Keyword: «критическое мышление»

The relevance of the research problem is determined by the contradiction between the requirements of the Federal State Educational Standard of Primary General Education for achieving meta-subject results, including acquiring research skills and critical thinking abilities, and the insufficient development of pedagogical technologies that ensure the achievement of these results in unity, particularly based on the material of ethnocultural traditions of the Yakut people and other regions of the Russian Federation. The aim of the article is to present theoretical substantiation, diagnostic tools (including detailed diagnostic tasks) and pedagogical technology for the development of critical thinking as a meta-subject result of the research skills development in primary school students based on the material of the ethnocultural traditions of the Yakut people. The leading method of the research was a pedagogical experiment implemented on the basis of the Sylanskaya Secondary School named after Professor G.P. Basharin and the Arylakhskaya Secondary School named after T.M. Kazhenkin of the Churapchinsky ulus of the Republic of Sakha (Yakutia) with the participation of students in grades 3–4 (experimental and control groups). Diagnostics was carried out on the basis of the author's original criteria map developed in accordance with the structural model of critical thinking by I.V. Suslonova and S.V. Savinova. Main results: the initial levels of critical thinking formation in primary school students were identified; a step-by-step technology for the development of critical thinking in the process of research activity based on the material of the Yakut ethnocultural traditions (folklore, decorative and applied arts, folk calendar, rituals) was developed and tested; statistically significant positive dynamics in the experimental group compared to the control group was proved. The theoretical significance of the article lies in clarifying the structure of critical thinking in relation to primary school age and substantiating the didactic potential of ethnocultural traditions (including the traditions of the Yakut people) as a content resource for the development of meta-subject cognitive skills. The practical significance is determined by the possibility of using the developed diagnostic materials and technological solutions in the practice of primary school teachers, including in educational organizations with an ethnocultural component of educational content.