umjУниверситетское управление: практика и анализUniversity Management: Practice and Analysis1999-66401999-6659Federal State Autonomous Educational Institution of Higher Education «Ural Federal University named after the first President of Russia B.N.Yeltsin»; Non-Commercial Partnership “University Management: Practice and10.15826/umpa.2021.01.001umj-1322Research ArticleУПРАВЛЕНИЕ ОБРАЗОВАТЕЛЬНЫМ ПРОЦЕССОМMANAGING EDUCATIONAL PROCESSОрганизационные и педагогические условия формирования навыка критического мышления у студентов российских вузовOrganizational and Pedagogical Conditions for the Development of Critical Thinking Skills among Russian University StudentsКорешниковаЮ. Н.KoreshnikovaYu. N.

Корешникова Юлия Николаевна – аналитик Института образования

101000, Москва, Потаповский пер., 16, стр. 10

+7 926 933-89-09

Yuliya N. Koreshnikova – Analyst, Institute of Education

16 Potapovsky Pereulok, Building 10, Moscow, 101000

+7 926 933-89-09

koreshnikova@hse.ruФруминИ. Д.FrouminI. D.

Фрумин Исак Давидович – доктор педагогических наук,  профессор, научный руководитель Института образования

101000, Москва, Потаповский пер., 16, стр. 10

+7 985 999-36-03

Isak D. Froumin – Dr. hab. (Pedagogy), Professor, Scientific Advisor  of Institute of Education

16 Potapovsky Pereulok, Building 10, Moscow, 101000

+7 985 999-36-03

idfoumin@hse.ruПащенкоТ. В.PashchenkoT. V.

Пащенко Тарас Валерьевич – руководитель Лаборатории  проектирования содержания образования, Институт  образования

101000, Москва, Потаповский пер., 16, стр. 10

+7 926 531-53-26

Taras V. Pashchenko – Head of the Laboratory for the Design of  Educational Content, Institute of Education

16 Potapovsky Pereulok, Building 10, Moscow, 101000

+7 926 531-53-26

tpaschenko@hse.ruНациональный исследовательский университет «Высшая школа экономики»РоссияNational Research University Higher School of EconomicsRussian Federation202101052021251517Copyright © Корешникова Ю.Н., Фрумин И.Д., Пащенко Т.В., 20212021Корешникова Ю.Н., Фрумин И.Д., Пащенко Т.В.Koreshnikova Y.N., Froumin I.D., Pashchenko T.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.umj.ru/jour/article/view/1322

Оценка трендов на рынке труда показывает, что растет число профессий, в которых ценятся универсальные компетенции, в том числе критическое мышление. В предлагаемой исследовательской статье разработана теоретическая рамка для оценки организационных и педагогических условий формирования навыка критического мышления и проведен анализ этих условий в российских университетах. Для сбора данных использовался метод полуструктурированного интервью с преподавателями (18 человек) и представителями администрации (10 человек) университетов России, а также с одним из авторов действующей версии Федеральных государственных стандартов высшего образования. Результаты показывают, что сегодня в РФ, несмотря на требования ФГОС ВО, условия для развития критического мышления созданы не для всех студентов и не во всех университетах. На основе результатов выполненного исследования выделены три типа университетов: 1) университеты, в которых созданы условия для формирования критического мышления у всех студентов; 2) университеты, условия в которых позволяют формировать навык критического мышления только у отдельных студентов; 3) университеты, в которых условия для формирования у студентов навыка критического мышления не созданы. Приведенные в статье результаты получены на основе самоотчетной информации, предоставленной респондентами. По итогам исследования были разработаны рекомендации по созданию условий для развития у студентов критического мышления; соблюдение этих условий позволит вузам добиться повышения качества образования в части формирования универсальных компетентностей и повысить конкурентоспособность выпускников на рынке труда.

Labor market trends estimation shows that there is an increasing number of professions in which universal competencies are valued, including critical thinking. This paper presents a theoretical framework, which makes it possible to assess the organizational and pedagogical conditions for the development of critical thinking, and analyzes these conditions in Russian universities. To collect data, we used the method of semi-structured interviews with teachers (18 people), with representatives of the administration (10 people) of Russian universities, and with one of the authors of Federal State Standards for Higher Education (current version). The results show that today in Russia, despite the requirements of the standards, not all universities have conditions for the development of critical thinking among all students. Three types of universities can be distinguished: 1) universities that create conditions for the development of critical thinking among all students; 2) universities whose conditions allow to develop critical thinking only for individual students; 3) universities that do not create conditions for the development of students’ critical thinking at all.

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The authors declare that there are no conflicts of interest present.