Keyword: «debates»

The article discusses the theoretical foundations and practical approaches to the formation of students' argumentation skills in English lessons. The relevance of the topic is determined by the requirements of modern educational standards (the Federal State Educational Standard and the Federal Work Program), in which the development of the ability to logically and convincingly express one's own position is one of the key goals of teaching a foreign language. Special attention is paid to interactive methods that provide a way beyond the standard lesson and a transition to self-education, as well as contribute not only to the development of oral speech and critical thinking, but also to effective preparation for the tasks of the oral part of the Unified State Exam.

The relevance of the study is due to the challenges of modern education, which is characterized by an accelerated exchange of information and the availability of a large number of resources, where the ability to engage in meaningful dialogue has become a key competence. In this context, students face the challenges of selecting, transforming, and using information in the right context, as well as making informed decisions in a rapidly changing environment. To address these issues, it is necessary to integrate pedagogical technologies into the university's educational process, which would enable students to learn how to work with information, think critically, engage in dialogue, and establish effective communication. The relevance of the study determines its purpose: to use debate technology and analyze its effectiveness in terms of developing skills in searching, evaluating, and using information, formulating arguments and counterarguments, and active communication. The study is based on the principles of competence-based, personality-oriented, cultural, and axiological approaches. The theoretical and methodological framework of the study is based on works in the field of theoretical and practical pedagogy. The article describes the experience of using debate technology in the implementation of the discipline «Environmental Design» with 40 third-year students of the art profile: 44.03.05 Pedagogical Education (with two training profiles) profile «Art Education in the Field of Fine Arts and Cultural Studies Education» and 54.03.01 «Design» of the Institute of Pedagogy and Psychology of Petrozavodsk State University. The author concludes that debates are an effective interactive technology that ensures students' purposeful immersion in the artistic educational material, promotes active thinking, structured exchange of ideas, judgments, opinions, and increases the level of motivation for the subject being studied. The theoretical significance of the article lies in the description and generalization of approaches to the use of debate technology in higher education. The practical significance of the article lies in the description of the mechanisms for implementing debate technology in the professional training of art students, in terms of developing critical thinking, skills for searching, evaluating, and subsequently using information, as well as public speaking and active communication.