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ارائه الگوی برنامه درسی تنوع گرا مبتنی بر نظریه انعطاف پذیری شناختی | ||
| برنامه درسی و آموزش یادگیرنده محور | ||
| دوره 4، شماره 2 - شماره پیاپی 14، شهریور 1404، صفحه 1-26 اصل مقاله (826.67 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/cipj.2025.63072.1151 | ||
| نویسنده | ||
| زهره کرمی* | ||
| استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| هدف: هدف از این پژوهش، ارائه الگوی برنامه درسی تنوعگرا مبتنی بر نظریه انعطافپذیری شناختی است. روش پژوهش: این مطالعه یک پژوهش کیفی است که برای پاسخ به سؤال اول پژوهش از شیوه مرور نظاممند استفاده شده است. در این پژوهش، برای جمعآوری دادههای مربوط به سؤال اول پژوهش، به جستجوی مقالات، پایاننامهها و متون مرتبط از پایگاههای معتبر اینترنتی از سال 1988 تا 2020 پرداخته شد. در نهایت، از میان این منابع، 28 منبع از مرتبطترین متون مرتبط با سؤالات پژوهش، انتخاب شده و از طریق روش تحلیل مضمون، تحلیل شدند. سپس بر اساس یافتههای بهدست آمده، عناصر برنامه درسی تنوعگرا در پاسخ به سؤال دوم تا ششم، طراحی و اعتبارسنجی شده است. در پایان، بر اساس یافتهها، الگوی مفهومی برنامه درسی تنوعگرا، ارائه شده است. برنامه مذکور در اختیار 10 نفر از متخصصان برنامه درسی قرار گرفت که با توافق 90 درصد، عناصر مختلف برنامه را تأیید نمودند. یافتهها: بر اساس یافتهها، تعاریف، اهداف، اصول و معیارها و تأکیدات حوزه تدریس و یادگیری از جمله مضامین اصلی نظریه انعطافپذیری شناختی بودند. مضامین فرعی مرتبط به هر مضمون اصلی نیز شناسایی شدند. بعد از شناخت ویژگیهای نظریه انعطافپذیری شناختی، بر اساس ویژگیها، عناصر برنامه درسی تنوعگرا طراحی شدند. تنوع در نوع، سطح، شکل، و پیچیدگی از جمله مهمترین ویژگیهای برنامه درسی تنوعگرا بود. عنصر هدف شامل (تنوع در حیطهها/ سطوح /پیچیدگی)؛ عنصر محتوا شامل (تنوع در انواع محتوا)؛ عنصر روشهای یاددهی یادگیری (تنوع در انواع روش)؛ عنصر فعالیتهای یادگیری شامل (تنوع در محل، سطح، حیطه، شیوه، و نوع فعالیت)؛ عنصر ارزشیابی شامل (تنوع در مراحل، نوع، حیطه، پیچیدگی، شکل، و ابزارهای ارزشیابی) است. نتیجهگیری: در این پژوهش، برنامه درسی تنوعگرا بر پایه نظریه انعطافپذیری شناختی، با تأکید بر تنوع در تمام عناصر آموزشی (اهداف، محتوا، روش، فعالیت و ارزشیابی) و توجه به یادگیری پیچیده، کاربردی و چندجانبه، جهت پرورش ذهنی انعطافپذیر و توانمند در حل مسائل واقعی، ارائه شد. این برنامه، فضایی تعاملی، چندبعدی و غیرخطی برای ساخت فعال دانش فراهم میکند و به عنوان راهنمای عمل در تربیت افرادی با ذهنهای خلاق، نوآور و انعطافپذیر میتواند راهگشا باشد و مورد استفاده برنامهریزان، مؤلفان و معلمان قرار گیرد. | ||
| کلیدواژهها | ||
| الگوی برنامه درسی؛ عناصر برنامه درسی؛ برنامه درسی تنوع گرا؛ نظریه انعطاف پذیری شناختی | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 59 تعداد دریافت فایل اصل مقاله: 66 |
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