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تحلیل و تبیین جایگاه مدل طراحی آموزش واقعگرا در میان رویکردهای عمده به طراحی آموزشی و چگونگی کاربرد آن در عمل | ||
| فناوری های آموزشی در یادگیری | ||
| مقاله 2، دوره 3، شماره 10، فروردین 1396، صفحه 17-47 اصل مقاله (492.42 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22054/jti.2020.1291.1033 | ||
| نویسندگان | ||
| کیومرث تقی پور* 1؛ حسین دهقانزاده1؛ داریوش نوروزی2 | ||
| 1استادیار تکنولوژی آموزشی، دانشگاه تبریز، تبریز،ایران | ||
| 2دانشیار تکنولوژی آموزشی، دانشگاه تبریز، تبریز،ایران | ||
| چکیده | ||
| پژوهش حاضر به تبیین جایگاه مدل طراحی آموزش واقعگرا در میان رویکردهای عمده به طراحی آموزشی و چگونگی کاربرد آن در عمل پرداخته است. روش پژوهش در این مطالعه، روش تحلیل محتوای کیفی بهشیوه استقرایی بوده که با مطالعه منابع تخصصی مرتبط در حوزه آموزش واقعگرا، اطلاعات لازم جهت پاسخگویی به سوالات پژوهش فراهم گردید. یافتههای این پژوهش حاکی از آن است که مدل طراحی آموزش واقعگرا به دلیل تاثیرپذیری از دیدگاههای یادگیری موقعیتی، استاد- شاگردی، و یادگیری مشارکتی؛ بخشی از اهداف سازندهگرایی در آموزش و پرورش را تحقق میبخشد و بنابراین، این مدل در دسته مدلهای طراحی آموزشی براساس رویکرد سازندهگرایی قرار میگیرد. آموزش واقعگرا علیرغم مشابهت با یادگیری مبتنی بر مساله؛ درنوع و نقش مساله، فرایند حل مساله، چگونگی جمعآوری داده و ابزارهای مورد استفاده با آن تفاوت دارد. این مدل؛ با تلفیق اصول یادگیری موقعیتی و زمینه کلان از طریق تکنولوژی ویدئوی تعاملی در محیط یادگیری مبتنی بر مساله، تفکر و تعقل یادگیرندگان را ارتقاء میدهد. با گنجاندن مسایل قیاسی و مسایل گسترشیافته در آموزش، یادگیرندگان را قادر میسازد که ضمن کشف مفاهیم اصلی درس به انتقال یادگیری نیز دست یابند. مدل طراحی آموزش واقعگرا با اتکا به اصول سازندهگرایانه که در این مطالعه معرفی میشود، میتواند راهنمای عمل مناسبی برای طراحان آموزشی و معلمان باشد. | ||
| کلیدواژهها | ||
| آموزش واقع گرا؛ طراحی آموزش؛ سازنده گرایی | ||
| مراجع | ||
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