DUTOR CHOLG'USI ORQALI MILLIY QADRIYATLARNI TARBIYALASHNING NAZARIY-METODOLOGIK ASOSLARI
Keywords:
Kalit so'zlar: dutor, milliy qadriyatlar, ma'naviy tarbiya, musiqa ta'limi, cholg'u ijrochiligi, metodologik tamoyillar, O'zbek musiqiy merosi., Keywords: dutar, national values, spiritual education, music education, instrumental performance, methodological principles, Uzbek musical heritage.Abstract
Annotatsiya: mazkur maqolada dutor cholg'usi orqali o'quvchilarda milliy qadriyatlarni tarbiyalashning nazariy va metodologik asoslari ilmiy jihatdan tahlil qilingan. O'zbek xalqining ko'p asrlik musiqiy merosi, xususan, dutor sozining tarixi, tuzilishi va ijrochilik an'analari ko'rib chiqilgan. Sharq mutafakkirlari Forobiy, Ibn Sino, Alisher Navoiy ning milliy cholg'ular orqali insonni ma'naviy tarbiyalash haqidagi nazariy qarashlari tahlil etilgan. UNESCO ning dutor san'atini nomoddiy madaniy meros sifatida ro'yxatga olishi mavzuning xalqaro darajadagi dolzarbligini yana bir bor tasdiqlaydi. Maqolada dutor ijrochiligini o'qitishda milliy qadriyatlarni shakllantirish uchun besh asosiy metodologik tamoyil taklif etilgan: madaniy kontekstuallik, tarixiy izchillik, shaxsga yo'naltirilganlik, amaliy integratsiya va milliy g'urur tamoyillari. Ushbu tamoyillar asosida dutor darslarini tashkil etish bo'yicha amaliy tavsiyalar ishlab chiqilgan. Tadqiqot musiqa ta'limi amaliyotida milliy cholg'u orqali qadriyatlarni tarbiyalash uchun metodik asos bo'lib xizmat qilishi mumkin.
ABSTRACT: This article provides a scientific analysis of the theoretical and methodological foundations of educating national values in students through the dutar instrument. The centuries-old musical heritage of the Uzbek people, including the history, structure, and performance traditions of the dutar, are examined. The theoretical views of Eastern thinkers al-Farabi, Ibn Sina, and Alisher Navoi on spiritual education through national instruments are analyzed. UNESCO's inscription of the dutar art as an intangible cultural heritage further confirms the international relevance of the topic. The article proposes five key methodological principles for forming national values in dutar instruction: cultural contextuality, historical continuity, student-centeredness, practical integration, and national pride principles. Practical recommendations for organizing dutar lessons based on these principles are developed. The study can serve as a methodological foundation for cultivating values through national instruments in music education practice.
