ПЕДАГОГИЧЕСКАЯ ТЕХНОЛОГИЯ ФОРМИРОВАНИЯ КРИТИЧЕСКОГО МЫШЛЕНИЯ КУРСАНТОВ НА ЗАНЯТИЯХ ПО ИНОСТРАННОМУ ЯЗЫКУ В ВОЕННОМ ВУЗЕ

Abstract

The article is devoted to the theoretical and methodological substantiation of the structure and content of pedagogical technology for the formation of critical thinking in foreign language classes at a military university. For this purpose, an analysis of scientific literature was carried out, the structural and content characteristics of pedagogical technology were identified, the structural and content composition of the pedagogical technology for the formation of cadets critical thinking in the process of learning a foreign language was determined, and on the basis of this, a pedagogical technology was developed that increases the effectiveness of the formation of cadets critical thinking in foreign language classes language. Pedagogical technology is considered as a multidimensional, ordered system of means of the pedagogical process, based on a scientific basis, implemented within a given chronotope and leading to the achievement of the planned result. Attention is focused on the main criteria of pedagogical technology: scientific, systematic, structured and procedural. The main components of pedagogical technology and their content are determined. The conceptual component of pedagogical technology defines its main idea, patterns, methodological approaches (systemic, personality-creating, competency-based, technological and communicative), principles (systematic and consistent, subjectivity, problematic, reflexive, situational), philosophical, psychological, didactic and social and pedagogical rationale for achieving educational goals. It was revealed that the content component includes a diagnosable goal, objectives of pedagogical technology, the volume and thematic content of the program for the formation of cadets critical thinking in foreign language classes at a military university. The procedural component is considered, revealing the essence, structure, algorithm, requirements and methodological conditions for organizing the educational process. The following methods have been identified to implement the technology: brainstorming, problem-based learning, TRIZ techniques, POPS formula, case method, discussion, foresight session, business game. During the study, diagnostics of the process of the technology under consideration was determined, including criteria, indicators, levels of formation, and diagnostic tools. As a result of the study, it is concluded that the effective functioning of this technology will help improve the quality of formation of cadets critical thinking in the process of learning a foreign language