ارائه الگوی برنامه درسی تنوع ‏گرا مبتنی بر نظریه انعطاف ‏پذیری شناختی

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

10.22034/cipj.2025.63072.1151

چکیده

هدف: هدف از این پژوهش، ارائه الگوی برنامه درسی تنوع‏گرا مبتنی بر نظریه انعطاف‌‏پذیری شناختی است.
روش پژوهش: این مطالعه یک پژوهش کیفی است که برای پاسخ به سؤال اول پژوهش از شیوه مرور نظام‏‌مند استفاده شده است. در این پژوهش، برای جمع‏‌آوری داده‌‏های مربوط به سؤال اول پژوهش، به جستجوی مقالات، پایان‌‏نامه‌‏ها و متون مرتبط از پایگاه‌‏های معتبر اینترنتی از سال 1988 تا 2020 پرداخته شد. در نهایت، از میان این منابع، 28 منبع از مرتبط‌‏ترین متون مرتبط با سؤالات پژوهش، انتخاب شده و از طریق روش تحلیل مضمون، تحلیل شدند. سپس بر اساس یافته‌‏های به‏دست آمده، عناصر برنامه درسی تنوع‌‏گرا در پاسخ به سؤال دوم تا ششم، طراحی و اعتبارسنجی شده است. در پایان، بر اساس یافته‏‌ها، الگوی مفهومی برنامه درسی تنوع‌‎گرا، ارائه شده است. برنامه مذکور در اختیار 10 نفر از متخصصان برنامه درسی قرار گرفت که با توافق 90 درصد،  عناصر مختلف برنامه را تأیید نمودند.
یافته‌ها: بر اساس یافته‏ها، تعاریف، اهداف، اصول و معیارها و تأکیدات حوزه تدریس و یادگیری از جمله مضامین اصلی نظریه انعطاف‏پذیری شناختی بودند. مضامین فرعی مرتبط به هر مضمون اصلی نیز شناسایی شدند. بعد از شناخت ویژگی‏های نظریه انعطاف‏پذیری شناختی، بر اساس ویژگی‏ها، عناصر برنامه درسی تنوع‏گرا طراحی شدند. تنوع در نوع، سطح، شکل، و پیچیدگی از جمله مهمترین ویژگی‏های برنامه درسی تنوع‏گرا بود. عنصر هدف شامل (تنوع در حیطه‏‌ها/ سطوح /پیچیدگی)؛ عنصر محتوا شامل (تنوع در انواع محتوا)؛ عنصر روش‏های یاددهی یادگیری (تنوع در انواع روش)؛ عنصر فعالیت‏های یادگیری شامل (تنوع در محل، سطح، حیطه، شیوه، و نوع فعالیت)؛ عنصر ارزشیابی شامل (تنوع در مراحل، نوع، حیطه، پیچیدگی، شکل، و ابزارهای ارزشیابی) است. 
نتیجه‌گیری: در این پژوهش، برنامه درسی تنوع‌گرا بر پایه نظریه انعطاف‌پذیری شناختی، با تأکید بر تنوع در تمام عناصر آموزشی (اهداف، محتوا، روش، فعالیت و ارزشیابی) و توجه به یادگیری پیچیده، کاربردی و چندجانبه، جهت پرورش ذهنی انعطاف‌پذیر و توانمند در حل مسائل واقعی، ارائه شد. این برنامه، فضایی تعاملی، چندبعدی و غیرخطی برای ساخت فعال دانش فراهم می‌کند و به عنوان راهنمای عمل در تربیت افرادی با ذهن‏های خلاق، نوآور و انعطاف‌‏پذیر می‌‏تواند راهگشا باشد و مورد استفاده برنامه‌‎ریزان، مؤلفان و معلمان قرار گیرد. 

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Designing a Model of Diversity-Oriented Curriculum Based on Cognitive Flexibility Theory

نویسنده [English]

  • Zohreh Karami
Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
چکیده [English]

Objective: The study aimed to present a diversity-oriented curriculum model based on the theory of cognitive flexibility.
Methods: This study was qualitative research that employed a systematic review method to answer the first research question. In this research, to gather data related to the first research question, articles, theses, and relevant texts were searched from reputable online databases from 1988 to 2020. Ultimately, among these sources, 28 of the most relevant texts related to the research questions were selected and analyzed through thematic analysis. Then, based on the findings obtained, the elements of a diversity-oriented curriculum were designed and validated in response to the second to sixth questions. Finally, based on the findings, a conceptual model of the diversity-oriented curriculum was presented. This program was provided to 10 curriculum specialists, who confirmed the various elements of the program with a 90 percent agreement.
Results: Based on the findings, definitions, goals, principles, criteria, and emphases in the field of teaching and learning were among the main themes of cognitive flexibility theory. Related sub-themes for each main theme were also identified. After recognizing the characteristics of cognitive flexibility theory, curriculum elements were designed based on these characteristics. Diversity in type, level, form, and complexity were among the most important features of a diverse curriculum. The goal element includes (diversity in domains/levels/complexity); the content element includes (diversity in types of content); the teaching and learning methods element includes (diversity in types of methods); the learning activities element includes (diversity in location, level, domain, method, and type of activity); and the assessment element includes (diversity in stages, type, domain, complexity, form, tools for assessment).
Conclusions: In this research, a diversity-oriented curriculum based on the cognitive flexibility theory was presented. This curriculum emphasizes diversity in all educational elements (goals, content, method, activity, and evaluation) and focuses on complex, practical, and multifaceted learning to cultivate a flexible and capable mind for solving real-world problems. This program provides an interactive, multidimensional, and non-linear environment for the active construction of knowledge. It can serve as a guide for cultivating individuals with creative, innovative, and flexible minds, and can be used by curriculum planners, authors, and teachers.

کلیدواژه‌ها [English]

  • cognitive flexibility theory
  • curriculum model
  • curriculum elements
  • model of diversity-oriented curriculum
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  • تاریخ دریافت: 31 مرداد 1403
  • تاریخ بازنگری: 25 بهمن 1403
  • تاریخ پذیرش: 30 بهمن 1403
  • تاریخ اولین انتشار: 01 تیر 1404
  • تاریخ انتشار: 01 تیر 1404