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TECHNOLOGY OF DEVELOPMENT OF CRITICAL THINKING OF STUDENTS OF HUMANITARIAN SPECIALITIES: CONSTRUCTIVE STAGE

Annotation

Technology of development of critical thinking of students of humanitarian specialities based on the example of course of preparation “Psychological-pedagogic Education”, profile “Social Pedagogy” is reviewed. It is founded that the result of use of the developed technology is the choice by students of humanitarian profile it is the most effective individual trajectory of development of critical thinking which is realized, basing on the developed model taking into account the revealed neuropedagogic conditions. The content of the course “Development of Critical Thinking of Social Teacher”, structure of the lessons of this course, which consists of three stages: call, comprehension, reflection are reviewed in detail. The main aims of the course are forming at students of humanitarian specialities the idea of what critical thinking is, what are its peculiarities and the spheres of implementation, how the level of its development influences the success of educational, professional activity and how to develop this type of thinking, using individual trajectory. Practical course of the developed elective course are planned so as every of them contains the united in blocs methods, aimed at the development of the definite indices of formation of critical thinking of the future social teachers. The examples of the tasks, which were given to students for self-study: “the list of literature”, “cinquain”, “situation”, “my working day”, “I understand if”, “critical thinking - is…” are taking an important place. Special place in technology is given to creative tasks, which promote the efficient development of critical thinking. It is shown, that the concrete creative forms influence the formation of the indices of development of critical thinking at students of humanitarian direction.

Keywords

critical thinking; student; humanitarian specialities; technology; individual trajectory; model; neuropedagogic conditions

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UDC

378.14

Pages

7-15

References

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Received

2015-05-30

Section of issue

Pedagogy of higher school

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