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

ﻫﺪف: ﻣﺤﺘﻮای ﮐﺘﺎب درﺳﯽ در دوره ﻣﺘﻮﺳﻄﻪ ﺑﺎﯾﺪ ﺑﺘﻮاﻧﺪ ﻧﯿﺎزﻫﺎی داﻧﺶ آﻣﻮزان را ﺑﺮاﺳﺎس ﺳﺎﺧﺘﺎر ﺟﺎﻣﻌﻪ ﺑﺮآورده ﮐﻨﺪ اﯾﻦ اﻣﺮ ﻣﻤﮑﻦ ﻧﯿﺴﺖ ﻣﮕﺮ آﻧﮑﻪ ﻣﺤﺘﻮای ﮐﺘﺎب ﻫﺎی درﺳﯽ در ﻧﺤﻮه ی اﻧﺪﯾﺸﯿﺪن داﻧﺶ آﻣﻮزان ﺗﻐﯿﯿﺮ اﯾﺠﺎد ﮐﻨﺪ ﻟﺬا اﯾﻦ روش ﻫﺎ: روش ﺗﺤﻘﯿﻖ، ﮐﯿﻔﯽ از ﻧﻮع ﺗﺤﻠﯿﻞ ﻣﻀﻤﻮن و ﺑﺎ اﺳﺘﻔﺎده از روش راﻫﺒﺮد اﮐﺘﺸﺎﻓﯽ اﻧﺠﺎم ﺷﺪه اﺳﺖ. ﺟﺎمعه ﭘﮋوﻫﺸﯽ ﻣﻄﺎﻟﻌﻪ. در ﻣﺮﺣﻠﻪ ﮐﯿﻔﯽ ﻣﺸﺎرﮐﺖ ﮐﻨﻨﺪﮔﺎن ﻣﺘﺨﺼﺼﺎن ﺑﺮﻧﺎﻣﻪ رﯾﺰی درﺳﯽ ﺑﻮده ﮐﻪ 12 ﻧﻔﺮ ﺑﻪ ﺻﻮرت ﻫﺪﻓﻤﻨﺪ ﺑﺎ رﻋﺎﯾﺖ ﻗﺎﻋﺪه اﺷﺒﺎع ﻧﻈﺮی اﻧﺘﺨﺎب ﺷﺪﻧﺪ، اﺑﺰار ﮔﺮدآوری داده ﻫﺎ ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ ﺑﻮد. در ﻣﺮﺣﻠﻪ ﮐﻤﯽ ﻧﯿﺰ ﺟﺎﻣﻌ آﻣﺎری دﺑﯿﺮان ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ اول ﺑﻮدﻧﺪ و روش ﻧﻤﻮﻧﻪ ﮔﯿﺮی ﺗﺼﺎدﻓﯽ در دﺳﺘﺮس (320 ﻧﻔﺮ ﺣﺠﻢ ﻧﻤﻮﻧﻪ) و اﺑﺰار ﻣﻄﺎﻟﻌ ﭘﺮﺳﺸﻨﺎﻣﻪ ای ﺑﺎ ﭘﺎﯾﺎﯾﯽ 782/. ﺑﺮآورده ﺷﺪ. ﺟﻬﺖ ﺗﺠﺰﯾﻪ وﺗﺤﻠﯿﻞ ﯾﺎﻓﺘﻪ ﻫﺎ در ﻣﺮﺣﻠﻪ ﮐﯿﻔﯽ از ﻧﺮم اﻓﺰار maxqda اﺳﺘﻔﺎد ﺷﺪ و در ﻣﺮﺣﻠﻪ ﮐﻤﯽ از ﻧﺮم اﻓﺰار spss و ﻟﯿﺰرل اﺳﺘﻔﺎده ﮔﺮدﯾﺪ 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 ﺗﻮﺳﻌ 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(؛ اﺳﺖ؛ ﮐﻪ از ﻧﻈﺮ ﺷﺎﺧﺺ ﻫﺎی ﮐﻠﯽ ﺑﺮازش ﻧﯿﺰ ﻣ رد ﺗﺄﯾﯿﺪ و اﻃﻤﯿﻨﺎن ﻗﺮار ﮔﺮﻓﺖ. داﻧﺶ آﻣﻮزان دوره اول ﻣﺘﻮﺳﻄﻪ ﺑﺎ درک درﺳﺖ از ﺗﻮاﻧﺎﯾﯽ ﻫﺎی ﺧﻮد و ﺑﺪون ﻣﻘﺎﯾﺴﻪ ﺑﺎ ﺷﺮاﯾﻂ اﯾﺪﺋﺎل 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.

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

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