نوع مقاله : پژوهشی

نویسندگان

1 دانشگاه فردوسی مشهد

2 دانشگاه جامعه المصطفی

چکیده

هدف اصلی پژوهش تبیین عناصر برنامه درسی تربیت دینی و ویژگی‌های آن مبتنی بر رویکرد تکلیف‌گرا می‌باشد. برای دستیابی به این هدف از روش تحلیلی و استنتاجی الگوی فرانکنا بهره گرفته شد. بر پایه نتایج به‌دست آمده، تکلیف‌مداری به عنوان هدف غایی برنامه درسی تربیت دینی و توحیدمحوری، اخلاص، هدایت، اندیشه‌ورزی، عقل‌ورزی، کسب علم و معرفت، عدالت، توانایی انجام کار، آزادی و اختیار به عنوان هدف‌های واسطی از متون دینی و تربیتی اسلام استنتاج شدند. سپس، ویژگی‌های فرآیند یاددهی-یادگیری مربوط به هدف‌ها از متون معتبر اسلامی و تربیتی استنتاج شدند. این ویژگی‌ها شامل انگیزه درونی، پرورش حواس، پرورش اراده، توجه به تفاوت‌های فردی و ارائه الگو و نمونه عملی برای برنامه درسی تربیت دینی می‌باشند. هچنین، برای عنصر ارزشیابی در برنامه درسی تربیت دینی توصیه شد هویت تربیت جدی گرفته و به دلیل تفاوت در توان متربیان، اشکال و ابزار مختلفی برای سنجش عملکرد آنان استفاده شود. به‌کارگیری رویکرد تکلیف‌گرا در برنامه درسی تربیت دینی می‌تواند منجر به دادن امکان انتخاب آزادانه و آگاهانه به فرد و رهایی از جبر محیطی، توجه به تفاوت‌های فردی و ارائه تکلیف به قدر وسع، ارزیابی اعمال از درون به بیرون شود.

کلیدواژه‌ها

عنوان مقاله [English]

Explaining the Religious Education Curriculum based on the Task-Oriented Approach

نویسندگان [English]

  • zahra Vaghari Zamharir 1
  • Maghsoud Amin Khandaghi 1
  • Mahmood Saeedy Rezvany 1
  • Marziyeh Movahedi Mohassel Toosi 2

1 Ferdowsi University of Mashhad

2 al mostafa

چکیده [English]

The main purpose of this research is to explain the elements and characteristics of religious education curriculum based on the task-oriented approach. To achieve this purpose, Frankena`s Model for analyzing a normative philosophy; deductive method was used. Based on the results, the task-oriented the ultimate goal of religious education and then ten target interface for religious education were deducted from religious texts and Islamic education. The target interface containing: ten target interface consists monotheistic devotion, guidance, thinking, reasoning, knowledge and wisdom, justice, ability to work, liberty. Then characteristics of teaching and learning process related to this purpose were deducted from authentic Islamic and ed-ucation texts. These characteristics include intrinsic motivation for teaching and learning, senses breeding, breeding will, attention to individual differences, providing a model to identify and explain practical for religious education. Also in the religious education cur-riculum evaluation based on deontological approach was recommended that the identity of training be taken seriously. Because of the differences of the students abilities use dif-ferent methods for evaluation. The use of task-oriented approach in religious education can be followed results such as the possibility of free and informed choice on the person and freedom from coercion, Environmental determinism, pay attention to individual dif-ferences and The method of assessment from the inside out.

کلیدواژه‌ها [English]

  • religious education
  • religious education curriculum
  • task_oriented approach
  • result oriented
  • right
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