ПЕДАГОГІЧНІ СТРАТЕГІЇ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ В УМОВАХ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

Abstract

The article reveals the essence, structure and qualities of critical thinking, identifies the features of a critically thinking person, substantiates the importance of critical thinking development to enhance mental activity of junior pupils. A number of pedagogical strategies are considered, which contribute to a deeper understanding of the educational material and are a necessary condition for the formation of critical thinking of the modern primary school pupils. During the study, a number of theoretical and empirical methods were used: analysis, generalization, systems method, observation, study of the results of junior schoolchildren. Analysis of the psychological and pedagogical literature has shown that the problem of developing pupils’ critical thinking has always been relevant. Critical thinking is defined as a process that should begin with a problem statement, continue with the search for and understanding of information, and should end with a decision to solve a problem. It is established that implementation of critical thinking strategies allows to form the communicative competence of junior pupils, creates comfortable conditions for their selfdetermination and self-improvement. As a result of working with pupils’ critical thinking, they develop the ability to self-assess the phenomena of the surrounding reality, the received information, scientific knowledge, opinions and statements of other people; the ability to see positive and negative aspects of different views is formed, creative abilities are developed, intellect is enriched. Application of pedagogical strategies of critical thinking meets the requirements of the National Doctrine of Education Development of Ukraine for the transition to a new type of humanistic and innovative education. In conditions of the modern educational space it becomes possible to form an active personality, prepared for future life communication, able to solve problems and make concrete decisions in the changed circumstances of communication. Further scientific research requires the study of the purpose, content, methods and forms of critical thinking development in students of other ages.