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BACK TO ISSUE CONTENT | HERALD OF CSPU 2019 № 5 Pedagogical sciences
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DOI: 10.25588/CSPU.2019.16.72.016
UDC: 81-139
BBC: 74.48
L. P. Yuzdovа ORCID
Professor, Doctor of Philology, Professor of the Department of Russian Language, Literature and Methods of Teaching Russian and Literature, South-Ural State Humanities-Pedagogical University
E-mail: Send an e-mail
A. V. Sviridova ORCID
Docent, Doctor of Philological Sciences, Professor at the Department of Russian Language, Literature and Methods of Teaching Russian Language and Literature, South-Ural state Humanities-Pedagogical University
E-mail: Send an e-mail
T. N. Lebedeva ORCID
Docent, Candidate of Pedagogic Sciences, Associate Professor at the Department of Informatics, Information Technologies and Methods of Informatics Teaching, South-Ural State Humanities-Pedagogical University
E-mail: Send an e-mail
APPLICATION OF TECHNOLOGIES OF CRITICAL THINKING IN TEACHING DISCIPLINES OF LINGUISTIC AND LITERATURE CYCLES IN UNIVERSITY
Abstracts

Introduction. Higher education involves not only the assimilation of a certain amount of information by students, but also the improvement of personal capabilities, qualities necessary for them in their future professional activities. In the Russian Federation in recent years there have been significant socio-economic transformations. A strategy was developed to modernize Russian education, and new education standards were introduced. Graduates of higher educational institutions should be guided in a large flow of information, be able to productively comprehend the information received, find effective methods, ways to solve strategic problems set, in general, students should have modern professional thinking, should be knowledgeable in solving serious professional problems, be patient, tolerant, able to independently solve tasks, possess the skills of business interaction and cooperation. Therefore, there is an urgent need to choose and further use pedagogical technologies aimed at shaping the critical thinking of future teachers, ne-cessary for their self-development and self-education.

Materials and methods. Considering the problem of using the technology of developing critical thinking in high school teaching, we do not accidentally turn to the linguistic and literary cycle of disciplines. Teaching this cycle requires updating, using modern techniques. The study used the following methods and techniques: analysis of plans and materials of lectures, seminars, laboratory on linguistic and literary disciplines, in particular on the Russian language, business Russian, practical on spelling and punctuation, on actual problems of spelling and punctuation, on expressive reading and some others.

Results. We have analyzed the scope of application of critical thinking technologies in the university teaching the disciplines of the


linguistic cycle, the diversity and effectiveness of the use of these technologies in the process of teaching the disciplines of the linguistic cycle.

Discussion. Guided by the three plus plus as a result of mastering a bachelor’s program, a university teacher must form a graduate's universal competence QC-1 “System and Critical Thinking”, providing search, critical analysis and synthesis of information, applying a systematic approach to solving problems [6]. When solving any task it is important to observe the execution of its stages.

Conclusion. As a result, the study of the topic, we found out that the use of critical thinking technology in teaching linguistic and literary cycles disciplines at the university contributes to the development of students' thinking skills that are necessary both in the learning process and in situations of the need to make a decision, work with information, analyze. Traditional forms of education are associated primarily with the receipt and mechanical display of knowledge, the technology of developing critical thinking promotes the active acquisition of knowledge, opens up opportunities for self-education, develops interest in the studied subject, contributes to the formation of independence and a creative approach to solving problems.

Keywords

pedagogical technologies, critical thinking, task technology, case method, cluster approach, carousel, brainstorming method, design technologies

Highlights

Critical thinking — the evaluation of their thought processes, the determination of whether a decision how successfully solved the set task. Critical thinking is the evaluation of the thought process itself, the reasoning that led to the conclusions, or the factors that were taken into account when making a decision.

For the formation of critical thinking, there are various techniques, these include task technology, or task approach, active and inter-active teaching methods (case-method, cluster approach, carousel, brainstorming method, etc.), design technologies that allow observation,

 

analysis, synthesis, use in solving inductive and deductive methods, interpret, logically reason.

In the course of teaching the disciplines of linguistic and literary cycles, the effective use of critical thinking technologies is possible.

REFERENCES

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