Techniques and methods of critical thinking. Assessment of the level of development of critical thinking of students

Fedotova Elena Gennadievna teacher of chemistry and computer science, MBOU secondary school No. 4, Yuzhno-Sakhalinsk

Methodology of critical thinking.

The modern school uses many different methods of teaching children. In recent years, a critical thinking technique has become popular, including three stages or stages. This "Challenge - Comprehension - Reflection".

The first stage is the challenge. Her presence at every lesson is mandatory. This stage allows:

To update and summarize the student's knowledge on a given topic or problem;

Arouse a steady interest in the topic under study, motivate the student to learning activities;

Encourage students to be active in class and at home.

The second stage is comprehension. There are other tasks here. This stage allows the student to:

Get new information;

Reflect on it;

Compare with existing knowledge.

The third stage is reflection. Here the main one is:

Holistic understanding, generalization of the information received;

Assignment of new knowledge, new information by the student;

The formation of each student's own attitude to the material being studied.

Methodological techniques that focus on creating conditions for the free development of each individual:

Reception "Basket" of ideas, concepts, names ...

This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their experience and knowledge are being updated. It allows you to find out everything that students know or think about the topic of the lesson under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected. The exchange of information is carried out according to the following procedure:

1. A direct question is asked about what students know about a particular problem.

2. First, each student remembers and writes down in a notebook everything that he knows about a particular problem (strictly individual work, duration 1-2 minutes).

3. Then there is an exchange of information in pairs or groups. Students share known knowledge with each other (group work). Time for discussion is no more than 3 minutes. This discussion should be organized, for example, students should find out what the existing ideas coincided with, about which disagreements arose.

5. All information is briefly written in the form of abstracts by the teacher in the "basket" of ideas (without comments), even if they are erroneous. In the basket of ideas, you can "dump" facts, opinions, names, problems, concepts related to the topic of the lesson. Further, in the course of the lesson, these facts or opinions, problems or concepts that are scattered in the mind of the child can be connected in a logical chain.

Reception "Clustering"

The meaning of this technique is to try to systematize the existing knowledge on a particular problem. It is associated with the “basket” technique, since the content of the “basket” is most often subject to systematization.

cluster - this is a graphic organization of the material, showing the semantic fields of a particular concept. Word cluster translated means beam, constellation. Clustering allows students to think freely and openly about a topic. The student writes down a key concept in the center of the sheet, and from it draws arrow-rays in different directions, which connect this word with others, from which, in turn, the rays diverge further and further.

The cluster can be used at various stages of the lesson.

At the challenge stage - to stimulate mental activity.

At the stage of comprehension - to structure the educational material.

At the stage of reflection - when summarizing what students have learned.

The cluster can also be used to organize individual and group work both in the classroom and at home.

Reception "Marginal notes"

The technology of "critical thinking" offers a methodical technique known as insert . This technique is a tool that allows the student to track their understanding of the text they have read. Technically, it is quite simple. Students should be introduced to a number of markings and invited to put them with a pencil in the margins of a specially selected and printed text as they read. You should mark individual paragraphs or sentences in the text.

The notes should be as follows:

The check mark (v) indicates in the text information that is already known to the student. He had met her before. In this case, the source of information and its degree of reliability does not matter.

The plus sign (+) marks new knowledge, new information. The student puts this sign only if he meets the read text for the first time.

The minus sign (-) marks something that goes against the student's ideas, about which he thought differently.

The “question” sign (?) marks what remains incomprehensible to the student and requires additional information, causes a desire to find out more.

This technique requires the student not the usual passive reading, but active and attentive. It obliges not just to read, but to read the text, to track one's own understanding in the process of reading the text or perceiving any other information. In practice, students simply skip what they don't understand. And in this case, the marking “question” obliges them to be attentive and note the incomprehensible. The use of markers makes it possible to relate new information to existing representations.

Using this technique requires the teacher, firstly, to pre-determine the text or its fragment for reading with notes. Secondly, explain or remind students of the rules for placing markings. Thirdly, clearly define the time allotted for this work and follow the rules. And finally, find a form of verification and evaluation of the work done.

For students, the most acceptable option for completing this work with the text is oral discussion. Usually, students easily note that they met what they know in what they read, and with particular pleasure report that they learned something new and unexpected for themselves from this or that text. At the same time, it is important that students directly read the text, refer to it.

Minus sign (the student thought otherwise) when working with older children, he works infrequently. And yet, it should not be abandoned.

Very interesting in this technique is the "question" sign. The fact is that teachers often believe that, explaining the educational material in the lesson, they are looking for answers to questions that are of interest to students. This is actually not always the case. The authors of the textbooks pose a variety of questions to the students, the teacher in the lesson demands answers to them, but there is no place for the questions of the students themselves either in the textbooks or in the lessons. And the result of all this is well known: children do not always know how to ask questions, and over time they generally develop a fear of asking them.

But it is known that the question already contains half the answer. That is why the question mark is very important in all respects. Questions asked by students on a particular topic teach them to realize that the knowledge gained in the lesson is not finite, that much remains “behind the scenes”. And this encourages students to search for an answer to the question, turning to different sources of information: you can ask your parents what they think about this, you can look for an answer in additional literature, you can get an answer from the teacher in the next lesson.

Reception of drawing up the marking table "ZUKH"

One of the possible forms of monitoring the effectiveness of reading with notes is the compilation of a marking table. It has three columns: I know, I learned something new, I want to know more (ZUH).

Marking table ZUH

In each of the columns it is necessary to spread the information received during the reading. A special requirement is to write down information, concepts or facts only in your own words, without citing a textbook or other text with which you worked. The "Marking table" technique allows the teacher to control the work of each student with the text of the textbook and put a mark for the work in the lesson. If time permits, the table is filled in right at the lesson, and if not, then it can be proposed to complete it at home, and in this lesson, write down one or two theses or positions in each column.

Reception "Writing syncwine"

Translated from French, the word "cinquain" means a poem consisting of five lines, which is written according to certain rules. What is the meaning of this methodological approach? Compiling a syncwine requires the student to briefly summarize the educational material, information, which allows him to reflect on any occasion. This is a form of free creativity, but according to certain rules. The rules for writing syncwine are as follows:

On first The line contains one word - a noun. This is the theme of syncwine.

On second line you need to write two adjectives that reveal the theme of syncwine.

On third line, three verbs are written that describe actions related to the topic of syncwine.

On fourth a line is placed a whole phrase, a sentence consisting of several words, with the help of which the student expresses his attitude to the topic. This can be a catch phrase, a quote, or a phrase compiled by the student in context with the topic.

The last line is a summary word that gives a new interpretation of the topic, allows you to express your personal attitude to it. It is clear that the theme of syncwine should be, if possible, emotional.

Acquaintance with syncwine is carried out according to the following procedure:

1. The rules for writing syncwine are explained.

2. Several syncwines are given as an example.

3. The theme of the syncwine is set.

4. The time is fixed for this species work.

5. Variants of syncwines are heard at the request of the students.

Reception "Educational Brainstorming"

This technique is well known to the teacher and does not need a detailed description. However, since it is widely used in the classroom, it is advisable to clarify some of the procedural aspects of its implementation.

The main goal of "educational brainstorming" is the development of a creative type of thinking. Therefore, the choice of a topic for its implementation directly depends on the number of possible solutions to a particular problem.

Brainstorming is usually done in groups of 5-7 people.

The first stage is the creation of a bank of ideas, possible solutions to the problem. Any proposals are accepted and recorded on the board or poster. Criticism and commenting are not allowed. The time limit is up to 15 minutes.

The second stage is a collective discussion of ideas and proposals. At this stage, the main thing is to find the rational in any of the proposals, to try to combine them into a whole.

The third stage is the selection of the most promising solutions from the point of view of the available this moment resources. This stage can even be delayed in time and carried out in the next lesson.

Essay Writing Reception

The meaning of this technique can be expressed in the following words: "I write in order to understand what I think." This is a free letter on a given topic, in which independence, manifestation of individuality, debatability, originality in solving a problem, and argumentation are valued. Usually an essay is written right in the class after discussing the problem and takes no more than 5 minutes.

Reception "Lecture with feet"

The lecture is a well-known and frequently used pedagogical device. The peculiarities of its use in the technology of critical thinking is that it is read in doses. After each semantic part, a stop is made. During the “stop” there is a discussion of either a problematic issue, or a collective search for an answer to the main question of the topic, or some kind of task is given that is performed in groups or individually.

Monitoring the use of TRCM techniques

RCM technology offers a whole range of strategies, techniques and methods for selection, but this list is not closed, and the teacher may well use those techniques that he is used to, which he considers the most effective. The technology for the development of critical thinking involves a humanistic approach to learning, as opposed to authoritarianism, implies the personal involvement of the student in the learning process: the student is initiative and independent in him, he studies meaningfully, his curiosity is encouraged. If in a traditional society it was still possible to build learning by transmitting information by the teacher, then in the age of dynamic changes, the formation of the ability to learn independently becomes the main thing. The main priority for the development of education today is its personality-oriented orientation. This technology is one of the ways to turn teaching into a person-oriented one.

The authors say that we give the child not a fish, but a fishing rod, i.e. that he himself "catch". "Everyone gets exactly as much as he invests." In a changing world, students need to be able to analyze information and decide what is most important, to be able to express their attitude to new ideas and knowledge, to give a concept to something new, to reject inappropriate and unnecessary information.

The value of this technology lies in the fact that it teaches children to listen and hear, develops speech, enables communication, activates mental activity, cognitive interest, encourages children to act, so everyone works. Fear disappears, the student's responsibility for his answer increases, the teacher and students participate together in obtaining knowledge.

The methodological techniques of RCM technology can be considered universal, since many of them provide the achievement of not one, but several new educational results at once.

A group of teachers of the creative group developed the following criteria for evaluating the effectiveness of using the techniques of technology for the development of critical thinking:

development of critical thinking;

Ability to work with information

The ability to ask questions

development of logical thinking;

Ability to generalize

Ability to analyze

Ability to establish cause and effect relationships

application of critical thinking skills in various life situations.

One of the indicators of the development of critical thinking is the ability to workwith educational and scientific text:

skills related to the methods of action in the perception and

understanding of educational and scientific text;

the ability to extract and comprehend the information of the educational and scientific text;

skills related to the methods of action in the differentiation of educational and scientific text;

text feats related to spawn behaviors

educational and scientific text.

On the basis of these criteria, the optimal, sufficient and critical levels of the formation of skills to work with an educational and scientific text have been identified.

Optimal Level . Students successfully find additional information in other sources (dictionaries, encyclopedias); predict the content of the educational and scientific text, offering several options; head the educational and scientific text, determine its topic and main idea, find the key word, divide the texts into parts, draw up a plan of the text; make questions to the text. Younger students are able to distinguish the educational and scientific text from other texts, are able to extract the main / secondary, known / unknown information in the educational and scientific text; are able to continue the educational and scientific text in accordance with the style and content; retell the text in detail, keeping the main idea; create their own educational and scientific texts.

Enough level . Students find information in dictionaries, encyclopedias; almost always predict the content of the educational and scientific text, but offer only one option; make mistakes in choosing a title for the text, in determining its topic and main idea, finding a keyword; correctly divide the text into parts, but allow inaccuracies in determining the micro-theme of the text; mistakes are made in the preparation of the plan; can make questions about the text. Students distinguish the educational and scientific text from other texts, but they find it difficult to prove their assumption, sometimes they extract the main / secondary, known / unknown information in the educational and scientific text. Continue the text, but make stylistic errors; retell the text in detail, not always keeping the storyline; compose an educational and scientific text, but make mistakes.

Critical Level . Students find it difficult to use additional sources when searching for information; experience difficulties in predicting the content of the educational and scientific text by title; make mistakes or refuse to complete the task in choosing a title for the text, in determining their topic and main idea, finding a keyword; sometimes they can divide the text into parts, find it difficult to determine the micro-themes of texts; find it difficult to plan; unable to formulate questions to the text. Students do not distinguish educational and scientific text from other texts, find it difficult to extract the main / secondary, known / unknown information in the educational and scientific text. Retell the text, but do not save the storyline; find it difficult to create their own educational and scientific texts.

It is possible to reveal the level of formation of critical thinking of elementary school students using complex test tasks based on a scientific text.

Also, the level of development of critical thinking is proposed to be studied by the methods of TRCM: clustering and marking the text.

The ability to comprehend the studied material and establish cause-and-effect relationships is assessed by levels:

Options

Permissible

Full reflection of the topic in the cluster and the establishment of cause-and-effect relationships

Incomplete reflection of the topic in the cluster and the establishment of cause-and-effect relationships

7-9 points

Less than 7 points

In order to identify the ability to formulate questions, it is permissible to use the “Interrogative Words” (TRCM) technique.

Questions to reproduce events (simple questions) are evaluated - 1 point;

Questions to establish cause-and-effect relationships (interpretative) - 2 points;

Questions of a general nature (evaluative) - 3 points.

Ball score:

from 1-4 points - showed a low level;

from 5-9 points - average level;

from 10-12 points - the level is above average;

from 12-15 points - high level.

Along with these methods, we propose the use of such a research method as pedagogical observation, namelyincluded observation .

This method assumes that the teacher himself participates in the process over which he observes. Participant observation is effective as the researcher-teacher actively participates in the activities of the observed. As part of the ongoing diagnostics, the teacher observes the students, how they are able to reflect on their activities and the activities of their classmates.

In a lesson built on the technology of critical thinking, reflection works at all stages of the lesson. The process of reflection consists in the awareness of one's thoughts and actions, in the awareness of the thoughts and actions of another person. Such work of the mind develops the following qualities:

willingness to plan;

monitoring one's own actions;

search for compromise solutions;

willingness to correct their mistakes;

perseverance in achieving the goal.

These qualities are necessary not only in educational activities, but also in various life situations.

The level of development of logical thinking can be determined through:

ability to generalize;

ability to analyze;

ability to establish cause-and-effect relationships.

We offer several techniques to help determine the level of formation of logical UUD.

1. Reception "Logical patterns"

2. Conduct form : written survey.

   Description: The subjects are presented in writing with rows of numbers. They need to analyze each series and establish the pattern of its construction. The subject must determine two numbers that would continue the series. The time for solving tasks is fixed.

3. Number rows:

4. 1 2, 3, 4, 5, 6, 7;

   2. 6, 9, 12, 15, 18, 21;

   3. 1, 2, 4, 8, 16, 32;

   4. 4, 5, 8, 9, 12, 13;

   5. 19, 16, 14, 11, 9, 6;

   6. 29, 28, 26, 23, 19, 14;

   7. 16, 8, 4, 2, 1, 0, 5;

   8. 1, 4, 9, 16, 25, 36;

   9. 21, 18, 16, 15, 12, 10;

   10 3, 6, 8, 16, 18, 36.

Level of formation Score

1. low 1-2

   medium 3-4

   high 5

Reception "Isolation of essential features"

(can be used for students of any age)

This technique is used to study the peculiarities of thinking, the ability to differentiate the essential features of objects or phenomena from non-essential, secondary ones. By the nature of the distinguished features, one can judge the predominance of one or another style of thinking: concrete or abstract.

Material: form with rows of words printed on it. Each row consists of five words in brackets and one before the brackets.

The words in the tasks are chosen in such a way that the subject must demonstrate his ability to grasp the abstract meaning of certain concepts and refuse an easier, conspicuous, but incorrect way of solving in which private, concrete situational signs are singled out instead of essential ones.

Instruction for children: "Here are the rows of words that make up the tasks. In each line, there is one word before the brackets, and in brackets - 5 words to choose from. You need to choose only two of these five words that are most connected with the word before the brackets -" garden ", and in brackets the words: "plants, gardener, dog, fence, earth." A garden can exist without a dog, a fence, and even without a gardener, but there cannot be a garden without land and plants. So you should choose exactly 2 words - "land and "plants".

Instruction for teenagers: "On each line of the form you will find one word before the brackets, and then five words in the brackets. All the words in the brackets have something to do with the one before the brackets. Choose only two that are most related to the word before parentheses.

Form

1. Garden (plants, gardener, dog, fence, earth).

2. River (shore, fish, angler, mud, water).

3. City (car, buildings, crowd, street, bicycle).

4. Barn (hayloft, horse, roof, livestock, walls).

5. Cube (corners, drawing, side, stone, wood).

6. Division (class, dividend, pencil, divider, paper).

7. Ring (diameter, diamond, hallmark, circumference, gold).

8. Reading (eyes, book, glasses, text, word).

9. Newspaper (truth, incident, crossword puzzle, paper, editor).

10. Game (cards, players, chips, punishments, rules).

11. War (aircraft, guns, battles, guns, soldiers).

12. Book (drawings, story, paper, table of contents, text).

14. Earthquake (fire, death, ground vibrations, noise, flood).

15. Library (tables, books, reading room, cloakroom, readers).

16. Forest (soil, mushrooms, hunter, tree, wolf).

17. Sports (medal, orchestra, competitions, victory, stadium).

18. Hospital (room, injections, doctor, thermometer, patients).

19. Love (roses, feelings, person, date, wedding).

20. Patriotism (city, homeland, friends, family, person).

Level of formation Score

low 1-5

medium 6-8

high 9-11

To identify the level of formation of logical thinking in high school students, a technique can be used"Complicated Analogies".

Target: reception is used to identify how the subject is able to understand complex logical relationships and highlight abstract connections. It is intended for subjects of adolescence, youth and adults. ,

Description: the technique consists of 20 pairs of words - logical tasks that are proposed to be solved by the subject. Its task is which of the six types of logical connection is contained in each pair of words. The "cipher" will help him in this - a table that shows examples of the types of communication used and their letter designation A, B, C, D, D, E.

The subject must determine the relationship between the words in a pair, then find an "analogue", that is, select a pair of words with the same logical connection in the "cipher" table, and then mark in a series of letters (A, B, C, D, E, E ) the one that corresponds to the found analogue from the "cipher" table. The task is limited to three minutes.

Material: form of methodology, form of the protocol for registering answers.

Instruction: "There are 20 pairs in front of you on the form, consisting of words that are logically connected to each other. Opposite each pair there are 6 letters that indicate 6 types of logical connection. Examples of all 6 types and their corresponding letters are given in the "cipher" table.

You must first determine the relationship between the words in the pair. Then choose the closest pair of words to them by analogy (association) from the "cipher" table. And after that, in the letter row, circle the one of the letters that corresponds to the analog found in the "cipher" table. The time to complete the task is 3 minutes.

Material:

Cipher

A. A sheep is a herd. B. Raspberry is a berry. B. The sea is the ocean.

G. Light - darkness. D. Poisoning - death. E. The enemy is the enemy.

1. Fright - flight A, B, C, D, E, F

2. Physics - science A, B, C, D, D, E

3. Correct - correct A, B, C, D, E, E

4. Bed - garden A, B, C, D, D, E

5. Pair - two A, B, C, D, E, F

6. Word - phrase A, B, C, D, D, E

7. Cheerful - sluggish A, B, C, D, D, E

8. Freedom - will A, B, C, D, D, E

9. Country - city A, B, C, D, D, E

10. Praise - scolding A, B, C, D, E, E

11. Revenge - arson A, B, C, D, D, E

12. Ten - the number A, B, C, D, D, E

13. Cry - roar A, B, C, D, D, E

14. Chapter-novel A, B, C, D, E, F

15. Rest - movement A, B, C, D, E, E

16. Courage - heroism A, B, C, D, E, E

17. Coolness - frost A, B, C, D, D, E

18. Deception - distrust A, B, C, D, E, F

19. Singing - art A, B, C, D, D, E

20. Bedside table - wardrobe A, B, C, D, D, E

A wider choice of techniques that allow assessing the level of formation of logical UUD is in Appendix No. 1.

Characteristics of the conditions that ensure the achievement

new educational outcomes

It is possible to ensure the achievement of new educational results in the formation of critical thinking among younger students if you create:

- conditions for staffing;

A primary school graduate must master the ability to learn. He should have formed universal learning activities. In order to implement new educational standards, the teacher needs to use new techniques and modern pedagogical technologies, in particular RCM technologies, in his work.

The effectiveness of the developed technology depends on the teacher's ability to show the process and logic of their own thinking.

Creation of conditions for the organization and implementation of advanced training for teachers:

Attendance by teachers of advanced training courses on the topic "Technology for the development of critical thinking" - participation of teachers in regional and city seminars on the problem of developing critical thinking among schoolchildren; - participation of teachers in "master - classes", scientific and practical conferences on this issue.

- to logistical support;

it is desirable to have an interactive whiteboard, a projector in each class of the school; demonstrative and handout material (in the form of various schemes, tables, figures).

- to scientific and methodological support

use scientific and methodological literature in the work on the formation of critical thinking, for example: S.I. Zair - Beck, I.V. Mushtavinskaya "Development of critical thinking in the classroom", E.V. Laskozhevskaya "The Theory of Development of Critical Thinking in Primary School Students", I.V. Mushtavinskaya "Technology for the development of critical thinking in the classroom and in the system of teacher training."

Include this topic in your self-study plan.

- to information conditions;

In the work on the formation of critical thinking, you can use the literature and Internet sites:

• Zair-Bek S.I., Mushtavinskaya I.V. The development of critical thinking in the classroom: a guide for teachers in general educational institutions/S.I. Zair-Bek, I.V. Mushtavinskaya. – M.: Enlightenment, 2011.

  Vikentyeva I. Ode to syncwine // Change. – 2002.- No. 3.

  Meredith K.S. Education of thoughtful readers / K.S. Meredith, J. Steele, C. Temple. – 1998.

  Halpern D. Psychology of critical thinking. - St. Petersburg: Publishing house "Piter", 2000.

  Approximate basic educational program of an educational institution. Primary school / [comp. E.S. Savinov]. 2nd ed., revised. – M.: Enlightenment, 2010.

  Planned results of primary general education / [L.L. Alekseeva, S.V. Anaschenkova, M.Z. Biboletova and others]; ed. G.S. Kovaleva, O.B. Loginova. - M.: Education, 2009.

  Evaluation of the achievement of planned results in primary school. Job system. At 2 o'clock / [M. Yu. Demidova, S. V. Ivanov, O. A. Karabanova and others]; ed. G. S. Kovaleva, O. B. Loginova. - M.: Education, 2009.

  The site of the international journal on the development of critical thinking "Change".

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  The skill of the teacher is the success of the student. Collection of methodological materials of the seminar of teachers of the Tomsk region, Tomsk region. Lessons using TRCMCHP techniques. - With. 62 - 68, 90 - 100.

  Internet-conference "Modern technologies allowing to implement the competence-based approach in education".

- to organizational conditions;

It is necessary to create certain conditions in the lesson:

Use game techniques, group forms of work;

Encourage the inclusion of each student in active learning activities,

taking into account individual characteristics;

- for interaction with parents :

Conduct open lessons (introduce different awards

development of critical thinking) intellectual games and marathons,

in order to ensure unified approaches to the formation of skills in children

work with information.

Due to the large arsenal of techniques and methods included in the RCM technology, each teacher can choose those that correspond to the age, psychological characteristics of the class, which are close to him personally, without going beyond the framework approach of this technology, for any teacher it can become "his own ".

The use of methods for the development of critical thinking in the classroom shows positive results in students' mastery of the ability to work with information, the ability to generalize, draw conclusions, and the ability to formulate questions on the topic under study.

The essence of TRCM is very accurately conveyed in the Chinese proverb: "Tell me - I will forget, show me - I will remember, involve me - I will understand."

Thus, the use of technology for the development of critical thinking makes it possible to effectively solve actual pedagogical problems associated with the transition to the Second Generation Standards.

Technological map for monitoring the use of technology techniques for the development of critical thinking

Kinds

UUD

Main characteristics

Levels of formation

Formation indicators

Methods, techniques and typical tasks

development of critical thinking

ability to work

with information

ability to question

optimal

Full reflection of the topic in a cluster, syncwine or other products of activity and the establishment of cause-and-effect relationships.

compiling a "cluster", "marking text",

work with educational and scientific text,

"Question words",

Observation

sufficient

Incomplete reflection of the topic and establishment of cause-and-effect relationships

critical

Failure to establish cause and effect relationships

development of logical

thinking

ability to generalize

ability to analyze

ability to establish causal relationships

short

Operations for extracting essential features are not formed, the comparison operation is difficult

average

Partially formed operations of generalization, selection of essential features

1. reception "Logical patterns",

technique "Isolation of essential features",

reception "Complicated Analogies".

high

Operations of generalization, selection of essential features are formed

"Find the differences" (comparison of pictures)

Test for the study of the development of logical operations

application of critical thinking skills in various life situations

the ability to apply existing skills in the activity

short

He cannot independently formulate a topic, plan work, assume a result, identify logical chains, etc.

observation,

reception of "Included observation"

average

He orients himself, but makes mistakes. Asks a lot of questions.

high

Independently highlights the goal, plans work, highlights parts of the whole, suggests, analyzes, etc.

Application No. 1

Diagnostics

logical thinking of children of primary school age.

With the help of this technique, elementary figurative representations of the child about the world around and about the logical connections and relationships that exist between some objects of this world: animals, their way of life, nature are evaluated. With the help of the same technique, the child's ability to reason logically and grammatically correctly express his thoughts is determined.

The procedure for carrying out the technique is as follows. First, the child is shown a picture in which there are several rather ridiculous situations with animals. While looking at the picture, the child receives instructions with the following content: “Look carefully at this picture and say if everything here is in its place and drawn correctly. If something seems wrong to you, out of place or incorrectly drawn, then point it out and explain why it is not so. Next, you have to say how it really should be.

Both parts of the instruction are executed sequentially. At first, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be. The exposure time of the picture and the execution of the task is limited to three minutes. During this time, the child should notice as many ridiculous situations as possible and explain what is wrong, why it is wrong and how it really should be.

In case of difficulty, the child is assisted:

- Stimulating.The researcher helps the child to begin to answer, to overcome possible uncertainty. He encourages the child, shows his positive attitude towards his statements, asks questions prompting an answer: “Did you like the picture?” “What did you like?”, “Well, well done, you think right.”

- Guide.If provoking questions are not enough to cause the child's activity, direct questions are asked: "Funny picture?", "What's funny about it?"

- Educational.Together with the child, some fragment of the picture is examined and its absurdity is revealed: “Look, what is drawn here?”, “Can this be in real life?”, “Don’t you think that something is mixed up here?”, “And also Is there anything out of the ordinary here?"

Assignment assessment

The assessment takes into account:

a) inclusion of the child in work, concentration, attitude towards it, independence;

b) understanding and assessment of the situation as a whole;

c) the regularity of the description of the picture;

Evaluation of results:

3 points - such an assessment is given to the child if, in the allotted time (3 minutes), he noticed all 7 absurdities in the picture, managed to satisfactorily explain what was wrong, and, in addition, say how it really should be.

2 points - noticed all the available absurdities, but did not have time to fully explain and say how it should really be in the allotted time.

1 point - in the allotted time, the child did not have time to notice 1-4 out of 7 absurdities in the picture and the matter did not reach the end of the explanation.

Picture No. 1 - offered at the beginning of the year.

Picture No. 2 - offered at the end of the year.

2. Finding the missing parts of the picture among those offered to choose from.

Grade:

3 points - I picked up all the parts for both rugs correctly.

2 points - 2-3 parts picked up correctly.

1 point - I picked up only 1 part correctly or did not cope with the task at all.

These pictures are intended for diagnosis at the beginning of the year.

Diagnosis at the end of the year is a slightly different plan, but the tasks are the same .

Task: find the selected fragments in the whole picture and connect them with a line.

Grade:

3 points - connected all 6 fragments correctly.

2 points - 4-6 fragments connected correctly.

1 point - 3 fragments or less the child connected correctly.

3. Tasks for finding objects united by some common feature (generalization and classification).

Pictures 1-2 are offered at the beginning of the year.

Grade :

3 points - the child found 6 pairs of objects united by a common feature.

2 points - the child found 3-5 pairs of objects united by a common feature.

1 point - the child found less than 3 pairs of objects united by a common feature, or made these pairs incorrectly.

Pictures 3-4 are offered at the end of the year.

Grade :

3 points - the child found 8 pairs of objects united by a common feature.

2 points - the child found 4-7 pairs of objects united by a common feature.

1 point - the child found 3 pairs of objects (or less), united by a common feature, or made these pairs incorrectly.

4. Tasks for finding patterns.

The teacher offers to name who will be next in a row of the pictures below.

Grade:

1 point - the child correctly found only 2 options or less.

These tasks are offered at the beginning of the year.

At the end of the year, on this topic, I proposed tasks of a different type. .

Grade:

3 points - the child completed all 5 tasks correctly.

2 points - the child correctly coped with 3-4 tasks.

1 point - the child coped with 2 tasks or less.

5. Tasks for the concentration of visual attention.

At the beginning of the year, the following task is proposed:

Tick ​​only those figures that are in confusion.

Grade:

3 points - the child marked all the figures correctly (4 figures).

2 points - the child noted correctly 2-3 figures.

1 point - the child correctly marked less than 2 figures.

At the end of the year, the task changes slightly:

Find and circle all the shapes in the same color as in the sample at the top of the page.

Grade:

3 points - the child found 8-9 figures correctly.

2 points - the child found correctly 5-7 figures.

1 point - the child found 4 or less figures or labeled them incorrectly.

6. Method "The fourth extra".

1. Diagnosis at the beginning of the year.

Four words are read to the child, three of which are interconnected in meaning, and one word does not fit the rest. The child is asked to find the "extra" word and explain why it is "extra".

Book, briefcase, suitcase, wallet;

Tram, bus, tractor, trolleybus;

Butterfly, ruler, pencil, flippers;

Boat, wheelbarrow, motorcycle, bicycle;

River, bridge, lake, sea;

Butterfly, ruler, pencil, eraser;

Kind, affectionate, cheerful, evil;

Grandpa, teacher, dad, mom;

Minute, second, hour, evening;

Vasily, Fedor, Ivanov, Semyon.

Grade:

3 points - 8-10 correct answers.

2 points - 7-5 correct answers.

1 point - 4 or less correct answers.

2. Diagnosis at the end of the year.

Methodology “What is superfluous here?” - author Nemov R.S. .
This technique is designed to investigate the processes of figurative-logical thinking, mental operations of analysis and generalization in a child. In the methodology, children are presented with a series of pictures showing different objects, accompanied by the following instructions:
“In each of these pictures, one of the four objects depicted in it is superfluous. Look carefully at the pictures and determine which item and why is superfluous.
You have 3 minutes to solve the problem.

Grade:

3 points - the child correctly solved the problem in 1.5 minutes. and less.

2 points - the child correctly solved the problem in 1.5 to 2.5 minutes.

1 point - the child did not cope with the task or made mistakes in 3 minutes.

7. Technique "Go through the maze."

In this task, children are shown a drawing and explained that it depicts a labyrinth, the entrance to which is indicated by an arrow located at the top left, and the exit is indicated by an arrow located at the top right. It is necessary to do the following: taking a pointed stick in your hand, moving it along the drawing, go through the entire maze as soon as possible, moving the stick as accurately as possible, without touching the walls of the labyrinth.

At the beginning of the year, the next labyrinth is proposed.

Task: “Help the dolphin catch a fish.

Grade:

2 points - the task is completed from 60 sec. up to 100 sec., and, going through the labyrinth, the child touched its walls 5-6 times.

This labyrinth is offered for diagnosis at the end of the year .

Grade:

3 points - the task was completed in less than 60 seconds, and, going through the maze, the child touched its walls 1-2 times with a stick.

2 points - the task is completed from 60 sec. Up to 100 seconds, and, passing the labyrinth, the child touched its walls 5-6 times.

1 point - the task was completed by the child in 100 sec. and above, and, going through the labyrinth, the child touched its walls 7-9 times or the task was not completed at all.

8. Puzzles with sticks .

Material: counting sticks.

Diagnosis at the beginning of the year .
Exercise 1 - lay out a house from sticks.

Arrange the sticks in such a way that you get a flag.

Task 2 - post this figure. What does this figure look like? (on floor lamp)

Move 2 sticks to make 3 equal triangles.

Grade:

Diagnosis at the end of the year.

Exercise 1 - lay out a house from sticks.

Move the sticks so that the house faces the other way.

Task 2 - in a key-like shape, move 4 sticks to

got 3 squares.

Grade:

3 points - the child coped with both tasks.

2 points - the child correctly shifted the sticks in only one task.

1 point - the child completed the task only with the help of an adult.

9. Geometric constructor.

Tasks offered at the beginning of the year:

(from the details of the game "Tangram").

2. Make a hare silhouette figure, focusing on the sample.

Grade:

2 points - the child coped independently and correctly with one of the tasks, the second one was done with a little help from an adult.

Tasks offered at the end of the year:

1. Compose new geometric shapes from the existing ones according to the model.

(from the details of the game "Magic Circle").

2. Make a figure-silhouette of a warrior, focusing on the sample.

Grade:

3 points - the child independently and correctly laid out all the figures.

2 points - the child coped independently and correctly with one of the tasks,

the second was done with a little help from an adult.

1 point - the child laid out the figures only with the active help of an adult.

10 . Entertaining questions and joke tasks .

1. “There is a maple. There are two branches on a maple, on each branch there are two cherries. How many cherries grow on a maple? Answer: none, cherries do not grow on maple.

2. "What figure has no beginning or end?" Answer: at the ring.

3. “Two sisters have one brother each. How many children are in the family?

Answer: There are three children in the family.

4. “There were 4 apples on the table, one of them was cut in half. How many apples are on the table? Answer: 4 apples.

Questions 1-4 are asked at the diagnostics at the beginning of the year.

Questions 5-8 for diagnosis at the end of the year.

5. “4 birches grew. Each birch has 4 large branches. Each large branch has 4 small ones. On each small branch - 4 apples. How many apples are there? Answer: not a single one, apples do not grow on birch trees.

6. “Grandma Dasha has a granddaughter Masha, a cat Fluffy, a dog Druzhok. How many grandchildren does the grandmother have? Answer: one granddaughter Masha.

7. “Three horses ran 5 km. How many kilometers did each horse run? Answer: 5 km.

8. “7 candles burned. 2 candles extinguished. How many candles are left? Answer: 7.

Grade:

3 points - the child correctly answered 4 tasks.

2 points - the child correctly answered 2-3 tasks out of 4 proposed.

1 point - the child did not cope with the task (answered 1 question, answered incorrectly or did not answer anything).

List of used literature.

Nemov R.S. Psychology: A textbook for students of higher education. ped. textbook institutions: - M.: VLADOS, 2003 - Book. 1: General foundations of psychology. Chapter 11. Thinking - p. 97, 102, 111.

Logics. Kirov: LLC "VK" Dakota "- with. 6, 12.

Kolesnikova E.V. I solve logic problems. Notebook. - M.: TC sphere, 2011 - p. eleven.

Bezrukikh M.M., Filippova T.A. Learning to find identical shapes. - LLC "Drofa", 2000 - p. 27.

Mikhailova Z.A. Game entertaining tasks. - M.; Enlightenment, 1990 - p. 16, 17, 20, 21, 45, 46; With. 56, 89.

Tarabarina T.I., Elkina N.V. Both study and play: mathematics. - Yaroslavl: Academy of Development, 1997 - p. 66, 75.

• Call stage. At this stage, there is a call in the memory of students already known ZUN, a call of interest in a new topic.
• Understanding stage. At this stage, new information is being processed.
• stage of reflection. The systematization of the acquired knowledge is carried out, there is an assessment, a comparison of new knowledge with what is already known.
• Reflection. This is the result of the lesson, when there is an assessment of one's work, one's activities, one's feelings in connection with the newly acquired ZUN.

Often the contemplation and reflection stages are combined.

Functions of the stage of comprehension in the lessons on the technology of development of critical thinking

So, the stage of comprehension is the receipt by students of new information and work with it.

Functions of this stage of the lesson:

• Informational. Students receive new information, work with it, comprehending and analyzing, evaluating and comparing it with the knowledge base that they already have.
• Systematizing. All the techniques of the stage of comprehension are aimed at ensuring that students not only master the layer of new information, but also be able to systematize it, so to speak, “sort it into pieces” in their memory.

The activities of the teacher and students at the stage of comprehension

In the lessons on the development of critical thinking, the role of the teacher is coordinating. So at the stage of comprehension, the main task of the teacher is to keep students interested in the topic. At the same time, it is important to direct the activities of children, emphasizing the connection between old and new knowledge.

Students in such lessons should be as active as possible. They read, listen, write, do tasks, take notes, and so on. Therefore, it is very important to alternate types of work, combining individual and group forms of work.

Features of the stage of comprehension at the lessons of TRCMCHP

The comprehension stage covers the stage of the lesson in which students work with new information.

Information can be presented in different ways. It could be:

• the text of the textbook paragraph;
• text prepared by the teacher;
• movie;
• presentation;
• classmate's report;
• table;
• lecture;
• article, lecture on the Internet;
• audio material, etc.

Work at the stage of comprehension is carried out both individually and in groups. Moreover, it is important that an individual search or reflection precede the group stage and discussion.

Methods and techniques for the development of critical thinking at the stage of reflection

• Ranging- an effective technique that allows you to highlight the main thing in new information. After getting acquainted with the new material, students make a list of the main points, provisions. Then, opposite each item in its list, an assessment is made according to one of the criteria: importance, necessity, usefulness, etc.

For example, in the lesson "The World Around". Theme: fresh water land. The student has a list like this:

• Most of the land is covered with salt water.
• Salt water cannot be drunk.
• Fresh water - in rivers, glaciers, lakes, etc.

After that, the teacher asks to arrange the places (rank) of the items in terms of their practical importance. And the question is: What kind of this knowledge will be useful to you during your trip, hike?

• Venn Diagram − a technique that helps to conduct a comparative description of concepts, objects, phenomena. After reading the text, students fill out the following table (it is more convenient to fill in the table than circles):

For example, in a Russian language lesson, after getting acquainted with the text about pronouns, it is proposed to compare pronouns and nouns.

• Logbook- another kind of table that clearly demonstrates the relationship between existing knowledge and new. Like many other critical thinking techniques, it covers several stages of the lesson at once.

The following table is filled in:

The first column is filled in at the challenge stage, when students write down what they already know. Further, at the stage of reflection, they work with the second column. Here, students relate their statements to new information. As they read or listen to a lecture, they note whether they were right or wrong.

We start working with the third column after reading the text. Here, everything new that was in the text is written down in thesis.

• Zigzag- a rather unusual technique in which individual and group work alternate. A very successful technique when it is required to cover a large layer of new information in a lesson.
• Insert is an active reading technique with notes. Students are invited to read the text, marking individual sentences or paragraphs with special icons. After that, a table is compiled, according to which the following work is carried out.
• IDEAL. The name of the move is an abbreviation that combines the name of the actions during this move. And - I wonder what the problem is?, D - let's find all possible solutions, E - are there any best solutions among the proposed ones, etc. This technique teaches to formulate the main problem, outline ways to solve it, analyze and make a choice.
• Bloom Cube- a fairly new and interesting technique that teaches children not only to study the text in detail, but also to formulate questions of various types.
• Generators and critics. After receiving new information, the class is divided into two groups of "generators" and "critics". A problem is chosen that does not require long discussions. The task of the generators is to offer as many solutions as possible, the task of the critics is to evaluate the proposals and choose the best and most adequate ones.
• ZHU table. Work with the table begins at the call stage. The following fields are filled in:

At the call stage, the first column is filled. The second - as you read the text (all places that require clarification, explanation, practical examples are marked). The third column is filled in after the information has been processed.

At the stage of reflection, you need to return to the table and evaluate the work done.

• "Jockeys and horses"- the technique is used when you need to remember a lot of concepts, names, terms, etc. The teacher prepares cards in advance according to the number of students in the class. On half of the cards, the name of the term, concept is written, on the second half of the cards - its explanation, interpretation. For example, in a geography lesson, you can write countries and their capitals; in a literature lesson, you can write the names of the main characters and their characteristics.

After reading the text, cards are distributed, and the students turn into conditional "horses" and "jockeys". Goal: find a mate.

Advice: to prevent mass walking, you can ask the conditional "horses" to remain in place. Only "jockeys" walk around the class.

• mutual learning. Psychologists note that learning new things is easiest when you explain it to others (that is, you play the role of a teacher). Mutual learning is also built on this principle. Students receive the same text, divided into paragraphs. They study it on their own, marking difficult passages and preparing questions for each paragraph. Then work in groups (or in pairs) begins. Students take turns explaining their part of the text to the rest of the group. The rest can ask questions, require clarifications and explanations. Then the students switch roles.
• Fishbone- another technique that helps students to visually see the connection between causes and consequences, build a logical chain, and systematize the knowledge gained. A fish skeleton is being built, where the head is the problem to be solved, the upper "bones" are the reasons or directions for thinking, the lower ones are specific examples and facts, and the tail of the fish is the conclusion.

The constructive basis of the "technology of critical thinking" is the basic model of the three stages of the organization of the educational process: "Challenge - comprehension - reflection". In this paper, all the stages and main methodological methods for the development of critical thinking in students are considered in detail.

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Critical Thinking Technology

What is meant by critical thinking?Critical thinking- the type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time be open to new ideas and methods. Critical thinking - necessary condition freedom of choice, forecast quality, responsibility for one's own decisions. Critical thinking, therefore, is essentially a kind of tautology, a synonym for qualitative thinking. It is rather a name than a concept, but it was under this name that, with a number of international projects, those technological methods came into our lives, which we will give below.
The constructive basis of the "technology of critical thinking" is the basic model of three stages of the organization of the educational process:"Challenge - Reflection - Reflection". Let's consider these stages in detail.
At the call stage the existing knowledge and ideas about what is being studied are “called” from memory, actualized, personal interest is formed, the goals of considering a particular topic are determined. A challenge situation can be created by a teacher by skillfully asking a question, by demonstrating unexpected properties of an object, by telling about what he saw, by creating a “gap” situation in the way of solving a learning problem; in the test - at the stage of the call, "introduction, annotations, motivating examples" work. You can endlessly list the techniques used here, but, obviously, in the pedagogical piggy bank of each teacher there are their own treasures designed to solve the main task - to motivate students to work, to include them in active work.
At the stage of reflection (or realization of meaning), as a rule, the student comes into contact with new information. It is being systematized. The student gets the opportunity to think about the nature of the object being studied, learns to formulate questions as he correlates old and new information. There is a formation of one's own position. It is very important that already at this stage, using a number of techniques, it is already possible to independently monitor the process of understanding the material.
Stage reflections (reflections) characterized by the fact that students consolidate new knowledge and actively rebuild their own primary ideas in order to include new concepts in them. Thus, there is an "assignment" of new knowledge and the formation on its basis of one's own reasoned idea of ​​what is being studied. The analysis of one's own mental operations is the core of this stage.
In the course of working within the framework of this model, schoolchildren master various ways of integrating information, learn to develop their own opinion based on understanding various experiences, ideas and ideas, build conclusions and logical chains of evidence, express their thoughts clearly, confidently and correctly in relation to others.

Three phases of technology (in more detail)

Evocation phase . Often the lack of learning effectiveness is explained by the fact that the teacher constructs the learning process based on the goals set by him, implying that these goals were initially accepted by the students as their own. Indeed, the setting of goals by the teacher occurs in advance, which allows him to more clearly design the stages of the educational process, determine the criteria for its effectiveness and diagnostic methods. At the same time, many well-known didactic scientists who develop the ideas of a constructivist approach to teaching in their research (J. Dewey, B. Bloom and others) believe that it is necessary to enable the student to set learning goals on his own, creating the necessary internal motive for the process. teachings. Only then can the teacher choose effective methods to achieve these goals. Let's remember what we learn best? Usually this is information on a topic about which we already know something. When is it easier for us to make a decision? When what we do is consistent with existing experience, albeit indirectly.

So, if the student is given the opportunity to analyze what he already knows about the topic being studied, this will create additional incentive to formulate their own goals-motives. It is this task that is solved in the call phase (evocation).

Second task , which is solved at the call phase, is the problemactivation of cognitive activity of students. Often we see that some schoolchildren do not make significant intellectual efforts in the lesson, preferring to wait for the moment when others complete the proposed task. Therefore, it is important that during the challenge phase everyone can take part in the work that aims to actualize their own experience. An important aspect in the implementation of the challenge phase is the systematization of all the information that has emerged as a result of students' free statements. This is necessary so that they can, on the one hand, see the collected information in an “aggregated” categorical form, while this structure can include all opinions: “correct” and “incorrect”. On the other hand, ordering the expressed opinions will allow you to see contradictions, inconsistencies, unclear points, which will determine the direction of further search in the course of studying new information. And for each of the students, these areas can be individual. The student will determine for himself on which aspect of the topic under study he should focus his attention, and which The information only needs to be verified.

During the implementation of the call phase:

1. Students can express their point of view on the topic being studied, and doing it freely, without fear of making mistakes and being corrected by the teacher.

2. It is important that statements are recorded, any of them will be important for further work. At the same time, at this stage there are no “right” or “wrong” statements.

3. It would be advisable to combine individual and group work. Individual work will allow each student to update their knowledge and experience. Group work allows you to hear other opinions, express your point of view without the risk of making a mistake. The exchange of opinions can also contribute to the development of new ideas, which are often unexpected and productive. The exchange of opinions can also contribute to the emergence of interesting questions, the search for answers to which will encourage the study of new material. In addition, often some students are afraid to express their opinion to the teacher or immediately in a large audience. Working in small groups allows these students to feel more comfortable.

The role of the teacher at this stage of work is to encourage students to remember what they already know about the topic being studied, to promote a conflict-free exchange of opinions in groups, to fix and systematize information received from students. However, it is important not to criticize their answers, even if they are inaccurate or incorrect. At this stage, the important rule is: "Any student's opinion is valuable."

It is very difficult for us teachers to act as patient listeners of our students. We are used to correcting them, criticizing them, moralizing them about their actions. Avoiding this is the main difficulty for working in the mode of pedagogical technology for the development of critical thinking.

Sometimes a situation may arise when the stated topic is unfamiliar to students, when they do not have sufficient knowledge and experience to develop judgments and conclusions. In this case, you can ask them to make assumptions or a forecast about a possible subject and object of study. So, in case of successful implementation of the challenge phase, the training audience has a powerful incentive to work at the next stage - the stage of obtaining new information.

The phase of understanding the content (realization of mening).This stage can be called the semantic stage in another way. In most lessons at a school where new material is being studied, this phase takes the longest. Most often, acquaintance with new information occurs in the process of its presentation by the teacher, much less often - in the process of reading or watching materials on video or through computer training programs. At the same time, in the process of implementing the semantic stage, students come into contact with new information. The fast pace of presentation of new material in the mode of listening and writing practically excludes the possibility of comprehending it.

One of the conditions for the development of critical thinking is to track your understanding when working with the material being studied. It is this task is the main one in the learning process at the phase of comprehension of the content. An important point is to obtain new information on the topic. If we remember that during the challenge phase, the students have identified the directions of their knowledge, then the teacher in the process of explaining has the opportunity to place emphasis in accordance with the expectations and questions asked. Organization of work at this stage may be different. It can be a story, a lecture, individual, pair or group reading or watching a video. In any case, it will be an individual acceptance and tracking of information. The authors of the pedagogical technology for the development of critical thinking note that in the process of implementing the semantic stage, the main task is to maintain the activity of students, their interest and the inertia of movement created during the challenge phase. In this sense, the quality of the selected material is of great importance.

Some explanations.Sometimes, further in the case of a successfully implemented challenge phase, in the process of working at the implementation phase, the interest and activity of students weaken. There may be several explanations for this.

First, the text or message that contains information on a new topic may not meet the expectations of students. They may be either too complex, or they may not contain answers to the questions posed in the first phase. In this regard, it is somewhat easier to organize the study of a new topic in the listening mode. However, given the psychological characteristics of the perception of the lecture, it is necessary to use special techniques to enhance attention and stimulate critical thinking. Working in Reading View is more difficult for an organization. But, as the authors of the pedagogical technology for the development of critical thinking note, reading stimulates the process of critical reflection to a much greater extent, since this is an individual process in itself, not regulated by the speed of perception of new information. Thus, in the process of reading, students have the opportunity to re-read the incomprehensible, note the most important fragments, refer to additional sources.

Secondly, the teacher does not always use the possible methods of stimulating attention and actively, although these methods are well known. These are problematic questions in the course of explaining the story, graphic presentation of the material, interesting facts and comments. In addition, there are techniques for thoughtful reading.

It is impossible not to pay attention to one more circumstance. As well as at the first stage of work in the mode of technology for the development of critical thinking, at the semantic stage, students independently continue to actively construct the goals of their teaching. Setting goals in the process of getting to know new information is carried out when it is superimposed on existing knowledge. Students can find answers to previously asked questions, solve difficulties that arose at the initial stage of work. But not all questions and difficulties can be resolved. In this case, it is important that the teacher encourage students to ask new questions, search for answers through the context of the information that students work with.

In the comprehension phase, students:

1. Make contact with new information.

2. They try to compare this information with existing knowledge and experience.

3. They focus their attention on finding answers to questions and difficulties that arose earlier.

4. Pay attention to ambiguities, trying to raise new questions.

5. They strive to track the very process of getting to know new information, to pay attention to what exactly attracts their attention, which aspects are less interesting and why.

6. Prepare for analysis and discussion of what they heard or read.

Teacher at this stage:

1. Can be a direct source of new information. In this case, his task is to present it clearly and attractively.

2. If students work with text, the teacher monitors the degree of activity of work, attentiveness when reading.

3. To organize work with the text, the teacher offers various techniques for thoughtful reading and reflection on what has been read.

The authors of the pedagogical technology for the development of critical thinking note that it is necessary to allocate sufficient time for the implementation of the semantic stage. If the students are working with the text, it would be wise to set aside time for a second reading. This is quite important, because in order to clarify some issues, it is necessary to see textual information in a different context.

Reflection phase.Robert Boostrom in his book "Developing Creative and Critical Thinking" notes: "Reflection is a special kind of thinking ... Reflective thinking means focusing your attention. It means careful weighing, evaluating and choosing.” In the process of reflection, the information that was new becomes appropriated, turns into one's own knowledge. Analyzing the functions of the first two phases of the critical thinking development technology, we can conclude that, in fact, reflective analysis and evaluation permeate all stages of work. However, reflection on the invocation and implementation phases has other forms and functions. In the third phase, the reflection of the process becomes the main goal of the activity of schoolchildren and teachers.

Reflective analysis is aimed at clarifying the meaning of the new material, building a further learning route (this is understandable, this is incomprehensible, you need to learn more about this, it would be better to ask a question about this, and so on). But this analysis is of little use unless it is put into verbal or written form. It is in the process of verbalization that the chaos of thoughts that was in the mind in the process of independent comprehension is structured, turning into new knowledge. Questions or doubts that arise can be resolved. In addition, in the process of exchanging opinions about what they read or heard, students have the opportunity to realize that the same text can cause different assessments that differ in form and content. Some of the judgments of other students may be quite acceptable to accept as their own. Other judgments cause the need for discussion. In any case, the stage of reflection actively contributes to the development of critical thinking skills.

Functions of the three phases of technology for the development of critical thinking

Call Motivational (incitement to work with new information, awakening interest in the topic) Informational (call "to the surface" of existing knowledge on the topic) Communication (non-conflict exchange of opinions)

Making sense of the content Informational (obtaining new information on the topic) Systematization(classification of the received information into categories of knowledge)

Reflection Communication(exchange of views on new information) Informational (acquisition of new knowledge) Motivational (an incentive to further expand the information field) Estimated (correlation of new information and existing knowledge, development of one's own position, process evaluation)

Lesson constructor.

Basic Methodological Techniques for the Development of Critical Thinking

Reception "Cluster"

Let's look at a few tricksgraphic organization of text. Note that the graphic structuring of the text for many students is necessary due to the specifics of their way of perceiving information.
The most popular of the modern methods is - cluster. cluster (from English - cluster - bunch) - this is a way of graphic organization of the material, which makes it possible to visualize those thought processes that occur when immersed in a particular text. The cluster is a reflection of a non-linear form of thinking. Sometimes this method is called "visual brainstorming". The sequence of actions when building a cluster is simple and logical:

1. In the middle of a blank sheet (chalkboard) you need to write a keyword or thesis, which is the "heart" of the text.

2. Around "throw" words or sentences expressing ideas, facts, images suitable for this topic. (Model "planet and its satellites").

3. As you write, the words that appear are connected by straight lines with the key concept. Each of the "satellites" in turn also have "satellites", new logical connections are established.

As a result, a structure is obtained that graphically displays reflections, determines the information field of this text.

Masters of working with texts advise to observe the following rules when working on clusters:

1) Don't be afraid to write down everything that comes to mind. Unleash your imagination and intuition.

2) Keep working until time runs out or ideas run out.

3) Try to build as many connections as possible. Don't follow a predetermined plan.

Note that the cluster scheme is not strictly logical and allows you to cover an excess amount of information. In further work, analyzing the resulting cluster as a "field of ideas", it is necessary to specify the directions for the development of the topic. The following options are possible: enlargement or detailing of semantic blocks (if necessary); highlighting several key aspects that will be focused on in separate schemes.
Clustering is used both at the stage of the call and at the stage of reflection; it can be a way to motivate mental activity before studying topics or a form of systematization of information based on the results of passing the material. Depending on the goal, the teacher in the class can organize your individual independent work or collective activity in the form of a general joint discussion. The subject area is not limited, the use of clusters is possible in the analysis of texts of almost any nature.

Key Concepts

First of all, each text is based on a group of concepts. The term "key" was introduced to explain the special role of the named concept in relation to the text, this concept reveals the meaning of the text. That is why key concepts should be singled out in a separate group of information units, special tasks are also devoted to working with key concepts, aimed at creating their own children's "reference books". There cannot be many key concepts, the chapter of the manual (like the lesson) should not contain more key concepts than a person is able to perceive at the same time (5-9 units). We will often encounter situations where a particular concept, not classified as key by the authors of tutorials, can cause an ambiguous interpretation in the audience. What should the class do in this case? The answer to this question is determined only by the presence or absence of a temporary resource. The dispute “according to concepts” is considered one of the most unproductive in modern school practice. In such situations, it makes sense to refer to the dictionary, take as a basis the interpretation of the concept offered by one of the students, replace the “uncomfortable word” with another that causes greater consistency, and introduce your own version. Note that all these actions cannot be related to the key concepts specifically stipulated by the authors of the tutorials.
What kind of work with key concepts can be offered in the classroom?
Before reading the text of the tutorial, it is advisable to have a list of key concepts of the chapter of the book (manual), on the basis of which you can compose your own text in which these concepts would appear. After reading the text, it is useful to compare your own version with the information received.
You can offer two interpretations of the same concept and ask to justify which of the interpretations is closer to the content of the chapter.
It seems useful to link concepts into a single cluster, that is, a relationship scheme.

Every chapter in a study guide begins with a goal statement and ends with a statement conclusions . The conclusions, in this case, carry several "loads". They serve to organize the text, the author checks himself - whether he managed to solve all the tasks. They help the reader to once again fix the content of what they read in their minds. Conclusions can easily play the role of a thesis presentation of the text.

What tasks can be offered to readers based on the conclusions proposed in the text?

You are invited to reveal one of the conclusions (of your own choice or the choice of the teacher).

Formulate your own system of conclusions. Supplement the existing conclusions with your own conclusions.

As conclusions, formulate questions that may arise when reading the text, but to which there are no direct answers in the text.

Table

Of course, you can also be offered such a way of structuring the text asputting it in a table. Any table is the result of some classification, presented in the form of several columns and rows. Creating tables is the most important method of structuring, useful both at the stage of understanding and processing the material. The variety of didactic exercises built on the tabular method is so great that we will list only a few here:

filling in gaps in an already completed table based on text materials;

description of the table construction logic;

building a table according to the model, when only the first column and the first row are filled, etc.

Here are some more interesting exercises related to creating tables.
Exercise "Double Diary" ” allows readers to closely link the content of the text with their personal experience. Double diaries are especially useful when students are given the task to read some large text at home, outside the classroom. Making a "Double Diary". The sheet is divided in half. On the left side, fragments of the text are written that made the greatest impression, evoked some memories or associations with episodes from one's own life. Perhaps there are certain analogies from previous experience. Something simply puzzled or caused a sharp protest in the soul. On the right side, it is proposed to give a comment: what made you write down this particular quote? What thoughts did she evoke? What questions have arisen?

Extracts from the text

Questions and comments

So, while reading the text, you should stop from time to time and make similar notes in the table. Of course, this technique makes you be more attentive to what you read, you and the teacher can agree on a specific number of extracts that will be made according to the text.

"I know, I want to know, I found out"

Another interesting tabular technique is the table, which is called"I know, I want to know, I found out."(D. Ogle, 1996):

One of the ways of graphic organization and logical and semantic structuring of the material. The form is convenient, as it provides an integrated approach to the content of the topic.

Step 1: Before getting acquainted with the text (the module as a whole), you alone or in a group fill in the first and second columns of the table “I know”, “I want to know”.

Step 2: In the course of getting acquainted with the text (course content), you then fill in the “I learned” column.

Step 3: Summing up, comparing the contents of the graph.

When reading the text, it is useful to conduct a comparative analysis of various phenomena and concepts. Such comparative tables may form the basis for future discussion.

Task - analysis

Another methodical approach is called Task analysis. TASK - (this is an abbreviation for the words Thesis - Analysis - Synthesis - Key), its task is to help students learn to think independently about individual moments of the text. This method consists of 10 sequentially asked questions that you have to think about while reading the text. It is most rational to enter the answers to the questions in a specially designed table. Here again we meet with the culture of isolating the theses and antheses of this or that text.

Thus, the proposed method will “force” to treat texts as both readers and co-authors, this will help you to establish a connection between reading and developing proofs. Collaboration is achieved when the reader begins to offer ideas that complement, evaluate, or challenge the author's argument. In addition, TASK encourages the reader to make a kind but critical connection with the author's values ​​and beliefs. Using TASK will greatly improve your ability to read and evaluate what you read. This is most evident in the preparation for a group discussion, in the course of identifying weaknesses in one's own evidence, such as inconsistency of the material, lack of defense, fallacious prejudice, inappropriate references to authorities. It also improves students' ability to write proofs.

Planning

Let us return once again to such an important skill as compiling various types of plans . Above, we have already considered the problem of constructing a plan as the most important problem of structuring any text. Let's try to combine our ideas about plans into a single methodological technique.
In order to successfully carry out this type of work, in each case it is necessary to competently solve the following tasks:

1. Orient yourself in the general composition of the text (be able to determine the introduction, main part, conclusion).

2. To see the logical and semantic outline of the message, to understand the system of presentation of information by the author as a whole, as well as the course of development of each individual thought.

3. Identify "key" thoughts, i.e. the main semantic milestones on which the entire content of the text is “strung”.

4. Define detail information.

5. Succinctly formulate the main information, without transferring everything entirely and verbatim to the letter.

Highlighting the main idea is one of the foundations of mental culture when working with text. “Select the most useful,” wrote the great Czech teacher of the 17th century. Ya.A. Komensky, is a matter of such importance that an intelligent reader is unthinkable without the ability to select. The only reliable fruit of reading is the assimilation of what has been read, the choice of what is useful. Truly, only this keeps the mind in tension, imprints what is perceived in the memory and illuminates the mind with an ever brighter light. Not wanting to single out anything from a book is to miss everything.”
The text, as a rule, contains several main thoughts, each of which develops within its thematic group. Most often, though not always, the "border" between these groups is clearly marked. In writing, this boundary can be a paragraph, in oral speech - pauses or a change in the speaker's intonation.
The usual text is characterized by the fact that much more words are written and pronounced than is required to understand what is written or said. While reading, we intuitively use certain words and phrases as references. Such key words and phrases we have previously called key. Key concepts and phrases carry the main semantic and emotional load of the content of the text.
The choice of keywords is the first stage of semantic folding, semantic compression of the material.
In the work on the definition of "main thoughts", "semantic milestones", the ability to draw up a plan helps a lot. A plan is like a path through a text, from fact to fact, from thought to thought. A good plan clearly expresses the main content of the text and makes it easy to read and remember. There is a great variety of types of plans.
The first simplest kind of plan - interrogative . Having asked the main questions to the text, having covered its main issues, we will get a question plan, the points of such a plan can be written both with a question mark and without it.
abstract the plan has already been mentioned by us earlier, the thesis plan can be obtained if you try to answer questions from the question version of the plan with complete sentences.
Turning the clauses-sentences of the thesis plan into nominative constructions, we get nominative plan. The nominative plan does not answer questions like the thesis one, but only names, formulates the main problems of the text, which means that it is the most concise.
An interesting form of the plan is the modification of the thesis and nominative, when the points of the plan are presented in the form of quotations in the text. This form is most appropriate if the text is of great artistic value.
One more method of drawing up a plan can be distinguished - complication. A simple plan is drawn up during the initial reading, when the main points are fixed depending on the number of semantic parts of the text chosen. Then there are two ways: grouping or detailing.
The first way involves drawing up a detailed simple plan (for starters, you can follow almost every paragraph). Such a list of provisions, plots, facts that make up the text tells you the appropriate grouping of paragraphs under general headings.
The second way is to draw up a short, simple plan, followed by detailing the points. The choice of one method or another depends on your individual educational characteristics.
In fact, all these techniques are identical to those that we used when building clusters. Drawing up a plan is not only a way of working that helps to understand the text, but also the result of understanding: without understanding the text, even the "ideal reader" will not be able to make a plan.
The question of whether or not to make plans based on the texts read is a matter of the time resource that students have, their ability to work with texts, etc., that is, it belongs to the sphere of the art of pedagogical support for the process of independent work with texts.

Abstract

The area of ​​the same tasks aimed at comprehension and comprehension of what has been read includes the ability totake notes. The thesis plan, cluster, conceptual table - all these are original forms of abstract. Abstract (from lat. Conspectus - review) - a brief written summary or record of the content of something (lectures, conversations, discussions, etc.). The result of note-taking is a record that allows the note-taker to restore the information received immediately or after a certain period of time with the required completeness.
Unfortunately, very few of our students have truly rational note-taking skills. Note-taking is a complex and peculiar process: it combines listening (listening) or reading with writing, and this combination does not occur mechanically. Recording is preceded by specific processing of information. The note taker does not simply discard information that is unnecessary for him by reducing the text, but “folds” the known information in such a way as to be able to unfold it again. The note-taker also reduces the necessary (new, important), main information in volume, which occurs due to quick orientation in the material, finding redundancy in it (for which it is necessary to master various mental operations). The need, the value of information is a relative value, it depends on the individual awareness of a person. However, its isolation is the most important component of teaching rational note-taking.
We can distinguish the following forms of note-taking, carried out according to the text:

1. Linear note-taking in the form of a detailed thesis plan.

2. Building a cluster (another form of scheme) with text inserts.

3. Construction of a tabular form of the abstract, for example, in a question-answer form.

4. Two-stage abstract. The first part of it is completed after reading the text, the second after completing all types of tasks in the text.

5. Building a synopsis based on reference signals. The logic of constructing such a summary is based on the desire for visualization, the expression of meanings through images. Instead of numerous words in such an abstract, drawings, diagrams, symbols will be placed. Thus, we will get reference signals for this text, and instead of tedious rewriting of a long incomprehensible text, we will quickly design a short and interesting reference signal.

Reference signals (OS) is the original text processing, in which the content of the material is encoded using characters:

keywords, phrases;

funny drawings;

characters;

schemes.

Whether or not to take notes is again a matter of the individual learning style you have developed. Obviously, if the reader is working with a text that will not be available in its entirety in the future (the book must be returned to the owner, it is irrational to store such voluminous information in uncompressed form), then the abstract is an urgent need.
In a case similar to ours, when students receive individual access to educational books in which all the necessary work can go on, the note-taking procedure can be replaced by graphic text markup.
The forms of such markup include: underlining, highlighting, marking with special icons, etc. The masters of working with textual information even invented two methods that received stable names and interpretations.

Reception "Insert"

INSERT - the sound analogue of the conditional English abbreviation (INSERT - Interactive Noting System for Effective Reading and Thinking) in literal translation means: an interactive recording system for effective reading and thinking. (Authors Vaughan and Estes, 1986; modified by Meredith and Steele, 1997).

Reception is carried out in several stages.

Stage 1: Students are offered a text marking system to subdivide the information contained in it as follows:

Stage 2: Reading the text, students mark individual paragraphs and sentences with the appropriate icon in the margins. Acquaintance with the text and its marking can be done in the classroom, while the teacher can give his comments in the course of reading.

Stage 3: Students are invited to systematize the information, arranging it in accordance with their notes in the following table:

Stage 4: Sequential discussion of each column of the table.

Subject area of ​​use: educational texts with big amount facts and information. Reception contributes to the development of analytical thinking, is a means of tracking the understanding of the material. Obviously, the stages of INSERT correspond to three stages: challenge, comprehension, reflection.
The suggested icons can be replaced with other symbols of your choice. For example, instead of "+ " can be used "! ". The main thing is clear criteria for ranking information.
The second technique, which is in no way inferior to the first in terms of ease of use, is called"Plus, minus, interesting."In this case, the text is marked up using three types of icons, the logic of which can be chosen by the teacher or the student himself. For example, analysis of the test in terms of a particular thesis. Then the plus sign indicates a strong argument in support of the thesis, the minus sign indicates a weak argument or argument in favor of the antithesis, and “interesting” is a reason for reflection. The same three icons can be used by the reader to assess the significance or novelty of the material for himself personally.

Essay

Essay (French “Essai”, English “essay” or “assay” - experience, essay, from Latin “exagium” - weighing) - a genre of criticism and journalism, a free interpretation of any literary, philosophical, aesthetic, moral or social problem . Usually opposed to systematic scientific consideration of the issue. M. Montaigne (“Experiments”, 1580) is considered the founder of experiments with essays. Essays are a very common genre of written work in Western pedagogy; in the Russian school, this form and the term itself have become more and more popular lately. It is advisable to use an essay as a small written task, usually at the stage of comprehension, processing of what has been read. Many scientific and popular scientific treatises are devoted to the topic of creating an essay. Here I would like to note that the variety of essay forms is determined by three main factors:

the time spent on it;

the ability to build logical compositions (in the logic already known to us, for example, a challenge, presentation of theses, argumentation, conclusions);

To write an essay, you can offer and 5 and 10 minutes of an essay can be a serious task to complete in your spare time. If the creation of an essay is a wonderful task for the student, aimed at better understanding the text, then for the teacher, essays turn into one of the most significant diagnostic tools in the process of accompanying students in the educational process.

Brain attack

Not to be confused with the psychological method of stimulating creativity “brainstorming”, Alex Osborne “Applied Imagination”, 1950. At the same time, both of these phrases are variants of the Russian translation of the English term “brainstorming”, however, they are used in different areas and perform different functions. As a methodical technique, brainstorming is used in the technology of critical thinking in order to activate existing knowledge at the “challenge” stage when working with factual material.

Stage 1: Students are encouraged to think and write down everything they know or think they know about the topic;

Stage 2: Information exchange.

1. Hard time limit at the 1st stage 5-7 minutes;

2. When discussing ideas, they are not criticized, but disagreements are fixed;

3. Prompt recording of the proposals made.

Individual, pair and group forms of work are possible. As a rule, they are carried out sequentially one after another, although each can be a separate independent way of organizing activities. Note: Pair brainstorming is very helpful for students who find it difficult to express their opinion in front of a large audience. Having exchanged opinions with a friend, such a student more easily gets in touch with the whole group. Of course, working in pairs allows a much larger number of students to speak.

Group discussion

A) respect for the different points of view of its participants;

B) joint search for a constructive solution to the disagreements that have arisen.

Group discussion can be used both at the challenge stage and at the reflection stage. Moreover, in the first case, its task is to exchange primary information, identify contradictions, and in the second, it is the possibility of rethinking the information received, comparing one's own vision of the problem with other views and positions. The form of group discussion contributes to the development of dialogic communication, the formation of independent thinking.

Stop Reading and Bloom's Questions

The conditional name of the methodical method of organizing reading using different types of questions.

Preparatory work:

1. The teacher chooses a text to read. Criteria for selection: - The text must be absolutely unknown to this audience (otherwise, the meaning and logic of using the technique is lost); - Dynamic, eventful plot; - An unexpected denouement, an "open" problematic ending.

2. The text is divided into semantic parts in advance. Directly in the text it is noted where you should interrupt reading and make a stop: “first stop”, “second stop”, etc.

3. The teacher thinks in advance questions and tasks for the text, aimed at developing students' various thinking skills.

The teacher gives instructions and organizes the process of reading with stops, carefully monitoring compliance with the rules for working with the text. (The described strategy can be used not only for independent reading, but also for the perception of the text "by ear").

Types of questions that stimulate the development of critical thinking:

- "translation" and interpretation (translating information into new forms and determining the relationship between events, facts, ideas, values);

Memory (formal level) - recognition and recall of received information;

Evaluation - a subjective-personal view of the information received, followed by the formation of judgments and opinions;

Synthesis - a logical generalization of the information received, a holistic perception of cause-and-effect relationships;

Analysis - a fragmentary consideration of the phenomenon, highlighting the "private" in the context of the "general";

Application - the use of information as a means to solve problems in the plot context or outside it;

Note: it is advisable to use reading with stops at the stage of comprehension, supplementing this technique with other technology techniques at the stage of challenge and reflection.

cinquain

It comes from the French word "cing" - five. This is a poem with five lines. It is used as a method of material synthesis. The conciseness of the form develops the ability to summarize information, to express the idea in a few meaningful words, capacious and concise expressions.

Sequin can be offered as an individual independent task; to work in pairs; less often as a collective work. The boundaries of the subject area depend on the flexibility of the teacher's imagination. Usually cinquain is used at the stage of reflection, although it can also be given as an unconventional form at the stage of challenge.

As experience shows, syncwines can be useful as:

1) a tool for synthesizing complex information;

2) the method of assessing the conceptual baggage of students;

3) means of developing creative expressiveness.

Rules for writing syncwine:

1. (the first line is the theme of the poem, expressed in ONE word, usually a noun);

2. (second line - description of the topic in TWO words, usually with adjectives);

3. (third line - a description of the action within the framework of this topic in THREE words, usually verbs);

4. (the fourth line is a phrase of FOUR words expressing the author's attitude to this topic);

5. (fifth line - ONE word - a synonym for the first, repeating the essence of the topic on an emotional-figurative or philosophical-generalized level).

"Advanced Lecture"

The essence of the proposed form is a special organization of the lecture using an active learning model.challenge - comprehension - reflection. The teacher modifies the traditional lecture form to encourage students to actively listen and think critically.

Action algorithm(possible options):

1. Challenge. preparatory activity. Theme presentation. Problematic question on the content of the lecture. (Work in pairs: discussion and recording of available considerations for an answer, informational forecast, speeches from pairs, fixing the ideas expressed on the board).

2. Announcement of the content of the first part of the lecture.Task for students (for the beginning of the lecture): during the lecture, one person in a pair briefly writes down new information on a problematic issue, the other notes in the primary records the matches “+” and the discrepancies “-” of the information heard in the lecture with the previously made forecast (audited version of the INSERT )

3. Understanding. The teacher reads the first part of the lecture.

4. Reflection. Preliminary summing up. (Individual task: highlighting the main thing - a written answer. Work in pairs: discussion of the forecast with the material heard, discussion in pairs, formulation of a common answer, speeches from pairs).

5. Recall.Announcement of the content of the second part of the lecture. Problem question. (Work in pairs: discussion and recording of available considerations for an answer, informational forecast, speeches from pairs, fixing the ideas expressed on the board). Task for students (similar to paragraph - 2).

6. Comprehension. The teacher reads the second part of the lecture.

7. Reflection. Summarizing. (Work in pairs: discussion of the forecast with the material heard, speeches from pairs).

8. Final reflection.Assignment to the class: individual independent work - a written answer to a general global question on the lecture material. The form is a 10-minute essay.

9. The work is handed over to the teacher.(They are used as an indicator of students learning the content of the lecture, as well as material for preparing the next lesson.

The subject area of ​​lectures is not limited. Tasks and ways of organizing individual and collective activities may vary.

Key terms

The teacher selects 4-5 key words from the text and writes them on the board.

Option "a": Pairs are given 5 minutes to brainstorm a general interpretation of these terms and suggest how they will appear in the subsequent text.

Option "b": Students are invited in a group or individually to compose and write down their own version of the story, using all the proposed key terms.

When getting acquainted with the original content, students compare "their" version and the version of the "original text". The described task is usually used at the “challenge” stage, but at the “reflection” stage it is advisable to return to the key terms and discuss the identified coincidences and identified disagreements. The use of this form develops imagination, fantasy, helps to activate attention when getting acquainted with the original text. The subject area is not limited.

Confusing logical chains

Option "a": Modification of the "Key Terms" technique. An additional point is the arrangement of keywords on the board in a specially “mixed up” logical sequence. After getting acquainted with the text, at the stage of "reflection" students are asked to restore the broken sequence.

Option "b": On separate sheets, 5-6 events are written out from the text (as a rule, historical-chronological or natural-scientific). Demonstrated in front of the class in a deliberately broken sequence. Students are encouraged to restore the correct order of the chronological or causal chain. After listening to different opinions and having come to a more or less unanimous decision, the teacher invites the students to get acquainted with the source text and determine whether their assumptions were correct. The form contributes to the development of attention and logical thinking. More applicable in the study of informative texts.

Interrogation

One way to work in pairs. It is used at the stage of "comprehension". Application technology: Two students read the text, stopping after each paragraph, and ask each other questions of different levels on the content of what they have read. This form contributes to the development of communication skills.

Reception "Zigzag"

The Zigzag technique belongs to the group of critical thinking development techniques and requires students to work together: in pairs or small groups on the same problem, during which new ideas are put forward. These ideas and opinions are discussed and debated. The process of learning together is closer to reality than traditional learning: most often we make decisions in the process of communication in small groups, temporary creative teams. These decisions are made both on the basis of compromise and on the basis of choosing the most valuable opinion put forward by someone from the group.

The purpose of this technique is to study and systematize a large amount of material. To do this, you first have to break the text into semantic passages for mutual learning. The number of passages should match the number of group members. For example, if the text is divided into 5 semantic passages, then in groups (let's call them conditionally working) - 5 people.

1. In this strategy, there may not be a challenge phase as such, since the task itself - the organization of work with a large text - in itself serves as a challenge.

2. The semantic stage. The class is divided into groups. The group is given texts of various contents. Each student works with his own text: highlighting the main thing, either compiling a reference summary, or using one of the graphic forms (for example, "cluster"). At the end of the work, students move to other groups - groups of experts.

3. Stage of reflection: work in a group of "experts". New groups are formed in such a way that in each there are "specialists" on one topic. In the process of exchanging the results of their work, a general presentation scheme of the story on the topic is drawn up. The question of who will conduct the final presentation is being decided. Then the students are transferred to their original groups. Returning to his working group, the expert introduces the other members of the group about his topic, using a common presentation scheme. In the group there is an exchange of information of all members of the working group. Thus, in each working group, thanks to the work of experts, a general idea is formed on the topic under study.

4. The next step will be the presentation of information on certain topics, which is carried out by one of the experts, others make additions, answer questions. Thus, there is a "second hearing" of the topic

The result of the lesson can be a research or creative task on the topic studied.

This technique is also applied to texts of a smaller volume. In this case, the text is studied by all students, the principle of dividing into groups is questions to this text, their number must match the number of group members. Expert groups gather specialists on one issue: for a more detailed study of it, exchange of views, preparation of a detailed answer to the question, discussion of the form of its presentation. Returning to the working groups, the experts sequentially present answers to their questions.

Reception "Logbook"

Reception "Logbook" is a way to visualize the material. It can become a leading technique at the semantic stage.
Logbooks are a generic name for various methods of teaching writing, according to which students write down their thoughts while studying a topic. When the logbook is used in its simplest form, before reading or any other form of study, students write down answers to the following questions:

Having met key points in the text, students enter them in their logbook. When reading, during pauses and stops, students fill in the columns of the logbook, linking the topic being studied with their vision of the world, with their personal experience. Carrying out such work, the teacher, together with the students, tries to demonstrate all the processes visibly, so that later the students can use it.

Circles on the water

This technique is a universal means to activate students' knowledge and their speech activity at the call stage. The key word for this technique can be the concept or phenomenon under study. It is written in a column and nouns (verbs, adjectives, set phrases) are selected for each letter to the topic under study. In essence, this is a small study that can begin in the classroom and continue at home.

Reception "Basket" of ideas, concepts, names ...

This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their experience and knowledge are being updated. it allows you to find out everything that students know or think about the topic of the lesson under discussion. On the board, you can draw a basket icon, in which everything that all students together know about the topic being studied will be collected.

The exchange of information is carried out according to the following procedure:

1. A direct question is asked about what students know about a particular problem.

2. First, each student remembers and writes down in a notebook everything that he knows about a particular problem (strictly individual work, duration 1-2 minutes).

3. Then there is an exchange of information in pairs or groups. Students share known knowledge with each other (group work). Time for discussion is no more than 3 minutes. This discussion should be organized, for example, students should find out what the existing ideas coincided with, about which disagreements arose.

5. All information is briefly written in the form of abstracts by the teacher in the "basket" of ideas (without comments), even if they are erroneous. In the basket of ideas, you can "dump" facts, opinions, names, problems, concepts related to the topic of the lesson. Further, in the course of the lesson, these facts or opinions, problems or concepts that are scattered in the mind of the child can be connected in a logical chain.

Bibliography

S.I. Zair - bek, I.V. Mushtavinskaya The development of critical thinking in the classroom: A guide for the teacher. - M.: Enlightenment, 2004 - 175s.

E.S. Polat New Pedagogical and Information Technologies in the Education System: Textbook. - M. Academy, 2003 - 272s.

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The mechanism that triggers the process of critical thinking can be interpreted as a purposeful beginning with a self-regulating action. As soon as a person has an interest, some kind of curiosity in an object or object, he begins to think actively, analyzing a large amount of information to find the very core of knowledge that can satisfy this curiosity.

Development of critical thinking

Thinking is one of the mental processes, which is based on the reflection of reality, followed by modeling relative to individual experience.

There are several types of thinking, one of which is critical thinking. It involves the ability to draw logical conclusions and make informed decisions.

Every day, every person in the course of his life performs such actions dozens of times. However, the course of events is often distorted by subjective moments of perception.

So, teachers influence the mechanism by writing and reading fiction. Reading is the main method at any age. A competent teacher, as well as parents, can teach a child the basics of effective reading with elements of active perception, text analysis and possible inclusion in a personal context. An important condition in this paragraph is the choice of information that attracted particular attention and interest of the reader, but not the full text of the work or article.