ارائه الگوی برنامه درسی پرورش خودآگاهی برای دانش آموزان دوره دوم ابتدایی

محورهای موضوعی : پژوهش در برنامه ریزی درسی

نرگس سجادیان جاغرق ¹ (دانشجو دکتری فلسفه تعلیم و تربیت. گروه علوم تربیتی. دانشکده ادبیات. دانشگاه بوعلی سینا. همدان. ایران)
محمد رضا یوسف زاده ² (استاد رشته برنامه ریزی درسی گروه علوم تربیتی دانشگاه بوعلی سینا همدان، ایران)
احمد سلحشوری ³ (دانشیار گروه فلسفه تعلیم و تربیت. دانشکده روان شناسی و علوم تربیتی. دانشگاه علامه طباطبایی. تهران. ایران)
فرهاد سراجی ⁴ (استاد رشته برنامه ریزی درسی گروه علوم تربیتی دانشگاه بوعلی سینا، همدان، ایران.)

تاریخ دریافت : 1401/02/30 تاریخ پذیرش : 1401/06/02 تاریخ انتشار : 1401/06/01

کلید واژه: برنامه درسی. دوره دوم ابتدایی. خودآگاهی,

چکیده مقاله :

هدف این پژوهش ارایه الگوی برنامه درسی پرورش خودآگاهی برای دانش آموزان دوره دوم ابتدایی با رویکرد پژوهش ترکیبی (کیفی ،کمی) بود. در بخش کیفی از روش استنتاجی (پیش رونده) روش تحلیل فرانکنا (گزاره‌ای واقع‌نگروهنجاری) مبانی خودآگاهی استنباط گردید. با استفاده از روش مصاحبه نیمه ساختاریافته، انواع خودآگاهی و ماهیت و ویژگی‌های عناصر اساسی برنامه درسی (هدف، محتوا، روش تدریس و شیوه‌ی ارزشیابی) استخراج شد. اعتبار داده های کیفی با استفاده از معیارهای تأیید پذیری و اطمینان پذیری تعیین شد. برای تجزیه و تحلیل داده‌های کیفی از روش کدگذاری باز، محوری و گزینشی استفاده گردید. دربخش کمی برای تعیین اعتبارالگواز روش CVR استفاده شد. نتایج نشان داد مبانی خودآگاهی شامل ارتباط نفس و بدن، تکامل و تعالی نفس، غیریت( دیگری)، غایت‌نگری، اندیشه‌ورزی و خودآگاهی: فیزیکی، هیجانی، اجتماعی، معنوی، عقلانی بودند. ارتقای شناخت فیزیکی،ارتقای رفتارهای هیجانی، شناخت دیگران، ارتقای شناخت معنوی، ارتقای استدلال به عنوان مهمترین هدف برنامه درسی خوداگاهی، رشد جسمی و جنسی، رشد عواطف و احساسات، ارتباطات اجتماعی، تفکر انتقادی به عنوان محتوی خودآگاهی، روش‌های گفتگو پرسشگری، ایفای نقش، گروههای کوچک، بارش مغزی، حل مسئله به عنوان روش‌های آموزش خودآگاهی و خودارزیابی، همسال‌سنجی، والدسنجی، به عنوان مهم‌ترین روش های ارزشیابی الگوی برنامه درسی خودآگاهی در دوره دوم ابتدایی استنتاج گردید. میزان اعتبار مدل نهایی از دیدگاه متخصصان (فلسفه تعلیم و تربیت،روانشناسی تربیتی و برنامه ریزی درسی) 82/0بود. توجه اثربخش به مبانی، مؤلفه ها، انواع و ماهیت ویژگی‌های عناصر برنامه درسی خودآگاهی در برنامه درسی دوره دوم ابتدایی می‌تواند به بهبود پرورش خودآگاهی دانش آموزان کمک کند.

چکیده انگلیسی:

This research approach was mixed (qualitative, quantitative). In the qualitative part, inferential method (progressive) was  used .By using Franken's method of analysis (normative realist proposition), the basics of self-awareness were deduced. By using the semi-structured interview method, types of self-awareness and the nature and characteristics of the basic elements of the curriculum (purpose, content, teaching method and evaluation method) were extracted. The validity of qualitative data was determined using confirmability and reliability To analyze qualitative data, open, axial and selective coding method was used. In the quantitative section, the CVR method was used to determine the validity of the model. The results showed that the self-awareness basics include the connection between the soul and the body, evolution and exaltation of the soul, otherness, telescoping, thinking and self-awareness: physical, emotional, social, spiritual, intellectual. Curriculum elements including goals: improving physical knowledge, improving emotional behaviors, knowing others, improving spiritual knowledge, feelings, social communication, critical thinking. Method: questioning dialogue, role playing, small groups, brainstorming, problem solving. Evaluation: Self-evaluation, peer evaluation, and parent evaluation were concluded as essential elements of the self-awareness curriculum model in the second year of elementary school. Following these findings, the quality of the four elements was examined and approved by experts. As a result, effective paying attention to the self-awareness foundations, component, types and curriculum elements can help to improve the Second Level Primary School Students Self- awareness. The validity of the final model from the point of view of experts (philosophy of education, educational psychology and curriculum planning) was 0.82. Effective attention to the basics, components, types and nature of the elements of the self-awareness curriculum in the curriculum of the second year of elementary school can help to improve the self-awareness of students.

منابع و مأخذ:

Adib, Y. (2003). Designing a suitable model of life skills curriculum for middle schools, doctoral dissertation, Tarbiat Modares University.Iran.

Adib, Y. (2012). Appropriate curriculum design of life skills for middle schools. (Doctoral Thesis) Tarbiat Modares University. Iran.

Ahmadabadi Arani, N., Bagheri, Kh., & et al. (2020). Fundamentals of anthropology from Mulla Sadra's point of view and the resulting educational principles. Scientific Journal of Research in Islamic Education, 28 (46), p. 165-145.

Al-Shirazi, S., M. (1955). Al-Mabad and Al-Ma'ad, by Seyyed Jalaluddin Ashtiani. Tehran, Iranian Philosophy Society.

Al-Shirazi, Sadr al-Din, M. (2002). Al-Hikma al-Muttaaliyyah fi al-Asfar, (2, 8 and 9 c). With the appendix of Sabzevari's notes, correction of research and introduction by Ali Akbar Rashad, under the authority of Mohammad Khamenei. Tehran, Sadra Islamic Wisdom Foundation.

Bagheri. Kh. (2014). Take another look at Islamic education. j (1). Edition 39. School

Baqerzadeh Nim chahi,S.,  H, Tabaghadhi, L., & Hafezian, M. (2015). The relationship between self-awareness and self-regulatory learning with social adjustment of female high school students, Journal of Educational Psychology Studies, No. 30. Summer.

Billie,  K;  Hooper,  D.  R;  Ginter,  E.  J.  (2017).  Life  skills  adolescents,  andcareer choices. Journal of Mental Health Coundeling, 20 (3) 272.282.

Bastian V.A., Burns N.R., Nettelbeck T. Emotional intelligence predicts life skills, but not as well as personality and cognitive abilities.  Personality and Individual Differences 2005; 39(6):1135-45.

Burge, T., & Peacocke, C. (1996, January). Our Entitlement to Self-Knowledge: II. Christopher Peacocke: Entitlement, Self-Knowledge and Conceptual Redeployment. In Proceedings of the Aristotelian Society (Vol. 96, pp. 117-158). Aristotelian Society, Wiley.

Dasilveira, A., M. L., Desouza, W. Gomes. (2015). Self-consciousness concept and assessment in self-report measure, Original research, Frontiers in Psychology/www. Frontiersin.org .

Emami, N. (2015). Self-awareness skills, Tehran: Publications of the Deputy Minister of Culture and Prevention of the Welfare Organization.

Ghobari Bonab, B., Parand, A., & Hossein Khanzadeh, Firoozjah, A. A. (2009). “Prevalence of problems of primary school students in Tehran”. Research in Exceptional Children. 9 (3).

Ghobari Bonab, B., Qahari, S., Mirzaei, M., Raqibian, R. (2012). Special book for spiritual skills training instructors, Tehran: University of Tehran Counseling Center.

Heydari, F., Ziba Kalam, F. (2012). A study of Ibn Sina's view on education (principles, principles, goals, content, method), Journal of Psychology and Educational Sciences, 38 (3). pp. 89-113.

Ibn Sina, H., A. (1404 B). Al-Shifa (Al-Tabiyat). (2c). Al-Nafs, with the research of Saeed Zayed, School of Ayatollah Al-Marashi, Qom.

Ibn Sina. H., A. (1960). Ibn Sina's epistles translated by Ziauddin Dari. second edition. central Library.

Ibn Sina, H., A. (1975), Al-Isharat wa Al-Tanbihat, Narration of Nasir al-Din Tusi. Qom: Nash al-Balagha.

Ibn Sina. H., A. (1971). Al-Mabaharat, edited and researched by Mohsen Bidarfar, Bidarfar Publications, Qom.

Jamshidi, H., Faqihi, A.r., & Yousefzadeh Chosari, Mr. (2021) Extracting the basic artistic features of the second year high school students' skills training curriculum.

 

Journal of Research in Curriculum Planning. 18th year, 2nd day, 41 (68), pp. 85-73.

Javadipour, Mohammad; Azizi, Parveen and Mohammadi Chabakab, Reza (2016). The rate of achievement of life skills goals in primary school students, Education and Learning Research, 21(4): 113-128.

Latifian, M. Seif, D. (2006) Investigating the effect of self-awareness on interpersonal relationship disorders of students. Journal of social and human sciences of Shiraz University. 52(3).

Lavasani, S. R. A. (2015). Identifying and analyzing the dimensions and levels of self-awareness in the transcendent wisdom of Sadra. Masters, Shahed University.

Karimi, A A., (2006). Developmental psychology: The stages of moral formation in the child with emphasis on transformational approaches, fourth edition. Tehran: Abed

Karimi. Q. Lawyer. E. (2020). The hidden curriculum and its impact on the development of life skills. The second international conference of educational sciences and psychology, counseling. Education. Tehran.

Keromnes, G., S. Chokron, Macarena-Paz Celume et al. (2019) Exploring Self-consciousness from self- and other-image recognition in the mirror: concepts and evaluation”, Frontiers in Psychology, 10 (716) May.  

Kordnoghani, R., Pasha Sharifi, H. (2005). Preparing and compiling a life skills curriculum for high school students, Educational Innovations Quarterly No. 12(4), Summer.

Keromnes, G., Chokron, S., Celume, M. P., Berthoz, A., Botbol, M., Canitano, R., ... & Tordjman, S. (2019). Exploring self-consciousness from self-and other-image recognition in the mirror: concepts and evaluation. Frontiers in psychology, 10, 719.

Merlone, L. & Moran, D. (2008). “Transition works: Self-awareness and self-advocacy skills for students in the elementary learning cente:”. TEACHING Exceptional Children Plus, 4(4) Article 1. Retrieved [date] from http://escholarship.bc.edu/education/tecplus/vol4/iss4/art1.

Mojaveri, b. Adib, Y. Mohsenpour, b. Mehrmohammadi, M. (2004). Designing the ideal model of life skills curriculum for middle school. Senior thesis. Tarbiat Modares University.

Moriguchi, Y., Ohnishi, T., Lane, R. D., Maeda, M., Mori, T., Nemoto, K., ... & Komaki, G. (2006). Impaired self-awareness and theory of mind: an fMRI study of mentalizing in alexithymia. Neuroimage, 32(3), 1472-1482.

Parent, T. (2017). A Problem with Critical Reasoning. In E. N. Zalta (Ed.), The Stanford Encyclopedia of PhilosophyRetrieved from from.

Perry, N. E., L. Hutchinson, & C. Thauberger. (2015). Talking about teaching self- regulated learning: Scaffolding student teacher development and use of practices that promot self- regulated learning, International Journal of educational research, 7 (2), pp. 97-108.

-Radfer, T. (2008). “Hamidi, Fazel; Lorestani, Fariborz; Mirzaei, The Definitive Experimental Guide to Life Skills for Adolescents”. Tehran: Vetrans, Institute of Medical and Trans Research.

Ram, S. Mehr Mohammadi, M, et al. (2017). Teaching self-discovery to children aged 7 to 14 years; With which logic and approach? (Analysis of the results of a phenomenological study), Quarterly Journal of Applied Issues of Islamic Education. 2(3).

Rahimi, A.r., Khorramabadi, Y., Nawabi, Y., Moin, R. (2016). A study entitled "Study of the effect of life skills on reducing risky behaviors of high school male students at risk", Journal of Scientific Researchers. Volume 15, Number.

Razmgah, M. (2018). (The precedence and latency of self-awareness over other perceptions (comparison of Ibn Sina's views) Suhrawardi and Kant. Master, Imam Sadegh University.

Rehling, D. L., & Bjorklund, W. L. (2010). A Comparison of Faculty and Student Perceptions of Incivility in the Classroom. Journal on Excellence in College Teaching, 21(3), 73-93.

Rezazadeh, R.,  Emami, T. (2017). Typology of self-awareness in Sadra's philosophy. Knowledge Quarterly, Seventeenth year, number fifty, spring.

Rochat, P. (2018). The ontogeny of human self-consciousness. Curr. Dir. psychol. sci. 27, pp. 345-50.

Safi, A. (2013). Primary, middle and high school education, Tehran: Samat Publications.

Sadr al-Din Shirazi, MI. (1428). Al-Hikma al-Muttaaliyyah in al-Isfar al-Arbaeh, (9 c.) Qom: Talia Noor.

Sadr al-Din Shirazi, MI. (1993). Al-Hikma al-Mutaaliyyah fi Isfar Arbaa al-Uqliyyah, (Mohammed Khajawi, translator). Qom: Mataba Publishing House.

Sohravardi, Sh. (2010). Collection of works, by Henry Carbone. Tehran: Institute of Cultural Studies and Research.

Seifali ei, F. (2018) "Self-awareness and its educational applications in improving human social relations in the Qur'an and Hadith". Bi-Quarterly of its educational teachings in improving social relations. 4 (2), pp. 1-18.

Tavakoli, Y,. Soltani,. (2014). examination and analysis of social skills of students of East Azerbaijan province and its requirements in the curriculum. Research in curriculum planning, 12th year, second period, 20(47), pp. 90-103.

Yousefzadeh, M R., Kazempour, S. (2017). Biographical Identity in the National Curriculum - Combined Study. Scientific Curriculum Journal of "Curriculum Research" Iranian Curriculum.

Yousefi Afrakti, R,. Samadi, P. (2016). the success rate of the curriculum of Islamic manners and life skills (Karamat project. Research in curriculum planning, year 13, 25(52), pp. 141-153.

Zamaniha, H., Ishaqi Nasab, A. (2015). Investigating the relationship between self-awareness and metaphysical foundations in Ibn Sina's philosophy, Journal of Philosophy of Mind, 12 (28).