PEDAGOGICAL-PSYCHOLOGICAL ASPECTS OF THE PROBLEM OF DEVELOPING STUDENTS' CRITICAL THINKING.

Аннотация

Система высшего образования призвана развивать критическое мышление, ориентировать студентов наовладение творческими способами решения жизненных задач, саморазвитиеми 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, https://ijmri.de/index.php/jmsi volume 4,issue2,2025 145 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 thetextbook. 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. Whilewe are working onunderstanding the ideas ofothers, ourown 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 donotconstitutecritical thinkingin theirentirety. 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 ofactive and interactivecognition. 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 thestudent. 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 conditionsare necessary: 1.Providetimeand opportunityto gainexperience in critical thinking. 2.Givestudents theopportunity tothink. 3.Accept different ideas and opinions. 4.Allowstudentsto actively participate in thelearning process. 5.Reassure studentsthat noone willlaugh at them. 6.Reassure each student that heorsheis capable ofcritical thinking. 7.Valuethe emergenceof critical thinking. At thesametime, students: 1.Mustdevelop self-confidence and understand thevalue oftheirown ideas and opinions. 2.Mustactively participatein theeducational process. https://ijmri.de/index.php/jmsi volume 4,issue2,2025 146 3.Mustlisten to different opinionswith respect. 4.Mustbe willingto form theirown opinionsorrefrain from doing so. Theelements ofcritical thinking are: -critical thinking is independent thinking; -information is thebeginning ofcritical thinking; -critical thinking begins with identifying a problem that needs tobe posed and solved; -critical thinking seeks reliableevidence; -critical thinking is social thinking. First, critical thinking is independent thinking. When the lesson is created according to the principles ofcritical thinking, each participant has hisown idea, assessment andbelief, excluding others. Wecan onlythink likethisfor ourselves. So, only when thinking has a single-ordered character, it can be called critical thinking. Students sh