10-tom, 2-son, b. 5–10, Nashr: 2026-10-18

FALSAFA FANINI O'QITISHDA RAQAMLI TEXNOLOGIYALAR VOSITASIDA TALABALAR TANQIDIY TAFAKKURINI SHAKLLANTIRISHNING METODIK ASOSLARI

МЕТОДИЧЕСКИЕ ОСНОВЫ ФОРМИРОВАНИЯ КРИТИЧЕСКОГО МЫШЛЕНИЯ СТУДЕНТОВ СРЕДСТВАМИ ЦИФРОВЫХ ТЕХНОЛОГИЙ ПРИ ПРЕПОДАВАНИИ ФИЛОСОФИИ

METHODOLOGICAL FOUNDATIONS FOR DEVELOPING STUDENTS’ CRITICAL THINKING THROUGH DIGITAL TECHNOLOGIES IN PHILOSOPHY TEACHING

• Biybalaev Islombek Abdunazarovich — Buxoro xalqaro universiteti mustaqil tadqiqotchisi · ORCID: https://orcid.org/0009-0008-6594-3567

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Annotatsiya

Maqolada falsafa fanini o'qitishda talabalarning tanqidiy tafakkurini argument tuzilmasini ko'rinadigan qilish orqali shakllantirishning metodik asoslari tahlil qilinadi. S. Tulminning argument modeli, argument xaritalash bo'yicha tadqiqotlar hamda tanqidiy fikrlash bo'yicha Delfi konsensusi asosida "Savol – dalil – qarshi dalil – qayta qurish" to'rt bosqichli argumentativ sikl modeli taklif etiladi. Siklning har bir bosqichi uchun maqsad, raqamli vosita (Kialo, Rationale, MindMup, Argunet) va talaba faoliyati belgilangan, tanqidiy fikrlashning olti asosiy ko'nikmasi falsafiy topshiriqlar va raqamli vositalar bilan muvofiqlashtirilgan. Modelni falsafa seminarlariga joriy etishning tashkiliy-pedagogik shartlari va cheklovlari asoslangan.

Аннотация

В статье анализируются методические основы формирования критического мышления студентов при обучении философии посредством визуализации структуры аргументации. На основе модели аргумента С. Тулмина, исследований по картированию аргументов и Дельфийского консенсуса о критическом мышлении предложена модель четырёхэтапного аргументативного цикла «вопрос – довод – контрдовод – реконструкция». Для каждого этапа определены цель, цифровой инструмент (Kialo, Rationale, MindMup, Argunet) и деятельность студента; шесть базовых навыков критического мышления соотнесены с философскими заданиями и цифровыми средствами. Обоснованы организационно-педагогические условия и ограничения внедрения модели в семинарские занятия по философии.

Abstract

The article examines the methodological foundations of developing students' critical thinking in philosophy courses by making the structure of argumentation visible. Drawing on S. Toulmin's model of argument, research on argument mapping and the Delphi consensus on critical thinking, the author proposes a four-stage argumentative cycle model "question – reason – counter-reason – reconstruction". For each stage the goal, the digital tool (Kialo, Rationale, MindMup, Argunet) and the student activity are defined, and the six core critical thinking skills are aligned with philosophical tasks and digital tools. The organisational and pedagogical conditions and the limitations of introducing the model into philosophy seminars are substantiated.

Kalit so'zlar: falsafa, tanqidiy tafakkur, argument xaritalash, Tulmin modeli, raqamli texnologiyalar, argumentativ sikl, seminar mashg'uloti, talaba

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