FEATURES OF THE FORMATION FUTURE PRIMARY SCHOOL TEACHER’S CRITICAL THINKING

Abstract

The article investigated the features of the formation future primary school teacher’s critical thinking. Currently it was found the concept of forming critical thinking of the individual is recognized worldwide and implemented at all levels of education. Based on the study of a number of scientific papers, it is established that the analytical component of primary school teacher’s critical thinking is organically present at all stages of work with younger students, it allows to track positive and negative changes, as well as identify errors and inaccuracies in solving professional problems. It is noted that the development of critical thinking among students requires such an organization of educational work, which will be aimed at stimulating the understanding of the material and the formation of their own judgments and creation independent approaches to solving various scientific problems. Methods and techniques of formation future primary school teacher’s critical thinking are considered. It is noted the methodical ways and methods of forming critical thinking are working with different types of texts, visual methods and techniques of organizing information, asking questions, educational discussion, methods of reflection. The main methods and techniques for forming critical thinking of future primary school teachers are: cluster (“bunch”), “brainstorming”, Insert (interactive tag system for effective reading and thinking), mental map method, “written discussion”, project techniques . It is noted to form students’ skills of critical thinking – the task of all disciplines of the educational program of training future primary school teachers. It is determined that sufficient opportunities for the formation of critical thinking are seen in the inclusion in the educational process of such forms of independent work as compiling structural and logical schemes, annotations, writing and defending essays, reviewing essays by colleagues, scientific articles; creative works, creative reports, project activities, etc. It is established that there are many methods and techniques for forming critical thinking and depending on the specifics of the discipline being studied and the goals pursued by the teacher, it is possible to use certain types of these techniques, as well as their combination.