طراحی چارچوب مفهومی جهت واکاوی برنامه درسی اجرایی در کلاس، از منظر نظریه انسان‌عامل
محورهای موضوعی : پژوهش در برنامه ریزی درسی
بهناز بهادری
1
(دانش آموخته دکتری برنامه ریزی درسی، گروه آموزشی برنامه ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.)
زهرا نیکنام
2
(عضو هیات علمی، گروه آموزشی برنامه ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.)
نعمت اله موسی پور
3
(عضو هیات علمی، گروه آموزشی علوم تربیتی، دانشکده علوم انسانی، دانشگاه هرمزگان، بندرعباس، ایران.)
خسرو باقری نوع پرست
4
(عضو هیات علمی، گروه آموزشی مبانی فلسفی و اجتماعی آموزش و پرورش، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.)
کلید واژه: نظریه انسان‌عامل, تعامل ناهمتراز, برنامه درسی اجرا شده, اصول تربیتی, کلاس درس,
چکیده مقاله :
هدف مقاله حاضر ارائه چاچوبی مفهومی جهت واکاوی برنامه درسی اجرا شده بر اساس نظریه انسان‌عامل و ویژگی‌های کلاسهای درس ابتدایی است تا زمینه‌های عملی شدن نظریه‌ی مذکور در کلاس را فراهم نماید. پژوهش به شیوه‌ی استنتاجی با بررسی حدود چهل منبع مرتبط با نظریه انسان‌عامل انجام شد. چهل و چهار اصل در شش بعد غایت تربیتی معلم، دانش معلم، شناخت دانش آموز، روش، محتوا، روابط عاطفی معلم- دانش آموز منتج شد. در بعد غایت تربیتی معلم شش اصل، در بعد دانش معلمو شناخت دانش آموز هر کدام یک اصل، در بعد روش در مولفه‌های آموزش، ارزشیابی، مدیریت کلاس، تشویق و تنبیه و رفتار با دانش آموزان دشوار به ترتیب نه، چهار، نه، سه و چهار اصل استنتاج گردید. در بعد محتوا نیز چهار اصل و در روابط عاطفی معلم- دانش آموز سه اصل بیان شد. اگر معلم بتواند بر اساس اصول استتناج شده‌ی این نوشتار عمل نماید، مرز باریک دانش آموز عامل و آشفتگی کلاس را طی می‌کند؛ زیرا اولین و مهمترین چالش معلمان در کلاس مدیریت کلاس و چگونگی تحقق برنامه درسی در عمل است.
The purpose of this article is to present a conceptual framework for the analysis of implemented curriculum based on the human agent theory and the characteristics of elementary classrooms in order to provide grounds for the implementation of the aforementioned theory in the classroom. The research was conducted in an inferential way by examining about forty sources related to the theory of human action. Forty-four principles resulted in six dimensions of "teacher's educational end", "teacher's knowledge", "Awareness of the student", "method", "content", "teacher-student emotional relationships". in the dimension of "teacher's educational end " six principles, in the "teacher 's knowledge" and the "Awareness of the student", each one of the principles in the dimension of "Method" teaching, evaluation, class management, encouragement and punishment and behavior with difficult students' components were found nine, four, nine, three and four principles. in the content dimension, four principles and in " teacher - student "emotional relationship" were mentioned three principles. If the teacher can act based on the principles derived from this article, he can cross the narrow border of the agent student and the confusion of the class; Because the first and most important challenge for teachers in the classroom is classroom management and how to implement the curriculum in practice.
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