EXPERIENCE OF DEVELOPING LOGICAL THINKING THROUGH TEACHING PHILOSOPHY

This article analyzes the use of questionnaires as an effective tool for evaluating teaching quality and fostering students’ logical thinking in the process of teaching philosophy. The historical development of survey methods in pedagogy and psychology and their growing significance in modern higher education are discussed. The study highlights how systematic collection of student feedback contributes to improving teaching methods, course content, and classroom interactivity. Drawing on international experiences such as PISA and TALIS, the article demonstrates the role of survey-based data in evidence-based educational decision-making.

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