ТЕХНОЛОГІЯ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ УЧНІВ НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ В НОВІЙ УКРАЇНСЬКІЙ ШКОЛІ

Abstract

The article outlines the issue of developing students’ critical thinking at lessons of English according to the Concept of “New Ukrainian School” which is focused on reforming and modernizing the system of secondary education. The relevance of the presented issue is proved by a number of official documents, released by European Commission that form the framework for reforms for national government. The paper looks into studying the roots of the concept “critical thinking” and reveals the modern definition. For deeper understanding the essence of the definition, its key features are disclosed: independence, problem-based nature, decision making, rationalism, and socialness. The author proves that the process of development of critical thinking has the characteristics of technology (algorithm-based and coordination). So, it is noted that a lesson in primary school should be conducted according to the technology structure. The author singles out three lesson stages: introductory (evocation), main, and final stages. Special attention is paid to two models of developing primary school students’ critical thinking, based on the theories, presented in foreign scientific literature and recommended for implementing by Ministry of Education and Science of Ukraine. The first model is based on the study of K. Egan who emphasizes the role of students’ language development for broadening their horizon. The second model is a theory of multiple intelligence of H. Gardner adopted to the conditions of learning English in primary school. Key words: primary school, English lessons, critical thinking, New Ukrainian School, technology.