طراحی برنامه درسی تفکر مستقل برای دانش‌آموزان دورۀ متوسطه
الموضوعات : پژوهش در برنامه ریزی درسی
جمال معمر حور
1
(دانشجوی برنامه درسی، دانشکده علوم تربیتی و روان‌شناسی دانشگاه تهران، دانشگاه تهران، تهران، ایران.)
مرضیه دهقانی
2
(استادیار، دانشکده علوم تربیتی و روان‌شناسی دانشگاه تهران، تهران، ایران.)
الهه حجازی
3
(دانشیار، دانشکده علوم تربیتی و روان‌شناسی دانشگاه تهران، تهران، ایران.)
کیوان صالحی
4
(استادیار، دانشکده علوم تربیتی و روان‌شناسی دانشگاه تهران، تهران، ایران.)
الکلمات المفتاحية: برنامه درسی, اسناد, تفکر مستقل, دانش‌آموزان دورۀ متوسطه,
ملخص المقالة :
این پژوهش با هدف طراحی برنامه درسی تفکر مستقل برای دانش‌آموزان دورۀ متوسطه انجام شده است. رویکرد پژوهش، کیفی و از نوع روش اسنادی بود که با استفاده از فن تحلیل محتوا، تحلیل گردید. لذا با مطالعه اسناد پژوهی و نمونه پژوهش‌های مرتبط، بخش‌های مربوط به تفکر مستقل در این پژوهش‌ها استخراج گردید. داده‌ها به شیوة کدگذاری بر اساس الگوی تایلر بر مبنای چهار عنصر هدف (شناختی، عاطفی و روانی حرکتی)، محتوا (انتخاب و سازمان‌دهی)، روش و ارزشیابی است. نتایج نشان داد در بخش هدف ویژگی‌ها شامل: آزادی بیان، برخورداری از حق انتخاب، بحث گروهی، یادگیری مشارکتی، تبادل اجتماعی، رشد ذهنی، پرورش عقلانیت است. درزمینۀ محتوا ویژگی‌ها شامل: یاددادن نحوۀ تفکر، یاددادن پیروی آگاهانه از الگوها، آموزش شرکت در بحث گروهی، یادگیری انجام فعالیت‌های مستقل، یادگیری اظهارنظر آزاد، یاددادن برخورداری از حق انتخاب، نگرش آگاهانه به مسائل است. در بخش روش تدریس ویژگی‌ها شامل: استفاده از روش بحث گروهی، سقراطی، استفاده از بازی‌های فکری و کلامی، ارائه تمرینات مستقل، معلم به‌عنوان تسهیلگر و همکار است. درزمینۀ ارزشیابی ویژگی‌ها شامل: استفاده از ابزارهای خودارزیابی، توجه به ارزشیابی مستمر و تکوینی، فراهم آوردن امکان بازخورد مناسب و به‌موقع، توجه به مشارکتی بودن فعالیت‌های دانش‌آموزان، توجه به اشکال مختلف ارزشیابی است. استفاده از نتایج این پژوهش می‌تواند در آیندۀ نوجوانان و جوانانی با تفکرات مستقل در راستای کاهش آسیب‌ها و ناهنجاری‌های اجتماعی و پایبندی به اعتقادات دینی و فرهنگی خویش تربیت کرد.
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