Advantages and disadvantages of technology for developing critical thinking. What is technology for the development of critical thinking (TRKM)

Critical thinking is a system of judgment that promotes the analysis of information, its own interpretation, as well as the validity of the formulated conclusions. Its peculiarity is that anyone can doubt the reliability of the data obtained and evaluate them.

What is critical thinking technology?

The technology of critical thinking is used in psychology, pedagogy, philosophy, literature, journalism and other fields as the foundation for the development of thinking skills, the ability to make informed decisions, argue one’s position, and think purposefully.

Critical thinking as an educational technology is aimed at developing the following skills in students:

• observation;
• analysis;
• synthesis;
• deduction;
• induction;
• interpretation;
• observation;
• logical reasoning;
• reasoning from abstraction to specificity.

What does this give?

The main value of the technology of critical thinking and its techniques is the ability to objectively perceive information, not to take what is seen and heard on faith, the right to doubt, to assume, to perceive it as a hypothesis requiring evidence.

It is impossible to manipulate and control a person who has developed critical thinking, because he thinks purposefully and can adequately assess any situation.

Other advantages include:

• professional guidance and self-determination;
• clear prioritization;
• responsibility for one's own decisions and choices;
• the ability to predict the consequences of decisions;
• communication characteristics;
• formation of a stable value system.

3 stages of development

The development of critical thinking includes 3 stages: challenge - comprehension - reflection.

Call– the stage at which it is necessary to summarize knowledge on the topic, make it relevant and be able to interest the audience in it and motivate them to action.

Comprehension– an important segment during which students receive new information, analyze it and compare it with existing knowledge in order to subsequently systematize it.

Reflex I is the stage of a holistic understanding of the information received and the answer, taking into account one’s own attitude to the issue being studied. At this stage, students identify “blind spots”, inconsistencies, inaccuracies, cut off the unnecessary, and argue their position.

The technology for developing critical thinking involves the use of different methods and techniques. Below we will dwell on the most effective strategies for developing a critical mind.

Insert

The Insert or conditional technique is usually used during the call phase. The teacher invites students to make notes with a pencil while reading the text.

The following symbols are marked:

• new knowledge;
• familiar things;
• information that contradicts the student’s understanding;
• points on which the student wants to deepen knowledge.

Readers then create a four-column table. The column name is a symbol for the text. In each column you need to briefly write down information from the text, then re-read what you wrote and add new thoughts and doubts.

The table is a visualization of the path from old to new knowledge. This technique helps to systematize the thought process, correctly classify information, highlighting new information from it and remembering it more easily.

Cluster is translated as a bunch, a bunch. In the technology of critical thinking, this technique is used as a graphic systematization of material on a specific problem.

Semantic units are highlighted in the text using graphic symbols, and then arranged in a hierarchy or in another order. As a result, clusters are formed.

The rules for composing clusters are simple: the main topic is placed in the center, surrounded by semantic units that deserve attention. Next to them are satellite words. Logical connections are shown as lines between key concepts.

In fact, the result is a diagram of circles connected to each other by straight lines or arrows. The value of this method is that it allows you to cover and analyze a larger amount of information than when reading and analyzing from a sheet.

The cluster system is a graphical display of the user’s thoughts, ideas, doubts, and logical conclusions. Clusters are used at the stages of challenge and reflection and are suitable for studying various topics.

Carousel

The carousel is a technique for group work; in critical thinking technology it is used to study open-ended questions. Before the discussion, the teacher formulates problematic questions that require multiple answers on separate sheets of paper. The number of questions must correspond to the number of groups.

On command, the teachers pass sheets of questions clockwise to each group member - like a carousel. The purpose of the technique is to jointly find an answer without duplicating previously voiced versions.

Then the teacher posts the groups’ answers on the board and announces a vote. Students vote for the answer that seems most accurate to them.

Reading with pauses

This technique involves measured reading of the text. The teacher reads part of the story aloud, pauses and asks a problematic question to the audience. Questions can be about associations, feelings, further development of the storyline, the ending of the story, but each of them should encourage the group to search for an answer and discuss.

Discussions are held in pauses, after which the teacher reads the next part of the text and breaks again.

Cross discussion

This method is similar to the previous one in that it involves searching for answers to questions based on a read fragment of a work. Students work in pairs with opposing opinions.

The first pair expresses a version and gives arguments in its favor, the second pair voices counterarguments and substantiates them. The task of technology is to work through the maximum number of versions, express different points of view and look at the situation from different angles.

During the discussion, students can move from one pair to another if their opinion has changed.

Sinkwine

Cinquain translated from French means five lines. Compiling it is an effective mental exercise. It develops the skills of concise summarizing after comprehending the material covered.

The task of the practitioners is to write 5 lines:

1. One noun that states the topic.
2. Two adjectives that clarify the topic.
3. Three verbs describing actions on the topic.
4. A short phrase that contains the main idea.
5. A summary that has an unexpected twist, the user’s attitude to the topic, and a fresh interpretation of it.

Theory and practice require teachers and students to persevere, adequately perceive the opinions of others, and be willing to admit their own mistakes, draw conclusions and correct them. Without this there will be no progress.

Technology for the development of critical thinking.

The main task facing education at the present stage is to reveal the abilities of each child, to educate an individual ready for life in a high-tech, competitive world. In the course of implementing the federal state educational standard, it is necessary to transition to a teaching strategy in which the student turns into a subject of the educational process, comes to school to really “learn”, i.e. “teach yourself”, not only receive the knowledge transmitted by the teacher, but also be able to obtain and use it in life. The implementation of this goal is facilitated by the use of elements of the activity approach, including such innovations as interactive lesson organization, design, problem-based learning and the development of critical thinking.

Critical thinking– this is the ability to analyze information from the perspective of logic and a personal psychological approach in order to apply the results obtained to both standard and non-standard situations; the ability to raise new questions, develop a variety of arguments, and make independent, thoughtful decisions.

The technology for developing critical thinking was proposed in the 90s of the twentieth century by American scientists (K. Meredith, C. Temple, J. Steele) as a special teaching method that answers the question: HOW TO TEACH TO THINK?

What is meant by critical thinking? Critical thinking is the type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time to be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, and responsibility for one’s own decisions.

The goal of this educational technology is to develop students’ thinking skills, which are necessary not only in studies, but also in everyday life. The main idea is to create a learning atmosphere in which students actively work with the teacher, consciously reflect on the learning process, monitor, confirm, refute or expand knowledge, new ideas, feelings or opinions about the world around them.

Signs of critical thinking include the formation of:

positive experience;

independent, responsible thinking;

reasoned thinking (convincing arguments allow you to make thoughtful decisions);

multifaceted thinking (manifested in the ability to consider a phenomenon from different sides);

individual thinking (forms a personal culture of working with information);

social thinking (work is carried out in pairs, groups; the main method of interaction is discussion).

The technology for developing critical thinking is a holistic system that develops skills in working with information; a set of various techniques aimed at first attracting the student’s interest (awakening research and creative activity in him), then providing him with the conditions for understanding the material and, finally, helping him generalize the acquired knowledge.

The technology of critical thinking is based on a three-phase structure of an educational lesson: challenge, comprehension, reflection.

First phase - challenge

At the stage of recall from memory, existing knowledge and ideas about what is being studied are updated, personal interest is formed, and the goals of considering a particular topic are determined. A challenging situation can be created by a teacher by skillfully asking a question, demonstrating unexpected properties of an object, talking about what he saw, creating a situation of “gap” in the way of solving an educational task; At the challenge stage, the text contains “introduction, annotations, and motivating examples.”

During the call phase:

1. Students can express their point of view on the topic being studied, doing so freely, without fear of making mistakes or being corrected by the teacher.

2. It is important that statements are recorded; any of them will be important for further work. Moreover, at this stage there are no “right” or “wrong” statements.

3. A combination of individual and group work would be advisable. Individual work will allow each student to update their knowledge and experience. Group work allows you to hear other opinions and express your point of view without the risk of making mistakes. Exchange of views can also contribute to the development of new ideas, which are often unexpected and productive; the emergence of interesting questions, the search for answers to which will encourage the study of new material. In addition, often some students are afraid to express their opinion to the teacher or to a large audience at once. Working in small groups allows these students to feel more comfortable.

The role of the teacher at this stage of work is to stimulate students to remember what they already know on the topic being studied, to promote a conflict-free exchange of opinions in groups, and to record and systematize information received from students. It is important not to criticize their answers, even if they are inaccurate or incorrect. At this stage, the important rule is: “Any student’s opinion is valuable.”

To implement the challenge phase, the following techniques will be effective:

compiling a list of “known information”, a story-assumption, using keywords;

systematization of material (graphic): clusters, tables;

true and false statements;

mixed up logical chains, etc.

The second phase is comprehension (realization of meaning)

At the comprehension stage, the student comes into contact with new information, and its systematization also occurs. The child gets the opportunity to think about the nature of the object being studied, learns to formulate questions as he correlates old and new information. Your own position is being formed. It is very important that already at this stage, using a number of techniques, you can independently monitor the process of understanding the material.

making contact with new information;

attempts to compare new information with existing knowledge and experience;

focusing on finding answers to previously arisen questions and difficulties;

paying attention to incomprehensible material, trying to raise new questions;

the desire to track the process of becoming acquainted with new information, to pay attention to what exactly attracts their attention, which aspects are less interesting and why;

preparation for analysis and discussion of what was heard or read.

The teacher at this stage can be a direct source of new information. In this case, his task is to present it clearly and attractively. If schoolchildren work with text, the teacher monitors the degree of activity of work and attentiveness when reading. To organize work with text, the teacher offers various techniques for thoughtful reading and thinking about what is read.

The authors of pedagogical technology for the development of critical thinking note that it is necessary to allocate sufficient time to implement the semantic stage. If students are working with a text, it would be wise to set aside time for a second reading. This is quite important because in order to clarify some issues, it is necessary to see textual information in different contexts.

To implement the comprehension phase, it will be effective to use the active reading method:

marking using the icons “v”, “+”, “-”, “?” (as you read, they are placed in the margin on the right);

maintaining various records such as double diaries, logbooks;

searching for answers to the questions posed in the first part of the lesson, etc.

Third phase – reflection (thinking)

The stage of reflection (reflection) is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts. Thus, the “appropriation” of new knowledge occurs and the formation of one’s own reasoned idea of ​​​​what is being studied on its basis. Analysis of one’s own mental operations is the core of this stage.

Reflective analysis is aimed at clarifying the meaning of new material, building a further learning route (this is clear, this is not clear, you need to learn more about this, it would be better to ask a question about this, and so on). But this analysis is of little use if it is not expressed in verbal or written form. It is in the process of verbalization that the chaos of thoughts that was in the mind during the process of independent comprehension is structured, turning into new knowledge. Any questions or doubts that arise can be resolved. Some of the judgments may be quite acceptable to accept as your own. Other judgments call for discussion. In addition, in the process of exchanging opinions about what they read or heard, students have the opportunity to realize that the same text can evoke different evaluations that differ in form and content. In any case, the reflection stage actively promotes the development of critical thinking skills.

The teacher’s activity is to return students to the original notes - proposals, make changes, additions, give creative, research or practical tasks based on the information studied.

Students’ activities are aimed at correlating “new” information with “old” information, using the knowledge acquired at the comprehension stage.

At this stage, the following techniques will be effective:

filling out clusters, tables, establishing cause-and-effect relationships between blocks of information;

return to keywords, true and false statements;

answers to the questions asked;

organization of oral and written round tables;

organizing various types of discussions;

writing creative works (syncwine, essay).

Let's look at the techniques that are most commonly used in this technology.

Cluster (“Bunch”)– a graphic method of systematizing material. Semantic units of the text are identified and graphically designed in a certain order in the form of a cluster. If we compare it with the model of the solar system (star, planets and their satellites), then the center - the star - is the topic being studied; around it are planets, that is, large semantic units that are connected by a straight line to the star, the planet has its own satellites, and the satellites have theirs. The cluster system covers a large amount of information.

The cluster is shaped like a bunch. In the center is the main concept, thought, on the sides are large semantic units connected to the central concept by straight lines. These can be words, phrases, sentences expressing ideas, thoughts, facts, images, associations related to a given topic.

The technique can be effective at the challenge stage, when information is systematized before becoming familiar with the main source (text) in the form of questions or headings of semantic blocks. These semantic block headings are located around the main topic.

This technique is effectively used at all stages of technology.

The “true or false statements” technique. At the beginning of the lesson, statements may be given, then students are asked to determine whether the statements are true by justifying their answer. After familiarizing themselves with the basic information (the text of the paragraph, a lecture on this topic), students return to these statements and evaluate their reliability using the information received in the lesson.

Another technique of this technology that is often used is marking the text as it is read - “ Insert".

While reading the text, you need to ask students to make notes in the margins (“v”, “+”, “-”, “?”), and after reading the text, fill out the table, where the icons will become the headings of the table columns. The table briefly contains information from the text.

In the technology of developing critical thinking, great importance is given to visual forms of organizing material. Students, using the proposed techniques, attempt to preliminary systematize the material, express their ideas, visualizing them. Many techniques “work” at the semantic stage, and some can become the leading strategy of the lesson.

"Looks like... Sounds like..." technique aimed at “appropriating” concepts and terms. At the challenge stage, students are asked to write down in the appropriate columns the visual and auditory associations that they have with a given word, or in connection with a given concept. For example, the concept of “technology”.

At the reflection stage, after familiarizing yourself with the basic information, you can return to this table.

Reception “Plus - minus - interesting" Filling out the table helps organize work with information at the comprehension stage. New information is entered into the table, and as you read a paragraph or listen to a lecture, the corresponding columns are filled in. This technique can also be used at the reflection stage. One way or another, step-by-step acquaintance with new information, linking it with existing information, is a way to actively work with the text. This technique is aimed at updating emotional relationships in connection with the text. When reading the text, it is proposed to record in the relevant chapters of the table information reflecting:

Information that, from the student’s point of view, is positive is entered in the “PLUS” column; negative information is entered in the “MINUS” column; the most interesting and controversial facts are entered in the “INTERESTING” column. This table can be modified when the “INTERESTING” column is replaced by the “AS ANY QUESTIONS” column.

When using this technique, information is not only more actively perceived and systematized, but also evaluated. This form of organizing the material allows for discussion and debate on controversial issues.

Graphic forms of organizing material can become a leading technique at the semantic stage, for example, diaries and “flight magazines”.

"Flight magazines"– a general name for various teaching writing techniques, according to which students write down their thoughts while studying a topic. When the Logbook is used in its simplest form, students write down answers to the following questions before reading or otherwise studying the material.

Having encountered key points in the text, students record them in their logbook. While reading the text, students fill out the columns of the logbook, connecting the topic being studied with their vision of the world, with their personal experience. When carrying out such work, the teacher, together with the students, tries to demonstrate all the processes visibly, so that the students can then take advantage of it.

Reception of the “Table of Questions”. Great importance in the technology of developing critical thinking is given to techniques that form the ability to work with questions. While traditional teaching is based on ready-made “answers” ​​that are presented to students, the technology for developing critical thinking is focused on questions as the main driving force of thinking. Thought remains alive only if the answers stimulate further questions. Only students who have questions truly think and strive for knowledge. Let's start with simple techniques.

The table of “thick” and “thin” questions can be used at any of the three phases of the lesson: at the challenge stage - these are questions before studying the topic, at the comprehension stage - a way to actively record questions during reading, listening, during reflection - a demonstration of understanding of what has been covered.

Table of “thick” and “thin” questions

Reception "Essay".

Essays are a very common genre of written work in Western pedagogy; in Russian schools this form has become more and more popular lately. It is advisable to use an essay as a short written task, usually at the stage of comprehension and processing of what has been read. The variety of essay forms is determined by three main factors:

the time spent on it;

the ability to build logical compositions (in the logic already known to us, for example, challenge, presentation of theses, argumentation, conclusions);

You can suggest 5 or 10 minutes to write an essay; the essay can be a serious task to complete in your free time. For a student, creating an essay is a task aimed at better understanding the text; for a teacher, essays turn into one of the most significant diagnostic tools in the process of accompanying students in the educational process.

At the reflection stage, all of the above techniques “work.” Tables and diagrams become the basis for further work: exchange of opinions, essays, research, discussions, etc. But it is also possible to use the techniques separately, for example, after studying the material, students’ topics can form clusters (systematize the material).

There are many ways to organize material graphically. Among them, the most common are tables. These techniques can be considered as techniques of the reflection stage, but to a greater extent they are strategies for conducting a lesson as a whole.

Reception "conceptual table" especially useful when three or more aspects or issues are being compared. The table is constructed as follows: horizontally there is what is to be compared, and vertically there are various features and properties by which this comparison occurs.

The technology for the development of critical thinking meets the goals of education at the present stage, forms the intellectual qualities of an individual, equips students and teachers with various ways of working with information, methods of organizing learning, self-education, and designing their own educational route.

Advantages of the technology:

Responsibility for the quality of one’s own education increases.

Develops skills in working with texts of any type and with a large amount of information; Students master the ability to integrate information.

The ability to develop one’s own opinion on the basis of understanding various experiences, ideas and ideas, to build conclusions and logical chains of evidence is formed (systematic logical thinking is developed).

Develops creative and analytical abilities, the ability to work effectively with other people; the ability to express one’s thoughts clearly, confidently and correctly in relation to others is formed.

The technology is most effective when studying material that can be used to create an interesting, educational text.

Literature

Zaire - bey, S.I., Mushtavinskaya, I.V. Development of critical thinking in the classroom: A manual for teachers. – M.: Education, 2004 – 175 p.

Polat, E.S. New pedagogical and information technologies in the education system: Textbook. – M. Academy, 2003 – 272 p.

Kirilova, N.B. Media education in the era of social modernization: Pedagogy. – 2005 – No. 5 p.13-21.

Technology for developing critical thinking.

Introduction.

Call.

Understanding.

Reflection

Techniques for developing critical thinking.

Conclusion.

Bibliography.

Introduction

Currently, when person-centered learning has been chosen as the priority direction of training, our goal is to make it, on the one hand, meaningful and practical, and, on the other hand, accessible and interesting.

According to Russian teachers, the characteristic features of critical thinking are evaluativeness, openness to new ideas, one’s own opinion and reflection of one’s own judgments. Critical thinking is sometimes called directed thinking because it aims to produce a desired outcome.

What is meant by critical thinking?Critical thinking - that type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time to be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, and responsibility for one’s own decisions. Critical thinking is thus - essentially - a kind of tautology, synonymous with quality thinking

Critical thinking begins with questions and problems, not with answers to the teacher's questions. A person needs critical thinking, which helps him live among people and socialize.

Goals of critical thinking technology.

The purpose of this technology is to develop students’ thinking skills, which are necessary not only in studies, but also in everyday life (the ability to make informed decisions, work with information).

The basis of the technology is the three-phase structure of the lesson: challenge, comprehension of the content, reflection (reflection). This structure of the lesson, according to psychologists, corresponds to the stages of human perception: first you need to tune in, remember what you know about this topic, then get acquainted with new information, then think about why you will need the acquired knowledge and how you can apply it. Each stage has its own goals and objectives, as well as a set of characteristic techniques aimed first at activating research and creative activity, and then at comprehending and generalizing the acquired knowledge.

This technology is aimed at the development of the student, the main indicators of which are evaluativeness, openness to new ideas, own opinion and reflection of one’s own judgments.

In the traditional education system, the goal was to develop the basics of literacy in children, when the teacher shows and explains, and the student remembers and repeats; and communication in the lesson, as a rule, was frontal. TRKM changes the activity of a student who is accustomed to receiving ready-made knowledge, submission, obedience, monotonous work in class, and therefore changes his semantic attitudes. When using TRCM, students are subjects in determining the goals of educational work and the criteria for assessing its results; Children have the opportunity to correct and edit their work. Such lessons give students the opportunity to express themselves, show their vision of the proposed topics and problems, and provide greater freedom of creative exploration.

Stages of critical thinking technology.

The basic model of technology fits into the lesson and consists of three stages (stages): the challenge stage, the comprehension stage and the reflection stage.

The first stage is the challenge.At the stagecall existing knowledge and ideas about what is being studied are “recalled” from memory, updated, personal interest is formed, and the goals for considering a particular topic are determined. A challenging situation can be created by a teacher by skillfully asking a question, demonstrating unexpected properties of an object, or telling a story about what he saw; in the test - at the challenge stage, “introduction, annotations, motivating examples” work. One can endlessly list the techniques used here, but, obviously, in the pedagogical piggy bank of each tutor there are his own treasures intended to solve the main task - to motivate students to work, to include them in active activities.

Her presence in every lesson is mandatory. This stage allows you to:

Update and summarize students’ existing knowledge on a given topic or problem;
- encourage the student to actively work in class and at home.

The second stage is comprehension.On the stagecomprehension (or realization of meaning) the learner comes into contact with new information. It is being systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as he correlates old and new information. Your own position is being formed. It is very important that already at this stage, using a number of techniques, the tutor helps students independently monitor the process of understanding the material.This stage allows the student to:
- receive new information;

Make sense of it;

Compare with existing knowledge.

3. The third stage is reflection. Stagereflections (reflection) is characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts. Thus, the “appropriation” of new knowledge occurs and the formation of one’s own reasoned idea of ​​​​what is being studied on its basis. Analysis of one’s own mental operations is the core of this stage.

Students learn in a variety of ways as they work within this model.This stage allows the student to:

Completely comprehend and summarize the information received;

Assign new knowledge;

To form each student’s own attitude towards what is being studied.

Call

(awakening existing knowledge and interest in obtaining new information)

Paired brainstorming.

Group brainstorming. Key terms.

Free writing assignment.

Plus or minus question.

True and false statements

Basket of ideas

Cluster

Key terms

acts as a guide to get students thinking.

listens carefully to their answers

updates and summarizes existing knowledge on a given topic or problem;

asks questions that he would like answered

Stage II

Understanding the content

(receiving new information)

Insert system for text marking.

“I know - I want to know - I found out” - marking table.

Reading with stops.

Flight magazines.

Table “Who? What? When? Where? Why?"

Table of “thin” and “thick” questions.

"Tree of Predictions"

Reception "Cube"

"Two-part and three-part diary"

keeps students active

acts as a consultant

receives new information;

comprehends it;

correlates with existing knowledge.

Stage III

Reflection

(comprehension, birth of new knowledge)

Sinkwine

Essay

DiscussionI

Round table

returns students to the original notes - assumptions.

makes changes and additions.

gives creative, research or practical tasks based on the information studied

correlates “new” information with “old”; using tasks received at the comprehension stage

summarizes the information received;

If you look at the three stages of classes described above from the point of view of a traditional lesson, it is quite obvious that they do not represent exceptional novelty for the teacher. They are almost always present, just called differently. Instead of a “challenge,” it is more common for a teacher to sound like an introduction to a problem or updating the students’ existing experience and knowledge. And “comprehension” is nothing more than a part of the lesson devoted to learning new material. And there is a third stage in a traditional lesson - consolidation of the material, testing of mastery.

Elements of novelty are contained in methodological techniques that are oriented towards creating conditions for the free development of each individual; at each stage of the lesson, its own methodological techniques are used.

Techniques for developing critical thinking

Challenge Stage Techniques
True and false statements (“do you believe”), key words.
"Clusters"

Isolation of semantic units of text and graphic design in a certain order in the form of a cluster.

The leading technique can be bunches (clusters). When making some notes or sketches for memory, we often intuitively distribute them in a special way, arrange them into categories. Clusters are a graphic technique for systematizing material. Our thoughts are no longer piled up, but “piled up,” that is, arranged in a certain order. The rules are very simple. We draw a model of the solar system: a star, planets and their satellites. In the center there is a star - this is our theme, around it the planets are large semantic units, we connect them with a straight line to the star, each planet has its own satellites, and the satellites have their own. Clusters help students if their stock of thoughts is exhausted during written work. The cluster system covers more information than you would get from regular written work.

This technique can be applied at the challenge stage, when we systematize information before becoming familiar with the main source (text) in the form of questions or headings of semantic blocks.
This technique has great potential at the stage of reflection: it is correcting incorrect assumptions in “preliminary clusters”, filling them in based on new information, establishing cause-and-effect relationships between individual semantic blocks (work can be carried out individually, in groups, on the entire topic or on individual semantic blocks). A very important point is the presentation of “new” clusters. The purpose of this form is not only to systematize the material, but also to establish cause-and-effect relationships between the bunches. For example, how the semantic blocks are interconnected: the characteristics of the region and internal politics. The task may also be to enlarge one or more “bunches” or to identify new ones. For example: I want to take a closer look at the material about the characteristics of the region. At the reflection stage, work with clusters will be completed. The teacher can strengthen this phase by providing students with the opportunity to continue research on the topic and complete a creative task.

“Diaries” and “flight magazines”

Graphic forms of organizing material can become a leading technique at the semantic stage. Logbooks are a general name for various teaching writing techniques in which students write down their thoughts while studying a topic.

Methods of visualizing material can become a leading technique at the semantic stage, for example, diaries and “flight magazines”

There are many waysgraphic organization of material . Among them, the most common aretables . Among them are a conceptual table, a summary table, a synthesis table, and a ZHU table. These techniques can be considered as techniques of the reflection stage, but to a greater extent they are strategies for conducting a lesson as a whole.
Reception"conceptual table" especially useful when three or more aspects or issues are being compared. The table is constructed like this: horizontally there is what is to be compared, and vertically there are various features and properties by which this comparison occurs.

Personalities
data

"Pivot table"

Line
comparisons

The main point of using the “Pivot Table” technique in the technology of developing critical thinking is that the “lines of comparison,” that is, the characteristics by which students compare various phenomena, objects, etc., are formulated by the students themselves. To ensure that there are not too many “lines of comparison” in any group, you can suggest the following method: display on the board absolutely all the students’ proposals regarding “lines”, and then ask them to identify the most important ones. "Importance" must be argued. This way we will avoid redundancy. And the students themselves will do it. Categories of comparison can be identified both before reading the text and after reading it.

"Joint Search"

An obligatory stage of working on any (fiction and non-fiction) text is the reader’s reaction: an exchange of opinions. This is the reader’s ability to extract from contact with the text not only an informational layer, but also a problematic and emotional one. The reaction to the text will certainly be more active if it is stimulated in every possible way with questions covering three areas:

What did you notice in the text? What do you remember most? Why do you think?

What thoughts arose in connection with what you remember most?

What feelings did you experience?

However, sometimes there are interesting and important passages in the text that students may miss. It is in this case that a “joint search” discussion can help, when the theme and idea of ​​the work as a whole is brought up for discussion. The teacher can prepare a problematic question for a joint search in advance, but it is better if it arises among students as a result of an exchange of opinions about what they have read.

When the question is formulated and written down, everyone present in the class thinks about their answer for a given time and writes it down in a notebook. This makes it possible not only to clearly and understandably formulate a thought, but also to involve all students in the work, and not just the active, motivated part of the class.

Only then can the discussion begin. We ask students to exchange opinions by voicing their answer to the question.
As the dialogue progresses, it is advisable to keep a “log book” in which the idea and the author of this idea are briefly recorded. A chalkboard can also act as a “registry book”. Such fixation increases responsibility for what is said, forms a respectful attitude towards other people’s opinions, and stimulates student activity. During the discussion, it is necessary not only to express your point of view, but also to explain (argument) it, referring to the text. The teacher should enliven the conversation by addressing individual, not very active, students.
In such a lesson, the teacher does not give answers to questions, does not praise or scold the students’ answers, but skillfully guides them towards solving the question.

Reflection techniques

Reflection is carried out throughout the entire educational process, performing different functions at different stages. At the same time, as already noted, it is important that both students and the teacher are involved in the reflection process. As experience shows, if any of the subjects of the learning process do not participate in the reflection process, the entire mechanism of reflection turns out to be ineffective.

Reflection can be carried out orally or in writing. At the same time, it has different semantic purposes.

Oral form

Oral reflection has as its goal the publication of one’s own position and its correlation with the opinions of other people. Often students or schoolchildren say that expressing their thoughts in the form of a story, dialogue or questions helps clarify some significant problems. Among the variety of oral reflection techniques (dialogue, “Joint Search” discussion), the following should be highlighted.
"Double-row round table" aims to exchange views on the most pressing issue for the participants.

During the “Double-Row Round Table”, the teacher forms two groups of participants. The first group forms the "inner" circle. Members of this group speak freely on the issue under discussion. At the same time, it is important that students do not criticize the point of view of others, but briefly and clearly express their own opinions. Participants in the second group (“outer circle”) record the statements of participants in the inner circle, preparing their comments and questions. Comments may relate to the essence of the issue being discussed, the process of discussion in the inner circle, patterns in the positions expressed, and possible reasons for such statements. Inner circle members must express their opinions clearly and concisely, linking them to previous statements. The teacher coordinates the work without interfering with the content of statements, directing the dialogue within the framework of the problem under discussion, recording different points of view. After finishing the work of the inner circle, the teacher invites the group forming the outer circle to take part in the discussion. Members of the outer circle work according to the rules described above. At the end of the work, the teacher asks the participants to formulate conclusions orally or in writing, after which he presents his remarks and comments.

Written form

However, most psychologists and teachers, including F. Kortachen, note that written reflection is the most important for personality development.

There are several most well-known forms of written reflection:
Essay - as a work of small volume, revealing a specific topic and having a distinctly subjective interpretation, free composition, focus on colloquial speech, and a penchant for paradoxes (M.N. Epshtein “At the crossroads of image and concept”). Essay writing is designed to address the student's experience in all its contradictions on a particular issue.
"Logbook" (English Log) - a form of recording information using keywords, graphic models, short sentences and conclusions, questions. The parts of the “logbook” set by the teacher that will be filled out by students may include: key concepts of the topic, connections that the student can make, important questions.
Poetic forms (for example,Sinkway n - pentaverse) is a method of creative reflection that allows you to evaluate the studied concept, process or phenomenon in an artistic form.

Conclusion.

The fundamental points for TRKM are:

Student activity in the educational process;

Organization of group work in the classroom;

Development of communication skills;

The teacher perceives all student ideas as equally valuable;

Motivating students for self-education through mastering TRCM techniques;

Correlating the content of the educational process with specific life tasks, identifying and solving problems that children face in real life;

Using graphic techniques to organize material. They are effective for shaping thinking. Models, drawings, diagrams reflect the relationships between ideas and show the train of thought. The process of thinking, hidden from view, becomes visible and takes on visible embodiment. Graphic organization of material can be used at all stages of learning as a way of preparing for research, as a way to direct this research in the right direction, as a way to organize reflection on the knowledge gained.
Technology tools allow you to work with information in any field of knowledge, which means that familiarization with it can be organized on any subject material.

The technology for developing critical thinking clearly places emphasis: each student remembers exactly the information that turned out to be relevant for him and will be useful to him in the future, students perceive the information received as those “grains of gold” that they have mined themselves.

This technology brings the student closer to the process of learning, gives him the opportunity to work with satisfaction and create conditions for work.

Bibliography.

Vasilyeva, M.G. Technology for the development of critical thinking / M.G. Vasilyeva //

Volkov, E. Critical thinking: Principles and signs/E. Volkov //

Zair-Bek, S.I., Mushtavinskaya, I.V. Development of critical thinking in the classroom: a manual for teachers / S. I. Zair-Bek, I. V. Mushtavinskaya. - M.: Education, 2004. - 175 p.

Kluster, D. What is critical thinking?/D. Kluster//Critical thinking and new types of literacy. - M.: TsGL, 2005. - P. 5-13.

Muryukina, E.V., Chelysheva, I.V. Development of critical thinking of students of a pedagogical university within the framework of the specialization “Media education”: Proc. manual for universities / E.V. Muryukina, I.V. Chelysheva. - Taganrog: Kuchma Publishing House, 2007. -162 p.

Stolbunova, S.V. Technology for the development of critical thinking through reading and writing / S.V. Stolbunova // Russian language. Adj. to the newspaper "First of September". - 2005. - No. 18. - P. 5-11; No. 19. - P.10-18.

Temple, Ch. Critical thinking and critical literacy / Ch. Temple // Change. - 2005.- No. 2. - P.15-20.

In any type of activity a person faces criticism. According to the stereotype that has developed over many years, criticism is understood as an attitude towards objects or objects of the surrounding world, and most often a negative one. However, this opinion is not entirely correct. There is also such a thing as critical thinking. However, it does not carry the goal of finding negative aspects in objects and objects. First of all, it is a type of human intellectual activity characterized by a high level of understanding, perception and objectivity of attitude towards the world around us.

The development of critical thinking is, first of all, the correlation of one’s knowledge with experience and its comparison with other sources. Every person has the right not to trust the information he hears, to check its reliability and the logic of the evidence, and also to consider the possibilities of solving the problems that he faces every day. Critical thinking has several parameters:

• the information received is the starting point of critical thinking, but not the final one;
• the beginning of critical thinking is characterized by asking questions and clarifying problems that need to be solved;
• critical thinking always strives to create convincing arguments;
• critical thinking is a social type of thinking.

A person with ideal critical thinking has good awareness, fairness in assessing the world around him, and a desire to reconsider and clarify problems and complex issues. He carefully searches for the information he needs and chooses its criteria wisely. To possess these qualities, critical thinking must be developed.

Technology techniques for developing critical thinking

The established methodology for the development of critical thinking has a not very euphonious name - RCMCP, which means the development of critical thinking through reading and writing.

This technology was developed by a number of American scientists and teachers from Hobart and William Smith College and Northern Iowa State University. They began using the technique in Russia in 1997, and today it is relatively new, but quite effective. First of all, RKIHR forms a person’s basic thinking skills in an open information space and teaches how to apply these skills in practice. Reading and writing are the main processes by which we receive and transmit information. All methods of developing critical thinking are based on thoughtful, productive reading, during which a person learns to analyze and rank all the information received. At the same time, the concept of “text” includes not only written notes, but also the speech of the teacher, as well as video materials.

The technology for developing critical thinking consists of three stages: the challenge stage, the semantic stage, and the reflection stage.

1. "Challenge" stage. Activates previously acquired knowledge, helps in identifying deficiencies in this knowledge and determines goals for obtaining new information.
2. Stage "Comprehension". At this stage, meaningful work with the text occurs, during which a person makes markings, compiles tables and keeps a diary, which allow him to track his own understanding of the information. Let us remember that “text” also means speech and video material.
3. Stage “Reflection” (thinking). Allows you to bring knowledge to the level of understanding and application in practice. At this stage, a person’s personal attitude to the text is formed, which he writes down in his own words or discusses during a discussion. The discussion method is more important because communication skills are developed through the exchange of opinions.

The RCMCP technology includes various methodological techniques:

• active writing methods (marking table, cluster, “double diary”, “Z-H-U” table);
• methods of active reading and listening (Insert, reading with stops);
• methods of organizing group work (reading and summing in pairs, zigzag).

Let's consider the main methods used in practice:

1. The “Z-H-U” method (we know - we want to know - we found out). When working with text, a table is drawn in a notebook, in which a person enters his thoughts in the appropriate fields and then analyzes what he has written.

2. Insert. This is a marking reading method. When reading a text, a person writes notes in the margins that correspond to his attitude to the information. During the work process, 4 markers are used:

• “V” – what is written corresponds to what the person already knew before or thought he knew;
• “-” – what is written contradicts what a person already knows or thought he knew;
• “+” – what is written is new for a person;
• "?" – the written information is not clear, or the person would like to receive more detailed information on the topic being read.

This method allows you to classify information depending on experience and knowledge. All recorded information is entered into the “Insert” marking table.

The use of technology for the development of critical thinking allows a person to solve many intellectual problems. First of all, such as the ability to identify a problem in a text of information, determine the significance of information for solving a problem, as well as evaluate and search for alternative solutions. Along with the development of critical thinking, a new style of intellectual work is being formed, which includes awareness of the ambiguity of different points of view and the alternative nature of decisions made. A person with well-developed critical thinking is sociable, mobile, creative and independent. He treats people with kindness and is responsible for the results of his activities.