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Basic Level Thinking in the Textbook of the Primary School Early Class

机译：小学早期课堂教材中的基础思维

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Thinking is one of the concerns of the 2013 curriculum which is shown by the demand that students can think at a high level. However, the basic level of thinking should get attention because the quality of basic level thinking determines the achievement of high-level thinking. With that consideration, this research aimed to describe the representation of basic level thinking in the thematic textbook of primary school in the first and second level of class. This research uses a qualitative design with content analysis as the type of research. The research data task in the textbook represented the demands of thinking on the basic level. The data was taken from the documentation technique and it was analyzed by procedures (1) data presentation, (2) data reduction, (3) data processing based on the data analysis guide instrument, (4) result inference, and (5) result interpretation. The result shows that the primary school textbook of the first and second level of the class represents the variation of basic level thinking that varied in the form of observing, identifying, remembering, copying, and composing.
机译：思考是2013年课程关注的问题之一，这一点体现在学生可以高水平思考的需求上。然而，基础思维水平应该受到重视，因为基础思维的质量决定了高水平思维的成就。基于这种考虑，本研究旨在描述小学一、二年级主题教材中基本层次思维的表征。本研究采用定性设计，以内容分析为研究类型。教材中的研究数据任务代表了基本层面的思考需求。数据取自文献技术，并通过以下程序进行分析：（1）数据呈现，（2）数据简化，（3）基于数据分析指南仪器的数据处理，（4）结果推断，（5）结果解释。结果表明，该班一、二年级小学教材代表了基本层次思维的变异，表现为观察、识别、记忆、复制和写作等形式的变异。

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