مدل فضاسازی تربیتی، رویکردی نوین در راستای تربیت دینی، اخلاقی و انقلابی

هدف: هدف از این پژوهش، دست‌یابی به الگویی چندوجهی در مدل آموزشی مقاطع پیش‌دبستانی، جهت تعمیق فرایند تربیت دینی، اخلاقی و انقلابی می‌باشد.روش: برای جمع‌آوری داده‌ها از روش هفت مرحله‌ای تحلیلی کلایزی، استفاده گردید. ابتدا اهداف تربیتی بر اساس منابع بالادستی مشخص شد و سپس بر اساس مشابهت یا افتراق، در دسته‌های کلان قرار گرفت. سپس هر دسته بر اساس قرابت معنایی درون‌گروهی، مورد آنالیز قرارگرفته و با حذف موارد مشابه، دسته‌های نهایی مشخص شد. مجدداً دسته‌های استخراج‌شده مورد تحلیل قرار گرفت و صفات سه دسته کلی اهداف ایمانی، اخلاقی و انقلابی به دست آمد. در مرحله بعد، تمامی اجزا و عناصر مادی و انسانی متناسب با اهداف، لیست گردید و اهداف استخراج‌شده، در قالب لیست فضای آموزشی، طرح‌ریزی و پیاده‌سازی شد و الگوی فضاسازی تربیتی در قالب جدول کار هفتگی یا ماهانه، مدل‌سازی شد. یافته ها: نتایج پژوهش نشان می دهد که می توان اهداف کلان و جزئی تربیت دینی، اخلاقی و انقلابی را در قالب الگوی فضاسازی تربیتی، به‌صورت پارامترهای خرد و چندوجهی درآورد و با استفاده از همه ظرفیت‌های محیط آموزشی در راستای تحقق اهداف تربیتی به کار گرفت. مدل فضاسازی تربیتی نه‌تنها می‌تواند الگویی برای مقاطع پیش‌دبستانی باشد؛ بلکه مناسب تمام مقاطع تحصیلی است.

a model for educational space-creation: a new approach to religious, moral, and revolutionary education

introduction: to ensure that the islamic revolution remains connected to the revolution of imam mahdi (may allah hasten his reappearance), we should focus on educating individuals who are potential soldiers of the front of truth in practice, with their main characteristics manifesting in three dimensions: faith, servitude, and revolutionary spirit (razavi, 2017). the selection of the three categories of believer, devout, and revolutionary is based on the statements of the supreme leader in describing the main attributes of the great leader of the revolution, which he has elaborated on in various speeches and has introduced as an educational model for the future generation in these dimensions (moradi, 2021). attention to these three educational dimensions should begin from early childhood and adolescence and be strengthened over time. accordingly, kindergartens and preschools provide a very suitable and diverse foundation for fundamental educational planning, and education at these ages will be more stable and beneficial (yousefi, 2016, p. 161). the authors’ goal in developing an educational space-creation model (a model for creating an educational atmosphere) is to achieve a comprehensive framework for establishing educational objectives for all places, individuals, and capacities within a specific educational environment such as a school or any other educational setting. based on these premises, the educational space-creation model can be defined as follows: “the educational space-creation model means selecting an approach in education where all factors, elements, and effective contexts in education are simultaneously employed and activated to achieve a unified educational goal within a defined time frame.”research method: to achieve this, the research method and data analysis were conducted using the colaizzi method (1978) in several stages:the relevant texts (quran, hadith books, and statements of the supreme leader) were read several times to familiarize the researcher with them and to be able to understand them.important sentences related to the topic (attributes of a believer, devout, and revolutionary person) were underlined.each important sentence was summarized into a descriptive concept. the concepts derived from the first three stages that were similar and could be grouped were categorized under a common theme.the categories were reviewed to group them into larger categories based on similarities and commonalities, which could then be used to describe educational objectives.the above description was validated by revisiting the studied texts and comparing the description with these texts.the results from the previous stage were applied to the findings.in the second step, according to these topics, the general educational objectives for each section were extracted, totaling 24 general objectives. in the third step, specific, behavioral, and educational principles based on the above general objectives were extracted, totaling approximately 52 specific objectives. in the fourth and final step, appropriate educational methods for institutionalizing these topics suitable for preschool ages were written with an inferential and analytical approach by the authors. the inferential orientation of this section is also based on the general principles of religious education. finally, educational content appropriate to the proposed objectives and methods was suggested within the plan.research findings: the educational space-creation model with the theme of faith, considering elements such as god, the unseen (angels, the day of judgment), and the prophet muhammad (pbuh), with the overall objective of creating a suitable environment for the manifestation and strengthening of the child’s innate faith, is executable.