چرخش روش شناختی ارزشیابی از آموخته های دانش آموزان: مبتنی بر رویکرد عصب پدیدارشناسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشکده روانشناسی و علوم تربیتی دانشگاه فردوسی مشهد، ایران

2 دانشکده علوم تربیتی و روانشناسی. دانشگاه فردوسی مشهد

چکیده

نخست رویکردهای موجود ارزشیابی مورد نقد و بررسی قرارگرفته‌اند، آنگاه با ابتنا به رویکرد عصب پدیدارشناسی و با الهام از تحلیل لایه‌ای علی، نظریۀ انتگرال ویلبر و منطق فازی، ارزشیابی یکپارچه پیشنهاد شده است. مهم‌ترین ویژگی‌های این رویکرد در ارزشیابی عبارت‌اند از: نگرش هولوگرافیک به حیات پیچیدۀ آدمی، در نظر گرفتن روابط علی، هیورستیک و متعامد ذهن، مغز، بدن و محیط در ارزشیابی و توجه هم‌زمان به لایۀ سطحی تجربۀ اجتماعی و داده‌های کمی و آن وجه از تجربیات یادگیرنده که پدیداری، اول شخص و مفهومی است.

کلیدواژه‌ها


عنوان مقاله [English]

A Methodological Turn in Learning Asseesment: A Study Inspired by Neuro-Phenomenology

نویسندگان [English]

  • hosein sharafi 1
  • Bakhtiar Shabani Varaki 1
  • Mohammad Saeed AbdeKhodaei 1
  • Ali Moghimi 2
1 Faculty of Psychology and Educational Sciences, Ferdowsi University of Mashhad, Iran
2 Faculty of Education and Psychology. Mashhad Ferdowsi University
چکیده [English]

The main purpose of this paper is to explain the difficulties of existing assessment approaches and suggest an alternative approach in order to overcome these difficulties. Therefore, firstly, the existing assessment approaches have been criticized and next an intergral assessment approach was presented based on the neuro-phenomenology which was inspired by the causal layered analysis, Ken Wilber's theory of integral and fuzzy logic. The most important features of this approach to assessment are holographic attitudes towards human life, reciprocal relationships between mind, brain, body and environment and a synchronous consideration of first-person experiential and third-person experimental approaches to cognition.  

کلیدواژه‌ها [English]

  • integral evaluation
  • quantitative and qualitative methods
  • neuro-phenomenology
  • integral theory
  • causal layered analysis
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