چارچوب نظری کلاس‌معکوس: ترسیم اشاره‌هایی برای یادگیری فراگیرمحور

پژوهش نامه مبانی تعلیم و تربیت

مقاله 3، دوره 7، شماره 2، زمستان 1396، صفحه 59-78  

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/fedu.v7i2.63726

نویسندگان

حسن کاویانی؛ محمد جواد لیاقت دار ؛ بی بی عشرت زمانی؛ یاسمین عابدینی

دانشگاه اصفهان

چکیده

هدف اصلی این پژوهش، تبیین چارچوب نظری مفهوم کلاس معکوس و پاسخ به این سؤال است که رویکرد کلاس معکوس که ادعای فراگیر محوری و یادگیری فعال دارد، چگونه به چالش مدیریت زمان در کلاس درس و تسهیل یادگیری فراگیر محور و فعال پاسخ می‌دهد؟ برای دست‌یابی به این هدف از روش مرور نظام‌مند و تحلیل مفهومی بهره گرفته شد. نتایج نشان داد هر یک از مؤلفه‌های اساسی کلاس معکوس دربرگیرنده عناصری می‌باشند. به‌طور نمونه، مؤلفه آموزش داخل کلاس درس شامل نظریه‌های یادگیری فراگیر محور و فعالیت‌های تعاملی و مؤلفه آموزش خارج از کلاس درس شامل تئوری‌های یادگیری مدرس محور و آموزش مستقیم می‌شوند. کلاس معکوس با انتقال سخنرانی به خارج از کلاس درس و اختصاص زمان کلاس به بهبود درک فراگیران و فعالیت‌های یادگیری جهت درک عمیق‌تر مفاهیم درسی و رفع اشکال به چالش‌های مذکور پاسخ می‌دهد. علاوه براین، فعالیت‌های یادگیری فراگیر محور شامل یادگیری فعال، یادگیری از طریق همتایان، یادگیری همیارانه، یادگیری حل مسئله و یادگیری مشارکتی می‌شوند که همسو با شواهد نظری کلاس معکوس می‌باشند.

کلیدواژه‌ها

کلاس معکوس؛ یادگیری فراگیرمحور؛ سازنده گرایی

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