بازشناسی مؤلفه‌های راهبردهای یاددهی - یادگیری در آموزش‌وپرورش بر مبنای فلسفة هستی‌گرا

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد رشته مطالعات برنامه‌درسی، دانشگاه مازندران، دانشکده علوم انسانی و اجتماعی، بابلسر، ایران

2 دانشیار گروه علوم تربیتی، دانشگاه مازندران، دانشکده علوم انسانی و اجتماعی، بابلسر، ایران

3 . دانشیار گروه علوم تربیتی، دانشگاه مازندران، دانشکده علوم انسانی و اجتماعی، بابلسر، ایران

چکیده

پیشینه و اهداف: هدف پژوهش حاضر، طراحی راهبردهای یاددهی - یادگیری در آموزش‌وپرورش بر مبنای فلسفة هستی­گرا بوده است روش‌ها‌: رویکرد پژوهش حاضر، کیفی و روش مورداستفاده، مطالعه موردی کیفی است. مشارکت­کنندگان؛ استادان، متخصصان و معلمان آشنا به مکتب هستی‌گرایی بودند که به‌صورت هدفمند با 25 نفر به اشباع نظری رسید. ابزار پژوهش، مصاحبه نیمه­ساختار­یافته و تجزیه و تحلیل داده­ها با استفاده از تحلیل مضمون (فراگیر، سازمان­دهنده و پایه) صورت گرفت. به­منظور اعتبار داده­ها در پژوهش حاضر از مسیر ممیزی استفاده شد. یافته‌ها: نتایج به دست آمده در قالب 123 مضمون پایه، 11 زیرمؤلفه، 4 مضمون سازمان دهنده (فضای آموزشی، معلم، دانش­آموز و روش تدریس هستی­گرا) و یک مضمون فراگیر استخراج و طبقه­بندی شدند. زیرمؤلفه­ها شامل؛ فضای آموزشی موقعیت محور و اصیل، اجتناب از فضای استاندارد و قالبی، فضای انعطاف پذیر و همدلانه، تعامل انسانی بین معلم و دانش­آموز و حفظ کرامت ذاتی دانش­آموز، معلم به‌مثابه فردی تسهیلگر و بسترساز، معلم به مثابه­ی فردی مسئول و مثبت­اندیش، اولویت داشتن دانش­آموز نسبت به برنامه درسی و روش، ظرفیت انتخاب­گری دانش­آموز، دانش­آموز به‌عنوان فردی مسئول، اولویت داشتن دانش­آموز نسبت به برنامه درسی و روش تدریس، تنوع روشی بر اساس موقعیت و شرایط، تأکید بر روش­های تعامل محور و انسان­گرا است. نتیجه‌گیری: بر اساس یافته­ها پیشنهاد می­گردد که برنامه درسی نظام آموزشی به‌صورت گام به گام از حالت رفتار­گرا به سمت برنامه درسی هستی­گرایانه تغییر جهت دهد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Recognizing the components of teaching-learning strategies in education based on existentialism philosophy

نویسندگان [English]

  • Mokarrameh Shabanpour Karnami 1
  • Meimanat Abedini Baltork 2
  • Hojjat Saffar Heidari 3
1 Master's student in Curriculum Studies, University of Mazandaran, Babolsar, Iran
2 Department of Education, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran.
3 Department of Education, Faculty of Humanities and Social Sciences, University of Mazandaran, Babolsar, Iran
چکیده [English]

Background and Objectives: The aim of the current research is to design teaching-learning strategies in education based on the existentialism philosophy Methods: The approach of the current research is qualitative and the method used is a qualitative case study. Participants were specialists, which were reached theoretical saturation with 25 people. The research tool was a semi-structured interview and data analysis was done using thematic analysis method (comprehensive, organizing and basic). Also, in order to validate the data in the current research, the audit method was used. Findings: The obtained results were extracted and classified in the form of 123 basic themes, 11 sub-components, 4 organizing themes (educational space, teacher, student and ontological teaching method) and an overarching theme. The sub-components include situation-oriented and original educational environment, avoiding standard and template environment, flexible and empathetic environment, human interaction between teacher and student and preserving the inherent dignity of the student, the teacher as a facilitator and platform builder, the teacher. As a responsible and positive person, the student's priority over the curriculum and method, the student's capacity to choose, the student as a responsible person, the student's priority over the curriculum and the teaching method, the variety of methods based on the situation and conditions, emphasis on interaction-oriented and humanistic methods. Conclusion: Based on the findings, it is suggested that the curriculum of the educational system be changed step by step from the behavioral mode to the ontological curriculum.

کلیدواژه‌ها [English]

  • curriculum
  • teaching-learning strategies
  • existentialism philosophy
  • Student
  • teacher
  • teaching method

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نظریه و عمل در تربیت معلمان
دوره 10، شماره 17
فروردین 1403
صفحه 242-221

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