بررسی مؤلفههای تفکر انتقادی در داستانهای کتب دوره اول ابتدایی | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 8، دوره 17، شماره 2 - شماره پیاپی 33، 1403، صفحه 215-252 اصل مقاله (1.15 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2025.234849.1463 | ||
| نویسندگان | ||
| ریحانه پورملک لاهیجی1؛ جمیله علم الهدی* 2؛ حمید عبدی ناصرکیایی3 | ||
| 1کارشناسی ارشد تاریخ و فلسفه آموزشوپرورش، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| 2استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| 3استادیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه گیلان، رشت، ایران | ||
| چکیده | ||
| هدف: رشد و پرورش تفکر انتقادی نقش مؤثری در شکوفاشدن استعداد کودکان در جهت کسب مهارتهای لازم برای تولید دانش ایفا مینماید. همچنین باعث تحکیم بنیانهای علمی در زمینه توسعه و فناوری و رشد فردی و اجتماعی خواهد شد و البته مؤلفه مهم در ایجاد تحول علمی است. تفکر انتقادی بهعنوان یک مهارت شناختی باید در اهداف نظامهای آموزشی لحاظ شود. در کنار آموزشهای رسمی استفاده از ادبیات بهویژه داستان یکی از کارآمدترین شیوههای پرورش تفکر انتقادی است. باتوجهبه نقش مهمی که نهاد آموزشوپرورش در رشد و پیشرفت تفکر انتقادی در کودکان دارد، هدف پژوهش حاضر شناسایی مؤلفههای تفکر انتقادی در داستانهای کتابهای درسی دورههای اول تا سوم ابتدایی است. مواد و روشها: در این پژوهش از روش تحلیل محتوای کیفی استفادهشده است. همچنین در این تحقیق از طریق سرشماری تمام کتب پایه اول تا سوم ابتدایی (1401،1402) مورد بررسی قرار گرفته است و عبارات، تصاویر و شعرهای داستانی، داستانهای کوتاه و... که دربرگیرنده و مرتبط با مؤلفههای تفکر انتقادی در کتابهای درسی بودند مورد شناسایی قرار گرفته و برای شمارش و کدگذاری آماده شدند، سپس کدهایی که از جهت معنی شباهت زیادی با هم داشته و دارای همپوشانی بودند و یا متجانس بودند ترکیب و ذیل یک مفهوم کلیتر بهعنوان زیر مقوله سازماندهی شدند و زیر مقولهها نیز دستهبندی و ذیل مفهوم کلیتر بهعنوان "مقوله " در جداول قرار گرفتند. در پایان بهازای هر مقوله و زیر مقولهای، شواهدی از متن، همراه با ذکر شماره صفحه (برای کتب ابتدایی) و (ذکر پایه تحصیلی برای کتابها) ارایه شد. ابزار تحقیق شامل چکلیست مؤلفههای تفکر انتقادی بر اساس بررسی و تحلیل پیشینه نظری و مؤلفههای تفکر انتقادی لیپمن و سایر متخصصان بود. این چکلیست در مرحله اول از طرف اساتید و کارشناسان حوزه علوم تربیتی بازبینی شدند، بهاینترتیب فرم اولیه تحلیل محتوا در اختیار ۵ نفر از اساتید آشنا با این حوزه و برنامهریزان درسی برای تغییر و اصلاح قرار گرفت و در مرحله دوم و پس از اعمال نظرات آنها چکلیست نهایی تحلیل محتوا تهیه و تدوین شد و مجدداً به تائید همین اساتید رسید. اعتبار داده ها از طریق پایایی بین کد گذران بوده است و معیار مقبولیت نیز مبتنی بر بازبینی ناظرین آشنا به این حوزه، درگیری طولانیمدت و مشاهده مداوم بوده است. بحث و نتیجهگیری: درنتیجه تحلیل دادهها 47 زیر مقوله و 19 مقوله استخراجشده است. یافتهها نشان داد که تعداد کل فراوانیها در تمام کتب سه پایه اول ابتدایی 1209 مورد هست که از این تعداد به ترتیب مؤلفه استدلال استقرایی با 282فراوانی به میزان (32/23 درصد) بیشترین درصد فراوانی و نقد صحیح با 9 فراوانی به میزان( 74/0درصد)کمترین درصد فراوانی را به خود اختصاص دادهاند. نتایج نشان می دهد که به تمام مؤلفهها و مهارتهای تفکر انتقادی هم در مقایسه سه پایه اول و هم در مقایسه کتب با یکدیگر به طور متعادل و یکسان توجه نشده است و نیاز به توجه و بهبود بیشتر دارد. بر اساس جدول تجمیع مؤلفههای تفکر انتقادی میتوان برداشت کرد که به برخی از مقولهها مانند مقوله استدلال استقرایی بسیار زیاد توجه شده است و به بعضی از مقولهها مثل مقوله نقد صحیح بسیار کمتوجه شده است که میتوان استدلال کرد که برای آموزش تفکر انتقادی به کودکان آنچنانکه شایسته باشد مورد اهمیت واقع نمیشود و باید بهبود پیدا کند. مهمترین عوامل این کم توجهی را میتوان در رویکرد قدیمی آموزش به کودکان، توجه اندک به تفکر انتقادی درسند تحول بنیادین، اطلاع کم والدین از روش تدریس به دانش آموزان،کمبود امکانات برای معلمان در تدریس ، عدم آزادی کافی در تغییر برنامه درسی، و تاثیر جریان فکری غرب در نظام آموزشی دانست . در پایان مطالعه، به ارایه پیشنهادات سازنده و کاربردی بر اساس یافتههای پژوهش حاضر با در نظر گرفتن ملاحظات و محدودیتها برای نظام آموزش و پرورش ابتدایی پرداخته شد. | ||
| کلیدواژهها | ||
| تفکر انتقادی؛ دوره اول ابتدایی؛ داستان؛ کتب درسی | ||
| عنوان مقاله [English] | ||
| Examining the Components of Critical Thinking in the Stories of the First Elementary Course Books | ||
| نویسندگان [English] | ||
| Reyhaneh Pourmalek Lahiji1؛ Jamileh Alamolhoda2؛ Hamid Abdi Naserkiaei3 | ||
| 1Master's student of History and Philosophy of Education, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| 2Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| 3Assistant professor, Department of Educational Sciences , Faculty of Humanity, University of Guilan, Rasht, Iran | ||
| چکیده [English] | ||
| Objectives: The development and cultivation of critical thinking plays an effective role in the flourishing of children's talent to acquire the necessary skills to produce knowledge. It will also strengthen scientific foundations in the field of development and technology and individual and social growth, and of course, it is an important component in creating scientific transformation. Critical thinking as a cognitive skill should be included in the goals of educational systems. Along with formal education, the use of literature, especially stories, is one of the most efficient methods of developing critical thinking. Considering the important role that the organization of education plays in the growth and development of critical thinking in children, the present study aims to identify the components of critical thinking in the stories of the textbooks of the first to third years of elementary school. Materials and Methods: A qualitative content analysis method is used in this study. Also, in this study, it has been examined through the census of all books from the first to the third grade (2022, 2023) and quantitatively through descriptive statistics (prevalence, percentage) and quality that phrases, images, and fictional poems, stories short and... which included and related to the components of critical thinking in textbooks were extracted and prepared for counting and coding, Then the codes that were very similar in terms of meaning had overlaps or were congruent and were combined and organized under a more general concept as sub-categories and the sub-categories were also categorized and placed under the more general concept as "category" in the tables and at the end according to each category and sub-category, evidence from the text, along with mentioning the page number (for elementary books) and (mentioning the educational level for books) were cited. The research tool included a checklist of critical thinking components based on the review and analysis of the theoretical background and critical thinking components of Lippman and other experts. In the first stage, this checklist was reviewed by professors and experts in the field of educational sciences, so the initial form of content analysis was provided to 5 professors familiar with this field and lesson planners for change and correction; in the second stage, after applying their opinions, the final checklist of content analysis was prepared and compiled, and it was again approved by the same professors. Its reliability has been through inter-coder reliability, and the acceptability criterion has been based on the review of supervisors familiar with this field, long-term engagement, and continuous observation. Discussion and Conclusions: As a result of data analysis, 47 subcategories and 19 categories were extracted. The findings showed that the total number of frequencies in all first three elementary school textbooks is 1209, of which the inductive reasoning component with 282 frequencies (23.32%) has the highest frequency percentage and correct criticism with 9 frequencies (0.74%) has the lowest frequency percentage. The results show that all components and critical thinking skills have not been given equal and balanced attention both in the first three grades comparison and in the comparison of books with each other and need further attention and improvement. Based on the table of critical thinking components, it could be concluded that some categories, such as the category of inductive reasoning, have received too much attention, and some categories, such as the category of correct criticism, have received too little attention, which could be argued that it is not given the importance it deserves for teaching critical thinking to children and needs to be improved. The reason for this lack of attention can be due to various factors, including the old approach to teaching children, little attention to critical thinking in the fundamental transformation document, little information from parents about the teaching method for students, lack of facilities for teachers in teaching, lack of sufficient freedom in changing the curriculum, and the impact of Western thought on the educational system, which was examined. At the end of the study, constructive and practical suggestions were presented based on the findings of the present study, taking into account the considerations and limitations of the primary education system. | ||
| کلیدواژهها [English] | ||
| Critical Thinking, First Elementary Course, Story, Textbooks | ||
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