PEDAGOGICAL AND PSYCHOLOGICAL METHODS OF CORRECTION OF CLIP THINKING OF KAZAKHSTANI LEARNERS

Abstract

In the digital age, the rapid consumption of fragmented information has led to the widespread phenomenon of clip thinking, a cognitive style characterized by superficial processing of brief, isolated data segments. In Kazakhstan, the prevalence of clip thinking among learners presents unique challenges in both psychological and educational contexts. This article explores effective psychological and pedagogical methods to correct clip thinking, foster deeper cognitive engagement and critical thinking skills in Kazakhstani students.

Initial theoretical analysis of literature on the research issue was provided, allowing to extract effective ways of reducing the manifestation of clip thinking in students of schools, colleges and universities. Moreover, the notion and influence of clip thinking were analyzed from various perspectives, which showed the necessity of its reduction or elimination. The distinguished psycho-pedagogical strategies of correction of clip thinking can be applied in the educational process to improve the cognitive competence and academic achievements of learners