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

CHAPTER III. Practical analysis of critical and creative thinking in the lessons
3.1 Strategies to develop creative thinking skills in the classroom
The optimal methodology for developing creativity from this approach would be to develop students' strategic thinking by teaching different creative strategies in the classroom. Creative strategies are flexible a procedure or set of procedures in which actions are arranged in sequence to achieve desired goal or purpose. These strategies are characterized by flexibility in planning, adapting to the context, creating a comfortable and useful environment, in participatory and interactive roles between students and students and teachers, productivity or personal achievements, high satisfaction and awareness of self-learning. These strategies seek, among other things development of thinking, interaction, development, communication skills and skills competence, expressing and defending one's point of view, working cooperatively and playing roles. They are distinguished by their focus on strategy focused on developing attitudes, values, emotional sensitivity and resilience in the starting task.
Classical creative strategies were used to develop creative thinking skills. In the 1930s and 1940s, industrial training courses began. These are strategies: can help open up and stimulate divergent thinking and foster creativity. Currently, these strategies are used in an educational context in various divergent thinking tasks. These creative strategies are involved generating ideas that are particularly effective in increasing creative abilities.
As a way of classifying the strategies shown in the framework of creativity development, three types of processes used in solving problems are proposed:
• Analogous: based on likeness or analogy as a solution to problem.
• Antithetic: based on solving a previous counter wave problem done before. Development of creative thinking skills in the educational process
• Random: once discussed the problem in similar ways and vice versa there is a field of non-problem-related and random concepts calculations are used for their solution.
The main strategies for developing creativity are summarized below:
• Brainstorming. Its purpose is to implement a group or project to get like this as many ideas, suggestions, valid alternatives and original ideas as possible. This the strategy can be applied in one step, where each participant prepares himself
This strategy has four main rules:
1. Critical judgment excluded. Don't reject or censor any idea that is absurd or otherwise it may sound strange.
2. Free imagination is welcome.
3. Quantity required.
4. Harmonization and improvement of the proposed ideas is sought.
• List of attributes. This strategy consists of shifting the attributes of an object or situation to another object or situation. Its purpose is to increase sensitivity student to understand the properties of objects and change them creating great new wealth.
This technique should be used as follows:
○ Focus on a goal or potential job topic.
○ Specify various attributes or properties of the subject target (e.g if so).object: shape, color, size, etc.).
○ Select the attributes that best describe the object or topic.
○ Thinking about possible changes in each.
○ Change attribute characteristics without changing other attributes and see what happens.
• Checklist. This strategy is based on formulating questions. Questions are one of the pillars of creative relationships. Prior knowledge the emergence of a problem causes the development of questions because knowing involves a desire to know more and this can lead to many discoveries. This strategy suggests a series of questions asked by the teacher to stimulate creative thinking; these are:
○ Use existing elements that are already used for other purposes.
○ Adapt or copy other similar facts to improve what we have.
○ Change; giving new shapes, colors, aspects.
○ Zoom in, make bigger, stronger, louder, which multiply or appear effects kura more than usual.
○ Reduction; make smaller, lighter, delete, separate, or ignore parts or complications.
○ Replacement; change something with other ingredients, materials, procedures, techniques etc.
○ Change the order or sequence of its components.
○ Turn the object upside down; replace positive with negative to start from the end, change the situation, use sarcasm.
○ Combine ideas to improve the facility.
• Synectics. This word comes from the Greek language and means a diverse union elements and seems insignificant. It is used in group problem solving increase the chances of solving it. Activities are suggested for its application making the strange familiar and the familiar strange through free association, includes four forms of metaphorical analogy, which are:
○ Personal analogy: imagine that you are the object or situation of the problem identify its elements.
○ Direct analogy: look for a phenomenon or similar solution in other fields of knowledge or sciences.
○ Symbolic simile: Interpersonal or object images are used for illustration problem. Poetic and metaphorical types of responses can be used.
○ Fantastic simile: can use fantastic events, imaginary or irrational thoughts defying established laws and creating a different kind of reality.
• Invention of products. This strategy suggests the creation of inventions.
The invention development strategy includes the following steps:
○ Analyze design and build goals.
○ Formation of ideas. New ideas in different categories, original and rare looking for ideas and detailed ideas.
○ Evaluate the generated ideas.
○ Design something new or improve an existing design.
• Story writing. This strategy encourages imagination through development describes stories and its various methods. Here are some of them ideas: create stories from words or randomly selected images, change the main character of a familiar story, changing traditional stories and making changes to its continuation or ending, imagine a fictional character and create a story from this character (eg glass man; iron man), setting riddles and their characteristics using metaphors, analogies, synectics, etc
Development of creative thinking skills in the educational process
• Six thinking hats method. This technique attempts to stimulate six different ways of thinking simultaneously involving the symbolic use of six a variety of headgear including:
○ The white hat is neutral and objective. These facts, information and goals.
○ The red hat represents anger and emotions. It provides emotions point of view.
○ The black hat is gloomy and serious. Careful and careful, tells the weaknesses and difficulties of ideas.
○ A yellow hat is cheerful and positive. It involves optimistic hope and positive thinking.
○ A green hat means abundant, fertile growth and new ideas.
○ The blue hat is cool; it represents the color of the sky above all else. Related managing thought processes, organizing and using other hats.
It can be assumed that this hat refers to the use of metacognition.
• Design thinking. Design thinking offers teachers the support and skills they need. Design is the process of "making" solutions and a well-recognized by-product creative confidence and self-efficacy. Design thinking is an iterative process. It reframes and then analyzes the problem to find its essence possible solutions to find the optimal one that allows the formation of "Creative bridges" between problems and solutions. So both are analytic thinking and various creative thinking is the key to design processes, worked through five key design thinking skills: empathy, problem identification, ideation, prototyping and testing [17; 6].
• A problem-solving model of creative, metacognitive and critical thinking skills which are based on complex reasoning and higher order thinking processes in problem solving. These model voltages the importance of developing creative thinking skills in solving problems; applying creative strategies in processes that require divergence, productive or idea-generating thinking style and more analytical and evaluative strategies aimed at finding an appropriate answer or response at stages of the process that require more traditional or convergent thinking final development. Metacognitive abilities are involved throughout the process offered in solving problems. In this sense, there are some recent studies on the influence of metacognition for the development of creativity.
First, the problem is presented and at the same time, various production processes (in tasks that require the creation of a novel and valuable ideas) and convergent production processes are used (in them tasks that require correct and reliable answers). Metacognitive during the task thinking processes (task planning, regulation-control and verification). The three thinking skills mentioned are applied to the mental product of the problem is achieved.
As an example, the sequence of actions in expository sessions:
a. At the beginning of the lesson: study of previous knowledge: brainstorming, asking questions about the content of the topic, questions to activate knowledge, etc.;
b. During the training: stimulation of creative thinking, creative strategies suggested: brainstorming, synectics, offering examples and counter examples, create a list of attributes to specific questions, visualize, create questions, etc.;
c. At the end of the session: the relevance of the raised issues and educational value in the classroom (creating and searching for scenarios and narratives solutions using divergent thinking skills in different situations).
The sequence of actions in practical training:
a. Presenting the activity through collaborative work in the classroom.
Creative strategies are offered to solve various practical activities by encouraging divergent thinking and lateral thinking: "what if", creative storytelling techniques, brainstorming, using analogies, attribute lists, synectics, creative visualization, and more. An explanation of each the strategy is implemented before the proposed actions are decided;
b. Development and control of creative activities for practical training proposed activities;
c. General discussion. Small group discussion and large group presentation proposals made by explaining the creative process that is being carried out for them solution. To this end, there will be a hypothesis of possible alternative solutions encouraged, hypothetical-deductive thinking, creative and metacognitive thinking skills are supported;
d. Evaluation: group feedback on the creative solution of the activity is carried out, suggestions for improving solutions are developed. Individual and self-assessment of group students is carried out to analyze creative strategies
A problem-solving model of creative, metacognitive and critical thinking skills and development of creative thinking skills in the educational process application in the educational process. Finally, teacher evaluation which is proposed to solve the activity (that is, using a weighted rating scale) based on previously defined evaluation criteria. Thus, evaluation is necessary assessment of the main implemented creative factors involved in the educational activities due to the development of indicators of creative thinking: fluency, flexibility, originality and development.

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