ارزیابی کتاب های روان شناسی تربیتی در برنامه ی درسی آموزش عالی ایران بر اساس مؤلفه های سبک های یادگیری و انطباق آن ها با روش های تدریس

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران

2 دانشجوی کارشناسی ارشد روان‌شناسی تربیتی دانشگاه علامه طباطبایی، تهران، ایران.

چکیده

پژوهش حاضر با هدف ارزیابی محتوای کتاب­های روان­شناسی تربیتی در  برنامه‌ی درسی آموزش عالی ایران بر اساس مؤلفه­های سبک­های یادگیری و انطباق آن­ها با روش­های تدریس انجام گرفته است. رویکردِ تحقیق کیفی و روش آن تحلیل محتوا بوده است. جامعه­ی پژوهش، کلیه­ی کتاب­های روان­شناسی تربیتی تألیفی و ترجمه­شده در ایران بود که 10کتاب پس از مشورت با استادان مرجع دانشگاه­های مادر و متصدیان فروش انتشاراتی­های معتبر دانشگاهی برای تحلیل انتخاب گردید. یافته­ها نشان داد 11 نوع سبک­ یادگیری در کتاب­های روان­شناسی تربیتی وجود دارد که سبک تکانشی/تأملی با 3/16 درصد بیشترین و مدل پیازی با 3/1 درصدکمترین میزان فراوانی را به خود اختصاص داده­اند. همچنین 60% مؤلفان کتاب­ها نگرشی مثبت نسبت به انطباق روش­های تدریس با سبک­های یادگیری دارند؛ 20% بدون موضع مشخص­اند و 20% نیز نگرشی خنثی در این زمینه دارند. مطابق یافته­ها، تنها در 30% از کتاب­های مورد مطالعه، مؤلفان به انتقادات پژوهشگران نسبت به نظریه­های سبک­های یادگیری و نیز کمبود شواهد در زمینه تأثیر انطباق روش­های تدریس با سبک­های یادگیری بر بهبود عملکرد تحصیلی یادگیرندگان، اشاره کرده­اند. نتایج نشان داد علی رغم نبود شواهد پژوهشی کافی، مؤلفان ایرانی نگرش مثبتی نسبت به انطباق روش­های تدریس با سبک­های یادگیری دارند و خوانندگان را به کاربست آن­ها ترغیب می­کنند.

کلیدواژه‌ها

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