Technology of critical thinking in teaching English.

Technology of critical thinking in teaching English.

All over the world, knowledge of the English language is perceived today as a necessary condition for communication. Of increasing importance is not only fluency in the language, but also the ability to quickly and efficiently translate from English and vice versa.

In modern conditions, this activity cannot be carried out only by professional translators, it must be available to a wide audience who speaks English. In connection with the development of scientific and technical cooperation with foreign countries and the growth in the volume of information, the ability to translate scientific and technical literature is of particular importance. TKRM allows the teacher to conduct a non-standard lesson.

Interest in the technology of critical thinking as an educational innovation appeared in our country about ten years ago. Whereas in the USA and Canada this direction of modern education has been developing for almost half a century. Critical thinking began as a transition from learning focused primarily on memorization to learning aimed at developing students' independent conscious thinking. And almost the most important aspect of critical thinking is its compliance with the requirements of the democratization of education and society.

The outstanding American thinker D. Dewey owns the assertion that the fundamental goal of modern education is not just to provide information to students, but to develop a critical way of thinking. Education is oriented towards the future, which cannot be predetermined, and therefore, the priority is the development of that type of thinking, which makes it possible to adequately assess new circumstances and form a strategy for overcoming problems that may arise. Thus, the development of critical thinking becomes most relevant during times of intense social change, when it is impossible to act without constant adaptation to new conditions.

According to the idea of ​​M. Lipman, a well-known expert on this problem, critical thinking is “skillful responsible thinking that allows a person to formulate reliable reliable judgments, since it is a) based on criteria, b) is such

that self-corrects, c) floats to the context. Six key elements of critical thinking have been identified:

1. The ability to think involves the possession of techniques that together create a proven, effective methodology for processing information.

2. Responsibility implies that a person, addressing others, is aware of the obligation to provide listeners or readers with arguments and examples according to accepted standards.

3. The formulation of independent judgments as a product of critical thinking means that it is aimed at creative activity, and not at reproductive thinking, which is based on rigid algorithms and stereotypes.

4. Criteria are the provisions that a critical thinker takes into account when evaluating ideas in the process of analyzing or criticizing them.

5. Self-correction will be required for the individual to use critical thinking as a method to address her own judgments in order to correct them.

6. Attention and sensitivity to the context, namely, the general criteria must necessarily be checked for compliance and for the possibility of change in each specific case.

The features of the educational process within the framework of any subject, built on the principles of critical thinking, are as follows:

• learning includes tasks, the solution of which requires top-level thinking;

• the educational process is necessarily organized as research by students of a certain topic, which is carried out through interactive interaction between them;

• the result of learning is not the assimilation of facts and other people's thoughts, but the production of one's own judgments through the application of certain methods of thinking to information;

• teaching in this process is a strategy of continuous evaluation of results using student-teacher feedback based on research activity in the classroom;

• critical thinking requires students to have sufficient habits of operating with arguments and formulating conclusions;

• Responsibility requires students to be motivated to discuss problems rather than try to avoid solving them.

The vast majority of educators want changes in their work to promote active learning and the development of critical thinking in students. It is necessary that students not only memorize educational material,

but asked, researched, created, interpreted and debated its content. Such training is now considered "best practice". Studies show that it is in such active classes that students learn the material most fully and with benefit for themselves. Learning, the results of which can be used over a significant period of time, is a much more efficient way of using the time, resources of the teacher and society. Analysis of foreign and domestic