Development of the Future Primary School Teachers’ Critical Thinking in the Process of Studying the General Foundations of Pedagogy

N. Cherviakova
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Abstract

The article presents the theoretical and methodological foundations of the development of the future primary school teachers’ critical thinking in the process of studying the general foundations of pedagogy. The article highlights the scientific approaches to the essence of the concept of «critical thinking» in the works of both domestic and foreign researchers, the main features of critical thinking in the context of the current socio-cultural situation. The requirements of the professional standard for the training of the future teachers for critical thinking of educational specialists, the peculiarities of critical thinking of the future primary school teachers are revealed. The barriers to critical thinking of the future primary school teachers, the methods of diagnosing the peculiarities of critical thinking of the students are determined. The directions of development of critical thinking of the future primary school teachers in the process of studying the general foundations of pedagogy are presented: creation and analysis of problem situations that stimulate the development of critical thinking; training in critical analysis of scientific and pedagogical texts; forming skills to understand, build and critically evaluate the arguments in the process of analyzing scientific and pedagogical texts, pedagogical situations.
未来小学教师批判性思维在教育学一般基础学习中的发展
本文在研究教育学一般基础的过程中,提出了未来小学教师批判性思维培养的理论和方法基础。文章重点介绍了国内外研究者对“批判性思维”概念本质的科学解读,以及当前社会文化情境下批判性思维的主要特征。揭示了未来教师培养的专业标准对教育专家批判性思维的要求,未来小学教师批判性思维的特点。确定了未来小学教师批判性思维的障碍,以及诊断学生批判性思维特点的方法。提出了未来小学教师在学习教育学一般基础的过程中批判性思维的发展方向:创造和分析促进批判性思维发展的问题情境;科学和教学文本的批判性分析培训;在分析科学和教学文本、教学情境的过程中,形成理解、建立和批判性评估论点的技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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