Rustamova shaxnoza ilxomovna shaping creative and critical thinking skills through the english literature

Rational change. Dialogue activity should allow students to intelligently change their position. In other words, students should be open to new information that will help them improve their judgments and decisions. Specific judgment differences need to be identified and studied. If students find that they have made errors in judgment, they can acknowledge this and make reasonable adjustments. For example, the student may decide in favor of the actions of the hero of the story. Perhaps the hero lied. However, this student may not have thought of the alternatives the hero might have. When better alternatives are suggested in class discussion, students who do not use these opportunities may learn something about both literature and critical thinking: e. g. characters may narrow in problem solving. A solution should not be chosen just because it is the most obvious considering alternatives increases the chances of good solutions.
The dialogue learning model gives students the opportunity to become more active students. Having considered a series different points of view, students can better understand both literature and critical thinking. Students are not told that think; they decide for themselves through discourse and reflection. In the process of teaching literature and critical thinking, dialogue learning model encourages effective speech, attentive listening, improved writing skills! Yes, and autonomy thought.

2.3. Reflection and Active learning
Dialogue activities should require students to reflect on their work. For example, a student might describe what they learned in class by writing in their journal: “Today I learned that when people have to use their imagination, they consider alternatives and make choices. Tommy, the hero he didn't and didn't, reading this week's story, Tommy had a better choice than to lie; he just didn't stop considering his alternatives. I thought he made the right decision, although after listening to the opinions of other children, I realized that there are better alternatives.” Letters like these show students that they have learned to look at their own mindset, their character's mindset, and the mindset of their classmates. Journaling reduces the ability of students to compare changes in perception, to "re-evaluate" the decisions they make.
The teacher monitoring this access can see that the students learn something about the character in the story and how he makes choices. The teacher will be rewarded by reading such notes knowing that that student's knowledge and understanding has grown as a result of the lesson. Teachers also determine what students specifically study. Perhaps most importantly, the teacher can also identify which students have few lessons or no lessons.
Dialogue activities should encourage students to design. During the answer phase of the lesson, students must make a decision regarding the questionable aspect(s) of the study. Students know that there is no right or wrong answer and tend to actively express and defend their judgments. Even students who do not participate in the discussion find that they are mentally comparing other responses as they explain and defend different points of view.
From experience, most of us can agree that lessons that allow students to be active rather than passive are the most effective. For example, students who invest in a class project usually develop some experience that they are happy to share. Cognitive research shows that active learning is preferable to passive learning. It makes sense. Based on the fact of interrogation, for example, who leads to quick conclusions to know the answers. It may be appropriate for reviewing data, but this kind of didactic education gives the teacher a more active role. Consequently, students more passively play the role of receptors.
This method, described in the presented interactive learning model, plays a more active role in the development of student learning. Dialogue activities involve students in making judgments and decisions, explaining and defending them, and learning through group discussion and personal reflection, described below. Students must listen, speak, evaluate and re-evaluate the point of view during the conversation. As cognitive researchers, we believe that such active “production exercises” are the most effective approach to developmental learning. Repetition "processes" information more deeply, linking new information to what is already known. In conversational mode, students learn to think better about themselves by reading, connecting literature and critical knowledge, and reflecting on the knowledge of others. Students are like chess players learning new moves and strategies in a friendly game against different players with different knowledge and skills. Through this practice, players expand their knowledge and skills. Similarly, dialogue activities allow learners to expand knowledge and skills [51; 36].
Modern cognitive schema theory confirms that humans develop a large number of mental schemas or knowledge models in their long-term memory. These models give people generalized knowledge about the world. For example, when customers enter a restaurant, they usually know that the expectation of each individual restaurant may be different; some aspects of some types can be generalized. Customers know, for example, that they can serve tables, chairs, waiters or waiters and menus in certain types of establishments. They know only too well that they can choose food and pay for it. Such countless schemes or models of the world allow us to understand and work on it. New experience complicates such schemes.
In the world of literature, readers can develop There are also for the literature to know a number of schemes of specific schemes. For example, advanced learners learn what to do, such as expect a plot or rhyme scheme from a story or poem. As the complexity and difficulty of reading increases, students can develop new and more complex patterns. For example, students and writers can develop the knowledge of how to use their flow as a consciousness writing technique. Research has shown that students improve their understanding of their writing and reading skills when learning the structural qualities of stories. Reading research shows that chart help to create a mental context that allows people to find meaning. Learning involves building a repertoire of schemas useful for understanding new information. Expanding experience is likely to lead to more flexible models.
This should contribute to the development of literary schemes of dialogical activity. When students observe how others understand and interpret what they read, the students' knowledge, their repertoire of schemas, expands and increases. For example, students realize that their reaction to the poem was too literal; they begin to see the difference between how they interpret the poem and how others interpret it. Students may begin to understand this when metaphors, similes, or other figures of speech are used in poetry. With practice, students can develop more flexible patterns that will hopefully help them better recognize and understand future readings. Students should be aware of this as the school year progresses, demonstrating a growing knowledge base, expressing their own knowledge observations about character, motivation, metaphor, symbolism, theme, atmosphere, etc.
In modern education, the search for various techniques and methods continues to develop thinking skills at all levels. But teachers should not rely only on special texts to replace and facilitate them work, since each teacher must create such an atmosphere in the group where students are motivated to read meaningfully, question opinion author, participate in discussions of divergent views, are in search of non-standard ideas on real life problems and develop their own worldview.
In the West, where the Socratic pedagogical tradition is favored, independence is considered important. Thus, overdependence, i.e. complete dependence, in which they cannot complete a task without help at almost every step, is considered unacceptable behavior in Western educational culture. Teaching and learning addiction values passive students and students' lack of criticality [46;10].