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

Chapter II is devoted to methods of teaching creative and critical thinking through English literature in the lessons.
Chapter III is devoted to practical analysis of critical and creative thinking in the lessons and strategies of using them in the classroom.
The conclusion summarizes the results of investigation.
The list of used literature contains the works cited in the work and used in the investigation.

CHAPTER I. GENERAL INFORMATION ABOUT CREATIVE AND CRITICAL THINKING SKILLS

1. 
   Defining Creative Thinking and development of Creative thinking
   

Creativity is one of the most valuable learning skills in the 21st century. Creativity refers to the ability to think at a higher level based on complex and post-formal thinking associated with the creation of new and valuable ideas. Higher-order thinking skills are associated with competent and strategic thinking, and these skills include critical, creative, and metacognitive thinking, also known as deep learning. In addition, today it is considered important to develop creativity in order to achieve an effective and high level of education.

Creativity is inherent in human development and personality. It begins to develop from the first grades of school and continues in higher educational institutions and increases due to the amount of experience that a person has and the activities of teachers who can contribute to its development. Therefore, creativity has been an important competency in the design and development of educational programs.
According to scientists, creativity is not just another skill, but a complex process of human subjectness based on a set of specially structured psychological resources that regulate human behavior. Modern researchers have expanded the concept of creativity, recognizing that creative action is a dynamic and uncertain process and even coincides with a broader social context which is defined as a result, process, construct arising from the influence of the context and personal characteristics of human nature. There is no consensus on the definition of creativity, but it is accepted as a generally recognized ability and makes creative products. A creative product is defined as something new, unique, relevant or valuable in a particular context. Many authors support the understanding of creativity not only from the results or products created, but also from the process of achieving them. In this sense, Gardner's definition can be adopted for this purpose.
According to Gardner, a creative person is a person who systematically solves problems, develops new products, identifies problems in a field, initially new, but ultimately accepted in a particular cultural context. This definition includes four approaches to the study of creativity: personal (creative person), process (problem solving), contextual (cultural context) and, finally, product (new products) [14; 10].
Creative learning requirements include: curriculum reform, teacher professional development, student development, and learning reform. The types of creative learning include: inclusive creative learning, integrated creative learning, complementary creative learning, and formative creative learning. Creative thinking education is a process in which teachers apply all sorts of methods or strategies to stimulate the creativity and thinking abilities of students in the learning process based on theories and principles of developing creativity and thinking. Its characteristics are: focus on the thinking ability of students, democratic and open learning environment, relaxed learning environment, attitude towards voluntary learning, high level of cognitive development, focus on affective learning, attention to individual differences and effective development of potential. Stages of teaching creative thinking: organizing a problem situation, providing an opportunity to think, finding a solution to the problem, evaluating and applying.
The development of creative thinking has been identified as a major challenge in creative research because creativity is a complex, multifaceted concept associated with various traits, skills, characteristics, and behaviors. There is no single definition of student creative thinking. For example, Plücker and Beghetto mentioned that Creativity is the interaction between abilities, process, and environment by which a person or group produces a material product that is new and useful, defined in a social context.
According to Plucker & Begetto, there are six elements of creativity:

1. 
   the interaction of skill and process;
   
2. 
   the environment in which the attempt is made;
   
3. 
   develop or manufacture a significant product;
   
4. 
   product freshness;
   
5. 
   the usefulness of the product; and
   
6. 
   the relationship of the product to the social context in which it was created [39; 45].
   

Other researchers agree and suggest that two key characteristics indicate that a product is innovative and suitable. Robinson and Aronika also define creativity as “the process of coming up with innovative ideas that have value… and imagination is the root of creativity, creativity is the work of your imagination. This is practical imagination”; The Association of American Colleges and Universities states that: Creative thinking is the ability to combine or synthesize presented ideas, images, or experiences in new ways—thinking, responding, and highly innovative with a variety of work experiences into a distinctive imagery [42].
Therefore, according to the above definitions, creative thinking is the ability to think differently: to see problems or situations from a new angle or perspective, just to think outside the box. On the other hand, creative thinking inspires creativity in problem solving. Australian Curriculum, Assessment and Accountability Authority Version 4, Australian Curriculum Parameters section, defines four key elements of creative thinking: (1) eliciting information, requests and ideas through research and regulation; (2) generate ideas, opportunities, and actions; (3) reflection of thinking and processes; (4) Analysis, Synthesis and Evaluation of Judgments and Procedures What Campilis and Burke define as the four adaptations of creative thinking:

1. 
   Creativity is a skill
   
2. 
   It allows students to use their imagination to generate ideas, questions, and hypotheses;
   
3. 
   Experiment with alternatives;
   
4. 
   Evaluate their own ideas and ideas, end products and processes of their colleagues.
   

Based on this definition, the following characteristics of creative thinking can be noted:

1. 
   The demand for these creative processes, outputs and results;
   
2. 
   It requires energetic and deliberate human involvement, those who create the results and outcomes of the creative process;
   
3. 
   It can be nurtured through appropriate education through specific activities development of creative thinking in students. [36]
   

In 1962, E. Paul Torrance, one of the pioneers of creativity research and founder of the Torrance Creative Thinking Test (TTCT), defined creative thinking as the process of understanding problems, gaps, gaps in knowledge, missing key points, conflicts, etc.; find a challenge; look for answers, make assumptions or make suggestions about gaps; This definition emphasizes the role of teachers in the development of students' creative thinking, as it includes teaching, practice and learning of students as a result of classroom learning activities, categorizes the skills and procedures that can be mastered. Following this definition, Torrance identified what he called the four key elements of creative thinking; fluency, flexibility, development and originality. Fluency refers to the ability to develop multiple ideas or alternative explanations while working on a problem; flexibility refers to the production of multiple ideas that do not have to be identical; development - the ability to use additional facts to improve the idea; and originality is the ability to develop exclusive or unusual ideas, to place things or situations in a new or unfamiliar context. [2; 445]
The creative thinking proposed in this thesis inevitably includes students, classes, and learning; and the ability of students to solve problems or develop ideas and products that their teachers and peers find new and valuable, on their own or as a team. This definition defines a purposeful, ordinary measure of creative thinking, understanding it as a way of behavior in relation to specific tasks.

2.