Critical Thinking as a Cognitive Educational Technology; SHS Web of Conferences; Vol. 28 : Research Paradigms Transformation in Social Sciences (RPTSS 2015)

Bibliographic Details
Parent link:	SHS Web of Conferences Vol. 28 : Research Paradigms Transformation in Social Sciences (RPTSS 2015).— 2016.— [01018, 4 p.]
Corporate Authors:	Национальный исследовательский Томский политехнический университет (ТПУ) Институт социально-гуманитарных технологий (ИСГТ) Кафедра истории и философии науки и техники (ИФНТ), Национальный исследовательский Томский политехнический университет (ТПУ) Институт социально-гуманитарных технологий (ИСГТ) Кафедра иностранных языков (ИЯСГТ), Национальный исследовательский Томский политехнический университет (ТПУ) Институт природных ресурсов (ИПР) Кафедра бурения скважин (БС)
Other Authors:	Brylina I. V. Irina Vladimirovna, Turchevskaya B. K. Bella, Bogoryad N. V. Nataliya Vladimirovna, Brylin V. I. Vladimir Ivanovich, Chaplinskaya Ya. I. Yana Igorevna
Summary:	Title screen The article deals with higher education issues related to the formation of students’ intellectual work skills. The research objective of the paper was to consider critical thinking as a cognitive technology in education. In this regard, the didactic and structural approaches to the study of critical thinking do not contradict one another: each approach is a logical complement of the other and reveals certain aspects of the complex concept of critical thinking, giving emphasis to the argument, which is a tool, used both in critical and dogmatic thinking. By the general competence we mean principles of thinking, the ability to produce a reasoned piece of oral and written language, understanding and analysis of philosophical issues, considering the essence and value of the information. Among the professional competencies, the following should be listed: the ability to reconsider the gathered experience critically, the ability to collect, process, and interpret the data of modern research, to form judgments about the value and impact of the professional activity. The logical competence draws focused attention to the critical argument, regarding it throughout the course Logic. It is concluded that critical thinking can be seen as a cognitive educational technology for the formation of logical competence.
Language:	English
Published:	2016
Subjects:	электронный ресурс труды учёных ТПУ критическое мышление образовательные технологии студенты компетентность высшее образование
Online Access:	http://dx.doi.org/10.1051/shsconf/20162801018 http://earchive.tpu.ru/handle/11683/33061
Format:	Electronic Book Chapter
KOHA link:	https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=649551