CRITICAL THINKING

Abstract

The research seeks to understand the nature of critical thinking, its importance, its steps and components, and to identify the role of school curricula in developing critical thinking. The research problem was identified in: What is the role of the teacher in teaching critical thinking? In preparing the research, the researcher relied on the descriptive approach, and the research was divided into two sections: the first: the concept of critical thinking and its importance, and the second: teaching critical thinking skills.

At the end of the research, the researcher concluded that:

1. Critical thinking is not linked to a specific age stage; Every individual is capable of doing it according to the level of his mental abilities, but it does not exist innately in humans. As it is acquired.


2. The teacher can always encourage his students to read closely, develop their ability to carefully observe drawings and data, and not rush to make correct or incorrect judgments that are issued as responses on the part of the students.

To involve others and encourage them to use the mind. It also recommended:

• It is necessary to pay attention to all critical thinking skills in general, and the skills of deduction, deduction, and evaluation of discussions in particular.


• The need to hold training courses for teachers and other courses for students to train on the use of critical thinking skills. Keywords: mathematics, critical thinking, analysis skill, induction skill, inference skill, deduction skill, evaluation skill.