Methods of critical thinking development when studying history (on the example of detachabloed subdivision «Zalishchyky professional college named YE. Khraplyvy of National University Of Life And Environmental Sciences of Ukraine»)

Abstract

The article describes the мethods of critical thinking development when studying history( on the example of Detachabloed Subdivision «Zalishchyky Professional College named Ye. Khraplyvy of National University of Life and Environmental Sciences of Ukraine» . The methods and techniques of developing critical thinking at each stage of the lesson are analyzed. The article states that the choice of methods and techniques for the development of critical thinking depends on the topic, goal, tasks and type of class, time available, individual and age characteristics of the students and the general potential of the academic group. In the introductory part of the lesson, we should activate students' knowledge, motivate them to study the material. At this stage, it is suggested to use one of the following methods: an associative bush, a table "We know-we want to know-we have found out", a tree of predictions or the method of retroalternativism. In the main part of the lesson, during the initial perception of the material, the use of such methods as a Venn diagram, a mental map, the method of reference words, reading in pairs is substantiated. At the sub-stage of understanding the acquired knowledge, the use of discussion, fishbone, press, and raft methods was analyzed. Summarizing and systematizing the studied material, the article describes the experience of using thin and thick questions. When conducting assessments, the use of peer and self-assessment, which often coincides with reflection, which is an integral component of critical thinking development classes, is important when implementing critical thinking development techniques.