سیاست‌های راهبردی و کلان

سیاست‌های راهبردی و کلان

ارائه الگوی تربیت اخلاقی دانش آموزان مبتنی بر سیاست‌های کلی نظام تعلیم وتربیت

نوع مقاله : علمی - پژوهشی

نویسندگان
1 دانشجوی دکتری رشته فلسفه تعلیم و تربیت، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد لامرد، لامرد، ایران
2 استادیار، گروه علوم تربیتی، دانشکده‌ علوم انسانی، دانشگاه آزاد اسلامی واحد لامرد، لامرد، ایران
3 استاد گروه مدیریت آموزشی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد لامرد، لامرد، ایران
10.30507/jmsp.2024.420565.2644
چکیده
هدف پژوهش حاضر ارائه الگوی تربیت اخلاقی مبتنی بر سیاست‌های کلی نظام تعلیم وتربیت بود. روش این پژوهش از نظر اهداف، کاربردی و از نظر شیوه جمع‌آوری اطلاعات از نوع تحلیل محتوا، قیاسی است. حوزه پژوهش شامل کتب، مقالات و تحقیقاتی بوده که شامل 80 جلد کتاب و مقالات در این زمینه بود و با روش نمونه گیری به صورت هدفمند و ملاک محور و به شرط مرتبط بودن و به‌‌روز بودن که بیشترین ارتباط با موضوع را داشتند انتخاب شد. ابزار مورد استفاده به صورت ثبت اطلاعات و فیش‌برداری از منابع معتبر، مقالات و اسناد می‌باشد که به شیوه کتابخانه‌ای یا اسنادی انجام شد. روش تحلیل داده‌ها روش کدگذاری به شیوه (کدگذاری باز، کدگذاری محوری وکدگذاری انتخابی یاگزینشی)بود. یافته‌ها ضمن تأیید مدل‌های قبلی، ترکیب تازه‌ای را به همراه مؤلفه‌های جدید ارائه داد. پس از بررسی و مطالعات مبانی نظری و پیشینه تحقیقاتی و مستندات با مقالات و پژوهشگران 7 بعد، 28 مولفه و72 شاخص در قالب یافته‌‌های‌ پژوهش شناسایی شد که شامل اندیشه ها و راهبردهای سیاسى کلان 4 مولفه و 9 شاخص، اندیشه فلسفی 4 مولفه و12 شاخص، اندیشه تربیتی 4 مولفه و10شاخص، تربیت مطلوب 4 مولفه و 11 شاخص، توحید صفاتی 4 مولفه و 9 شاخص، سعادت 4 مولفه و 11 شاخص و حکمت متعالیه 4 مولفه و10 شاخص شناسایی شد. با توجه به نتایج پژوهش حاضر می‌توان گفت که الگوی تربیت اخلاقی مبتنی بر اندیشه‌های فلسفی و تربیتی ملاصدرا و علامه طباطبایی، می تواند راهگشای برنامه تربیتی دانش آموزان در مدارس باشد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Presenting the Model of Moral Education of Students Based on the General Policies of the Education System

نویسندگان English

Sayyed Norodin Hosseini 1
Ali Asghar Mashinchi 2
Mokhtar Ranjbar 3
1 PhD student in Philosophy of Education, Faculty of Humanities, Islamic Azad University, Lamard branch, Lamard, Iran
2 Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Islamic Azad University, Lamard branch, Lamard, Iran
3 Professor, Department of Educational Management, Faculty of Humanities, Islamic Azad University, Lamard Branch, Lamard, Iran
چکیده English

The purpose of the current research was to provide a model of moral education based on the general policies of the education system. The method of this research is practical in terms of goals and comparative in terms of content analysis. The field of research included books, articles and research that included 80 volumes of books and articles in this field and were selected with a purposeful and criteria-based sampling method, provided that they were relevant and up-to-date.The tool used is in the form of recording information and scanning authentic sources, articles and documents, which was done in a library or documentary way. The method of data analysis was the method of coding (open coding, axial coding and selective coding).The findings, while confirming the previous models, presented a new composition with new components. After examining and studying the theoretical foundations and research background and documentation with articles and researchers, 7 dimensions, 28 components and 72 indicators were identified in the form of research findings, which include macro political ideas and strategies, 4 components and 9 indicators, philosophical thought, 4 components and 12 indicators. Educational thought has 4 components and 10 indicators, optimal education has 4 components and 11 indicators, unification of attributes has 4 components and 9 indicators, happiness has 4 components and 11 indicators, and transcendental wisdom has 4 components and 10 indicators.

کلیدواژه‌ها English

Macro Educational Policies
Philosophical Theory
Moral Educational Theory
Mulla Sadra
Allameh Tabatabai
فهرست منابع
-      خوش گفتارمقدم، علی اکبر؛ خرازی، سیدکمال (1395). مدلی برای آموزش مهارت‌های فراشناختی در تربیت ‌معلم آینده. سیاست‌های راهبردی و کلان، شماره 15، 1-26.
-      علی پور مقدم، خدیجه؛ ملکی، حسن (1401). شناسایی و اعتباریابی مبانی و اهداف الگوی برنامه درسی تربیت اخلاقی. راهبردهای آموزش (راهبردهای آموزش در علوم پزشکی)، 15(3)، 280-289
-      کوشی، زهرا؛ موسی پور، نعمت اله؛ آرمند، محمد؛ محبی، علی.(1399). طراحی و اعتبار سنجی الگوی تربیت اخلاقی در دوره ابتدایی نظام آموزشی جمهوری اسلامی ایران. مسائل کاربردی تعلیم و تربیت اسلامی، 5(3) (پیاپی 16)، 127-152
-      گندمکار، دنیا؛ قلتاش، عباس؛ هاشمی، سیداحمد؛ ماشینچی، علی اصغر (1398). طراحی الگوی برنامه درسی تربیت اخلاقی دورة متوسطه دوم مبتنی بر نظریه برخاسته از داده‌ها. پژوهش در برنامه­ریزی درسی (دانش و پژوهش در علوم تربیتی-برنامه­ریزی درسی)، 16(34)، 34-47
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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دوره 13، شماره 49
بهار 1404
صفحه 211-256

  • تاریخ دریافت 21 مهر 1402
  • تاریخ بازنگری 06 بهمن 1402
  • تاریخ پذیرش 09 بهمن 1402