The article is devoted to the topic of the use of technologies for the development of critical thinking in English lessons. Critical thinking is the type of thinking that helps to be critical of any statement, not to take anything for granted without proof, but at the same time be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, forecast quality, and responsibility for one's own decisions. Critical thinking is thus - in fact - a kind of tautology, a synonym for quality thinking. This is more of a Name than a concept, but it is under this name with a number of international projects that the technological methods that we will present below have come into our lives.
The main part of the article is the answer to the question of how to introduce technology in foreign language lessons skillfully. Good advice is given to teachers. The parts of the English lesson with examples of the use of this technology are also clearly divided. This is like a formula or an illustration manual.
To write this article, interviews were conducted with experienced teachers and professors who have devoted their entire lives to this topic. The author used his own experience and other both school and university tutors.
Key words: technology; critical thinking; efficiency; interest; development; stage.
The
To successfully modern , people the to critically on and make based on the of information. A who is to think is to manipulate; received sources, he a of the world on his own of views.
The of modern is the upbringing of a , responsible, , , competent of . This is the aim of the of the Federal Standards, not only the by of basic , basic to the field of , but the formation of of educational , so for the development of the , its , readiness for , capable of set , and use the necessary and to achieve, and the process and of . The constant in the of knowledge, the of available , the to navigate the of information us for a source of new within the of educational .
The of the formation of in English is , along school , it the problems of development and .
For the formation of activities for , it to me that the technology is the of thinking, I use in lessons.
The for the of critical " " students in the of learning and knowledge, the to think , , structure and .
Many of textbooks the traditional of the of a textbook in . It was proposed to activity in educational the help of , , semantic and . This to the cognitive of to transformative and . At the same , the was not set to fundamentally the status of the as the source of and a of developing , the information in the was not questioned, was no to teach thinking with the of the textbook.
, in the of modern , in the of the introduction of , which sources of , educational and , an open and of information, it is to the critical of the . Today it to the as a result and of education.
is not a criticism of the as a search for in the of research. is one of the ways of activity, by the skills:
stereotypes to conclusions;
attitudes, and ;
be able to a fact can be verified and a or assumption;
the inconsistency of and speech;
the of the problem and of its creative ;
the main the in the text or in and be to focus on the ;
that and generalizations, , clichés, , assumptions are not and may lead to the of ;
find the of words in any or ;
be able to a about value , , ideological the or the speaking .
The Material and
at the of the study, the was the static . for the article, methods used, as , experiment, . bibliometric for the section " ". to make and discuss the , of , analysis, , , deduction and be required.
The " Review"
The of the of critical for the 20 years has in foreign . It is that , psychologists and on the experience of in the issue of . In the last , a number of and dissertations presented, the of talk the to develop for both and specialists. We these the same of authors as the of the of developing , namely: , Gerhard , Popper, W. , Scott , Ryan . Halpern is the , whose are by many of her . In his “The of Thinking”, the that is, first of all, . In Diana , the nature of is revealed the of problem . solving, to , is divided : preparation and , making, and its evaluation and . recommends the of problems on the for presenting the and possible ons. Her presents for solving in life and . approach is the ideas of , which to rationally. is to the problem of " to ", not "what to ". is known in the of thinking for her , systematic of all of the psychology of , and the th of factual .
Not Halpern in approaches. Of is the of Scott " of Evaluation and ", in which the a significant of examples, new and conclusions. Our , argues, is by its selective it to thinking. And , is influenced by and factors, of are responsible for the , and others for the of a . Thus, the of thinking is to the ability to and decisions. nothing "correctness", and in , Plaus in his many help to this "co". A number of on thinking by Karl . He the ideas of at the basis of the of . Especially he the views of and Aristotle. the following of of Kant thinking: “ intellect and its laws on the , thereby order in ”. to Popper, the of view of realism, of idea can be . He : “We are trying to on nature. we fail at and along our assumptions. But we get enough to the to our assumptions. And at the , where we and argumentative at our , we can systematically our . This is the of ” . Popper Kant's at Thinking in his : Did the world a in time or ? are two proofs created in question. In the , Popper in the context of an of years, the must a in time, a number of have now, which is . In the proof, that the have a in , since if such a , it would be by a of time is and at the same is in a relation to a - the emergence of the , is impossible.
In the of , Popper on the of Aristotle education, a born is to learn to certain , he will like a and his place in the . Vollmer critical in of knowledge, through ( cannot be ) , guesses, to our problems, to . These , notes, are by , that is, at that critical . of assumptions, to , is crucial: “by , it allows us to the of the problem we are to . This is how we aware of our and are to put forward solutions: the of a theory, is, serious to our problem, is a forward, us to the truth. is how we learn our mistakes”. to the of people to their own , thinking , there are no and complacency. that our has a and progressive - the that we can ability to our better rivals - the rationality of .
Ryan critical feelings, is for the future as a specialist. is a well in science. and are complementary. spontaneous, can be an impetus for the of . And thinking, careful, to the most . Both and are natural. , is less spontaneous . The implementation of the of the of critical not stop these . are other dealing problem, as M. , D. Wess, D. , R. . All their are the . According to the of M. , critical is a of independent and based on and using . to M. Lipman, do the same as if we to teach to independently. D. that the of thinking is out to the "dialogue the and the source of ", also . D. Kluster to use the baggage out in practice, critical carry a com, as R. Paul .
Summarizing the of authors, we to the that is free , is the complete of thinking. note the of intelligence not the of view of a amount of , but the standpoint of the to what is in knowledge. , the to solve an important in the of critical , this is how an process place in the "" of . Also, and feelings of a each , it is the feelings, in our , help to to the conclusion. But for its , a personal the flow of is , which he process and in in society.
The and section
The of the of critical is the of such as the to develop own , comprehend , to certain , build a of , express and confidently.
allows us to a of educational, and tasks:
;
- solve based on ;
weigh ;
be able to relationships;
be to conclusions and ;
be to communicate people.
is the ability to from a , the ability to judgments, and the results to and non-standard , and problems.
The idea is thinking to the and formation of new that to a complete of material, to use their to situations a level of meaning, and a for new types of .
Critical not mean or , it means the of a variety of in to make and decisions. to thinking nothing is for and each , of authority, his own in the context of the . is an open does not , developing by new on life . is where it traditional . thinking is the for the development of , they in , interdependently.
The of thinking the :
· Ability to with
· to take for own education
the of information
interest, in the being and in the process
· and ability to a who learns .
Critical gives the the to:
Create an of and responsible in the
Use a system of that to the of independence
· To become and at the same , who at the time are to analyze
· Become a of ble information for .
How to the development of in foreign ? On the one hand, is , because due to its , this a large of “ created” . However, the of a language, due to its , has always in nature, on creating its own . All this, of , creativity, and thinking. on position, I the use of thinking in English as as necessary.
The of plays a in the development of in adolescents, by the of it as an academic and the of the teaching . In this , I.A. emphasizes it was in our in the practice of a language the of teaching in a language was set. The goal of the of thinking in is to the mental for the solution of , and practical .
language to the development of through a of and interactive . The for the development of in foreign , as a rule, stages. a closer at of them.
1)
At stage, the “ ” what he the issue (makes ), information new material, that he to get to.
The role of the is coordinating.
A of demonstrating the of is the graphic of . Models, , , etc. reflect the ideas, the train of . The of thinking, the eyes, , takes on a .
A coherent of includes of organizing and its combination and group .
received at the is listened to, , . Work is out , in pairs or .
In the of implementing the , it is important to:
1) the opportunity to point of on the being , without of mistakes and by the teacher.
2) all : any of them be for further . At the time, at there are no “” and “” statements.
3) and group : work each to their and ; group - to opinions, point of the risk of a . Sharing can ideas are unexpected and ; the of interesting , the for answers stimulate the of new . In addition, students are to their to the or immediately to a , so classes in make more .
The of the teacher at of work is to to remember already the topic , to promote a of opinions in , to fix and information students. At the , it is important not to the , since any of the is valuable. We the of this : all of the lesson are not , but also , and, as you , a good is the battle.
2) of
The second is the comprehension of the ( of meaning). It is at:
- new information;
- the learning . stage is at interest in the working new information, from of the “” to the “new” The (listens) the the active proposed by the , notes in the or notes as he new using methods:
"";
"";
"ideal";
In the , students:
1) with new ;
2) this existing and ;
3) focus on finding to and difficulties arisen;
4) pay to , trying to new ;
5) seek to the process of to new information, pay to attracts , aspects are and why;
6) prepare for and of what or read.
The at stage:
1) Can be a of new information, in its task is to it in a and attractive way.
2) the of activity of , when , if work .
3) Offers for the of with the techniques for and reflection on has read.
It is to sufficient for the of the semantic , it is to allocate for the reading. It is to return to the on a new "" of its perception in to some
, those who use the technology in reduce the of participation in the of students to new . , they (especially in ) alternative of . In any case, note time, to read, more , ask questions and not to be only by the , the text of a or a of art.
3) Stage of
As happens, is not time in the to what the able to and about the of the . Teachers on able to do on own at home. In the , there is a of and skills on the . At the same , the stage of on the of developing through and - the stage of ( ) is necessary not for the to check the of his , but also for to be to analyze managed to the set . goals and the and contradictions arisen in the of to know the new .
At the of replication, new information in to existing , as as in accordance the of knowledge ( of ranks, and , significant ). At the time, the of and group at stage is the . In the process of (various of : essays, , organization of the , .), students, on the one , information is significant for the of the topic , as well as the for the implementation of set goals. On the , they new and information in own , independently relationships. The of actively to the of critical .
The teacher : students to assumption ; changes; , exploratory or based on the . Students “ ” information to “” using the at the content . The typical of for this are:
in clusters, .
causal blocks of .
to keywords, and statements.
to the posed.
of and written .
Organization of of discussions.
papers.
on issues of the , etc.
At the of reflection, , processing, and of the information are out.
of presentation of
form: a one student and a , a between two , remarks students, a to key , true and , a collogue in the of a or discussion, , a round .
form: and using : answers to , proposals, the proposed , in order of , / disagreement the . Graphical, of presenting in the of tables, , , clusters. : chinquapin, , , composition.
for the development of in my work, I a certain “” of techniques. Of , not all can be used in , but, armed a few of them, into the “” of the , the teacher can the of the educational , its and motivational .
I to consider of the use of critical in the classroom.
1. " to the lesson"
the topic “ is all” in 7, are invited to the of the topic of the .
one letter and the end L- is the 4th E- is H A- is between E and I T- is h () sentences words. For : • I have flu, I …. • I a toothache, I.. • I a headache, I…. • I a sore , I…. • I have a , I … • Go to the • Don`t • hot tea • Go to bed • Take 2
2. "" - a learning encourages , the of views on a . You can also use to develop , reading and . To develop in the 5th grade, you can use . Progress: 1. the or phrase in the of a of paper or as a on the . 2. Then, are to write or that to on the chosen 5-7 minutes ( time). 3. down as as they up until the is up. 4. The number of depends on the of the students. can be performed , in or groups. the have associations, the a few students to associations the or exchange in . I would to an example of on the “ Talking " to the word "", by two groups of : 1st Summer - the sun, , , butterflies, , a , a river, a , a , a camp, a day, a night, sky, hot , wind. 2nd - ice-cream, , , a forest, , , bicycle, , a , birds, , , mushrooms, , , free . , through , student his vocabulary, skills, , skills, etc.
3. " on the "
The concept, study can the word for . It is written in a and (adjectives, , .) are selected for on the topic . For example, ( 8) E-earth -
N - nature -
V - - various
I - –
R - rubbish -
O - - oppressive
N - -
M-mountains-murderous
E - -
N-nation-neutral
T - -
The key word for can be the concept or study. It is in a and nouns (, , etc.) are for letter on the studied.
For , (Grade 7)
E - - good
N - -
V - vegetation -
I - –ideal
R - -
O-oceans-oppressive
N - -
M-mountains-murderous
E - -
4. "Scattered "
compose a of the on the topic in , sentences as a . are scattered. the are discussed and the to a single for the . For example, " we Christmas" ( 3): At 12 we gifts. We a Christmas and buy gifts. I the very ! We many to our friends. We , dance to and games. I . My mother a cake. We our and have a . I also use , thin and , topic , warm-ups, , prepared , and a few . I can conclude really you to learning , the of the educational , the skills of information of any and social .
5. The
Strategy to systematize and by making in the using : It's (V), new and interesting (+), I it (-), I need (?). Traditional is efficient as it not evaluation . systematizing the in the form of a , a of each is in pairs or .
like “ , false or ”, well-known to , not solve the of checking of the , but also to the of critical if the itself information to be identified. So, for , on the topic “ : Good or ?” in 8th I use this reading a the history of . in a foreign age tasks of .
6. The strategy " of " is used with . On the barrel is a facing the : will at the ? The text is 3-4 parts. each , the write predictions on the of the on the leaves of the , them on the . version be orally. the is read to the end, whether came .
An means of and critical are games, a , a , a talk on the under , as as disputes and . contribute to the of important of thinking as the to and compare , events, of ; the ability to the of opponents; the to defend , while at the cultivating a towards of view. a decision on the discussion, the in the game into all its . It becomes to that not in the , but also in , there are no satisfying to the . It is necessary to be to the of others and be able to opinion.
thinking to an reflective of activities. At the end of a of work on a , learn to ask the “What of the do I know , and else is not ? should I do to in the ? Can I manage on my own, or do I ? and plan steps.
7. "" - , bunch,; as as , concentration.
is technique I use in my . A cluster is a way of of material you to visualize processes when in a topic. The is a of a non-linear of . The sequence of is and logical:
1. In the of a sheet () a key word or is the "heart" of the , .
2. Around "" or sentences , facts, for this .
3. As you , the words are connected by with the key . of the “branches”, in , has “branches”, new are established. The is a that our thoughts, the field of .
Conclusions,
So, the use of thinking in a foreign significantly the of speech in the for each , to the assimilation of the by all members, to a of educational and . The teacher, in , the organizer of , cognitive, , activities of , he has to improve the , develop the of students, and of their . I am for a , creative, . This is a modern be like, the around us is and . And in this , has to solve , make the , being to their own .
In our , we talk in the effectiveness and of thinking in and share . Having the works of all the sts, educators and , we to the conclusion type of is one of the most around the . we that the use of technology in increases the of and helps a foreign .
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