DEVELOPING CRITICAL COGNITION AND REFLECTIVE ACTIVITY IN CHILDREN
DOI:
https://doi.org/10.55640/Keywords:
Critical thinking, Reflection, interactive method, development, problem situation.Abstract
The study analyzes the theoretical and methodological foundations of the development of critical thinking and reflective activity in children. The development of students' independent thinking, analysis, production and development of their own production competencies through the use of problem-based problems, interactive methods, STEAM technologies and reflection in the educational process is highlighted. The development serves to develop the pedagogical process, the cognitive activity of students and creative thinking. , The mechanisms for ensuring the quality of education based on innovations are described in detail.
References
1.Zohidov, B.T. (2020). Methodology of Organizing Reflective Activity in Education. Tashkent.
2.Facione, P.A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. California.
3.Paul, R., & Elder, L. (2014). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. New Jersey: Prentice Hall.
4.Jo‘raev, R.X., & Zunnunov, A. (2017). Pedagogical Technologies. Tashkent: Sharq Publishing House.
5.President of the Republic of Uzbekistan. (2020). Law on Education. Tashkent.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.
