تبیین رویکرد هم‌افزایی در عناصر برنامه‌درسی میلر با الهام از نظریه سیستم‌ها

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مطالعات برنامه درسی، دانشگاه بیرجند، بیرجند، ایران

2 دانشیار گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران

3 دانشیار گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران.

چکیده

پدیده‌ی هم‌افزایی از راه تلاش هماهنگ و سازمان‌یافته حاصل می‌گردد و تلاش‌های فردی اعضا منجر به سطحی از عملکرد می‌شود که بیش از مجموع دروندادهای فردی آن‌ها است. برنامه درسی هم‌افزا حاصل تلفیق شیوه‌های تدریس، نظریه‌های یادگیری و تکنولوژی است. پژوهش حاضر با هدف، واکاوی منابع مرتبط با رویکرد هم‌افزایی در جهت تعیین عناصر شش‌گانه برنامه‌درسی میلر با الهام از نظریه سیستم‌ها انجام شد. روش پژوهش، مرور نظام‌مند و روش تحلیل یافته‌ها، از نوع تحلیل محتوای کیفی و مبتنی بر تحلیل- استنتاجی بود، که به‌منظور دستیابی به داده‌های موردنظر از روش مطالعه و بررسی متون و آثار صاحب‌نظران رویکرد هم‌افزایی استفاده شد. پس از گردآوری داده‌ها، منابع مورد تجزیه‌وتحلیل قرار گرفت و با توضیح به مفاهیم و بررسی شرط‌های لازم به تحلیل و استنباط سؤالات پژوهش پرداخته شد. در بخش یافته‌های پژوهش مشخص گردید که برنامه‌درسی مبتنی بر هم‌افزایی در قسمت اهداف، بر تلفیق شیوه‌های تدریس، نظریه‌های یادگیری و فناوری آموزشی، گسترش روحیه مشارکت مؤثر، و تحول دیجیتالی؛ در قسمت روش‌های یاددهی-یادگیری، بر یادگیری تیمی و کار تعاملی گروهی، یادگیری چندرسانه‌ای و یادگیری آنلاین گروهی؛ در بخش محیط بر یادگیرنده‌محور بودن، تعاملی و مشارکتی بودن، و فناورانه بودن تأکید دارد؛ ویژگی‌های دانش‌آموز را یادگیرنده اَکتیو، تحول‌گرا و خلاق، یادگیرنده مادام‌العمر و توسعه شایستگی‌های فراگیر می‌داند؛ همچنین معلمِ هم‌افزا، دارای روحیه تلفیق‌گرایی، توسعه حرفه‌ای مداوم و شوق‌افزا می‌باشد و در حیطه‌ی ارزشیابی به رویکردهای پروژه‌ای (عملیاتی)، تکوینی، ترکیب فناوری و پژوهش در ارزیابی عملکرد فراگیر تأکید دارد.

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