DEVELOPMENT OF VERBAL-LOGICAL THINKING AMONG STUDENTS IN THE EDUCATIONAL PROCESS

Abstract

This article discusses the developed methodology for determining the criteria and levels of development
of verbal-logical thinking among students in the learning process. The experimental work was
carried out in three stages: at the first stage, students were questioned and tested to identify the state
of the problem of the development of verbal-logical thinking; at the second experimental stage, a verifying
experiment was conducted: input tests to identify the motivational, cognitive and praxeological
characteristics of verbal-logical thinking. At the third stage, a structural-content model for developing
students’ verbal-logical thinking in the learning process was developed and tested through the implementation
of business games, situational assignments, and training. Development of verbal-logical thinking
of students is facilitated by the implementation of the following pedagogical conditions: the inclusion
of students in activities to solve professional problems and the organization of joint development and
implementation of scientific works, the creative application of knowledge, manifested in the ability to
solve non-standard educational problems.
Key words: verbal-logical thinking, teacher, student, vocational training, competence-based approach.