بررسی جایگاه تفکر انتقادی در ادبیات داستانی کتاب‌های درسی «بخوانیم» دورة ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
حلیمه مصری
1
(کارشناس ارشد برنامه‌ریزی درسی، دانشگاه آزاد اسلامی واحد مهاباد، مهاباد، ایران.)
ادریس اسلامی
2
(استادیار دانشگاه آزاد اسلامی واحد مهاباد، مهاباد، ایران.)
کمال آفانی
3
(استادیار دانشگاه آزاد اسلامی واحد مهاباد، مهاباد، ایران.)
کلید واژه: تفکر انتقادی, تحلیل محتوا, کتاب‌های درسی «بخوانیم» دورة ابتدایی, ادبیات داستانی,
چکیده مقاله :
هدف این پژوهش، بررسی جایگاه تفکر انتقادی در ادبیات داستانی کتب درسی بخوانیم دورة ابتدایی است. برای دستیابی به این هدف، از روش تحلیل محتوا استفاده‌شده است. جامعة آماری این پژوهش شامل تمامی داستان‌های کتب درسی بخوانیم دورة ابتدایی در سال ۹۵ بود. نتایج مطالعه نشان می‌دهد که در ادبیات داستانی بخوانیم پایة اول ابتدایی، هیچ اشاره‌ای به مؤلفه‌های تفکر انتقادی نشده است؛ در ادبیات داستانی پایة دوم مؤلفه‌های هنر اندیشیدن دربارة تفکر خود و قضاوت صحیح (مبتنی بر ملاک)؛ در ادبیات داستانی پایة سوم، مؤلفه‌های کنجکاوی اندیشه و قضاوت صحیح (مبتنی بر ملاک)؛ در ادبیات داستانی پایة چهارم، مؤلفة کنجکاوی اندیشه؛ در ادبیات داستانی پایة پنجم، مؤلفه‌های تعریف و شفاف‌سازی مسئله و در ادبیات داستانی پایة ششم، مؤلفه‌های استدلال و قضاوت صحیح (مبتنی بر ملاک) بیشترین فراوانی را به خود اختصاص داده‌اند.
The aim of this research is investigation of critical thinking position in fiction literature of reading textbooks in Elementary course. To achieve this goal, content analysis method has been used. The results show in fiction literature of reading textbooks of the first elementary grade no reference has been made to the components of critical thinking, in fiction literature of reading textbooks of the second elementary grade, the most frequent components of the art of thinking about their thinking and the correct judgment (based on the criterion), in fiction literature of reading textbooks of the third elementary grade, the most frequent components of curiosity of thought and correct judgment (based on criterion), in fiction literature of reading textbooks of the fourth elementary grade, the most frequent component of curiosity of thought, in fiction literature of reading textbooks of the fifth elementary grade, the most frequent components of defining and clarifying the problem and in fiction literature of reading textbooks of the sixth elementary grade, the most frequent components of reasoning and correct judgment (based on criterion) have been belonged.
Ahmadipuranari, Zohre & Yari Dehnavi, Morad (2019). Possibility and capacity of teaching critical thinking in the read and think section of Persian textbooks in elementary school. Thinking and the child. Vol. 9, No. 2. pp 1-24. [Persian]
Anderson-Meger, J. (2011). Critical thinking and e-learning in social work education. International Journal of Business, Humanities and Technology. Vol. 1, No. 2, PP 17-27.
Bardin, L. (1996). L'analyse de contenu, Trans. Maliheh Ashtiani & Mohannad Yamani Douzi Sorkhabi. Tehran: Shahid Beheshti University.
Cripendorff, C. (2011). Content analysis: foundation of methodology, Trans. Hooshang Naibi. Tehran: Ney. [Persian]
Ekrami, Behrouz & Asareh, A. (2015). Content analysis of the Persian Book of the sixth elementary grade based on Lipman's critical thinking components. In Tehran: Second National Conference on Sustainable Development in Education and Psychology. [Persian]
Farzanfar, Javad & Ajam, Ali Akbar (2016). Stories for philosophy for kids program based on critical thinking. Research in curriculum planning. Vol. 13, No. 21, pp 106-118. [Persian]
Fisher, R. (2011). Stories for thinking (thirty stories, thirty themes), Trans. Jalil Shahri Langroody. Tehran: Institute of Humanities and Cultural Studies.
Ghasemian, Jiran (2009). Investigation of the critical thinking position in elementary school curriculum. (M.A.) Islamic Azad University of Marvdasht. [Persian]
Ghiasi, P., Fani, H., Abazari, Z. & Khajehzadeh, R. (2012). A Content Analysis of Iran’s High School Textbook of Contemporary History Regarding Critical Thinking. A New Approach to Educational Management. Vol. 2, No. 8, pp 195-212. [Persian]
Glazer, j. I. & Giorgis, C. (2005). Literature for Young Children. N.J.: Pearson/Prentice Hall.
Halpern, D. F. (2007). The nature and nurture of critical thinking. (Eds: Robert J. Sternberg, Henry L. Roediger III and Diane F. Halpern). Cambridge: Cambridge university press.
Hashemi, Mohammad (2006). Investigation of the critical thinking position in the content of the fifth grade elementary textbooks. (M.A.) Islamic azad university of Shiraz. [Persian]
Heydar Ali, Hooman (2012). A practical guide to qualitative research. Tehran: Samt. [Persian]
Karimian, H., Nateghi, F. & Seifi, M. (2016). The position of critical thinking in islamic education based on national curriculum document. Research in the Issues of Islamic Education. Vol. 25, No. 34, pp. 133-151. [Persian]
Khakpour, M. & Mehrafrid, M. (2012). Moral judgment of preschool children aged five and six. Thinking & Child. Vol.3, No. 5, PP. 1-14. [Persian]
Kokabi, Morteza, Azimi, Mohammad Hossein & Ghanbari Khadijeh (2015). The viewpoint of educators of Institute for the Intellectual Development of Children and Young Adults about Critical Thinking Elements in Fictions. National studies on librarianship and information organization. Vol. 25, No. 1, pp 126-132. [Persian]
Kokabi, Morteza, Harri, Abbas & Maktabi Fard, Leila (2010). Studying critical thinking skill in children and adolescent stories. Child literature studies. Vol. 1, No. 2, pp: 157-193. [Persian]
Maktabi fard, Leila (2010). The child, Story and critical thinking. Tehran: Institute for the Intellectual Development of Children and Young Adults. [Persian]
Maleki, H. & Habibipour, M. (2007). Cultivating critical thinking: the essential purpose of education. Educational Innovation. Vol. 6, No. 19, PP. 93-108. [Persian]
Mason, M. (2008). Critical thinking and learning. Australia: Blackwell.
Pouyan Fard, P. (2015). Content analysis of story books suitable for adolescents of the age group D in terms of critical thinking skills. (M.A.) Islamic Azad University, Central Tehran Branch. [Persian]
_||_