تبیین نقش محیط و نقش معلم و دانش‌آموز در یادگیری بر اساس مبانی معرفت‌شناختی علوم اعصاب تربیتی
محورهای موضوعی : فلسفه تعلیم و تربیت
قادر فراقی
1
,
محسن فرمهینی فراهانی
2
,
محمد حسن میرزا محمدی
3
1 - دانشجوی دکتری تخصصی فلسفه تعلیم و تربیت، دانشگاه شاهد، تهران، ایران
2 - استاد گروه علوم تربیتی ، دانشکده علوم انسانی ، دانشگاه شاهد، تهران، ایران(نویسنده مسئول)
3 - استاد گروه علوم تربیتی ، دانشکده علوم انسانی ، دانشگاه شاهد، تهران، ایران
کلید واژه: علوم اعصاب تربیتی, معرفت‌شناختی, نقش محیط, نقش معلم و دانش‌آموز, یادگیری. ,
چکیده مقاله :
هدف مقاله حاضر بررسی نقش محیط و نقش معلم و دانش‌آموز در یادگیری بر اساس مبانی معرفت‌شناختی علوم اعصاب تربیتی است. در این پژوهش با روش اسنادی و تحلیل محتوای کیفی، مبانی معرفت‌شناختی علوم اعصاب تربیتی تبیین شده‌اند و سپس با استفاده از گزاره‌های معرفت‌شناختی، نقش محیط و نقش معلم و دانش‌آموز مورد استنباط و تحلیل قرار گرفته است. برخی از یافته‌های حاصل برای نقش محیط در یادگیری بر اساس مبانی معرفت‌شناختی علوم اعصاب تربیتی شامل: نقش محیط فیزیکی بر یادگیری، نقش امنیت و فشار روانی محیط بر یادگیری، نقش محیط واقعی و طبیعی و تعامل با آن بر یادگیری، نقش محیط‌های متنوع بر یادگیری، و برخی یافته‌های به‌دست‌آمده برای نقش معلم و دانش‌آموز در یادگیری شامل: ساخت شبکه‌های عصبی جدید در مغز، یادگیری مبتنی بر یکپارچه بودن مغز، یادگیری اجتماعی و نیابتی، یادگیری مبتنی بر هیجان و عواطف، یادگیری مبتنی بر ارزشیابی و بازخورد، یادگیری مبتنی بر تجارب چند حسی، یادگیری مبتنی درگیری کل فیزیولوژی بدن، یادگیری مبتنی بر توجه، یادگیری مبتنی بر پردازش‌های کلی و جزئی، یادگیری مبتنی بر جستجوی معنا و الگوسازی، یادگیری مبتنی بر چالش و تهدید و ترس و اضطراب است. از نتایج به‌دست‌آمده می‌توان برای افزایش کیفیت‌بخشی در امر تعلیم‌وتربیت و به‌ویژه فرایند یاددهی و یادگیری در کلاس درس استفاده کرد.
The purpose of this article is to investigate the role of the environment and the role of the teacher and student in learning based on the epistemological foundations of educational neuroscience. In this research, the epistemological foundations of educational neuroscience have been explained with the documentary method and qualitative content analysis, and then, using epistemological propositions, the role of the environment and the role of the teacher and student have been deduced and analyzed..Some of the findings for the role of the environment in learning based on the epistemological foundations of educational neuroscience include: the role of the physical environment on learning, the role of security and psychological pressure of the environment on learning, the role of the real and natural environment and interaction with it on learning, the role of environments Diverse on learning, And some findings obtained for the role of teacher and student in learning include: building new neural networks in the brain, based on brain integration, social and vicarious learning, learning based on emotion and emotions, learning based on evaluation and feedback, learning It is based on multi-sensory experiences, learning based on the involvement of the whole body physiology, learning based on attention, learning based on general and detailed processing, learning based on searching for meaning and modeling, learning based on challenges and threats and fear and anxiety. The obtained results can be used to increase the quality of education and especially the teaching and learning process in the classroom.
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