تحلیل مجموعه داستان «قصّه های مجید» هوشنگ مرادی کرمانی براساس برنامه آموزشی فبک (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
فبک برنامه ای آموزشی است که متیو لیپمن (Matthew Lipman) در نیمه دوم قرن بیستم آن را پایه گذاری کرد. هدف از برنامه آموزشی فبک پرورش قدرت تفکر و استدلال در کودکان است. بهترین روش و عنصر برای آموزش تفکر در این برنامه آموزشی، استفاده از داستان است. داستان با فضاسازی های متعدد و متفاوتی که فراهم می کند به کودک این امکان را می دهد که از طریق هم ذات پنداری و قرینه سازی فعالانه، با قهرمانان داستان همراه شود و خود را به جای آن ها بگذارد و درگیر چالش ها شود. این پژوهش که با روش توصیفی – تحلیلی و با مطالعه کتابخانه ای انجام شده است، غنای فلسفی، ادبی و روان شناختی داستان های «عاشق کتاب»، «ناف بچه» و «ماهی» از مجموعه داستان «قصّه های مجید» هوشنگ مرادی کرمانی براساس برنامه آموزشی فبک بررسی شده است. نتایج به دست آمده حاکی از آن است که هر سه داستان غنای بالایی را در هر سه شاخص دارند، اگرچه ضعف هایی در آن ها دیده می شود که با اصلاح و بازنویسی آن، ظرفیت و توانشِ استفاده از این داستان ها در برنامه آموزشی فبک وجود خواهد داشت.Analysis of the Story Collection "Majid’s Tales" by Houshang Moradi Kermani Based on the P4C Educational Program
The Philosophy for Children (P4C) is an educational program developed by Matthew Lipman in the second half of the 20th century. It is aimed at developing the power of thinking and reasoning in children. The best method and element for teaching thinking in this educational program is the use of stories. With the various atmospheres it provides, a story allows the child to associate with its heroes and put himself in their place through identification and active comparison and get involved in challenges. Using a descriptive-analytical desk-based method, this study discusses the philosophical, literary and psychological richness of the stories "The Book Lover", "Baby’s Navel" and "Fish" from the collection of stories "Majid’s Tales" by Houshang Moradi Kermani based on the P4C educational program. Results show that all three studied stories are rich in terms of philosophical themes, although they do have some weaknesses which need to be modified and rewritten in order to be used in the P4C educational program. Keywords: Story collection, The Tales of Majid, Houshang Moradi Kermani, P4C educational program, Matthew Lipman. Introduction The Fabak educational program is a curriculum related to the pre-university period, which was founded by the American Matthew Lippman in the second half of the 20th century, and its first goal is to improve the state of thinking in schools and introduce the element of thought into the educational system. The next step is to bring reasonable and sensitive citizens to the environment. The best method and element for teaching thinking in this educational program is the use of stories. The story, with the many and different atmospheres it provides, allows the child to associate with the heroes of the story and put himself in their place through identification and active comparison. and get involved in challenges. Materials and methods This research was done with a descriptive-analytical method and with a library study, and the philosophical, literary and psychological richness of the stories "Book Lover", "Naf Bacheh" and "Fish" from the collection of stories "Qassehai" Majid" by Hoshang Moradi Kermani has been reviewed based on the Fabak educational program. Discuss All the three studied stories have good richness in terms of philosophical themes, and in terms of lack of suggestion, all three stories have indirect suggestions and are favorable in this respect. In terms of challengingness and questioning, there are many challenges and questions in the studied stories that involve the child's mind, which can be like a springboard that leads the child and adolescent audience to the issues and Put real life problems. In terms of dialogue, the story of "Ashq Kitab" revolves around one issue, and that is the issue of taking a book, which can fit into the circle of philosophical exploration; But in the story of Naf Bacha, there are not many dialogues that are challenging for the audience, only at the end of the story there is a dialogue that is challenging and can be used for philosophical exploration in the classroom. . In the story of "Fish", there are two-way and mutual conversations between the people of the story, which makes the story similar to the atmosphere of a philosophical exploration circle; But these conversations need to be modified and rewritten in order to be in the direction of the goals of the Fabak program. In terms of characterization, it should be said that the characterization in all three stories around the main character of the story has been done in a good way and the main character is a curious, questioning, brave, bold and experimental character who has a dynamic personality. which is the same age and age of the target audience as a teenager and the reader can easily identify with it, and the prejudice about two of the characters in the story "Ashq Kitab" is a weakness that in terms of the educational program of Fabak on the character This story is included and should be rewritten.
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