METHODOLOGY OF TEACHING INDEPENDENCE-PERIOD POETRY IN ACADEMIC LYCEUMS: THE CASE OF WORKS BY SIROJIDDIN SAYYID, IQBOL MIRZO, KHURSHID DAVRON, AND FARIDA AFRO'Z

This article analyzes the methodological foundations of teaching Uzbek poetry of the independence period in academic lyceums through the works of Sirojiddin Sayyid, Iqbol Mirzo, Khurshid Davron, and Farida Afro‘z. The study considers independence-period poetry not merely as a corpus of literary texts, but as a crucial didactic resource that develops historical memory, national identity, figurative thinking, aesthetic taste, independent interpretation, evidence-based evaluation, and oral and written communication competencies among students. Taking into account the age-related, intellectual, and profile-specific characteristics of academic lyceum students, the article substantiates the necessity of integrating biographical-educational, historical-contextual, hermeneutic, comparative-typological, interactive, and competence-based approaches when working on poetic texts. As a result of the research, an integrative methodological model based on the sequence “text — context — interpretation — creative expression — assessment” is proposed for literature classes. The model is aimed at transitioning from memorizing poetry and retelling its content toward unfolding its system of images, lyrical subject, tone, symbols, historical-cultural semantics, and interpretive potential within the consciousness of modern students.