look at the content of the critical thinking curriculum in junior high school

The content of textbooks in high school should be able to meet the needs of students based on the structure of society, and this is not possible unless the content of textbooks can change the way students think. Therefore, in this research, an attempt has been made to provide a new method for learning textbooks by presenting the content model of the curriculum of the first year of high school based on critical thinking. This study was carried out by exploratory mixed method in two qualitative and quantitative phases. In the qualitative stage, the participants had semi-structured interview planning specialists and study tools. In the quantitative stage, the statistical population was junior high school teachers and the available random sampling method (320 people) and the study tool was a questionnaire based on the components obtained in the previous stage with a reliability of 0.81. 22 codes were identified and content for the development of high school critical thinking as follows (questionable and problem-oriented content, appropriate structure in the compilation, multifaceted learning of the relevance of the content to the real life of students and student-centered); is. A junior high school student has a reasonable understanding of the propositions he hears or sees, with a clear understanding of his abilities, given his purpose in life, and without comparing himself to ideal and unattainable conditions with a belief in doubt. Updates.The content of textbooks in high school should be able to meet the needs of students based on the structure of society, and this is not possible unless the content of textbooks can change the way students think. Therefore, in this research, an attempt has been made to provide a new method for learning textbooks by presenting the content model of the curriculum of the first year of high school based on critical thinking. This study was carried out by exploratory mixed method in two qualitative and quantitative phases. In the qualitative stage, the participants had semi-structured interview planning specialists and study tools. In the quantitative stage, the statistical population was junior high school teachers and the available random sampling method (320 people) and the study tool was a questionnaire based on the components obtained in the previous stage with a reliability of 0.81. 22 codes were identified and content for the development of high school critical thinking as follows (questionable and problem-oriented content, appropriate structure in the compilation, multifaceted learning of the relevance of the content to the real life of students and student-centered); is. A junior high school student has a reasonable understanding of the propositions he hears or sees, with a clear understanding of his abilities, given his purpose in life, and without comparing himself to ideal and unattainable conditions with a belief in doubt. Updates.The content of textbooks in high school should be able to meet the needs of students based on the structure of society, and this is not possible unless the content of textbooks can change the way students think. Therefore, in this research, an attempt has been made to provide a new method for learning textbooks by presenting the content model of the curriculum of the first year of high school based on critical thinking. This study was carried out by exploratory mixed method in two qualitative and quantitative phases. In the qualitative stage, the participants had semi-structured interview planning specialists and study tools. In the quantitative stage, the statistical population was junior high school teachers and the available random sampling method (320 people) and the study tool was a questionnaire based on the components obtained in the previous stage with a reliability of 0.81. 22 codes were identified and content for the development of high school critical thinking as follows (questionable and problem-oriented content, appropriate structure in the compilation, multifaceted learning of the relevance of the content to the real life of students and student-centered); is. A junior high school student has a reasonable understanding of the propositions he hears or sees, with a clear understanding of his abilities, given his purpose in life, and without comparing himself to ideal and unattainable conditions with a belief in doubt. Updates.The content of textbooks in high school should be able to meet the needs of students based on the structure of society, and this is not possible unless the content of textbooks can change the way students think. Therefore, in this research, an attempt has been made to provide a new method for learning textbooks by presenting the content model of the curriculum of the first year of high school based on critical thinking. This study was carried out by exploratory mixed method in two qualitative and quantitative phases. In the qualitative stage, the participants had semi-structured interview planning specialists and study tools. In the quantitative stage, the statistical population was junior high school teachers and the available random sampling method (320 people) and the study tool was a questionnaire based on the components obtained in the previous stage with a reliability of 0.81. 22 codes were identified and content for the development of high school critical thinking as follows (questionable and problem-oriented content, appropriate structure in the compilation, multifaceted learning of the relevance of the content to the real life of students and student-centered); is. A junior high school student has a reasonable understanding of the propositions he hears or sees, with a clear understanding of his abilities, given his purpose in life, and without comparing himself to ideal and unattainable conditions with a belief in doubt. Updates. The content of textbooks in high school should be able to meet the needs of students based on the structure of society, and this is not possible unless the content of textbooks can change the way students think. Therefore, in this research, an attempt has been made to provide a new method for learning textbooks by presenting the content model of the curriculum of the first year of high school based on critical thinking. This study was carried out by exploratory mixed method in two qualitative and quantitative phases. In the qualitative stage, the participants had semi-structured interview planning specialists and study tools. In the quantitative stage, the statistical population was junior high school teachers and the available random sampling method (320 people) and the study tool was a questionnaire based on the components obtained in the previous stage with a reliability of 0.81. 22 codes were identified and content for the development of high school critical thinking as follows (questionable and problem-oriented content, appropriate structure in the compilation, multifaceted learning of the relevance of the content to the real life of student