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PEDAGOGICAL-PSYCHOLOGICAL ASPECTS OF THE PROBLEM OF
DEVELOPING STUDENTS' CRITICAL THINKING.
Nasimova Z.I.
Doctoral student of Bukhara State University
Annotation:
The system of higher education is designed to develop critical thinking, to orient
students towards mastering creative ways of solving life problems, self-development and self-
education.
There are no clear paths to critical thinking. However, there is a specific set of learning
environments that can be used to develop critical thinkers.
Key words:
memory, mental activity, critical thinking, memorization, understanding, idea,
curiosity, discussion, proof, confirmation.
TALABALARNING TANQIDIY FIKRLASHINI RIVOJLANTIRISH
MUAMMOSINING PEDAGOGIK-PSIXOLOGIK JIHATLARI.
Annotatsiya:
Oliy ta'lim tizimi tanqidiy fikrlashni rivojlantirish, talabalarni hayotiy
muammolarni hal yetishning ijodiy yo'llarini yegallashga yo'naltirish, o'z-o'zini rivojlantirish va
o'z-o'zini tarbiyalashga mo'ljallangan.
Tanqidiy fikrlashga olib boradigan aniq-ravshan yo'llar yo'q. Biroq o'qitish shartlarining
muayyan to'plami borki, uning yordamida tanqidiy fikrlovchilarni tabiyalash mumkin.
Kalit so'zlar:
xotira, aqliy faoliyat, tanqidiy fikrlash, esda saqlash, tushunish, g'oya,
qiziquvchanlik, muhokama, dalil, tasdiqlash.
ПЕДАГОГИКО-ПСИХОЛОГИЧЕСКИЕ АСПЕКТЫ ПРОБЛЕМЫ РАЗВИТИЯ
КРИТИЧЕСКОГО МЫШЛЕНИЯ СТУДЕНТОВ.
Аннотация:
Система высшего образования призвана развивать критическое мышление,
ориентировать студентов на овладение творческими способами решения жизненных задач,
саморазвитием и самообразованием.
Нет четких путей к критическому мышлению. Однако существует определенный набор
условий обучения, которые можно использовать для воспитания критически мыслящих
людей.
Ключевые слова:
память, мыслительная деятельность, критическое мышление,
запоминание,
понимание,
идея,
любопытство,
обсуждение,
доказательство,
подтверждение.
Critical thinking is a positive skill that allows us to successfully meet the requirements of the
21st century, helping us to understand more deeply what we are studying and doing. In the
literature, you can find various definitions of this concept. Before talking about this concept, let's
look at some mental activity skills, but they cannot be called critical thinking. Remembering is
the most important thinking process, without which the learning process cannot be carried out,
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but it is fundamentally different from critical thinking. The computer's memory is much better
than ours, but remembering does not mean critical thinking. Most teachers value the
development of memory more than any thinking, and in tests and exams they mainly check the
scope of students' memory. But supporters of critical thinking mean more complex types of
mental activity. Another type of “uncritical thinking” that is indispensable for the learning
process is related to understanding complex ideas. In biology and mathematics, history and
literature, students sometimes “struggle” a lot to understand what the teacher says or what is
written in the textbook.
Comprehension is a complex mental process, especially if the educational material is difficult.
For example, a student is struggling to understand a complex theorem. Of course, complex
mental processes are taking place in his brain, but this cannot yet be called critical thinking.
While we are working on understanding the ideas of others, our own thinking is initially weak: in
this case, we only perceive what has been created by someone before us, while critical thinking
occurs when new, already understood ideas are examined, evaluated, developed and applied.
Remembering evidence and understanding ideas are prerequisites for critical thinking, but they
do not constitute critical thinking in their entirety.
Critical thinking is a complex process of creatively combining ideas and possibilities, rethinking
and reconstructing concepts and information. It is also a process that occurs simultaneously at
several levels of active and interactive cognition.
A critical thinker is less susceptible to deception and, having his own system of views, is free
from various dangers. In critical thinking, ideas and their significance are considered from a
multifaceted perspective and compared with other ideas. This is the highest level of thinking,
which is an intellectual activity, in which special attention is paid to analysis, comparison,
interpretation, application, argumentation, innovation, problem solving or evaluation of the
thought process. Critical thinking develops communication and teamwork skills. Critical
thinking brings excitement to the learning process, making lessons a joy for both the teacher and
the student.
Developing critical thinking is not easy. It is not something that can be taught at a certain age
and forgotten. There are no clear-cut paths to critical thinking. However, there is a certain set of
teaching conditions that can help to nurture critical thinkers. In particular, the following
conditions are necessary:
1. Provide time and opportunity to gain experience in critical thinking.
2. Give students the opportunity to think.
3. Accept different ideas and opinions.
4. Allow students to actively participate in the learning process.
5. Reassure students that no one will laugh at them.
6. Reassure each student that he or she is capable of critical thinking.
7. Value the emergence of critical thinking.
At the same time, students:
1. Must develop self-confidence and understand the value of their own ideas and opinions.
2. Must actively participate in the educational process.
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3. Must listen to different opinions with respect.
4. Must be willing to form their own opinions or refrain from doing so.
The elements of critical thinking are:
- critical thinking is independent thinking;
- information is the beginning of critical thinking;
- critical thinking begins with identifying a problem that needs to be posed and solved;
- critical thinking seeks reliable evidence;
- critical thinking is social thinking.
First, critical thinking is independent thinking. When the lesson is created according to the
principles of critical thinking, each participant has his own idea, assessment and belief, excluding
others. We can only think like this for ourselves.
So, only when thinking has a single-ordered character, it can be called critical thinking. Students
should have the freedom to use their mind, thinking and find answers to even the most complex
questions on their own. Each student decides for himself how to think. Thus, independence is
one of the most important aspects of critical thinking.
Secondly, information is not the result of critical thinking, but its beginning. Knowledge is
considered a motivating factor that encourages a person to think critically. Sometimes it is also
said that “it is difficult to think with an empty head”. To create a complex thought, it is necessary
to process a lot of “raw material” - facts, ideas, texts, theories, information, concepts. Critical
thinking is possible at any age: not only students, but even first-graders have life experience and
knowledge. Children's thinking skills are further improved as a result of education. Even very
young children are capable of critical thinking and completely independent thinking. It is thanks
to critical thinking that the usual cognitive process acquires individuality and clarity, coherence
and productivity.
Thirdly, critical thinking begins with identifying a problem that requires posing and solving a
question. Humanity is curious by nature. When we notice something new, we naturally want to
know its essence. When we see some historical monument, we have a desire to get inside it. “In
the whole animal kingdom,” writes the chemist and philosopher Michael Polonius, “beginning
with the simplest form, the worm, perhaps even the amoeba, we observe the movement of
literary prudence, the activity of inquiry not dependent on the immediate satisfaction of a need:
the striving of every living being to control its environment with intelligence” [1,41-b].
Curiosity is an indispensable characteristic of any living being. This characteristic is especially
strong in young children. However, the real process of cognition at any stage is determined by
the student’s problem-solving. The search for answers to questions arising from his own personal
interests and needs.
American philosopher and educator J. Dewey said that critical thinking emerges in students only
when they begin to deal with a specific problem. “The most important question that is considered
the starting point of the learning process, related to a situation or event, is the question of what
kind of problem this event creates.” “Only when struggling with a specific problem and looking
for his own way out of a difficult situation, does the student really think” [2, 34-b]. From this it
can be concluded that the teacher, preparing for the lesson, needs to identify the range of
problems that students may encounter, and then prepare students to formulate these problems
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independently. Thanks to critical thinking, studying turns from the old “school” work into a
purposeful, meaningful activity, and during this activity students perform real mental work and
solve real life problems. They seek and find answers to questions that interest them by gathering
evidence, analyzing texts, comparing equally strong points of view, and using the capabilities of
the team. Fourth, critical thinking seeks convincing evidence. A critical thinker finds his own
solution to a problem and supports this decision with reasonable, well-founded evidence. He
recognizes that there may be other decisions, but tries to prove that the decision he has chosen is
the most logical and reasonable in comparison with others. Any convincing argument consists of
three main parts. Argument - the center of the argument, its content (sometimes it is called a
thesis, main idea, or principle). The argument is supported by several arguments. Each of the
arguments, in turn, is supported by evidence.
Statistics, a passage of text, personal experience, in general, any ideas that help to prove this
convincing argument and can be recognized by other participants in the discussion can be used
as evidence. All of the above-mentioned parts of persuasive argument rest on the fourth part, the
basis. The basis is the starting point of some guiding calculation, common to the speaker, the
writer, and his audience, and it is the basis for all persuasive arguments. Persuasive arguments
are only effective when they take into account the existence, or exaggeration, or acceptance of
counterarguments. The recognition of other points of view further enhances the power of
persuasive arguments. Armed with highly convincing arguments, a critical thinker can challenge
even the most established opinion, and in practice, it is impossible to change such a person's
opinion. Fifth, critical thinking is also social (every person is a social organism). Any idea is
only sharpened when it is shared with others, or as the philosopher Hannah Arendt wrote:
“Being in someone’s presence makes me whole” [3,5-b]. When we argue, read, participate in
discussions, object, and exchange ideas with others, we clarify and deepen our point of view.
That is why teachers working in the direction of critical thinking strive to use various forms of
working in pairs or groups in their materials, effectively use debates and discussions, and use
various forms of students’ presentation of their written work. In general, any critical thinker
works with a team and solves tasks that are much broader than just constructing his own
personality. That is why a teacher working in the direction of critical thinking pays more
attention to the formation of qualities necessary for effective mutual exchange of ideas, such as:
restraint, learning to listen to others, responsibility for one’s own opinion. Thus,
these teachers manage to bring the learning process closer to real life outside the classroom.
Critical thinking is more clearly manifested in writing. In writing, it is possible to observe the
thinking process, and this also creates convenience for the teacher. The student who writes is
always active. He always thinks independently, and in doing so, he uses all the knowledge he has.
He puts together sufficiently reliable arguments to strengthen his opinion.
In addition, it is social in nature. Because the writer writes for the reader. The most valuable
thing for the student is the teacher's interest in his work and respect for him, the opportunity to
share his thoughts with classmates, other teachers, parents, and even strangers. Therefore,
writing can be considered the most important tool for critical thinking.
List of used literature:
1. University Sacremento 4 I Meyers C (1986) Teaching Students to Think Critically: A Guide
for Faculty in All Disciplines San Francisco: Jossey-Bass. C.41 )
2. David Cluster. What is critical thinking? Translator K. Ishmatov. SOROS "Fundamentals
of critical thinking" program.
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3. Arendt H. (1977) Thinking New York: Harcourt. )
4. Sovremennyy slovar po pedagogike / Sost. E.S. Rapatsevich. - Minsk: Sovremennoe
slovo, 2001. — 357 p.
5. Written based on the authorship of Muslimov N.A. Monograph entitled "Technology of
formation of professional competence of teachers of vocational education". Science and
technology.: 2013. 6-10 b
6. Yoldoshev J. Usmanov S.A. Fundamentals of pedagogical technology. Manual. -
Tashkent: Teacher, 2004. - 104 p.
