Technology Of Critical Thinking Development Research Articles

РОЗВИТОК КРИТИЧНОГО МИСЛЕННЯ СТУДЕНТІВ ПІД ЧАС ЗАНЯТЬ З ІНОЗЕМНОЇ МОВИ У ЗВО

The article talks about the need to develop critical thinking among students in general, and, in particular, considers the issue of developing critical thinking of students in foreign language classes, using the example of German language classes. It is emphasized that since the beginning of a full-scale war, this issue has gained considerable importance, because a critical way of thinking makes it possible to analyse the information received, make the right decisions, resist information pressure, and be tolerant of the opinions of opponents. The purpose of the article is to reveal the need for the development of critical thinking in students during foreign language classes in institutions of higher education, as well as to analyse the peculiarities of the implementation of some methods and forms of education that ensure the development of critical thinking in students during foreign language classes using the example of German language classes. The work uses both general scientific and linguistic research methods, namely: theoretical (analysis, synthesis and generalization of the latest research and publications); empirical (observation of the educational process); experimental (studying the results of students’ activities). The article defines the concept of “critical thinking” and analyses the latest research and publications on this issue. Three stages of development of critical thinking are characterized: challenge, implementation, and reflection. The methods and forms of development of critical thinking are considered, namely: discussions, disputes, and debates, role-playing games, press conferences, talk shows, etc. Some of them are analysed. The role of the teacher in this process is emphasized. There are five rules of a creative teacher. An authentic textbook on the German language is offered, which, according to the authors, contributes to the development of critical thinking in students. Word games in German are offered, which also contribute to the development of critical thinking. It is noted that mastering the habit of critical thinking has many advantages, including a deep understanding of one’s own values and needs, the ability to make quick decisions, the ability to resist information pressure (which is very powerful nowadays), as well as a tolerant attitude to the opinions of others. The successful implementation of critical thinking development technology during foreign language classes in institutions of higher education contributes to students’ acquisition of skills and knowledge that go beyond the subject of a foreign language. Critical thinking gives not only comprehensive knowledge of a set of topics, but also forms a special worldview, helps to find out the causes of the origin of such knowledge, and forms the ability to predict consequences. During the practical use of this technology in German classes, we managed to activate the educational process, arouse students’ interest in studying certain topics, and increase motivation. Students learned large volumes of information without boredom and fatigue due to the variety of tasks. In the conditions of joint creative work, partnership relations were formed between the students and the teacher. It is emphasized that the introduction of technology for the development of critical thinking will help students determine themselves in their personal, professional, and social life, and will increase their competitiveness in the global labour market.

Technology of critical thinking development as forming tools for teacher professional competencies in pandemic

The article was intended to determine the specifics of the problem of professionalization of the activities of a teacher of vocational training. The object is the professionalization of the teacher's activity. The subject is the problem of professionalizing the activities of a teacher of vocational training. A qualitative analysis of well-known literature sources in the field of technologies for the development of critical thinking in the formation of professional competencies of a higher school teacher in the context of a global pandemic has been carried out. The main methods used in the development of the article were: research methods were used to solve the set tasks: theoretical (study and analysis of scientific and pedagogical, psychological and pedagogical, reference, specialized literature, regulatory documentation on topic of research, additional professional advanced training programs; analysis, comparison, classification of the information received and generalization); empirical during an international pandemic. The following tasks are solved in the article: the concept and specificity of the phenomenon of professionalization of activity; the features of the professionalization of the activity of a teacher of vocational training are characterized; the possibilities of professional competence as a way to solve the problem of professionalization of the teacher's activity are determined.

The role of critical thinking development technology in the development of students' intellectual ability

This article discusses the role of critical thinking development technology in the formation of students' intellectual abilities. Purposeful formation of intellectual abilities of students allows establishing cause-and-effect relations between phenomena and laws of development of events that is necessary for the student for mastering scientific knowledge and foreign languages. The aim of the study is to reveal the essence of critical thinking of students in the learning process and to develop and test the technology of critical thinking as a tool for intellectual development of students. The study applied methods such as analysis of psychological, pedagogical, scientific, methodological and educational literature on the topic of research; monitoring the progress of the educational process; questioning; rating control; testing; conversations with teachers and students. The article proposes a solution to the problem of formation of intellectual qualities of students on the basis of technology of critical thinking.

APPLICATION OF CRITICAL THINKING DEVELOPMENT TECHNOLOGY IN HOME READING CLASSES IN FOREIGN LANGUAGE

Objective. The objective of the article is to consider the psychological and pedagogical foundations of the technology of critical thinking; to get acquainted and identify the techniques that are most appropriate to use in the process of working with the text in home reading classes in a foreign language. Methods. The main scientific results are obtained using a set of general and special research methods, namely: analysis, generalization and systematization of scientific and educational literature on pedagogy, psychology, linguistics, methods of teaching foreign languages; theoretical generalization, analysis and synthesis, as well as comparative, descriptive and analytical. Results. Analysis of psychological and pedagogical literature reveal the content of the problem and show the versatility of the concept of «critical thinking», which is a property and component of almost all activities in which students are involved, both in the learning process and outside learning activities. With all the different approaches to the problem and according to different scientists, well-developed critical thinking is an integral part of successful learning. The central task for students is to learn to find knowledge effectively and think critically, working with texts of different genres. Properly chosen methods of critical thinking increase cognitive interest while working with a text, but each individual element of technology works out a certain facet in mental activity, and together increases mental potential. Critical thinking technology is an experience of practical implementation of personality-oriented approach to learning. The use of this technology is aimed at developing the skills of thoughtful work with information and text. The goals of critical thinking development technology meet the goals of education at the present stage, form intellectual qualities of personality, equip students and teachers with ways to work with information, methods of organizing learning, self-education, designing their own educational route.

DEVELOPING CRITICAL WRITING SKILLS IN FOREIGN LANGUAGE TEACHING OF GENERAL SECONDARY EDUCATIONAL INSTITUTIONS

This article is devoted to the problem of developing critical writing skills in foreign language teaching of general secondary educational institutions. In particular, the essence of the concept of critical writing is revealed. Its differences from descriptive writing and interrelation with critical thinking and critical reading are investigated. The important steps are determined that the teacher should overcome in order to teach his/her students critical writing. Effective methods of teaching critical writing, based on the methods of the technology of critical thinking development, are also proposed. It is emphasized on the importance of systematic use of these methods in the English teaching process.
 Keywords: critical thinking; critical thinking skills; critical reading; critical writing; descriptive writing; argumentation; methods of teaching critical writing; foreign language teaching.

The Use of Technology Techniques in the Formation of Critical Thinking in Schoolchildren as a Means of Personality Self-Development

The article discusses the role of using interactive methods, as well as the introduction of critical thinking development technology in the classroom

Critical thinking development technology: theoretical basis and its application in secondary school (to teaching the russian language)

The paper presents a modern pedagogical technology for the critical thinking development, aimed at forming the pupils' ability to analyze facts, phenomena, and processes from the standpoint of logic in their relationship and interdependence. It reveals the specifics of critical thinking development technology, provides a description of the methodology for critical thinking development using the example of teaching the Russian language at high school: the stages of the educational process (challenge, comprehension, reflection), techniques and methods of this technology, examples of their application and advantages of use. In course of the study, the authors conclude that the critical thinking development technology is implemented through the interactive inclusion of students in the educational space through a specific organization of the educational process based on three main stages and a system of teaching methods that consistently implement the tasks at each stage. The critical thinking development technology activates the pupils’ mental and speech activity and contributes to their active involvement in the educational and cognitive process. The study is based on the methods of observation, analysis, synthesis, description, comparison, and generalization.

DEVELOPMENT OF CRITICAL THINKING AS A LEADING TREND IN THE MODERN EDUCATIONAL PROCESS

Based on a systematic analysis of the rapid changes in the information society related to the pragmatics of «leader» technologies of the fourth industrial revolution (industry 4.0), the article reveals the role and importance of critical thinking as one of the basic human skills of the 21st century. It is proved that the development of critical thinking has become a leading trend in the modern educational process and requires not only an in-depth understanding of the phenomenon of critical thinking itself, but also new technologies for its implementation in teaching. In the specified discourse, the basic «pain points» of the development of critical thinking in the theory and practice of domestic pedagogical activities are defined and mechanisms of solving existing problems are outlined. It has been stressed that critical thinking is not a separate skill, but a synergy of many skills. Critical thinking is a specific form of evaluative activity in the process of cognition, which is focused on identifying the level of reliability of a fact recognized as a model or standard and produces purposeful self-determination on the way of its reconstruction and productive transformation. Four postulates of critical thinking are formulated and the algorithm of a critical thinking development technology is offered, which provides a number of specific techniques at various levels of education, in various subject fields, kinds and forms of pedagogical activity. It has been determined that the implementation of the technology for the development of critical thinking presupposes the sequential implementation of a three-level algorithm: Evocation, Meaning Realization and Reflection. Each of these three levels has its own goal and objectives, as well as a complex of pedagogical methods, techniques aimed at enhancing research, creative activity, and then on comprehending and generalizing the knowledge gained.

CRITICAL THINKING IN THE TEACHING OF THE UKRAINIAN LANGUAGE AS A FOREIGN

Abstract. The article is devoted to the current problem of the development of critical thinking technology; innovative technologies for the development of critical thinking, consisting in the practical implementation of a person-oriented approach in training are considered; the methods of forming critical thinking, which contribute to the formation of foreign language communicative competence, are considered too. The author shares practical ideas about the development of critical thinking in the context of teaching the Ukrainian language as a foreign language at the preparatory faculty.Examples of using technology through reading and writing are shown already in the first weeks of studying the general literary Ukrainian language; in the course «Country Studies» (discipline «Ukrainian as a foreign language», second semester of studying the Ukrainian language). The possibilities of developing critical thinking in the process of project implementation are demonstrated.Examples of the implementation of pedagogical technology for the development of critical thinking during classes are presented. The author substantiates the possibility and necessity of applying the critical thinking technology in teaching the Ukrainian language as a foreign language at the initial stage of study.It is noted that the most effective form of teaching critical thinking is the implementation of group work, which allows developing the qualities of independence, curiosity, the ability to make an independent assessment, provide reasoning for one’s opinion, and prove or refute one’s decision. The study gives the author grounds for certain conclusions that the technology of critical thinking development, creating a motivating favorable environment in the classroom, maximally adapts the learning process to the individual characteristics of foreign students.

Технология развития критического мышления как фактор достижения личностных результатов иноязычного образования

The article discusses the issue of achieving secondary school students’ personal learning outcomes using pedagogical technology of critical thinking development in foreign language classes. They are determined the advantages of this technology in comparison with traditional training. Analyze of the requirements of normative documents in relation to the personal results of the educational process, they are summarized in three groups: self-determination, semantic formation and moral and ethical orientation. The prerequisites and personal qualities of students necessary for the development of critical thinking are established. It is presented a three-stage model for the implementation of the critical thinking development technology in teaching foreign languages which includes the stages of challenge, comprehension and reflection.

Болашақ педагог мамандарды студенттердің сын тұрғысынан ойлауын дамытуға баулу

The problems of developing critical thinking in the training process of future teachers are considered in the article. In introduction the relevance of this study in the regulatory documents adopted in the Republic of Kazakhstan are analyzed. The structure of critical thinking of future teachers is determined and its components are analyzed. The concepts of “criticism” and “critical thinking” are analyzed and refined in the studies of scientific researchers. The basic model of critical thinking development technology is given. The development stages of the of critical thinking technology, approaches and methods are considered that can be used at each stage. A model for the development of critical thinking of future teachers is given that are created on the basis of experience that conducted in a pedagogical university. The article notes that the technology of developing critical thinking gives effective results, if take account the specific features of the specialty.

ВАЖЛИВІСТЬ ЗАСТОСУВАННЯ ТЕХНОЛОГІЇ РОЗВИТКУ КРИТИЧНОГО МИСЛЕННЯ НА ЗАНЯТТЯХ З АНГЛІЙСЬКОЇ МОВИ ДЛЯ МАЙБУТНІХ СУДНОВИХ МЕХАНІКІВ

The article discusses the features and ways of developing critical thinking in English classes for future marine engineers at maritime higher education institutions. It is stated that the basis of the educational and cognitive activity of the individual comprises the mechanisms of thinking in general and critical thinking in particular. Critical thinking is the foundation for the formation of the professional competence of a maritime higher education institution graduate. As crew members, future marine engineers should have the skills of predicting the activities of their subordinates and choose the most optimal and safe way to accomplish their professional tasks. It is noted that the development of critical thinking of future marine engineers at maritime higher education institutions is possible during maritime English classes. The application of critical thinking technology in English classes allows increasing the motivation to learn the English language in general and of professional communication in particular. This technology synthesizes the ideas and methods of teamwork and collective security. This system develops practical skills in dealing with information in the process of communication, reading and writing. It aims to accelerate the learning of basic skills of open information space, involvement in cross-cultural communication in the context of multinational and religiously diverse crews. The technology of critical thinking development involves three phases: the awakening phase (updating already existing knowledge and arousing interest), the understanding phase (up keeping the interest and direct work with the subject), and the display phase (creative and experimental work, comparative analysis and conclusions). In general, the technology of critical thinking in English classes develops the ability to get acquainted with numerous information sources (manuals, instructions, regulations, etc.), properly understand the obtained information, classify it in terms of importance and priority, critically review new knowledge and summarize. Utilizing this technology, the cadets use all the means of processing information in independent work, thus they are self-educated. The development of critical thinking in English classes can significantly increase the time of language practice for each cadet.

CRITICAL THINKING AT MASTERING OF THE FOREIGN LANGUAGE DISCIPLINE IN NON-LINGUISTIC UNIVERSITY

Critical thinking is focused on the development of creative individual and self-realisation of the student. Use of the technology of critical thinking development at mastering of «Foreign Language» discipline will help the student to apply the received knowledge in the further life and easily adapt in world around.

ТЕХНОЛОГИЯ РАЗВИТИЯ КРИТИЧЕСКОГО МЫШЛЕНИЯ В НАСТАВНИЧЕСТВЕ СТУДЕНТОВ И ОБУЧАЮЩИХСЯ СЕРЕБРЯНОГО УНИВЕРСИТЕТА МГПУ

Currently, the diversity of educational services requires a person to be able to navigate this flow, navigate independently and make an informed choice based on the priority goals and needs of the person himself. An average person is not able to independently understand and manage these processes without the support of a mentor-tutor. The article presents various organizational forms, technologies, methods and strategies that are used in Russia to implement mentoring activities. An attempt is made to justify tutoring as a type of mentoring; the characteristic of the technology of critical thinking development as a technology of open education is described. It is used to organize tutoring support for the educational and professional development of students of the Silver University of MSPU. The authors correlate the stages of critical thinking development technology with the stages of “full tutor action”, in which the tutor accompanies students: creating an open educational environment, implementing educational navigation and scaling. The article analyses the technological techniques used by the tutor in the process of tutor support for the educational and professional development of students of the Silver University of MSPU at all stages of the implementation of the “full tutor action”. Creating an open educational environment at the challenge stage allows you to update the personal experience and knowledge of students within the areas of knowledge that are of greatest interest to them. Using the resources of the technology for developing critical thinking, a tutor creates a text-based open educational environment for students that has the key characteristics, namely, it has openness, variability, redundancy and it is unstructured and provocative. The technological tools used at the semantic stage allow educational navigation. At the stage of reflection, scaling is achieved through the tutor's reflexive questions, the organization of oral and written reflection, which become the starting point for further independent development of students' interests and create a new scale in the implementation of their education. The article analyzes the techniques that are used in the process of tutor support of educational self-determination and self-education of students of the Silver University of MSPU.

Psychological and pedagogical foundations for the development of critical thinking of students

The article is determined by the social order of society and the state for a creative, purposeful person with critical thinking, able to create new and transform existing ways of organizing educational activities. Modern educational programs provide a large amount of information for children, however, applying this knowledge is very problematic. Therefore, the application of critical thinking development technology allows the teacher to build a lesson in the form of group lessons, create an atmosphere of partnership in the classroom, and jointly find a solution to the problem. Thus, the use of this technology in the educational process ensures the productive development of the child's intellectual abilities.

Технології розвитку критичного мислення майбутніх вчителів англійської мови

The article is devoted to the study of the concept of and the analysis of the modern technologies for the development of critical thinking in the process of training future English teachers. Analysis of studies by leading methodologists engaged in the study of critical thinking showed that it is a complex multi-component process of processing, synthesizing and justifying the assessment of the reliability (value) of information; the ability to perceive the situation globally, to find causes and alternatives; the ability to generate or change your position based on facts and arguments, correctly apply the results to problems, and make informed decisions. Critical thinking development technology is a system that should be essential for future English language teachers and aimed at achieving relevant educational outcomes. The key stages are actualization, comprehension and reflection. For each of the steps, it is advisable to use techniques and techniques that contribute to the better development of critical thinking. Examples of such methods are Brainstorming, Associations, Logical Tree, Suitcase of Methods, Pyramid of Thoughts etc. It has been proven that critical thinking technology in the preparation of future English teachers is a collection of different techniques that encourage students to develop creative activity. This helps to prepare new-generation English teachers who can think, communicate and analyze.

ВИКОРИСТАННЯ ІННОВАЦІЙНИХ ОСВІТНІХ ТЕХНОЛОГІЙ У ПРОЦЕСІ ФОРМУВАННЯ МЕТОДИКО-МАТЕМАТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ПОЧАТКОВОЇ ТА ДОШКІЛЬНОЇ ОСВІТИ

The article deals with the problem of formation of methodological-mathematical competence of future primary school teachers and preschool tutors in connection with the reformation of modern pedagogical education. The important role of using innovative pedagogical technologies in the educational process of a higher pedagogical educational institution is substantiated. The own understanding of methodological-mathematical competence of preschool tutors or primary school teachers is presented. The main pedagogical technologies that contribute to the effective formation of methodological-mathematical competence of future primary school teachers and preschool tutors are characterized. In particular, the following technologies are distinguished: problem-learning technology, critical thinking development technology, interactive technology, mind mapping technology, flipped learning technology, information and communication technology, etc. The peculiarities of using mind mapping technology are considered, an example of creating a mental map by students about the means of teaching mathematics is given. The main types of methodical tasks as the basis of problematic education of students of methodological-mathematical science essentials are presented; their examples and ways of verifying their correctness are given. The main interactive methods that positively influence the formation of students’ pedagogical experience are listed. The importance of using information and communication technologies in the higher educational process is emphasized. The main ways of using ICT in the methodological-mathematical preparation of preschool tutors and primary school teachers are described. Attention is drawn to the basic components of computer literacy needed by modern teachers and tutors in the process of teaching children the basics of mathematics. It is concluded that with the introduction of modern technologies into the educational process, a teacher acquires the functions of consultant, mentor, facilitator.

Bachelor students’ soft skills development in course of foreign language instruction

Currently there is a demand for specialists with developed soft skills which is due to relevant economic situation, increasing information flows and dynamic processes in the professional environment, as well as employers’ requirements. Thus, high quality education for future university graduates with universal competencies that can be useful in many life situations is required. The purpose of the article is to explain the need for soft skills development in course of foreign language instruction as one of the conditions for professional training enhancement. Soft skills are a complex phenomenon that includes four categories. The category under study is focused on thinking skills, which, in turn, are related to different types of effective thinking: analytical, logical, critical, systemic, creative, structural, project, tactical and strategic thinking, as well as information search and analysis, decision making. The authors of the article consider the technology of critical thinking development through reading as an effective means of soft skills development at bachelor students’ of various areas of training. Testing assessment demonstrated that most students’ critical thinking performance is at low level. Thinking skills under discussion were improved by means of reading authentic texts and doing exercises of various types: instruction, reconstruction, search. Teaching experiment confirmed the hypothesis that process of soft skills development should be effective if purposeful and consistent work is carried out to form bachelor students’ critical thinking skills in course of foreign language instruction at the university.

The formation of speech competence in medical students in classes of “The Ukrainian Language (for Specific Purposes)”

In the article, we investigate the formation of speech competence in medical students in classes of the Ukrainian Language for Specific Purposes. We have substantiated the appropriateness of complex formation of linguistic and speech competence in the students of medical educational institutions. We have emphasized that the professional communication of future medical workers should be formed as a result of thorough training aimed at professional expertise. The professional activity can be exercised only by persons with a high professional level of culture, intercultural communication and ability to improve professionally. In the article, we have stressed the importance of formation of the professional communicative competence in future workers of the health industry. There have been defined the characteristic features of the communicative culture of the medical employee. We have elaborated on the methodology of the formation of communicative competence in future medical workers. We have proved that successful formation of professional communication skills in medical students depends on active enrichment of their vocabulary with terminology based on profession-oriented texts and dictionaries, work on stable skills of communicative self-control and self-analysis, the formation of critical thinking, desire to work independently, compliance with the rules of linguistic courtesy. Communicative competence of students is effectively formed with the aid of the technology of critical thinking development as it gives a possibility to create ambiguous situations and consider one problem from the different viewpoints. We propose to use debates in class as a form of communicative strategy that facilitates the process of new topics acquisition, induces the students to search for new information and extends their knowledge, develops not only communicative, but also intellectual capacities of medical students, and educates morally conscientious professionals.

Потенціал застосування технології розвитку критичного мислення учнів основної школи під час навчання іноземних мов

The article covers the issue of developing critical thinking in the context of competence-oriented teaching of foreign languages in secondary school. The potential of applying the technology of critical thinking development of secondary school pupils in curricula and textbooks on foreign languages has been clarified. The content of the foreign languages curricula for grades 5–9 is uncovered through the prism of their opportunities to develop critical thinking of pupils in the process of teaching. The focus on the development of critical thinking skills has been identified in curricula in the formulation of the tasks of teaching a foreign language, disclosure of the ways of implementing the competence potential and integrated content lines of the field of study “Foreign languages”, as well as directly in the selection of the topics for communicative interaction of pupils. With the aim to analyze foreign language textbooks, the criteria were set based on the methodological principles and requirements of the technology of critical thinking development of pupils, in particular, these criteria concern the content of texts, the presence of open questions to pupils, the presence of tasks for the use of higher-order thinking processes and special tasks, based on the technology strategies, as well as the structure of sections and chapters of a textbook. The proposed criteria were applied to analyze the textbooks for the 8th and 9th grades used in the process of teaching English in schools of Ukraine. It is established that the foreign languages curricula for secondary school provide for the development of critical thinking of pupils concurrently with the formation of key competences in them. At the same time, the content and methodological apparatus of the analyzed textbooks are not sufficiently in line with the requirements of the technology of developing pupils’ critical thinking, which is emerging today as an important methodological problem.