Developing Students' Critical Thinking Skills through the Organization of Learning Activities in Grade 11 Literature

The development of critical thinking skills for students in Grade 11 Literature is essential in the context of educational innovation, aiming to cultivate proactive, creative, and independent learners. This study analyzes both theoretical foundations and practical conditions to propose three key strategies for fostering critical thinking through classroom activities. First, questioning activities encourage students to identify issues, challenge information, and expand their perspectives on literary phenomena, stimulating independent thinking and analytical skills. Second, debate and dialogue activities provide an environment for students to construct arguments, defend viewpoints, and respond critically based on evidence, enhancing logical reasoning, evaluative capacity, and academic communication skills. Third, role-playing and perspective-shifting activities allow students to approach texts from multiple roles and viewpoints, promoting creative imagination and multidimensional thinking—an essential characteristic of critical thinking. Implementing these approaches helps students engage actively with literary texts, reflect on diverse perspectives, and develop well-rounded critical thinking skills. The findings also provide a basis for teachers to adjust instructional methods to better support the development of students’ competencies within the current literature curriculum.