Aktyvaus mokymo(-si) metodų svarba ugdant vaikų kritinį mąstymą pradinėje mokykloje

Abstract

Conclusions are made in the work that critical thinking can be defined by standing together different definitions. Critical thinking allows a pupil improving his thinking and helps him to adapt for demands of XXI century. Methods of active learning (teaching) enable to better realize learning contents, and expand ability of pupils to thick critically. it can be stated that education of critical thinking and methods of active learning (teaching) are widely discussed and published phenomena of education practice. Survey data show that teachers are more inclined to attribute education of critical thinking and application of methods of active learning (teaching) to lessons of Lithuanian, world cognition and mathematics. There is a statistically significant dependence between pedagogical work experience of teachers and knowledge they have about critical thinking (according to K. Pearson coefficient of contingency C ≈ 0.391 is statistically successful at a significance point 0,1<p<0,2). Examples of application of active learning (teaching) methods, fixed at lessons of a native language, bespeak that initiative of teachers themselves and pedagogical creativity is especially important.