Keyword: «критическое мышление»

The article describes participating in a cooperative project of secondary school educational establishments of Ryazan region and Ryazan State University named for S. Yesenin “Psychological and Pedagogical Classes”. While studying the subject “The Basics of Cross-cultural Communication” the aim to be achieved is to form senior students’ soft pre-professional skills: critical thinking, the ability to build relations with representatives of different cultures, settle conflicts, notice similarities and differences in the behavior, as well as getting knowledge about the etiquette of business communication and preparing for public presen-tation. Students’ answers on the survey after completing the course are analyzed with the aim of pursuing their motivation to further professional orientation. Examples of cross-cultural training sessions and topics for discussion at the lesson are given together with students’ reflection on the experience acquired.

In accordance with the requirements of the Federal State Educational Standards of Higher Education, the training of specialists with universal competences in the field of systemic and critical thinking is of particular importance. At the same time, mathematics, as a tool for systemic cognition of the world and critical analysis of objective reality, plays a particularly important role in education. The purpose of the study is to present a model of information and mathematical competence formation (on the example of student teachers) and to evaluate its effectiveness by methods of statistical analysis. A hypothesis about the predictive role of information and mathematical competence (IMC) in the development of students' critical thinking is suggested. The concept of information and mathematical competence was clarified with the method of theoretical analysis, its characteristic features and structural components were defined. It is proposed to design a model for the formation of an IMC based on the principles of compliance with the key competences of the future, the requirements of the federal state educational standard and the corresponding professional standards. Thus, this model includes target, content, technological and effective components. The target component actualizes the formation of the IMC as willingness to apply mathematical knowledge, skills and abilities, as well as ICT tools for searching, critical analysis and synthesis of information, solving complex problems in professional and subject areas; the tasks of forming a creative educational environment and designing a program and diagnostic tools for monitoring the dynamics of the considered competence development among student teachers are concretized. The content component reflects the invariant and variable components of the curriculum, which are revealed in the disciplines of the compulsory part and the part formed by the participants in educational relations. The technological component reveals methods and technologies, as well as forms and means of teaching. The effective component is presented in three aspects: motivational-value, emotional-voluntary and reflexive ones. The effectiveness of the designed model in the point-rating system was assessed by means of the pedagogical experiment. The correlation analysis methods reveal the relationship between the levels of IMC development and critical thinking of student teachers. The conclusion is made about the prospects of further research in the field of designing a model for the formation of information and mathematical competence as a predictor of critical thinking in the system of higher education.