scholarly journals Critical Thinking of Students: Essence, Structure, Conditions of Development

Author(s):  
Anastasiia Ostapenko

The article analyzes and defines the essence of the concept of «critical thinking», presents the structure of critical thinking. The purpose of the article is to reveal the essence of the concept of «critical thinking», to determine its structure and to characterize the conditions of its effective development on the basis of the conducted analysis of the scientific literature. The following methods were used in the study: analysis and interpretation of domestic and foreign philosophical, normative, psychological, pedagogical and methodological literature; analysis and generalization of advanced domestic, foreign and personal pedagogical experience on the research problem. The results. On the basis of the considered position of the theory of critical thinking development according to S. Terno and regularities on which this technique is based, the procedures which belong to the operating block of critical thinking are defined. The essence of the concept of «students’ critical thinking» is interpreted as a system of judgments that is used to analyze things and events with the formulation of sound conclusions and allows students to make sound judgments and interpretations, as well as correctly apply conclusions to situations and problems. The peculiarities of the development of students’ critical thinking include the following: the consistent pattern of dynamics, according to which the number of all subsequent changes depends on the number of changes at the previous stage; the regularity of personality development in the educational process; the regularity of educational process management; the stimulation regularity; the regularity of unity of sensory, logical and practice in the educational process; the regularity of unity of external (pedagogical) and internal (cognitive) activities; the regularity of the educational process conditionality. It is proved that the structure of students' critical thinking consists of three components: motivational, activity, reflexive-evaluative. The author developed a model for the development of students’ critical thinking, the tasks of which are: mastering by students the knowledge of logical, problem, creative thinking; teaching students the basic logical concepts (reflection – denial – criticism – criticism – self-criticism – argumentation – proof – refutation – evaluation – self-evaluation – evaluative judgment); forming the students’ ability to build critical reasoning; teaching students to identify logical errors of critical assessment of the phenomenon, behavior. Conclusions. The results of the study showed that an effective means of managing the process of forming students' critical thinking is the use of techniques and methods for solving problems, and that different forms and methods of teaching are used depending on the content of teaching, teaching aids, the students’ individual characteristics of the study level, and the level of teachers’ readiness to the development of critical thinking of students.

Author(s):  
Л.Д. Александрова ◽  
Р.А. Богачева ◽  
Т.А. Чекалина ◽  
М.В. Максимова ◽  
В.И. Тимонина

Изучение возможностей мозга для повышения качества обучения находится в центре внимания педагогической науки уже много лет. Развитие цифровизации позволило использовать в исследованиях специальное оборудование, с помощью которого можно оценивать и контролировать работу мозга, развивать умственные способности, познавательные функции и т. п. Нейротехнологии стали эффективным средством, позволяющим трансформировать образовательный процесс за счет подбора специального учебного контента с учетом индивидуальных особенностей обучающихся. Вместе с тем возникает необходимость в конкретизации терминологии и определении актуальных направлений исследований в данной области. For a long time, the study of the brain capabilities for the improvement of the quality of education has been an urgent direction in pedagogical science. Due to the development of digitalization, new areas of research have emerged related to the use of special equipment that makes it possible to assess and control brainwork, develop mental abilities, cognitive functions, etc. One of them is neurotechnology, which is an effective means of transforming the educational process: it offers educational content based on the individual characteristics of students. Thus, a need to concretize the terminology and determine the current research areas arises. The article aims to attempt to fill this gap with the help of a representative analysis of publications on neurotechnologies, as well as the essence of neuroeducation.


2020 ◽  
Vol 10 (3) ◽  
pp. 111-118
Author(s):  
Pavel Beňo ◽  
Patrik Havan ◽  
Sandra Šprinková

AbstractIntroduction: In this article, we want to point out what kind of pedagogical and didactic change is being recorded in Slovakia’s education system and we will point out where it could go and develop to achieve positive results. This article is one of the upcoming outputs in the form of paper and study on the provision of structured, analytical and critical thinking (SAC). In the article, it is shown how the situation has changed and how we perceive the attitude of students during the educational process. Next, it is described current problems and inadequacies in the educational process and define how to use a change of thinking to increase motivation and improve access to knowledge.Purpose: In general, there is a consensus that it is important for teachers to be able to guide their students to problem-solving skills (Aktaş & Ünlü, 2013). It is pointed out that, with the right educational tools, such skills can be stimulated, developed and improved (Jordaan & Jordaan, 2005). This article is designed for all levels of education, but we are mostly concerned with educating future educators.Methods: In this paper, there are described methods that can help to improve the quality of thinking of students and thus increase the level of thinking of the whole society. This article take inspiration from important historical personalities as well as relevant current personalities in their professions. Critical, analytical and creative thinking, also based on logical and structured thinking, is our main method of our educational process.Conclusion: In conclusion, it is pointed out the need to develop SAC as a whole. It is important for the general publica to have better skills in SAC, for example, from the point of view of cognitive mistakes in experts, in the field of political literacy, recognition of misinformation and a better general awareness of rational thinking. As can be seen, SAC is not only about education, but it also closely affects society as a whole. It can thus influence the operation of the company, prevent the development of the first-class solutions offered and raise the whole company to a higher level.


2021 ◽  
pp. 137-142
Author(s):  
Наталья Анатольевна Буравлева

Изменения, происходящие в обществе, усложнение профессиональных задач делают актуальным запрос к высшими учебными заведениями о подготовке специалистов к инновационной деятельности. Для развития инновационного потенциала студентов современный образовательный процесс в высшем учебном заведении должен иметь личностно-профессиональную направленность. Значимым фактором развития инновационного потенциала студентов является образовательная среда и психолого-педагогическое сопровождение образовательного процесса. Changes in society, the complexity of professional tasks actualize the request to universities to train specialists who are ready for innovation. To develop the innovative potential of students, the modern educational process in universities should be focused not only on the professional training of students, but also on the development of personality. Innovative activities, solving creative tasks to create new products and technologies require active work of the intellect, motivation and will, and this stimulates the development and selfdevelopment of a person. An important factor in the development of innovative potential of students is the educational environment. The functioning of this environment should be based on a systematic analysis of the object, subject, processes, and conditions of innovative development. In addition, it is important to determine the criteria for the effectiveness of the innovation environment, as well as to implement the principle of ensuring the continuous development of students. For the development of innovative potential, it is necessary to use psychological and pedagogical support of the educational process. The main principle of psychological and pedagogical support of the educational process is to take into account the individual characteristics and capabilities of students, the development of their resources. Psychological and pedagogical support of the educational process should be aimed primarily at the actualization of personal competencies that determine innovative activity. For the development of innovative potential, students should participate in the choice of an individual educational trajectory, show educational initiatives and implement them in research activities.


Author(s):  
Larisa V. Zhuk

The article actualizes the issue of updating the content, methods and means of teaching mathematics at the university within the sociocultural paradigm. A significant contradiction characterizing the crisis situation in the field of higher mathematical education is the mismatch between the traditional organization of the educational process and the powerful developing potential of mathematical disciplines. Being overloaded with a lot of information, altogether with its insufficiently developed anthropological, cultural-like and communicative components, mathematical education hinders the mental development of the learner’s personality in relation to such important qualities as search activity, creativity, and creative thinking. The solution to this problem can be the transformation of the cognitive-information model of learning, the introduction of pedagogical technologies that actualize the sociocultural aspect of mathematical education. The aim of the study is to develop methodological foundations for the implementation of the value-semantic orientation of teaching mathematics at the university, expressed in providing a set of pedagogical conditions related to the selection of content, determination of teaching aids and methods, ways of organizing the interaction of students and a teacher, in which students intelligently master mathematical concepts, and freely operate with them. The didactic conditions for the implementation of the value-semantic orientation of teaching mathematics at the university are: the transformation of mathematical content, expressed in learning from sociocultural experience; the psychodidactic approach, focused on building the students’ self-motivation; the use of teaching methods that provide cognitive and emotional empathy (educational mathematical discourse), the activization of productive mental activity (technology of problematic dialogue); inclusion of non-standard, creative tasks, training cases. Providing these conditions will allow to realize the humanitarian potential of mathematics, to reveal the social, practical and personal significance of the subject matter.


Author(s):  
Svitlana Bader ◽  

The urgency of the problem of developing the creative thinking of future teachers is due to a number of factors provoking the emergence of new requirements for a modern person: the ability to make decisions quickly, independently model their own future and take responsibility for it; learn throughout life, successfully build relationships with others, be creative. In the article, the author makes an attempt to substantiate the expediency of using neurographics as an art-therapeutic method for the development of an important feature of the thinking of a modern student of a pedagogical profile ‒ creativity. The essence of the concepts «creative thinking», «neurographics» is determined. The leading concept of the work ‒ neurographics ‒ is defined as an art-technology for working with the subconscious of a person, when, in the process of drawing according to a special algorithm, new neural connections are formed in a person, creative thinking develops, which allows you to look at the problem in a new way and solve it more effectively. The principles of neurographic drawing (neuroplasticity, reliance on the inner meaning of the personality, a high degree of independence), its content, an algorithm for using it for the development of students' creative thinking (working with a request, forming a composition, combining elements / rounding, searching for new forms, field lines, fixing new results, reflection), the interpretation of the leading figures (circle, triangle, square, as well as a neurographic line) in a neurographic drawing is given. The effectiveness of using the neurographic method in the educational process of higher educational institutions for the development of creative thinking of future teachers has been proved.


Author(s):  
Iryna Bol. Humeniuk

The article deals with the importance of the development of students` emotional intelligence in English lessons as a factor in their adaptation to modern living conditions, to activities in a rapidly changing world.The necessity to study and use emotions in the lesson to reveal the emotional potential of the participants of the educational process and develop the emotional intelligence in them at different levels of learning is justified. It is noted that many social, psychological and physiological deviations are connected with a strong load on the nervous system, the human psyche and the person`s inability to adapt to modern conditions of life creates a problem and complicates life.It is emphasized that when learning a language, we take into consideration not only the students` ability, level of their intellect, but also the emotional sphere, the psychological atmosphere in which the educational process takes place, we use different strategies of emotional intelligence development, create a microclimate in the lessons that will promote formation of positive motivation for learning a foreign language, the learning will be more successful and students will develop the ability to analyze their own and their companions` emotional state and actions, think and make decisions, act decisively and correctly in unexpected or difficult life situations, that is, to show adaptive behavior in emotional situations. It was also noted that the question of the importance of the development of emotional intelligence in the study of language was interesting not only for psychologists, but also for educators. A large number of scientists from various fields both in Ukraine and abroad research this problem. Knowledge and emotional-value components of the educational process in English can be realized through properly selected material, forms of work, kinds and types of exercises.The article presents forms, methods and means of organizing the educational process at different levels of learning that affect the development of the emotional component, contribute to the effectiveness of the English language learning process and the creation of a positive emotional atmosphere in the classroom. It is concluded that emotional intelligence is an important component of personality development that can be developed and improved throughout the study period.Emotional intelligence cannot be viewed without child's cognitive activity. Holistic education is the unity of emotional and intellectual spheres. It is impossible to form a person capable of adaptation in the modern life without it.


Author(s):  
Karine Breškovskaja ◽  
Elena Dekina

The article presents a scientific analysis of the problems of the social situation of the development of students in the context of the humanistic education paradigm, characterizes the features of the social situation of the development of a first grader in the context of humanistic education. During the study, the authors carried out a theoretical analysis of the literature on the research problem, which allowed to identify: age and psychological characteristics of the social situation of the development of a first grader; the main directions of diagnosing the features of the social situation of the development of first-grade students. The results obtained contribute to the creation of an effective social situation for the development of a first-grader within the framework of the organization of the educational process in the humanistic education paradigm.


2021 ◽  
Vol 59 (1) ◽  
Author(s):  
Inna Semenets-Orlova ◽  
Hanna Kuzmenko

The information society necessitates the continuous development of education. At the same time, the development of education creates new opportunities for the development of human potential. The purpose of this work is to analyse the instrumental possibilities of educational change for the development of education in the conditions of demanding educational requests and tasks of professional work with a substantial amount of information. The approaches of joint creative activity of participants of the educational process as effective means that create an unfavorable context for educational changes are determined. It is emphasised that the development of human potential depends on the ability of education to be flexible relative to the needs of the information society. It is determined that the transformation of the social institution of education requires radical changes in the training of a new generation of managers with a high level of professionalism, culture, innovative creative thinking. It is found out that a set of theories of organisational development is submitted methodologically capacious for creating conceptual models of management of educational changes. Reasonably scientific bases of educational changes as objects of public management are characterised by tendentiousness of public management of educational changes of collective nature.


Author(s):  
Marina Marchenoka

Music like any other art helps the individual explore the world, develops the individual’s emotional sphere, building fundamentals for systematisation and classification of phenomena, algorithms of creative thinking on the basis of the perception and analysis of music artistic characters, thus defining development of students’ memory, fantasy and imagination, stimulating them to search for unusual solutions of problems. The development of these abilities is indispensable in any sphere of human activity and – what is the most important – gives a possibility for individual’s self-realisation. Therefore the main task of music education is development of the complete personality, based on the needs and demands of the modern society. Solution of this task requires reviewing of the music educational process, modernisation of the ways of realisation of the educational content, ensuring creation of new teaching forms, methods, means and technologies.


Author(s):  
Gabriela Jonášková ◽  
Ľubica Predanocyová

The formation of a person's personality in his intellectual and moral improvement, the expansion of his independence, creativity and critical thinking is possible within his participation in the educational process. In the conditions of the Slovak Republic, the subject of civics plays an important role in this process. The aim of the paper is to point out the topicality of the researched problem and to present the given issue as a means of increasing the professional competencies of teachers in the field of development of critical and creative thinking of students. In this article, we pay attention to one of the innovative forms of learning, dialogue. As part of the APVV project Practice in the centre of the subject field didactics, subject field didactics in the centre of preparation for practice we used pedagogical diaries and video recordings from the pedagogical practice of teacher education students in the 1st - 2nd year of master's degree in civics at primary and secondary schools.


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