ТЕХНОЛОГИЯ РАЗВИТИЯ КРИТИЧЕСКОГО МЫШЛЕНИЯ В НАСТАВНИЧЕСТВЕ СТУДЕНТОВ И ОБУЧАЮЩИХСЯ СЕРЕБРЯНОГО УНИВЕРСИТЕТА МГПУ

Abstract

Currently, the diversity of educational services requires a person to be able to navigate this flow, navigate independently and make an informed choice based on the priority goals and needs of the person himself. An average person is not able to independently understand and manage these processes without the support of a mentor-tutor. The article presents various organizational forms, technologies, methods and strategies that are used in Russia to implement mentoring activities. An attempt is made to justify tutoring as a type of mentoring; the characteristic of the technology of critical thinking development as a technology of open education is described. It is used to organize tutoring support for the educational and professional development of students of the Silver University of MSPU. The authors correlate the stages of critical thinking development technology with the stages of “full tutor action”, in which the tutor accompanies students: creating an open educational environment, implementing educational navigation and scaling. The article analyses the technological techniques used by the tutor in the process of tutor support for the educational and professional development of students of the Silver University of MSPU at all stages of the implementation of the “full tutor action”. Creating an open educational environment at the challenge stage allows you to update the personal experience and knowledge of students within the areas of knowledge that are of greatest interest to them. Using the resources of the technology for developing critical thinking, a tutor creates a text-based open educational environment for students that has the key characteristics, namely, it has openness, variability, redundancy and it is unstructured and provocative. The technological tools used at the semantic stage allow educational navigation. At the stage of reflection, scaling is achieved through the tutor's reflexive questions, the organization of oral and written reflection, which become the starting point for further independent development of students' interests and create a new scale in the implementation of their education. The article analyzes the techniques that are used in the process of tutor support of educational self-determination and self-education of students of the Silver University of MSPU.