تدوین الگوی فلسفه آموزش هوش مصنوعی به دانشآموزان مبتنی بر ساحتهای ششگانه سند تحول بنیادین آموزش و پرورش با روش فراتحلیل
کلمات کلیدی:
هوش مصنوعی, فلسفه آموزش, دانشآموزان, فراتحلیل, سند تحول بنیادینچکیده
هدف این پژوهش، تدوین الگویی فلسفی برای آموزش هوش مصنوعی به دانشآموزان با تکیه بر ساحتهای ششگانه سند تحول بنیادین آموزش و پرورش و از طریق مرور و فراتحلیل پژوهشهای پیشین بود. پژوهش حاضر از نوع کیفی و به شیوه سنتزپژوهی انجام شد. بدین منظور، مطالعات داخلی و خارجی مرتبط با آموزش هوش مصنوعی جستجو، غربالگری و کدگذاری شدند. سپس دادهها طی شش مرحله سنتز پژوهی تحلیل و مفاهیم کلیدی استخراج و در قالب مقولههای اصلی و فرعی سازماندهی شدند. اعتبار پژوهش با استفاده از معیارهای گوبا و لینکلن شامل اعتبار، انتقالپذیری، تأییدپذیری و اطمینانپذیری تضمین گردید. تحلیل دادهها منجر به استخراج ۱۸۰ کد باز شد که در نهایت در قالب ۹ مفهوم فراگیر شامل یادگیری انعطافپذیر، یادگیری متمایز، یادگیری فناورانه، درگیری یادگیری، انگیزه یادگیری، یادگیری چندوجهی، یادگیری تعاملی، یادگیری مستقل و تحول یادگیری دستهبندی شدند. نتایج نشان داد هوش مصنوعی میتواند به بهبود کیفیت یادگیری، ارتقای انگیزه، افزایش تعامل، شخصیسازی آموزش و تحول بنیادین فرآیندهای آموزشی منجر شود. یافتههای پژوهش نشان میدهد که آموزش هوش مصنوعی به دانشآموزان، اگر مبتنی بر اصول فلسفی و ساحتهای ششگانه سند تحول بنیادین طراحی شود، میتواند موجب ارتقای مهارتهای شناختی، انگیزشی و اجتماعی آنان گردد و بستری برای تحول کیفی در نظام آموزشی فراهم آورد.
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حق نشر 2025 Maryam Jafari Ramayani (Author); Seyedeh Esmat Rasoli; Ladan Salimi (Author)

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