The technology of schoolchildren’s critical thinking development during math lessons in primary school

Abstract

The present article deals with problem of relevance of including the critical thinking development technology into education process in primary school. Peculiarities of primary schoolchildren’s developments of critical thinking during math lessons were clarified. The content of technology and one of the conditions of successful schoolchildren’s critical thinking development, specifically, the usage of the three-stage lesson structure were disclosed and defined. The next structure of a critical thinking development lesson was defined: stage of knowledge actualization and education process motivation; stage of apprehension and comprehension of the material during practical activity; stage of knowledge, skills and abilities consolidation. Objectives of every stage were characterized, list of all methods that could be effective for each of the lesson stages, according to the author, was concluded. The article contains examples of the usage of given critical thinking development technology’s methods in math lessons, tasks of each method, sequential actions of teacher and pupils, expected results after using every method were described. Were suggested the usage of the “Cluster” method during possessing of the “Numbering of multi-digit numbers” topic in 4 form; “Tree of predictions” method during the possessing of the “Addition and subtraction by round-up method” topic (3 form), “Venn diagram” method during the consolidation of skills and abilities stage during the processing of the topics “One thousand. Numbering of three-digit numbers” (3 form), “Numbering of multi-digit numbers” (4 form).
Key words: critical thinking, technology for