Author’s name:
Margarita A. Ariyan
Abstract:
The article examines the problem of developing critical thinking in students in the light of the developmental approach to teaching foreign languages and systematizes modern approaches to the formation and development of critical thinking skills in schoolchildren. The modern ed-ucational paradigm presupposes the need to ensure opportunities for self-realization, in-creased motivation, and development of socially valuable personality traits. Cognitive activity is carried out with the help of a number of mental operations: analysis, synthesis, comparison, generalization, systematization of information, and the ability to see internal connections. All these determine a person’s capability for self-education, and it’s the current interest in this ability that leads researchers to study the concept of “reflection”. Among the technologies aimed at developing reflexive mechanisms, the technology for the development of critical thinking occupies a special place. It is associated with the ability to control one’s own mental activity, to express reasonable, logical and well thought out judgments, to form one’s own at-titude to the judgments of other people and to critically rethink them. The article discusses various methods of developing critical thinking, gives a detailed description of various tasks of meaning-forming nature, and describes the kind of assessment that contributes to the for-mation of critical thinking skills. It is argued that a special place should be given to tech-niques associated with discovery of meanings — for example, recoding information obtained from a text into a different modality. The study shows that the development of critical think-ing in the course of teaching productive types of speech activity is facilitated by the use of socially acute speech situations.
| Section | CROSS-CULTURAL COMMUNICATION AND FOREIGN LANGUAGE TEACHING. TOPICAL ISSUES IN EDUCATION |
| DOI: | 10.47388/2072-3490/lunn2021-55-3-128-141 |
| Downloads | 527 |
| Key words | critical thinking; developmental approach; educational paradigm; self-education; reflection; discovery of meaning; socially acute speech situations. |