Methodological Aspects of Developing Critical Thinking in Students Through Semantic Reading

Abstract

This article examines certain methodological aspects of developing critical thinking through semantic (meaningful) reading within the educational process of higher education institutions. The relevance of this study is determined by the modern principles of educational system development and the social needs of society. Today, training specialists who have well-developed critical thinking, are capable of generating unconventional ideas, possess personal opinions, and can effectively solve professional tasks is a key strategic direction. Freedom of thought allows for the formation of a critical attitude toward the environment and directs an individual toward creative and constructive activity. From this perspective, critical thinking is one of the most important features of independent human thought. Critical thinking is the ability to logically visualize information while considering personal and psychological characteristics, to apply obtained results in both ordinary and novel situations, to ask questions, and to justify opinions and conclusions. The technology of teaching semantic reading is specifically aimed at developing these critical thinking skills.