ОСОБЛИВОСТІ ТЕХНОЛОГІЇ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ УЧНІВ ПРИ ВИВЧЕННІ ФІЗИКИ У ЗАКЛАДАХ ПОЗАШКІЛЬНОЇ ОСВІТИ

Abstract

The article covers aspects of the development of thinking of pupils of out-of-school educational institutions in physics circle. The attention is focused on the education tasks of the new Ukrainian school, comprehensive development of a person capable of critical thinking. It is stated that the best types of organization of pupils' activity in critical thinking forming are group and collective work, since critical thinking has a social nature. It is emphasized that classes in out-of-school institutions are most often conducted in such forms. Four main stages of critical thinking formation are distinguished on the basis of the analysis of the psychological and pedagogical literature. The basic principles of construction of critical thinking formation technology in out-of-school institutions on the example a physics circle is considered. They include problems of content, information saturation, communicativeness, motivation and need for knowledge, scientific, authenticity and accessibility, social conditioning. The principles of technology for the critical thinking development are implemented through the introduction of pedagogical and didactic conditions. In practice, the process of critical thinking forming is accomplished by incorporating into the content of the group lessons special tasks that require higher-level thinking; organizing pupils' activities during the class as a study of a particular problem. It is provided interactive interaction of pupils with each other, the development of skills to formulate conclusions independently, analysis of the graphs, schemes, results of experiments. It is stated that the result of the lesson is the formation of their own judgments, not the assimilation (learning) of known facts. The teacher in training constantly evaluates the result of pupils' activity using feedback on the basis of research activity. The organization of holding a class on physics is considered and an example of a practical problem contributing to the critical thinking development is given. It is suggested to purposefully form critical thinking by selecting tasks in which pupils are forced to choose optimal frames of reference, to analyse the obtained solutions for the sake of reliability, to draw analogies between physical processes, to establish hidden connections between physical processes, to solve hybrid problems from various sections of physics.