تبیین عناصر برنامه درسی تربیت اخلاقی دانشآموزان ابتدایی مبتنی بر روانشناسی انسانگرا
مجله اخلاق زیستی- علمی پژوهشی,
دوره 9 شماره 31 (1398),
7 September 2019
,
صفحه 47-61
https://doi.org/10.22037/bioeth.v9i31.24901
چکیده
زمینه و هدف: یکی از مهمترین مبانی رشد اجتماعی رعایت اخلاقیات میباشد. در این میان توجه به تربیت اخلاقی دانشآموزان ابتدایی با توجه به تأثیرات این دوره از اهمیت ویژهای برخوردار است. پژوهش حاضر با هدف تبیین عناصر برنامه درسی تربیت اخلاقی دانشآموزان ابتدایی، بر اساس مبانی روانشناسی انسانگرا انجام شد.
مواد و روشها: در این پژوهش کیفی از نوع «جستار نظر ورزانه»، از روش جمعآوری و تحلیل مستندات استفاده شد. پس از مطالعه نظریههای روانشناسی انسانگرا (موج سوم)، دلالتهای آن در عناصر برنامه درسی از منظر میلر (اهداف، دانشآموز، معلم، روش یاددهی و یادگیری، ویژگیهای محیط آموزش و ارزشیابی) استخراج و به روش هدایتشده و تأملی تحلیل شد.
یافتهها: دلالتهای هر یک از عناصر برنامه درسی بدین شرح پدیدار گردید: اهداف برنامه درسی دوره ابتدایی باید فردگرا، واضح، نشاطآور و رغبتانگیز و ارزشی باشد. فراگیر فعال باید خودانگیخته، تعاملگرا و معتقد به نظارت نیروی ماورای لطبیعه (خداوند) بر اعمال باشد. معلم باید الگو، حامی، توانمند در برقراری ارتباط با فراگیران و تسهیلگر باشد. روش یاددهی ـ یادگیری باید متنوع، غیر مستقیم، فعال و مسألهمحور باشد. محیط یادگیری باید دوستانه و مشوق منشهای اخلاقی، مردمسالار و متناسب با علایق و سطح رشد فراگیران باشد. ارزشیابی برنامه درسی باید با روشهای سنجش عملکرد، تأکید بر دادههای کیفی، توجه به جامعیت و مداومت و رویکردهای فردمدار انجام گیرد.
نتیجهگیری: یافتهها نشان میدهد که تمامی عناصر و اجزا در تعامل با یکدیگر هستند. بنابراین توجه به ابعاد فردی فراگیران، فعالبودن آنان در یادگیری، برقراری ارتباط مؤثر و به کارگیری روشهای فعال و غیر مستقیم در فرآیند یاددهی ـ یادگیری توصیه میگردد.
- تربیت اخلاقی؛ برنامه درسی؛ دوره ابتدایی؛ روانشناسی انسانگرا
ارجاع به مقاله
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