UDC 37.1+159.95
https://doi.org/10.20339/AM.06-22.062
Galina I. Zhelezovskaya, Dr. Sci. (Pedagogy), Professor, Department of Pedagogy at Saratov State University, e-mail: sgu.pedagogika@yandex.ru
Natalia V. Abramova, Cand. Sci. (Pedagogy), Docent, Associate Professor of Department of Foreign Languages at Saratov State Law Academy, e-mail: nataklenin@mail.ru
The article is devoted to the consideration of the essence of productive thinking from the perspective of a dialectical approach. The specifics of productive thinking are revealed, its effectiveness is analyzed. It is noted that a characteristic feature of productive learning is the accumulation of not only a fund of knowledge, but also mental operations, techniques, well-developed and firmly fixed. It is concluded that in any thinking, both productive and reproductive components can be distinguished, that is, one can see in thinking both the process of cognition of objective reality and the dialectical contradictory unity of both components. It is revealed that from the standpoint of the dialectical approach, thinking is a purely productive process, and like any process, it is dialectical and is carried out as “analysis through synthesis” and its formation is associated with the development of constructive skills. The idea is substantiated that the process of forming students’ productive thinking is associated with the development of various skills in the learning process. The authors consider skill as a person’s readiness for certain actions or operations in accordance with the set goal, based on existing knowledge and skills. The authors describe numerous classifications of skills. The functions of constructive skills are defined, which are a personality property that characterizes productivity, quality and speed of mastering a certain type of activity based on thinking processes.
Key words: productive thinking, methodological analysis, dialectical approach, productive process, productive activity, constructive skills
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