علوم تربیتی

«تفکر مراقبتی» مهارتی برای پیوند اهداف شناختی و عاطفی در «حلقه‌های کندوکاو»: مطالعه موردی درس تاریخ

10.22055/edus.2025.48244.3673
دوره 32، شماره 2
دی 1404
صفحه 81-108
علوم تربیتی

نوع مقاله : مرور نظام مند

نویسندگان

مهرنوش هدایتی 1
نیره دلیر 2

1 دانشیار، پژوهشگاه علوم انسانی و مطالعات فرهنگی، تهران، ایران.

2 دانشیار، پژوهشگاه علـوم‌انسانی و مطالعات فرهنگی، تهران، ایران.

چکیده
از منظر صاحب‌نظران حوزه‌ی تعلیم‌وتربیت پرورش «هویت ملی» از طریق تدریس حافظه‌محور مؤلفه‌های تاریخی یا ملی ممکن نیست، بلکه از طریق مشارکت فعال یادگیرندگان و دستیابی آنها به سطوح عالی دو حیطه‌ی شناختی و عاطفی صورت می‌پذیرد. «حلقه کندوکاو» رویه‌ای آموزشی است که مجال یادگیری فعال و مشارکتی را با ابزارهای نقد، خلق، و ارزش‌گذاری فراهم می‌سازد. مسأله این پژوهش بررسی امکان تدریس درس عینی و گذشته‌نگر تاریخ در حلقه‌های کندوکاو و چگونگی افزایش اشتیاق و ارتباط با این درس هویت‌ساز از طریق پرورش تفکر مراقبتی است. برای پاسخ به این مسئله از روش ‌تحقیق تحلیلی-استنتاجی بهره گرفته ‌شد. نتایج نشان می‌دهد اهداف حیطه عاطفی از طریق پرورش مؤلفه‌های «تفکر مراقبتی» در قالب آگاهی تاریخی، میل به پذیرش هویت ملی، توجه انتخابی به مفاهیم هویت‌ساز درس تاریخ، کنش مشتاقانه به فهم تاریخ ملی و ارزش‌گذاری به هویت ملی قابل استحصال است و می‌تواند تأثیر مثبت و شایانی بر شکل‌گیری هویت ملی دانش‌آموزان داشته‌باشد. «تفکر مراقبتی» یکی از مهارت‌های عالی تفکر است که سطوح بالای اهداف شناختی و عاطفی را بطور توأمان در بر می‌گیرد. کم‌توجهی به این اهداف خصوصاً در درس هویت‌ساز تاریخ می‌تواند زمینه تهاجم فرهنگی را فراهم سازد. درس تاریخ، صرفاً یک درس دانش‌بنیان نیست، بلکه تلاشی پیرامون راهکارهایی برای ترسیم افق بهتری از آینده زندگی انسان‌ها، از طریق اعطای هویت ملی، و مهارت تفکر در دانش‌آموزان و بالتبع جامعه است. می‌توان با استفاده از رویه‌های فعال و تأملی تدریس و پرورش انواع مهارت‌های فکری سطح بالا، خصوصاً تفکر مراقبتی به شکل‌گیری و پایداری هویت ملی و تاریخی آینده‌سازان ایران کمک کرد.

کلیدواژه‌ها

درس تاریخ
حیطه شناختی و عاطفی سلسله مراتب اهداف آموزشی بلوم
تفکر مراقبتی
حلقه کندوکاو

عنوان مقاله English

“Caring Thinking” as a Skill to Link Cognitive and Emotional Domain in "Community of Inquiry": The Case of History

نویسندگان English

Mehrnoosh Hedayati 1
Nayere Dalir 2
1 Assistant Professor, Institute of Humanities and Cultural Studies, Tehran, Iran.
2 Associated Professor, Institute of Humanities and Cultural Studies, Tehran, Iran.
چکیده English

According to specialists, fostering "national identity" is not achievable through memory-oriented teaching of history course. Rather, this goale is accomplished through the active participation of learners and their attainment of high-level objectives in both cognitive and emotional domains in Bloom’s Taxonomy. The “Community of Inquiry” is an educational approach that provides the opportunity for active and collaborative learning by fostering criticue, creation, and caring thinking. This research focuses on investigating the possibility of teaching an objective and retrospective lesson such as “history” through this approach; and additionally, it explores how to increase enthusiasm and connection with this identity-shaping subject through the cultivation of caring thinking. This fundamental and applied research employs an inferential analytical method, throught reviewing and analyzing texts and resources. The results indicate that increasing emotional sensitivity through historical awareness, the desire to embrace national identity, selective attention to the identity-shaping concepts in the history course, enthusiastically act to understand the national history, and valuing national identity occurs through the cultivation of caring thinking in community of inquiry; and it have a positive effect on the formation of the national identity among students. The subject of history in schools is not merely a knowledge-based lesson, rather, it is an effort focoused on exploring sterategies for shaping a better future of human life, through objectives such as the development of student’s personality, identity, and thinking skills, and consequently in society as a whole."Caring Thinking" involve both cognitive and emotional goales. Lack of attention to these goals, especially in the history- as an identity-shaping course- can provide the way for cultural invasion. By employing active and reflective teaching approaches and cultivating various higher-order skills, especially caring thinking, it is possible to contribute to the formation and sastainbility of the national identity of Iran's future builders.

کلیدواژه‌ها English

  • Hystory
  • Cognitive and Emotional domains in Bloom’s Taxonomy
  • Caring Thinking
  • Community of Inquiry
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