رویکردی نو بر  آموزش مدارس

رویکردی نو بر آموزش مدارس

نقش سواد اخلاقی معلم در توسعه‌ی مهارت‌های فراشناختی و تفکر انتقادی دانش‌آموزان در عصر دیجیتال

نوع مقاله : علمی مروری

نویسندگان
1 معاونت پژوهش برنامه ریزی و آموزش نیروی انسانی ،آموزش و پرورش ناحیه یک بندرعباس
2 کارشناس مسئول آموزش نیروی انسانی ، آموزش و پرورش ناحیه یک بندر عباس
3 کارشناس گروه های آموزشی مقطع متوسطه ،آموزش و پرورش ناحیه یک بندرعباس
چکیده
زمینه و هدف: عصر دیجیتال با ویژگی‌هایی نظیر اضافه‌بار اطلاعاتی، سوگیری‌های الگوریتمی، گسترش اطلاعات نادرست و کاهش تعاملات چهره‌به‌چهره، چالش‌های بی‌سابقه‌ای برای نظام‌های آموزشی ایجاد کرده است. در چنین فضایی، پرورش مهارت‌های فراشناختی و تفکر انتقادی در دانش‌آموزان به‌عنوان شایستگی‌های محوری قرن بیست‌ویکم، از اهمیت راهبردی برخوردار است. فراشناخت، شامل آگاهی فرد از فرایندهای شناختی خود و توانایی برنامه‌ریزی، نظارت و ارزشیابی یادگیری، و تفکر انتقادی، شامل توانایی تحلیل، ارزیابی و استنتاج منطقی، دو مهارت اساسی هستند که دانش‌آموزان را برای مواجهه با پیچیدگی‌های دنیای امروز توانمند می‌سازند. با این حال، نقش معلم به‌عنوان عامل کلیدی این فرایند، دستخوش تحولی بنیادین شده و از «انتقال‌دهنده‌ی محتوا» به «تسهیل‌گر فراشناخت و راهنمای اخلاقی» تغییر یافته است. پژوهش حاضر با هدف تبیین نقش سواد اخلاقی معلم در توسعه‌ی مهارت‌های فراشناختی و تفکر انتقادی دانش‌آموزان در بستر دیجیتال، به واکاوی مکانیسم‌های تأثیرگذاری، مصادیق عملی، چالش‌ها و ارائه‌ی چارچوب مفهومی پرداخته است.
کلیدواژه‌ها

عنوان مقاله English

The role of teacher moral literacy in developing students' metacognitive skills and critical thinking in the digital age

نویسندگان English

rahil ansarinasab 1
safora bakhshi 2
farzaneh babaie 3
1 Deputy of Research, Planning and Human Resources Training, Education and Development, District 1, Bandar Abbas
2 Expert in charge of human resource training, education and training in Bandar Abbas District 1
3 Expert in secondary education groups, Education and Training District One, Bandar Abbas
چکیده English

Background and Objective: The digital age, with its characteristics such as information overload, algorithmic biases, the spread of misinformation, and the reduction of face-to-face interactions, has created unprecedented challenges for educational systems. In such an environment, developing metacognitive skills and critical thinking in students as core competencies of the 21st century is of strategic importance. Metacognition, which includes an individual's awareness of their cognitive processes and the ability to plan, monitor, and evaluate learning, and critical thinking, which includes the ability to analyze, evaluate, and make logical inferences, are two essential skills that enable students to face the complexities of today's world. However, the role of the teacher as a key factor in this process has undergone a fundamental transformation, changing from a “content transmitter” to a “metacognitive facilitator and moral guide.” The present study aims to explain the role of teacher moral literacy in developing students’ metacognitive skills and critical thinking in a digital context, by examining the mechanisms of influence, practical examples, challenges, and providing a conceptual framework.

کلیدواژه‌ها English

Teacher moral literacy
metacognition
critical thinking
digital age
teacher education
professional ethics
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