CONCLUSIONS AND RECOMMENDATIONS ON WAYS TO IMPROVE CRITICAL THINKING SKILLS OF HIGH SCHOOL STUDENTS IN CREATIVITY SCHOOLS THROUGH ENGLISH LESSONS

CONCLUSIONS AND RECOMMENDATIONS ON WAYS TO IMPROVE CRITICAL THINKING SKILLS OF HIGH SCHOOL STUDENTS IN CREATIVITY SCHOOLS THROUGH ENGLISH LESSONS Ismoiljonov Shuxratjon Boymirza o‘g‘li Namangan davlat chet tillari instituti tayanch doktoranti E-mail: [email protected] https://doi.org/10.5281/zenodo.13998688 Abstract: This article presents conclusions and recommendations on improving the critical thinking skills of high school students in creativity schools through English lessons. The study emphasizes the importance of critical thinking in the educational process, particularly in fostering intellectual and creative capacities. Various methods and approaches are suggested, including project-based learning, debates, simulations, and critical reading techniques, which can effectively cultivate critical thinking abilities. The article outlines the pedagogical and psychological foundations for enhancing critical thinking and provides a framework for integrating these skills into English lessons. Recommendations focus on developing tailored teaching strategies, teacher training, and incorporating critical thinking elements into assessment systems to encourage students to think analytically and independently. Keywords: critical thinking, high school students, creativity schools, English lessons, project-based learning, debates, simulations, critical reading, teaching strategies, teacher training, assessment systems.