Formation of critical thinking in younger students. Development of critical thinking of younger schoolchildren. gave me a lesson for life...
Municipal budgetary educational institution
"Secondary school No. 2"
Formation of critical thinking
junior schoolchildren
in the educational process
Primary school teacher
Petrova Elena Pavlovna
Shelekhov
1. Theoretical characteristics of technology
development of critical thinking …………………………………………………3
2. The novelty of critical thinking technology………………………………….5
3. The structure of the lesson in the technology of critical thinking……………………6
4. Techniques for the development of critical thinking…………………….9
5. Examples of using TRCM at different stages of the lesson………………… 15
6. Bibliographic list………………………………..…………………22
Theoretical characteristics
technologies for the development of critical thinking (TRKM)
“He who, by turning to the old, is able to discover the new,
worthy of being a teacher.
Confucius
What does a modern elementary school mean for a child? First of all, this is a new stage in his life and the basis for all subsequent training.
What should a student master when leaving the walls of elementary school? First of all, it is the ability to learn. He should have formed universal learning activities (UUD). This is what the new educational standards tell us. In order to implement them, I had a need to use new methods and modern general educational technologies in my pedagogical activity.
Among many, I was very interested in "Technology for the development of critical thinking"
The purpose of this technology is to develop the mental skills of students, which are necessary not only in school, but also in everyday life.
The essence of critical thinking technology is very accurately conveyed in the Chinese proverb: "Tell me - I will forget, show me - I will remember, involve me - I will understand."
What is critical thinking?
This technology originated in America in the 80s of the twentieth century. In Russia, the technology has been known since the late 90s and has a different name “Reading and writing for the development of critical thinking”. L.S. Vygotsky about the zone of proximal development and about the inseparable connection between learning and general development child; K. Popper and R. Paul on the foundations of the formation and development of critical thinking; E. Brown and I. Beck on metacognitive teaching; civic and legal education, etc. The developers of the KM technology Curtis Meredith, Charles Temple and Ginny Still translated the provisions of these theories into the language of practice, brought their work to the level of pedagogical technology, highlighting the stages, methodological techniques and criteria for evaluating the result. Therefore, their developments can be used by a huge number of teachers, achieving effective results in their work.
The ideas of critical thinking technology are that children are naturally inquisitive, they want to explore the world, they are able to consider serious questions and put forward original ideas. The role of the teacher is to be a thoughtful facilitator, stimulating students to relentless learning and helping them develop productive thinking skills.
Critical thinking includes a natural way of interacting with ideas and information, a reasonable, measured approach to making difficult decisions. This is a special kind of activity that allows the student to make a sound judgment about the point of view or behavior proposed to him. This is the starting point for developing creative thinking.
A critical thinker means having your own opinion, making a deliberate choice between different opinions, solving problems, arguing reasonedly, being able to appreciate someone else's point of view.
Thanks to critical thinking, the traditional process of cognition acquires individuality and becomes meaningful, continuous and productive.
Thus, critical thinking is not a separate skill, but a complex of many skills and abilities that are formed gradually, in the course of a child's development and education. It is formed faster if in the lessons the children are not passive listeners, but are constantly actively looking for information, correlating what they have learned with their own practical experience). In addition, students should learn (and educators should help them in this) to question the reliability and authority of information, check the logic of evidence, draw conclusions, construct new examples to use theoretical knowledge, make decisions, study the causes and consequences of various phenomena.
The systematic inclusion of critical thinking in the educational process should form a special way of thinking and cognitive activity.
What is fundamentally new in the technology of critical thinking?
A feature of this pedagogical technology is that the student in the learning process constructs this process himself, based on real and specific goals, he himself tracks the direction of his development, he determines the final result. On the other hand, the use of this strategy is focused on developing the skills of thoughtful work with information.
I work on the "Planet of Knowledge" UMC. The main feature of this set is its integrity: the unity of through lines of typical tasks; unity of approaches to the organization of educational and extracurricular activities students. The educational material is divided into invariant and variable parts. This structure of the organization of the material makes it possible to carry out a differentiated approach to the students of the class, allows the use of various methods for the development of critical thinking of children at different stages of the lesson.
What else attracts me to this technology? Children are not easy to motivate. And we have to constantly figure out how to interest the child? Sometimes in this process we prefer the form and forget about the content. The technology for the development of critical thinking with a clear structure, algorithmic, schematic and visual of its techniques, graphic organization of the material allows not only diversifying the lesson, making it non-standard, but also achieving specific educational results:
to form a new style of thinking (openness, flexibility, reflexivity, awareness, alternativeness);
develop basic personality traits (creativity, communication, critical thinking, mobility, independence, responsibility);
develop a culture of reading and writing;
to form the ability to ask questions, formulate a hypothesis;
stimulates independent search creative activity, launches the mechanisms of self-education and self-organization.
The technology is also attractive because it can be used in various subject areas. This is a universal, "above-subject" technology, open to dialogue with other pedagogical approaches and technologies.
The structure of the lesson in the technology of critical thinking
In order to give children the opportunity to actively work with the acquired knowledge, the authors of the technology propose to build a lesson according to the usual scheme: “introduction - main part - conclusion”. Within the framework of technology, these stages (stages or phases) have received somewhat different names and functions.
Istage(phase) . Call.
This is a challenge for students to already have knowledge on the issue under study, the activation of their activities, motivation for further work.
Tasks of this phase:
update and analyze existing knowledge and ideas on the topic under study;
arouse interest in it;
activate the student, give them the opportunity to purposefully think, expressing their thoughts in their own words;
structure the subsequent process of studying the material.
What do we learn best? Usually this is information on a topic about which we already know something. If the student is given the opportunity to analyze what he already knows about the topic being studied, this will create an additional incentive for him to formulate his own goals-motives.
In the process of implementing the challenge phase, the student “remembers” what he knows about the issue being studied (makes assumptions), systematizes information before learning new material, asks questions that he wants to get answers to. The teacher encourages students to remember what they already know about the topic being studied; promotes a conflict-free exchange of opinions in groups, fixing and systematizing information received from schoolchildren; asks to make assumptions or a forecast on an unfamiliar stated topic.
Information received at the call stage is listened to, recorded, discussed. Work is carried out individually, in pairs or groups.
IIstage. Making sense of the content(obtaining new information).
It is aimed at maintaining interest in the topic while working directly with new information, gradual progress from knowledge of the "old" to the "new".
At the stage of comprehension, direct contact with new information is carried out (text, film, paragraph material). Work is done individually or in pairs. Two elements must be present in group work - individual search and exchange of ideas, and personal search will certainly precede the exchange of opinions.
Students read or listen to the text using active reading methods suggested by the teacher, make notes in the margins, or take notes as they comprehend new information. Children look for answers to questions and difficulties that have arisen earlier, prepare for analysis and discussion of what they heard or read.
Tasks of this phase:
obtaining new information;
its comprehension (including the need to reread part of the text if the student ceases to understand it, perceiving the message, ask questions or write down what is not clear to clarify this in the future);
correlation of new information with own knowledge. Learners consciously build bridges between old and new knowledge in order to create new understanding;
maintaining the activity, interest, and momentum of movement created during the challenge phase.
IIIstage. Reflection.
This is a careful weighing, evaluation and choice. In the process of reflection, the information that was new becomes appropriated, turns into one's own knowledge. It becomes the main goal of the activity of students and teachers. In the reflection phase, students become aware of their "I", their experience of their own actions and the actions of other students and the teacher. They holistically comprehend, generalize the information received, form their own attitude to the material being studied.
At the stage of reflection, analysis, creative processing, and interpretation of the studied information are carried out. Work is carried out individually, in pairs or in groups.
Tasks of this phase:
holistic understanding and generalization of the information received based on the exchange of views between students with each other and the teacher;
analysis of the entire process of studying the material;
development of one's own attitude to the material being studied and its repeated problematization (new "challenge").
I believe that such a lesson structure corresponds to the stages of human perception. First you need to tune in, remember what you know about this topic, then get acquainted with new information, then think about where you can apply the knowledge you have gained.
With this approach, there is not only a deeper assimilation of knowledge by children, but also the idea of material connections (within the same subject, interdisciplinary, theoretical with practical), its structuring by the child is realized. The setting by students of their own learning goals creates the necessary internal motive for the learning process. Thus (ideally), each student creates an integral cognitive field that combines all available theoretical knowledge, practical information, skills and abilities.
The existence of a holistic structure of knowledge significantly increases the efficiency of perception of new information, the level of use of knowledge, interest in learning, the skills of independent search and information processing. The child finally receives a "tool" to help him put into practice the principle of his own activity as a subject of learning. The teacher, in turn, gets a practical opportunity to become an equal partner of the child in his education.
If the child thinks critically, he easily enters into any phase of the lesson.
Each stage has its own methodological methods and techniques aimed at fulfilling the tasks of the stage. By combining them, the teacher can plan lessons in accordance with the level of maturity of the students, the objectives of the lesson and the scope of the lesson. educational material. The possibility of combining oology techniques is of no small importance for the teacher himself - he can feel free working on this technology, adapting it in accordance with his preferences, goals and objectives.
A combination of techniques helps to achieve and the ultimate goal of applying critical thinking technology- teach children to use this technology on one's own so that they can become independent and literate thinkers and enjoy learning throughout their lives.
Methods and techniques used in the lessons in the primary grades.
I will give examples of the techniques that I use in my work.
| I. Stage"Challenge" |
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| Reception "Cluster" | 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 topic. 1. In the middle of a blank sheet (chalkboard) write a key word or sentence that is the "heart" of the idea, topic. 2. Around "throw" words or sentences expressing ideas, facts, images suitable for this topic. 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. The result is a structure that graphically reflects our thoughts, defines the information field of this topic. |
| "Basket of Ideas" | In a symbolic "basket" children "put" all their knowledge on the topic being studied. |
| "Mystery" | The topic of the lesson is encrypted in the form of a riddle or a riddle-description |
| "Brainstorm" | Students can express any opinion that will help find a way out of a difficult situation. All proposals put forward are recorded without any evaluation, and then sorted according to the degree of feasibility and expected effectiveness. "Unsuitable" are discarded, promising ones are taken into service. |
| "Delayed Guess" | Children make guesses about the topic of the lesson. But still the question remains open almost to the end of the lesson. At the end of the lesson, the children must answer it on their own. |
| "Table of" thick "and" thin "questions" | On the left side - simple ("subtle") questions, on the right - questions that require a more complex, detailed answer. |
| Table "ZHU" ("I Know - I Want to Know - I Learned") | 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, students independently or in a group fill out the first and second columns “I know”, “I want to know”. Step 2: In the course of acquaintance with the text or in the process of discussing what they have read, students fill in the “Learned” column. Step 3: Summing up, comparing the contents of the graph. |
| "Yes - no" | The teacher will read the statements related to the topic of the lesson, the students write down the answers in the form: “yes” or “no”. |
| "Discussion" | This is a discussion of a question on a given topic. Discussion rules: 1. Put forward ideas, listen carefully, 2. Don't repeat yourself. 3. Each the following statement: a) either continues the previous one; b) either contradicts the previous one (reliance on the text). 1) How do I rate my participation in the discussion? 1 2 3 4 5 |
| The lesson begins with a question written on the board. Students will receive the answer during the lesson. |
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| This technique is used to update knowledge on the topic under study. the teacher offers several statements on a topic that has not yet been studied. Children choose "correct" statements based on their own experience or simply guessing. In any case, they tune in to the study of the topic, highlight key points, and the element of competition allows you to keep your attention until the end of the lesson. |
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| II. Understanding stage |
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| "Zigzag" | Work is organized: 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 goal is to 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. 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. 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. The next step will be the presentation of information on individual 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. |
| "Reading with stops" | The material for its implementation is the narrative text. At the beginning of the lesson stage, students determine by the title of the text what the work will be about. In the main part of the lesson, the text is read in parts. After reading each fragment, the students make assumptions about the further development of the plot. The task of the teacher is to find in the text the optimal places to stop. When answering questions, children make assumptions about the content, talk about their associations, feelings, expectations, what was confirmed from the assumptions and what was not, and explain their answers. |
| "Insert" or "Reading with marks" | Allows information to be divided into known, new, interesting, incomprehensible. While reading the text, students make notes in the margins. After reading, discuss the markings of the text. This technique resembles the "ZUH" technique. Marking: "V" new to me "+" knew before "-" surprised me " ? " not very clear |
| "Tree of Predictions" | This technique helps to make assumptions about the development of the storyline of the story or narrative. The rules for working with this technique are as follows: students' possible assumptions model the further ending of this story or narrative. The trunk of the tree is a theme, the branches are assumptions that are carried out in two main directions - "possibly" and "probably" (the number of "branches" is not limited), and, finally, "leaves" - the rationale for these assumptions, arguments in favor of one or another opinions. |
| "Circles on the Water" | The key word is the concept or phenomenon being studied. 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 start in the classroom and continue at home. |
| "Thick and Thin Questions" | This technique can be used at any phase of the lesson. Fat? Thin? Explain why...? Who? Why do you think..? What? Why do you think..? When? What is the difference...? Maybe..? Guess what would happen if...? Do you agree..? What if...? Is it true..? "Subtle" questions are questions of a reproductive nature that require a one-word answer. "Thick" questions - questions that require reflection, attracting additional knowledge, the ability to analyze). |
| The Thinking Hat Method or "The Six Thinking Hats" | The class is divided into six groups, each receives a hat of a certain color. White hat: statistical. White color symbolizes purity, truth. This is the color of information. We are only interested in the facts. We ask questions about what we already know, what data is missing, what more information we need, and how we can get it. Red hat: emotional. Red is the color of life, blood, love, sensuality, suffering. Students can express their feelings and intuitions about the issue under consideration, without getting into explanations about why this is so, who is to blame and what to do. How do I feel about this issue? Black hat: negative. Black is the color of the earth, soil, foundations, common sense. This hat helps to critically evaluate the proposed proposals, to understand how realistic, safe and feasible they are. The bottom line is, will it work? How safe is it? Is this idea feasible? Yellow hat: positive. Yellow is the color of the sun, warmth, gold, benefits. The yellow hat requires us to turn our attention to looking for the merits, advantages, and positives of the idea in question. Why do it? What will be the results? Is it worth it? Green hat: creative. Green is renewal, growth. Being under a green hat, children come up with riddles, tasks, rebuses for the text, make up a cluster, cinquain. Blue hat: analytical. Blue color- the color of wisdom and knowledge. In this hat, the group reflects on the entire thought process. Summarizes the work done, outlines the next steps. Questions to write on hats: White hat. How many? Red hat. What did you like? Black hat. What didn't you like? Yellow hat. What well? Blue hat. Why? Green hat. Tasks. |
| "Cluster" | see call stage |
| "Logbook" | This is a way to visualize the material. Students write down answers to the following questions: What do I know about this topic? What did I learn from the text? |
| "Logical chain" | After reading the text, students are asked to build events in a logical sequence. This strategy helps with the retelling of texts. |
| III. stage of reflection. |
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| "True - False Statements" | At the stage of reflection, we return to this technique in order to find out which of the statements were really true. When generalizing and systematizing knowledge, this technique can be used only at the stage of reflection to obtain feedback. |
| "Sinkwine" | Translated from French - a poem of five lines, which requires the synthesis of information and material in brief terms. Rules for writing cinquain: 1. In the first line, the topic is called in one word (usually a noun). 2. The second line is a description of the topic in a nutshell (two adjectives). 3. The third line is a description of the action within this topic in three words. 4. The fourth line is a sentence of four words, revealing the essence of the topic or attitude towards it. 5. The last line is a one-word synonym that repeats the essence of the topic. |
| "Letter to the teacher" | The teacher invites students to write a "Letter" to the teacher (mother, alien, fairy tale hero, etc.). Letter writing reminder. 1. I read a story 2. Most memorable 3. Liked it 4. Didn't like it 5. My emotional state 6. This story teaches me |
| "Five Minute Essay" | Essays are written reflections on a given topic. The Five Minute Essay helps students summarize their knowledge of the topic being studied, the teacher asks students to complete the following tasks: 1) write what you learned new on this topic; 2) ask a question to which they did not receive an answer. The teacher collects the work and uses it in planning subsequent lessons. |
| "Write a letter" | A kind of essay is a technique when students need to write a letter to someone on behalf of the hero of the work. |
| "Thick and Thin Questions" | see comprehension stage |
| Techniques for doing tasks at home |
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| "Mystery" "Cluster" "Insert or "Reading with marks" "Circles on the Water" “Table of “thick” and “thin” questions”, etc. |
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It should be noted that some techniques are universal, used at all stages of the lesson.
Application
Examples of using TRCM at different stages of the lesson.
Call stage
1 "Basket of ideas" reception
Lesson of the world around, grade 3
Theme: "Soil"
We're talking soil. But what is soil?
Each group after the discussion expresses their assumptions.
The soil is...
… Earth
… vegetable land
… substance
... land, not water
… habitat, home of animals
2 reception "Cluster"
Theme: Wildlife (generalization)
The students are divided into 3 groups. Each group makes up a cluster - a model on the topics "Insects", "Birds", "Fish".
Cluster option:
Animals
Alive organisms
Carnivores Herbivores OmnivoresCrawling Breathe
fly breed
are moving
Eggs Viviparous Feed
Lesson of the world around, grade 4
Topic: “Natural areas. Forest"
Step 3: Do you believe that...
Lesson of the world around 3rd grade,
Theme: "Soil"
Let's play a game "Do you believe that..." Everyone has a table on their desk, like on a blackboard. I will read the questions, and you put in the first line plus if you agree with the statement, and minus if you do not agree. The second line will remain empty for now.
… wind can destroy mountains?
… fall leaves in autumn damage the soil?
… 1cm of soil is formed in 300 years?
… the burrows of animals living in the soil destroy it?
… are plants involved in soil formation?
… soil and stone are relatives?
… the soil is our breadwinner?
Today, during the lesson, you will refer to the table and see how right you were.
4. Reception "True - false statements."
The teacher asks questions to which students must answer yes or no. Do you believe that elephants live in the desert? - yes - no Do you believe that there are no plants in the desert? - yes - no Do you believe that it is hot in the desert? - yes - no Do you believe that it snows in the desert? - yes - no, etc.
Stage II "Comprehension"
5. Reception "Tree of predictions".
The rules for working with this technique are as follows: the tree trunk is the topic, the branches are assumptions that are carried out in two main directions - “possible” and “probably” (the number of “branches” is not limited), and, finally, “leaves” - the rationale for these assumptions arguments in favor of one opinion or another.
Russian language lesson
Topic: Declension of nouns.
How do nouns change?
- Read the title of the section. Let's explain each word.
- What does it mean to change the word? /Change its ending./
- What is the result of such a change? /The form of this word./
- What do you think the case is? How many cases are there in Russian?
- Let's make a "tree of predictions."
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6. Reception "Story table"
Literary reading lesson.
Subject: N. Nosov "Patch"
Who? bobka
What? tore my pants
When? One day
Where? on the fence
Why?
Hooked Mom Rugala Saw
7. Reception "Insert"
When working with text in this technique, two steps are used: reading with notes and filling in the "Insert" table.
Step 1: While reading the text, students make notes in the margins: “V” - already knew; "+" - new; "-" - thought differently; "?" - I do not understand, I have questions
Step 2: Filling in the "Insert" table, the number of columns of which corresponds to the number of marking icons:
Checking understanding and initial consolidation.
What was for you familiar from what you read?
What new did you learn from this text?
Who has questions about the text? What's left incomprehensible?
8. Reception "Pivot table"
The world around, grade 4
Topic: "Minerals"
What minerals do you know? Now each group will receive minerals and do practical work.
1. Consider a sample of a mineral. Name the illustrations in the textbook.
2. Set the properties of the mineral: solid or liquid, color, transparent or opaque, dense or loose. Find out from the teacher whether the fuel is a mineral or not.
3. Think about where this mineral is used. On what properties is its application based?
Complete the Summary Table.
Practical work in groups.
| Name | Basic properties | Usage |
| Limestone | White, gray or yellow | Construction, chalk, marble. |
| Grainy. Solid and durable | Construction of building foundations, embankments, roads, monuments, finishing of metro stations. |
|
| Very tiny particles stuck together. | Brick, dishes |
|
| In the form of grains, loose, yellow, gray. | Roads, glass |
|
| Iron ore | Black, dense, attracts metal objects. | Cars, railroad tracks, wagons, etc. |
9. Reception Table "ZHU"
Literary reading, 4th grade
Topic: "A. Chekhov" Vanka "
Stage III "Reflection":
10. The Six Hats Method
The world around, grade 4
Topic: "Minerals"
Each group receives colored hats with inscriptions. After a discussion in groups, the answers of the children are heard.
White hat. Data. Minerals are solid, liquid and gaseous.
Yellow. Positive thinking. Mining is essential for human life and production.
Black. Problem. Mining disrupts the ecological balance and causes pollution environment.
Red. Emotions. Most of all in the lesson we liked to consider minerals and highlight their properties.
Green. Creation. The location of deposits of many fossils is not yet known to man.
Blue.Philosophy. Summarize the statements of each group.
I really want you to sum up today's work in our workshop by finishing any phrase you like. (The guys in a circle speak in one sentence, choosing the beginning of the phrase from the reflective screen on the board)
I realized that...
I felt that...
I learned…
I will try…
surprised me...
gave me a lesson for life...
I wanted…
11. Reception "Sinkwine"
Sinkwine structure:
1. A noun expressed in one word.
2. Description of the topic by adjectives
3. Description of the action.
5. The word is a synonym.
Lesson of the surrounding world, grade 3.
Theme: "Soil"
alive, fertile
Breaks down, absorbs, grows
Sun, wind and water destroy mountains
Earth .
Lesson of the surrounding world, grade 3.
Topic: "Herbivorous and carnivorous animals"»
Animals
Herbivores, carnivores, omnivores
Eating, hunting, breeding
Reading lesson, 2nd grade.
Topic: "Russians folk tales»
A fairy tale is a lie, but there is a hint in it.
Fantasy, fiction
Reading lesson, grade 3
Theme: Andersen "Darning needle"
Stomach needle
proud, boastful,
Arguing, pretending, dreaming
Dreaming of the best
smartass
12. Reception "RAFT"
The lesson of the world around
Theme: "The kingdom of mushrooms"
G - mycelium
P - reproduce by spores
And - interesting to study (studies mycology)
B - are edible and inedible
Assignment: “Fill out the card “How do I rate my participation in the lesson?” on a 5-point system,
1) How do I rate my participation in the lesson? 1 2 3 4 5
2) Did I listen carefully? 1 2 3 4 5
3) Did I issue interesting ideas? 1 2 3 4 5
Bibliographic list
1. Vygotsky L.S. Pedagogical psychology. Moscow: Pedagogy-press, 1996. 2. Zair-Bek S.I., Mushtavinskaya I.V. The development of critical thinking in the classroom. - M.: Education, 2004. 3. Zagashev I. O., Zair-Bek S. I. Critical thinking: development technology. - St. Petersburg: Publishing house "Alliance" Delta ", 2003.- 284 p.
4. Zagashev I.O., "The ability to ask questions." - St. Petersburg: Publishing house "Alliance" Delta ", 2005.
5. Mushtavinskaya I.V. Technology for the development of critical thinking: scientific and methodological reflection: [From the experience of the gymnasium N 177 of St. Petersburg in the framework of an international project] 6. Osipova A.A. Technology for the development of critical thinking: theoretical foundations and application in the educational process. SPb. 2001.
Internet resources 7. David Kluster "What is critical thinking?" http://murmix.narod.ru/uch/psy/Formirovanie_i_sushnost_kriticheskogo_myshleniya.htm
8. Zagashev I. Fundamentals of educational technology for the development of critical thinking by means of reading and writing. Stop Reading Strategy
Development of critical thinking of younger students
In what case does the teacher want to use new methods and techniques in his lessons, does he try to organize learning activities differently than usual? There are many options. Here is a conscious desire to move away from the usual patterns, and a desire for self-education, and curiosity in front of the unknown. In the course of self-education, I mastered the RKM technology
RKM technology (critical thinkin ) is developed at the end XX century in the USA (C. Temple, D. Steele, K. Meredith). It synthesizes the ideas and methods of Russian domestic technologies of collective and group ways of learning, as well as cooperation, developmental learning; it is general pedagogical, oversubject.
The RCMCHP technology is complete system, which forms the skills of working with information in the process of reading and writing. It is aimed at mastering the basic skills of an open information space, developing the qualities of a citizen of an open society, included in intercultural interaction. Critical thinking- this is one of the types of human intellectual activity, which is characterized by a high level of perception, understanding, objectivity of the approach to the information field surrounding it.
The name of the technology may seem cumbersome, but not a single word can be removed. Reading and writing are the basic processes by which we receive and transmit information, therefore, it is necessary to teach students to read and write effectively. This is not about the primary teaching of writing and reading, as happens in the primary school, but about thoughtful, productive reading, in the process of which information is analyzed and ranked by significance.
Emphasis of the goals of RCM technology
- Formation of a new style of thinking, which is characterized by openness, flexibility, reflexivity, awareness of the internal ambiguity of positions and points of view, the alternativeness of decisions made.
- The development of such basic personality traits as critical thinking, reflexivity, communication, creativity, mobility, independence, tolerance, responsibility for one's own choice and the results of one's activities.
- Development of analytical, critical thinking.
Taskteach students:
1. Highlight cause-and-effect relationships;
2. Consider new ideas and knowledge in the context of existing ones;
3. Reject unnecessary or incorrect information;
4. Understand how different pieces of information are related;
5. Highlight errors in reasoning;
6. Make a conclusion about whose specific value orientations, interests, ideological attitudes reflect the text or the speaking person;
7. Avoid categorical statements;
8. Be honest in your reasoning;
9. Identify false stereotypes leading to incorrect conclusions;
10. Detect prejudiced attitudes, opinions and judgments;
11. To be able to distinguish a fact that can always be verified from an assumption and personal opinion;
12. Question the logical inconsistency of spoken or written language;
13. to separate the main from the essential in the text or in speech and be able to focus on the first.
- Formation of a reading culture, which includes the ability to navigate information sources, use different reading strategies, adequately understand what is read, sort information in terms of its importance, “screen out” secondary information, critically evaluate new knowledge, draw conclusions and generalizations.
- Stimulation of independent search creative activity, launching mechanisms of self-education and self-organization.
Peculiarities
Not the amount of knowledge or the amount of information is the goal of education, but how the student is able to manage this information: to search, in the best possible way appropriate, find meaning in it, apply in life.
Not the appropriation of "ready" knowledge, but the construction of one's own, which is born in the learning process.
The communicative and active principle of teaching, which provides for a dialogue, interactive mode of classes, a joint search for solutions to problems, as well as "partnership" relations between the teacher and students.
The ability to think critically is not looking for flaws, but an objective assessment of the positive and negative sides in a cognizable object.
Simple and excessive generalizations, stereotypical words, clichés, clichés, unsupported assumptions are not always accurate and can lead to the formation of stereotypes.
The words "everyone", "no one", "always", "always" and generalized assumptions like "Teachers do not understand children", "Young people do not respect the elderly" and other similar expressions lead to misconceptions, so the words "some" should be used. "sometimes", "sometimes", "often".
Lesson organization. The organization of the educational process resembles the collective way of teaching A.G. Rivin - V.K. Dyachenko, since the basis is the work of students in dynamic pairs and groups.
Various combinations of these forms (“cross”, “zigzag”, etc.) are widely used.
The text is given a priority role: it is read, retelled, analyzed, transformed, interpreted, discussed, and finally composed.
The student needs to master his text, develop his own opinion, express himself clearly, conclusively, confidently. It is extremely important to be able to listen and hear another point of view, to understand that it also has the right to exist.
The role of the teacher is mainly coordinating.
A popular method of demonstrating the process of thinking is the graphic organization of material. Models, drawings, diagrams, etc. reflect the relationship between ideas, show students the train of thought. The process of thinking, hidden from the eyes, becomes visible, takes on a visible embodiment.
Technology "Development of critical thinking » refers to the frame type. A kind of framework in which the lesson fits is the so-called basic model of technology, which consists of three stages (stages): the challenge stage, the semantic stage and the reflection stage.
Each phase has its own goals and objectives, as well as a set of characteristic techniques aimed first at activating research and creative activity, and then at comprehending and generalizing the acquired knowledge.
The first stage - "call", during which students activate their previous knowledge, arouse interest in the topic, determine the goals of studying the upcoming educational material.
Second stage - "comprehension"- meaningful, during which the direct work of the student with the text takes place, and the work is directed, meaningful. The reading process is always accompanied by student activities (marking, tabulation, journaling) that allow you to track your own understanding. At the same time, the concept of "text" is interpreted very broadly: it is a written text, a teacher's speech, and video material.
Third stage - "reflection"- reflections. At this stage, the student forms a personal attitude to the text and fixes it either with the help of his own text or his position in the discussion. It is here that an active rethinking of one's own ideas takes place, taking into account the newly acquired knowledge.
Such a lesson structure, according to psychologists, corresponds to the stages of human perception: first you need to tune in, remember what you know about this topic, then get acquainted with new information, then think about why you need the knowledge gained and how you can apply it.
Each stage has its own goals and objectives, as well as a set of characteristic techniques aimed first at enhancing research, creative activity, and then at comprehending and generalizing the acquired knowledge.
In this technology, unlike the traditional one, the roles of teachers and students are changing. The students do not sit passively, listening to the teacher, but become the protagonists of the lesson. They think and remember to themselves, share reasoning with each other, read, write, discuss what they read. The role of the teacher is mainly coordinating.
From the point of view of a traditional lesson, these stages do not represent an exceptional novelty for the teacher. Instead of a “challenge”, it is more usual for a teacher to introduce a problem or update the existing experience and knowledge of students. And “comprehension” is the study of new material. The third stage in the traditional lesson is to consolidate the material, to test the assimilation of knowledge.
So what is fundamentally new in the technology of critical thinking? The element of novelty is the methodological methods of educational work, which are focused on creating conditions for the free development of each individual. Each stage of the lesson uses its own methodological techniques. There are enough of them. Each technique and strategy in critical thinking aims to unleash the creative potential of students. Reflection is the most significant stage, because it is here that creative development, awareness of newly acquired information takes place.
Svetlana Shmoylova
The development of critical thinking in children of primary school age in the process of teaching mathematics
Today general education school is a public institution that is responsible for the quality of human history. Central to the education system is development individuals within individual resources students. It is this position that orients us precisely to the inner world of the child, the source of various possibilities and abilities.
Currently, education at all levels is at the stage of modernization, which gives rise to a number of problems, but at the same time is an advantage. First, it is worth noting that new trends aim to update requests modern society while maintaining the positive experience accumulated over the years. Secondly, educators and parents need to clearly understand and understand what such reforms have as the ultimate goal and with what methods.
Consider the new standards of education in terms of performance. Today for schools, it is important not to teach knowledge as such, and the personal result of the child, that is, what happens to him in learning process. The teacher needs to form universal learning activities, that is, the ability to apply the experience gained in practice. This qualitative change presupposes a reorientation of the learning process, focusing not on the direct transmission of information, but on creating conditions for its acceptance, the prevailing position of the student.
To solve the tasks set, a competency-based approach is implemented, which implies precisely a personal orientation, conditions for the formation of practical skills. The implementation of this approach is possible through the technology critical thinking that arose at the end of the last century in the United States. However, before proceeding directly to the disclosure of the concept critical thinking, let's analyze the concept thinking in general.
Thinking is a form of reflection of reality, which involves the establishment of a connection between cognizable objects. To think means to reproduce operations based on formal logic. Knowledge of the surrounding world is based on perception and sensations, and then proceeds to thinking. This is where the main function comes from. thinking- broadening one's horizons, knowledge not only through sensory perception, but also the disclosure of content through inferences.
By using thinking we filter out various random factors, leaving the true content of things, operate with accessible concepts, generalize and plan.
From a psychological point of view thinking is considered, as active cognition based on a set of mental operations. Thinking are inferences through synthesis and analysis.
If speak about critical thinking, then there are no unambiguous definitions. This concept consists of two poles that make up a single whole. On the one side, critical thinking implies conflict, disagreement, negative assessment. Although, on the other hand, it includes creative thinking allowing you to think and create. Critical thinking is an open system that is formed by combining past experience with new information. This is a universal way to gain new, distinctive knowledge and skills to reasonably express opinions, build logical chains and, most importantly, apply all this in various life situations. Thanks to critical thinking we can easily find that optimal solution to the problem, involving not only already known algorithms, but also finding the missing link, filling it in and implementing it.
The use of technology in pedagogical practice critical thinking reveals many resources. So, based on flexibility, constructiveness, selectivity, critical thinking becomes a superstructure over creative thinking. Allows you to realize the product of mental activity, to prove its significance and to test it. All this is a powerful help for the future realization of the child, his success.
However, critical thinking is not a given in all its content, it is necessary to work with it and develop. It is for this purpose that a number of methodological tools were built. Like any technology, TCM has a clear structure, the links of which are logically interconnected and regular.
Critical thinking is one way of thinking and needs teach. The basis of such education includes just the creation of conditions, the setting of tasks for the independent disclosure of the child's capabilities, for the search for the necessary information. It has been proven that the problem education is one of the most effective, as by solving a problem the child expands the boundaries of his knowledge, attracts additional resources. He is the initiator of his own, unique solution. In that process it is just the living of the algorithm, its adjustment to itself and awareness. That's why further use found solution in other situations will facilitate education.
As mentioned above, technology critical thinking came to us from Western pedagogy and psychology. Thus, the American scientist M. Scriven insists that in modern conditions critical thinking is a value, since content is a skill.
The technology itself critical thinking developed by Western teachers K. Meredith, D. Ogle, D. Steele, who said that before working with her, it is necessary to diagnose the initial level development of criticality of the child and then systematically and purposefully teach.
Learning process through this technology is the creation of various situations that allow you to activate cognitive processes: thinking, attention, memory, perception. Through an active and open search for a solution, the younger student not only learns acquires new skills, but also asserts itself, reveals itself.
Based on the definition critical thinking, this technology develops thought processes, which are the foundation for intellectual development the child and, in general, allows in the future to form the skills of working with information. This is its independent search, processing, transformation and application.
The lesson, built in the key of this technology, consists of 3 main phases: challenge, comprehension (content, reflection.
In the first phase, the teacher should interest the student, form motivation, learn the knowledge already available on this problem. IN process When working on this stage, the child also has his own questions, there is an awareness of the goal and effectiveness, a desire to find answers.
In the second phase, work and processing of information takes place. Its collection, analysis, structuring, isolation of the main and secondary, evaluation of the effectiveness of the chosen solution methods.
In the last phase, the student performs introspection and summing up, interpretation.
To improve the efficiency of technology critical thinking special techniques have been developed, such as a cluster, an insert (reading with marks, true and false statements, a conceptual wheel, "Six hats thinking» , cinquain, table of thick and thin questions and others.
In modern social, cultural, political and economic conditions, the modernization of education is necessary. The new system has goals and objectives that meet the needs of modern society, the formation of a child's personality, which will be versatile developed. Primary Graduate schools must have not only a certain amount of knowledge, but the ability to use information, create and collaborate.
Organic inclusion of work on technology development of critical thinking in the system of school Education provides an opportunity for personal growth. After all, such work is addressed, first of all, facing the child, to his individuality.
Literature:
1. Barakina, T. V. Possibilities of studying the elements of logic in the classroom mathematics and informatics in elementary school [Text] /T. V. barakina // Initial school plus before and after. - 2009. - No. 4. S. -33 - 37.
2. Ivanova, E. V. Development logical thinking in mathematics lessons [Text] / E. V. Ivanova// Initial school plus before and after. - 2006. - No. 6. C-59-60
3. Koneva, S. A. How develop cognitive abilities children in mathematics lessons [Text] / C. A. Koneva// Initial school plus before and after. - 2006. - №10.C - 36 - 40
4. Tikhomirova, L. F., Development of logical thinking of children [Text]./L F. Tikhomirova, A. V. Basov// - Yaroslavl: Academy LLP development, 1996. - 240s
5. Shamis, V. A. Critical thinking as an object research:[Text] /V. A. Shamis // Fundamental and applied research in the system education: materials II International Scientific and Practical Conference. At 5 o'clock, Part 5. / Rep. Ed. N. N. Boldyrev. - Tambov: Publishing House of TSU im. G. R. Derzhavina, 2004. - 287-289s
Formation of cognitive activity of younger schoolchildren using the technology "Development of critical thinking
through reading and writing
Those who can really think know why they need it and are willing to put in the effort it takes to work systematically, gather information, and show some persistence when the solution isn't obvious or requires a few steps.
Diana Halpern
Relevance:
At present, education is faced with the task of educating not only a creative, comprehensively developed person, but also a flexible one who orients himself in a constantly changing reality, ready to master fundamentally new areas and activities. It's no secret that today's graduates, who graduated from school with "good" and "excellent", are not always successful in life. To help children adapt in life, to help them become successful, a teacher today needs not only to give ready-made knowledge to children, but to teach them to find this knowledge themselves and apply it in practice. Even G.K. Lichtenberg wrote: “When people are taught not what they should think, but how they should think, all misunderstandings will disappear.” In this regard, a special place is occupied by the problem of studying and developing cognitive activity. Cognitive activity is associated with the acquisition of knowledge and skills necessary to solve cognitive problems, the desire for intellectual achievements. We believe that the use of the technology "Development of critical thinking through reading and writing" (RKCHP) will contribute to the development of cognitive activity of students, develop communicative competencies, the ability to find and analyze information, teach to think objectively and diversified. The main advantage of this technology is that it helps to break stereotypes and find the right, sometimes seemingly unbelievable ways to solve problems, and not only in education. .
This universal technology can significantly increase the reliability of education, because it becomes conscious and reflective, develops cognitive activity, and improves the communicative culture of the individual. The authors involved in the study of cognitive activity (B.G. Ananiev, D.B. Bogoyavlenskaya, D.B. Godovikova, T.M. Zemlyanukhina, T.A. Kulikova, A.V. Petrovsky, G.I. Shchukina and others .), believe that cognitive activity is one of the important qualities that characterize the mental development of students. Cognitive activity, formed during the period of primary school age, is an important driving force in the cognitive development of the student.
Analysis of theoretical studies, real practice of activity educational institutions make it possible to identify inconsistencies
Between the objective needs of modern society in the cognitive activity of the individual and the lack of developed methodological aspects of the process of developing cognitive activity in younger students;
Between the possibilities for the development of cognitive activity in primary school age and the low level of their implementation in school practice.
The actualization of the contradiction makes it possible to identify the research problem, which consists in the need to develop conditions, means and methods that contribute to the development of cognitive activity of younger students.
Purpose of the study: development, theoretical substantiation and implementation of the concept of the development of cognitive activity of younger students in the educational process.
Object of study: educational process carried out in elementary school.
Subject of study: the content and methods of developing the cognitive activity of younger students.
Hypothesis: the level of development of cognitive activity of students will increase if the technology of developing critical thinking through reading and writing is used in the process of teaching in elementary school.
Research objectives:
1. To analyze the degree of development of the problem of the development of cognitive activity of younger students in the psychological and pedagogical literature and school practice.
2. To identify the features of the implementation of critical thinking technology in primary school age.
3. Develop lesson plans for primary school students using critical thinking technology.
The methodological basis of the study is:
Theoretical principles of cognitive activity (B.G. Ananiev, D.B. Bogoyavlenskaya, A.V. Petrovsky, G.I. Shchukina);
Theoretical positions determining the general level of development of activity (N.S. Leites, V.D. Nebylitsin);
Ideas of humane pedagogy and personality-oriented education (Sh.A. Amonashvili, E.V. Bondarevskaya, I.S. Yakimanskaya);
Theoretical provisions of the technology of critical thinking through reading and writing (M.V. Klarin, S.I. Zair-Bek, I.O. Zagashev, I.V. Mushtavinskaya).
Research methods : theoretical level: analysis of psychological, pedagogical, methodological literature, on the research problem; empirical level: observation, questioning, conversation, study of the products of schoolchildren's activities.
Research base: MAOU secondary school No. 4, Ishim, grade 3.
Scientific novelty : a concept for the development of cognitive activity of younger schoolchildren has been developed, which is based on a system-activity approach and principles: integrity of education , focus on updating teaching methods, the use of modern educational technologies, individualization, student-centered learning, centralization, natural conformity.
Practical significance: Lessons for younger schoolchildren have been developed using the technology of critical thinking, a bank of methodological techniques has been compiled that contribute to the development of students' cognitive activity. The results of the study can be used by teachers in the creation of teaching aids, in the practical activities of general education schools.
The concept of the development of cognitive activity of younger students in the educational process.
Activity is a volitional action, the psychological state of the individual, characterizing its enhanced activity.
Cognitive activity associated with the acquisition of knowledge and skills necessary to solve cognitive problems, striving for intellectual achievements.
Scientists involved in the study of cognitive activity (B.G. Ananiev, D.B. Bogoyavlenskaya, D.B. Godovikova, T.M. Zemlyanukhina, T.A. Kulikova, A.V. Petrovsky, G.I. Shchukina and others .), believe that cognitive activity is one of the important qualities that characterize the mental development of a younger student. Cognitive activity is an important driving force in the cognitive development of a younger student.
We define cognitive activity as the desire of younger students for the most complete knowledge of objects and phenomena of the surrounding world.
The concept of the development of cognitive activity of younger students is based on a system-activity approach. This approach is the methodological basis for the implementation of the Federal State Educational Standard.
The system-activity approach is based on the theoretical provisions of the concept of L.S. Vygotsky, A.N. Leontiev, D.B. Elkonina, P.Ya. Galperin, revealing the main psychological patterns of the learning process and the structure of students' learning activities, taking into account the general patterns of ontogenetic age development children and teenagers. The activity approach proceeds from the position that the psychological abilities of a person are the result of the transformation of an external object into an internal one. mental activity through successive transformations. Thus, the personal, social, cognitive development of students is determined by the nature of the organization of their activities, primarily educational.
In the system-activity approach, the category of “activity” occupies one of the key places and implies an orientation towards the result of education as a system-forming component of the standard, where the development of the student’s personality on the basis of the assimilation of universal educational activities, knowledge and development of the world is the goal and main result of education.
According to A.G. Asmolov, "the process of learning is the process of the student's activity, aimed at the formation of his consciousness and his personality as a whole.
The main tasks of education today are not just to equip the student with a fixed set of knowledge, but to form in him the ability and desire to learn all his life, work in a team, the ability for self-change and self-development based on reflective self-organization.
We put the following principles at the basis of creating the concept: the integrity of education, focus on updating teaching methods, the use of modern educational technologies, student-centered learning, individualization, centralization and natural conformity.
1. Focus on updating teaching methods, using modern educational technologies. This is expressed in the replacement of traditional teaching methods with dialogue forms of communication teacher-student, student-student, when working in microgroups, in the use of ICT, project activities, technology of the RKCHP.
2. The principle of the integrity of education - the integrity of education is understood as the unity of the processes of learning, education, development, students, the adequacy pedagogical technologies tasks of training and education.
3. The principle of individualization - involving a comprehensive account of the level of development of the abilities of each student, the formation of a program on this basis individual development personality.
4. The principle of student-centered learning.
5. The principle of centralization - means the priority of the individual. The educational process, extracurricular activities are considered as a means of personal development.
6. Principle of conformity to nature - compliance of the content and forms of training with the age characteristics of students, the construction of the educational process on the basis of psychological and pedagogical recommendations and diagnostics.
The main task of the teacher is to organize learning activities in such a way that students develop needs and abilities in the implementation of the creative transformation of educational material in order to acquire new knowledge as a result of their own search. The system-activity approach involves the use of technologies aimed at developing abilities and mastering universal ways of mental activity. One of these technologies is the technology of developing critical thinking. It is based on the ideas and provisions of the theory of J. Piaget on the stages of the child's mental development; L.S. Vygotsky about the zone of proximal development and about the inextricable link between learning and the overall development of the child;
Critical thinking(TRCMCHP) is the process of correlating external information with the knowledge available to a person, making decisions about what can be accepted, what needs to be supplemented, and what should be rejected (S.I. Zair-Bek, I.V. Mushtavinskaya).
Algorithm for the formation of critical thinking.
Stages of the lesson using the technology of critical thinking through reading and writing:
call,
comprehension (content),
reflection.
On stages of comprehension information is being processed directly. Therefore, the main stage of the lesson involves reading informational and literary texts, structuring information, its analysis and evaluation. The methods and techniques of TRCMCHP allow you to keep the student active, make reading and listening meaningful.
On stages of reflection information is analyzed, interpreted and creatively processed. Reflection in this case is understood as "embedding" new experience, new knowledge in the system of personal meanings. Simply put, the third phase is aimed at new material became for the student his own in the full sense of the word.
I believe that it is precisely this new structure of the lesson that corresponds to the stages of human perception: first, the younger student needs to tune in, remember what he already knows on this issue, then get acquainted with new information, then think about why he needs this knowledge and where it can be obtained. apply.
If we analyze the three described stages from the point of view of a traditional lesson, it becomes obvious that they do not represent an exceptional novelty for the teacher. They are almost always present, just called differently. Instead of a “challenge”, it sounds more familiar to the teacher: introduction to the problem or updating the existing experience and knowledge of students. And “comprehension” is the part of the lesson dedicated to learning new material. And the third stage of "reflection" is in the traditional lesson - this is the consolidation of the material, the verification of assimilation.
What is fundamentally new in the technology of critical thinking?
Elements of novelty are contained in methodological techniques which create conditions for the free development of each individual. At each stage of the lesson, its methodological techniques are used. There are enough of them. The student in the learning process himself constructs, monitors, defines, uses, develops the skills of thoughtful work with information.
Critical thinking is independent thinking. When the technology of critical thinking is used in the lesson, each student formulates his own ideas, assessments and beliefs independently of the others. Students should have enough freedom to think for themselves and solve even the most difficult questions on their own.
Information is the starting point, not the end point, of critical thinking. It is thanks to critical thinking that the traditional process of cognition acquires individuality and becomes meaningful, continuous and productive.
Critical thinking begins with asking questions and understanding the problems that need to be solved. Drawing attention to problems stimulates students' natural curiosity and encourages them to think critically. Only by “fighting” with a specific problem, finding his own way out of a difficult situation, does the student really think.
Critical thinking strives for persuasive reasoning. A critical thinker finds his own solution to a problem and backs up that solution with reasonable, well-founded arguments. He also realizes that other solutions to the same problem are possible, and tries to prove that the solution he has chosen is more logical and rational than the others.
Critical thinking is social thinking. Every thought is tested and refined when it is shared with others. The formation of critical thinking in students requires a special organization of educational activities from the teacher - the organization of individual work of students, work in pairs and groups, organization of debates and discussions, as well as the publication of students' written works.
A special, the main role is given to the text. They read it, retell it, analyze it, transform it, interpret it, discuss it, and finally compose it. The student needs to master his text, develop his own opinion, express himself clearly, conclusively, confidently. It is extremely important to be able to listen and hear another point of view, to understand that it also has the right to exist.
popular method demonstrating the process of thinking is a graphic material organization. Models, drawings, diagrams, etc. reflect the relationship between ideas, show students the train of thought. The process of thinking, hidden from the eyes, becomes visible, takes on a visible embodiment.
Bank of methodological techniques for the implementation of technology for the development of critical thinking, contributing to the development of cognitive activity of younger students.
Clusters
The sequence of actions is simple and logical:
1. In the middle of a blank sheet (chalkboard) write a key word or sentence that is the "heart" of the idea, topic.
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.
The result is a structure that graphically reflects our thoughts, defines the information field of this topic.
True and False Statements
"Basket" of ideas, concepts, names...
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.
Key Terms
"Circles on the water".
“Chamomile" Bloom.
Clarifying
(Am I right
Understood..?)
Practical Simple
(Where is it used..?)
SUBJECT
QUESTIONS
explanatory
Creative
(Why..?) (What would be..?
( causal (prognosis,
investigative assumption)
Estimated
What well..?
What is wrong..?
Confusing logical chains
INSERT
Reception is carried out in several stages.
Stage I: A text tagging system is proposed to subdivide the information it contains as follows:
V "tick" what is already known to students is marked;
- minus sign that is marked that contradicts their representation;
+ plus sign what is interesting and unexpected for them is marked;
? "question mark" put, if something is unclear, there was a desire to learn more.
Stage II: Reading the text, students mark individual paragraphs and sentences with the corresponding icon in the margins.
Stage III: Students are invited to systematize the information, arranging it in accordance with their notes in the following table:
IV stage: Sequential discussion of each column of the table.
Subject area of use: mainly popular science texts with a lot of facts and information.
Reception contributes to the development of analytical thinking, is a means of tracking the understanding of the material.
Stop reading
Table "Z-X-U" ("I Know - I Want to Know - I Learned")
Table of thin and thick questions
"Thick" questions- questions that require reflection, attracting additional knowledge, the ability to analyze.
Table "What? Who? When? How? Why? For what?"
What?
Who?
When?
How?
Why?
For what?
...
...
...
…
…
…
Concept table
| Comparison object 1 | comparison lines | Comparison object 2 |
Interrogation
Two students read the text, stopping after each paragraph, and ask each other questions. different levels according to the content of the reading. This form contributes to the development of communication skills.
Fishbone (fish skeleton)
Cause Cause Cause
Problem Conclusion
Facts Facts Facts
Prediction Tree
PROBABLY POSSIBLE
Argument 3 Argument 3
Argument 2 Argument 2
Argument 1 Argument 1
How will the story end?
How will they develop
events after the final?
Seaquain 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 used 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:
The Thinking Hat Method (Edward de Bono)
Letter to the teacher
Letter writing reminder.
1. I read a story...
2. Most memorable...
3. Liked…
4. Didn't like it...
5. My emotional state…
6. This story teaches me...
Essay writing
Expected Results:
In the process of applying the technology for the development of critical thinking, primary school students develop general educational skills, namely:
Ability to work in a group
Ability to graphically design textual material,
Ability to process available information according to the degree of novelty and significance,
The ability to generalize the acquired knowledge.
The use of critical thinking technology in elementary school lessons allowed me to increase the level of cognitive activity of younger students (Appendix 2), which contributes to the formation of social success.
A large field of activity in the application of critical thinking technology in elementary school is the lessons of the world around us, literary reading, but it can be successfully applied in the lessons of mathematics, the Russian language, as well as technology, music and fine arts.
The lessons built and conducted by me using the technology of "critical thinking" taught the children to ask questions themselves and made them active participants in the educational process. The roles of the teacher and students have changed, the students in my lessons do not sit passively, but are the main characters: they think, remember, share, reason, read, write, discuss. My role is mainly coordinating! Forming critical thinking in children, I try not to lead them “by the hand” to the answer, not to give them ready-made answers to emerging questions, but gradually and gradually teach children to see problems, raise questions and find ways to get answers to them. I learn with the children, I learn from the children.
My perspectives:
provide students with the opportunity to independently carry out learning activities, set learning goals, seek and use the necessary means and methods of achievement, control and evaluate the process and results of activities;
create conditions for the development of the individual and its self-realization on the basis of readiness for lifelong education, competence to "teach to learn", tolerance of life in a multicultural society, high social mobility;
to ensure the successful assimilation of knowledge, skills and abilities and the formation of a picture of the world and competencies in any subject area of knowledge.
to study new methods of technology for the development of critical thinking; continue to build a bank of methodological ideas.
Literature
Asmolov, A. G. System-activity approach in the development of new generation standards / A. G. Asmolov // Pedagogy M.: 2009 - No. 4. - C18-22.
Vedernikova, L.V. General Pedagogy in Schemes and Tables: textbook. allowance [Text] / L.V. Vedernikov. - Ishim: Publishing house of IGPI im. P.P. Ershova, 2007. - 312p.
Gromyko, Yu. V. Designing and programming the development of education [Text] / Yu. V. Gromyko. M.: Moscow Academy of Education Development, 1996. - 546 p.
Zair-Bek, S.I. The development of critical thinking in the classroom: A guide for the teacher [Text] / S.I. Zair-Bek, I.V. Mushtavinskaya.- M.: Enlightenment, 2004.
Zankov, L.V. Selected pedagogical works / L.V. Zankov. M., 1990.
FGOS standards.
Schukina, G.I. Activation of cognitive activity of students in the educational process / G.I. Schukin. Proc. allowance. - M.: Enlightenment, 1979. - 160 p.
Page 1
Report at the meeting of the Moscow Region
"Development of critical thinking of younger schoolchildren"
Gavrilova Galia Arifovna,
teacher MBOU secondary school No. 99
Kirovsky district of the city of Samara
If we teach today the way we taught yesterday, we will steal tomorrow from the children.
John Dewey
According to modern requirements for education, the basic element of education is a general education school, the modernization of which involves the orientation of education not only to the assimilation of a certain amount of knowledge by students, but also to the development of his personality, his cognitive and creative abilities.
A distinctive feature of the second generation of the Federal State Educational Standards is its focus on ensuring the transition in education to a strategy of social design and construction, from simple relaying of knowledge to the development of students' creative abilities, revealing their capabilities, preparing for life in modern conditions based on a system-activity approach and giving the educational process educational function.
The requirements for the results of mastering the main educational program of basic general education are a key component of the Standard, which in the proposed edition significantly expand the idea of educational results and focus not only on the standardization of subject results, but also on the achievement of meta-subject and personal results.
According to the "Concept for the Modernization of Russian Education", the main task of the Russian educational policy is to achieve the quality of education, its compliance with the current and future needs of the individual, society, and the state. This requires changing the content of education in accordance with the new tasks.
It's no secret that today's graduates who graduated from school with good and excellent results are not always successful in life. To help children adapt in life, to help them become successful, a teacher today needs not only to give ready-made knowledge to children, but to teach them to find this knowledge themselves and apply it in practice. And for this, of course, it is necessary to master new technologies.
The relevance of this topic is that one of the technologies capable of solving the tasks set in the new standards is the technology for the development of critical thinking, which allows you to create an atmosphere of partnership, joint search and creative problem solving in the classroom.
However, there is a contradiction between the needs of the modern personality in self-development, self-realization, the order of society for a person who is socially active, conscious and able to defend his position, and the lack of a practical basis, a methodological basis for systematic work aimed at developing the critical thinking of students, and as a result, their creative self-realization.
From September 1, 2010, first-graders began to learn "in a new way", as in all schools, second-generation standards began to operate and be implemented. And now the teacher from the 1st grade decides very challenging tasks rethinking his pedagogical experience, looking for an answer to the question “How to teach in new conditions?
In my third grade, children of different levels of preparedness study, but any student needs to be developed according to individual abilities and to reveal the creative possibilities of each individually. Modern teaching methods, unfortunately, do not always allow you to create in the classroom comfortable conditions for each student, an atmosphere of creativity or, more precisely, co-creation between teacher and student, as well as between students.
The undoubted advantage of traditional education is the ability to transfer a large amount of information in a short time. With such training, students acquire knowledge in finished form without disclosing ways to prove their truth. In addition, it involves the assimilation and reproduction of knowledge and its application in similar situations. Among the significant shortcomings of this type of learning is its focus on memory rather than on thinking. This training also contributes little to the development of creative abilities, independence, and activity. The most typical tasks are the following: insert, highlight, underline, memorize, reproduce, solve by example, etc. The educational and cognitive process is more of a reproductive (reproducing) character, as a result of which a reproductive style of cognitive activity is formed in students.
Why among many technologies modern education I was interested in "Technology for the development of critical thinking"? Its use allows you to revive the lesson, make it exciting and emotional. The technology offers a system of specific teaching methods that are successfully used in the classroom in order to solve actual educational and educational problems. The nature of such lessons is changing. They are dominated by an atmosphere of mutual trust, mutual assistance and cooperation. In such an environment, the child is calm and confident, which means he feels comfortable.
Glossary of terms:
- Pedagogical technology - a set, a special set of forms, methods, ways, methods of teaching and educational means, systematically used in the educational process, based on the declared psychological and pedagogical attitudes. This is one of the ways to influence the processes of development, education and upbringing of the child.
- - a system of judgments that is used to analyze things and events with the formulation of reasonable conclusions and allows you to make reasonable assessments, interpretations, and also correctly apply the results to situations and problems.
- - a set of monitoring and evaluation techniques aimed at solving the problems of optimizing the educational process, differentiating students, as well as improving educational programs and methods of pedagogical influence.
- - the ability to learn, i.e. the ability of the subject to self-development and self-improvement through the conscious and active appropriation of new social experience.
This technology appeared in Russian education in 1997, its authors are American scientists C. Temple, C. Meredith, D. Still. It was developed with the support of the Consortium for Democratic Pedagogy and the International Reading Association. The project, proposed to Russian educators by American colleagues, was originally called "Reading and Writing for the Development of Critical Thinking", it introduced the seminar participants in detail to the techniques of technology, gave a general idea of theoretical foundations technologies.
The purpose of TRCM is to develop the intellectual skills of students, which are necessary not only in studies, but also in everyday life (the ability to make informed decisions, work with information, analyze various aspects of phenomena).
The development of critical thinking skills allows you to find your own educational route both in the study of individual topics, solving individual issues, and for solving the problems of education in general: developing the ability for self-realization and further self-education.
The organic inclusion of work on the technology of critical thinking in the school education system provides an opportunity for growth, because such work is addressed primarily to the student, to his personality, his individuality.
This technology solves the problem of developing a communicative culture. In the process of work, the student understands the value of his work, feels his unity with others and the significance of his work. During communication, there is a constant process of self-assessment, the need for correct argumentation of one's opinion is realized, and motivation for learning increases.
The advantage of the technology for the development of critical thinking in relation to other pedagogical approaches and technologies is its openness. The authors of the technology, when creating it, relied on modern methodological techniques, developments used by other technologies and approaches - discussion, game technologies, TRIZ, models of reflective writing. Technology helps the student to master the ways of working with information, the ability to ask questions, pose and solve problems, and work in a group. This technology includes subject, meta-subject and personal results.
The RCMCHP technology is successfully used at any level of education up to higher education, because the task of developing critical thinking is not limited to some short time. For each academic discipline(Russian and foreign languages, natural sciences and mathematics) can use its own set of methods and techniques, and, as ten years of practice shows, there is not a single educational topic in any academic subject in which it would be impossible to use technology. Teachers successfully use technology in teaching creative subjects: music and fine arts because it gives children great inner freedom.
The technology is based on a basic didactic meaning, consisting of three stages. Each of them has its own goals and objectives, as well as a set of characteristic techniques aimed first at enhancing research, creative activity, and then at comprehending and generalizing the acquired knowledge.
The first stage (phase) is a CHALLENGE, when the task is not only to activate, interest the student, motivate him for further work, but also to “call out” existing knowledge or create associations on the issue under study, which in itself will become a serious activating and motivating factor for further work.
Techniques of the CHALLENGING stage:
- "Cluster". Information relating to any concept, phenomenon, event described in the text is systematized in the form of clusters (clusters). In the center is the key concept. Students logically associate subsequent associations with the key concept. The result is a semblance of a reference summary on the topic under study.
- "Mystery". The topic of the lesson is encrypted in the form of a riddle or a riddle-description.
- "Brainstorm". Students can express any opinion that will help find a way out of a difficult situation. All proposals put forward are recorded without any evaluation, and then sorted according to the degree of feasibility and expected effectiveness. Unsuitable ones are discarded, promising ones are taken into service.
- "Delayed Guess". Children make guesses about the topic of the lesson. But still the question remains open almost to the end of the lesson. At the end of the lesson, the children must answer it on their own.
- "Table of 'thick' and 'thin' questions". On the left side are simple (“subtle”) questions, on the right side are questions that require a more complex, detailed answer.
- "Theatricalization". Prepared students show a dramatization directly related to the topic of the lesson.
- "Not really". "True-False" The teacher reads statements related to the topic of the lesson, the students write down the answers in the form: "yes" or "no".
- "Intellectual warm-up (survey) or test." Very similar to the previous one. Children should give a very short answer.
- "Problem Question". The lesson begins with a question written on the board. The students will get the answer during the lesson.
The lesson of the surrounding world in grade 3, the program "Planet of Knowledge"
Textbook by G. I. Ivchenkov “The world around us”. Grade 3
Subject: Reproduction and development of animals.
CHALLENGE stage. Reception "True - False"
UUD: Personal: positive attitude and interest in the study of nature; the ability to assess the difficulty of the proposed task.
Regulatory: independently plan their actions in accordance with the goal. Cognitive: understand the information presented in the form of a table. Communicative: justify your position, argue the choice of action; build monologue and dialogic statements.
Sayings:
- Is it true that a butterfly is born in an egg?
- Do you agree that a grasshopper can come from a caterpillar?
- Is it true that pike comes from eggs?
- Do you agree that the frog also comes from the spawn?
- Is it true that lizards, snakes are born in an egg?
- Do you agree that the starling comes from the egg?
- Is it true that a bear, a hare, a fox appear from caviar?
Methods of the stage COMPREHENSION:
"Insert" or "Reading with notes" (authors Vaughan and Estes). When studying information related to new ideas, the teacher asks each of the participants (pair and group) to make an individual marking table (marking table).
Marking table
"V" "+"" - "" ? "" ! "
To fill it out, the teacher will first ask the students to make notes in the margins while reading, and after reading the text, fill out the table, where the icons will become the headings of the table columns. The table summarizes information from the text. An important stage of work here is the discussion of the entries made in the table, or the marking of the text.
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).
"Tree of Predictions" This technique helps to make assumptions about the development of the storyline of the story or narrative. The rules for working with this technique are as follows: students' possible assumptions model the further ending of this story or narrative. The trunk of the tree is a theme, the branches are assumptions that are carried out in two main directions - "possibly" and "probably" (the number of "branches" is not limited), and, finally, "leaves" - the rationale for these assumptions, arguments in favor of one or another opinions.
"Circles on the water". The key word is the concept or phenomenon being studied. 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.
Stop Reading. It is very effective when working on reading text of problematic content, as well as when working with auditory and visual aids. It helps to work out the material in detail. In addition, students have the opportunity to dream up, evaluate a fact or event critically, and express their opinion. Here, both critical thinking, so to speak, reflective, at the stage of comprehending the material, and creative, at the stage of predicting events, are taught.
The Thinking Hat Method(Edward de Bono). Suggests when solving a creative problem to perform one mental action at a time. The class is divided into six groups, each receives a hat of a certain color.
White hat: statistical (how much?).
This is the color of information. We are only interested in the facts. We ask questions about what we already know, what data is missing, what more information we need, and how we can get it.
Red hat: emotional (what did you like?).
Students can express their feelings and intuitions about the issue under consideration, without getting into explanations about why this is so, who is to blame and what to do. How do I feel about this issue?
Black hat: negative (what didn't you like?).
This hat helps to critically evaluate the proposed proposals, to understand how realistic, safe and feasible they are. The bottom line is, will it work? How safe is it? Is this idea feasible?
Yellow hat: positive (what's good?).
The yellow hat requires us to turn our attention to looking for the merits, advantages, and positives of the idea in question. Why do it? What will be the results? Is it worth it?
Green hat: creative.
Being under a green hat, children come up with riddles, tasks, rebuses for the text, make up a cluster, cinquain.
Blue hat: analytical (why?).
In this hat, the group reflects on the entire thought process. Summarizes the work done, outlines the next steps.
"Clusters".
"Two-part diary". On the left side of the diary, students write down those moments from the text that made the greatest impression on them, evoked some memories, associations with episodes from their own life, puzzled them, caused a protest or, conversely, delight, surprise, such quotations on which they "stumbled." On the right, they should comment: what made them write down this particular quote. At the reflection stage, students return to working with double diaries, with their help the text is sequentially parsed, students share the comments they made on each page.
Example:
Lesson of literary reading in grade 3, the program "Planet of Knowledge".
Textbook: E.E. Katz Literary reading. Grade 3
Subject: L. Tolstoy "The Lion and the Dog".
Reception READING WITH STOPS.
UUD: Personal: Orientation in the moral content of both one's own actions and the actions of other people; aesthetic feelings based on acquaintance with fiction.
Regulatory: take into account the guidelines for action identified by the teacher when mastering a new literary text; make adjustments to the action after its completion, analysis of the results and their evaluation.
Cognitive: find the necessary information in the text; establish cause-and-effect relationships of the actions of the heroes of the work; build logical reasoning in the process of analyzing a literary work.
Communicative: take into account the position of other people; ability to listen and engage in dialogue; participate in a group discussion of problems.
Reading part 1: -How did the dog behave when it was in the lion's cage?
- Read what she feels at this moment?
- What do we know about the lion? What animal is this?
Reading part 2: - How does a lion behave when he sees a small creature in a cage?
- What words does the author use to show that a lion is a predator?
- What is this feeling?
Part 3 Reading: Has the dog's anxiety gone?
- How can you say in one word when someone relies on a friend?
- What happened in the relationship between animals when we see care on the one hand? On the other hand, trust?
- Find words that show that the feelings of a lion and a dog have grown into friendship.
Reading part 4: - Why did the animals break up? What separated them?
- How does the lion feel after the death of the dog?
- Did the lion immediately accept the death of the dog?
- What was the behavior of the lion. When did he realize the dog was dead?
- Read the words with which the author conveys this longing?
When using this technique, it is useful to use the Prediction Tree technique after the first and second stops.
The third stage (phase) REFLECTION is a discussion of what has been learned in such a way that the student can evaluate and demonstrate how his knowledge has changed from the stage of challenge to the stage of reflection.
Techniques of the REFLEXION stage:
"Cinquain" in French is a five-line poem that requires a synthesis of information and material in brief terms.
Rules for writing syncwine:
- In the first line, the topic is called by one word (usually a noun).
- The second line is a description of the topic in two words (two adjectives).
- The third line is a description of the action within this topic in three words.
- The fourth line is a four-word sentence that reveals the essence of the topic or attitude towards it.
- The last line is a one-word synonym that repeats the essence of the topic.
Examples of syncwines.
1. Offer. 2. Animals.
Short, long. Wild, domestic.
Think, read, write. Help, protect, feed.
You can't live without offers. They make our life more interesting.
Thought. Interesting!
"Letter to the teacher" The teacher invites students to write a "Letter to the teacher" (mother, alien, fairy tale hero, etc.).
More details about the methods of TRCM can be found in the literature used to write this work.
Bibliographic list / Information resources
1. Zagasheev I.O., Zair-Bek S.I., Mushtavinskaya I.V. Teaching children to think critically. - St. Petersburg, 2003.
2. Zair-Bek S.I., Mushtavinskaya I.V. The development of critical thinking in the classroom. M: Enlightenment, 2004.
3. Mushtavinskaya I.V. Technology for the development of critical thinking in the classroom in the system of teacher training. - St. Petersburg, 2009.
4. Halper D. Psychology of critical thinking - M., 2000
5. http://standart.edu.ru/ - viewed on February 20, 2013
6. lib.1september.ru›2003/16/1.htm - viewed on February 22, 2013
7. http://ru.wikipedia.org/wiki - viewed on 13.03.2013
8. http://www.nlr.ru/cat/edict/PDict/ Dictionary of pedagogical terms. - view 03/13/2013
9. http://festival.1september.ru - viewed on February 21, 2013
