طراحی چارچوب مفهومی جهت واکاوی برنامه درسی اجرایی در کلاس، از منظر نظریه انسان‌عامل

پژوهش در برنامه ریزی درسی

دوره 20، شماره 77، بهمن 1402، صفحه 72-90   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2024.1989172.2345

نویسندگان

بهناز بهادری^{* 1}؛ زهرا نیکنام²؛ نعمت اله موسی پور³؛ خسرو باقری نوع پرست⁴

¹دانش آموخته دکتری برنامه ریزی درسی، گروه آموزشی برنامه ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.

²عضو هیات علمی، گروه آموزشی برنامه ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.

³عضو هیات علمی، گروه آموزشی علوم تربیتی، دانشکده علوم انسانی، دانشگاه هرمزگان، بندرعباس، ایران.

⁴عضو هیات علمی، گروه آموزشی مبانی فلسفی و اجتماعی آموزش و پرورش، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

چکیده

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 معلم»و «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.

کلیدواژه‌ها

اصول تربیتی؛ برنامه درسی اجرا شده؛ تعامل ناهمتراز؛ کلاس درس؛ نظریه انسان‌عامل

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