Effectiveness of the development of critical thinking in the lessons of world literature in secondary school
DOI:
https://doi.org/10.17162/au.v13i1.1347Keywords:
Critical thinking, literature, secondary school, formative assessment, learning.Abstract
The aim of the article is to determine the prospects of the World Literature as the subject for the development of students’ critical thinking. A set of methods was used: testing, conversation, observation, formative assessment, statistical methods. The independent variable of the formative assessment is a methodically modified system of World Literature lessons. The dependent variable is critical thinking. Samples were formed from among tenth-graders of the general and secondary educational institutions of Kyiv. The results of the study testify to the effectiveness of the developed method of developing critical thinking. Positive quantitative shifts were recorded for all studied criteria — cognitive, communicative, reflective. The results of the quantitative analysis are confirmed by observational data, which indicate qualitative transformations in the students’ educational activity and behaviour. The prevalence of medium indicators of critical thinking at the beginning of the experiment indicates the insufficient level of the studied phenomenon, which is explained by the predominance of reproductive methods of learning in the educational process. Research prospects involve studying the effectiveness of a developmental programme with students of other age groups.Downloads
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