DEVELOPMENT OF CRITICAL THINKING IN STUDENTS OF PEDAGOGICAL INSTITUTIONS OF HIGHER EDUCATION IN RHETORIC CLASSES

  • О. М. Korchova Oleksandr Dovzhenko Hlukhiv National Pedagogical University
Keywords: critical thinking, development, rhetoric, students, pedagogical institutions of higher education

Abstract

The article focuses on the educational potential of rhetoric for the development of critical thinking of students in pedagogical educational institutions. The characteristics of critical thinking of higher education students (independence, argumentation, communicativeness, and reflectivity) are generalized, they are projected on the educational content of rhetoric. Emphasis is placed on dialogism as a didactic principle that promotes the activation of students’ communicative activities for the development of their critical thinking in rhetoric lectures; on the elements of technology for the development of critical thinking based on pedagogical reflection during practical classes and individual work on rhetoric, which is provided by problematizing the content of training, creating and solving problem situations, performing tasks of creative and strategic direction that involve group and collective work. In accordance with the essential characteristics of the process of critical thinking development, the didactic conditions for introduction of rhetorical tasks into the educational process of higher school are distinguished: gradation; formation of individual style for mastering educational material; productive collective discussion with the arguments of the speaker and listeners of options for solving problem situations; regularity; atmosphere of friendliness and psychological comfort. It is substantiated that the study of rhetoric with observance of certain didactic conditions encourages future teachers to analyze any information, to comprehend it critically; makes it possible to understand the productivity of collective discussion of the problem; form the ability to be an active participant in the discussion, to argue the own point of view, to analyze the ideas of others, to make decisions, to reflect effectively. It has been found that the consequence of the educational process of rhetoric in the context of critical thinking is to ensure the activity of students, to improve their communication skills, to form information culture, independent behavior and holistic view of educational material that motivates active learning activities.

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Published
2020-10-21
How to Cite
KorchovaО. М. (2020). DEVELOPMENT OF CRITICAL THINKING IN STUDENTS OF PEDAGOGICAL INSTITUTIONS OF HIGHER EDUCATION IN RHETORIC CLASSES. Bulletin of Zaporizhzhia National University. Pedagogical Sciences, (1), 340-345. Retrieved from http://journalsofznu.zp.ua/index.php/pedagogics/article/view/1482