Training tasks and assignments for critical thinking formation among philology students – future Russian language teachers during the study of linguistic disciplines

Abstract

The aim of the research is to substantiate the potential of using training tasks to form critical thinking of students – future Russian language teachers during the study of linguistic disciplines. The paper considers a training task as a problem situation constructed by the teacher that requires students to apply cognitive skills to interpret, analyze, evaluate information, make conclusions and self-regulate. The scientific novelty of the research lies in clarifying universal mental actions (skills) of a critically thinking person taking into account their application by future Russian language teachers in professionally oriented situations. As a result, 33 sub-skills for which training tasks were formulated involving the work with authentic information from various sources have been identified. The conditions for the successful formation of students’ critical thinking have been determined: the predominant use of multiple texts in the compilation of tasks, the modeling of conditions for future professional activities, the systematic use of training tasks, a variety of forms of learning activities, which enables the manifestation of cognitive skills to select language material in a conscious and critical manner and use it optimally.