نگاهی به محتوای برنامه درسی مبتنی برتفکر انتقادی در دوره اول متوسطه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری تخصصی برنامه ریزی درسی، گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد اسلامشهر. ایران

2 گروه علوم تربیتی- دانشکده علوم انسانی- دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران- تهران- ایران

3 استادیار گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد اسلامشهر. ایران

4 دانشیار برنامه ریزی درسی دانشگاه کردستان، سنندج، ایران

5 دانشیار گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد اسلامشهر. ایران

چکیده

در این پژوهش سعی گردیده، با ارائه الگو محتوای برنامه درسی دوره اول متوسطه مبتنی بر تفکر انتقادی روش جدیدی برای یادگیری کتب درسی ارائه گردد.

این مطالعه به روش آمیخته اکتشافی و در دو فاز کیفی و کمی انجام شد. در مرحله کیفی مشارکت کنندگان متخصصان برنامه ریزی درسی و ابزار مطالعه مصاحبه نیمه ساختار یافته بود. در مرحله کمی نیز جامعه آماری دبیران مقطع متوسطه اول بودند و روش نمونه گیری تصادفی در دسترس(320 نفر حجم نمونه) و ابزار مطالعه پرسشنامه ای بر اساس مولفه های به دست آمده مرحله قبل با پایایی 81/0 بود. تجزیه و تحلیل اطلاعات کمی با روش های آمار توصیفی و استنباطی در نرم افزار SPSS و داده های کیفی نیز براساس تکنیک تحلیل محتوای سه مرحله ای انجام شد.

یافته ها: محتوای برنامه درسی مبتنی بر تفکر انتقادی دوره اول متوسطه عوامل متعددی را برای هر متغیر نمایان ساخت که این عوامل راه را برای دستیابی به راهکارهای مناسب هموار کرد.. 22 کد شناسایی شدند و محتوا برای توسعه تفکر انتقادی دوره متوسطه به شرح ذیل (محتوای سؤال انگیز و مسئله محور، ساختار مناسب در تدوین، یادگیری چندجانبه تناسب محتوا با زندگی واقعی دانش آموزان و دانش آموز محور)؛ می باشد.

نتیجه گیری: دانش آموزا دوره اول متوسطه با درک درست تواناییهایش با توجه به هدفی که در زندگی دارد و بدون مقایسه با شرایط ایده آل و دست نیافتنی با اعتقاد به شک پذیری، تردید منطقی نسبت به گزاره هایی که می شنود یا می بیند، از خود بروز می دهد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

A look at the content of the critical thinking curriculum in junior high school

نویسندگان [English]

  • zhila mahnam 1
  • amirhosin mehdizadeh 2
  • hasan shabanigilchalan 3
  • jamal salimi 4
  • alireza araghiah 5
1 PhD student in Curriculum Planning, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Islamic Azad University, Islamshahr Branch. iran
2 Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Islamic Azad University, Islamshahr Branch.
3 Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Islamic Azad University, Islamshahr Branch. ا
4 Associate Professor of Curriculum Planning, University of Kurdistan , Sanandaj, Iran
5 Associate Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Islamic Azad University, Islamshahr Branch.
چکیده [English]

The content of textbooks in high school should be able to meet the needs of students based on the structure of society, and this is not possible unless the content of textbooks can change the way students think. Therefore, in this research, an attempt has been made to provide a new method for learning textbooks by presenting the content model of the curriculum of the first year of high school based on critical thinking. This study was carried out by exploratory mixed method in two qualitative and quantitative phases. In the qualitative stage, the participants had semi-structured interview planning specialists and study tools. In the quantitative stage, the statistical population was junior high school teachers and the available random sampling method (320 people) and the study tool was a questionnaire based on the components obtained in the previous stage with a reliability of 0.81. 22 codes were identified and content for the development of high school critical thinking as follows (questionable and problem-oriented content, appropriate structure in the compilation, multifaceted learning of the relevance of the content to the real life of students and student-centered); is. A junior high school student has a reasonable understanding of the propositions he hears or sees, with a clear understanding of his abilities, given his purpose in life, and without comparing himself to ideal and unattainable conditions with a belief in doubt. Updates.

The content of textbooks in high school should be able to meet the needs of students based on the structure of society, and this is not possible unless the content of textbooks can change the way students think. Therefore, in this research, an attempt has been made to provide a new method for learning textbooks by presenting the content model of the curriculum of the first year of high school based on critical thinking. This study was carried out by exploratory mixed method in two qualitative and quantitative phases. In the qualitative stage, the participants had semi-structured interview planning specialists and study tools. In the quantitative stage, the statistical population was junior high school teachers and the available random sampling method (320 people) and the study tool was a questionnaire based on the components obtained in the previous stage with a reliability of 0.81. 22 codes were identified and content for the development of high school critical thinking as follows (questionable and problem-oriented content, appropriate structure in the compilation, multifaceted learning of the relevance of the content to the real life of students and student-centered); is. A junior high school student has a reasonable understanding of the propositions he hears or sees, with a clear understanding of his abilities, given his purpose in life, and without comparing himself to ideal and unattainable conditions with a belief in doubt. Updates.The content of textbooks in high school should be able to meet the needs of students based on the structure of society, and this is not possible unless the content of textbooks can change the way students think. Therefore, in this research, an attempt has been made to provide a new method for learning textbooks by presenting the content model of the curriculum of the first year of high school based on critical thinking. This study was carried out by exploratory mixed method in two qualitative and quantitative phases. In the qualitative stage, the participants had semi-structured interview planning specialists and study tools. In the quantitative stage, the statistical population was junior high school teachers and the available random sampling method (320 people) and the study tool was a questionnaire based on the components obtained in the previous stage with a reliability of 0.81. 22 codes were identified and content for the development of high school critical thinking as follows (questionable and problem-oriented content, appropriate structure in the compilation, multifaceted learning of the relevance of the content to the real life of students and student-centered); is. A junior high school student has a reasonable understanding of the propositions he hears or sees, with a clear understanding of his abilities, given his purpose in life, and without comparing himself to ideal and unattainable conditions with a belief in doubt. Updates.The content of textbooks in high school should be able to meet the needs of students based on the structure of society, and this is not possible unless the content of textbooks can change the way students think. Therefore, in this research, an attempt has been made to provide a new method for learning textbooks by presenting the content model of the curriculum of the first year of high school based on critical thinking. This study was carried out by exploratory mixed method in two qualitative and quantitative phases. In the qualitative stage, the participants had semi-structured interview planning specialists and study tools. In the quantitative stage, the statistical population was junior high school teachers and the available random sampling method (320 people) and the study tool was a questionnaire based on the components obtained in the previous stage with a reliability of 0.81. 22 codes were identified and content for the development of high school critical thinking as follows (questionable and problem-oriented content, appropriate structure in the compilation, multifaceted learning of the relevance of the content to the real life of students and student-centered); is. A junior high school student has a reasonable understanding of the propositions he hears or sees, with a clear understanding of his abilities, given his purpose in life, and without comparing himself to ideal and unattainable conditions with a belief in doubt. Updates. The content of textbooks in high school should be able to meet the needs of students based on the structure of society, and this is not possible unless the content of textbooks can change the way students think. Therefore, in this research, an attempt has been made to provide a new method for learning textbooks by presenting the content model of the curriculum of the first year of high school based on critical thinking. This study was carried out by exploratory mixed method in two qualitative and quantitative phases. In the qualitative stage, the participants had semi-structured interview planning specialists and study tools. In the quantitative stage, the statistical population was junior high school teachers and the available random sampling method (320 people) and the study tool was a questionnaire based on the components obtained in the previous stage with a reliability of 0.81. 22 codes were identified and content for the development of high school critical thinking as follows (questionable and problem-oriented content, appropriate structure in the compilation, multifaceted learning of the relevance of the content to the real life of student

کلیدواژه‌ها [English]

  • critical thinking
  • curriculum content
  • junior high school students

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تدریس پژوهی
دوره 9، شماره 1 - شماره پیاپی 1
فروردین 1400
صفحه 274-255

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