МОДЕЛЮВАННЯ КОНКРЕТНИХ СИТУАЦІЙ ДЛЯ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ МАЙБУТНІХ ФАХІВЦІВ

Abstract

The article deals with students’ critical thinking development using specific situation modelling. The method of critical situation analysis is based on the description of a specific problem situation that appears in specific professional activity and is given in a specific context. Specific situation analysis requires critical thinking development and at the same time favours the development of such thinking. The authors offered a complex of tasks for future specialists’ critical thinking development, the classification of which is carried out taking into account a heuristic method of information analysis. These are the tasks on decomposition, on analogy, on alternative searching, on cause-and-effect relation analysis, the use of regulatory method analysis, aggregation method, paradox method, induction and deduction methods, specific question method, empathy method, «from opposite» method, association method, the method of alternative systems joining. The stages of work of specific situation method implementing for critical thinking development during studying in self-reflexiveness style have been defined. The work in the process of specific situation analysis is offered to be done in the group interaction. Dialogue form thinking development of every partner, reflexive thinking mechanism development occurs in the process of mutual education. The sequence of work on specific situation analysis for critical thinking development provides development in students’ mental performance activity as transition from actions that are stimulated by teacher’s tasks to independent statement of a question, from actions connected with known ways and methods choice to independent search of problem solving and further more – to the development of the skill to see the problems independently and to study them. Specific situation complex implementation has shown that higher education students are aware of their role in workmanship, that doing such tasks allows: to see professional activity problems in different ways and to get them ready to act in non-standard situations in practical activity; to develop thought based on personal experience, to think further, to analyze jointly as for the professional problem solving method.