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How to develop critical thinking when using independent
learning skills
Sevara RUSTAMOVA
1
, Munira ABSAMATOVA
2
Samarkand state institute of foreign languages
ARTICLE INFO
ABSTRACT
Article history:
Received October 2021
Received in revised form
15 October 2021
Accepted 20 November 2021
Available online
15 December 2021
At the same time, among the teachers of higher education,
there is an opinion that critical thinking of students is formed in
the educational process automatically, and it reaches the highest
level in professional activity only as a result of many years of
experience. But practice and research do not confirm a direct
relationship between the length of service of a specialist and the
level of formation of critical thinking. Therefore, an important
task of vocational education is the search for technologies for the
purposeful and systematic formation of critical thinking of
students already at the stage of vocational training. This article is
also about organizing critical thinking in student independent
learning.
2181-
1415/© 202
1 in Science LLC.
https://doi.org/10.47689/2181-1415-vol2-iss11/S-pp
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
student
’
s activity,
thinking, critical thinking,
modern education,
self-learning,
independent study,
criticism.
Mustaqil
o‘
qish k
o‘
nikmalarida taniqidiy fikrlashni qanday
rivojlantirish mumkin?
ANNOTATSIYA
Kalit s
o‘
zlar:
talaba faolligi va tafakkuri,
tanqidiy fikrlash,
zamonaviy ta
’
lim,
o‘
z-
o‘
zini
o‘
qitish,
mustaqil ta
’
lim,
tanqid.
Oliy ta
’
lim muassasalari
o‘
qituvchilari orasida talabalarning
tanqidiy fikrlashi
o‘
quv jarayonida
o‘
z-
o‘
zidan shakllanadi va u
k
o‘
p yillik tajriba natijasidagina kasbiy faoliyatda eng yuqori
ch
o‘
qqiga chiqadi, degan fikr mavjud. Ammo amaliyot va
tadqiqotlar mutaxassisning ish staji va tanqidiy fikrlashni
shakllantirish darajasi
o‘
rtasidagi t
o‘g‘
ridan t
o‘g‘
ri bo
g‘
liqlikni
tasdiqlamaydi. Shu sababli kasb-hunar ta
’
limining muhim
vazifasi
–
bu kasbiy tayyorgarlik bosqichida
o‘
quvchilarning
1
Lecturer of the department of theory and practice of translation, Samarkand state institute of foreign languages.
Samarkand, Uzbekistan.
2
Senior lecturer department of theory and practice of translation. Samarkand state institute of foreign languages.
Samarkand, Uzbekistan.
Жамият
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345
tanqidiy fikrlashini maqsadli va tizimli shakllantirish uchun
texnologiyalarni izlashdir. Ushbu maqola ham talabalarning
mustaqil bilim olishida tanqidiy fikrlashni tashkil etishga
qaratilgan.
Как развивать критическое мышление при использовании
независимых навыков обучения
АННОТАЦИЯ
Ключевые слова:
деятельность студента,
мышление,
критическое мышление,
современное образование,
самообучение,
самостоятельное
обучение,
критика.
На сегодняшнее время, среди преподавателей вузов
бытует мнение, что критическое мышление студентов
формируется
в
учебном
процессе
автоматически.
А в профессиональной деятельности оно достигает
наивысшего уровня, только в результате многолетнего
опыта. Но практика и исследования не подтверждают, такой
прямой, зависимости между стажем работы специалиста и
уровнем
сформированности критического мышления.
Поэтому, важной задачей профессионального образования,
является поиск технологий для целенаправленного и
систематического формирования критического мышления
студентов уже на начальном этапе профессиональной
подготовки. Данная статья, также посвящена организации
критического мышления в процессе самостоятельного
обучения студентов.
In the psychological dictionary: “Thinking is a process of reflection of objects, insofar
as it is a creative transformation of their subjective images in human consciousness, their
meaning and meaning for resolving real contradictions in the circumstances of people
’
s
life, for the formation of its new goals, the discovery of new means and plans their
achievements
” [9, 77].
A.N. Leont
’ev defines thinking as “the process of conscious reflection of reality in
such objective properties, connections and relations, which include objects inaccessible to
direct sensory perception” [7, 27].
The representative of cognitive psychology R. Solso offers the following definition:
“Thinking is a process by which a new mental representation is formed; it does this by
transforming information, achieved through a complex interplay of mental attributes of
judgment, abstraction, reasoning, imagination, and problem solving. Thinking is the most
meaningful element of the three components of the mental process and it is characterized
by comprehensiveness rather than exclusiveness” [10, 459].
The modern society in which we live, in which the young generation is growing,
makes new demands on the individual. Now the tasks of the school and the entire
educational process are: the extraction and processing of information, the selection of the
main one, quick orientation in a specific situation, and, therefore, the role of the teacher is
to bring up a new kind of student: a socially adapted personality.
If the teacher adheres to a student-centered approach, then the learning process can
be made effective and joyful for every child. With this approach, teacher and student work
together to achieve a common goal. At the same time, the teacher often acts only as an
Жамият
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organizer of the learning process, a group leader, a creator of conditions for students’
initiative.
The implementation of critical thinking, and, therefore, its formation to a certain
extent is possible at all stages, wherever there is an alternative: when analyzing a problem
situation (analysis requires a critical attitude); in the speech formulation of the problem;
when putting forward a hypothesis, since critical thinking is associated with proof and
refutation, with affirmation and denial. This is where creative thinking becomes critical.
There is an assumption that human creativity is associated with two sides of creative
thinking
–
with synthetic thinking (analysis, synthesis, comparison, generalization, etc.)
and with an insert, guess, insight, that is, unexpectedly arising in consciousness human
idea of solving the problem [8].
Learning becomes effective only with self-learning, it is the most durable and lasts
for a long time, and self-assessment serves as a support for it. Many authors define critical
thinking as an assessment that is based on criteria, this assessment “can be directed by a
person to the outside world, to ot
her people’s thoughts and to himself, to his own thoughts.
This is the content of criticality and self-
criticism of thinking” [12].
In the study of
M.
Veksler, the concept of “critical thinking” is considered as “the process of solving a
problem, including a different discussion of the process and results of labor, their
assessment. This assessment can be expressed in the detection of an error, or in the
establishment of a positive, valuable in objects and phenomena, or in the establishment of
the truth of
the discussed fact, idea” [4].
“Critical thinking is a way of thinking aimed at identifying the structural features of
reasoning, checking the correlation between reasonably put forward theses and their
corresponding arguments, evaluating the theses put forward, characterizing the contexts
of reasoning, taking into account the peculiarities author and reader, opponent and
proponent” [10].
“Critical thinking presupposes: the skill of reflection on one’s own mental activity,
the development of analytical skills, the ability to work with concepts, judgments,
inferences, questions, the ability to evaluate the same skills in others. Critical thinking is
formed as a practical logic located within and depending on the context of reasoning and
the reasoning subject”
[10].
From the point of view of the objectives of our research, consideration of the
characteristics of critical thinking is of particular interest. A number of theoretical and
experimental works have shown the most important characteristics of critical thinking.
These include:
• independence of thinking;
• curiosity;
• formulating the problem and finding a way out of the current situation;
• making deliberate decisions;
• expressing your point of view.
To activate the student’s mental activity, it is
necessary to solve three problems at
the same time:
Choose a form of work in the lesson that can interest a student of any level of
training, involve the whole class in a joint learning process.
Determine for everyone a part of the general problem that is feasible for him,
implementing a differentiated approach to learning.
To remove from a weak student the fear of a bad grade in case of an incorrect
answer, to
“
liberate
”
the process of his thinking.
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One of the effective ways to solve these problems is the widespread introduction of
the technology of critical thinking into the practice of the lesson.
The modern world is a dynamically developing system. To become successful and
achieve the desired result, we need to constantly develop and improve. As noted by
scientists, the achievement of this goal is impossible if a person does not have the skills
and abilities of critical thinking. While those who have well-developed critical thinking,
cope with complex and seemingly overwhelming problems. Such people are able to clearly
and clearly formulate the essence of the issue, collect and select information, make
informed conclusions, and then check them.
Let us single out two groups of conditions that are necessary to create learning that
promotes the development of thinking
–
these are pedagogical and didactic [6]. The
pedagogical conditions for the formation of high-level thinking skills include:
–
inclusion in educational standards and programs of goals aimed at the formation
of thinking; content for the development of criticality of mind, analysis, introspection,
synthesis, logic and creativity of the student;
–
the allocation of professional competencies and a system of skills and abilities to
think logically and critically;
–
training of teaching staff with professional competencies in the field of high-level
thinking;
–
knowledge about the methods and ways of its formation;
–
coordination of research in the field of thinking development and the exchange of
experience of researchers and teachers in the field of innovations in thinking formation
technologies through publications, conferences, seminars, master classes and special
projects.
Didactic conditions include:
–
development of a special course and the inclusion in the content of assignments,
problems, exercises, cases, projects aimed at practicing mental skills associated with
complex mental operations, such as analysis, synthesis, critical assessment, generation of
ideas;
–
availability of diagnostic methods for determining the level of thinking, taking into
account age characteristics, abilities and life experience of students;
–
the elaboration of interdisciplinary technology for the formation of thinking.
Learning to think occurs with the help of the
“
language of thinking
”
, which is used
by both the teacher and the student. Language allows you to focus on the process of
meaningful learning and to trace the differences between shallow and deep thinking.
Discussion helps people think and students learn to think. One of the most common
language aids is teacher questions. There are different types of questions. Each type
assumes a different type of response, because it actualizes, involves some side of thinking
in the work. The work of B. Bloom and his colleagues
“
Taxonomy of educational tasks
”
was
a useful tool for assessing the level of development of thinking. This taxonomy also allows
us to distinguish among the questions we ask, questions of
“
lower
”
and
“
higher
”
order. So,
at the
“
lower
”
level, there will be questions that require learning or retrieving facts from
memory and understanding concepts or ideas. As you move to the top level, questions arise
that require the application of ideas, the analysis of evidence, the synthesis of several ideas
to obtain new solutions and the assessment of the entire line of reasoning.
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The most common method of developing critical thinking is independent learning.
There are many types of independent education. Each type involves a different type of
response because it involves some aspect of thinking at work. The Taxonomy of
Educational Tasks by B. Bloom and colleagues has been a useful tool in assessing the level
of development of thinking. This taxonomy also allows us to differentiate between the
tasks we give, the “bottom” and “top” order questions. Thus,
at the “lower” level, tasks arise
that require learning or retrieving facts from memory and understanding concepts or
ideas. When you get to the next level, you will be given tasks that require you to apply
ideas, analyze evidence, synthesize multiple ideas to come up with new solutions, and
evaluate the entire line of thinking. There is a direct correlation between the teacher, i.e.
the questions we ask, the tasks, and the levels of thinking that are achieved in answering
them. Often forgotten is an important part of meaningful learning
–
the ability to think
independently. In a traditional education system, students only answer questions, don’t
ask them, don’t think independently.
Over the years, students sit in classrooms, where
teachers ask questions that they already know the answers to. The real problem, which is
an integral part of any study, is rare. According to Methodists and psychologists, a
meaningful educational culture should be built on complex issues that are really
problematic for teachers and students. Any question is about risk, because by asking it, we
acknowledge that we lack knowledge in this area. However, to develop thinking skills, it is
important in principle to create an environment where students can freely ask questions
on the topic being studied and address the teacher and each other.
It is known that various graphical methods of presenting information play an
important role in the thinking processes of independent study, in particular:
1
–
It is easier to see the problem being studied using graphical diagrams;
2
–
Graphic diagrams help students visualize and understand the structure of the
problem being solved;
3
–
When information is presented graphically, it becomes easier to create new
ideas;
4
–
Motivation increases, ideas become easier to understand: the human brain is
constantly in need of graphic images;
5
–
Using graphic schemes, you can
“
shake
”
your mind, make it more flexible, mobile,
get rid of stereotypes, turn dogmatic thinking into critical thinking;
6
–
There are many time-tested methods of developing creativity, and many of them
include graphic-based methods. Even a simple spatial image stimulates the brain to create
new ideas more effectively than many words.
What is the student’s activity as an active
, not passive, participant in such a learning
process? First, he must be taught how to work with information, as well as teach him to
use various forms of teaching, methods and techniques. Secondly, to teach introspection
and self-assessment of the level o
f one’s own readiness for critical assimilation of the
material and analysis of the critical potential of the problem, to use a combination of
performing and partial-search teaching methods when performing educational tasks and
various types of criticism (criticism
–
analogy, criticism
–
praise, criticism
–
concern etc.).
Search methods of teaching are used when performing creative work, therefore, it is
necessary to provide the student with such a type of activity as a creative project or case-
study in full measure. In other words, in order to ensure the formation of high-level
thinking skills in English lessons, the teacher should adhere to practical recommendations:
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to provide an understanding of what thinking skills are needed; teach to ask questions;
teach to identify the causes of the phenomena; to teach the art of argumentation, to teach
how to evaluate the results of one’s activities, to teach the transfer of methods and
techniques of critical analysis to new situations, to apply thinking competencies when
performing independent work (reviewing, resolving critical situations, analyzing data
from Internet resources, books, public speaking).
So, the formation of high-level thinking is becoming a value-semantic landmark of
modern education. The emerging urgent need not only to educate students, but also to
develop their thinking, creativity, generating ideas and building logical connections
requires the teacher to take a modern view of his studies, critical assessment and analysis
of the effectiveness of his studies, more thorough and thoughtful preparation for several
lessons ahead. We must be clearly aware of what we want to get from the student, what
they should achieve and how to come to this result. Based on this, the teacher is able to
optimize the learning process, increase its efficiency and the effectiveness of his work and
observe positive dynamics in the group of his students.
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