Keyword: «критическое мышление»

The article examines the use of graphic organizers as a tool for visualizing information in foreign language reading instruction. It outlines key types of organizers, strategies for their use, and provides teaching recommendations. The study includes practical experience with second-year history students. The results confirm the effectiveness of graphic organizers in enhancing reading comprehension, critical thinking, and language skills.

The relevance of the topic is determined by the development of students' intercultural communication skills and critical thinking through the inclusion of project-research activities in a foreign language lesson. The article analyzes the main stages of project implementation as well as methodological approaches that promote active student engagement in research activities and the learning process in general. The advantages such as getting a deeper language proficiency and developing creative abilities are discussed along with potential challenges faced by teachers and students.

The article considers the method of mental mapping as an innovative approach to teaching foreign languages, which promotes effective acquisition of knowledge and development of critical thinking in students. The application of this method in domestic and foreign educational and methodological complexes on the English language, such as "Spotlight", "Starlight", "Rainbow English", "Academy Stars", "Think" and "Outcomes" is analyzed. The purpose of the work is to identify the influence of mental mapping on the learning process, as well as to assess its integration into the practical aspects of teaching. The article emphasizes the importance of mental mapping for expanding vocabulary, developing communicative competence and creative thinking of students, and offers examples of its use in various educational materials.

The relevance of the study is determined by the intellectual and cognitive focus of the personal and professional development of qualified specialists on the socio-economic development of the country, increasing the innovative potential and competitiveness of the Russian economy at the global level. Teaching foreign languages to students who are future specialists in the field of finance, entrepreneurship and business management is aimed at developing a set of competences that ensure the improvement of information skills, the manifestation of problematic and critical thinking, rational knowledge, the effectiveness of interaction and communication, the generation of new ideas and non-standard solutions. The aim of the study is to substantiate the specifics of teaching future economists taking into account the cognitive orientation of foreign language education at university. The methodological basis of the study was the interactive, communicative and comparative approaches in the implementation of the principle of foreign language education intellectualization, cognitive, professional and innovative-creative orientation of foreign language education at university. The manifestation and development of cognitive and metacognitive characteristics of students occurs through the use of technologies and methods of problem-based learning (game modeling of situations, structuring of concepts by means of mind-mapping, case study, project-based activities, discussions, debates, etc.). Monitoring the quality of the organization and effectiveness of teaching a foreign language to the 1st and 2nd year students majoring in Economics and Financial Management at PetrSU, taking into account the cognitive orientation of foreign language education at university, was carried out using the qualitative methods (the analysis of the results of in-class and independent educational and cognitive activities, completing creative tasks, research work; the included observation; peer assessment; reflexive assessment of learner’s own attainments). The theoretical significance of the study lies in substantiating the need for cognitive development of future economists in the process of learning a foreign language at university. The practical significance of this research lies in the development of a set of pedagogical conditions for organizing the cognitive activity of economics students. These conditions aim to ensure the manifestation of attention, interest in problem-solving tasks, mental activity, and thinking activity, as well as independence, rationality, and strategic thinking based on logic and clear reasoning. Additionally, this research aims to present the problem in its entirety and provide a perspective for its successful solution.