جایگاه طبیعت و فضاهای باز در یادگیری کودکان بر مبنای مطالعه‌ای زیست‌گرایانه

نوع مقاله : پژوهشی

نویسندگان

تربیت دبیر شهیدرجایی تهران

چکیده

هدف اصلی این پژوهش، واکاوی «یادگیری» از منظر زیست‌شناسی و بوم‌شناسی است. براین اساس، یادگیری به‌مثابه بخشی از فرایند شکل‌دهی به فیزیولوژی، ریخت‌شناسی و رفتار فرد در محدوده مرزهای ذات زیستی ارگانیسم، به‌منظور انطباق با محیط تعریف می‌شود. ازآنجاکه ذات زیستی کودک انسان در دوره بسیار طولانی تکامل و در بوم‌شناسی طبیعی خاصی شکل می‌گیرد، نوعی گرایش ذاتی به ارتباط با طبیعت در انسان وجود دارد که آن را زیست‌گرایی نامیده‌اند و به شکل مجموعه‌ای از تجربه‌های عاطفی و هیجانی بروز پیدا می‌کند که با قواعد یادگیری سازش‌یافته‌ای در ارتباط است و به بقاء گونه در آن زیستگاه خاص کمک می‌کند؛ لذا، به نحوی خودانگیخته و موقعیت‌مند، خط‌ سیر رشد و یادگیری کودک را هدایت می‌کند. درحالی‌که محیط رشد و یادگیری کودکان امروز بیشتر در فضاهای بسته‌ای است که در آن خودانگیختگی، تعامل و تحرک مستقل کودکان به‌شدت محدود می‌شود. به‌طورکلی، نتایج حاصل از این پژوهش حاکی از آن است که برای یادگیریِ درخور، باید امکان حضور خودانگیخته گروه‌های کودکان در محیط‌های طبیعی فراهم آید. این نتیجه‌گیری دلالت‌های مهمی برای برنامه‌ریزی سکونتگاه‌های انسانی و آموزش کودکان خواهد داشت.

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