In the State mandatory Standard of General Secondary Education, approved

by the order of the Minister of Education and Science of the Republic of

Kazakhstan dated October 31, 2018 No. 604, in Chapter 2 "Requirements for the
content of education with a focus on learning outcomes" in paragraph 7 the
following goals of general secondary education are given:
"creating an educational space favorable for providing students with
academic preparation for continuing education at a university and professional
self-determination based on the development of a wide range of skills:
1) functional and creative application of knowledge;
2) critical thinking;
3) conducting research;
4) the use of information and communication technologies;
5) the use of various methods of communication;
6) the ability to work in a group and individually;
7) problem solving and decision-making" [1, p. 96].
In an effort to form and develop the above-mentioned skills of students, in
particular the skills of critical thinking, functional and creative application of
knowledge, teachers face a problem that in modern pedagogical psychology has
been called "clip thinking". Most teachers have verbal-logical or conceptual
thinking, which is formed in the process of reading books. Clip thinking is formed
as a result of the perception of information through the Internet and gadgets and is
characteristic of most students. By clip thinking is understood "... displaying a
variety of information in the form of physical and virtual objects without taking
into account their connectivity, characterized by illogicality, temporal and spatial
desynchronization, high speed of fragments, lack of logic in the construction of a
number of images" [2, p. 587]. Thus, clip thinking does not contribute to the
development of critical thinking. At the same time, psychologists believe that
"...the appearance of clip thinking is quite natural and that it is pointless to impose
old teaching methods on modern young people. It would be much more productive
to use those educational technologies that would most optimally take into account
the features of clip thinking" [3, p. 273]:
- use game technologies, since games, especially computer games, largely
correspond to thinking and the way information is perceived.
- include exercises in classes to train attention, memory, logical and
divergent thinking.
- "to present educational material to students in the form of graphs,
flowcharts, mental maps, Ishikawa diagrams, in the form of a more ordered
knowledge system that will allow developing skills for identifying the most
important information, establishing cause-and-effect relationships, structuring
data" [4; 23];
- to demonstrate the material, use ICT-means of presenting educational
material.