TECHNOLOGY OF DEVELOPMENT OF CRITICAL THINKING IN MENTORING STUDENTS OF THE SILVER UNIVERSITY OF MSPU

Abstract

Currently, the diversity of educational services requires a person to be able to navigate this
flow, navigate independently and make an informed choice based on the priority goals and needs
of the person himself. An average person is not able to independently understand and manage
these processes without the support of a mentor-tutor. The article presents various organizational
forms, technologies, methods and strategies that are used in Russia to implement mentoring
activities. An attempt is made to justify tutoring as a type of mentoring; the characteristic of
the technology of critical thinking development as a technology of open education is described.
It is used to organize tutoring support for the educational and professional development of students
of the Silver University of MSPU. The authors correlate the stages of critical thinking
development technology with the stages of “full tutor action”, in which the tutor accompanies
students: creating an open educational environment, implementing educational navigation and
scaling. The article analyses the technological techniques used by the tutor in the process of tutor
support for the educational and professional development of students of the Silver University of
MSPU at all stages of the implementation of the “full tutor action”. Creating an open educational
environment at the challenge stage allows you to update the personal experience and knowledge
of students within the areas of knowledge that are of greatest interest to them. Using the resources
of the technology for developing critical thinking, a tutor creates a text-based open educational
environment for students that has the key characteristics, namely, it has openness, variability,
redundancy and it is unstructured and provocative. The technological tools used at the semantic
stage allow educational navigation. 

At the stage of reflection, scaling is achieved through
the tutor's reflexive questions, the organization of oral and written reflection, which become
the starting point for further independent development of students' interests and create a new
scale in the implementation of their education. The article analyzes the techniques that are used
in the process of tutor support of educational self-determination and self-education of students of
the Silver University of MSPU.