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| Open Access |
https://doi.org/10.37547/pedagogics-crjp-05-10-25
A MULTIDIMENSIONAL INVESTIGATION INTO THE ROLE OF EXTENSIVE READING IN DEVELOPING CRITICAL THINKING SKILLS AMONG PHILOLOGY STUDENTS
Abstract
This article investigates the role of extensive reading for developing critical thinking skills among philology students. Critical thinking helps students not only to understand the content of texts better but also to form independent judgments, defend their views with sound arguments, and analyze different perspectives and contexts. The article includes survey and curriculum analysis, classroom observation and literature review. Critical reading, problem-based learning, and group work are also investigated to develop analytical abilities, cognitive flexibility, self-reflection, and constructive critique, since they all ultimately contribute to their professional development.
Keywords
Critical thinking, discussion methods, problem-based learning
References
Brookfield, S. D. (2012). Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. Jossey-Bass. (pp. 25–35 for discussion techniques, pp. 40–50 for questioning assumptions).
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Merrill, M. D. (2002). First Principles of Instruction. Educational Technology Research and Development, 50(3), 43-59.
Meyers, C. (1986). Teaching Students to Think Critically: A Guide for Faculty in All Disciplines. Jossey-Bass.
Paul, R. & Elder, L. (2002). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life, 5.
Petrov, A. (2019). The Impact of Problem-Based Learning on the Development of Analytical Skills. St. Petersburg: Philological Journal, 29.
Smirnova, L. (2021). Innovative Approaches to Teaching Critical Thinking. Educational Technologies, 5(1), 78.
Worth, K. (2020). Critical Reading in the Language Classroom. Journal of Language Teaching and Research, 11(5), 763.
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Copyright (c) 2024 Munirabonu Rakhmonova
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