رویکرد یاددهی- یادگیری در پارادایم پیچیدگی

نویسندگان
کامران شاهولی
منصور مرعشی
جلال هاشمی
دانشگاه شهید چمران اهواز
10.52547/erj.5.36.40
چکیده
«رویکرد یاددهی- یادگیری» الگوی مواجهه‌ی معلم و دانش‌آموز در یک محیط آموزشی و یکی از بخش‌های اصلی نظام آموزشی است. این الگو را می‌توان بر اساس آراء و اندیشه‌های متنوعی سازماندهی و ترسیم نمود؛ از جمله مکاتب فلسفی و یا نظریات علمی. هدف از این پژوهش ترسیم و تبیین رویکرد یاددهی- یادگیری در پارادایم پیچیدگی است. پارادایم پیچیدگی یکی از رویکردهای علمیِ معاصر می‌باشد که نگرش مبتنی بر آن در حال نفوذ به حوزه‌های مختلفِ دانش از جمله علوم تربیتی است. از این رو در این پژوهش که با روش توصیفی- تحلیلی انجام شده است بر اساس مفاهیم و مؤلفه‌های اساسی در پارادایم پیچیدگی، رویکرد یاددهی- یادگیری ترسیم و تبیین گردیده و به طور خلاصه بدین شرح است: مراحل و توالی فعالیت‌های معلم و دانش‌آموز به‌صورت راهبردی است که به طور مداوم و با در نظر گرفتن حداکثر شرایط دخیل و موثر بر محیط آموزشی توسط معلم و در تعامل با دانش‌آموزان سازمان‌دهی و هدایت می‌شود. به عبارتی معلم با طراحی و سازماندهی راهبردی محیط به صورت غنی و پیچیده، دانش‌آموز را به سمت پژوهش و یادگیری هدایت می‌کند؛ بنابراین دانش‌آموز فعال و پژوهشگر است؛ پژوهشگری که پیوسته در مواجهه با محیط آموزشی، خود را سازماندهی و بازسازماندهی کرده و در واقع یاد می‌گیرد و تکامل می‌یابد. بر این اساس رابطه‌ی معلم و دانش‌آموز نیز بر پایه‌ی تعاملات گسترده و متنوعِ آنها با یکدیگر و با محیط، پویا و چندسویه می‌باشد.



کلیدواژه‌ها
رویکرد یاددهی- یادگیری
پارادایم پیچیدگی
پارادایم سادگی

عنوان مقاله English

Teaching-Learning approach in complexity paradigm

چکیده English

"Teaching-Learning Approach" is a model of interaction between teachers and students in an educational environment and one of the main components of the educational system. This model can be organized and designed on the basis of various opinions and ideas, including philosophical or scientific theories. This research aims to design and explain teaching-learning approach based on the complexity paradigm. The complexity paradigm is one of the contemporary scientific approaches that is penetrating into different areas of knowledge such as education. Therefore, in this descriptive-analytical study, based on the concepts and components of the complexity paradigm, the teaching-learning approach is as follows: in teaching-learning approach based on complexity paradigm, the steps and sequence of teacher and student activities are strategic for continuous organization of all learning and teaching processes and activities performed through cooperation of students and the teacher. In other words, the teacher designs and organizes the learning environment in a rich and complex way, leading the student to research and learning; So the student is an active and researcher; A researcher who constantly organizes and reorganizes in interaction with the learning environment and actually learns and develops. Hence, the relationship between teacher and students is dynamic and multifaceted based on the variety and extension of their interactions with each other and environment.

کلیدواژه‌ها English

Teaching-Learning Approach
Complexity Paradigm
Simplicity Paradigm
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