نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

مطالعه تجارب مربیان آموزشی از دلالت های معنایی و چگونگی کاربست مفهوم تخیل در برنامه درسی اوان کودکی

نوع مقاله : مقاله پژوهشی

نویسندگان
گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران
چکیده
این پژوهش با هدف بررسی تجربیات مربیان آموزشی در به‌کارگیری مفهوم تخیل در برنامه درسی اوان کودکی و درک معانی زیسته آن انجام شد. رویکرد تحقیق کیفی و راهبرد آن پدیدارشناسی تفسیری بود. مشارکت‌کنندگان تحقیق شامل مربیان فعال در مراکز آموزشی شهر کامیاران در سال تحصیلی 1404-1403 بود و نمونه‌گیری هدفمند با تأکید بر تنوع تجربه و سابقه کاری انجام شد. داده‌ها از طریق مصاحبه‌های عمیق و نیمه‌ساختاریافته با 16 نفر از مشارکت‌کنندگان جمع‌آوری شد و فرایند مصاحبه‌ها تا رسیدن به مقوله اشباع نظری ادامه یافت. فرایند تحلیل داده‌ها با استفاده از شیوه تحلیل مضمون براون و کلارک شامل کدگذاری اولیه، بازبینی و تعریف نهایی مضامین پایه، سازمان‌دهنده و فراگیر انجام گرفت. یافته‌های پژوهش نشان داد تجربه مربیان با مفهوم تخیل در سه حوزه اصلی معنا می‌یابد. نخست، مربیان تخیل را به‌عنوان فرایند ذهنی و وجودی و همچنین توان حرفه‌ای خلاقیت‌بخش در طراحی و اجرای یادگیری درک می‌کنند که جریان آموزشی را از یکنواختی خارج می‌سازد و مسیر یادگیری را انعطاف‌پذیر، معنادار و جذاب می‌کند. دوم، مربیان با بهره‌گیری از سناریوهای خلاق، بازی‌های آزاد، نقش‌آفرینی و فعالیت‌های چندحسی، تخیل را در طراحی، اجرا و ارزشیابی برنامه درسی به‌کار می‌گیرند، به گونه‌ای که هم امکان تجربه فعال کودک فراهم می‌شود و هم مسیر یادگیری با خلاقیت و انعطاف‌پذیری همراه است. سوم، کاربرد تخیل پیامدهای چندبعدی در رشد کودکان دارد؛ کودکان توانمندی‌های شناختی و خلاقانه خود را توسعه می‌دهند، مهارت‌های اجتماعی و همدلی‌شان تقویت می‌شود، انگیزه و علاقه به یادگیری افزایش می‌یابد و ارزش‌ها و نگرش‌های اخلاقی و اجتماعی آنان پرورش می‌یابد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Studying the Experiences of Educational Trainers on the Semantic Implications and How to Utilize the Concept of Imagination in Early Childhood Curricula

نویسندگان English

Ehsan Gharibi
Jamal Salimi
Ali Aminibagh
Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
چکیده English

This study aimed to explore the experiences of early childhood educators in applying the concept of imagination within the curriculum and understanding its lived meanings. A qualitative approach with an interpretive phenomenological strategy was employed to gain an in-depth understanding of participants’ experiences. The participants included active educators in educational centers in Kamyaran during the 1404–1403 academic year, selected through purposive sampling with an emphasis on diverse professional experience. Data were collected through in-depth and semi-structured interviews with sixteen participants, continuing until theoretical saturation was reached. Data analysis followed Braun and Clarke’s thematic analysis method, including initial coding, reviewing, and defining final codes at the levels of basic, organizing, and overarching themes. Findings revealed that educators’ experiences with imagination can be understood in three main domains. First, imagination is perceived as a cognitive and existential process, as well as a creative professional competence in designing and implementing learning, transforming instruction into flexible, meaningful, and engaging experiences. Second, educators apply imagination in curriculum design, delivery, and assessment through creative scenarios, free play, role-playing, and multi-sensory activities, enabling active child engagement while maintaining adaptive learning pathways. Third, imagination produces multidimensional outcomes in children’s development, enhancing cognitive and creative abilities, strengthening social skills and empathy, increasing motivation and interest in learning, and fostering ethical and social values. These findings highlight imagination’s integral role in supporting holistic, child-centered learning and promoting simultaneous cognitive, social, emotional, and moral development.

کلیدواژه‌ها English

Imagination in Early Childhood, Educators&‌‌‌rsquo
Experiences, Curriculum, Semantic Implications
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