This article investigates the specific problems, theoretical foundations, and innovative solutions of teaching Alisher Navoi's ghazals in secondary schools, specifically based on the experience of general education school No. 4 in the Oqoltin district of the Syrdarya region, using the international IMRaD (Introduction, Methods, Results, and Discussion) standard. During the research, interactive pedagogical technologies, a specialized system of working with a dictionary, and cognitive approaches were tested to develop students' skills in understanding and analyzing classical texts. The obtained results demonstrated that the analytical-logical approach is highly effective compared to the traditional memorization methodology.

In order to scientifically substantiate the effectiveness of the idea of ​​increasing student activity through the use of interactive technologies and to further improve it, it is necessary to conduct a comprehensive, systematic and multifaceted analysis of this impact. Because activity as a pedagogical phenomenon is characterized not only by final results, but also by dynamic, procedural and qualitative changes occurring in the educational process itself. Therefore, assessing activity requires a methodological approach that reveals the internal mechanisms of the educational process, not limited to test results or grades.