Keyword: «development of analytical thinking»

The article is devoted to the problem of the insufficient level of development of analytical thinking among ninth-graders. As a solution, the use of problem-based learning technology in history lessons is proposed. The article presents the results of a test to identify the level of analytical thinking among ninth-graders of gymnasium No. 30, Petrozavodsk.

The article is devoted to the influence of a foreign language on the development of analytical thinking skills in the process of studying foreign languages at a non-linguistic university and the development of practical methods of integrating analytical tasks into language training. Teaching a foreign language at non-linguistic universities plays a key role in the training of specialists capable of creatively solving complex problems and effective communication, which should be aimed not only at improving the level of language training, but also at the development of flexible, analytical thinking. However, the existing education system at non-linguistic universities does not fully utilize the potential of a foreign language as a tool for training analytical abilities. It is necessary to teach students not only to make statements competently, but also to think critically, formulating reasonable conclusions. This comprehensive approach, combining communication and analytics, has determined the relevance of this study. The aim of the work is to examine the results of the influence of learning a foreign language on students' analytical thinking, identify favorable pedagogical conditions and develop practical ways to integrate analytical tasks into the teaching process. The main methods of studying the problem were the theoretical analysis of scientific literature and empirical observation of the educational process. The theoretical significance of the work lies in the systematization of the characteristics of the analytical thinking development in students of non-linguistic specialties and the development of appropriate methodological recommendations. The practical significance of this research results lies in the creation of specific methodological techniques and task systems that can be used by teachers to develop students' analytical thinking as part of building up foreign language communicative competence. The research presents methodological recommendations and a set of tasks that can be used in foreign language classes at non-linguistic universities. The proposed types of tasks are aimed at developing key competences: analytical thinking, long-term memorization, practical application of knowledge, as well as the educational and creative potential of students.