Abstract Slovak language and literature belongs to the leading subjects in the system of secondary education in the Slovak Republic. The persistent traditional teaching techniques (encyclopedic-memorization) and the absence of systematic development of critical thinking in the process of education has caused an identified below average state of critical thinking of students at secondary grammar schools. The aim of our half-year experiment was to verify the effectiveness of The Programme of Development of Critical Thinking of Pupils in the Subject of Slovak Language and Literature. To meet the set target we implemented an experiment (a single-factor technique of parallel groups). Out of 16 first-grade secondary grammar schools classes (N = 365) two equivalent groups were selected for the experiment – an experimental group (n = 32) and a control group (n = 30). The main measurement means was the Watson-Glaser Critical Thinking Appraisal Test. The conclusions of the experiment pointed out the effectiveness of the intervention programme.

中文翻译：

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一年级语法学校的斯洛伐克语和文学教学：对学生批判性思维发展的验证

摘要斯洛伐克的语言和文学属于斯洛伐克共和国中等教育体系的主导学科。持久的传统教学技术（百科全书式记忆）以及在教育过程中缺乏批判性思维的系统发展，已导致中等语法学校学生的批判性思维水平低于平均水平。我们为期半年的实验的目的是验证“斯洛伐克语言文学专业学生的批判性思维发展计划”的有效性。为了达到设定的目标，我们实施了一项实验（平行组的单因素技术）。在16个一年级中学语法班（N = 365）中，选择了两个等效的组进行实验–实验组（n = 32）和对照组（n = 30）。主要的测量手段是沃森－格拉瑟批判性思维评估测试。实验的结论指出了干预计划的有效性。