Abstract
Mazkur maqolada adabiyot o‘qitish metodikasida umumdidaktik va xususiy-metodik tamoyillarning o‘zaro mutanosibligi hamda ularning ta’lim samaradorligini ta’minlashdagi ahamiyati tahlil qilinadi. Unda ilmiylik, tizimlilik, izchillik, onglilik va faollik kabi umumdidaktik tamoyillarning badiiylik, obrazlilik, estetik idrok, matn asosida tahlil qilish va mustaqil talqin kabi xususiy-metodik tamoyillar bilan uyg‘unlashuvi yoritiladi.References
1. Rosenblatt, L. M. The Reader, the Text, the Poem: The Transactional Theory of the Literary Work. Southern Illinois University Press, 1978. eric.ed.gov
2. Rosenblatt, L. M. The Literary Transaction: Evocation and Response. Theory Into Practice, 21(4), 1982, pp. 268–277. eric.ed.gov
3. Langer, J. A. Envisioning Literature: Literary Understanding and Literature Instruction. Teachers College Press, 1995. Google Books
4. Langer, J. A. Literary Understanding and Literature Instruction. Report Series 2.11. National Research Center on Literature Teaching and Learning, 1991. eric.ed.gov
5. Momeni, S. M., Aerila, J.-A., & Routarinne, S. Classroom applications of the reader- response approach in primary and secondary education: A systematic review (1989–2024). L1-Educational Studies in Language and Literature, 26(1), 2026, pp. 1–39. L1 Research
6. Rosenblatt, L. M. Literature as Exploration. 5th ed. Modern Language Association of America, 1995. Google Books