Keyword: «критическое мышление»

The article reveals the importance of developing critical thinking in children aged 11-14 in a social and pedagogical club. The purpose of the study is to identify and implement pedagogical conditions that promote the development of critical thinking in adolescents through the organization of developmental activities. The research hypothesis is based on the assumption that purposefully created pedagogical conditions contribute to the development of skills in analysis, synthesis, evaluation of information, and reflection. The article highlights the importance of developing critical thinking and emphasizes the need to consider the age-related characteristics of adolescents. The focus is on creating problem-solving situations that activate cognitive processes and help develop skills in analysis, synthesis, and evaluation of information. The article provides a detailed description of the research process, diagnostic methods, and their results. It demonstrates that the implementation of a special course of activities in the club led to significant changes in the level of critical thinking among the participants in the experimental group. The findings indicate the high effectiveness of club activities as a tool for developing critical thinking in adolescents.

The article is devoted to the problem of the transformation of the role of generative neural networks in mathematics lessons: from a tool of hidden cheating to a didactic partner. Based on an empirical study (76 students in grades 6-10, Glazov, MBOU "Secondary School №. 3"), it is shown that the vast majority of schoolchildren already use neural networks to complete tasks. However, they do not blindly copy the answers, but check or redo them. A clear age trend has been revealed: among sixth graders, the proportion of "cheating" students exceeds the proportion of those who study with the help of AI, while by the 10th grade the situation is reversed. A methodological system of four strategies has been proposed and tested: "Critical reviewer", "Noisy task", "AI tutor" and "Methodical duo". It has been experimentally proven that the implementation of this system makes it possible to significantly increase the proportion of students who constructively use the neural network, compared with the control group. The methodological transition from prohibitive tactics to a partnership strategy is substantiated. The results can be directly used by math teachers at school.