Abstract
The relevance of the study lies in the fact that intense social changes are transforming not only society, but also affect the main reference points in education, which prompts the teaching community to consider current trends in the development of the European school. The purpose of the study is to generalize and systematize scientific, methodological, pedagogical and psychological aspects of the learning process and the development of key skills of students through the use of didactic capabilities of media education technologies. The theoretical and methodological basis of the research consists of methodologies of the following approaches: didactic, general scientific, comparative. In the process of research it was determined that in a changing environment, only individuals who are able to adapt to constant rapid change, solve complex problems, think critically about the circumstances, compare alternative points of view and make balanced decisions can navigate and act actively. It is confirmed that the main goal of modern education is not to provide students with important information, but to develop a critical view of the perception and research of information. Media education technologies were found to help prepare an applicant of education for life in an information society, choose the main thing among the incessant flow of information, critically examine the information received, and cooperate with others. In scientific research, media education is considered as one of the tools that helps teachers replace passive listening of a student or primitive retelling with active participation in the educational process, and thereby increase the effectiveness of classes. The introduction of media-educational technologies in practice was proved to solve this issue by applying strategies for the development of critical and systematic thinking. The practical significance lies in the implementation and systematization of critical thinking mechanisms as a tool for introducing media education technology for the development of key skills of students
Highlights
New humanitarian technologies, namely media education, have great didactic capabilities for solving topical educational tasks that provide preparation for activities in the modern information society
Modern educational technology for the development of critical thinking in language and literature classes solves the problems of educational motivation, information literacy, writing culture and social competence, namely: increasing interest in the learning process and active perception of educational material; developing the ability to independently analyze information of any complexity; forming skills in writing texts of various genres; forming communication skills and responsibility for knowledge
Prospects for the study of the chosen topic consist in the fact that media education technologies at the present stage are an integral part of language and literature class, as they increase the practical interest of students, develop a divergent and creative vision
Summary
Namely media education, have great didactic capabilities for solving topical educational tasks that provide preparation for activities in the modern information society. The specifics of the goals, objectives, and content of media education correspond to teaching methods, among which the main role is played by active teaching methods, including the requirements for the results of media education, which define the criteria for the formation of critical media competence [1]. The need to study the possibilities of media education technologies in the development of critical and systematic thinking in school-age children and its popularization among teachers remains urgent. The didactic possibilities of media education consist in the Scientific Bulletin of Mukachevo State University.
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