ﺗﻮﺳﻌﻪ ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ در ﺑﺴﺘﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ؛ ﻣﻔﺎﻫﯿﻢ و دﯾﺪﮔﺎه ها

Development of Self-navigating Learning within the Curriculum; Concepts and Perspectives

ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ، ﻧﮕﺎﻫﯽ ﺗﻮﺻﯿﻔﯽ - ﺗﺤﻠﯿﻠﯽ ﺑﻪ ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ در ﺑﺴﺘﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ اﺳﺖ. در دﻧﯿﺎي ﮐﻨﻮﻧﯽ ﮐﻪ داﻧﺶ ﭘﯿﻮﺳﺘﻪ در ﺣﺎل ﺗﻐﯿﯿﺮ و ارﺗﻘﺎﺳﺖ و ﺳﺮوﮐﺎر داﺷﺘﻦ ﺑﺎ ﻣﻔﺎﻫﯿﻢ ﻧﻮﻇﻬﻮر و ﺟﺪﯾﺪ، ﺟﻨﺒﻪاي ﻣﻬﻢ در روﯾﺎروﯾﯽ ﺑﺎ اﻓﺮاد ﺑﻪ ﺷﻤﺎر ﻣﯽرود، ﮐﺴﺐ ﻣﻬﺎرتﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ ﺑﺮاي ﻣﻮﻓﻘﯿﺖ ﻓﺮاﮔﯿﺮان ﺿﺮوري اﺳﺖ. اﯾﺠﺎد و ارﺗﻘﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ، ﯾﮑﯽ از اﻫﺪاف ﻣﻬﻢ آﻣﻮزش ﻣﺘﻮﺳﻄﻪ ﻣﺤﺴﻮب ﻣﯽﺷﻮد. ﭼـﺮا ﮐـﻪ اﻧﺘﻈـﺎر ﻣـﯽرود داﻧش آﻣﻮزان ﺑـﻪ ﺳﻄﺤﯽ از ﺗﻮاﻧﻤﻨﺪي ﻫﺎي ﻓﺮدي ﺑﺮﺳﻨﺪ ﮐﻪ ﺑﺪون ﻗﺮار ﮔﺮﻓﺘﻦ در ﯾﮏ ﻧﻈﺎم آﻣﻮزﺷﯽ وﯾﮋه، ﺑﺘﻮاﻧﻨﺪ ﻧﯿﺎزﻫﺎي آﻣﻮزﺷﯽ ﺧﻮد را ﺑﺸﻨﺎﺳﺪ و ﺑﺮاي ﺗﺎﻣﯿﻦ آﻧﻬﺎ ﺑﮑﻮﺷﻨﺪ و در ﻧﻬﺎﯾﺖ ﯾﺎدﮔﯿﺮي ﺧﻮد را ﻣﻮرد ارزﺷﯿﺎﺑﯽ ﻗﺮار دﻫﻨﺪ. ﻫﻢ ﭼﻨﯿﻦ آﻣﻮزش ﻣﻌﻠﻤﺎن و ﯾﺎدﮔﯿﺮي داﻧﺶ آﻣﻮزان در اﯾﻦ ﻋﺼﺮ، ﺑﺴﯿﺎر ﺣﺮﻓﻪاي ﺷﺪه و روشﻫﺎي آﻣﻮزش، ﻧﯿﺎزﻣﻨﺪ ﺟﻮاﺑﮕﻮﯾﯽ ﺑﻪ ﭘﯿﭽﯿﺪﮔﯽ ﻧﯿﺎزﻫﺎي آﻣﻮزش-ﯾﺎدﮔﯿﺮي اﺳت. از ﻣﻄﺎﻟﻌﻪ ﮐﺘﺎﺑﺨﺎﻧﻪاي و ﺑﺮرﺳﯽ ﺑﺮ روي ﻧﻈﺮﯾﻪﻫﺎ و ﺗﺤﻘﯿﻘﺎت اﻧﺠﺎم ﮔﺮﻓﺘﻪ ﺷﺪه، ﺑﻪ اﯾﻦ ﻣﻬﻢ دﺳﺖ ﯾﺎﻓﺘﯿﻢ ﮐﻪ ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ ﺑﻪ دﻟﯿﻞ ﺗﺎﮐﯿﺪ ﺑﺮ ﺟﺮﯾﺎن-ﻫﺎي ﺷﻨﺎﺧﺘﯽ، ﺑﺎﻋﺚ ﺗﺴﻬﯿﻞ ﯾﺎدﮔﯿﺮي، ﺑﺮﻧﺎﻣﻪرﯾﺰي، ﺧﻮدﭘﺮﺳﺸﯽ، ﺑﺎزﺑﯿﻨﯽ و ﺑﻪ ﻃﻮر ﮐﻠﯽ ﯾﺎدﮔﯿﺮي ﻓﺮاﺷﻨﺎﺧﺘﯽ ﻣﯽﺷﻮد. ﺑﻪ دﻟﯿﻞ ﻣﺰاﯾﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ، ﺗﻮﺟﻪ ﺑﻨﯿﺎدي ﺑﻪ اﯾﻦ ﻧﻮع ﯾﺎدﮔﯿﺮي ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ.

The aim of the present study was to take a descriptive-analytical look at self-navigated learning within the curriculum. In the current world where knowledge is constantly being changed and improved, dealing with novel and new concepts in a significant aspect of encountering individuals, thus making leaning skills a vital condition for learners’ success. Developing and enhancing self-navigated learning is a major aim of secondary education because students are expected to reach a level of competence th be able to recognize their own educational needs and strive to provide them and evaluate their own learning even without getting a place in any specific educational system. Also, training of teachers and lerning of students have become severely professionalized in the current era so that teaching methods are required to respond to complexities of teaching-learning needs. Through library studies and studying previous theories it was understood that self-navigated learning, because of its reliance on cognitive processes, facilitates learning, planning, self-assessment, review and generally, metacognitive learning. Therefore, considering advantages of self-navigated learning, careful attention to this kind of learning seems essential.