Презентация, доклад на тему :Methods for developing critical thinking

A,Nurzhanova .M
Checked by:Kazhimukhan ,T

thinking  is the ability to think clearly and rationally about what to do or what to believe. It includes the ability to engage in reflective and independent thinking. Who are able critical thinking can effectively solve problems. Simple knowledge or information is not enough learners should be able to solve problems for making effective decisions; They must be able to think critically.Someone with critical thinking skills is able to do the following

understand the logical connections between ideas
identify, construct and evaluate arguments
detect inconsistencies and common mistakes in reasoning
solve problems systematically
identify the relevance and importance of ideas
reflect on the justification of one's own beliefs and values

one strategy to support and train young learners, how to think critically. As a teacher, your role can sometimes be to ask open questions to guide the thinking process. In other cases, it may be more appropriate to allow children to experiment and improve their theories about what might happen. Directing the process of critical thinking children can have a positive impact on her problem-solving skills.

Solving 

Reasoning 

Objectivity

Judgment

Interpretation

Inference 

Explanation 

and
imagination. If the teacher uses a glove puppet, to name one example,
a six-year-old recognises it as a puppet, and yet, as soon as the puppet
starts ‘talking’ (through the teacher’s voice of course), the child goes into a
dreamlike state of mind – and is convinced the puppet has become alive.
Such imaginative processes lead to the creation of images in the child’s
mind. This is important, because understanding oral (and later written)
language requires not only knowledge of words, but also the ability to
create and use mental images, enabling the learner first to understand
texts in the foreign language better and later to recall more information
from these texts. There is clear evidence that learners who are at ease
with creating lots of images while listening to (or later reading) a story, for
example, remember more language from the story.

Images and imaginative thinking

ability to remember pieces of text of sometimes epic length. Rhythm and rhyme were important mnemonic devices in that process. In the same way, it is through rhythm and rhyme that children start remembering chunks of language from an early age, and they usually develop enormous joy through repeatedly hearing (and later speaking along with) the same rhymes over and over again. This way, children begin to develop an understanding of patterns – the sound patterns of language first – and form the cognitive tools needed for the understanding of structures.