چيستي مباني فلسفي تدريس در راهبردهاي ياددهي-يادگيري

The Quiddity of Philosophical Foundations of Teaching in Teaching-Learning Strategies

پژوهش حاضر با هدف كشف چيستي مباني فلسفي تدريس در راهبردهاي ياددهي – يادگيري صورت گرفت تا جايگاه شناسايي اين مباني در حوزه نظر و عمل مشخص گردد. رويكرد پژوهش توصيفي -تحليلي و از نوع كيفي و اسنادي بود. داده ها با استفاده از تكنيك تحليل متن و برگرفته از متون منابع مختلف،با استفاده ازتهيه فرم وفيش برداري جمع آوري شد.براي پاسخ به سوال پژوهش شش سوال معرفت شناسانه در راستاي انواع الگوهاي تدريس مطرح شد. نتايج نشان داد معرفت در الگوهاي تدريس اطلاعات پردازي به صورت نسبي و ذهني بوده ونوع معرفت در الگوهاي تدريس اين خانواده به صورت معرفت حسي، تجربي معرفت عقلاني و بخشي هم معرفت شهودي قابل دسته بندي مي باشد. نتايج در بخش مكاتب فلسفي پشتيبان كننده اين الگوها شامل مكاتب كلاسيك (ايدآليسم و رئاليسم)، مكتب پراگماتيسم، طبيعت گرايي، اگزيستانسياليسم و پست مدرنيستم (سازنده گرايي فردي و اجتماعي) بود.

The aim of this study was to discover the philosophical foundations of teaching in teaching-learning strategies to determine the position of identifying these foundations in the field of thought and practice. This research was fundamental in terms of purpose and descriptive-analytical in terms of qualitative and documentary method. Data were collected in terms of execution using text analysis technique and taken from texts of different sources, was collected using a form and a vector file. To answer the research question, six epistemological questions were asked in line with various teaching models. To answer the research question, six epistemological questions were asked in line with various teaching models. The results showed that knowledge in the teaching models of information processing is relative and subjective and the type of knowledge in the teaching models of this family can be classified as sensory knowledge, experimental intellectual knowledge and partly intuitive knowledge. The results in the philosophical schools’ section supporting these models included the classical schools (idealism and realism), the school of pragmatism, naturalism, existentialism, and postmodernism (individual and social constructivism).