Contemporary forms, methods, techniques, and types of learning activities for the development of critical thinking in literature lessons

Abstract

The article reveals a contemporary understanding of the development of critical thinking in school literary education in the context of the transition from a knowledge-oriented model to a competency-based one, in which reading is viewed as active interpretive activity and co-creation of the reader with the author. Critical thinking is interpreted as a synthetic complex of skills, including analysis of the polysemy of a literary text, correlation of meanings with the historical and cultural context, identification of the author’s position, evaluation of arguments, and reflection on one’s own perception while preserving the aesthetic dimension of reading. It is shown that the greatest didactic potential is demonstrated by the technology of developing critical thinking through reading and writing, which organizes learning activity in three interrelated phases and ensures the student’s transition from passive reproduction to an exploratory mode of interaction with the text. Techniques of activation and forecasting (brainstorming, “idea basket”), tools for monitoring comprehension (text marking, reading with pauses), as well as graphic means of structuring information (clusters, mind maps, denotative graphs, cause-and-effect schemes such as the “fishbone”) are detailed, making it possible to visualize the course of reasoning and overcome the fragmentation of interpretation. Considerable attention is paid to the culture of questioning and the transition from closed to multilevel problem-based questions, as well as to discussion formats that develop argumentation, the ability to hear alternative positions, and to adjust one’s own conclusions; the productivity of distributing cognitive roles in group work is shown separately. Writing practices (essay, cinquain, RAFT, reflective writing) are presented as a means of conceptualization and synthesis of meanings. The requirements for the teacher’s professional position as a facilitator of dialogue are discussed, along with the risks of formalization of techniques, the need for systemic implementation, and formative assessment using rubrics, self-assessment, peer assessment, and portfolios. Prospects for the integration of digital tools (hypertext, book trailers, network projects) with in-depth work on the text are noted, which expands media literacy and strengthens metacognitive skills demanded beyond school education.