Document Type : Research Paper
Authors
1 Faculty Member, Department of Persian Language and Literature Education, Farhangian University
2 Department of Persian Language and Literature Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract
Textbooks are the most significant instruments for achieving educational goals and serve as one of the most effective resources for fostering students’ critical thinking. In this context, the Persian language curriculum as the cornerstone of familiarity with Iranian-Islamic language, literature, culture, and thought plays a fundamental role in shaping thinking and judgment skills. Furthermore, critical thinking is a vital component of deep learning and a prerequisite for nurturing informed, inquisitive citizens. Accordingly, the present study aimed to analyze the content of “self-assessment” questions in Lower Secondary Persian Textbooks, based on the Paul-Elder critical thinking standards. The research method was descriptive-analytical, and the population consisted of all 135 self-assessment questions from grades seven, eight, and nine, which were analyzed via a census sampling method. Data collection was conducted using a checklist based on the nine Paul-Elder intellectual standards. Findings indicated that the “depth” standard, with an average of approximately 20%, had the highest frequency across all three grades. In the developmental progression from grade seven to nine, the share of cognitive standards (clarity, accuracy, and precision) declined from 27% to 22%, whereas analytical standards such as “breadth” increased from 11.9% to 14.8%. However, the “fairness” standard, with a negligible average of 2.5% (1.8% in grade seven and 3.9% in grade nine), held the lowest share. The results suggest that although efforts have been made to guide students toward conceptual analysis, a significant gap remains relative to the ideal critical thinking model. Consequently, revisions in the design of self-assessment questions
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