Open AccessMODELS OF THE LESSONS ON CRITICAL THINKING DEVELOPMENT: ANANLYSIS AND PECULIARITIES OF DESIGN
Author(s) -
Olena Huzar,
Mariia Lionenko
Publication year - 2021
Publication title -
naukovì zapiski ternopìlʹsʹkogo nacìonalʹnogo pedagogìčnogo unìversitetu ìmenì volodimira gnatûka. serìâ: pedagogìka/naukovì zapiski ternopìlʹsʹkogo nacìonalʹnogo pedagogìčnogo unìversitetu ìmenì volodimira gnatûka. serìâ: pedagogìka
Language(s) - English
Resource type - Journals
eISSN - 2415-3605
pISSN - 2311-6382
DOI - 10.25128/2415-3605.21.1.9
Subject(s) - critical thinking , process (computing) , critical systems thinking , systematic process , thinking processes , mathematics education , management science , computer science , psychology , engineering ethics , engineering , work in process , operations management , statistical thinking , operating system
The article deals with the models of the lessons of critical thinking and the peculiarities of their design. The attention is drawn to the fact that critical thinking is an important element of the numerous processes necessary for effective learning, which are formed and developed through a complex, systematic and system-defined application of certain strategies, models, methods and techniques. There is given a detailed description of the basic model of the lesson on critical thinking development, which consists of three stages (the introduction, the main part and the summary), has a certain logic of application and provides ways for combining certain methods / techniques. The attention is focused on the correct and full application of the cyclic model of training by D. Kolb while designing the lessons on critical thinking. It is suggested that a five-staged model of the training by R. Duron, B. Limbach and W. Waugh, which is based on the existing theory and advanced methods of cognitive development of children, should be used to apply as the basis for the lessons on critical thinking development. The application of various models of the lessons on critical thinking development makes it possible to make an educational process more diverse and interesting for students, and for teachers. After all, the critical thinking is formed gradually, it is the result of the daily hard work of the teacher and a student, from lesson to lesson, from year to year, which, in a public prospect, prepares children to conscious and responsible participation in social processes, teaches them to make reasonable decisions, effectively solve problem situations.