Eficacia del desarrollo del pensamiento crítico en las lecciones de literatura mundial en la escuela secundaria

Autores

DOI:

https://doi.org/10.17162/au.v13i1.1347

Palavras-chave:

Pensamiento crítico, literatura, escuela Secundaria,evaluación formative, learning.

Resumo

El objetivo del artículo es determinar las perspectivas de la literatura universal como materia para el desarrollo del pensamiento crítico de los estudiantes. Se utilizó un conjunto de métodos: prueba, conversación, observación, evaluación formative y métodos estadísticos. La variable independiente de la evaluación formativa es un sistema metódicamente modificado de lecciones de literatura mundial. La variable dependiente es el pensamiento crítico. Las muestras se formaron entre estudiantes de décimo grado de las instituciones educativas generales y secundarias de Kyiv. Los resultados del estudio dan testimonio de la efectividad del método desarrollado para desarrollar el pensamiento crítico. Se registraron cambios cuantitativos positivos para todos los criterios estudiados: cognitivo, comunicativo, reflexivo. Los resultados del análisis cuantitativo se confirman con datos observacionales, que indican transformaciones cualitativas en la actividad y el comportamiento educativo de los estudiantes. La prevalencia de indicadores medios de pensamiento crítico al inicio del experimento indica el nivel insuficiente del fenómeno estudiado, lo que se explica por el predominio de métodos reproductivos de aprendizaje en el proceso educativo. Las perspectivas de investigación implican estudiar la efectividad de un programa de desarrollo con estudiantes de otros grupos de edad.

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Publicado

2022-12-15

Como Citar

Stepanenko, O. ., Bedzir, N. ., Demchyk, M. ., Cheypesh, I. ., & Datso, O. . (2022). Eficacia del desarrollo del pensamiento crítico en las lecciones de literatura mundial en la escuela secundaria. Apuntes Universitarios, 13(1), 398–414. https://doi.org/10.17162/au.v13i1.1347

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