Technology for the development of critical thinking is applied. Vikoristannya technology development of critical thinking
The main goal of TRKM is to learn how to comprehend and independently work first with the initial material, and then with other pieces of information. The authors of the technology for developing critical thinking through additional reading and writing are American teachers Charles Temple, Jeanie Steele, Kurt Meredith. Russia has been implementing it since the mid-90s. The technology is based on:
· Dialogical concept of culture by M. Bakhtin-V. Biblera
· Psychological studies of L. Vigotsky, J. Piazhe et al.
· Pedagogy of Spіvpratsi Sh. Amonashvili
What is more critical than thought? This is my idea:
· Vilna
· independent
Reflexive
· evaluation
· more analytical
Technology algorithm for developing critical thinking:
Technological stages of the lesson
Viklik:
- Updating existing knowledge;
- awakening interest to the exclusion of new information;
- setting learning goals
Understanding the place:
- Retrieving new information;
- correction of the learned marks of the beginning
Stage III
Reflection:
Rozdumi, people of new knowledge;
- Setting new goals for development
VIKLIK
The activity of the teacher- Aimed at encouraging students to already have a clear knowledge of nutrition, what they study, activation of their activities, motivation for further work
Activity of the study - Learn what you know from the material, what you are learning (to avoid learning), systematize the information before learning new material, put food on what you want to remove.
You can adopt this method - Folding list of visible information:
Rozpovid - proposition behind the keywords;
Systematization of the material (graphic): clusters, tables;
True and untrue assertions;
The logical lanyards are mixed up.
Information received at the call stage is heard, recorded, discussed. The work is carried out individually, in pairs and groups.
II. Understanding the place
The activity of the teacher - It is aimed at preserving the interest of those who work closely with new information, moving from knowledge of the “old” to the “new”.
Activity of students - The student reads the text, listens, vikory and active reading methods, makes marks in the margins and takes notes on the understanding of new information.
You can adopt this method - Methods of active reading: marking with additional “V” signs. "?" "+", (in the margin);
search for evidence in the first part of the nutrition lesson.
III. Reflection
The activity of the teacher- the reader should turn his/her notes to the beginning of the entries; make changes. additional; dates creative. Pre-slednytska zadannya s urakhuvanii vcheniy information.
Activity of students- Learners convey “new” information from “old” information, vikorist knowledge, acquired at the stage of understanding the place.
You can adopt this method - Cluster filling, table. Establishment of causal and hereditary connections between blocks of information. Turned to the key words, true and false assertions. Organization of various types of discussions.
At the stage of reflection, analysis, creative processing, and interpretation of the learned information are carried out. Work is carried out individually, in pairs and groups
Adopt RKM technologies
1. "Inventory"- Folding list of visible information
· Learn to write down (voice individually at the stage or after discussion in pairs) information on the topic. Next, report new information explicitly and add to it.
2. “Why do you believe...?”- true and false affirmation
· At the response stage, students, collecting “true statements” from those stated by the teacher, describe the given topic (situation, setting, system of rules).
· At the stage of comprehension and reflection, working with new information, they check the correctness of the cob choice.
3. Key words
· The teacher identifies the key words - the students indicate the topic of the lesson behind them (either the task, or the transfer of text, etc.)
4. “Thin” and “totsti” food
Tovstі food: Explain why...? Why do you respect...? Why is there a difference...? Let it go, what will happen, what...?
Subtle foods: Who? What? If? De?What day are you...? Chi right...?
5. Table ZHU "I know - I want to know - I know."
6. “INSERT” technique - marking the text with icons in the world of your reading
I – interactive - interactive N – noting - different S – system - system E – effective - for effective R - reading and - reading
T - thinking - think about it
I will accept:
1. Reading the text with markings:
· "V" - already known "+" - new "-" - I think differently, not suitable "?" - not understanding, but nutrition
7. Zigzag – group robot with text
This is a systematization of great material, in which the text is broken down into meaning and lessons for mutual understanding. A number of lessons can be learned from a number of group members. Kozhen learns to work with his text, after completing the work, the learner moves on to other groups of experts. New groups are formed in such a way that each one gets together with the same groups. Experts put together a secret presentation scheme on the topic. Then the scientists talk to the cob group, where the fakes emerge from all sorts of semantics. Let each of them know their text to other members of the group
8. Effective lecture
· Victimization stage: after discussing in pairs, students fill in column 1 of the “Flight Log” table – “What do we know about this topic.”
· Stage of understanding (stages of listening to lectures): each stage of learning is individually indicated in the 1st column of the table with the signs + and – correctness, omit and briefly fill in the 2nd column “new information”.
· Reflection stage: students in pairs create 1 and 2 graphs, discuss the results of the work.
· Pidsumkova reflection: collective discussion of the results of work
9.Cluster (“grona”)- a graphical method of systematizing the material; the identification of semantic units of tests and their graphic design in the designated order of appearance
10. Syncwine is the essence of synthesizing information in a laconic form, which allows you to describe the essence of a concept or create reflection on the basis of abstracted knowledge.
11. R A F T - The idea of whoever writes and reveals chooses a singing role, then. The writing of the text is silent from its denunciation. For fearful, restless students, this removes the fear of self-inflicted learning.
· R - role, from whose individual the text is composed
· A-audience to whom the text is addressed
F-shape
· T - theme
Use of technology techniques at different stages of the algorithm
Wikliku stage
· “Inventory”
· “Where do you believe?”
· "Key words"
· “Tonki” and “Tovsti” food
· Cluster, table, syncwine - with rotations at the 3rd stage
Stage of comprehension
· INSERT (reading with markings)
· Completed table - ZHU, buildings, “flight magazine” etc.
Zigzag
· Lecture
· Search the text for answers to questions
Reflection stage
· Power supply
· Cluster
· Sinkwine
· Verification of the agreed table
· Rotate to key words, correct and incorrect statements
· Vlasna reflexion – analysis and evaluation of the work
The effectiveness of vicoristic technology of critical thinking
CM has a technological aspect, which makes it possible to clearly organize the initial process and at the same time, in a complex way, the most important information and higher orders (discipline, clearly and respectfully completing the order);
The technological effectiveness of CM begins the study of the ability to independently process information, forms the independence of thought;
CM develops communication skills, the ability to conduct dialogue, and the ability to work with a team;
The CM technology is based on mutual interaction. Apparently, it’s easier to learn than others. Students are introduced to the role of a teacher. This raises your self-esteem and makes you feel confident in your own strength - this is the most effective way to work with informative text;
Transferring information one to another develops different types of communication: analytical, visual, auditory, reflective;
CM develops students' competence to self-regulation of initial activity and to self-awareness in general (the triphasic structure of the lesson conveys the obviousness of reflection at the skin stage to the lesson and, at the same time, in the area of reflection Ref. lexical analysis of problems that students are mastering, and the necessary mental development in them of techniques for independently setting tasks, hypotheses and solutions , criteria for evaluating the results.)
PHASE 1 “VIKLIK”.
PHAZI'S MESSAGE:
updating of existing knowledge, manifestation;
Awakening cognitive interest to those who are learning;
Students identify directly with the topic that is being studied;
PHASE 2 “IMPLEMENTATION OF ZMUSU” (COMPLISHMENT).
PHAZI'S MESSAGE:
organization of active work with text,
Satisfaction with cognitive “drinks”;
The form is set to the text;
PHASE 3 “REFLEX”.
ZAVDANNYA PHAZI-
the introduction of old and new phenomena;
Galvanization of the woven material;
Significance directly from further indoctrination by those.
Main phases of the TRCM
| Stage | Payment activity. Definition of this phase | Activities of students | You can use this method |
| Wikliku stage | The result is already obvious knowledge of nutrition, activation of students, motivation for further work. Adjustment and clarification of goals | “Guess” what we know about the food that is being taken (to learn), systematize the information before it is taken, set the food that we would like to cancel. Set powerful goals. | Added to the list of “video information”, the story is included in the keywords; - systematization of material (graphic) clusters; tables; true and false affirmations; mixed up logical lances too. |
| Information, taken from the first stage, is heard, recorded, discussed, and carried out individually - in pairs - in groups. | |||
| Stage of understanding (implementation) | Preserving interest in those intensive work with new information, moving from knowledge of the “old” to the “new”. | Read (listen) to the text, written in a vikoristic manner using active reading methods, make notes in the margins, or keep notes on the understanding of new information. To strengthen your understanding when working with the material you are learning, continue to actively construct the goals of your life. | methods of active reading: - marking “INSERT”; - keeping various records such as a personal account, a logbook; - search for the type of food in the first part of the lesson. |
| direct contact with new information (text, film, lecture, paragraph material), work is carried out individually or in pairs. | |||
| Reflection stage | Turn students up to the beginning of the records - start, organize the work from the training, supplement the training. Data are creative, innovative and practical tasks based on learned information. Reflexive analysis of directives to clarify the place of new material, prompting a further route to begin | Compare “new information” with “old”, vikoristic knowledge, rejected at the stage of comprehension. Vibrate the selection of information that provides the most significant insight into the essence of the research and will lead to the most significant implementation of previously set individual goals. They define new ideas and information in powerful words, independently generating causal connections. It is important that during the reflection process, students can independently evaluate their performance before they decide. | Replenishment of clusters; table, establishing causal links between blocks of information; - turning to key words, true and false statements; - Power supply indications; - organization of speaking and writing round tables; - Organization of various types of discussions; - writing creative works (pyativirsh – syncwinies, ese); - Research on other foods, etc. |
| Creative processing, analysis, interpretation, etc. The acquired information is carried out individually - in pairs - in groups. |
Actions to adopt technology and develop critical thinking
| This form of work contains one more reserve - this is the third of the table. Categories of information will become columns in the new table. Work at the completion stage can be continued: study in class or finish the task at home and fill out a new table. Apparently, the basic rules for working with the “ZHU” method: - Guess what you know about food, what you eat, write it down in the first column of the table; - Change your information resources; - try to organize obvious information before work with basic information, see categories of information; - supply food to those who are undergoing treatment; - Get to know the text (film, publication); - give feedback on the food that you yourself have supplied, write down your opinions in the third column of the table; - be surprised that it is not possible to expand the list of information categories, expand to a new category; - Practice with the third part of the table. Create a new table with a column showing how many categories of information you have seen. Save it. |
Priyom "goods and fine nutrition"
This method can be used in any phase of employment. There may be problems for independent beginner and household work. Thin foods are called simple, single-store foods that are produced in simple varieties at the same time. Nutrition products provide students with a higher level of thought: evaluation, analysis, synthesis, evaluation. Systematic implementation of this method requires students to correctly set nutrition and ensure their level of consistency. The power supply and inputs can be presented in a table or specified manually.
Table of "tovstikh" and "subtle" nutrition.
Priyom "sinkwine" The study is carried out at the stage of reflection, it allows students to show creativity and determine their presentation to the phenomenon that is being studied, the object, etc. Cinquain is the essence that enhances the synthesis of material in short speeches. Cinquain means (from the French translation) the number 5. In this way, it is the top that is made up of five rows.
Rules for writing syncwines:
1. In the first row, the topic is called in one word (call it by name).
2. The other row is described in those two words (two notes).
3. The third row is a description of the action within the framework of the whole with those three words (words, adjectives...).
4. The fourth row is a phrase with four words that shows the placement before those.
5. The remaining row is a synonym (metaphor) of one word, which conveys the essence of those.
"Cluster" by adopting a graphic classification of the material. The author of this technique is the American Goodlat.
This technique conveys the appearance of semantic units to the text and graphic design in order in the appearance of the outline. Description of the stages of technology in the development of critical thinking in this section of ideas for the additional cluster.
Robust notes, sketches for memory, and often intuitively, are divided into special order, arranged into categories. Our thoughts are no longer piled up, but “threatened”, so that they grow into a melodic order. The rules are very simple. We draw a model of the solar system: the star, the planets and their satellites. At the center of the mirror is our theme, around it are the planets - great meaningful units that connect them in a straight line with the mirror, each planet has its own satellites, and the satellites have theirs. The cluster system collects more information than you would otherwise be able to capture in your original email workflow.
This technique can be used both at the response stage and at the reflection stage. And you can start at the response stage and after understanding the information, continue and establish knowledge with the help of another cluster at the reflection stage.
Priyom "conceptual wheel" It is its own cluster, but there may be only one central zone, and it can also be victorious.
Priyom "Why do you believe Vi?" Vіdomy our vykladacham. You can compete at the response stage with the emerging truth at the reflection stage. This allows the student to reduce intellectual stress during all activities and gives the student “intrigue.” This technique allows you to critically evaluate the result. The work with the wikis is organized as follows:
1. The teacher asks where students can give evidence: so no;
2. at the click stage, students will fill the first row of the table;
| catering number | catering number | catering number | catering number |
| So | neither | neither | So |
3. After selecting the individual task, the worksheet will fill out the summary table on your account;
4. After understanding the information, study data, turn back to this table and fill out another row, checking your judgments;
5. You can tell students to find confirmation of their thoughts in the text;
6. Then the types are checked, they can be entered up to the third row of the table.
Strategy "Zigzag" There are also some modifications.
This strategy allows you to learn and systematize a great deal of material. It’s easy to stop working with texts that are “good” and break down into meanings. This strategy is used for group robots, where each member of the group becomes an expert on any food. This strategy is demonstrated throughout this lesson in all phases.
The foldability of its implantation lies in the musculoskeletal level of the members of the skin group for a number of texts. But you may never know.
At the stage of criticism, various methods are used, for example, goal-setting, forecasting, what to set to your tasks, to gain the respect of students before those lessons.
At the comprehension stage, students divide into groups, read the text without going into details, and have a short discussion. Students in groups get their numbers. Each member of the group sees his expert sheet, the students work with their own lesson, the folding supporting notes and cluster. Then they create new groups - groups of experts, with whom the “fakhivs” meet from other sources. Their tasks include re-reading the text, selecting material, structuring and updating it, preparing before presenting this fragment in their work groups and preparing before presentation. Whose “weak” students are in the process of discussion, explain the given fragment in groups.
At the stage of reflection, students return to their immediate groups and then explain their lesson to other group members, using a formal presentation scheme. Then a detailed presentation is made, with particular respect given to important foods.
Priyom "reflective nutrition" There is a set of food that can be used as an activity at the reflection stage. This food is of an empathic nature and is an important mechanism for the interaction of the group, which allows you to remove the emotional impact of one individual on the experience of another.
Recruitment of reflective food :
1. What was important to you today?
2. In what manner was the task accomplished, why is it not possible any other way?
3. What is the most important thing for you today?
4. What thoughts were heard today that were similar to yours?
5. What turned out to be irreconcilable, and why are you unable to do so?
6. What new thoughts do you think have popped up?
7. Were there any moments of joy or satisfaction from your distant experiences?
8. Have you ever been dissatisfied with yourself?
9. Yaku koristi vi won this occupation, infused with the text?
10. Why did you get this treasure?
11. What would you like to talk about in more detail?
12. What would you like to give to your savings account?
13. How did you note your successes with ...?
So what? "crossword" visible to the skin. This technique acquires its own singing specificity, which needs to be transferred to TRKM. The crossword puzzle must be completed by students during the hour of work with the text. This approach allows for a more direct approach to receiving information at the comprehension stage.
Priyom "INSERT"є special markings to the text when reading it.
I – interactive - self-activating
N – nothing – marking
S-system - system
E – effective – for effective
R – reading and – reading
T-thinking - think about it
This technique is conveyed either in the margins of the text, or in tabular form with further entries to enter fragments of the text, from paragraphs to the following categories.
Then in pairs, groups, there is a frontal discussion about the different categories in this table. This technique effectively allows you to revise the task of an independent robot, replacing it with the traditional task of students: “read the paragraph of the guide.”
Gra "Do you know what... " It is an effective method of the callback phase, which allows you to fine-tune your learning practice and focus on the topic that you are learning. This technique conveys random, relevant information related to the topic of the lesson.
Priyom "Conceptual and terminological map" buv lessons from rhetoric and transfers to various objects, translation of the first S.I. Zair-Bek. This technique is effectively used at the comprehension stage to systematize the knowledge of various definitions.
p align="justify"> Work within the framework of this procedure is carried out in groups. Students will see a mini vocabulary (approximately 10 values) with meanings to understand what they can learn. Then the students must, over a period of 10 minutes, learn the concepts of the groups that have seen prominent signs in them.
It is necessary to formulate the meanings, understand them in your own words and write down with the group what happened.
Then the food is staked so that they can understand. At this point, vikorystsya welcome“Things and subtleties”, as well as nutrition that directs the course of thought.
After this, the information that was discussed with the group is voiced, after which, as the understanding has been acquired, the group has inclinations, vikorystvuyu their, tying the text, following the assigned leading genre (for example: kazka, bilina, detective etc.). The text is evaluated according to the following criteria:
Ø How many people need to understand that they have reached a conceptual-terminological map;
Ø Accuracy in the lived concept;
Ø The quality of the text and the Vikonian mastery of its demonstration;
Compiling the text may take a little more than 10-15 minutes.
Priyom "finish the proposition" vikorystvovaetsya at the stage of reflection. This technique allows students to evaluate the object they are studying and determine their own judgment and assignment.
For example:
“If I had previously known about the technology and development of critical thinking, then...”;
“In my opinion, TRKM is the same...”;
“The best time for me to be busy was...”;
"For the notebook of your school...".
When there is a lack of nutrition, it is necessary to solve the problem: how to immediately remove the fluid from the ore. Speedy strategy “ IDEAL”. James Bransford rozrobiv strategy of rising problems, which arise during the analysis of the situation.
І– Identify the problem
D- Get to the point
E– Є options vyrishenya
A- And now - to work!
L– Logical outline
Arkush IDEAL for the most serious problem
Accept “ mutual education” You can be victorious in various phases of employment. When focusing on those that make it easier for a student to compare with his classmate, the fear of mercy seems to be suppressed. Work in pairs, and students ask one another about those who need to report, identifying correct and incorrect types. This technique is very effective when working with “weak” students and schoolchildren, as it allows you to consolidate the training material and reveal gaps in the skin area.
Additional literature:
1. Critical Target - the methodology has been destroyed: prepared within the framework of the project “Reading and worksheet for the Critical Target”. IIoc.lV. ./Order. Jenny Stahl, Kurt Meredith, Charles Temple.
2. Fundamentals of critical thinking (interdisciplinary program): basic reading and writing within the framework of the “Critical Thinking” project. Ps II./Order. Jenny L. Steele, Curtis S. Meredith, Charles Temple, Scott Walter.
3. Popularization of critical thinking: beginning with reading and writing within the framework of the “Critical Thinking” project. Pos.P./Order. Jenny L. Steele, Curtis S. Meredith, Charles Temple, Scott Walter.
4. Reading sheet and discussion sheet for any elementary subject: prepared within the framework of the project “Reading sheet for Critical Thinking”. Pos.Sh. ./Order. Jenny Stahl, Kurt Meredith, Charles Temple.
5. “Technology that allows us to become different”, newspaper “First Veresnya” dated 16 June 2001 / O. Fontanova.
6. “How to give to students, how do you want to read?”, magazine “ALMA MATER” No. 10, 1999./ E. Genike.
7. Evidence of the stagnation of technology and the development of critical thinking during the lesson of the 21st century: methodological materials for the teacher. Under the exclusive editorship of O.N. Krilova - St. Petersburg: Publishing house. "Agraf", 2004. - 100 p.
9. Zagashev I.O., Zair-bek S.I. Critical thinking: development technology. - St. Petersburg: View "Alliance "Delta", 2003. - 284 p.
10. Zagashev I.O., Zair-bek S.I., Mushtavinska I.V. Considering children, thinking critically. - St. Petersburg: View "Alliance "Delta", 2003. - 192 p.
11. Diana Halpern “Psychology of critical thinking” (St. Petersburg: “Peter”, 2000).
Every day a person's activity is subject to criticism. It is true that there is a stereotype that has a lot of risks under criticism when it comes to placing objects or objects in too much light, and most often in a negative way. However, this idea is not entirely true. It is also understood that thinking is more critical. However, you should not know the negative sides of objects and objects. First of all, this is a type of intellectual activity of a person, which is characterized by a high level of understanding, which brings together objectivity to the utmost light.
The development of a critical mindset is, first of all, the integration of one’s knowledge with evidence and their alignment with other skills. Every person has the right not to trust instinctive information, to check its reliability and the logic of evidence, and also to consider the possibility of developing these problems that face them every day. A number of parameters are critical:
- information is removed from the beginning point of critical thought, and from the end point;
- the beginning of critical thinking is characterized by the formulation of food and the solution of problems that need to be solved;
- critical thinking in advance of the creation of conflicting arguments;
- Critical thinking is a social kind of thinking.
A person with an ideal critical mindedness is likely to be informed, fair in the assessment of the world, necessary to look at and clarify problems and complex nutrition. It carefully searches for the required information and chooses its criteria wisely. For mother's sake, it is necessary to develop a more critical mind.
Adopt technology and develop critical thinking
The method for developing a critical mind has been founded and has a not-so-sounding name - RKMPP, which means developing a critical mind through reading and writing.
This technology was developed by a number of American scholars, Hobart and William Smith College and University of Iowa. The use of this method in Russia began in 1997, and today it is completely new, but still effective. First of all, RKHR forms the basic mental skills of people in the open information space and begins to develop these skills in practice. Reading and transmitting information are the main processes, through which we remove and transmit information. All methods of developing a critical mind are based on thoughtful, productive reading, in which a person begins to analyze and rank all the information he has received. In this case, the concept of “text” includes not only written records, but also written records, as well as video materials.
The technology for developing critical thinking consists of three stages: the response stage, the semantic stage and the reflection stage.
- "Viklik" stage. Activates the removal of previous knowledge, assists in the identified gaps in knowledge and indicates signs of abstraction of new information.
- Stage "Comprehension". At this stage, the work with the text is understood, each person goes to work marking, creates a table and maintains a chart that allows one to obtain the right information. It is clear that under the “text” there is also language and video material.
- Stage "Reflection" (thought). Allows you to bring knowledge to the level of current understanding and stagnation in practice. At this stage, the person’s particular position is formed into the text that he writes down in his own words and discusses during the hour of discussion. The method of discussion is of greater importance, as communication skills are developed during the exchange of thoughts.
The RCMPP technology includes a variety of methodical techniques:
- methods of the active sheet (mark table, cluster, subordinate schodennik, table Z-H-U);
- methods of active reading and listening (Insert, silent reading);
- methods of organizing group work (reading and summing in pairs, zigzag).
Let's take a look at the main methods that can be put into practice:
1. Method “Z-H-U” (we know – we want to know – we have found out). When working with the text, a table is drawn up in which a person enters his thoughts in the appropriate fields and then analyzes what is written.
2. Insert. This is a way to read with markings. When reading the text, people should put notes in the margins corresponding to the information provided. The robotic process has 4 markers:
- “V” - the writing suggests something that the person already knew before or thought she knew;
- - it is written to say what people already know or think they know;
- “+” – written for a new person;
- "?" - The information written was not clear, but people would like to see more reports on the topics that are being read.
This method allows you to classify information according to your knowledge. All recorded information is entered into the “Insert” marking table.
| v | - | + | ? |
|---|---|---|---|
Advances in technology and the development of critical thinking allow people to solve a variety of intellectual problems. First of all, such as intelligently identifying the problem in the text of the information, assessing the significance of the information for solving the problem, as well as evaluating and searching for alternative solutions. Along with the development of critical thinking, a new style of intelligent work is being formed, which includes awareness of the richness of different points of view and the alternatives of decisions made. A person with good judgment, critical thoughts, is communicative, mobile, creative and independent. He puts himself before people with kindness and rewards for the results of his activities.
Methodical technology.
Subject: Theoretical ambushes of the technology of critical thinking.
Vikonala: Skryabina N.I.
Vikladach SKІІK
Ekaterinburg 2015
Critical of the little people
impossible to manipulate.
Find out the peculiarity that can be created before communication, it is possible to react in a flexible way, it is ready before global competition and competition, it can be reported at the right time, it is possible that the developing level of students is critical Slenny.
Technology of critical thinking- this is the “vinahid” of American pedagogy. It is based on the creative development of teaching and reading, on the development of an analytical approach to any material. This technology is not designed for storing material, but rather for posing the problem and searching for it.
Scientists from psychology and related sciences have given some insight into the term “critical thinking,” but not to do so closely behind the change.
So, for example, according to the American psychologist D. Halpern More critical of my thoughts- the use of cognitive techniques and strategies that increase the ability to achieve the desired end result.”
"More critical of my thoughts- a complex process of creative integration of ideas and possibilities, re-interpretation of new concepts and information. This is an active and interactive learning process that occurs simultaneously on many levels.”
They started talking about the whole technology development of critical thinking only in the mid-90s. Students have a lot to gain from developing critical thinking.
More critical of my thoughts does not mean negativity or criticism, but a reasonable consideration of the diversity of approaches in order to make informed judgments and decisions. An orientation towards a critical mind conveys that nothing can be taken for granted. Kozhen the scientist, unimportant of authority, vibrates his thoughts in the context of the initial program. More critical of my thoughts- this means destroying new food, creating different arguments, and making decisions that are not well thought out.
The purpose of RCM technology- ensure the development of critical thinking through the interactive inclusion of students before the educational process
RCM technology allows you to determine the following:
Enhancing the educational process by developing a system of lessons using RCM technology to improve the primary subject
Enhancement of initial motivation: promotion of interest before the process of beginning and active absorption of initial material from the subject;
Formation of information literacy: development of data knowledge to independent analytical and evaluative work with information of any kind and different types of complexity;
advancement of social competence;
Formation of skills in analysis and synthesis of subject texts.
Sleeping song a set of initial minds, which facilitates the development of a critical mind. So, it is necessary:
Give yourself time and courage to come to the conclusion of critical thoughts.
Give the opportunity to grow in size.
Accept different ideas and thoughts.
Integration of student activity in the process.
Perekonati uchniv from whom, so they risk being ridiculed.
To determine the faith of those who have a skin-building education is critically judged.
Tsinuvati showed a critical mind.
With this, the scientists say:
Develop self-esteem and understand the value of your thoughts and ideas;
Brothers are actively involved in the initial process;
Listen carefully to different thoughts;
Be ready to formulate judgments, so you will face others.
The RCM technology is based on didactic regularity, which took away from ancient pedagogy the name of a didactic cycle, and from the meaning of technology - “viklik – osmyslennya – reflection.”
I. Wikliku stage. The first stage of work is directing the actualization and identification of obvious knowledge of those who are studying, the formation of the special focus of the skin area in the extracted new information. At this stage of work, it is necessary to arouse interest in order to motivate students to actively engage in initial activities. At the call stage, individual and group forms of work are fully developed.
ІІ. Stage of comprehension. The main objectives of the other stage are to create a strong motivation for the student to actively capture new information; the presentation of extracted information about those that the student already knows; further systematization of information. In the process of such work, students begin to destroy their nutrition, lose their position of power, and conclude various logical operations. The teacher's responsibility at this stage is to help students, with the help of low methodical techniques, speed up the process of learning (removing new knowledge) and understanding.
ІІІ. Reflection stage. The organization of the work of schoolchildren in the third stage is directly based on the understanding and appropriation of information; the vibration of the high-grade setting to the material that is being worked on; identification of “white spots” (the content of information from any source), the formulation of cognitive tasks and problems for further penetration into the information field (“the stage of a new blog”); analysis of the entire process of material development.
Technological stages
Stage 1 /phase/
Stage 2 /phase/ Comprehension of the place
Stage 3 /phase/ Reflection
Updating existing knowledge
Awakening interest before rejecting new information
Setting powerful goals for your life
Retrieving new information
Adjustment of set goals
Rozdumi, people of new knowledge
Setting new goals
Information received at the call stage is heard, recorded, discussed.
At the stage of understanding the place, there is immediate contact with new information (text, film, lecture).
Work is carried out individually or in pairs
At the stage of reflection, analysis, creative processing, and interpretation of the learned information are carried out.
Work is carried out individually, in pairs and groups
Functions of this stage
Motivation(spontaneously to work with new information, awakening interest in those) Information(Wiklik “to the surface” of current knowledge on the topic)
Communication(Conflict-free exchange of thoughts)
Information(Retrieving new information on the topic) Systematization(Classification of extracted information by categories of knowledge)
Communication(exchange of thoughts for new information) Information(Adventure of new knowledge)
Motivation(spontaneously to further expansion of the information field) Estimated(Reporting new information and obvious knowledge, changing the position of power, evaluating the process)
Possible methods and methods
Folding list of visible information:
Explanation of keywords;
Graphic systematization of the material: clusters, tables;
True and untrue assertions;
The logical lanyards are mixed up.
- “A bunch of ideas, understand, names...”, “Folding cluster”, “Folding table ZHU”.
Methods of active reading: - marking with different symbols “V”, “+”, “-”, “?” (for the world of reading, put them in the margins right-handed);
Maintain various records such as personal items, logbooks;
Search for evidence on delivery in the first part of the nutrition work.
- “Marks on the margins”, “Interaction”, “Zigzag”.
Contents of clusters, table.
Establishment of causal and hereditary connections between blocks of information.
Rotate to key words, true and false statements.
Types of power supply.
Organization of speaking and writing round tables.
Organization of various types of discussions.
Writing creative works.
Investigations from other food sources.
Sinkwine
Technology for the development of critical thinking.
The main tasks that stand before the light are at the stage of revealing the vitality of the skin child, developing the specialness, ready to live in a high-tech, competitive world. As a result of the implementation of the federal state educational standard, there is a necessary transition to such a strategy, when it begins to transform into a subject of the educational process, come to the school to effectively “account” for it. “Read to yourself”, which is how to take away the knowledge conveyed by the teacher, and learn how to acquire it yourself and benefit from it in life. The implementation of this goal involves a variety of elements of an active approach, including such innovations as interactive lesson organization, design, problem solving and development of critical thinking.
More critical of my thoughts– this is the purpose of analyzing information from the position of logic and a special psychological approach in order to consolidate the results of both standard and non-standard situations; the existence of destroying new food, creating different arguments, accepting independent, well-thought-out decisions.
The technology for the development of critical thinking was pioneered in the 90s of the 20th century by American scientists (K. Meredith, C. Temple, J. Steele) as a special method of learning, which reflects the question: HOW TO START THINKING?
What do we mean by critical thoughts? Critical thinking is the type of thinking that helps to be critical of any assertion, not to take anything for granted without evidence, but to be open to new ideas and methods. Critical thinking is necessary for the mind to have freedom of choice, predictability, and responsibility for decisions.
The metadata of this modern technology is the development of the scientific skills necessary for beginners and for modern life. The main idea lies in the creation of such an atmosphere, in which students together with the teacher actively work, are aware of the process of learning, support, confirm, be simple and expand knowledge, new ideas Yes, I feel like I’m thinking about the world.
Signs of critical thinking appear in the mold:
positive evidence;
independent, independent thinking;
reasoned thinking (overlapping arguments allow you to make thoughtful decisions);
richly-faceted mind (manifests itself in the ability to intelligently look at the phenomenon from different sides);
Individual thought (forms a special culture of work with information);
social thinking (work takes place in pairs, groups; the main method of interaction is discussion).
Technology for the development of critical thinking is a complete system that forms skills in working with information; a set of different techniques, directed in order to start learning from the very beginning (to awaken creative activity in someone), then give your mind an understanding of the material and, decide, help you understand and knowledge comes.
The technology of critical thinking is based on the three-phase structure of initial work: questioning, comprehension, reflection.
First phase - wiklik
At the stage of recall from memory, obvious knowledge and manifestations of the investigation are updated, a special interest is formed, and purposes of consideration are identified for these and other topics. The situation can be created by the teacher by carefully assigning food, demonstrating the dissatisfaction with the authorities of the subject, talking about education, creating a situation that “breaks” in the way of accomplishing the initial task; At the click stage, the text contains “introductions, instructions that motivate applications.”
In the process of implementing the call phase:
1. Students can identify their point of view with those who study, it’s safe to do so without fear of having mercy and being corrected by the bank account.
2. It is important that the statements are recorded, so that they will be important for further work. At this stage there are no “right” or “wrong” conclusions.
3. There would be complete integration of individual and group work. Individual work allows each student to update his knowledge and evidence. A group robot allows you to have almost different thoughts, and to express your thoughts without any mercy. An exchange of thoughts can allow the adoption and development of new ideas, which are often challenging and productive; the appearance of necessary food, the search for evidence on any spontaneous subject until the introduction of new material. In addition, scientists are often afraid to present their thoughts to the reader or to a large audience. Working in small groups allows such students to feel more comfortable.
The role of the teacher at this stage of work is to stimulate students to understand what they already know about what they are learning, to accept the conflict-free exchange of thoughts in groups, to record and systematize information, Romanoi for schoolchildren. However, it is important not to criticize their views because they are inaccurate or incorrect. At this stage, the important rule is: “Be that every thought is valuable.”
To implement the call phase, the following steps will be effective:
folded list of “video information”, identification-summary, with keywords;
systematization of the material (graphic): clusters, tables;
true and false affirmations;
mixed up logical lances too.
The other phase is comprehension (realization of sense)
At the comprehension stage, one begins to come into contact with new information, and also begins to systematize it. The child loses the ability to think about the nature of the object that is being developed, to begin to formulate nutrition in the world of new information, old and new. You are about to formulate your position. It is very important that at this stage, with the help of low inputs, you can independently follow the process of processing the material.
creating contact with new information;
try to combine new information with already obvious knowledge and evidence;
emphasizing respect for the search for answers to nutrition and difficulties that have occurred before;
Fervent respect for immature material, try to supply new food;
Make an effort to follow the process of learning about new information, to gain respect for those who themselves gain their respect, which aspects are less important and why;
preparation before analysis and discussion of what has been read.
The teacher at this stage can be a real source of new information. Whose fate lies in her clear and favorable view. As students work from the text, the teacher monitors the level of activity and importance during reading time. To organize work with the text, the reader demonstrates various techniques for thoughtful reading and thinking about what is read.
The authors of pedagogical technology for the development of critical thinking mean that it is necessary to see sufficient time for the implementation of a significant stage. If students work with the text, they will have plenty of time to read again. This is important because in order to clarify the nutritional steps, it is necessary to obtain textual information in different contexts.
To implement the comprehension phase, it will be effective to use the active reading method:
Marking with different symbols “v”, “+”, “-”, “?” (in the world, readings are written in the margins right-handed);
keeping various records such as personal documents, logbooks;
search for evidence on the delivery of the first part of the nutrition lesson.
The third phase is reflection (thought)
The stage of reflection (reflection) is characterized by the fact that scientists consolidate new knowledge and actively re-examine the primary findings in order to incorporate new concepts into them. In this way, new knowledge is “assigned” and formed on the basis of a powerful, reasoned statement about the investigation. Analysis of the power of rosemary operations forms the core of this stage.
Reflexive analysis directly clarifies the sense of the new material, prompting a further route to begin (whether it is reasonable, or not, or whether it is necessary to find out from which drive it would be better to supply power, and so on). This analysis is not very rich, since it is not reduced to verbal or written form. In the process of verbalization itself, the chaos of thoughts, which was in the process of self-comprehension, is structured, transforming into new knowledge. Questions or doubts may be valid. Actions from judges may appear very pleasant for the praise of their superiors. Other merchandising demands the discussion. In addition, in the process of exchanging thoughts on what they have read or perceived, scholars may be able to realize that the same text can lead to different evaluations, which differ in form and in place. In any case, the stage of reflection actively promotes the development of critical thinking skills.
The teacher’s activity lies in turning the learning back to the basic notes - propositions, making changes, additions, creating creative, investigative and practical tasks based on the learned information.
The activity of scientists is directly aimed at combining “new” information with “old” information, vikorist knowledge, which is removed at the stage of comprehension.
At this stage, the following techniques will be effective:
filling out clusters, tables, establishing cause-and-inheritance links between blocks of information;
turning to the key words, true and false affirmations;
power supply;
organization of speaking and writing round tables;
organization of various types of discussions;
writing of creative works (syncwine, ese).
Let’s take a look at what is most often the case with the use of this technology.
Cluster (“Gron”)- Graphic method of systematization of material. The meaning of the text units is visible and graphically designed in the same order as the outline. If we follow the model of the solar system (the mirror, the planets and their satellites), then in the center – the mirror – this is the theme that is being developed; Next to it are the planets, which are great units of meaning that are connected by a straight line from the mirror, the planet has its own satellites, the satellites have theirs. The cluster system stores a large amount of information.
The cluster is formed as a crown. At the center, a basic concept, a thought, is displayed, on both sides there are great meaning units, connected to the central concepts by straight lines. These can be words, phrases, speech that express ideas, thoughts, facts, images, associations and so on.
The technique can be effective at the call stage if the information is systematized before becoming familiar with the main core (text) in the form or headings of the meaning blocks. These headings of significant blocks are arranged around the main topics.
This technique can be effectively used at all stages of technology.
The technique of “right or wrong affirmations.” At the beginning of the lesson, a study can be made, then the students are encouraged to establish the correct data, grounding their foundation. After familiarizing themselves with the basic information (the text of the paragraph, the lecture with these topics), students return to these statements and evaluate their reliability, vikoristically extracting the information in the lesson.
Another technique of this technology, which is often vikorist, is the marking of the text in the world of your reading. Insert".
Before reading the text, ask students to work with the icons in the fields (“v”, “+”, “-”, “?”), and after reading the text, fill out the table, and the icons will become the headings of the table columns. The table contains a short summary of the text.
In technology, the development of critical thinking attaches great importance to visual forms of organizing material. Learn with the help of additional techniques to try the advanced systematization of the material, determine your ideas, visualize them. There are a lot of techniques that “work” at the meaning stage, and these actions can serve as a guiding strategy for the lesson.
Reception “Looks like... Sounds like...” directly “assigned” to understand the terms. At the response stage, students are asked to write down in the corresponding graph the auditory associations that they have for a given word or connection with these concepts. For example, the concept is “technology”.
At the reflection stage, after becoming familiar with the basic information, you can turn to this table.
Reception “Plus – minus – tsikavo”" Filling out the table helps organize work with information at the comprehension stage. New information is entered into the table, and at the time of reading a paragraph or listening to a lecture, the following columns will be filled in. This technique can be used at the stage of reflection. So, otherwise, a short familiarity with new information, which connects it with the obvious, is a way of actively working with the text. This method of orientation is the actualization of emotional inputs in connection with the text. As you read the text, you should record the information displayed in the corresponding sections of the table:
Information that appears to be of a positive nature is entered in the “PLUS” column; negative information is entered in the “MINUS” column; any controversial facts are entered in the “CIKAVO” column. It is possible to modify this table if the column “CHIKAVO” is replaced by the column “AND FOOD”.
Through this process, information is more actively received, systematized, and evaluated. This form of organizing the material allows for discussion and discussion of controversial issues.
Graphic forms of organizing material can be useful at the semantic stage, for example, logbooks and “flight magazines”.
"Onboard magazines"- I will name the various methods of the initial sheet, which students will then learn to write down their thoughts on. If the “Flight Log” is stuck at the simplest option, before reading or any other form of learning the material, learn to write down types of such questions.
Once you have captured the key points in the text, learn to record them in your logbook. As you read the text, learn to fill in graphs in the logbook, relating to the topic that you are learning, in your own way, in your own special way. When carrying out such work, the teacher and the students try to demonstrate all the processes visibly, so that the students can then proceed quickly.
Reception "Tables of food". Of great importance in technology, the development of critical thinking is assigned to the devices that are formed in the processing of foodstuffs. At that time, as traditionally, the work will be based on ready-made “types” that are given to students, the technology for the development of a critical mind is oriented towards nutrition as the main destructive force of the mind. The thought is lost alive beyond the mind, so that the hormones stimulate further nutrition. Only scientists who have food need to think and learn properly. Let's start with simple techniques.
The table of “heavy” and “fine” foods can be used in any of the three phases of the lesson: at the awakening stage - feeding before learning those, at the comprehension stage - a method of active fixation of nutrition during the hour of reading, listening, thinking i – demonstration of intelligence passed.
Table of “tovstikh” and “subtle” nutrition
Priyom "Ese".
Even as the genre of written works expands among foreign teachers, in Russian schools this form will become increasingly popular in the future. It is necessary to thoroughly understand how small written works lead to stages of comprehension, processing of what has been read. The variety of forms is determined by three main factors:
what to spend on someone;
The smart ones will have logical compositions (the logics we already know, for example, vyklik, vyklad thesis, argumentation, conclusions);
For writing, you can use 5 and 10 hvilins, and you can do serious work for writing at the perfect hour. In order to begin the creation of this task, directly on the simplest text, then for the teacher it is transformed into one of the most important diagnostic tools in the process of supporting students in the educational process.
At the stage of reflection, more overdone techniques are “practised”. Tables and diagrams form the basis of further work: exchange of thoughts, information, follow-up, discussion, etc. If possible, in addition to the stagnation of techniques, for example, after learning the material, those scientists can fold clusters (systematize the material).
There are no methods for graphically organizing the material. Among them, the most extensive are tables. You can see this as a stage of reflection, and in the larger world as a strategy for teaching a lesson.
Reception "conceptual table" especially brown, if the balance of three and more aspects and nutrition is transferred. The table will look like this: horizontally, those that promote equalization are displayed, and vertically, there are differences in positions of power and power that contribute to equalization.
p align="justify"> The technology for the development of critical thinking meets the goals of awareness at the current stage, forms intellectual abilities, develops students and teachers in various ways to work with information , methods of organizing learning, self-illumination, designing a light-filled route.
Technology advantages:
The compatibility with moisture lighting is improved.
Skills develop in working with texts of any type and with a great deal of information; Learn to intelligently integrate information.
A powerful thought is formed on the basis of an understanding of various evidence, ideas and manifestations that can be reasoned with and logical evidence (a systemically logical thought is developing).
Creativity and analytical skills develop, and the ability to work effectively with other people; I am trying to express my thoughts clearly, accurately and completely.
The technology is most effective for materials that can be folded into printed text.
Literature
Zair-bek, S.I., Mushtavinska, I.V. Development of critical thinking during the lesson: A handbook for the teacher. - M.: Prosvitnitstvo, 2004 - 175 p.
Polat, E.S. New pedagogical and information technologies in the educational system: Basic handbook. - M. Academy, 2003 - 272 p.
Kirilova, N.B. Media awareness for the achievements of social modernization: Pedagogy. - 2005 - No. 5 p.13-21.
