نوع مقاله : علمی-پژوهشی
نویسندگان
1 استادیار گروه فلسفه تعلیم و تربیت دانشگاه بوعلی سینا همدان
2 کارشناس ارشد فلسفه تعلیم و تربیت دانشگاه بوعلی سینا همدان
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
The main goal of the present study was to identify elements of philosophical thought in the National Curriculum document. The current study had practical objective and was based on content analysis. Statistical population was the National Curriculum Document of the I.R. of Iran and the Section of Detailed objectives in Fifth mapping of document. Recording unit was Sentence and the data collection tool, was Checklist whose validity was determined over 86% through the content validity and its reliability by a factor of William Scott agreement. For data analysis, descriptive statistics and to ensure greater results, the Shannon entropy methods were used. The results indicated relative attention of the document, but unevenly in different parts of the elements of philosophical thought. "Curiosity" component record with 69 units equivalent to 26% and factor importance of 0/244 has the highest frequency and is of utmost importance. The element of the "unity of personality" with 9 units equivalent to 3% and factor importance of 0/024 has little been paid attention. Other components in order of frequency and importance are: "Interest in human values" with 52 units equivalent to 19% and importance factor of 0/202; "Comprehensiveness" with 41 units equivalent to 15% and factor importance of 0/157; "Contemplation" with 38 units equivalent to 14% and factor importance of 0/156; "Independence opinion" with 31 units equivalent to 11% and factor importance of 0/079; "Innovativeness" with 18 units equivalent to 7% and factor importance of 0/072 and "flexibility" with 13 units equivalent to 5% and factor importance of 0/024.
کلیدواژهها [English]
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