THE ROLE OF THE PROBLEM-BASED APPROACH IN DEVELOPING CRITICAL THINKING

Abstract

The article analyzes the role of the problem-based approach in the development of critical thinking of lyceum students in Ukrainian literature lessons, taking into account modern educational challenges. Particular attention is focused on the theoretical foundations of problem-based learning, its didactic potential and possibilities of integration into the process of literary education as a factor in activating the cognitive activity of students and forming a conscious attitude towards the literary text.

The feasibility of using problem-based learning as an effective means of educating a conscious reader capable of deep analysis of works and comprehension of the author's position is substantiated. It has been proven that problem situations created by the teacher in the lesson stimulate intellectual tension, contribute to the transition from reproductive assimilation of knowledge to productive, research activity, and form the need for reasoned judgment and reflection.

The work shows the relationship between problem tasks, questions, and the formation of key critical thinking skills: working with information, comparing different interpretations, formulating hypotheses, evaluating texts, independently drawing conclusions, and justifying one's own position. It is emphasized that the systematic use of problem questions contributes to the formation of the ability to argue an opinion, conduct a dialogue, accept alternative points of view, and critically read literary texts.