Formation of critical thinking as an instrument for military‑patriotic education of bachelor historians in teaching a foreign language

Background. The article is devoted to the effectiveness of using critical thinking technology to improve the linguistic competence of bachelor historians. The article pays special attention to the formation of critical thinking among students majoring in “Pedagogical Education. History”. This is due to the fact that in the modern conditions of social development, the formation of critical thinking contributes to the development of patriotic education of young people in the spirit of respect for the past and present which is one of the state priorities nowadays. Taking into account the experience of foreign and domestic scientists dealing with the problem of developing critical thinking, a technology for more effective teaching of a foreign language in practical classes at a university based on the modeling method (in particular, reconstruction of historical events in the classroom) was developed, and the requirements for organizing and conducting foreign language classes were formulated. The proposed technology helps students not only develop their linguistic competence, but also receive the information they need in their educational and professional activities. This technology can be used both for studying a foreign language and in other disciplines. Relevance. In the context of modern realities, as well as in connection with changes in the system of higher and secondary specialized education, this approach acquires a new meaning and relevance, as it allows integrating critical thinking training into the programs of various academic subjects, in this case we are talking about a foreign language. This will contribute to the formation of a person with civic responsibility and a patriot who is able to solve social problems and confront the challenges of modern reality. Purpose. To develop an effective model for teaching English to bachelor historians (in the form of an interactive lesson with the elements of historical events reconstruction), aimed at the developing not only linguistic competence but also critical thinking as a component of military and patriotic education. Results. The criteria of critical thinking are determined and the model with the elements of historical events reconstruction as technology of military and patriotic education in English language class is presented; the necessity of integration of critical thinking in a wide range of academic subjects is proved. Practical implications. This technology can be used in a foreign language practical class and in teaching other disciplines at universities and schools as well.