在数字化背景下培养未来经济学专家的批判性思维

V. Riznyk
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引用次数: 0

摘要

文章对数字化背景下培养未来经济学专家批判性思维的模式进行了理论概括和实践论证。数字化背景下未来经济学专家批判性思维的发展被解释为改善其思维特征的过程,其基础是将分析活动视为专业经济活动的基础,并通过对开展分析活动的动机、数学和专业学科知识的发展、开展分析活动的技能发展以及对分析活动进行反思的能力的影响来实现。作者创建了培养未来经济学专家批判性思维的理论模型。研究表明,该模式的基础是使用一套一般教学原则(系统性、理论联系实际、个性化、活动性、系统发展基本思维类型、可视性)和具体原则(系统性、以学生为中心、使用能力任务、动态性、专业活动建模)。根据定量统计(Pearson χ2同质性检验)和定性分析结果发现,未来经济学专家批判性思维培养模式的实施使实验组学生的批判性思维形成水平发生了显著的统计学变化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
DEVELOPMENT OF CRITICAL THINKING OF FUTURE SPECIALISTS IN ECONOMICS IN THE CONTEXT OF DIGITALIZATION
The article presents a theoretical generalization and practical substantiation of the model for the development of critical thinking of future specialists in economics in the context of digitalization. The development of critical thinking of future specialists in economics in the context of digitalization is interpreted as a process of improving their characteristics of thinking, which is based on the perception of analytical activity as basic for professional economic activity and is implemented through the influence on the motivation to carry out analytical activities, development of knowledge in mathematics and professional disciplines, development of skills to perform analytical activities and the ability to reflect on them. The author creates the theoretical model of development critical thinking for future specialists in economics. It is shown that the model is based on the use of a set of general didactic principles (systematic, connection of theory with practice, individualization, activity, systematic development of basic types of thinking, visibility) and specific principles (systematic, student-centered, use of competence tasks, dynamism, modeling of professional activity). Based on the quantitative statistical (Pearson χ2 homogeneity test) and qualitative analysis of the results, it was found that the implementation of the model for the development of critical thinking of future specialists in economics led to significant statistically significant changes in the levels of its formation among students of the experimental group.
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