CRITICAL THINKING DEVELOPMENT AS A BASIS OF STUDENT-FOCUSED EDUCATION

Abstract

The article discusses the phenomenon of critical thinking as a basis for student-focused education. To prepare professionals able to adapt to the modern society, the active implementation of a wide range of pedagogical innovations in educational university system is required. Education reforms worldwide are derived from constructivist views of teaching and learning. A major component of the current reforms in education is the shift from the dominant traditional teaching for algorithmic, lower-order cognitive skills to higher-order thinking skills. Critical thinking is one of the most important qualities of the person, uncompensated by combination of other qualities and is a prerequisite for his effective social and occupational functioning. The author examines three waves in the study of this problem abroad and analyzes the work of local researchers. The structure of educational technology of critical thinking development is logical as its stages correspond to the natural stages of cognitive activity of the person. Practical experience of the author shows that in the beginning of class (the evocation stage) the teacher should organize the work so that students have the opportunity to prove or disprove the given statements. After exploring the basic information students should return to the statements and assess their credibility. At the understanding stage the work is carried out directly with the new information. Students read the text using active reading methods (marking with special icons), they make notes, looking for answers to the questions posed at the beginning of class. At the reflection stage, students are asked to return to the original posts and correlate «new» and «old» information. Thus, students-focused education is aimed at the socio-professional training of specialists as an intellectual man with critical thinking, with the ability to objectively evaluate the results of his work.