طراحی برنامه درسی برای تقویت مهارت‌های تفکر انتقادی در معلمان مقطع ابتدایی
محورهای موضوعی : علوم تربیتی
1 - استادیار، گروه علوم تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران
کلید واژه: برنامه درسی, تفکر انتقادی, رفتار معلمان, آموزش معلمان, توسعه حرفه ای,
چکیده مقاله :
این پژوهش با هدف طراحی و ارزیابی برنامه درسی برای تقویت مهارت‌های تفکر انتقادی در معلمان مقطع ابتدایی انجام شده است. روش تحقیق، توسعه‌ای و با استفاده از مدل برنامه‌ریزی درسی «تایبا-تایلر» طراحی شد. جامعه آماری پژوهش به‌صورت هدفمند انتخاب و شامل دو متخصص در برنامه‌ریزی درسی، دو متخصص در ارزیابی و سنجش، یک متخصص آموزش زبان فارسی و یک متخصص فلسفه بود. نتایج تحلیل داده‌ها نشان داد که برنامه طراحی‌شده شامل ۱۲ هدف اصلی در پنج محور کلیدی است: پذیرش تفاوت دیدگاه‌ها، ارزیابی صحت و اعتبار اطلاعات، جستجوی دلایل و شواهد، طرح پرسش‌های سطح بالا، و تقویت تفکر باز. این برنامه بر اساس نیازهای معلمان تدوین شده و فعالیت‌هایی نظیر درام خلاق، تحلیل مطالعات موردی و کار گروهی را به‌عنوان ابزارهای آموزشی به‌کار گرفته است. ارزیابی بازتابی نشان داد که اهداف، محتوای آموزشی، تجربیات یادگیری و روش‌های ارزیابی این برنامه از هماهنگی و قابلیت اجرایی بالایی برخوردار هستند. این پژوهش بر اهمیت نقش معلمان در پرورش تفکر انتقادی دانش‌آموزان و ایجاد جامعه‌ای با مهارت‌های تفکر انتقادی تأکید می‌کند. در نهایت، پیشنهاد می‌شود که این برنامه درسی برای سایر مقاطع تحصیلی نیز توسعه یابد تا به‌عنوان گامی مؤثر در ارتقای تفکر انتقادی در تمام سطوح آموزشی به‌کار گرفته شود.
کلیدواژه‌ها: برنامه درسی، تفکر انتقادی، رفتار معلمان، آموزش معلمان، توسعه حرفه ای
This study was conducted with the aim of designing and evaluating an Curriculum program to enhance critical thinking skills among elementary school teachers. The study was carried out within the framework of developmental research and utilized the "Taba-Tyler" curriculum design model. The target population was selected purposefully and included two experts in curriculum planning, two experts in assessment and evaluation, one expert in Persian language education, and one expert in philosophy. The results of data analysis indicated that the designed program consists of 12 main objectives across five key areas: accepting diverse perspectives, evaluating the accuracy and validity of information, seeking reasons and evidence, formulating high-level questions, and fostering open-minded thinking. The program was designed based on the needs of teachers and includes activities such as creative drama, case study analysis, and group work as educational tools. Reflective evaluations revealed that the objectives, educational content, learning experiences, and assessment methods of the program are well-aligned and highly implementable. This research emphasizes the importance of training teachers in critical thinking as an effective step toward cultivating critical-thinking students and fostering a thoughtful society. Finally, it is recommended that this program be expanded to other educational levels as a significant step in promoting critical thinking across all stages of education.
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