Технології розвитку критичного мислення студента-філолога в процесі літературного навчання

Abstract

(ua) У статті розглянуто технології розвитку критичного мислення студента-філолога в процесі літературного навчання. Встановлено, що критичне мислення розвивається під час аналізу художнього твору, і правильний його хід максимально ефективно розвиває вміння аналізувати, порівнювати, оцінювати, визначати проблеми, висувати гіпотези, обґрунтовувати рішення тощо. Авторка наводить приклади аналізу художнього твору, що формує критичність, враховуючи етапи виклику, осмислення та рефлексії.

(ru) В статье рассмотрены технологии развития критического мышления студента-филолога в процессе литературного обучения. Установлено, что критическое мышление развивается при анализе художественного произведения, и правильный его ход максимально эффективно развивает умение анализировать, сравнивать, оценивать, определять проблемы, выдвигать гипотезы, обосновывать решения и тому подобное. Автор приводит примеры анализа художественного произведения, что формирует критичность, учитывая этапы вызова, осмысления и рефлексии.

(en) One of the priority educational tasks of both secondary and higher school is the critical thinking development. In the concept of «New Ukrainian School», critical thinking is one of the basic skills of the student, and the law «On Higher Education» defines the ability to think freely and self-organize in modern conditions, which is, in other words, the ability to think critically. In this way, the appropriate orientation of modern education in Ukraine raises the question of technologies for the critical thinking development. The article considers the technologies for critical thinking development of a student-philologist in the process of literary education. In the pedagogical perspective, critical thinking is understood as the ability, in particular, to analyze, compare, evaluate, identify problems, make hypotheses, justify decisions, and so on. All these skills are organically activated in the analysis of a literary work, and its correct course develops criticality as effectively as possible. Traditionally, there are three stages of critical thinking technology, such as a challenge stage, where it is important to arouse students’ interest in the problem; comprehension, where students’ activities are organized in such a way that they explore, comprehend, and actively work; and reflection, when students summarize the importance and functionality of acquired knowledge. The author gives examples of analysis of a literary work that forms criticality, taking into account the stages of challenge, comprehension, and reflection. The stages of critical thinking technology are determined on the example of the analysis of J. D. Salinger’s story «Pretty Mouth and Green My Eyes» and the passage «To Be or Not to Be» from Shakespeare’s tragedy «Hamlet». The study does not cover all the theoretical and practical aspects of the problem of technologies for the critical thinking development, which are the prospects for further exploration. According to the tasks of higher education, the formation of critical thinking of a student of philology should become one of the priority tasks. In the process of literary teaching, critical thinking is effectively developed during the analysis of a work of art, the well-thought-out course of which is able to maximize the ability to analyze, compare, evaluate, identify problems, hypothesize, justify decisions and more. The study does not cover all the theoretical and practical aspects of the problem of technologies for the development of critical thinking, which are the prospects for further exploration.