FORMATION OF CRITICAL THINKING IN STUDENTS OF HIGHER EDUCATION

Abstract

The article proves the relevance of the problem of developing students' critical thinking. The strategy of forming students' critical thinking is considered, the stages of introducing educational technologies aimed at forming students' critical thinking into the educational process are described. Attention is paid to the methodological features of implementing each stage in the educational process. Various approaches and features of developing students' critical thinking are considered, special emphasis is placed on using an activity approach to developing critical thinking through practical activities. Personnel development is one of the main tasks of education today, since there is a need for critically thinking people who are able to question established opinions and judgments, conduct a dialogue, determine the nature of problems and ways to solve them, and always distinguish verifiable facts from assumptions and personal opinions. The development of critical thinking is an interdisciplinary and universal strategy. This is an educational outcome, that is, the ability to work in different fields of knowledge, to clearly and accurately express ideas orally and in writing, to form personal perspectives based on understanding different experiences, ideas and perceptions, to solve problems, to take responsibility for one's own education, to work in groups. The article analyzes the content of critical thinking from different scientific points of view, determines the organizational and pedagogical conditions that contribute to its development in students of higher education institutions. The stages of the technology of forming critical thinking are described in detail and teaching methods that stimulate its development are presented. The potential for the formation of critical thinking in students through the development of professionally significant techniques of mental activity is discussed, such as the ability to assess the truthfulness of the information received, the ability to analyze it, draw correct conclusions, and make the right decisions. The presented results may be useful to university lecturers, school teachers, and students of higher education institutions.