Analyzing Persian Curriculum Content in Elementary School Based on the Critical Thinking Approach
Subject Areas : curriculumparichehr jebeliadeh 1 , Mohammad Nourian 2 , Soodabeh Azodolmolky 3
1 - phD candidate of curriculum planning, Islamic azad university South tehran Branch
2 - Department faculty university-Faculty of Psychology and social sciences- Tehran- Iran-Islamic Azad University -South Tehran Branch
3 - the faculty of educational sciences at Islamic Azad University South Tehran Branch,Valiye asr University Complex
Keywords: Curriculum content, Persian language, critical thinking, elementary school,
Abstract :
The present research aims to analyze the content of the Persian elementary school curriculum from a critical thinking perspective. The research method is qualitative content analysis (inductive-deductive). The research population includes the teacher’s guide for Persian languages in grades 1 to 6 of elementary school, the non-final version of the curriculum guide for the field of Persian language and literature in the year 2019, and the curriculum guide for the field of education and learning of Persian language and the literature in the year 2014. Two open and axial coding methods were used to analyze the data. First, the content of a Persian elementary school curriculum was extracted from the mentioned sources and classified. Then, the relationship between the extracted curriculum categories and the components of critical thinking (based on the 16 component list of Critical thinking by Jebeliadeh, 2023) was determined. Based on the qualitative content analysis, the content of the Persian curriculum was divided into 8 categories, which are: fostering literary-linguistic knowledge, self-awareness, promoting the role of interaction, emphasizing the chain of understanding the concept, enhancing cultural and religious-national identity, strengthening the power of initiative, Thinking and systematization. Among these classes, the classes of cultivating literary-linguistic knowledge and enhancing cultural and religious-national identity have not been related to any of the components of critical thinking. Therefore, it is suggested to revise the content of the Persian curriculum of the elementary school and to pay attention to all aspects of critical thinking in a balanced way.