Critical Language and Literary Studies

نوع مقاله : علمی - پژوهشی

نویسندگان

1 هیچ گونه سازمانی

2 موسسه آموزش عالی صبح صادق- دانشگاه اصفهان

چکیده

اهداف‌‌ این‌ ‌پژوهش‌‌‌ بررسی‌‌ تأثیر‌ سمینار سقراطی‌‌‌ در ایجاد تفکر‌ انتقادی‌‌ به‌‌‌عنوان‌ منبعی‌‌ برای‌‌‌‌ بهبود یادگیری‌ ادبیات در دانشجویان‌‌ ادبیات‌ سال ‌‌آخر‌ ایران‌ بود و همچنین‌ بررسی‌ اینکه‌ تا چه ‌حد این روش‌ جایگزین، از رضایت معلمان‌ و دانشجویان ادبیات‌ برخوردار بوده‌ است. برای این منظور، از 128 دانشجوی‌‌ ‌کارشناسی‌‌ ادبیات‌‌ انگلیسی‌‌ مشغول به تحصیل در موسسه آموزش‌ عالی صبح‌ صادق، یک نمونۀ‌‌40 نفری از دانشجویان سال آخر، مذکر و ‌مونث، با نمونه‌‌‌گیری هدف‌‌مند انتخاب شد. سن ‌‌شرکت‌‌‌کنندگان ‌بین 20 تا 30 سال بود. آن‌ها به‌‌طور تصادفی در دو گروه قرار گرفتند، یعنی گروه کنترل و آزمایشی، که هر‌ ‌کدام‌ شامل 20 نفر بود. آزمون مهارت تفکر انتقادی‌ کالیفرنیا‌ ‌(فاسیون و فاسیون 1990) به‌‌عنوان یک پیش‌‌‌‌‌‌‌‌آزمون‌ استفاده شد تا مهارت تفکر انتقادی‌ شرکت‌‌‌‌‌کنندگان را در هر دو گروه مشخص کند. ‌‌در پایان آزمایش که ده جلسه به طول انجامید، همان آزمون به شرکت‌‌‌‌‌کنندگان در هر دو گروه داده شد. یافته‌‌‌های ‌‌پژوهش حاکی‌ از تأثیر مثبت‌ سمینار سقراطی‌ بر مهارت‌ تفکر‌ انتقادی بود؛ علاوه‌‌ بر این، اطلاعات کیفیِ‌‌ به‌‌‌‌‌دست‌‌‌‌‌‌آمده‌ از پرسشنامۀ ‌‌‌تشریحی و مصاحبه‌ از معلم سمینار شواهد معتبری از رجحان روش‌ بدیع‌‌ بر روش‌ سنتی‌‌ به‌‌‌همراه‌ داشت. امید است ‌‌یافته‌‌‌‌‌‌ها دارای پیامدهای مهمی برای استادان‌ ادبیات و دانشجویان‌ باشد. 

کلیدواژه‌ها

عنوان مقاله [English]

The Instructional Efficacy of Socratic Seminar for Cultivating Critical Thinking in Literature Students

نویسندگان [English]

  • Samaneh Afghari 1
  • Helen Ouliaeinia 2

1 No organization

2 Sobh-e-Sadegh Higher Education Institute, Tehran University

چکیده [English]

This study aimed to investigate the impact of Socratic seminar on cultivating critical thinking as a resource for improving Iranian senior literature students learning of literature and the extent to which this alternative method enjoys appreciation on the part of literature teachers and students. For this purpose, from a target population of 128 BA English literature students studying at Sobh-e-Sadegh Institute of Higher Education, a sample of 40 senior students, both male and female, were selected, purposive sampling. The participants were 20 to 30. They were randomly assigned into two groups, namely control and experimental, 20 each. The California Critical Thinking Skills Test (Facione&Facione 1990) was used as a pretest prior the treatment to specify the participants’ critical thinking skills in both groups. At the end of the treatment which lasted ten sessions, the same test was given to the participants in both groups. The findings reported the positive impact of Socratic seminar on critical thinking skills; additionally, the qualitatively obtained data from an open-ended questionnaire and an interview of the seminar teacher yielded credible evidence of the preference of the novel method over the traditional one. Indubitably, the findings have significant implications for literature professors and students.

کلیدواژه‌ها [English]

  • Critical Thinking
  • Socratic Seminar
  • Learners’ Attitude
  • and Teachers’ Attitude

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