title: ÐÑÑÐ¿Ð¿Ð¾Ð²Ð°Ñ Ð´Ð¸ÑÐºÑÑÑÐ¸Ñ Ð¿ÑÐ¸ ÑÐ°Ð±Ð¾ÑÐµ Ñ Ð²Ð¸Ð´ÐµÐ¾Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ð°Ð¼Ð¸ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð¿Ð¾ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ ÐºÐ°Ðº ÑÑÐµÐ´ÑÑÐ²Ð¾ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ Ð½Ð°Ð²ÑÐºÐ¾Ð² ÐºÑÐ¸ÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¼ÑÑÐ»ÐµÐ½Ð¸Ñ Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¹
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Group discussion when working with video materials during foreign language classes as a means of forming critical thinking skills in linguistic students
Creators: name: ÐÐ°ÐµÐ²Ð°, ÐÐ»ÐµÐºÑÐ°Ð½Ð´ÑÐ°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2022
Subjects: ÐºÑÐ¸ÑÐ¸ÑÐµÑÐºÐ¾Ðµ Ð¼ÑÑÐ»ÐµÐ½Ð¸Ðµ
ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð°Ñ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ñ
ÑÐ°Ð±Ð¾ÑÐ° Ñ Ð²Ð¸Ð´ÐµÐ¾Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ð°Ð¼Ð¸
Ð¾Ð±ÑÑÐ¶Ð´ÐµÐ½Ð¸Ðµ Ð² Ð³ÑÑÐ¿Ð¿Ð°Ñ
critical thinking
communicative competence
working with video materials
group discussion

description: ÐÐ°Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° ÑÐµÐ¼Ðµ Ð¾Ð±ÑÑÐ¶Ð´ÐµÐ½Ð¸Ñ Ð²Ð¸Ð´ÐµÐ¾Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ð¾Ð² Ð² Ð¼Ð°Ð»ÑÑ Ð³ÑÑÐ¿Ð¿Ð°Ñ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð¿Ð¾ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ð¹ Ñ ÑÐµÐ»ÑÑ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ Ð½Ð°Ð²ÑÐºÐ¾Ð² ÐºÑÐ¸ÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¼ÑÑÐ»ÐµÐ½Ð¸Ñ. Ð Ð°ÑÑÐ¼Ð°ÑÑÐ¸Ð²Ð°ÑÑÑÑ ÑÑÐ°ÐºÑÐ¾Ð²ÐºÐ¸ ÑÐµÑÐ¼Ð¸Ð½Ð° Â«ÐºÑÐ¸ÑÐ¸ÑÐµÑÐºÐ¾Ðµ Ð¼ÑÑÐ»ÐµÐ½Ð¸ÐµÂ» Ð¾Ñ ÑÐ°Ð·Ð½ÑÑ ÑÑÑÐ½ÑÑ-Ð¼ÐµÑÐ¾Ð´Ð¸ÑÑÐ¾Ð² Ð¸ ÑÐ¿Ð¾ÑÐ¾Ð±Ñ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ Ð¸ ÑÐ¾Ð²ÐµÑÑÐµÐ½ÑÑÐ²Ð¾Ð²Ð°Ð½Ð¸Ñ Ð½Ð°Ð²ÑÐºÐ¾Ð² ÐºÑÐ¸ÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¼ÑÑÐ»ÐµÐ½Ð¸Ñ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð¿Ð¾ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ, Ð²ÑÑÐ²Ð»ÑÑÑÑÑ Ð¿ÑÐµÐ¸Ð¼ÑÑÐµÑÑÐ²Ð° Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð¸Ñ Ð²Ð¸Ð´ÐµÐ¾Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ð¾Ð² ÐºÐ°Ðº ÑÑÐµÐ´ÑÑÐ²Ð° Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ. ÐÑÐ¾Ð²ÐµÐ´ÑÐ½ Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½Ñ ÑÑÐµÐ´Ð¸ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð½Ð°Ð¿ÑÐ°Ð²Ð»ÐµÐ½Ð¸Ñ. ÐÑÐ»Ð¸ Ð¿ÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ñ Ð¿Ð¾Ð»ÑÑÐµÐ½Ð½ÑÐµ Ð¿ÑÐ¸ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½ÑÐµ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð¸ Ð¸Ñ Ð¿ÑÐ¸ÑÐ¸Ð½Ñ. ÐÐ° Ð¾ÑÐ½Ð¾Ð²Ðµ ÑÑÐ¾Ð³Ð¾ Ð±ÑÐ»Ð¸ ÑÐ´ÐµÐ»Ð°Ð½Ñ Ð²ÑÐ²Ð¾Ð´Ñ Ð¾ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ð¸ ÐºÑÐ¸ÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¼ÑÑÐ»ÐµÐ½Ð¸Ñ Ð² ÑÐ¾Ð´Ðµ Ð³ÑÑÐ¿Ð¿Ð¾Ð²ÑÑ Ð´Ð¸ÑÐºÑÑÑÐ¸Ð¹ Ð½Ð° Ð·Ð°Ð½ÑÑÐ¸ÑÑ Ð¿Ð¾ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ.
description: This paper presents the topic of discussing video materials in small groups during foreign language classes for students of linguistic areas in order to form critical thinking skills. Interpretations of the term critical thinking from various methodologists and the formation of critical thinking skills in foreign language classes are described, the advantages of using video materials as means of education are identified. A methodological experiment among students of the linguistic direction was conducted. The results of the experiment and their possible causes were analyzed. Based on this, conclusions were drawn about the formation of critical thinking in the course of group discussions during foreign language classes.