مطالعه کیفی مؤلفههای الگوی آموزش ادب محیط زیستی از دیدگاه الگوی اسلامی ایرانی پیشرفت
مجله اخلاق زیستی- علمی پژوهشی,
دوره 13 شماره 38 (1402),
28 May 2023
,
صفحه 1-24
https://doi.org/10.22037/bioeth.v13i38.39275
چکیده
زمینه و هدف: گسترش اخلاق، منش و ادب محیط زیستی در جوامع انسانی، لازمه ارتقا و اصلاح رفتار انسان با محیط زیست است. آموزش محیط زیست در انواع رسمی و غیر رسمی، نقش مهمی در حفاظت از آن دارد. برای آنکه آموزش مؤثر و مطابق با فلسفه و مبانی و فرهنگ بومی جامعه حاصل شود، استفاده از الگوهای متناسب، ضرورت دارد. هدف از این پژوهش، شناسایی مؤلفههای الگوی اموزش ادب محیط زیستی از دیدگاه الگوی اسلامی ایرانی پیشرفت است.
روش: این پژوهش از نوع کیفی و به روش تحلیل کیفی و شناسایی شبکه مضامین مربوط به موضوع پژوهش در متون مختلف مرتبط، انجام شد. با بررسی و مطالعه عمیق ۴۳ منبع، جملات همدسته شناسایی و تعداد ۱۰۵۷ کد استخراج گردید. سپس کدهای همدسته، بر اساس ارتباط موضوعی و مفهومی، دستهبندی گردید و به منظور اطمینان از مقبولیت و عینیت دادهها، مورد بازنگری چندین باره قرار گرفت. از این طریق، مقولات سازماندهنده شناسایی و با بررسی مکرر مقولهها با رویکرد استقرایی، مؤلفههای الگو نتیجهگیری شدند. در نهایت، ۱۰۵۷ کد در قالب ۴۹ مقوله و ۸ مؤلفه سازماندهی گردید.
ملاحظات اخلاقی: صداقت و امانتداری در گزارش و ارجاع به متون رعایت شده است.
یافتهها: مؤلفههای تشکیلدهنده الگوی آموزش ادب محیط زیستی از دیدگاه الگوی اسلامی ایرانی پیشرفت، عبارتند از: مبانی، اصول، پیام الگو، اهداف، مؤلفههای یاددهی و یادگیری، نقش یادگیرنده، نقش یاددهنده، محیط و بافت یادگیری و ارزشیابی. همچنین شاخصهایی نظیر «توجه به مفهوم هدایت»، «مدیریت زیرساختهای تکوینی تربیت و یادگیری»، «توجه به سهساحتیبودن محیط زیست»، «ادب در برابر محیط زیست»، «نگاه اسلامی به مادربودن محیط زیست برای انسانها»، «توجه به ظرفیت عقلی مخاطب در ارتباط و آموزش» و «سنجش و ارزشیابی بدون ملاک نمره» از متغیرهای بسیار مهم از دیدگاه اسلامی در آموزش ادب محیط زیستی بودند.
نتیجهگیری: ضرورت دارد مبانی، اصول، الگوها، اهداف و روشهای آموزش ادب محیط زیستی، متناسب با زیستبوم و ویژگیهای انسان ایرانی، از آموزههای اسلام استخراج و طراحی گردند. معلم در آموزش ادب محیط زیستی، از مرجعیت برخوردار است. سنجش آغازین برای تشخیص ظرفیت عقلی یادگیرنده و شخصیسازی برنامه و آموزش ادب محیط زیستی، برای هر یک از مخاطبان ضروری است. ملاک سنجش نهایی در آموزش ادب محیط زیستی، تلاش و مسئولیتپذیری یادگیرنده، صرف نظر از ملاک نمره است.
- محیط زیست
- اخلاق
- منش
- ادب
- الگوی آموزشی
ارجاع به مقاله
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