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Implementation of individual trajectories of development of critical thinking of students of technical specialties: diagnosis and assessment of efficiency
Performance of indicators of realization of individual trajectories of the development of critical thinking of students of technical specialties are justified and disclosed. They are marked on the basis of the analysis of individual-typological characteristics of students of a technical profile, defining the specificity of formation of their critical thinking and analysis of the dynamic model of the development of this kind of thinking, including key stage three basic axes, spatial intersection which gives an idea of their integral interaction. Axis individually-typological features of the person include the following “coordinates”-stages: features of intelligence, sociability, erudition, creativity. Axle features of self-identity are characterized by the following “coordinates”-stages: organization, purpose, reflectiveness, self-regulation itself; axis especially thinking of the person contains such “coordinates”-stages as: analytic, logical, rational, abstract thinking. The level of implementation of individual trajectories of development of critical thinking is determined by the set of estimates of severity indicators that determine their effectiveness: the selection of hidden regularities; understanding of the complex logical relations; justify the choice of methods, algorithms, formulas; differentiation of the essential features of objects, phenomena are immaterial; adoption of appropriate management decisions; self-discovery and correction of errors; the establishment of correspondence between the data. These indicators are closely related to the organizational and managerial skills necessary for effective production activities of the future engineer. The relationship between the selected indicators and the axes of the spatial model of critical thinking subjects of the educational process in high school established their influence on the development of critical thinking of students of technical specialties and professionally-oriented use is established and developed. The necessity of adjusting the existing qualities in the context of the effectiveness of the implementation of individual trajectories of development of critical thinking student technical profile is considered.
critical thinking; diagnostics; students of technical spatiality; criteria and indicators; model; individual trajectories; individual-typological features; features of self-regulation; thinking features
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Section of issue
Pedagogy of higher school
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