آسیب شناسی آموزش تفکرانتقادی در نظام آموزشی ایران/با دیدگاه مدرسه زندگی

محورهای موضوعی : آموزش و پرورش

مینا رنجبری ¹ , سعید مذبوحی ² , صدرالدین ستاری ³

1 - گروه علوم تربیتی ،واحد اردبیل ،دانشگاه آزاداسلامی،اردبیل،ایران
2 - گروه آموزش وپرورش ،دانشگاه علامه طباطبایی،تهران،ایران
3 - گروه علوم تربیتی ،واحد اردبیل ،دانشگاه آزاداسلامی،اردبیل،ایران

تاریخ دریافت : 1399/09/11 تاریخ پذیرش : 1401/07/20 تاریخ انتشار : 1401/12/01

کلید واژه: آسیب شناسی, مدرسه زندگی, آموزش تفکر انتقادی,

چکیده مقاله :

مقدمه و هدف:  تفکر انتقادی از اساسی ترین موضوعات مدرسه زندگی وآرای دیویی است. پژوهش حاضر با هدف  آسیب شناسی آموزش تفکر انتقادی در نظام آموزشی ایران انجام شده  
روش شناسی پژوهش: این پژوهش پیمایشی است وجامعه آماری 6400 نفر مدیران ،مشاورین، معاونان ومعلمان منطقه سه تهران است.که با استفاده از روش نمونه گیری تصادفی ساده 140 نفر انتخاب شدند در دو گروه 70نفر خانم وآقا. ابزار اندازه گیری این پژوهش ، آزمون استاندارد  تفکر انتقادی واتسون -گلیرز است  که توانایی تفکرانتقادی  را  از  طریق  80  پرسش در پنج  مولفه مهارت استنباط  ، شناسایی  مفروضات استنتاج  ،تعبیر و تفسیر و ارز شیابی اندازه گیری میکند. داده ها ی پرسشنامه با استفاده از برنامه22  SPssمورد تجزیه و تحلیل قرار گرفتند
یافته­ ها:  به جز در مهارت تفسیر که در آقایان در سطح خطای5%،  با اختلاف 8 درصد بیشتر از خانم ها بود در چهار مهارت دیگرخانم ها نمره بیشتری کسب کردند 5 اختلاف دو گروه در استنباط  8/27درصد ، در شناسایی مفروضات 1/25 درصد ، در استنتاج5 /33 درصدودر ارزشیابی 14/4 درصد به دست آمد
بحث و نتیجه ­گیری:    در مجموع نمره تفکر انتقادی قابل قبول ودر سطح بالایی نیست و نشان از کمرنگ بودن این امرمهم در نظام آموزشی است

چکیده انگلیسی:

Introduction: Critical thinking is one of the most basic subjects of Dewey's school of life and ideas. The current research was conducted with the aim of the pathology of critical thinking education in Iran's educational system
Research Methodology: This research is a survey and the statistical population is 6400 managers, counselors, assistants and teachers of the third district of Tehran.
Using simple random sampling method, 140 people were selected in two groups of 70 men and women. The measurement tool of this research is the Watson-Glyers standard critical thinking test, which measures critical thinking ability through 80 questions in five components of inference skills, identification of inference assumptions, interpretation and interpretation, and evaluation. Questionnaire data were analyzed using SPss 22 program
Findings: Except in the interpretation skill, which was 5% error level in men, with a difference of 8% more than women, in other four skills, women scored more. 5 The difference between the two groups was 27.8% in inference, 25.1% in identifying assumptions, 33.5% in inference, and 14.4% evaluation was obtained
Conclusion: In general, the score of critical thinking is not acceptable and at a high level, and it shows that this important matter is weak in the educational system

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