بررسی برنامه درسی قصد شده دوره دوم ابتدایی بر اساس مطابقت با ملاک‌ها و نشانگرهای تفکّر جانبی دوبونو در کتاب‌های علوم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش‌آموخته کارشناسی ارشد رشته برنامه‌ریزی درسی دانشگاه تهران

2 عضو هیات علمی گروه روشها و برنامه های درسی دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

3 عضو هیأت‌علمی، بخش تخصصی پژوهش و سنجش؛ دانشکده روان شناسی و علوم‌تربیتی؛ دانشگاه تهران، تهران، ایران

4 دانشجوی دکتری تخصصی برنامه‌ریزی درسی دانشگاه تهران

چکیده

هدف: پژوهش حاضر با هدف بررسی میزان رعایت ملاک‌های تفکّرجانبی دوبونو در برنامه درسی قصدشده دوره دوم ابتدایی است.

روش: بدین‌منظور از رویکردی کمّی‌ با استفاده از روش پیمایشی استفاده شد.

یافته‌ها: یافته‌ها نشان داد که از کل ملاک‌های شناسایی شده تنها 25 درصد در کتاب علوم تجربی دوره دوم ابتدایی رعایت شده ‌است و به رغم اهمیت و امکان آموزش مابقی ملاک‌ها، نسبت به ملاک‌هایی نظیر 1. بادبزن مفهوم 2. انگیزش اتفاقی 3. تحریک و جنبش 4. برداشت محصول 5. ایجاد انگیزه‌ها 6. قضاوت معوق 7.ایده‌های حاکم و عوامل قطعی 8.اشیاء اتفاقی 9.واژه تصادفی10. برخورد با ایده‌ها در تدوین این کتاب بی‌توجهی شده ‌است. نتایج نشان داد که به رغم اهمیت تفکّرجانبی، متأسفانه نه تنها نسبت به ارائه کامل و متناسب ملاک‌ها و نشانگرهای تفکّرجانبی در کتاب‌ علوم تجربی دوره دوم کم‌‌توجهی شده‌ است، بلکه در ارائه آموزش‌های مناسب کم‌توجهی شده و این ملاک‌ها به دانش‌آموزان به طور کاربردی آموزش داده نشده‌ است. این امر زمینه‌ای را فراهم آورده که دانش‌آموزان دوره دوم ابتدایی از میزان عملکرد متوسطی در تفکّرجانبی برخوردار باشند. به نظر می‌رسد، کم‌توجهی به آموزش رویه‌های تقویت‌کننده تفکّرجانبی در کتاب‌ علوم تجربی و ارائه ناقص و غیرکاربردی این آموزش‌ها، زمینه‌ای را فراهم آورده که نظام آموزشی و اجتماع با چالش‌های مخاطره‌آمیزی در حوزه‌های نظیر افت خلاقیت، شکل‌نگرفتن روحیه تفکّر نقادانه، تفکّر مولد و ارزش‌آفرین مواجه گردد.

کلیدواژه‌ها


عنوان مقاله [English]

Review of the Intended Curriculum of the second elementary course based on compliance with the criteria and indicators of De Bono's Lateral Thinking in science textbooks

نویسندگان [English]

  • Maryam Asgari 1
  • Mohammad Javadipour 2
  • Keyvan Salehi 3
  • Ali Zarei 4
1 Graduated from the University of Tehran with a Master's degree in Curriculum Planning
2 Associate Professor of Curriculum Planning, University of Tehran
3 Faculty member, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
4 PhD. Candidate Curriculum Study, University of Tehran
چکیده [English]

Objective: The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school.

Method: For this purpose, a quantitative approach was used using the survey method.

Results: The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be.

Objective: The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school.

Method: For this purpose, a quantitative approach was used using the survey method.

Results: The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be.

Objective: The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school.

Method: For this purpose, a quantitative approach was used using the survey method.

Results: The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be.

Objective: The aim of this study was to investigate the degree of observance of Dubono's lateral thinking criteria in the intended curriculum of the second elementary school.

Method: For this purpose, a quantitative approach was used using the survey method.

Results: The results showed that only 25% of the identified criteria were observed in the textbook of experimental sciences of the second elementary school and despite the importance and possibility of teaching the rest of the criteria, compared to criteria such as 1. concept fan 2. random motivation 3. stimulation And movement 4. Product harvest 5. Motivation 6. Delayed judgment 7. Governing ideas and determinants 8. Random objects 9. Random word 10. Dealing with ideas has been neglected in compiling this book. The results showed that despite the importance of lateral thinking, unfortunately, not only the complete and appropriate presentation of criteria and indicators of lateral thinking in the textbook of experimental sciences of the second period has been neglected, but also in providing appropriate education and these criteria have been taught to students. Has not been. This has provided the ground for secondary school students to have a moderate level of performance in lateral thinking. It seems that the lack of attention to teaching the practices that enhance lateral thinking in the textbook of experimental sciences and the incomplete and non-practical presentation of these teachings, has provided the ground for the educational system and society with risky challenges in areas such as lack of creativity, formation of critical thinking and value thinking. To be.

کلیدواژه‌ها [English]

  • Intended curriculum
  • Elementary School
  • Criteria and indicators
  • Lateral thinking