توسعه تفکر انتقادی در بین کارکنان آموزش و پرورش سبزوار
محورهای موضوعی : اخلاق و تربیت اسلامیبنیامین راه چمندی 1 , مسلم چرابین 2 , محمد کریمی 3 , علی معقول 4
1 - دانشجوی دکتری گروه مدیریت آموزشی، واحد نیشابور، دانشگاه آزاد اسلامی، نیشابور، ایران
2 - استادیار گروه مدیریت آموزشی، واحد نیشابور ، دانشگاه آزاد اسلامی، نیشابور، ایران
3 - استادیار گروه مدیریت آموزشی، واحد نیشابور ، دانشگاه آزاد اسلامی، نیشابور، ایران
4 - استادیار گروه مدیریت آموزشی، واحد نیشابور ، دانشگاه آزاد اسلامی، نیشابور، ایران
کلید واژه: تفکر انتقادی, آموزش, یادگیری, محیط آموزشی, کیفیت آموزش.,
چکیده مقاله :
این مقاله به بررسی توسعه تفکر انتقادی در بهبود کیفیت آموزشی در شهرستان سبزوار میپردازد. در دنیای امروز، تفکر انتقادی به عنوان یک مهارت کلیدی در فرآیند یادگیری و تدریس شناخته میشود. این پژوهش ازلحاظ هدف از نوع تحقیقات توسعهای و کاربردی با رویکرد کیفی است که در بازه زمانی اردیبهشت تا آبان 1403 انجام شده است. جامعه آماری شامل 20نفراز خبرگان با سابقه کاری 15 سال به بالا به عنوان تیم تصمیم جهت توسعه تفکر انتقادی در بین کارکنان و کیفیت آموزش است که از روش و نمونهگیری بهصورت هدفمند(غیر تصادفی) و با استفاده از روش گلولهبرفی استفاده شد. یافتهها نشان داد که توسعه تفکر انتقادی میتواند به بهبود فرایند آموزش و یادگیری، افزایش مهارت های اجتماعی، ابررسی ابعاد روانشناختی، بررسی و شناسایی مهارت های مدیریتی و استفاده بهینه از فناوری کارکنان و نحوه تعیم آنها به دانش آموزان منجر شود. طبق نتایج پژوهش عوامل و شاخص های موثر درتوسعه تفکر انتقادی شامل 75 شاخص در غالب 15 معیار و 5 بعدساختارهای نوین آموزشی، شاخص ها و مهارتهای اجتماعی، رابعاد وانشناختی، مهارت های مدیریتی و توسعه فناوری شناسایی شدند. یافتهها نشان دادند که تقویت تفکر انتقادی میتواند به افزایش توانمندیهای آموزشی و یادگیری دانشآموزان کمک کند. همچنین، چالشهایی مانند کمبود منابع و آموزش ناکافی معلمان شناسایی شد.توسعه تفکر انتقادی باید به عنوان یک اولویت در نظام آموزشی مورد توجه قرار گیرد تا کیفیت آموزش و یادگیری بهبود یابد.
This article examines the development of critical thinking in the context of improving educational quality in Sabzevar County. In today's world, critical thinking is recognized as a key skill in the teaching and learning process. In terms of purpose, this study is developmental and applied in nature, employing a qualitative approach; it was conducted between May and November 2024. The study population consisted of 20 experts with at least 15 years of professional experience, serving as the decision-making team for the development of critical thinking A purposive (non-random) sampling method—specifically the snowball sampling technique—was employed among the staff. The findings indicated that developing critical thinking can lead to improvements in the teaching-learning process and social skills, as well as the examination of psychological dimensions, the identification of managerial skills, the optimal use of technology by staff, and the effective transfer of these skills to students. Research findings identified the factors and indicators influencing the development of critical thinking—comprising 75 indicators organized into 15 criteria and 5 dimensions: modern educational structures, social indicators and skills, cognitive dimensions, managerial skills, and technological development. The findings indicated that fostering critical thinking can help enhance students' educational and learning capabilities. Additionally, challenges such as a lack of resources and inadequate teacher training were identified. Developing critical thinking should be prioritized within the education system to improve the quality of teaching and learning.
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