SYSTEMS THINKING FORMATION IN THE CONDITIONS OF CLIP THINKING INFLUENCE ON THE PROCESS OF FOREIGN LANGUAGE TEACHING
Abstract
Background. Modern higher education is focused on creating conditions for developing systems thinking skills and reducing the negative impact of clip thinking on the cognitive abilities of the younger generation. Digital technologies contribute to the development of students’ skills such as multitasking, reaction speed, a high degree of adaptability, but also negatively affect the perception of the world around them, students stop analyzing the information they receive and do not strive to make a complete picture of the fragments received.
Purpose. Identify psychological and pedagogical conditions for the formation of systems thinking skills and reducing the negative impact of clip thinking on the process of learning a foreign language.
Materials and methods. The study was conducted by analyzing scientific, educational and methodological literature and pedagogical experience in the formation of cognitive competence among students of higher educational institutions. The article interprets, analyzes and generalizes the theoretical principles and practical experience of developing students’ systems thinking skills, and also studies the influence of clip thinking on the cognitive process in foreign language classes.
Results. The author identified the main learning difficulties caused by the negative impact of clip thinking, and proposed psychological and pedagogical conditions for their minimization and the formation of systems thinking skills. The basis of the psychological and pedagogical conditions is the implementation of problem-based learning through solving communicative tasks in the process of studying modern forms of the English verb. The obtained research results contribute to the methodology and technology of modern professional education, expand the understanding of the role of problematic communicative tasks in foreign language classes and speak about the need to rely on students’ ability to multitask and the mechanism of adaptation to information overload.
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