بازشناسی مفهوم و تبیین جایگاه زبان امکان در برنامه‌های درسی و آموزش با تأکید بر دورة ابتدایی

نوع مقاله: مقاله پژوهشی

نویسنده

استادیار،گروه علوم تربیتی،دانشگاه فرهنگیان.

چکیده

مقالة حاضر از نوع پژوهش فلسفی تحلیل مفهومی بوده است. لذا نخست با روش «تفسیر مفهومی»، به بازشناسی مفهوم «زبان امکان» پرداخته و معانی گوناگون آن را به‌اجمال بررسی کرده است. بحث مقدماتی روشن ساخت که زبان امکان یک ظرفیت و قابلیت ارجمند به‌جای مطلق صحبت کردن است که فرضیه‌ها را به چالش می‌کشد و دانش‌آموزان را از تفکر محدود خود بیرون می‌آورد. سپس دربارة کاربرد زبان امکان در برنامه‌های درسی و آموزش به روش مفهوم‌پردازی بحث شد. این موضوع متضمن پذیرش اصل تازه‌ای در طراحی آموزشی است تا چگونگی پاسخ‌گو بودن آموزش به قدرت زبان امکان را، به‌عنوان یک ابزار ذهنی و یک منبع مغتنم در فرایند یاددهی - یادگیری، در کانون توجه قرار دهد.
در بخش بعدی، به روش ارزیابی ساختار مفهومی، ضرورت پرورش زبان امکان معلمان در نظام‌های تعلیم‌وتربیت از ابعاد گوناگون مورد بحث واقع شده است. از جملة این ابعاد می‌توان به نقش برنامة درسی در فعلیت بخشیدن به ظرفیت‌های بالقوة ذهنی یا «ساختن ذهن» با استفاده از نظر دانش‌آموزان و معلمان، نقش زبان امکان معلمان در پرورش خلاقیت، طرح مسئله، و پرورش سوادهای چندگانه در دانش‌آموزان اشاره کرد. در آخرین بخش مقاله و در مقام جمع‌بندی، برای خروج از وضعیت نامطلوب کنونی ارائه طریق شده است.

کلیدواژه‌ها


عنوان مقاله [English]

Recognition of the concept of the language of possibility and explaining its place in the curricula and education with emphasis on the primary school level

نویسنده [English]

  • tayebeh tajari
چکیده [English]

This article seeks to recognize and explain the concept of the language of possibility in the curriculum and education with an emphasis on the primary school level. This is a Philosophical research: Conceptual analysis. Therefore, firstly, by means of the conceptual interpretation method, the recognition of the concept of language of possibility was considered and its various meanings were briefly investigated. This preliminary discussion made it clear that recognizing the concept of language of possibility as a human capacity is not an easy task and it should be addressed as an unfinished project for educators, especially, policy makers who are thinking about innovation and transformation in this field. Following this discussion, by means of the conceptualization method, the use of language in the curriculum and education is discussed. This implies the adoption of a new principle in the educational design to focus on how responsive is teaching to the power of language as a mental tool and a valuable resource in the teaching-learning process. In the next section, by means of the conceptual structure assessment method, the necessity of nurturing the language of the possibility of teachers in the educational systems from different dimensions was discussed. Among these dimensions, one can mention the role of the curriculum in acquiring the potential mental capacities or "building the mind" using the voice and views of students and teachers, the role of language teachers' ability to nurture the creativity, problem statement, and the development of multiple literacy in students. In the last part of the paper, as a conclusion, some solutions were proposed to get out of the current unfavorable situation.

کلیدواژه‌ها [English]

  • Language of Possibility
  • Curriculum
  • Education
  • Primary School Level
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