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METHODS OF DEVELOPING STUDENTS' CRITICAL THINKING
SKILLS
Razzakova Mukaddas Nurumbetovna
The National Center for Training Pedagogues in New Methodologies of the Republic of
Karakalpakstan "Language Teaching Methodology" Department's senior teacher
Abstract:
This article recommends ways students can develop critical thinking skills. It also
aims to help students express their personal opinions freely and prove their opinions with evidence.
Keywords:
Modern Education, 4K Model, creative thinking, implicit and explicit meanings.
As you know, traditional teaching methods are insufficient to educate modern
youth in today's changing world. The educational system requires rapid development
based on social processes. Through education, a new generation capable of fulfilling
future tasks will be formed in society.
In modern education, it is necessary to direct students to independent and
creative thinking. Reforming education is related to the introduction of new
innovative methods into the system. One such approach is the "4K" model. The "4K"
model, which includes concepts such as collaboration, communication, creative
thinking, and critical thinking, instead of content focused on memorization, supports
the independent activity of the student, critical, creative, and creative thinking, and
teamwork. is an important factor in the formation and improvement of skills.
Below we discuss some of the ways students can develop critical thinking skills.
Critical thinking
— is a special type of thinking that creates conclusions by
analyzing facts.
As we all know, students' critical thinking skills can be formed by formulating
questions and providing evidence-based answers to given questions.
Being able to formulate a question is an art in itself. Therefore, it is appropriate
to form the skill of creating questions based on the topic during the lesson. To form
this skill, it is natural that the method of "CLOSED and BROAD questions" will
come in handy.
The method of "collective and open questions" is defined as follows.
A broad question requires a definite answer (sometimes "yes" or "no") answers
and the question requires additional information seeking and analysis. The following
interrogative can be included in the complex and general questions.
Big questions
Frequently asked questions
Who?
Why?
What?
Why do you think so?
When?
What is the difference between?
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What is it called?
What do you think?
How much?
Why is that?
Where?
Imagine if…
What year?
Is this correct?
You don't agree
This method can be used to find implicit and explicit meanings in the text, to
formulate questions based on the text, to answer questions clearly, and to learn to
listen carefully to the interlocutor's opinion. At the same time, students can develop
skills such as asking questions, analyzing and interpreting text, identifying
information, identifying and analyzing problems, sharing information, and working
individually and cooperatively.
At this point, let's dwell on the stage of using the "Collective and Common
Questions" method.
- Explain the difference between closed and open questions;
- Ask the students to make a table of general and general questions within the
studied information and write them in their notebooks;
In other words, once or twice, questions can be asked by the teacher in a ready
state until the student develops the skill of creating "collective and general
questions". And after the skill appears, it is possible to hand over the creation of
questions independently.
3. After completing the questions individually, form a small group.
4. Ask the groups to ask each other questions.
In our literature classes, after getting acquainted with a certain work, creating
such questions would encourage the further development of students' critical thinking
skills.
At this point, let's pay attention to the general and general questions based on O.
Hoshimov's story "The Last Victim of War".
Big questions
Frequently asked questions
Who
is
diagnosed with tuberculosis in the story?
Why
did the writer attribute the events of the
story precisely to the spring season?
How
is Khadija's face depicted?
What
do you think, will Shonemat recover?
Why do you think so...
What does the Komil healer recommend for
finding a cure for Shone'mat's pain?
What
would be the situation of the heroes of the
story if there was no war?
What
vile in the character of his wife does the
Shoikrom repeatedly emphasize?
Khadija did not give her food when her mother-
in-law came home.
Did
the Khadija do the right
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job?
Who
was the name of the worker in the poem?
Why
do you think the healer Shonemat
recommended sheep's milk to find a cure for
Komil's pain?
Students should listen carefully to the questions and answer them in detail. If
necessary, they may also ask for multiple answers to common questions.
After the question-and-answer session, students should express their opinions
about the merits of multiple and open-ended questions.
Answering the questions correctly develops the intelligence of the student.
Teaches how to argue and defend a position.
It will be easier to remember and repeat the reviewed text through structured
questions. Teaches schoolchildren to work independently on the content of a certain
work. Helps to develop reading comprehension and critical thinking skills.
Used literature:
1.
Husanboyeva Q, Niyozmetova R. Adabiyot o‘qitish metodikasi.T:. 2018
2.
Yo‘ldoshev Q. Adabiyot o`qitishning ilmiy-nazariy asoslari. – Monografiya.
T.: O‘qituvchi,1996.
3.
Yo‘ldoshev Q. Yo‘ldosh M. Badiiy tahlil asoslari. – Toshkent.: Kamalak, 2016.
4.
https://uz.wikipedia.org/wiki/Tanqidiy_fikrlash
5.
https://openidea.uz/index.php/idea/article/view/736
6.
https://vbudushee.ru/upload/lib/24_%D0%A2%D0%BE%D0%BB%D1%81%D1
%82%D1%8B%D0%B9-%D0%B8-
%D1%82%D0%BE%D0%BD%D0%BA%D0%B8%D0%B9-
%D0%B2%D0%BE%D0%BF%D1%80%D0%BE%D1%81.pdf)
