القيم التربوية و مهارات التفكير الناقد في القرن الحادي و العشرين لدى تلاميذ المرحلة الابتدائية بالعراق

الملخص EN

The values work to identify the progressive relation between man and the universe around him.

Through these human values, we can judge the Aesthetics of Artwork.

Also through these values, the human starts to form knowledge about objects around him, work and interact with those objects.

Moreover, those values are considered objectives for the human and ends for his behavior and interaction with the environment and society which he belongs to.

The behavioral values are related to society.

The relation between values and behavior is the orientation or preferred behavior in available directions; values divide the operating values, which can be reveled through behavior, into three classes: The value system and its relation to critical thinking skills is considered a main system affecting the formation of human behavior.

It clearly interacts with the general skills system which education systems seek to create in individuals as behavioral outputs to be translated through values targeted by the educational system to prepare graduates able to compete in the field of work.

The importance of the current study is that the educational values system and critical thinking skills are of the methods of connection between the education system and the system of society surrounding the learner.

The need for this study lies in that it submits a systematic methodological model for the teachers of art education depending on ways of applying, functioning and translating values system by using the critical thinking skills.

The objective of the research is to reveal the relation between educational values and critical thinking skills of the primary stage students in the twenty-first century.

The existing study is limited to the following: objectivity – educational values and critical thinking skills, spatial – the students of primary stage in Iraq, and temporal – academic year 2016-2017.

The most important items are values and educational values.

The second chapter includes the critical thinking skills in the twenty-first century and what are the values and what is the origin of item, philosophical and thinking trends of values, their types and the role of values in the process of learning and teaching.

The most important results are: 1-There is an important role for the twenty-first century skills in the educational process.

2-The importance of technology of education is the importance of teaching materials, but the difference is that teaching materials are part of the technology of education and hence, the importance of technology of education is more common and more comprehensive.

3-The teacher is the designer, evaluator and participant in producing technology of education including the use of internet, distance learning, production of teaching programs and simulation programs.

The most important recommendations are: 1-The researcher recommends mastering basic skills better than now to enable students to develop their skills.