Introduction

In recent years, dramatic changes have been taking place in the field of Russian education. They concern not only the content, but also the methods of education. The order of the modern school is formulated in the annual Address of the President of the Russian Federation to the Federal Assembly on November 12, 2009: “The main task of the modern school is to reveal the abilities of each student, to educate an individual ready for life in a high-tech, competitive world” and is one of the main provisions of the National Educational Code Initiative “OUR NEW SCHOOL” These problems cannot be solved only by means of the traditional approach to teaching, in which the student remains the object of learning. There is a need for a transition to a strategy in which the student turns into a subject of the educational process and comes to school to really “learn”, i.e. “teach yourself”, not only receive knowledge transmitted by the teacher, but also be able to obtain and use it in life.

On the other hand, it is social disciplines that are designed to most fully prepare a child for socialization and successful life in society. Therefore, first of all, it is necessary to talk about the practice-oriented nature of social science courses. And here, the most appropriate for this purpose is the use of elements of the activity approach, including such innovations as the development of critical thinking, interactive lesson organization, design, and problem-based learning.

The theory of the development of critical thinking has become known in Russia since 1997; it is being developed with the support of the Consortium of Democratic Pedagogy and the International Reading Association within the framework of the Open Society Institute project called “Reading and Writing for the Development of Critical Thinking.”

Since 2000, the project in Russia has been developing independently.

Main part.

Basic provisions of the technology for developing critical thinking.

The goal of this educational technology is to develop students’ thinking skills, which are necessary not only in studies, but also in everyday life ( ability to make informed decisions, work with information, analyze various aspects of phenomena, etc..).

Critical thinking is the ability to analyze information from a logical and personal psychological approach in order to apply the results obtained to both standard and non-standard situations, questions, and problems. This is the ability to pose new questions, develop a variety of arguments, and make independent, thoughtful decisions.

Signs of critical thinking:

A positive experience is formed from everything that happens to a person.

Formation of independent, responsible thinking.

Reasoned thinking (compelling arguments allow you to make thoughtful decisions).

Multifaceted thinking (manifests itself in the ability to consider a phenomenon from different angles).

Individual thinking (forms a personal culture of working with information.

Social thinking (work is carried out in pairs, groups; the main method of interaction is discussion).

main idea– create a learning atmosphere in which students actively work together with the teacher, consciously work actively with the teacher, consciously reflect on the learning process, monitor, confirm, refute or expand knowledge, new ideas, feelings or opinions about the world around them.

The basis of the technology is the three-phase structure of the lesson:

The technology for developing critical thinking is a holistic system that develops skills in working with information through reading and writing. It is a set of various techniques aimed at first attracting the student’s interest (awakening research and creative activity in him), then providing him with the conditions for understanding the material and, finally, helping him generalize the acquired knowledge.

Technology for the Development of Critical Thinking (TRKM) is a collaboration project between scientists and teachers around the world. It was proposed in the 90s of the 20th century by American scientists K. Meredith, C. Temple, J. Steele as a special teaching method that answers the question: how to teach thinking? Various techniques related to working with information, organizing work in a class or group, proposed by the authors of the project - these are “key words”, working with various types of questions, active reading, graphic ways of organizing material.

An important condition is the use of these techniques in the context of a three-phase lesson structure, complete reproduction of a three-phase technological cycle: challenge, comprehension, reflection.

First stage (phase) - challenge . The task of this phase and the activity of the teacher is not only to activate, interest the student, motivate him for further work, but also to “call up” existing knowledge, or create associations on the issue being studied, which in itself will become a serious, activating and motivating factor for further work.

Students’ activities at this stage: the student “remembers” what he knows about the issue being studied (makes assumptions), systematizes information before studying it, asks questions to which he would like to receive an answer.

Possible techniques and methods:

Compiling a list of “known information”, a story-assumption based on keywords;

Systematization

material

(graphic):

clusters, tables;

True and false statements;

Confused logical chains, etc.

Conclusion: the information received at the first stage is listened to, recorded, discussed, work is carried out individually - in pairs - in groups.

The second stage (phase) is comprehension (realization of meaning). At this stage, direct work with information takes place. Techniques and methods of critical thinking technology help keep the student active and make reading or listening meaningful.

The teacher’s activities at this stage: maintaining interest in the topic while directly working with new information, gradual advancement from knowledge of the “old” to the “new.”

Student activity: the student reads (listens) to the text, using active reading methods suggested by the teacher, makes notes in the margins or takes notes as he comprehends new information.

Possible techniques and methods: active reading methods:

Marking using “v”, “+”, “-”, “?” (as you read, they are placed in the margin on the right);

Maintaining various records such as double diaries, logbooks; - searching for answers to the questions posed in the first part of the lesson, etc.

Conclusion: there is direct contact with new information (text, film, lecture, paragraph material), work is carried out individually or in pairs.

The third stage (phase) is reflection (thinking). At this stage, information is analyzed, interpreted, and creatively processed.

Teacher's activities: return students to the original notes - proposals, make changes, additions, give creative, research or practical tasks based on the information studied.

Student activity: students relate “new” information to “old” information using the knowledge acquired at the comprehension stage.

Possible techniques and methods:

Filling out clusters, tables, establishing cause-and-effect relationships between blocks of information;

Return to keywords, true and false statements;

Answers to the questions asked;

Organization of oral and written round tables;

Organization of various types of discussions;

Writing creative works (pentamentals, syncwines, essays).

Conclusion: creative processing, analysis, interpretation, etc. information studied; Work is carried out individually - in pairs - in groups.

This technology fits well with traditional forms of teaching; some elements of “Critical Thinking” are well known to Russian teachers, but, in general, this development is new for our School.

Opponents of the technological approach to the lesson often say that the structure of such a lesson, techniques, and organization of work in the classroom or group “lead” students away from the content.

During the lessons you can work with two types of texts - informational (scientific, journalistic) and artistic. Techniques basically work the same on both types of texts. You can give a large number of recommendations regarding their use, but we must not forget about the main thing: the determining factor when planning is the content of the lesson, and not the attractiveness of individual techniques and strategies. So, we remind you that the technology for developing critical thinking suggests building a lesson according to the scheme challenge - comprehension - reflection and offers a set of techniques and strategies.

We present a description of the main, most commonly used techniques of this technology:

The leading technique can be grapes ( clusters). Clusters are a graphic technique for systematizing material. The rules are very simple. We draw a model of the solar system: a star, planets and their satellites. There is a star in the center: this is our theme; around it there are planets, that is, large semantic units, we connect them with a straight line to the star, the planet has its own satellites, the satellites have theirs. Clusters help students if their stock of thoughts is exhausted during written work. The cluster system covers more information than you would get from regular written work.

This technique can be applied at the challenge stage, when we systematize information before getting acquainted with the main source (text) in the form of questions or headings of semantic blocks. We arrange these semantic block headings around the main topic, it looks like this:

This technique is effectively used at all stages of technology.

Another technique, " true or false statements" For example, statements may be suggested at the beginning of the lesson.

Then ask students to determine whether the statements are true by justifying their answer. After getting acquainted with the basic information (the text of the paragraph, a lecture on this topic), we return to these statements and ask students to evaluate their reliability using the information received in the lesson.

Another technique of this technology that is often used is marking the text as it is read “Insert”.

I – interactive

N – noting self-activating “V” - already knew

S – system system marking “+” - new

E – effectivt for effective “-” - thought differently

R – reading and reading and thinking “?” - I don’t understand, I have questions

While reading the text, you need to ask students to make notes in the margins, and after reading the text, fill out the table, where the icons will become the headings of the table columns. The table briefly contains information from the text.

In the technology of developing critical thinking, great importance is given to visual forms of material organization. These forms are used as creative reflection, but not only. Students, using the proposed techniques, attempt to preliminary systematize the material, express their ideas, visualizing them. Many techniques “work” at the semantic stage, and some can become the leading strategy of the lesson.

"Looks like... Sounds like..." technique

This technique is aimed at “appropriating” concepts and terms. At the challenge stage, students are asked to write down in the appropriate columns the visual and auditory associations that they have with a given word, or in connection with a given concept. For example, the concept of “technology”.

At the reflection stage, after familiarizing yourself with the basic information, you can return to this table.

At the calling stage, reception also works "P" - "M" - "I": table “Plus - minus - interesting”, or modification of this table "Plus - minus - question."

Filling out the table helps organize work with information at the comprehension stage. New information is entered into the table, and as you read a paragraph or listen to a lecture, the corresponding columns are filled in. This technique can also be used at the reflection stage. One way or another, step-by-step acquaintance with new information, linking it with existing information, is a way to actively work with the text. This technique is aimed at updating emotional relationships in connection with the text. When reading the text, it is proposed to record in the relevant chapters of the table information reflecting:

Column “P” contains information that, from the student’s point of view, is positive in nature, column “M” is negative, the most interesting and controversial facts are entered in column “I”. It is possible to modify this table when the column “And” is replaced by the column “?” (“I have questions”)

When using this technique, information is not only more actively perceived (listened to, recorded), systematized, but also evaluated. This form of organizing the material allows for discussion and debate on controversial issues.

Graphic forms of organizing material can become a leading technique at the semantic stage, for example, diaries and “flight magazines”.

Logbooks are a general name for various educational writing techniques in which students write down their thoughts while studying a topic. When the logbook is used in its simplest form, students write down answers to the following questions before reading or otherwise studying the material.

Having encountered key points in the text, students record them in their logbook. When reading, during pauses and stops, students fill out the columns of the logbook, connecting the topic being studied with their vision of the world, with their personal experience. When carrying out such work, the teacher, together with the students, tries to demonstrate all the processes visibly, so that the students can then take advantage of it.

Tables of questions.

Great importance in the technology of developing critical thinking is given to techniques that form the ability to work with questions. While traditional teaching is based on ready-made “answers” ​​that are presented to students, the technology for developing critical thinking is focused on questions, as the main driving force of thinking. Endless knowledge, facts that need to be remembered and repeated - all this is reminiscent of marking time in a transport that, unfortunately, is no longer moving. Instead, students need to be drawn to their own intellectual energy. Thought remains alive only if the answers stimulate further questions. Only students who have questions truly think and strive for knowledge. Let's start with simple techniques.

The table of “Thick” and “Thin” questions can be used at any of the three phases of the lesson: at the challenge stage - these are questions before studying the topic, at the comprehension stage - a way to actively record questions during reading, listening, during reflection - a demonstration of understanding of what has been covered.

Table of “thick” and “thin” questions

At the reflection stage, all of the above techniques “work.” Tables and diagrams become the basis for further work: exchange of opinions, essays, research, discussions, etc. But it is also possible to use the techniques separately, for example, after studying the material or topic, we ask students to create clusters (systematize the material).

You can see that there are many ways to organize material graphically. Among them, the most common are tables. These techniques can be considered as techniques of the reflection stage, but to a greater extent they are strategies for conducting a lesson as a whole.

Reception "Concept Table" especially useful when three or more aspects or issues are being compared. The table is constructed as follows: horizontally there is what is to be compared, and vertically there are various features and properties by which this comparison occurs.

Students receive the following algorithm for working on the text (the text of the paragraph is divided into 5 passages according to the number of students in the group):

Reading text.

Highlighting the main points, retelling.

Discussion of information in a group.

Identification of comparison lines and recording them on separate sheets (cards).

(You can use the questions suggested at the challenge stage).

At the stage reflections groups are invited to present “their” lines of comparison.

The presentation is followed by a discussion of the question: What important information was not included in the table?

For homework, students are asked to choose one of the well-known graphic forms of organizing material (tables, diagrams), or come up with their own task that they would like to complete.

In this lesson, the “Conceptual Table” technique was used at the reflection stage, but this technique can be used at other stages of the lesson.

Technology has a huge arsenal of techniques and strategies.

The goals of the technology for the development of critical thinking meet the goals of education at the present stage, form the intellectual qualities of the individual, equip the student and teacher with ways of working with information, methods of organizing learning, self-education, and designing their own educational route.

Conclusion

Advantages of the technology:

Responsibility for the quality of one’s own education increases.

Develops skills in working with texts of any type and with a large amount of information; master the ability to integrate information.

The ability to develop one’s own opinion on the basis of understanding various experiences, ideas and ideas, to build conclusions and logical chains of evidence is formed (systematic logical thinking is developed).

Develops creative and analytical abilities, the ability to work effectively with other people; the ability to express one’s thoughts clearly, confidently and correctly in relation to others is formed.

The technology is most effective when studying material that can be used to create an interesting, educational text.

Critical thinking is a system of judgment that facilitates the analysis of information, its own interpretation, as well as the validity of the formulated conclusions. Its peculiarity is that anyone can doubt the reliability of the data obtained and evaluate them.

What is critical thinking technology?

The technology of critical thinking is used in psychology, pedagogy, philosophy, literature, journalism and other fields as the foundation for the development of thinking skills, the ability to make informed decisions, argue one’s position, and think purposefully.

Critical thinking as an educational technology is aimed at developing the following skills in students:

• observation;
• analysis;
• synthesis;
• deduction;
• induction;
• interpretation;
• observation;
• logical reasoning;
• reasoning from abstraction to specificity.

What does this give?

The main value of the technology of critical thinking and its techniques is the ability to objectively perceive information, not to take what is seen and heard on faith, the right to doubt, to assume, to perceive it as a hypothesis requiring evidence.

It is impossible to manipulate and control a person who has developed critical thinking, because he thinks purposefully and can adequately assess any situation.

Other advantages include:

• professional guidance and self-determination;
• clear prioritization;
• responsibility for one's own decisions and choices;
• the ability to predict the consequences of decisions;
• communication characteristics;
• formation of a stable value system.

3 stages of development

The development of critical thinking includes 3 stages: challenge - comprehension - reflection.

Call– the stage at which it is necessary to summarize knowledge on the topic, make it relevant and be able to interest the audience in it and motivate them to action.

Comprehension– an important segment during which students receive new information, analyze it and compare it with existing knowledge in order to subsequently systematize it.

Reflex I is the stage of a holistic understanding of the information received and the answer, taking into account one’s own attitude to the issue being studied. At this stage, students identify “blind spots”, inconsistencies, inaccuracies, cut off the unnecessary, and argue their position.

The technology for developing critical thinking involves the use of different methods and techniques. Below we will dwell on the most effective strategies for developing a critical mind.

Insert

The Insert or conditional technique is usually used during the call phase. The teacher invites students to make notes with a pencil while reading the text.

The following symbols are marked:

• new knowledge;
• familiar things;
• information that contradicts the student’s understanding;
• points on which the student wants to deepen knowledge.

Readers then create a four-column table. The column name is a symbol for the text. In each column you need to briefly write down information from the text, then re-read what you wrote and add new thoughts and doubts.

The table is a visualization of the path from old to new knowledge. This technique helps to systematize the thought process, correctly classify information, highlighting new information from it and remembering it more easily.

Cluster is translated as a bunch, a bunch. In the technology of critical thinking, this technique is used as a graphic systematization of material on a specific problem.

Semantic units are highlighted in the text using graphic symbols, and then arranged in a hierarchy or in another order. As a result, clusters are formed.

The rules for composing clusters are simple: the main topic is placed in the center, surrounded by semantic units that deserve attention. Next to them are companion words. Logical connections are shown as lines between key concepts.

In fact, the result is a diagram of circles connected to each other by straight lines or arrows. The value of this method is that it allows you to cover and analyze a larger amount of information than when reading and analyzing from a sheet.

The cluster system is a graphical display of the user’s thoughts, ideas, doubts, and logical conclusions. Clusters are used at the stages of challenge and reflection and are suitable for studying various topics.

Carousel

The carousel is a technique for group work; in critical thinking technology it is used to study open-ended questions. Before the discussion, the teacher formulates problematic questions that require multiple answers on separate sheets of paper. The number of questions must correspond to the number of groups.

On command, the teachers pass sheets of questions clockwise to each group member - like a carousel. The purpose of the technique is to jointly find an answer without duplicating previously voiced versions.

Then the teacher posts the groups’ answers on the board and announces a vote. Students vote for the answer that seems most accurate to them.

Reading with pauses

This technique involves measured reading of the text. The teacher reads part of the story aloud, pauses and asks a problematic question to the audience. Questions can be about associations, feelings, further development of the storyline, the ending of the story, but each of them should encourage the group to search for an answer and discuss.

Discussions are held in pauses, after which the teacher reads the next part of the text and breaks again.

Cross discussion

This method is similar to the previous one in that it involves searching for answers to questions based on a read fragment of a work. Students work in pairs with opposing opinions.

The first pair expresses a version and gives arguments in its favor, the second pair voices counterarguments and substantiates them. The task of technology is to work through the maximum number of versions, express different points of view and look at the situation from different angles.

During the discussion, students can move from one pair to another if their opinion has changed.

Sinkwine

Cinquain translated from French means five lines. Compiling it is an effective mental exercise. It develops the skills of concise summarizing after comprehending the material covered.

The task of the practitioners is to write 5 lines:

1. One noun that states the topic.
2. Two adjectives that clarify the topic.
3. Three verbs describing actions on the topic.
4. A short phrase that contains the main idea.
5. A summary that has an unexpected twist, the user’s attitude to the topic, and a fresh interpretation of it.

Theory and practice require teachers and students to persevere, adequately perceive the opinions of others, and be willing to admit their own mistakes, draw conclusions and correct them. Without this there will be no progress.

In the RKMChP technology, the lesson is structured according to the scheme: “Challenge” – “Comprehension” – “Reflection” and involves a wide range of methodological techniques and strategies for conducting a lesson.

The first phase of the technology for developing critical thinking is “Challenge” or “Awakening”.

Objectives of this phase:

1. Updating and summarizing the student’s existing knowledge on this topic.
2. Awakening cognitive interest in the topic being studied.
3. Detection and awareness of the insufficiency of existing knowledge.
4. Encouraging the student to be active.

Functions of the “Call” stage:

• motivational (motivation to work with new information, stimulating interest in setting and methods of achieving goals);
• informational (calling to the “surface” of existing knowledge on a topic);
• communication (conflict-free exchange of opinions).

The system of methods for organizing the “Challenge” stage includes both ways of organizing individual work and its combination with pair and group work.

At the “Challenge” stage of lessons using RCMChP technology, the teacher can use the following techniques:

1. "Cluster".
2. Table of “thin” and “thick” questions.
3. Table “I know, I want to know, I found out.”
4. “Tree of Predictions.”
5. "Bloom's Chamomile"
6. “True and False Statements.”
7. “Do you believe?”
8. “Basket of ideas.”
9. The story is a guess based on “key” words.
10. "Sinquain".

Reception “Cluster”(clusters) – highlighting semantic units of text and graphic design in a certain order in the form of a cluster. This design of the material helps students find out and understand what can be said (orally and in writing) on ​​a given topic. This technique can be applied at the “Challenge” stage, when information is systematized before becoming familiar with the main source (text) in the form of questions or headings of semantic blocks. (Appendix No. 1. Example 1, 2)

Reception “Table of “thick” and “thin” questions.”

The table of “thick” and “thin” questions can be used at any of the three phases of the lesson: at the “Challenge” stage - these are questions before studying the topic that students would like to receive answers to when studying the topic. Subtle questions require a clear answer. Thick questions are problematic questions that invite ambiguous answers. (Appendix No. 1. Table 1)

Reception Table “I know. I want to know. I found out.” Table “ZHU”.

This technique of graphically organizing the material will help to collect information already available on the topic, expand knowledge on the issue being studied, and systematize it. It is used to update existing knowledge and increase motivation to learn new things at the “Challenge” stage, followed by a return to the materials at the “Reflection” stage. Before starting reading, students are asked the question: “What do you know or think about the topic of our lesson?” All proposed formulations are recorded in the “I know” column for general attention without adjustment and without evaluation. Then the question is asked: “What would you like to know?” These formulations are also recorded in the “I want to know” column. Information, concepts, facts are written down only in your own words, without quoting the textbook or other text with which you worked. The notes remain on the board until the end of the lesson.

At the “Reflection” stage, a return to the challenge stage is made: adjustments are made to the first column of statements and the answers to the second column of questions are checked. (Appendix No. 1. Example 3)

Reception “Tree of Predictions”.

This technique helps to make assumptions about the development of the plot line in a story, story, or text.

Rules for working with this technique: the trunk of the tree is the topic, the branches are assumptions that are made in two directions - “possibly” and “probably” (the number of branches is not limited), and the leaves are the rationale for these assumptions, arguments in favor of this or that opinion. (Appendix No. 1. Example 4)

Reception “Chamomile of questions or Chamomile of Bloom”.

"Chamomile" consists of six petals, each of which contains a specific type of question. Thus, six petals - six questions:

1. Simple questions - questions in response to which you need to name some facts, remember and reproduce certain information: “What?”, “When?”, “Where?”, “How?”.

2. Clarifying questions. Such questions usually begin with the words: “So, are you saying that...?”, “If I understand correctly, then...?”, “I could be wrong, but, in my opinion, you said about...?”. The purpose of these questions is to provide the learner with opportunities for feedback on what they have just said. Sometimes they are asked to obtain information that is not in the message, but is implied.

3. Interpretive (explanatory) questions. Usually start with the word "Why?" and are aimed at establishing cause-and-effect relationships. "Why do the leaves on trees turn yellow in the fall?" If the answer to this question is known, it “turns” from an interpretive one into a simple one. Consequently, this type of question “works” when there is an element of independence in the answer.

4. Creative issues. This type of question most often contains the particle “would”, elements of convention, assumption, forecast: “What would change...”, “What would happen if...?”, “How do you think the plot in the story will develop after ...?".

5. Assessment questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. “Why is something good and something bad?”, “How does one lesson differ from another?”, “How do you feel about the action of the main character?” etc.

6. Practical questions. This type of question is aimed at establishing the relationship between theory and practice: “How can you apply...?”, What can be made from...?”, “Where can you observe... in everyday life?”, “How would you acted in the place of the hero of the story?

At the Challenge stage, students formulate questions and then search for answers to them using material from the textbook or other sources of information.

Technique “True and false statements.”

Students are presented with a list of statements based on the text they will later study. The teacher asks to establish whether these statements are true, justifying his answer. After getting acquainted with the basic information, we return to these statements, and students evaluate their reliability using the information received in the lesson. (Appendix No. 1. Example 5)

Reception – Game “Do you believe?” or “Danetka”.

The teacher asks questions to which students must answer “yes” or “no.” Everyone has a table on their desk, like a blackboard. The teacher reads the questions, and the students put a plus (yes) in the first line if they agree with the statement, and a minus (no) if they disagree. The second line will remain empty for now. During the lesson, students look at the table and see how right they were. (Appendix No. 1. Example 6.7)

Reception “Basket of Ideas”

This is a technique for organizing individual and group work of students at the initial stage of the lesson. It allows you to find out everything that students know or think about the topic being discussed in the lesson. You can draw a basket icon on the board, in which everything that all students know together about the topic being studied will be collected.

Information exchange is carried out according to the following procedure:

1. A direct question is asked about what students know about a particular problem.

2. First, each student remembers and writes down in a notebook everything he knows about a particular problem (strictly individual work, duration 1–2 minutes).

3. Then information is exchanged in pairs or groups. Students share known knowledge with each other (group work). Time for discussion is no more than 3 minutes. This discussion should be organized, for example, students should find out where their existing ideas coincide and where disagreements arose.

5. All information is briefly written down in the form of abstracts by the teacher in a “basket” of ideas (without comments), even if they are erroneous. You can “dump” facts, opinions, names, problems, concepts related to the topic of the lesson into the idea basket. Later, during the lesson, these scattered facts or opinions, problems or concepts in the child’s mind can be connected into logical chains.

The technique “Story-assumption based on “key” words.”

Using key words, you need to compose a story or arrange them in a certain sequence, and then, at the comprehension stage, look for confirmation of your assumptions, expanding the material.

Technique “Writing a syncwine”.

Translated from French, the word “cinquain” means a poem consisting of five lines, which is written according to certain rules. Compiling a syncwine requires the student to briefly summarize the educational material and information, which allows him to reflect on any occasion. This is a form of free creativity, but according to certain rules. Students can compose a syncwine at the “Challenge” stage, then, having studied the information in the lesson, they compose a new syncwine at the “Reflection” stage, comparing their knowledge before the lesson and after studying the new topic.

Rules for writing syncwine:

The first line contains one word - a noun. This is the theme of syncwine.

On the second line you need to write two adjectives that reveal the theme of the syncwine.

On the third line, three verbs are written that describe actions related to the topic of syncwine.

The fourth line contains a whole phrase, a sentence consisting of several words, with the help of which the student expresses his attitude to the topic. This can be a catchphrase, a quote, or a phrase composed by the student in the context of the topic.

The last line is a summary word that gives a new interpretation of the topic and allows you to express a personal attitude towards it. It is clear that the theme of syncwine should be as emotional as possible. (Appendix No. 1. Example 9).

If the challenge phase is successfully implemented, the classroom has a powerful incentive to work at the next stage - the stage of obtaining new information.

Literature:

1. Zagashev I.O., Zair-Bek S.I., Mushtavinskaya I.V., We teach children to think critically.-St. Petersburg: “Delta Alliance” jointly. With the publishing house “Rech”, 2003.
2. Zagashev I.O., Zaire – Bek S.I. Critical thinking: development technology. – St. Petersburg: Alliance Delta Publishing House, 2003.
3. Mushtavinskaya I.V., Trofimchuk G.A. Technology for the development of critical thinking: Methodological manual. – St. Petersburg: IRO “Smena”, 2004.
4. http://www.kmspb.narod.ru./posobie/priem.htm Techniques of RCM technology.
5. http://www.kmspb.narod.ru./posobie/nachal.htm Lessons using RCM technology. Primary school.
6. http://svetlyschool1.narod.ru/vist_Typina.htm Tyapina V.N.“The use of methods and techniques of technology for the development of critical thinking to form the mental activity of students in the process of studying the subject of the world around them.”