Analysis of the Role of Persian Literary Texts in Teaching Critical Thinking Skills to Non-Persian-Speaking Language Learners Using Bloom's Cognitive Approach
تحلیل نقش متون ادبی فارسی در آموزش مهارتهای تفکر انتقادی زبانآموزان غیرفارسیزبان با رویکرد شناختی بلوم
DOI:
https://doi.org/10.36586/Keywords:
Persian language education, , critical thinking, Bloom’s taxonomy, cognitive skills, non-Persian-speaking learners, آموزش زبان فارسی, تفکر انتقادی, طبقهبندی بلوم, مهارتهای شناختی, زبانآموزان غیرفارسیزبانAbstract
Literary texts serve as one of the key tools in developing cognitive skills and critical thinking among language learners. These texts, with their complex linguistic structures, multilayered meanings, and philosophical and ethical themes, encourage learners to think more deeply and to critically evaluate diverse contents. The primary aim of this research is to analyze and assess the impact of literary texts in Persian language on enhancing the critical thinking skills of non-Persian-speaking language learners using Bloom's Taxonomy of Educational Objectives framework. This research seeks to answer the following questions: 1) How can literary texts used in Persian language teaching help strengthen different cognitive levels of Bloom's taxonomy in non-Persian-speaking language learners? 2) Which types of literary texts are most suitable for strengthening each cognitive level? This study employs a qualitative content analysis method, in which the linguistic, structural, and thematic features of selected literary texts are mapped onto Bloom's different cognitive levels (knowledge, comprehension, application, analysis, synthesis, and evaluation). The findings indicate that literary texts in Persian language with diverse structures are suitable for strengthening various cognitive levels, although each text typically has one dominant cognitive level. Based on frequency analysis, Saadi's couplets are most effective for the knowledge level, Hafez's ghazals and Sepehri's poems for comprehension, Shariati's "Nowruz" for application, "The Amen Bird" and "O People" for analysis, "Savushun" and "Missing Soluch" for synthesis, and "The Blind Owl" and "Kelidar" for evaluation. Approaches such as critical literacy, New Criticism, and reader-response theories can also serve as complementary educational strategies in nurturing critical thinking among non-Persian-speaking language learners.
چکیده
متون ادبی بهعنوان یکی از ابزارهای کلیدی در توسعه مهارتهای شناختی و تفکر انتقادی در زبانآموزان عمل میکنند. این متون با ساختارهای پیچیده زبانی، معانی چندلایه و موضوعات فلسفی و اخلاقی، فراگیران را به تفکر عمیقتر و ارزیابی محتواهای مختلف ترغیب مینمایند. هدف اصلی این پژوهش، تحلیل و ارزیابی تأثیر متون ادبی به زبان فارسی بر تقویت مهارتهای تفکر انتقادی زبانآموزان غیرفارسیزبان با استفاده از چارچوب طبقهبندی هدفهای آموزشی بلوم میباشد. پژوهش حاضر به دنبال پاسخگویی به این پرسشها است: ۱) متون ادبی مورد استفاده در آموزش زبان فارسی چگونه میتوانند به تقویت سطوح مختلف شناختی بلوم در زبانآموزان غیرفارسیزبان کمک کنند؟ ۲) کدام انواع متون ادبی برای تقویت هر سطح شناختی مناسبتر هستند؟ در این پژوهش، از روش تحلیل کیفی محتوای متون ادبی منتخب استفاده شده است. در این روش، ویژگیهای زبانی، ساختاری و محتوایی متون با سطوح مختلف شناختی بلوم (دانش، فهمیدن، بهکاربستن، تحلیل، ترکیب و ارزیابی) تطبیق داده شدهاند. یافتههای این پژوهش نشان میدهد متون ادبی به زبان فارسی با ساختارهای متنوع برای تقویت سطوح مختلف شناختی مناسب هستند؛ هرچند در هر متن، یک سطح شناختی غالب است. بر اساس تحلیل بسامد، ابیات سعدی بیشتر برای سطح دانش، غزلیات حافظ و اشعار سپهری برای فهمیدن، "نوروز" شریعتی برای بهکاربستن، "مرغ آمین" و "آی آدمها" برای تحلیل، "سووشون" و "جای خالی سلوچ" برای ترکیب، و "بوف کور" و "کلیدر" برای سطح ارزیابی کارآیی بیشتری دارند. رویکردهای دانش انتقادی، نقد نوین و واکنش خواننده نیز میتوانند به عنوان راهبردهای آموزشی مکمل، در پرورش تفکر انتقادی زبانآموزان غیرفارسیزبان مؤثر باشند.
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