نموذج مقترح لتحسين ممارسات التفكير الناقد لدى معلمي و طلاب فصول الموهوبين

Abstract EN

This study aimed to present a proposed model to improve the critical thinking practices of teachers and students of gifted classes, by highlighting the elements that increase the effectiveness of the teacher, the effectiveness of the content and the effectiveness of the student, and which share with each other in the development of thinking skills of the student, as the idea of this model is crystallized in Arranging priorities that have a direct relationship to the development of thinking, which revolves around the teacher and the content or the curriculum and the student, so the model was built in the form of an ascending pyramid that has three components: the teacher and the content or the curriculum and the student, so the first component represents the priority that is started and is the teacher, so that he is a teacher.

Thinker, and this can be achieved by diagnosing his capabilities around the elements contained in the proposed model, and then training and developing his skills around the elements of the proposed model.

This priority is also strengthened by linking the teacher's performance with incentives that improve the outputs.

As for the second component, it represents the content or the thinking-provoking approach, and this is achieved by integrating the content into thinking programs that take into account individual differences, and for dynamic evaluation to be adopted, and for the content to be interesting and attractive.

As for the third component, it represents the student who is ready to think.

This is achieved by taking into account the student’s psychological needs, social needs, and providing effective feedback to him.

When these three components interact in the gifted classes, the student’s thinking skills grow and develop more effectively.