رویکرد فلسفه در مدارس و سازمان ها

رویکرد فلسفه در مدارس و سازمان ها

تبیین برنامه درسی ترکیبی دروس فلسفه و منطق با استفاده از روش معکوس

نوع مقاله : مقاله پژوهشی

نویسندگان
زهره سلحشور سفیدسنگی 1
اسما معینی پناه 2
1 گروه آموزش الهیات، دانشگاه فرهنگیان، تهران، ایران
2 دانشکده مهندسی دانشگاه فردوسی مشهد
10.22034/esbam.2024.448887.1050
چکیده
هدف: پژوهش حاضر با هدف بررسی استفاده از برنامه درسی ترکیبی و استفاده از روش معکوس در دروس فلسفه و منطق اجرا شده است. روش کار: روش پژوهش حاضر، توصیفی _ تحلیلی است. گستره پژوهش، اسناد و مدارک معتبر است. نتایج: استفاده از برنامه ترکیبی در دروس فلسفه و منطق این امکان را فراهم می­کند که با استفاده از تکنولوژی، دسترسی به محتوا و منابع آموزشی به سهولت فراهم شود، کلاس درس محدود به مکان و زمان خاصی نباشد و هم­چنین توانایی مربیان برای دریافت بازخورد از پیشرفت یادگیرندگان بهبود یابد و از این طریق بتوان بهتر به اهداف دوره‌های آموزشی دست یافت. با استفاده از روش معکوس و یادگیری الکترونیکی می­توان یادگیری اصول و قواعد را در خارج از کلاس درس انجام داد و کلاس درس بر کاربرد این علوم و انجام تمرین و پروژه­ متمرکز شود. البته با توجه به اینکه یکی از اصلیترین عوامل تأثیرگذار در اثربخشی یادگیری الکترونیکی، به‌کارگیری شیوه طراحی آموزشی مناسب برای شکل‌دهی به محیط یاددهی و یادگیری است؛ بنابراین نقش معلم در این برنامه درسی، طراح آموزشی است. طراحی که بتواند محیط جذابی را در کلاس درس حضوری و مجازی ایجاد کند تا مخاطبان با علاقه دروس مختلف را فرابگیرند. نتیجه گیری: نتیجه گیری کلی پژوهش نشان داد که استفاده از برنامه ترکیبی به همراه روش معکوس، معلمان را توانمندتر و در فراگیران مهارت­های تفکر را افزایش می­دهد، به گونه ­ای که می­ توانند قواعد منطق و دیدگاه­های فیلسوفان مختلف را در فهم و حل مسائل مختلف به کار گیرند.
کلیدواژه‌ها
برنامه ترکیبی"
آموزش"
یادگیری"
منطق"
فلسفه

عنوان مقاله [English]

Explaining the combined curriculum of philosophy and logic courses using the reverse method

 

نویسندگان [English]

 

Zohre Selahshor Sefid Sangi*: Department of Theological Education, Farhangian University, Tehran, Iran.

Asma Moini Panah: Ph.D. Department of Psychology, Farhangian University, Bushehr, Iran.

 

Detailed Abstract

Introduction: The current research was carried out with the aim of investigating the use of a combined curriculum and the use of the reverse method in the courses of philosophy and logic.

Materials and methods: The present research method is descriptive-analytical. The scope of research, documents and documents are valid.

Results and discussion: Blended curriculum is an educational strategy that combines face-to-face learning experiences with virtual learning. The blended program in the learning process increases the quality of education and improves information absorption while making teaching more efficient and productive. This program seeks to create opportunities during which a person can actively participate in philosophical activities, activities in which participation leads to the development of logical and philosophical thinking in a person. By using the combined program, logic and philosophy can be turned into practical knowledge in all disciplines. Although these sciences are currently taught as abstract sciences without application in schools and universities. However, the use of a combined curriculum can help the practical teaching of this science. Especially when this combined program is combined with the reverse method. Because the face-to-face class has its own time limit and this time limit prevents the achievement of the goals of these courses. Therefore, if the combined program is combined with the reverse method, then the class is not limited to a specific time and place. Of course, in the reverse method, as in the past, reading the lesson by the student outside the class does not work. Because people usually haven't done this when they come to class, and in philosophy and logic courses, due to the complexity of the discussions, they naturally don't understand a large part of it just by reading. But by using the software provided by the combined program, it is possible to design a more attractive and effective environment so that people with more interest will want to follow it. Like the design of computer games that teach students the rules of logic through the game. When the student learns the rules outside the class, the teacher can use the time of the face-to-face class to familiarize the students with the applications of this science by implementing the rules of logic in different texts and also in technologies, and the class time should be spent practicing the students in such matters. Also, the course of philosophy should be applied in the same sense. When students become familiar with certain philosophical views, they can analyze the consequences of that view in different texts. Because the purpose of philosophy is not only to get familiar with some specific viewpoints, but the student should be able to think with that viewpoint and analyze the consequences and effects of that viewpoint in different fields. This task can be implemented to a large extent by using the combined program. Therefore, the use of this program in philosophy and logic courses makes it possible to use technology to expand the physical boundaries of the classroom, access to learning content and resources should be provided, and the ability of instructors to receive feedback on the progress of learners should be improved, and in this way, the goals of the training courses could be better achieved. Of course, considering that one of the main influencing factors in the effectiveness of e-learning is the use of appropriate educational design methods to shape the teaching and learning environment; therefore, the teacher's role in this curriculum is an educational designer. A design that can create an attractive environment in the face-to-face and virtual classroom so that the audience can learn different subjects with interest.

Conclusion: The general conclusion of the research showed that the use of a combined program along with the reverse method, in addition to not limiting the class to a specific time and place, also helps to apply philosophy and logic.

Keywords: Combined program, teaching, learning, logic, philosophy.

References
Arab Shahrab, Javad, (2013), investigating the impact of textbook content, teachers' professional skills and students' motivation on increasing the quality of mathematics education from the point of view of high school mathematics teachers in Garmsar, master's thesis. ]in persian[.
Azizi Alawijeh, Afsana, Zarrabian, Forozan, (2017), "Study of the effect of two teaching methods, combined learning (traditional and mobile phone) and (traditional and blog and discussion forum) on the motivation of ninth grade students to progress", Research in lesson planning, Volume 15, Number 58. ]in persian[.
Bruner, J. S. (1960), "The Act of Discovery", Harvard Educational Review, Vol. 31
Habibi, Yaser, Basharpour, Sajjad, Fallahi, Vahid, Safaei, Asieh, (2014), "The relationship between teaching styles and academic motivation with emotional creativity", the first scientific research conference of psychology, educational sciences and community pathology. ]in persian[.
Hosseini, Mahmoud, (2013), investigating the relationship between ICT literacy and the use of ICT in the teaching process and computer self-efficacy of Shahid schools in Karaj in the academic year of 2012-2014, master's thesis. ]in persian[.
Hosseinzadeh, Kausar, (1400), "Education of students during the crisis of the Corona epidemic", studies of psychology and educational sciences (Center for the Development of Modern Education in Iran), 7th period, number 2. ]in persian[.
Kadivar, Parvin, (2008), Psychology of learning, Tehran: Samt. ]in persian[.
Kaviani, Hassan, Liaqat Dar, Mohammad Javad, Zamani, Bibi Ishrat, Abedini, Yasmin, (2016), "Theoretical framework of the flipped classroom: drawing hints for inclusive learning", Research Journal of Fundamentals of Education, Year 7, Number 2. ]in persian[.
Lim, D. H. Morris, M. L. & Kupritz, V. W. (2007). Online vs. Blended Learning: Differences in Instructional Outcomes and Learner Satisfaction. Journal of Asynchronous Learning Network, 10 (4): 27-42.
Mahmoudi, Mehdi, Shabani, Sasan, (2019), "Introduction to the flipped classroom as a dynamic method for learning", Studies in Psychology and Educational Sciences (Nagareh Institute of Higher Education), number 57. ]in persian[.
Mayer, B, Harris, C (2010), Libraries Got Game: Aligned Learning through Modern Board Games, Chicagoâ: American Library Association.
Mehjoor, Siamak Reza, (1370), Game Psychology, Tehran: Rahgosha. ]in persian[.
Mohammadnejad, Rahman, Mahmoudi, Mehdi, (2019), "The role of virtual networks in the development of blended learning and education, the 7th National Conference of Modern Studies and Researches in the field of Educational Sciences", Psychology and Counseling of Iran. ]in persian[.
Morrison, J. L. (2003), The global e-learning framework: An interview with Badrul Khan, The Technology Source.
Najafi, Hossein, (2016), "Meta-analysis of studies on the effectiveness of the blended learning approach on improving academic performance in Iran", Educational Research, No. 34, pp. 73-59. ]in persian[.
Naqipour, Kobri, Mahmoudi, Mehdi, (2018), "Combined learning and its role in learning development", Studies and Research in Behavioral Sciences, Year 1, Number 1. ]in persian[.
Noorabadi, Sahar, Garmabi, Haniyeh, Jafari Kalibar, Fatemeh, Mehdi Moghadam, Hadith, (1401), "Challenges, models and solutions for the development of hybrid education", New achievements in humanities studies, fifth year, number 47. ]in persian[.
Prohan, Roohandi, Rashadat Jo, Hamidah, (2014), "Providing a model to improve the satisfaction of faculty members with electronic education (virtual unit of Islamic Azad University), Behavioral Sciences, No. 11. ]in persian[.
Qasim Tabar, Amir, Qasim Tabar, Abdullah, (1400), "Identifying the merits and demerits of virtual education from the point of view of technical and vocational education instructors of Qazvin province", skills training, number 36. ]in persian[.
Rezaei, Homa; Shafi Abadi, Abdullah; Qaidi, Yahya; Delaware, Ali; Esmaili, Masoumeh, (2014), "Investigating the effectiveness of implementing a philosophy program for children in the manner of a research community in increasing the emotional intelligence of high school girls", Educational Psychology, 9 (30), 43-67. ]in persian[.
Rigi Farid, Abdul Wajid, (2012), Investigating factors affecting academic optimism and its impact on the academic progress of students of agricultural colleges in Tehran province, master's thesis. ]in persian[.
Saberi Najafabadi, Maliha, (2013), "Teaching philosophy to children in interactive science museums", Thought and Children, second year, first issue, pp. 51-72. ]in persian[.
Salehi Imran, Ebrahim, Salari, Ziauddin, (2012), "Combined learning; A new approach in the development of education and the teaching/learning process", Education Strategies, Volume 5, Number 1, pp. 69-75. ]in persian[.
Shahidzadeh, Fariba, (2014), factors affecting the acceptance of blended learning (case study: students of blended courses at Tehran University), master's thesis. ]in persian[.
Turk, Nasrin, Khademi Ashkazari, Meluk, Zarei Zwarki, Ismail, (2015), "The effect of blended learning on the level of learning and academic motivation of students", Educational Technologies in Learning, Volume 2, Number 6, pp. 59-76.  ]in persian[.
Vahedi, Mehdi, (2019), Designing an operational model of an electronic curriculum, Tehran, Ministry of Education. ]in persian[.
Vahidi, Zahra, Pushneh, Kambiz, (2017), "The effect of flipped classroom on metacognitive skills and academic motivation of conservatory students", Information and Communication Technology in Educational Sciences, Year 8, Number 3. ]in persian[.

  • تاریخ دریافت 22 فروردین 1403
  • تاریخ بازنگری 23 اردیبهشت 1403
  • تاریخ پذیرش 27 اردیبهشت 1403