ارائۀ الگوی اهداف برنامۀ درسی فارسی دورۀ ابتدایی مبتنی بر تفکر انتقادی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این پژوهش با هدف ارائه الگوی اهداف برنامه درسی فارسی دوره ابتدایی مبتنی بر تفکر انتقادی به اجرا درآمد. پژوهش کیفی و ترکیبی از تحلیل محتوا و روش نظریه ای می باشد. به منظور جمع آوری داده ها، از مصاحبه نیمه ساختاریافته و بررسی اسناد و مدارک استفاده شده است. به دلیل مصوب نبودن راهنمای برنامه درسی فارسی، راهنمای معلم فارسی پایه های اول تا ششم و نسخه غیرنهایی راهنمای برنامه درسی حوزه زبان و ادبیات فارسی سال 1399 به همراه راهنمای برنامه درسی حوزه تربیت و یادگیری زبان و ادبیات فارسی سال 1394مورد بررسی قرار گرفت و مصاحبه با 47 تن از معلمان دوره ابتدایی، اساتید زبان و ادبیات فارسی و متخصصان برنامه درسی انجام گرفت و برای تجزیه و تحلیل داده ها از کدگذاری باز و محوری بهره گرفته شد. در مرحله بعد با به کارگیری پژوهش نظریه ای و انجام کدگذاری انتخابی، الگوی پارادایمی برنامه درسی فارسی دوره ابتدایی مبتنی بر تفکر انتقادی نیز ارائه گردید. براساس نتایج به دست آمده از میان اهداف برنامه درسی فارسی دوره ابتدایی، تنها اهداف شکوفایی مهارت های اجتماعی و ارتباطی، پیوستگی افکار و تفکر مدون و ژرف اندیشی و ژرف نگری مبتنی بر رویکرد تفکر انتقادی هستند که در این میان هدف ژرف اندیشی و ژرف نگری دارای بیشترین ارتباط با مولفه های تفکر انتقادی است.Presenting a Model of Elementary Schools Persian Curriculum Objectives Based on Critical Thinking
This research was carried out with the aim of providing a model of the objectives of the Persian curriculum of the elementary school based on critical thinking. The research is qualitative and a combination of content analysis and theoretical method. In order to collect research data, semi-structured interviews and document review were used. Due to the non-approval of the Persian curriculum guide, the Persian teacher's guide for the first to sixth grades and the non-final version of the Persian language and literature curriculum guide for 2019 along with the Persian language and literature curriculum guide for 2014 were reviewed and Interviews were conducted with 47 primary school teachers, Persian language and literature professors, and curriculum experts, and open and axial coding was used for data analysis. In the next step, by applying theoretical research and doing selective coding, the paradigm model of the Persian curriculum of the elementary school based on critical thinking was presented. According to the results obtained, among the objectives of the Persian curriculum of the elementary school, the development of social and communication skills, the coherence of thoughts and systematic thinking, and deep thinking and insight are based on the approach of critical thinking, among which the goal of deep thinking and insight is most related to The components of critical thinking. Keywords: Model, Objectives of Curriculum, Persian Language, Critical thinking, Primary School Introduction: The Persian curriculum is especially important in the elementary school because learning other elementary school subjects is also achieved by learning the Persian language. Therefore, the Persian curriculum can be a suitable platform for promoting critical thinking, and it should be seen how it can be used efficiently in this direction. Since the objectives of the curriculum play a role by providing a suitable platform and directing educational activities and resources, developing the model of the objectives of the Persian curriculum based on critical thinking can also realize the process of promoting critical thinking in other subjects. Something that has been neglected in the Persian curriculum of the elementary school so far, and such a research gap seems noticeable. In this way, this research was carried out with the aim of providing a model of the objectives of the Persian curriculum of the elementary school based on critical thinking. Materials and Methods: The current research is based on a combination of inductive content analysis and theoretical research. The data collection tool was document review and semi-structured interview. The non-approval of the Persian curriculum guide prompted the researchers to analyze the content of the Persian teacher's guide for grades 1 to 6 and the non-final version of the Persian language and literature curriculum guide for 2019, along with the curriculum guide for language education and learning and Persian literature in 2014, to be able to extract and classify the objectives of the Persian curriculum. Also, interviews were conducted with 47 elementary school teachers, Persian language and literature professors, and curriculum specialists. Open and axial coding was used for data analysis. Next, by applying theoretical research and selective coding, a paradigm model was designed. To conduct a theoretical research in the curriculum, it was divided into four stages: a) Conceptualization: Based on this, the research requires two conceptual schemes for implementation. In the current research, the first scheme is critical thinking, for which Jebeliadeh's research (2023) is the basis of practice. According to this research, based on synthesis research, 16 components have been extracted for critical thinking, which are: recognition, information gathering, analysis, reflection, derivation, presentation, evaluation, self-criticism, rationality, creativity, flexibility, transparency, organization, self-reli
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