and processing of material;
3) presentation of the project;
4) discussion of the results.
It is very important to organize intermediate group discussions of the data obtained in the lessons or in
additional classes.
So at study of literary creativity of S.Esenin, in a lesson the task is put to attract to creativity of the poet
the maximum attention of pupils, to give to feel beauty and importance of sounding poetic word of Esenin. As
you know, working with poetic works in the practice of teaching literature is one of the most difficult. To solve
this problem, students can take part in the creation of a multimedia project on the work of S. A. Esenin "What
is the world of Sergei Esenin?
Methodical tasks:
1) help to comprehend the inner logic of Esenin's creative path and the contradictions that determined
the drama of his lyrics;
2) teach to apply the acquired knowledge in practice;
3) teach to use Power Point presentation.
Several problem situations are outlined in the class:
•
S. Esenin - who is he?
•
Homeland and S. Esenin. Is it the one whole?
•
Philosophy of the poet's work.
•
The peculiarity of the poet's artistic world.
In accordance with problem situations students were offered topics for independent research:
1.
The life of S. Esenin in different time periods.
2.
A multicolored palette of early art.
3.
The reaction of the poet to social changes.
4.
Internal conflict between dreams and reality.
5.
The path of the lyrical hero C. Esenin in color.
As each participant of the project starts to perceive the art text as the versatile and multicolored world
which can be comprehended not only analytically, but also sensory. Literature begins to be perceived not as
an academic subject, but as a kind of art, and the student, working on the project, comes into contact with the
creator of this art. For this purpose, a group of students is divided into "readers", "editors", "critics", and literary
consultants. Since the final stage of the project was based on the theme "The Way of the Lyrical Hero S.". The
most difficult part of the work was done by consultants - literary critics. Their task was defined as follows: to
observe the change of color in the work of S. Esenin, depending on the period of his work. To perform such
work, the group first underwent theoretical training: information from the theory of literature about color
writing. In addition, for the group members was important not only the background and color, but also the
central image or thought of each verse. For this purpose, individual work on a line-by-line semantic analysis
of a poem was conducted with each consultant. A special place was given to artistic trails: it was found out
why the author uses this or that epithet, what is the significance of the author's metaphor, and what is the
comparison for. The work was conducted in the form of problematic questions, clarifying the lexical meaning
of incomprehensible words.
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