بررسی تفاوت‌های فردی دانش‌آموزان از منظر دلالت‌های نظری در طراحی برنامه‌درسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه ریزی درسی، دانشگاه فردوسی، دانشکده علوم تربیتی و روان‌شناسی، مشهد، ایران

2 دانشیار گروه مطالعات برنامه درسی و آموزش، دانشگاه فردوسی، دانشکده علوم تربیتی و روان‌شناسی، مشهد، ایران

3 استاد گروه تعلیم و تربیت ویژه و فراگیر، دانشگاه سیدنی، دانشکده هنر و علوم اجتماعی

چکیده

پژوهش حاضر با هدف بررسی نظریه ­های حامی تفاوت­ های فردی یادگیرندگان در برنامه‌درسی به منظور استخراج دلالت ­های آن‌ها برای عناصر برنامه‌درسی صورت پذیرفته است. این پژوهش به شیوه کیفی و با استفاده روش پژوهش نطریه­ ای انجام شده است و برای این منظور، الگوی برنامه‌درسی تار عنکبوتی اَکِر (Akker) به عنوان مبنا در طراحی جهت تعیین ویژگی عناصر برنامه‌درسی برگزیده شده است. یافته ­های پژوهش در بخش اول به معرفی هر نظریه به طور مجزا پرداخته و سپس دلالت­ های هر نظریه برای طراحی برنامه‌درسی ارائه شده است و در بخش دوم دلالت­ های مشترک حاصل از آن‌ها برای طراحی برنامه‌درسی ارائه شده است. نظریه­­ فرهنگی - اجتماعی رشد، نظریه یادگیری در حد تسلط، نظریه هوش ­های چندگانه، نظریه سبک­ های شناختی، نظریه سبک ­های یادگیری و نظریه یادگیری مبتنی بر مغز از مهم­ترین نظریه ­های پشتیبان تفاوت­ های فردی بوده ­اند که در این پژوهش به آن‌ها  پرداخته شده است که از مهم­ترین دلالت­ های مشترک این نظریات می­توان چهار اصلِ تنوع و کثرت، شمول و فراگیری، انعطاف‌پذیری و یادگیرنده محوری در برنامه‌درسی را بر شمرد که عدالت آموزشی را به دنبال خواهد داشت. از این رو توصیه می­شود طراحان و برنامه‌ریزان درسی با استفاده از دستاوردهای غنی و دلالت­ های تحول آفرینِ چنین نظریه­ هایی، برای متناسب سازی برنامه­ های درسی در نظام آموزش و پرورش ایران اقدام نمایند.

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