پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 932 |
| تعداد مقالات | 7,653 |
| تعداد مشاهده مقاله | 12,495,132 |
| تعداد دریافت فایل اصل مقاله | 8,886,504 |
طراحی الگوی سیستمی پویای تعلیم و تربیت در آموزش و پرورش جمهوری اسلامی ایران | ||
| اندیشه های نوین تربیتی | ||
| مقاله 9، دوره 18، شماره 4 - شماره پیاپی 66، دی 1401، صفحه 163-189 اصل مقاله (713.59 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2022.32579.3118 | ||
| نویسندگان | ||
| عزت الله کیشانی فراهانی1؛ محمد نجفی* 2؛ حسنعلی بختیار نصرآبادی3؛ محمد رضا ستوده نیا4 | ||
| 1دانشجوی دکتری فلسفه تعلیم و تربیت، گروه علوم تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران | ||
| 2استادیار, گروه علوم تربیتی, دانشکده روان شناسی و علوم تربیتی, دانشگاه اصفهان, اصفهان، ایران | ||
| 3استاد، گروه علوم تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه اصفهان،اصفهان، ایران | ||
| 4دانشیار، گروه قرآن و حدیث ،دانشکده ادبیات و علوم انسانی، دانشگاه اصفهان، اصفهان، ایران | ||
| چکیده | ||
| دست یافتن به مؤلفه های پویای فلسفه تعلیم و تربیت ضرورتی انکار ناپذیر برای طراحی سیستم پویای تربیت است. هدف اصلی این پژوهش طراحی سیستم پویای تربیت اسلامی با استفاده از مؤلفه های پویای تربیت بود. از روش کیفی پیمایشی دلفی استفاده شد. مؤلفه ها به عنوان متغیر مستقل در نظر گرفته شدند برای احصاء مؤلفه های پویای فلسفه تعلیم و تربیت ابتدا 54 زیرمؤلفه پیش فرض که دارای پویایی بودند در 9 مؤلفه کلی تر مقوله بندی شدند. جامعه ای از متخصصان رشته فلسفه تعلیم و تربیت151 نفر در کل کشور بود که از نمونه گیری در دسترس استفاده شد و20 نفر پرسشنامه اعتبار یابی شده افتراق معنایی تاکمن را تکمیل نمودند. متغیر های سابقه تدریس و مدارک بالای علمی، کنترل شدند. تجزیه و تحلیل اطلاعات با استفاده از نرم افزارSpss در آمار توصیفی، با آزمون کندالW توافق نظر صاحب نظران سنجیده شد. یافته ها مؤلفه ها ی؛ آینده نگری، تکنولوژی پیشرفته، تبادل اطلاعات و ارتباطات، هماهنگی با طبیعت، امنیت، انعطاف، تکیه بر وحی، نقش سازنده انسان در تربیت و سیستمی بودن، بودند. در نتیجه، سیستم پویای تربیت اسلامی، متشکل از این 9 مؤلفه طراحی و ارائه گردید. این مدل برای استفاده در نظام تعلیم و تربیت کشور پیشنهاد می شود. | ||
| کلیدواژه‌ها | ||
| تعلیم و تربیت؛ تربیت اسلامی؛ سیستم پویا | ||
| عنوان مقاله [English] | ||
| Developing a dynamic system model of Islamic education for the Islamic Republic of Iran | ||
| نویسندگان [English] | ||
| Ezatallah Kishani Farahani1؛ Mohammad Najafi2؛ Hasanali Bakhtiyar Nasrabadi3؛ Mohammad Reza Sotoudehnia4 | ||
| 1Ph student of Philosophy of Education, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Isfahan University, Isfahan, Iran | ||
| 2Assistant professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Isfahan University, Isfahan, Iran | ||
| 3Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Isfahan University, Isfahan, Iran | ||
| 4Associate Professor, Quran and Hadith Department, Faculty of Literature and Human Sciences, Isfahan University, Isfahan, Iran | ||
| چکیده [English] | ||
| The dynamic components of the philosophy of education should be identified for developing a dynamic system of Islamic education. The main purpose of this study was to develop a dynamic system of Islamic education using the dynamic components of education. The Delphi qualitative survey method was used. These components were considered as independent variables. To enumerate the dynamic components of the philosophy of education, 54 default high dynamic subcomponents were initially categorized into nine more general components. A community of 151 experts in the field of Philosophy of Education was considered nationwide, of whom 20 people completed the validated Tuckman semantic differentiation questionnaire. Convenience sampling was used to select samples by controlling the variables of teaching experience and higher academic qualifications. Kendall’s W test was used for a measure of agreement among experts in the SPSS software using descriptive statistics. The results showed that all nine hypothesized components and their sub-components were approved by the samples, and a dynamic system of Islamic education can be designed consisting of these nine components. The components were foresight, use of advanced technology, exchange of information and communication, harmony with nature, security, flexibility, reliance on revelation, the constructive role of humans in education, and being systemic. As a result, a dynamic system of Islamic education consisting of these nine components was designed and presented. This model is recommended for use in Iran’s education system. Introduction The aim of this study was to develop a dynamic system of Islamic education for the IR of Iran. Existing models were often presented in a system consisting of two or more components. These components are to some extent effective in providing system dynamics, but their quality leaves room for contemplation. A system based on linear logic has defects that are not present in spatial logic. To this end, the three stages of design, implementation, and evaluation are evident in Schwab et al.’s (2017) “An educational system with hierarchical concept designs and dynamic nonlinear educational designs”, in system security according to Shukla et al. (2017), system flexibility (Bayley, 2021) components of “Creative thinking outside the box, seeing everything from different perspectives, and quick adaptation and flexibly to changing circumstances” (P206), system integrity (Becher, 2021) and online teaching (Morreale et al., 2021), foresight (Utkin et al., 2014), system reform (Rohrer et al., 2021), Soylu and Yelken’s (2014) lifelong learning, Velaswa’s (2014) dynamic approach influenced by the learning environment, and Aubusson’s and Panizzon’s (2016) emphasis on forward-looking education. Teaching design is the distinctive part of this section, but developing a model to educate is by far more extensive. According to structuralists, a whole is different from its set of components. In a study by Yakhchali (2016), a systemic holistic view is cast on the dynamism of factors affecting education, and the role of environmental factors and social entities in educating 7-14-year-old individuals as a subsystem of a larger system called education. Nuhoglu (2020) also discussed quality improvement for education and the need for educational studies to be based on system dynamics. The present study examined the system dynamics for education with a holistic, structural viewpoint, and asked the question: what are the components of a dynamic education system? Methodology The Delphi method for a qualitative survey was used in this research with an applied approach. The data collection method was descriptive, including seven stages: 1) Selecting a number of dynamic components in the philosophy of education, 2) Preparing and dispatching the questionnaire to experts for validation, 3) Revising the questionnaire and redistributing it for data collection, 4) Collecting the questionnaires and preparing tables from the information provided, 5) Analyzing the data in the tables with a computer, 6) Using SPSS software for the statistical interpretation of data and preparation of a dynamic education system model, 7) Reporting the findings of the research. The Tuckman (1988) semantic differentiation questionnaire was used for data collection. The validity of this type of the questionnaire is its frequent use by researchers in their studies. This scale was slightly modified by the researcher. Its validity and reliability were established through test retest and correction by expert recommendations. The research population was composed of graduates of the philosophy of education nationwide (a Telegram® channel with 152 members). Of these, 20 were selected using convenience sampling to complete the questionnaires. Sample demographics included age, gender, experience, and education. The nonparametric statistics of Kendall W test was used to assess agreement among experts. This test was used to measure the degree of consistency in the evaluation of experts. Findings The 54 coded subcomponents yielded nine core components. One item was generated for every component in the questionnaire. Using Kendall’s W test, the values in Table 1 were examined and statistically analyzed in SPSS software: where j is expert number, m is total number of experts, n is the number of subjects and Ri is the sum of all scores for the ith subject with M = 20 and N = 54. The mean score was calculated using the following formula to square the variation of each score from the mean and was called S. Kendall’s W statistic was calculated as the formula: Kendall’s W test was used for a measure of agreement among experts. If the experts evaluate the components the same, W is equal to 1. If they do not agree, W is equal to 0. Therefore, W is equal to 0 here, meaning a lack of consensus among the experts for each component. Analyzing Table 1 shows that most participants tended towards positive numbers, indicating the level of agreement on the relevant components; with a few exceptions where these were 0 and -1, the rest were all positive. The most significant component was “foresight”, and the subcomponents were “human education through dynamic science and open-mindedness”, and “amending weak points” with means of 3, respectively. The least significant components were “harmony with nature” with a mean of 1, “using online teaching” with a mean of 1, and “being systemic” with a mean of 0.75. Overall, the mean for all suggested components and subcomponents were positive and above 0.75. In Table 2, nine components are shown, including: Foresight, using advanced technology, IT exchange, harmony with nature, security, flexibility, reliance on revelation, constructive role of humans in education, and being systemic. Discussion and conclusion We developed a dynamic system model of Islamic education for the Islamic Republic of Iran. It has similarities with other models: Sabri (2009), who emphasizes on the global move towards dynamic information given a range of considerations in education, and Nicholas and Petros (2013), and Soylu and Yelken (2014), who emphasize on the theory of dynamic systems and lifelong education, respectively. The findings of Velaswa (2014) on professional education and the component of foresight in the present study are consistent with the findings of Aubusson and Panizzon (2016) emphasizing on forward-looking education. The critical education of Salehi (2015) is consistent with the systemic component and the subcomponent of amending weak points in this research. The holistic approach in the said model is similar to the holistic view of Yakhchali (2016). The present research is consistent with the findings of Nuhoglu’s (2020) system dynamics approach to problem solving skills. Our findings are distinctive in that 54 effective subcomponents are merged into a model which solves the problem of being one-dimensional. In addition to the effective role of human beings in the model, God, environment, animals, plants, instruments, equipment, location, facilities, plans, programs, security, economy, politics, society, information, communications, cleanliness, health, logic, wisdom, and emotions must also be present for a comprehensive system. The systemic component which oversees, controls, guides, and reviews the performance of the system in the dynamic model of education, is one of the advantages of our findings. Therefore, the dynamism of Islamic education will increase if the quality of the nine components and subcomponents of the Islamic system of education increase. The limitations included the lack of internal resources and the generality of the subject. The result was a dynamic system model of Islamic education as shown in Figure (1). The researchers recommend the use of this model to the authorities for the national education due to its internal coherence and comprehensiveness. | ||
| کلیدواژه‌ها [English] | ||
| Education, Islamic Education, Dynamic System | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Abbasi, z., Maleki, H. Behehti, S (2019). Designing a model of moral education in higher education based on the basis moral teachings of the Holy Quran and perspective of almizan Interpretation based on the grounded theory, Quarterly journal of new thoughts on education, 2 (52), 99-122 . (Text in Persian) Aubusson, P. & Panizzon, D. (2016). Science Education Futures Research: It's About the present your move, Res Sci Educ, 46: 163-164. Bayley, S. (2021). Education for a Changing World: A Mixed-Methods Study of Cognitive Flexibility in Rwandan Primary Schools (Doctoral dissertation, University of Cambridge). Becher, A. (2021). When context meets knowledge in university professional education: organizational factors influencing coherence in teaching and social work. Higher Education, 1-19. Cheney, A. W. & Terry, K. p. (2018). Immersive learning environments as complex dynamic systems, International journal of teaching and learning in higher education, 30 (2), 277-289. Darbandi Darian, H. Ghasemi, A, Shojaei Joshaghani M. (1397). Causes of the inefficiency of traditional theological systems in answering the problem of evil from the perspective of David Griffin, Journal of the Philosophy of Religion research, (31), 65-86. (Text in Persian) Eftekhari, A., Mahjoor, H (2016). The model of political education from the perspective of Shahid Motahari, Journal of the islamic revolution Approach, 10 (36), 77-98. (Text in Persian) Fakhr Rouhani, Z. (1397). Research on the causes of inefficiency of religious education in schools, Journal of Educational and Social Studies, Quran and Etrat, 1, (2). 29-50. (Text in Persian) Farmahini, f. M, (2016). Virtual Communication citizenship education model: A model for political and social education, Scientific Journal on islamic education, 24 (31). 67-90. (Text in Persian) Fatahillah, M., & Afadh, M. (2021). The Dynamic Education and the Problems Rodamap Education in Indonesia. Bulletin of Pedagogical Research, 1(2), 290-295. Franklin, B. (2008). Genius or Dynamic Learner? Ben Franklin's path to greatness, The Social Studies99:3 (2008) 99-104 http://view.fdu.edu/files/franklingenius.pdf Haji Heidari, N. Seyed Javadin, S.(1390). Development and change of business model using systems dynamics approach, Iranian Journal of Management Sciences, (21), 1_18. (Text in Persian) Kalantari, R. Gholami, J. (1390). Investigating the causes of inefficiency in education in teaching English and comparing public schools and private schools, Journal of Language and Translation Studies, 6, 51-81. (Text in Persian) Mahdian Rad, A. Ahmad, A, Seyed Mehdi, F, S. (1398). Presenting a dynamic model of knowledge sharing in the Tax Affairs Organization, Journal of Tax Research, 92, 125-164. (Text in Persian) Morreale, S. P., Thorpe, J., & Westwick, J. N. (2021). Online teaching: challenge or opportunity for communication education scholars?. Communication Education, 70(1), 117-119. Moore, M. (1989)Editorial: Three Types of intraction, The american Journal of Distance Education, 3(2), 1-7 Moor, M. G. (1973). Towards a theory of independent learning and teachin, Journal of Higher Education 44 (9), 661-679. Moor, M. G. (1980). Independent Study,In redfining the discipline of Adult Education, ed. R. Boyd, J. Apps, and associates, 16-31. Sanfrancisco: Jossey- Bass Nicolescu, B. N. & Petrscu, T. C. (2013). Dynamical systems theory – a powerful tool in the educational science,. Procedia – Social and Behavioral 76 (2013) 581- 587 Nuhoglu, H (2020). The Effect of and induction method Used in Modeling Current Envirronmental Issues with System Dynamic Approach in Science Educatio, Participatory Educational research (PER), 7 (1), 111-126. Rohrer, J. M., Tierney, W., Uhlmann, E. L., DeBruine, L. M., Heyman, T., Jones, B., ... & Yarkoni, T. (2021). Putting the self in self-correction. Perspectives on Psychological Science. 1-15. Roberts, N., D. F. Andersen, R. M. Deal, M. S. Garet, and W.a. Shaffer.(1983). Introduction to Computer Simulation: The System Dynamic Approach. Reading, MA: Adisson- Wesley Schwab, M., Strobelt, H., Tompkin, J., Fredericks, C., Huff, C., Higgins, D., ... & Pfister, H. (2016). booc. io: An education system with hierarchical concept maps and dynamic non-linear learning plans. IEEE transactions on visualization and computer graphics, 23(1), 571-580. Saba, F. & Rick L. Shearer (1994). Verifying Key Theorical Concepts in a Dynamic Model of Distance Education, The American Journal Of Distance Educatio, 8 ( 1), 36-59 Saba, F (1988). Integrated telecomunication system and instractional transaction, The American Journal of distance Education 2(3), 17-24. Sarmad, Z.,Bazargan,& A., Hejazi, E (2010). Research Methods in Behavioral Sciences, Tehran.Agah Publications. Salehi, A (2015). Philosophy of experimentation and suffering in the Qur'an and narrations and its constructive role in human education, journals of educational Doctrines in Qur'an and Hadith, 2, 112-97. (Text in Persian) Shukla, A., Katt, B., Nweke, L. O., Yeng, P. K., & Weldehawaryat, G. K. (2021). System Security Assurance: A Systematic Literature Review. arXiv preprint arXiv:2110.01904. 1-35. Soylu, B. A. & Yelken, T. Y. (2014). A new and Dynamic Phenomenon for higher education: Life-wide lerning, Procedia and Social Behavioral Sciences 116(2014)2702-2706. Sabry, K., Barker. J. (2009).Dynamic interactive learning systems. Information Tecnology Papers, School of information Tecnology.Al-Ain University, UAE 1-18. Sterman, J. D., (2000). Business Dynamics: System Thinking And Modeling For a Complex World. Boston, MA: Irwin MacGraw- Hill. Tuckman, B. W.(1988). Conducting educational research, (2nd edn). New york: Harcourt Brace jovanovich, inc. Utkin, D. V., Bagramyants, N. L., & Safyanov, V. I. (2021, June). Foresight Strategic Forecasting Technology in Higher Education. In 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021) (pp. 279-285). Atlantis Press. Van, V.& steenbeek, H. & Van D. m.& van, G. p.(2017). Ask, don’t tell; A complex dynamic systems approach to improving science education by focusing on the co- construction of scientific understanding,Teaching and teacher education 63 (2017) 243-253. Vlasova, V. K., Kirilova, G. I., & Sabirova, E. G.(2014). Functioning of Information Educational Environment: Meta Dynamic Approach, Review of Europian Studies 7 (5),25-30. Yakhchali, M, Mohammadi, M. (2016). Application of structural-interpretive model in systematic study of the role of environment in educatio, Scientific Journal on Islamic Education, 22 (30), 20-1. Zhou, J. (2016). A dynamic Systems approach to internationalization of higher education, Journal of international education and leadership. 6(1), 1-14. | ||
|
آمار تعداد مشاهده مقاله: 405 تعداد دریافت فایل اصل مقاله: 327 |
||
