ارائه مدل آموزش فلسفه براي كودكان با تأكيد بر حل مسئله اجتماعي

Providing a model for teaching philosophy cooperatively to children through social problem solving with an emphasis on social problem solving

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف اراﺋﻪ ﻣﺪل آﻣﻮزش ﻓﻠﺴﻔﻪ ﺑﺮاي ﮐﻮدﮐﺎن ﺑﺎ ﺗﺄﮐﯿﺪ ﺑﺮ ﺣﻞ ﻣﺴﺌﻠﻪ اﺟﺘﻤﺎﻋﯽ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1398-1399 اﻧﺠﺎم ﺷﺪ. روش روش اﻧﺠﺎم اﯾﻦ ﺗﺤﻘﯿﻖ از ﻟﺤﺎظ ﻫﺪف ﮐﺎرﺑﺮدي و از ﻟﺤﺎظ ﻧﺤﻮه ﮔﺮداوري دادهﻫﺎ در زﻣﺮه ﭘﮋوﻫﺶﻫﺎي ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ و از ﻟﺤﺎظ روش در زﻣﺮه ﭘﮋوﻫﺶﻫﺎي آﻣﯿﺨﺘﻪ اﮐﺘﺸﺎﻓﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ 21 ﻧﻔﺮ از ﺧﺒﺮﮔﺎن، ﻣﺘﺨﺼﺼﯿﻦ، ﺻﺎﺣﺐ ﻧﻈﺮان در رﺷﺘﻪﻫﺎي ﻓﻠﺴﻔﻪ ﺗﻌﻠﯿﻢ و ﺗﺮﺑﯿﺖ و رواﻧﺸﻨﺎﺳﯽ ﺑﻮد ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ و ﺑﺎ اﺳﺘﻔﺎده از اﺻﻞ ﺣﺪاﮐﺜﺮ ﺗﻨﻮع ﺗﺎ رﺳﯿﺪن ﺑﻪ اﺷﺒﺎع ﻧﻈﺮي ﺑﺎ اﺳﺘﻔﺎده از ﻣﺼﺎﺣﺒﻪﻫﺎي ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ اﻧﺠﺎم ﮔﺮدﯾﺪ. ﺟﻬﺖ رواﯾﯽ و اﻋﺘﺒﺎر دادهﻫﺎ از دو روش ﺑﺎزﺑﯿﻨﯽ ﻣﺸﺎرﮐﺖ ﮐﻨﻨﺪﮔﺎن و ﻣﺮور ﺻﺎﺣﺐ ﻧﻈﺮان ﻏﯿﺮﻣﺸﺎرﮐﺖ ﮐﻨﻨﺪه در ﭘﮋوﻫﺶ اﺳﺘﻔﺎده ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري در ﺑﺨﺶ ﮐﻤﯽ ﺷﺎﻣﻞ ﮐﻠﯿﮥ ﻣﻌﻠﻤﺎن آﻣﻮزش و ﭘﺮورش ﺗﻬﺮان در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1398-1399ا ﻧﻔﺮ ﺑﻮدﻧﺪ. در ﺑﺨﺶ ﮐﻤﯽ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮشﻫﺎي ﻣﺮﺣﻠﻪ اي ﺑﺮ اﺳﺎس ﻓﺮﻣﻮل ﮐﻮﮐﺮان، ﺗﻌﺪاد 317 ﻧﻔﺮ ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﮥ آﻣﺎري اﻧﺘﺨﺎب ﺷﺪﻧﺪ. دادهﻫﺎ در ﺑﺨﺶ ﮐﯿﻔﯽ از ﻃﺮﯾﻖ اﺟﺮاي ﺗﮑﻨﯿﮏ دﻟﻔﯽ ﺑﺎ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎر ﯾﺎﻓﺘﻪ و در ﺑﺨﺶ ﮐﻤﯽ از ﻃﺮﯾﻖ اﺟﺮاي ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﺣﻞ ﻣﺴﺌﻠﻪ اﺟﺘﻤﺎﻋﯽ ﺑﺮ روي ﻧﻤﻮﻧﮥ آﻣﺎري اﺳﺘﺨﺮاج ﺷﺪ. رواﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎ ﺑﻪ ﺻﻮرت رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ و ﺳﺎزه ﺗﺄﯾﯿﺪ ﺷﺪ. ﭘﺎﯾﺎﯾﯽ ﻧﯿﺰ از ﻃﺮﯾﻖ ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﺑﺎ 0/87 ﺑﺮآورد و ﺗﺄﯾﯿﺪ ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ ﻣﺪل ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﻧﺸﺎن دادﮐﻪ ﺷﻨﺎﺧﺖ اﻧﺴﺎن، ﻧﺴﺒﺖ ﻣﻔﺎﻫﯿﻢ ﺑﺎ ﯾﮑﺪﯾﮕﺮ، ﺣﻞ ﻣﺴﺌﻠﻪ اﺟﺘﻤﺎﻋﯽ، ﺗﻌﺮﯾﻒ ﻣﻔﺎﻫﯿﻢ، اﺳﺘﺪﻻل در ﻣﻮرد ﻣﻔﺎﻫﯿﻢ و ﺗﻔﮑﺮ اﻧﺘﻘﺎدي ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺎﻻﺗﺮﯾﻦ ﺑﺎر ﻋﺎﻣﻠﯽ و وزن ﻋﺎﻣﻠﯽ را ﺑﺮ روي ﻋﺎﻣﻞ ﻣﺮﺗﺒﻪ دوم ﻣﺪل ﺷﺶ ﻋﺎﻣﻠﯽ آﻣﻮزش ﻓﻠﺴﻔﻪ ﺑﺮاي ﮐﻮدﮐﺎن ﺑﻪ روش ﺣﻞ ﻣﺴﺌﻠﻪ اﺟﺘﻤﺎﻋﯽ دارﻧﺪ. آﻣﻮزش ﻓﻠﺴﻔﻪ ﺑﺮاي ﮐﻮدﮐﺎن ﺑﺎ ﻫﺪف ﺗﺸﻮﯾﻖ داﻧﺶ آﻣﻮزان ﺑﻪ ﺑﻬﺒﻮد ﺷﯿﻮه ﺗﻔﮑﺮﺷﺎن در ﻣﻮرد ﺟﻬﺎن و اراﺋﻪ ﻓﺮﺻﺖﻫﺎي اﺑﺮاز اﯾﺪهﻫﺎي ﺧﻮد ﺑﺎ اﻋﺘﻤﺎد ﺑﻪ ﻧﻔﺲ در ﻓﻌﺎﻟﯿﺘﯽ ﮐﻪ در اﻧﺠﺎم آن اﺣﺴﺎس راﺣﺘﯽ ﻣﯽﮐﻨﻨﺪ ﮐﻤﮏ ﻣﯽﮐﻨﺪ.

The purpose of this study was to present a model of teaching philosophy to children in a participatory method with emphasis on social intelligence on elementary students of education in district five. The statistical population in this section of the study was academic community experts and education professionals with executive backgrounds in decision-making levels known as knowledgeable experts. This group was selected to conduct the qualitative part of the research and participate in the interview process using the Delphi method; the qualitative part of the present study purposely describes the open coding of Budastras and Corbin (1990). From the analysis that is specifically related to naming and categorizing the phenomenon through careful examination of the data ". In other words, in this type of coding, the concepts within the interviews and documents are classified according to their relevance to similar topics. The result of this step is to massively distill and summarize information obtained from interviews and documents into concepts and categories that are similar to these questions. The results showed that human cognition, relation of concepts to each other, social intelligence, concept definitions, reasoning about concepts and critical thinking respectively have the highest factor loadings and factor weight on the second-order factor six-factor model of philosophy education for children through participatory method. have.