fa تحول شناختی مفهوم "انسان" و تطبیق آن با نظریه رشد شناختی پیاژه در دانش آموزان پسر مقطع ابتدایی عمومى General پژوهشي Research <b><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">زمینه و هدف:</span></span></span></b><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> رشد شناختی فرآیند کسب کارکردهای ذهنی است که افراد را قادر می</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">سازد تا محیط خود را از بدو تولد درک کنند و با آن تعامل داشته باشند. پژوهش حاضر به منظور بررسی&nbsp; تحول شناختی مفهوم انسان در دانش</span></span></span> <span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آموزان پسر دوره ابتدایی و تطبیق آن با مراحل رشد شناختی پیاژه انجام شد. <b>روش پژوهش:</b> روش تحقیق حاضر کیفی از نوع قیاسی </span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">&ndash;</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> استقرایی است.&nbsp; مشارکت کنندگان تحقیق 90 نفر از دانش آموزان کلاس</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های اول تا ششم ابتدایی مدارس شهر رشت در سال تحصیلی1398 بودند که از طریق نمونه گیری در دسترس انتخاب شدند. به منظور جمع آوری اطلاعات از مصاحبه نیمه ساختاریافته استفاده شد که این مصاحبه تا سر حد اشباع نظری ادامه یافت. در مرحله اول تحقیق یعنی بخش استقرایی، مصاحبه با دانش آموزان انجام و سپس با استفاده از روش تحلیل مضمون&nbsp; توصیه شده توسط سالدنا (2014) مورد کدگذاری و تحلیل قرار گرفت. در مرحله دوم یعنی بخش قیاسی، یافته</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ها با مراحل رشد شناختی پیاژه مورد تطبیق قرار گرفت. <b>یافته</b></span></span></span><b><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ها:</span></span></span></b><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> مقوله</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های فرعی حول 5 مضمون اصلی ماهیت انسان، تمایز با حیوانات، هدف زندگی، آغاز و انجام انسان برساخته شد و &nbsp;در مرحله بعدی این یافته</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ها با دیدگاه پیاژه مورد مقایسه قرار گرفت. در رابطه با مضمون ماهیت انسان، دانش</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آموزان کلاس اول تا سوم در مرحله تفکر عینی و دانش</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آموزان کلاس چهارم تا ششم در مرحله تفکر عینی انتزاعی قرار داشتند. در رابطه با مضمون تمایز با حیوانات، دانش</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آموزان تمامی مقاطع اول تا ششم در مرحله تفکر عینی قرار گرفتند. در رابطه با مضمون هدف زندگی، دانش</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آموزان کلاس اول تا سوم در مرحله تفکر عینی و دانش آموزان کلاس چهارم تا ششم در مرحله تفکر عینی انتزاعی قرار داشتند. در رابطه با مضمون آغاز زندگی، به جز دانش آموزان کلاس دوم که در مرحله تفکر انتزاعی بودند، سایر داتش آموزان در مرحله تفکرعینی انتزاعی&nbsp; قرار داشتند. در رابطه با مضمون انجام زندگی نیز دانش</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آموزان تمامی مقاطع در مرحله تفکر عینی انتزاعی قرار داشتند.&nbsp; <b>نتیجه</b></span></span></span><b><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">گیری:</span></span></span></b><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> یافته</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های پژوهش حاضر همسو با برخی از تحقیقات نشان داد که دانش آموزان در سنینی کمتر از آنچه پیاژه عنوان نموده بود می</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">توانند به تفکر انتزاعی برسند که این نتیجه می</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">تواند تابع عوامل فرهنگی، مذهبی و اجتماعی باشد.&nbsp; </span></span></span> <span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times=""><span style="color:#002060">Background and Aim: </span></span></span></span><span lang="EN" style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">Cognitive development is the process of acquiring mental functions that enable people to understand and interact with their environment from birth.</span></span></span> <span lang="EN" style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">The present research was conducted in order to investigate the cognitive development of the concept of human in elementary school boys and its comparison with Piaget&#39;s theory of cognitive development. </span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times=""><span style="color:#002060">Method</span></span></span></span><span lang="EN" style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">: The current research method is qualitative, deductive-inductive. The research participants were 90 students from the first to sixth grades of Rasht city schools in the academic year of 2018, who were selected through available sampling. In order to collect information, a semi-structured interview was used, which continued until theoretical saturation. In the first stage of the research, That is, the inductive part,</span></span></span> <span lang="EN" style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">interviews were conducted with students and then coded and analyzed using the thematic analysis method recommended by Saldana (2014).</span></span></span> <span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">&nbsp;In the second stage, i.e. the analogical part, the findings were compared with Piaget&#39;s stages of cognitive development. </span></span></span>&nbsp;<span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times=""><span style="color:#002060">Result</span></span></span></span><span lang="EN" style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times=""><span style="color:#002060">s</span></span></span></span><span lang="EN" style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">: Sub-categories were created around the 5 main themes of human nature, differentiation from animals, purpose of life, beginning and termination, and in the next step, these findings were compared with Piaget&#39;s view.</span></span></span> <span lang="EN" style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">Regarding the theme of human nature, the first to third grade students were in the objective thinking stage and the fourth to sixth grade students were in the abstract objective thinking stage. In relation to the theme of differentiation with <b>animals, all the students from the first to the sixth grade were in the objective thinking stage. Regarding the theme of life purpose, first to third grade students were in objective thinking stage and fourth to sixth grade students were in abstract objective thinking stage. Regarding the theme of the beginning of life, except for the second grade students who were in the abstract thinking stage, the other students were in the abstract objective thinking stage. In relation to the theme of the end of life, the students of all grades were in the stage of objective and abstract thinking.&nbsp; </b></span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times=""><span style="color:#002060">Conclusion</span></span></span></span><span lang="EN" style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">: <b>The findings of the research, in line with some researches, showed that students can reach abstract thinking at younger ages than what Piaget stated, and this result can be subject to cultural, religious and social factors.</b></span></span></span> شناخت, انسان شناسی, پیاژه, تحول شناختی, دانش آموزان پسر Cognition, Humanology, Piaget, Cognitive Evolution, Boy Students 17 36 http://jeche.ir/browse.php?a_code=A-10-73-1&slc_lang=fa&sid=1 Amir Qorbanpoor Lafmejani امیر قربان پور لفمجانی qorbanpoorlafmejani@guilan.ac.ir 10031947532846002626 10031947532846002626 Yes Associate Professor, Department of Educational Sciences and Counseling, University of Guilan, Rasht, Iran دانشیار گروه علوم تربیتی و مشاوره، دانشگاه گیالن، رشت، ایران