تأملي در ضرورت استفاده از «خود-ارزيابي» در برنامه درسي تربيت ديني

Contemplation on the necessity of the usage of "self-assessment" in religious education curriculum

اين تحقيق با هدف تبيين ضرورت «خود−ارزيابي» و تناسب آن با اصول تربيت ديني انجام گرفت. روش تحقيق، توصيفي−تحليلي بود. براساس يافته ها مشخص شد كه خود−ارزيابي با هشت اصل تربيت اسلامي (اصل جامعيت، اصل توحيد و اخلاص، اصل مشاركت و مسئوليت، اصل تفاوت هاي فردي، اصل گرايشات مثبت ديني، اصل عذرپذيري و جبران، اصل كرامت و اصل مداومت و نظارت دايمي) متناسب بود و بر ارزشيابي رايج (شناخت−محور، كمي و معلم−محور) مزيت دارد. همچنين، به كار بردن خود−ارزيابي در برنامه درسي تربيت ديني مي تواند از حالت حداقلي (به صورت مكمل) تا حالت حداكثري (تنها مدل ارزيابي) متفاوت باشد. درنهايت، استلزامات كاربرد خود−ارزيابي در برنامه درسي تربيت ديني مطرح شده است.

Evaluation is one of the important components of religious education curriculum. Major pathological research has emphasized the inefficiency of current assessment methods and has sometimes suggested "self-assessment" as an alternative; But this suggestion is less detailed and expanded. This study was conducted to explain the need for "self-assessment" and its relevance to the principles of religious education. The research method was descriptive-analytical. Based on the findings, it was found that self-assessment is appropriate for eight principles of Islamic education (comprehensiveness principle, monotheism and purity principle, participation and responsibility principle, individual differences principle, positive religious tendencies principle, apology and compensation principle, dignity principle and of continuity and ongoing supervision principle) and took precedence over routine assessment (cognitive-centered, quantitative, and teacher-centered one). Also, the use of self-assessment in the religious education curriculum can vary from the minimum mode (as a supplement) to the maximum mode (assessment model only). Finally, the necessities of the application of self-assessment in the religious education curriculum are discussed. Also, the use of self-assessment in the religious education curriculum can vary from the minimum mode (as a supplement) to the maximum mode (assessment model only). Finally, the necessities of the application of self-assessment in the religious education curriculum are discussed.