فهم، پرسش و کلاس درس از منظر گادامر: تبیینی پرسش محور از فرآیند تدریس

پژوهش نامه مبانی تعلیم و تربیت

مقاله 3، دوره 6، شماره 2، اسفند 1395، صفحه 41-62   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/fedu.v6i2.58188

نویسندگان

نرگس سجادیه¹؛ سارا طوسیان^{* 2}

¹تهران

²علامه طباطبایی

چکیده

هدف اصلی این پژوهش واکاوی کارکردهای پرسش در فرآیند فهم و ویژگی‌های معلم و شاگرد در مقام پرسشگر می‌باشد. برای دستیابی به این هدف از دو روش بسط مفهومی و استنتاجی بهره گرفته شد. نتایج به‌دست‌آمده حاکی از آن است که پرسش نقشی کلیدی در وقوع فهم داشته و در هر یک از مراحل پنج‌گانه آن وظایفی برعهده دارد. فعال کردن پیش‌داوری‌ها، به چالش کشیدن متن در مواجهه تفصیلی با آن، مواجهه ثانویه خواننده با خویش براساس پرسش‌های متن و مواجهه خواننده با متن براساس پرسش‌های ناشی از تجربه زمان حال، از وظایف مهم پرسش در خلال فهم است. پرسش‌های کلیشه شکن، معنا آفرین، افق آفرین و متعاقب گونه‌هایی از پرسش هستند که در مراحل مختلف فهم قابل استفاده‌اند. همچنین هریک از معلم و شاگرد پرسشگرانی هستند که باید از ویژگی‌هایی چون گشودگی، جرأت ورزی، حقیقت‌جویی و حق پذیری برخوردار باشند.

کلیدواژه‌ها

پرسش؛ فهم؛ پرسشگری؛ تربیت؛ گادامر

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