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Abstract
Mazkur maqolada boshlang‘ich sinf o‘quvchilarining ijodiy fikrlashini rivojlantirishda bolalar she’riyatidagi badiiy obrazlardan foydalanishning pedagogik va metodik imkoniyatlari tahlil qilinadi. Tadqiqotning dolzarbligi shundaki, zamonaviy boshlang‘ich ta’lim jarayonida o‘quvchining tayyor bilimni o‘zlashtirishi bilan bir qatorda mustaqil fikrlashi, tasavvur qilishi, yangi g‘oya yaratishi va o‘z fikrini obrazli ifodalashi muhim kompetensiyalardan biri sifatida namoyon bo‘lmoqda. Bolalar she’riyatidagi tabiat, hayvonot olami, bola obrazi, buyumlar va jonlantirilgan predmetlar o‘quvchining tasavvurini faollashtirish uchun qulay badiiy material hisoblanadi. Maqolada she’riy obrazning o‘quvchi tafakkuriga ta’siri, obrazni anglashdan ijodiy obraz yaratishga olib boruvchi metodik bosqichlar hamda “Obrazni top”, “Obrazga kirish”, “Agar men shoir bo‘lsam…”, “Obrazni davom ettir”, “Rasmga aylantir”, “Ikki obraz — bir hikoya” kabi topshiriqlarning imkoniyatlari yoritiladi. Tadqiqotda nazariy tahlil, pedagogik kuzatish, taqqoslash, modellashtirish va metodik loyihalash usullaridan foydalanildi. Maqolada ijodiy fikrlashni baholash uchun ravonlik, moslashuvchanlik, originallik va tafsilotlashtirish mezonlari asosida metodik mezonlar ishlab chiqildi. Natijada she’riy obrazlarni faqat mazmunni tushuntirish vositasi sifatida emas, balki o‘quvchini mustaqil fikrlash, tasavvur qilish va yangi badiiy yechim yaratishga yo‘naltiruvchi didaktik vosita sifatida qo‘llash mumkinligi asoslandi.
References
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