ANALYSIS OF THE PHYSICAL PROBLEM IN THE FRAMEWORK OF THE METHODOLOGY OF THE DEVELOPMENT OF CRITICAL THINKING

Summary. The article is devoted to the method of developing the critical thinking of the students of higher education. A brief overview of the problem of the development of critical thinking is offered. The concept of critical thinking is presented on scientific and methodological searches. The approach to the implementation of the method of development of critical thinking is analyzed. The essence of the three-step methodology is shown to develop critical thinking. Other methodological systems are also discussed. The four stage structures of critical thinking development are analyzed. In generalizing methodological approaches, the authors propose their own five-structure method of developing a critical style of thinking, which can be actively used in subjects of the natural-mathematical cycle. The authors identify the following structural steps of the methodology: challenge, awareness, generalization, reflection, organization of extracurricular individual work. Theoretical physics with its discussion questions can be used as a tool that develops critical thinking. The didactic potential of theoretical physics is realized in the work. For the first time, the scientific and methodical problem of particle motion in different reference systems is considered. The solution of the problem is given by the proposed method. Har-nessing the potential of theoretical physics, namely the special theory of relativity, which has many contradic-tions, teaching students a critical approach to their elimination, will contribute: a deeper understanding of the essence of the special theory of relativity, mastering the peculiarities of teaching of the special theory of relativity, as well as strategies and methods for developing critical thinking for creative use in contemporary educational practice. The proposed technique is characterized at the level of determining didactic goals, functions, methods at each of its stages, specified on the example of the problem of particle motion in different reference frames. The importance of this methodology also lies in the fact that it can be translated into other sections of theoretical physics in a higher educational institution, as well as successfully used in school education.