The article is devoted to the problem of implementing a differentiated approach to teaching literature to philology students in higher education institutions. The essence of differentiation is examined as an internal form of organizing the educational process that takes into account students’ level of literary training, reading experience, cognitive characteristics, and professional interests.
| Mualliflar | Yakhshimuradova , Guzal, Яхшимурадова , Гузал, Yaxshimuradova , Guzal |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2026-05-25 |
| Jild | 4 |
| Son | 5/S |
| Betlar | 151-154 |
| Til | Rus |
| DOI | 10.47689/2181-3701-vol4-iss5/s-pp151-154 |
DOI: 10.47689/2181-3701-vol4-iss5/s-pp151-154 · Maqolaning asl sahifasi
дифференцированный подход, обучение литературе, филологическое образование, высшая школа, разноуровневые задания, индивидуализация обучения, литературоведческий анализ, differentiated approach, literature teaching, philological education, higher education, multilevel tasks, individualized learning, literary analysis, differensiallashtirilgan yondashuv, adabiyotni o‘qitish, filologik ta’lim, oliy ta’lim, turli darajadagi topshiriqlar, ta’limni individuallashtirish, adabiyotshunoslik tahlili
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