REQUIREMENTS FOR A MODERN FOREIGN LANGUAGE TEXTBOOK TO DEVELOP STUDENTS' CRITICAL THINKING AND MEDIA LITERACY

Abstract

The article outlines the main requirements for a modern foreign language textbook aimed at fostering critical thinking and media literacy among students. It explores the essence of the concepts "critical thinking" and "media literacy," their structure, principles, and the conditions for organizing learning to support their development. The importance of integrating these concepts into the process of foreign language teaching is substantiated, taking into account the challenges of the contemporary information society. Based on an analysis of scientific and methodological literature on the research topic, the study identifies interconnected approaches to the development of critical thinking and media literacy that should be implemented in the concept of a modern textbook: discussion-analytical; problem-oriented; case method; project-based method; critical reading and writing strategies; cognitive-heuristic; reflective-evaluative; and interactive-technological approaches.

By considering the core characteristics of "critical thinking" and "media literacy," along with their principles, conditions, and developmental approaches in learning, and taking into account the specifics of constructing the content of a foreign language textbook, the study identifies requirements for a foreign language textbook aimed at fostering critical thinking and media literacy among students. These requirements pertain to the textbook's structure, selection of learning content, and system of exercises and tasks. Key criteria include: a structured presentation of material aligned with critical thinking development principles; selection of texts of different content from various sources, topics, including media texts; availability of exercises for analyzing and creating media texts based on critical thinking strategies; a unique methodology for presenting learning content that ensures an active role for students in constructing their knowledge; organization of student collaboration and interaction on a partnership basis; and the use of digital tools to enhance critical thinking skills and media literacy.

It is noted that these requirements can serve as criteria for developing textbooks and educational materials, as well as for evaluating existing and future teaching aids.