بررسی تجارب زیسته دانش آموزان از تدریس مبتنی بر توسعه تفکر انتقادی

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 7، دوره 7، شماره 25، فروردین و اردیبهشت 1395، صفحه 99-117   

نویسندگان

علی محمد سیاهی اتابکی¹؛ نرگس کشتی آرای^{* 2}؛ محمد حسین یارمحمدیان³

¹دانشجوی دکتری رشته برنامه ریزی درسی دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)

²استاد یار گروه علوم تربیتی، واحد خوراسگان، دانشگاه آزاد اسلامی، اصفهان ،ایران

³استاد گروه علوم تربیتی، واحد خوراسگان، دانشگاه آزاد اسلامی، اصفهان ،ایران.

تاریخ دریافت: 21 تیر 1395،  تاریخ پذیرش: 21 تیر 1395 

چکیده

یکی از موضوعات مهمی که در نظام تعلیم و تربیت همواره مورد توجه قرار گرفته، توسعه تفکر انتقادی دانش آموزان است. نتایج پژوهش­های متعدد حاکی از آن است که علی رغم تاکید و توجه به مساله تفکر انتقادی در اهداف نظام آموزشی و ادعای مسوولان و مجریان آموزشی، در عمل برای تشویق دانش آموزان به تفکر و بویژه به کارگیری تفکر انتقادی اراده و انگیزه کافی وجود ندارد.
(Maleki, 2006) هدف از مطالعه حاضر بررسی تجارب دانش آموزان از تدریس مبتنی بر توسعه تفکر انتقادی بود. این پژوهش مطالعه ای کیفی است که در دوسطح انجام شده است. در سطح اول از کلیه منابع مکتوب و دیجیتال در دسترس مرتبط با تفکر انتقادی استفاده شده است و سطح دوم پژوهش که از نوع پدیدارشناسی بود بین دانش آموزان دختر و پسر دبیرستان­های شهرستان مرودشت استان فارس اجرا شده است. انتخاب شرکت کنندگان به روش نمونه گیری هدفمند متجانس بود. در سطح اول پژوهش پس از مطالعه منابع مرتبط از روش فیش برداری و در سطح دوم از روش مصاحبه نیمه ساختار یافته جهت جمع آوری اطلاعات استفاده شده است. تجزیه و تحلیل اطلاعات به شیوه تحلیل محتوای کیفی قیاسی نظام مقوله بندی مایرینگ صورت گرفته است. یافته­های پژوهش در سطح اول نشان می دهد که مفهوم تفکر انتقادی را باید در دو حوزه فلسفه و روانشناسی مورد بررسی قرار داد. در حالی که فلاسفه بر طبیعت و کیفیت تفکر انتقادی به عنوان یک محصول تمرکز دارند، روانشناسان بر فرایند شناخت ، مولفه ها و کاربردهای استفاده شده جهت بررسی مشکلات عملی تاکید دارند. برخلاف فلاسفه که بر گرایش­های تفکر انتقادی تاکید دارند، بیشتر روانشناسان بر مهارت­های تفکر انتقادی تاکید دارند. یافته های پژوهش در سطح دوم نشان می دهد که تدریس در مقطع متوسطه در راستای توسعه تفکر انتقادی دانش­آموزان نمی­باشد و کلاس­های فعلی با یک کلاس ایده آل از دیدگاه دانش آموزان بسیار متفاوت است.

کلیدواژه‌ها

مهارت‌های تفکر انتقادی؛ گرایش‌های تفکر انتقادی؛ تجارب زیسته دانش‌آموزان

عنوان مقاله [English]

Investigating students' experiences from teaching based on developing critical thinking

نویسندگان [English]

A Seiahi Atabaki¹؛ N Keshtiaray²؛ M,H Yarmohammadian³

چکیده [English]

The goal of this study was to investigate students’ experiences in classrooms based on developing critical thinking. This research was qualitative and conducted at two levels. At the first level, all available digital and in print resources associated with critical thinking were used. And the second level was phenomenological study and included all high school male and female students in Marvdasht city who were selected using purposive sampling congruent. At the first level of the study, after reading the sources, note taking method was used to collect information, and at the second level the information was gathered using semi-structured interviews and then analyzed by a qualitative content analysis with inductive categorization. The result of the first part shows that critical thinking concept should be investigated in both fields of psychology and philosophy. While philosophers emphasis on the nature and quality of critical thinking, psychologists focus on cognitive process and components used to investigate the practical problems. So Philosophers emphasize on critical thinking attitudes but psychologists focus on critical thinking skills. In the second part findings showed that teaching in high schools classrooms and what students experience in classes aren’t based on developing critical thinking.

کلیدواژه‌ها [English]

Students’ experiences, Critical thinking skills, Critical thinking attitudes

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