Keyword: «критическое мышление»

The article reveals the importance of developing critical thinking in children aged 11-14 in a social and pedagogical club. The purpose of the study is to identify and implement pedagogical conditions that promote the development of critical thinking in adolescents through the organization of developmental activities. The research hypothesis is based on the assumption that purposefully created pedagogical conditions contribute to the development of skills in analysis, synthesis, evaluation of information, and reflection. The article highlights the importance of developing critical thinking and emphasizes the need to consider the age-related characteristics of adolescents. The focus is on creating problem-solving situations that activate cognitive processes and help develop skills in analysis, synthesis, and evaluation of information. The article provides a detailed description of the research process, diagnostic methods, and their results. It demonstrates that the implementation of a special course of activities in the club led to significant changes in the level of critical thinking among the participants in the experimental group. The findings indicate the high effectiveness of club activities as a tool for developing critical thinking in adolescents.

The article is devoted to the problem of the transformation of the role of generative neural networks in mathematics lessons: from a tool of hidden cheating to a didactic partner. Based on an empirical study (76 students in grades 6-10, Glazov, MBOU "Secondary School №. 3"), it is shown that the vast majority of schoolchildren already use neural networks to complete tasks. However, they do not blindly copy the answers, but check or redo them. A clear age trend has been revealed: among sixth graders, the proportion of "cheating" students exceeds the proportion of those who study with the help of AI, while by the 10th grade the situation is reversed. A methodological system of four strategies has been proposed and tested: "Critical reviewer", "Noisy task", "AI tutor" and "Methodical duo". It has been experimentally proven that the implementation of this system makes it possible to significantly increase the proportion of students who constructively use the neural network, compared with the control group. The methodological transition from prohibitive tactics to a partnership strategy is substantiated. The results can be directly used by math teachers at school.

based on the statistical and analytical report on the results of the Unified State Exam in geography in the Kirov region for 2025, the article reveals persistent deficits in graduate training, including poor knowledge of geographical nomenclature, lack of formation of the conceptual apparatus, difficulties in establishing cause-and-effect relationships and a low level of completion of tasks on the interrelation of natural and socio-economic processes. It is shown that traditional teaching methods do not allow to overcome these disadvantages. The necessity of introducing activity-based and competence-oriented technologies, such as case studies, technology for the development of critical thinking, situational modeling and systematic work with various sources of information, is substantiated. Specific methodological solutions for differentiated work with students of different levels of training are proposed.

The article examines the potential of an English lesson as a platform for the development of critical thinking in adolescents. The author argues that working with authentic problem texts of modern culture, in particular postmodern fairy tale novels, allows for the integration of subject (linguistic) and meta-subject (intellectual) educational outcomes. The article substantiates the thesis that a foreign language ceases to be an end in itself, turning into a tool for deep substantive work, analysis of nuances, irony and stylistic features, which increases the motivation and meaningfulness of the learning process. Adolescence is defined as a sensitive period for such integration, and a foreign language lesson as a unique opportunity to form a critical reader's position through intercultural communication.