BADIIY ASARLAR ORQALI TANQIDIY FIKRLASH KOMPETENSIYASINI RIVOJLANTIRISH METODIKASI

Mazkur maqolada badiiy asarlar asosida bo‘lajak ingliz tili o‘qituvchilarining tanqidiy fikrlash kompetensiyasini rivojlantirishning pedagogik va metodik asoslari tahlil qilinadi. Zamonaviy ta’lim tizimida tanqidiy fikrlash kompetensiyasi talabalarning mustaqil fikr yuritishi, muammoli vaziyatlarni tahlil qilishi, turli nuqtai nazarlarni solishtirishi va asoslangan xulosalar chiqarishida muhim omil sifatida qaraladi. Shu nuqtai nazardan, badiiy matnlar talabalarning analitik, interpretativ va refleksiv tafakkurini rivojlantirishda samarali vosita hisoblanadi. Tadqiqot davomida adabiy asarlarni close reading, reader-response, munozara, debat, dramatizatsiya va reflektiv yozuv kabi metodlar asosida o‘qitish imkoniyatlari yoritiladi. Shuningdek, maqolada badiiy asarlardagi konflikt, obraz, ramz va ijtimoiy muammolarni tahlil qilish orqali talabalarning mantiqiy va tanqidiy tafakkurini shakllantirish masalalari ko‘rib chiqiladi. Tadqiqotda kompetensiyaviy yondashuv, kommunikativ metod hamda interfaol texnologiyalarning didaktik imkoniyatlari asoslab beriladi.

This article examines the pedagogical and methodological foundations of developing critical thinking competence among future English language teachers through literary works. In contemporary education, critical thinking competence is regarded as one of the essential components of professional training, as it enables students to analyze information independently, compare different perspectives, evaluate arguments critically, and make well-reasoned decisions. From this perspective, literary texts serve as an effective tool for fostering students’ analytical, interpretative, and reflective thinking skills. The study highlights the educational potential of literary works when taught through such approaches as close reading, reader-response activities, discussions, debates, dramatization, and reflective writing tasks. Particular attention is paid to the analysis of conflicts, characters, symbols, and social issues represented in literary texts, which contribute to the development of students’ logical and critical reasoning abilities. Furthermore, the article explores the didactic opportunities of competence-based education, communicative approaches, and interactive technologies in literature teaching. The findings of the research demonstrate that interactive classroom activities organized around literary texts encourage students to think actively, formulate independent conclusions, and defend their viewpoints with convincing arguments.