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نظریه پیاژه وکاربرد آن در برنامه ریزی درسی و آموزش:تحلیلی بردوکاربرد معارض | ||
| مجله روان شناسی و علوم تربیتی | ||
| مقاله 7، 1-4، شماره 0 - شماره پیاپی 1017، فروردین 1375 اصل مقاله (335.09 K) | ||
| نویسنده | ||
| دکتر محمود مهرمحمدی* | ||
| عنوان مقاله [English] | ||
| - | ||
| چکیده [English] | ||
| Piajet's theory of cognitive development is extensively used in education. Citation studies in education are witness to this claim. This article attempts to explain application of the theory in two sub fields of education: Curriculum and instruction. Two conflicting approaches are being identified. One is based on the structural aspect of the theory and the second relies on the process of growth aspect of the theory. In summarizing the key idea behind the first approach, the concept of "developmentally appropriate" education programs is frequently referred to, which speaks clearly to the necessity of "match" between the program and students in this approach. To the contrary, the second approach aims at putting the students in a state of "diseaoilibrium" which Piajet suggests to be the central mechanism of growth. According to this approach, the concept of "mismatch" is a prominent one and decisions regarding the educational program should be made with due regard to its implications. The two approaches are distinctly different and yet useful. The author, however, suggests the second approach to become the source of inspiration for curriculum and instruction practitioners, more than it has been the case in the past. | ||
| کلیدواژه‌ها [English] | ||
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