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1. Critical thinking development through reading and writing, which necessitates the
creation of optimal conditions for the development of students'creative abilities, a high
level of creative independent activity for the effective management of students'
cognitive activity through the use of technology;
2. Creating an information bank of didactic resources on the course of particular
disciplines in the issue of methodological strategies of critical thinking technology; 3.
Creating a monitoring system to measure students' development of essential
capabilities.
We should have a clear idea about their abilities and
readiness to receive the
knowledge and skills we want to give them once we've decided to focus on the
development of critical thinking and enhancing students' self-improvement skills,
raising their awareness in their special disciplines through this.
Let us examine the student's reading and comprehension abilities.
Some observations or surveys conducted by a teacher prior to the start of the
course reveal that (a) many students do not have a reading culture, i.e. they do not know
how to read thoughtfully, do not understand what they read, do not single out the main
point, and do not reflect on the information received. Here, we should emphasize
reading comprehension for gist, basic notion, or thorough knowledge. Without a doubt,
this reduces interest in the subject; (b) they have difficulties while dealing with papers
and analyzing tables. In most situations, students merely recite
the statistical facts
presented in the tables without interpreting them or emphasizing cause-effect linkages;
(c) students are not always able to answer the question posed. A query that sounds the
same as a section is usually not an issue. However, if you reword the question and turn
it into a problem, issues arise quickly.
As a result, a teacher is pushed to believe that, among the entire spectrum of
educational technologies, the technology "Development of critical thinking through
reading and writing" is the main focus and one of the most
fruitful and interesting
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teaching experiences in which special discipline lessons contribute to the successful
formation and development of critical thinking among students.
Furthermore, because it incorporates reading and writing, which are fundamental
activities in the development of students' functional literacy, this technology is centered
on real-world teaching practice.
So, what does this entail for a teacher? To get good outcomes in the topic, the
teacher's pedagogical activity should be a combination of approaches and strategies of
critical thinking technology. When teaching, the teacher should teach students to
reasonably discuss, generalize what they have learned, highlight the main point, defend
their opinions, and listen to the opinions of the environment;
integrate personality-
oriented education technologies and the development of critical thinking, which allows
to implement the following principles: activity, development, reflexivity, and
subjectivity.
Person-centered teaching technologies consider the student to be the subject of
the educational process, whereas critical thinking development technology provides
the teacher with specific techniques and methods
for organizing group work, which
contributes to the formation of the students' subjective experience.
Thus, the technology for developing critical thinking stipulates, motivates, and
provides for the "problematic" nature of training in which students should be able to
independently "discover" knowledge and clearly understand what this knowledge is
for, as well as how this understanding and knowledge can be used to solve a variety of
life problems. By doing so, teaching techniques motivate and bring students to a higher
level of thinking (comparison, analysis, synthesis, evaluation,
problem solving,
decision making, etc.) and focus on creating the conditions for the free development of
each individual and developing a student's constant self-improvement skills.
The teaching approach is based on an educational discourse between the teacher
and the student (cooperative learning), with the goal of jointly developing program
activities. At the same time, the student's individual creativity to the content, kind, and
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form of the educational material, motivation, and willingness to utilize the gained
information independently, on their own initiative, must be considered.
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