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.
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
خلاصه ماشینی:
٢٢ کد شناسايي شدند و محتوا براي توسعه تفکر انتقادي دوره متوسطه به شرح ذيل (محتواي سؤال انگيز و مسئله محور، ساختار مناسب در تدوين ، يادگيري چندجانبه تناسب محتوا با زندگي واقعي دانش آموزان و دانش آموز محور)؛ است ؛ که از نظر شاخص هاي کلي برازش نيز مورد تأييد و اطمينان قرار گرفت .
(Salami and ramezani, 2016) امروزه مطالعات بسياري نشان داده اند که معلمان دبيرستان ها و دانشگاه ها، فاقد دانش اساسي يا درک تفکر انتقادي يا چگونگي ادغام چنين تفکري، در برنامه هاي درسي هستند تا بتوانند تفکر انتقادي را در دانش آموزان ايجاد کنند (٢٠١٤ ,Zakeri ,٢٠١٥ ,Salmi and ramezan) فکر کردن از طريق محتواي يک موضوع به صورت تحليلي و انتقادي، به معناي عملکرد مؤثر در دنيايي است که به سرعت در حال تغيير است .
A Study of Necessity of Attention to Critical Thinking in School Curriculum, Fourth General Conference on New Approaches in Education, 8-9 November, Babolsar, Mazanderan Province, Iran, [in Persian] Salimi 6J.