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Psychological and pedagogical aspects of the development of critical thinking on the example of high school students

Abstract

The article presents the results of a study of the characteristics of the development of intellectual abilities, mental operations, and individual cognitive processes in the context of the development of critical thinking in high school students. The main theoretical provisions and approaches to the definition of the concept of “critical thinking” are examined, some mechanisms and psychological and pedagogical technologies that contribute to the development of critical thinking are presented. As part of the empirical part of the work, the results of an experimental study are presented, carried out by means of psychological and pedagogical diagnostics of the specifics of the development of cognitive processes and mental abilities of students, the level indicators of which can indicate the corresponding indicators of the development of critical thinking abilities and analysis coming from outside information. Accordingly, the main goal of the study was to study the levels of severity of selectivity of attention and perception and the general mental abilities of students, which were considered as separate indicators of the development of the individual's inclination to critical thinking. To achieve this goal, 33 students studying in 1st and 2nd year of full-time department of the FSBEI of the ChSPU of the Chechen Republic were studied. As a result of the analysis of empirical research data, the most common levels of severity of mental operations and indicators of the general mental abilities of the respondents were identified. The revealed coefficients of intellectual abilities do not allow us to state a satisfactory level of development of critical thinking abilities in high school students, while it is worth noting that there is a positive mutual agreement between general mental abilities and the selectivity of attention and perception. These data may indicate that the cognitive activity of the student, manifested through selectivity (and of course, the ability to focus) attention and perception, is characterized by a proportional increase in general mental abilities, and vice versa, high rates of intellectual development are accompanied by increased selectivity of attention and perception, which in turn directly or indirectly interconnected with the individual’s ability to think critically.

About the Author

I. S. Khazhuev
Chechen State Pedagogical University
Russian Federation

Islam S. Khazhuev

Grozny



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Khazhuev I.S. Psychological and pedagogical aspects of the development of critical thinking on the example of high school students. Innovative science: psychology, pedagogy, defectology. 2020;3(1):31-46. (In Russ.)

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ISSN 2658-7165 (Online)

Innovative science: psychology, pedagogy, defectology

ISSN 2658-7165 (Online)

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Publisher: Don State Technical University - DSTU, Rostov-on-Don, Russia - https://donstu.ru/en/

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