طراحی الگوی تدریس خلاق مبتنی بر مؤلفه‌های معرفت‌شناختی ژیل دلوز و فیلیکس گاتاری
محورهای موضوعی : پژوهش در برنامه ریزی درسیعلی عبداله یار 1 , مهدی سبحانی نژاد 2 , سیدمهدی سجادی 3 , محسن فرمهینی فراهانی 4
1 - دکتری فلسفه تعلیم و تربیت دانشگاه شاهد، تهران، ایران.
2 - دانشیار گروه علوم تربیتی دانشگاه شاهد، تهران، ایران.
3 - استاد گروه علوم تربیتی، دانشگاه تربیت مدرس، تهران، ایران.
4 - دانشیار فلسفه تعلیم و تربیت دانشگاه شاهد تهران، تهران، ایران.
کلید واژه: الگوی دلوز و گاتاری, معرفت‌شناسی, الگوی یاددهی- یادگیری, تدریس خلاق,
چکیده مقاله :
پژوهش حاضر با هدف طراحی الگوی تدریس خلاق مبتنی بر مؤلفه‌های معرفت‌شناختی ژیل دلوز و فیلیکس گاتاری به روش تحلیل مفهومی و نیز استنتاجی و با استفاده از مطالعۀ منابع مرتبط با اندیشه‌های دلوز و گاتاری انجام شده است. بر مبنای تحلیل مفهومی، مؤلفه‌های معرفت‌شناختی دلوز و گاتاری شامل؛ اتصال و ناهمگونی، کثرت، گسست نادلالت‌گر، نقشه‌نگاری، فولدینگ و درون‌بودگی می‌باشند. بر این اساس الگوی تدریس خلاق با بهره‌گیری از معرفت‌شناختی دلوز و گاتاری در قالب عناصری چون؛ معلم به‌عنوان راهنما، تسهیل گر، همکار و عامل تغییر، دانش‌آموز به‌عنوان محقق، کوچ‌گر، خلاق، مشارکت‌جو، پرسشگر و نقاد، اهداف متأثر از تفکر افقی و واگرا، یادگیری مبتنی بر مدل‌های یادگیری فعال، مشارکتی، کارآموزی، خدمات‌رسانی، فعالیت‌های یادگیری مبتنی بر تولید اندیشه‌های خلاق، محتوا مبتنی بر ویژگی کثرت‌گرایی، بین‌رشته‌ای، تداخل و درهم‌تنیدگی دیسیپلین‌ها و غیره طراحی شده است.
This study was conducted to design creative teaching pattern based on Gilles Deleuze & Felix Guattari’s epistemological components by using conceptual and inference methodologies & studying related documents. Based on conceptual analysis, the epistemological components of Deleuze and Guattari include connection and heterogeneity, plurality, asignfying rupture, folding and immanence. Accordingly, the creative teaching model using Deleuze and Guattari’s epistemology in the form of elements such as;teacher as a guide, facilitator,teammate and change agent, student as a researcher, nomd ,creative, participatory, critique; goals which are affected by horizontal and divergent thinking; learning based on active and participatory models, apprenticeship, service learning; learning activities based on generative and creative thinking; contents based on pluralism features based on interdisciplinary of interference and interconnectedness of disciplines has been designed.
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