Сборник научных статей международной научно-практической конференции
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zh.aymauytuly zhinak 2023 2
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Findings and discussion It seems that Hu, Jia, Plucker, and Shan have created a curriculum known as the "LTT" curriculum with the aim of improving students' thinking skills and motivation for learning. This curriculum is rooted in various theoretical foundations: 34 Figure 1: Key Aspects of Learning to Think (LTT) Curriculum Piaget's theory, as referenced by Evans in 1973, suggested that children go through four distinct stages of cognitive development: sensorimotor, pre-operations, concrete operations, and formal operations. Each of these stages involves specific cognitive tasks that need to be successfully accomplished. In contrast, Vygotsky argued in his work from 1978 that children's development can be enriched through interactions with adults and more knowledgeable peers, particularly within the zone of proximal development. He asserted that "effective learning" occurs when it is slightly beyond a child's current level of development. The fusion of Piaget's framework, encompassing four cognitive development stages, with Vygotsky's concept of the zone of proximal development, coupled with the idea that effective learning should slightly surpass current developmental levels, establishes the theoretical basis for evaluating the relative difficulty of activities within the LTT curriculum. Consequently, the difficulty level of these activities is adjusted not only to align with a student's current abilities but also to present challenges that stimulate the enhancement of their thinking skills, creativity, academic performance, and motivation for learning, as described by Hu et al. in 2011. Conclusion In this paper, the author has undertaken an extensive examination of the development of critical thinking abilities in elementary school students. Our Theoretical Foundations Description жүктеу/скачать 2,4 Mb. Достарыңызбен бөлісу:
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