5. Read silently: find key words in the text. Speak: make up a statement on a given topic
37. Read and explain this example.
You already know that there are more important and less important parts of content in a text. The same can be said about individual words.
You've probably noticed that when you read quickly, you can miss some words - and still understand what is written. Or you might miss just one word and not understand anything! This is because the word was key - so important that leaving it out made it difficult to understand everything else.
There is no doubt that in a good text all words are necessary and important, but still they play different roles. Some seem to “hold” the text, while others explain, clarify, and make what is said more expressive.
For example: In the morning... heavy rain (started, stopped). - In the morning it started... raining.
38. Skim the text without reading it. Please note that some words are in bolder font. These are the keywords. Run your eyes through the text, “snatching” only the key words.
WILD ANIMAL
Vera had a baby squirrel. His name was Ryzhik. He ran around the room, climbed onto the lampshade, sniffed the plates on the table, climbed up the back, sat on the shoulder and unclenched Vera’s fist with his claws - looking for nuts.
Ryzhik was tame and obedient.
But one day everything changed. Ryzhik no longer ran around the table, did not roll on the door, and did not unclench Vera’s fist. He stocked up from morning to evening. If he sees a piece of bread, he’ll grab it; if he sees the seeds, he’ll stuff his nose full and hide everything.
Ryzhik also put sunflower seeds in the guests’ pockets in reserve.
Nobody knew why Ryzhik was stocking up.
And then my father’s acquaintance came from the Siberian taiga and said that pine nuts did not grow in the taiga, and the birds flew away over the mountain ranges, and the squirrels gathered in countless flocks and followed the birds, and even hungry bears did not lie down in dens for the winter.
Vera looked at Ryzhik and said:
You are not a tame animal, but a wild one! But it’s not at all clear how Ryzhik found out that there was famine in the taiga.
According to Gennady Snegirev
Check your understanding of the text by quick reading (browsing by keywords). Answer the questions: 1. Who was called the wild beast? 2. What was Ryzhik like at the beginning? 3. What did he do over time? 4. Why did Ryzhik stockpile food? 5. How did Ryzhik know that there was famine in the taiga?
This is interesting!
Scientists have found that some animals understand the language of other animals. Thus, large sea turtles understand the signals of dolphins. Hundreds of turtles swim to the coast of the Nicobar Islands in the Indian Ocean to lay eggs. But they do not immediately go ashore, but wait for a special signal that the dolphins give them, assessing the situation on the coast. At the right moment, using a special sound, they make it clear that you can move towards the shore. And only then do the turtles come out to lay eggs. It is curious that dolphins protect newborn turtles, driving away their enemies from the shore.
39. Work in pairs. Read the story “Wild Beast” in an undertone, without missing anything (one person reads halfway, the other reads the rest).
Discuss what was missed when skimming the text. Make up questions about these parts of the content.
40. Make up an oral statement about how you think a work of fiction should be read: slowly, quickly, very quickly. Why? In what cases is it necessary to quickly review the text? Try to consistently develop the idea, connect one sentence to another.
41. Complete the sentences or write them down.
It is advisable to be able to quickly scan the text using keywords in cases where.... If we read..., then it’s not worth it....
42. Write down a sentence, pose questions from the main members of the sentence to the secondary ones. Use arrows to show connections between words.
The secrets of nature often amaze people.
43. Copy the phrases, insert the missing letters, open the brackets.
Vera’s f..l, put it in his pockets, didn’t put it in the dens, was tame (?) and climbed up the back.., a piece.. of bread,
nab(?) this nose, came from the taiga, didn’t settle down in the taiga, cedar..tails, from morning to evening..ra, gathered in flocks, only.. it’s not clear. .
44. Select a text from previous lessons and try to independently identify the key (most important) words in it, with the help of which you could get a general idea of its content.
Evening
Name. Communicative exercise "Key words"
Purpose.
The group psychological training procedure is aimed at developing the ability to summarize the main content of another person’s speech and find points at which a communicative situation can be developed.
The presenter calls one volunteer. He will have to tell a short story about some episode from his personal life. It is desirable that this episode contains some kind of problem, and this problem, perhaps, the person himself has not yet solved for himself. The presenter warns the volunteer that his story will be carefully analyzed. If he doesn't want it, he can refuse.
The volunteer produces the story. The rest of the participants listen to him carefully. If a volunteer gets confused and doesn’t know how to continue the story, the presenter helps him in a gentle manner.
After finishing the story, the presenter invites the participants to analyze the story and highlight seven key words (concepts) in it:
These keywords should reflect the most characteristic moments of the story,
Keywords should reflect the problem,
You can use combinations of two or three words if you cannot limit yourself to one, and this will be considered one key concept.
The list of keywords is compiled by the training participants together. The author of the story himself does not take part in the discussion. If there are more than seven keywords, you need to weed out the extra ones. At the same time, some can be combined.
When the list is completed, there is a transition to another volunteer and his story. It is advisable to repeat this several times.
At the end, a discussion is held in which the presenter, together with the participants, considers situations in which this ability to highlight key words in the interlocutor’s speech can help. The presenter draws the attention of the participants to the fact that each keyword is a point at which the dialogue can be developed in some special direction. Sometimes the interlocutor deliberately, deliberately throws in these keywords. Sometimes he does this unconsciously. Sometimes even against your will.
1. Communicative exercise “Key words” [Electronic resource] // A. Ya.. 6.11.2012..html (6.11.2012).
In the RKMChP technology, the lesson is structured according to the scheme: “Challenge” – “Comprehension” – “Reflection” and involves a wide range of methodological techniques and strategies for conducting a lesson.
The first phase of the technology for developing critical thinking is “Challenge” or “Awakening”.
Objectives of this phase:
- Updating and summarizing the student’s existing knowledge on this topic.
- Awakening cognitive interest in the topic being studied.
- Detection and awareness of the insufficiency of existing knowledge.
- Encouraging the student to be active.
Functions of the “Call” stage:
- motivational (motivation to work with new information, stimulating interest in setting and methods of achieving goals);
- informational (calling to the “surface” of existing knowledge on a topic);
- communication (conflict-free exchange of opinions).
The system of methods for organizing the “Challenge” stage includes both ways of organizing individual work and its combination with pair and group work.
At the “Challenge” stage of lessons using RCMChP technology, the teacher can use the following techniques:
- "Cluster".
- Table of “thin” and “thick” questions.
- Table “I know, I want to know, I found out.”
- “Tree of Predictions.”
- "Bloom's Chamomile"
- “True and False Statements.”
- “Do you believe?”
- “Basket of ideas.”
- The story is a guess based on “key” words.
- "Sinquain".
Reception “Cluster”(clusters) – highlighting semantic units of text and graphic design in a certain order in the form of a cluster. This design of the material helps students find out and understand what can be said (orally and in writing) on a given topic. This technique can be applied at the “Challenge” stage, when information is systematized before becoming familiar with the main source (text) in the form of questions or headings of semantic blocks. (Appendix No. 1. Example 1, 2)
Reception “Table of “thick” and “thin” questions.”
The table of “thick” and “thin” questions can be used at any of the three phases of the lesson: at the “Challenge” stage - these are questions before studying the topic that students would like to receive answers to when studying the topic. Subtle questions require a clear answer. Thick questions are problematic questions that invite ambiguous answers. (Appendix No. 1. Table 1)
Reception Table “I know. I want to know. I found out.” Table “ZHU”.
This technique of graphically organizing the material will help to collect information already available on the topic, expand knowledge on the issue being studied, and systematize it. It is used to update existing knowledge and increase motivation to learn new things at the “Challenge” stage, followed by a return to the materials at the “Reflection” stage. Before starting reading, students are asked the question: “What do you know or think about the topic of our lesson?” All proposed formulations are recorded in the “I know” column for general attention without adjustment and without evaluation. Then the question is asked: “What would you like to know?” These formulations are also recorded in the “I want to know” column. Information, concepts, facts are written down only in your own words, without quoting the textbook or other text with which you worked. The notes remain on the board until the end of the lesson.
At the “Reflection” stage, a return to the challenge stage is made: adjustments are made to the first column of statements and the answers to the second column of questions are checked. (Appendix No. 1. Example 3)
Reception “Tree of Predictions”.
This technique helps to make assumptions about the development of the plot line in a story, story, or text.
Rules for working with this technique: the trunk of the tree is the topic, the branches are assumptions that are made in two directions - “possibly” and “probably” (the number of branches is not limited), and the leaves are the rationale for these assumptions, arguments in favor of this or that opinion. (Appendix No. 1. Example 4)
Reception “Chamomile of questions or Chamomile of Bloom”.
"Chamomile" consists of six petals, each of which contains a specific type of question. Thus, six petals - six questions:
1. Simple questions - questions in response to which you need to name some facts, remember and reproduce certain information: “What?”, “When?”, “Where?”, “How?”.
2. Clarifying questions. Such questions usually begin with the words: “So, are you saying that...?”, “If I understand correctly, then...?”, “I could be wrong, but, in my opinion, you said about...?”. The purpose of these questions is to provide the learner with opportunities for feedback on what they have just said. Sometimes they are asked to obtain information that is not in the message, but is implied.
3. Interpretive (explanatory) questions. Usually start with the word "Why?" and are aimed at establishing cause-and-effect relationships. "Why do the leaves on trees turn yellow in the fall?" If the answer to this question is known, it “turns” from an interpretive one into a simple one. Consequently, this type of question “works” when there is an element of independence in the answer.
4. Creative issues. This type of question most often contains the particle “would”, elements of convention, assumption, forecast: “What would change...”, “What would happen if...?”, “How do you think the plot in the story will develop after ...?".
5. Assessment questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. “Why is something good and something bad?”, “How does one lesson differ from another?”, “How do you feel about the action of the main character?” etc.
6. Practical questions. This type of question is aimed at establishing the relationship between theory and practice: “How can you apply...?”, What can be done from...?”, “Where can you observe... in everyday life?”, “How would you acted in the place of the hero of the story?
At the Challenge stage, students formulate questions and then look for answers to them using material from the textbook or other sources of information.
Technique “True and false statements.”
Students are presented with a list of statements based on the text they will later study. The teacher asks to establish whether these statements are true, justifying his answer. After getting acquainted with the basic information, we return to these statements, and students evaluate their reliability using the information received in the lesson. (Appendix No. 1. Example 5)
Reception – Game “Do you believe?” or “Danetka”.
The teacher asks questions to which students must answer “yes” or “no.” Everyone has a table on their desk, like a blackboard. The teacher reads the questions, and the students put a plus (yes) in the first line if they agree with the statement, and a minus (no) if they disagree. The second line will remain empty for now. During the lesson, students look at the table and see how right they were. (Appendix No. 1. Example 6.7)
Reception “Basket of Ideas”
This is a technique for organizing individual and group work of students at the initial stage of the lesson. It allows you to find out everything that students know or think about the topic being discussed in the lesson. You can draw a basket icon on the board, which will conventionally contain everything that all students know together about the topic being studied.
Information exchange is carried out according to the following procedure:
1. A direct question is asked about what students know about a particular problem.
2. First, each student remembers and writes down in a notebook everything he knows about a particular problem (strictly individual work, duration 1–2 minutes).
3. Then information is exchanged in pairs or groups. Students share known knowledge with each other (group work). Time for discussion is no more than 3 minutes. This discussion should be organized, for example, students should find out where their existing ideas coincide and where disagreements arose.
5. All information is briefly written down in the form of abstracts by the teacher in a “basket” of ideas (without comments), even if they are erroneous. You can “dump” facts, opinions, names, problems, concepts related to the topic of the lesson into the idea basket. Further, during the lesson, these facts or opinions, problems or concepts, scattered in the child’s mind, can be connected into logical chains.
The technique “Story-assumption based on “key” words.”
Using keywords, you need to compose a story or arrange them in a certain sequence, and then, at the comprehension stage, look for confirmation of your assumptions, expanding the material.
Technique “Writing a syncwine”.
Translated from French, the word “cinquain” means a poem consisting of five lines, which is written according to certain rules. Compiling a syncwine requires the student to briefly summarize the educational material and information, which allows him to reflect on any occasion. This is a form of free creativity, but according to certain rules. Students can compose a syncwine at the “Challenge” stage, then, having studied the information in the lesson, they compose a new syncwine at the “Reflection” stage, comparing their knowledge before the lesson and after studying the new topic.
Rules for writing syncwine:
The first line contains one word - a noun. This is the theme of syncwine.
On the second line you need to write two adjectives that reveal the theme of the syncwine.
On the third line, three verbs are written that describe actions related to the topic of syncwine.
The fourth line contains a whole phrase, a sentence consisting of several words, with the help of which the student expresses his attitude to the topic. This can be a catchphrase, a quote, or a phrase composed by the student in the context of the topic.
The last line is a summary word that gives a new interpretation of the topic and allows you to express a personal attitude towards it. It is clear that the theme of syncwine should be as emotional as possible. (Appendix No. 1. Example 9).
If the challenge phase is successfully implemented, the classroom has a powerful incentive to work at the next stage - the stage of obtaining new information.
Literature:
- Zagashev I.O., Zair-Bek S.I., Mushtavinskaya I.V., We teach children to think critically.-St. Petersburg: “Delta Alliance” jointly. With the publishing house “Rech”, 2003.
- Zagashev I.O., Zaire – Bek S.I. Critical thinking: development technology. – St. Petersburg: Alliance Delta Publishing House, 2003.
- Mushtavinskaya I.V., Trofimchuk G.A. Technology for the development of critical thinking: Methodological manual. – St. Petersburg: IRO “Smena”, 2004.
- http://www.kmspb.narod.ru./posobie/priem.htm Techniques of RCM technology.
- http://www.kmspb.narod.ru./posobie/nachal.htm Lessons using RCM technology. Elementary School.
- http://svetlyschool1.narod.ru/vist_Typina.htm Tyapina V. N.“The use of methods and techniques of technology for the development of critical thinking to form the mental activity of students in the process of studying the subject of the world around them.”
Teacher of Russian language and literature N. A. Puzanova from Bryansk offers its students Vocabulary dictations followed by creative work(according to options). Using the word combinations of these dictations, students will have to create a text on one of the proposed topics (for example, “The image of the Russian land in “The Tale of Igor’s Campaign””, “The main idea of the “Tale...””, “Russian princes in the “Tale...””, etc. .).
Let’s add to N.A. Puzanova’s list other words related to the same topic: hoax, hypothesis, civil strife, coalition of princes, skeptics, dark places, sedition, journalistic, military-feudal, patriotic pathos, folk poetic tradition, linguistic data . Based on them, we can talk about the history of the text, its features, and the vicissitudes of studying “The Word...”. As you can see, this work also becomes a good training in the Russian language.
At all Keyword story successfully used in many lessons. T.I. Smirnova, who teaches at vocational school No. 9 in the city of Roshal, Moscow region, shared her interesting experience with us. She has to talk about literature with future gas welders and cooks. There are few hours (one hour a week), low motivation, you need to look for special techniques to communicate with such an audience. Tatyana Ivanovna says that the lesson invariably goes well after a lecture on the biography of Tolstoy. There is a week between them, so you need to quickly and productively remember what you have passed. Each student, at the request of the teacher, names one association word that comes to his mind when he sees the name written on the board - “Lev Nikolaevich Tolstoy.” All named words are also written on the board. Then students in pairs or individually must write a short story about Tolstoy, using five or six key words from the list that appears on the board. This work can be done both in writing and orally.
It is convenient to use keywords “preventively”: before a lesson (for example, on the same biography), you can distribute to students words printed on pieces of paper that will appear in the teacher’s story. You can set different tasks for students - number these words, thus noting the order of their appearance; give an interpretation of the words (for this a special place should be left on the piece of paper); continue the list of key words (to do this, it must deliberately omit two or three important words that will be used in the teacher’s story). The role of keywords can be played by poetic quotes given without indicating the names of the authors (for example, for a review lesson on Silver Age poetry) - then students will have to correlate them with the key points of the lecture.
Of course, these are just some examples of use. Key words at the lesson. We'd love to hear how you work with them.
Dictation 1
The true nationality of the “Word...”, the self-awareness of enlightened Russian people of the end of the 12th century, the artistic means of oral poetry and written literature, the indicated techniques, their kinship with folklore, constant epithets, in close proximity to epic images, inspired by folk beliefs, built on the principle of parallelism, druzhina actions caused by the desire to emphasize, indicated fearlessness, strengthened knightly and warlike features, interesting deviations from the chronicle story, placed among real persons.
Dictation 2
Created on the basis, saddened by defeat, addressed to descendants and contemporaries, a naked sword, red-hot arrows, on the blood-stained ground, armed guards, armed with swords, the repeatedly repeated sigh “Oh Russian land, you are already over the hill!”, silks trampled into the mud, wounded warriors, slandered by a neighbor, gifted with poetic intuition, about Yaroslavna's cry, Polovtsian regiments, Chernigov land, ambition, impatience, pride, repentant speech, Horde horses, Turov swamps, heard in Vladimir, Chernigov, Suzdal, Kyiv.
Speech at the teachers' meeting "Techniques of the activity approach"Development of critical thinking: techniques and methods of the “Challenge” stage
In the RKMChP technology, the lesson is structured according to the scheme: “Challenge” – “Comprehension” – “Reflection” and involves a wide range of methodological techniques and strategies for conducting a lesson.
The first phase of the technology for developing critical thinking is “Challenge” or “Awakening”.
Objectives of this phase:
Updating and summarizing the student’s existing knowledge on this topic.
Awakening cognitive interest in the topic being studied.
Detection and awareness of the insufficiency of existing knowledge.
Encouraging the student to be active.
Functions of the “Call” stage:
motivational (motivation to work with new information, stimulating interest in setting and methods of achieving goals);
informational (calling to the “surface” of existing knowledge on a topic);
communication (conflict-free exchange of opinions).
The system of methods for organizing the “Challenge” stage includes both ways of organizing individual work and its combination with pair and group work.
At the “Challenge” stage of lessons using RCMChP technology, the teacher can use the followingtechniques:
“Cluster.”
Table of “thin” and “thick” questions.
Table “I know, I want to know, I found out.”
“Tree of predictions."
“Bloom's Chamomile.”
“True and false statements.”
“Do you believe?”
“Basket of ideas.”
The story is a guess based on “key” words.
“Cinquain.”
Reception “Cluster” (clusters) – highlighting semantic units of text and graphic design in a certain order in the form of a cluster. This design of the material helps students find out and understand what can be said (orally and in writing) on a given topic. This technique can be applied at the “Challenge” stage, when information is systematized before becoming familiar with the main source (text) in the form of questions or headings of semantic blocks. (Appendix No. 1. )
Reception “Table of “thick” and “thin” questions.”
The table of “thick” and “thin” questions can be used at any of the three phases of the lesson: at the “Challenge” stage - these are questions before studying the topic that students would like to receive answers to when studying the topic. Subtle questions require a clear answer. Thick questions are problematic questions that invite ambiguous answers. (Appendix No. 1. )
Reception Table “I know. I want to know. I found out.” Table “ZHU”.
This technique of graphically organizing the material will help to collect information already available on the topic, expand knowledge on the issue being studied, and systematize it. It is used to update existing knowledge and increase motivation to learn new things at the “Challenge” stage, followed by a return to the materials at the “Reflection” stage. Before starting reading, students are asked the question: “What do you know or think about the topic of our lesson?” All proposed formulations are recorded in the “I know” column for general attention without adjustment and without evaluation. Then the question is asked: “What would you like to know?” These formulations are also recorded in the “I want to know” column. Information, concepts, facts are written down only in your own words, without quoting the textbook or other text with which you worked. The notes remain on the board until the end of the lesson.
At the “Reflection” stage, a return to the challenge stage is made: adjustments are made to the first column of statements and the answers to the second column of questions are checked. (Appendix No. 1. )
Reception “Tree of Predictions”.
This technique helps to make assumptions about the development of the plot line in a story, story, or text.
Rules for working with this technique: the trunk of the tree is the topic, the branches are assumptions that are made in two directions - “possibly” and “probably” (the number of branches is not limited), and the leaves are the rationale for these assumptions, arguments in favor of this or that opinion. (Appendix No. 1. )
Reception “Chamomile of questions or Chamomile of Bloom”.
"Chamomile" consists of six petals, each of which contains a specific type of question. Thus, six petals - six questions:
1. Simple questions - questions in response to which you need to name some facts, remember and reproduce certain information: “What?”, “When?”, “Where?”, “How?”.
2. Clarifying questions. Such questions usually begin with the words: “So, are you saying that...?”, “If I understand correctly, then...?”, “I could be wrong, but, in my opinion, you said about...?”. The purpose of these questions is to provide the learner with opportunities for feedback on what they have just said. Sometimes they are asked to obtain information that is not in the message, but is implied.
3. Interpretive (explanatory) questions. Usually start with the word "Why?" and are aimed at establishing cause-and-effect relationships. "Why do the leaves on trees turn yellow in the fall?" If the answer to this question is known, it “turns” from an interpretive one into a simple one. Consequently, this type of question “works” when there is an element of independence in the answer.
4. Creative issues. This type of question most often contains the particle “would”, elements of convention, assumption, forecast: “What would change...”, “What would happen if...?”, “How do you think the plot in the story will develop after ...?".
5. Assessment questions. These questions are aimed at clarifying the criteria for evaluating certain events, phenomena, facts. “Why is something good and something bad?”, “How does one lesson differ from another?”, “How do you feel about the action of the main character?” etc.
6. Practical questions. This type of question is aimed at establishing the relationship between theory and practice: “How can you apply...?”, What can be done from...?”, “Where can you observe... in everyday life?”, “How would you acted in the place of the hero of the story?
At the Challenge stage, students formulate questions and then look for answers to them using material from the textbook or other sources of information.
Technique “True and false statements.”
Students are presented with a list of statements based on the text they will later study. The teacher asks to establish whether these statements are true, justifying his answer. After getting acquainted with the basic information, we return to these statements, and students evaluate their reliability using the information received in the lesson. (Appendix No. 1. )
Reception – Game “Do you believe?” or “Danetka”.
The teacher asks questions to which students must answer “yes” or “no.” Everyone has a table on their desk, like a blackboard. The teacher reads the questions, and the students put a plus (yes) in the first line if they agree with the statement, and a minus (no) if they disagree. The second line will remain empty for now. During the lesson, students look at the table and see how right they were. (Appendix No. 1. )
Reception “Basket of Ideas”
This is a technique for organizing individual and group work of students at the initial stage of the lesson. It allows you to find out everything that students know or think about the topic being discussed in the lesson. You can draw a basket icon on the board, which will conventionally contain everything that all students know together about the topic being studied.
Information exchange is carried out according to the following procedure:
1. A direct question is asked about what students know about a particular problem.
2. First, each student remembers and writes down in a notebook everything he knows about a particular problem (strictly individual work, duration 1–2 minutes).
3. Then information is exchanged in pairs or groups. Students share known knowledge with each other (group work). Time for discussion is no more than 3 minutes. This discussion should be organized, for example, students should find out where their existing ideas coincide and where disagreements arose.
5. All information is briefly written down in the form of abstracts by the teacher in a “basket” of ideas (without comments), even if they are erroneous. You can “dump” facts, opinions, names, problems, concepts related to the topic of the lesson into the idea basket. Further, during the lesson, these facts or opinions, problems or concepts, scattered in the child’s mind, can be connected into logical chains.
The technique “Story-assumption based on “key” words.”
Using keywords, you need to compose a story or arrange them in a certain sequence, and then, at the comprehension stage, look for confirmation of your assumptions, expanding the material.
Technique “Writing a syncwine”.
Translated from French, the word “cinquain” means a poem consisting of five lines, which is written according to certain rules. Compiling a syncwine requires the student to briefly summarize the educational material and information, which allows him to reflect on any occasion. This is a form of free creativity, but according to certain rules. Students can compose a syncwine at the “Challenge” stage, then, having studied the information in the lesson, they compose a new syncwine at the “Reflection” stage, comparing their knowledge before the lesson and after studying the new topic.
Rules for writing syncwine:
The first line contains one word - a noun. This is the theme of syncwine.
On the second line you need to write two adjectives that reveal the theme of the syncwine.
On the third line, three verbs are written that describe actions related to the topic of syncwine.
The fourth line contains a whole phrase, a sentence consisting of several words, with the help of which the student expresses his attitude to the topic. This can be a catchphrase, a quote, or a phrase composed by the student in the context of the topic.
The last line is a summary word that gives a new interpretation of the topic and allows you to express a personal attitude towards it. It is clear that the theme of syncwine should be as emotional as possible. (Appendix No. 1. ).
If the challenge phase is successfully implemented, the classroom has a powerful incentive to work at the next stage - the stage of obtaining new information.
Literature:
Zagashev I.O., Zair-Bek S.I., Mushtavinskaya I.V., We teach children to think critically.-St. Petersburg: “Delta Alliance” jointly. With the publishing house “Rech”, 2003.
Zagashev I.O., Zaire – Bek S.I. Critical thinking: development technology. – St. Petersburg: Alliance Delta Publishing House, 2003.
Mushtavinskaya I.V., Trofimchuk G.A. Technology for the development of critical thinking: Methodological manual. – St. Petersburg: IRO “Smena”, 2004.
http://www.kmspb.narod.ru./posobie/priem.htm Techniques of RCM technology.
http://www.kmspb.narod.ru./posobie/nachal.htm Lessons using RCM technology. Elementary School.
http://svetlyschool1.narod.ru/vist_Typina.htmTyapina V. N. “The use of methods and techniques of technology for the development of critical thinking to form the mental activity of students in the process of studying the subject of the world around them.”
