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ПЕДИАТРИЯ
Nowadays, the development of critical
thinking in students is considered one of the tasks of
foreign language teachers. It is also a way of
motivating students to learn foreign language. So,
what is critical thinking? This is an objective
assessment of a situation or event, a person's ability to
question incoming information and even his own
beliefs and conclusions. This article discusses the use
of critical thinking technology techniques. Critical
thinking, critical thinking technology, methods of
teaching foreign language, foreign language, graphic
organizers, method, cluster, Venn diagram, formation
of communicative competence, techniques, and
cognitive activity.
Critical thinking is aimed at achieving
understanding, evaluating different points of view and
solving a problem. The technology of critical thinking
has been discussed by various educators such as
Lipmann (1991), Norris and Ennis (1989) and Siegel
(1988)
1
Promoting critical thinking in students is
important for several reasons.
Firstly, if language learners can take
responsibility for their own thinking, they can control
and evaluate their own ways of learning more
successfully.
Secondly, critical thinking expands the learning
experience of students and makes language more
meaningful to them.
Finally, critical thinking has a high degree of
correlation with student achievement.
The basis of the technology is the three-phase
structure of the lesson: challenge, comprehension,
reflection. Each phase has its own goals and
objectives, as well as a set of characteristic techniques
aimed first at activating research and creative activity,
and then at comprehending and generalizing the
acquired knowledge.
Materials and methods
This investigation is concerned to linguistic and
methods of teaching EL, so we learn various sources
and literature, and use the methods of scientific
investigation as analyses, syntheses, deduction.
A teacher working within the technology of
critical thinking, should be well aware that his work
would be productive if the informative material is
correctly selected, conductive to the development of
critical thinking and a method of teaching. Critical
thinking is the fulcrum, the natural way interacting with
ideas and information. We are facing a problem choice
of information. Skills are required not only to master it,
but also to critically evaluate, reflect, apply. Receiving
new information
Students must learn to view it from different points of
view, draw conclusions about its value and accuracy.
On lessons foreign language, it is necessary to involve
information in which the student should be aware that
learning a foreign language is more degree is connected
with his personality and interests, rather than with given
Results
In English classes at a medical school, my
colleagues and I often use critical thinking technology
techniques, such as a cluster, a categorical table,
brainstorming, a graphical organizer of the ZHU, a
fishbone, Venn diagram, fishbone, INSERT method, the
Case Study method, etc.
Each of these techniques has its own
advantages, effectiveness in a foreign language lesson
when analyzing educational material.
When presenting new material, the teacher
often uses brainstorming. For example, in the first year,
students discuss the term neurons and ask questions:
What are neurons?
What system do they belong to?
What is a job of neurons?
I I I (I know, I want to know, I have learnt)
graphic organizer is a convenient method of structuring
and systematizing the studied material. In the
educational process, there is a two-way activity: both on
the part of the teacher and on the part of the students
when filling out the table. Students learn to correlate the
already familiar with the new, to determine their
cognitive needs, while relying on already known
information. So, when studying the topic of Lobular
Pneumonia and its treatment, students first fill out the
first two items I know (I know) and I want to know (I
want to know), and then look for the answer to the
question I learned (I’ve learned).
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Davletyarova N.I., Tolipova Sh.Sh.
USING CRITICAL THINKING TECHNOLOGIES IN FOREIGN LANGUAGE CLASSROOM
Tashkent pediatric medical institute
273
By this way, students analyze and comprehend the
material given by the teacher. Using graphic organizers
in teaching material facilitates to better learning and
memorizing the task.
One of the effective methods of critical
thinking
technology is
the Venn diagram.
Consequently, during the classes on the topic Diseases
of alimentary tract in the second year, students fill in the
Venn diagram, comparing the similarities and
differences between chronic gastritis and Gastric and
duodenal ulcers, analyzing the clinical manifestations,
symptoms and causes of the disease.
A cluster is also a way of graphic organization
of material, reflecting a non-linear form of thinking. It
facilitates to critical thinking of students. The structure
of cluster is in following way:
-
in the middle of blank sheet (whiteboard), a key
word or sentence on the topic of the lesson is written;
-
at round it, in selected blocks, the words or sentences
are collected and express ideas, facts, images that arise
in association with the topic among students;
-
the blocks are connected into "clusters", united by
logical links.
The result is a structure that graphically
displays the information field of a given topic. On its
basis, the students can talk about the topic.
I would especially like to mention the role of
the case method in teaching a foreign language. Group
work is carried out on each case. Students in groups
discuss the problem. At first, they introduce to the
problem, analyze additional information. Then comes
the search for solutions and the presentation of the
result.
The process of methodological solution of the
tasks consists of 2 stages:
-
the preparatory work of the teacher and the student;
-
their activities in the classroom.
The preparatory work of the teacher consists in finding
material, preparing tasks for its analysis and planning
the lesson. The student's homework includes a thorough
study and study of the case materials, completing
assignments for it, a selection of lexical means and
colloquial formulas. In the classroom, the teacher
conducts an introductory conversation, forms small
groups and organizes a discussion. Then she evaluates
the contribution of each student to the analysis of the
situation and makes a final speech.
Conclusion
To sum up, I would like to note that the goals
of the technology for the development of critical
thinking meet the goals of education at the present stage.
They form the intellectual qualities of the individual;
equip the student and teacher with ways of working with
information, methods of organizing learning, self-
education.
Foreign language lessons contribute to the
development of critical thinking through a variety of
material and interactive approaches. The technology of
developing critical thinking through reading and writing
stands out among the innovative pedagogical ideas. It is
a successful combination of problembased and
productive learning with the technology of the lesson,
effective methods and techniques. Using the "Critical
Thinking" technology in foreign language lessons, the
teacher develops the student's personality, primarily
through direct teaching of a foreign language, resulting
in the formation of communicative competence, which
provides comfortable conditions for cognitive activity
and selfimprovement.
References
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I know
I want to know
I’ve learnt
Lobular pneumonia is a disease of
the lungs caused by virus and
bacteria
about the ways of treatment of
disease
Antibiotics treat lobular
pneumonia.
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