تحلیل مفهوم تفکر خلاق و ارائه دلالت‌هایی تربیتی در جهت پرورش آن

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

2 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

3 گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889- 14665 تهران، ایران

چکیده

تفکر خلاق فرایندی ذهنی است که باعث رشد و تقویت توانایی‌های چندجانبه مانند تفکر انتقادی، توانایی حل مسئله و انعطاف‌پذیری ذهنی می‌شود، اما با وجود اهمیت این پدیده، ویژگی‌ها و پیش‌زمینه‌های آن به طور کامل شناسایی نشده‌اند. هدف این پژوهش تحلیل مفهوم تفکر خلاق با استفاده از رویکرد واکر و آوانت و ارائه دلالت‌هایی تربیتی برای پرورش آن در دانش‌آموزان بود. پژوهش براساس مدل تحلیل مفهوم واکر و آوانت (2005) در هشت مرحله انجام شد و با جست‌وجو در پایگاه‌های علمی مختلف شامل PubMed، Web of Science، Scopus، Google Scholar، Noormags، Magiran و SID با استفاده از کلیدواژه‌های مرتبط اجرا گردید. یافته‌ها نشان داد که تفکر خلاق در دانش‌آموزان توانایی آن‌ها را در استفاده مؤثر از منابع فرهنگی و فناوری برای تولید ایده‌های نو افزایش می‌دهد و پیشایندها و پیامدهای تفکر خلاق در دانش‌آموزان ترکیبی از عوامل فردی، شناختی، آموزشی ـ تربیتی و اجتماعی ـ فرهنگی هستند که در تعامل مستمر با یکدیگر زمینه رشد خلاقیت را فراهم می‌آورند. در راستای کاربردی‌سازی یافته‌ها، برخی دلالت‌های تربیتی مستخرج شامل پرورش انعطاف‌پذیری ذهنی، پرورش خلاقیت دیجیتال و چندرسانه‌ای، تقویت توان تحمل ابهام و تقویت ابراز تفاوت فردی بودند که می‌توانند راهنمای عمل مربیان در آموزش تفکر خلاق به دانش‌آموزان باشند. در نهایت، پژوهش حاضر با بررسی ویژگی‌های مختلف مفهوم تفکر خلاق، اصولی را به‌عنوان راهنمای آموزش و نقشه راه به‌کارگیری تفکر خلاق در عرصه پرورش دانش‌آموزان ارائه کرد و زمینه دستیابی به دیدگاهی سیستماتیک و علمی نسبت به این مفهوم و کنشگری در پرورش آن را فراهم ساخت و امکان بهره‌برداری کاربردی در محیط‌های آموزشی و تربیتی را نیز مهیا نمود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Conceptual Analysis of Creative Thinking and the Derivation of Educational Implications for Its Cultivation.

نویسندگان [English]

  • Amirreza Najafvand Drikvandi 1
  • Sayyed Jalal Hashemi 2
  • Somayeh Papi 3
1 Department of Philosophy of Education, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 3- Associate Professor, Department of Educational Sciences, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3 Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
چکیده [English]

Creative thinking is a cognitive process that fosters the development of multifaceted abilities such as critical thinking, problem-solving, and mental flexibility; however, despite its importance, its characteristics and antecedents remain incompletely identified. This study aimed to analyze the concept of creative thinking using Walker and Avant’s conceptual analysis approach and to provide educational implications for its cultivation among students. The study followed Walker and Avant’s (2005) conceptual analysis model in eight steps, and systematic searches were conducted in multiple scientific databases (PubMed, Web of Science, Scopus, Google Scholar, Noormags, Magiran, and SID) using relevant keywords up to July 2025. The findings showed that creative thinking in students enhances the effective use of cultural and technological resources to generate novel ideas, and that the antecedents and consequences of creative thinking involve a complex interplay of individual, cognitive, educational, and socio-cultural factors that continuously interact to create a conducive environment for creativity. To operationalize the findings, several educational implications were derived, including cultivating mental flexibility, promoting digital and multimedia creativity, strengthening tolerance for ambiguity, and enhancing the expression of individual differences, which can guide educators in teaching creative thinking. Overall, this study examined the various dimensions of creative thinking and provided a systematic framework and guiding principles for its implementation in student development, offering a scientific and systematic understanding of creative thinking and its enactment in student growth that enables practical application in educational and developmental settings.

کلیدواژه‌ها [English]

  • Creativity
  • Creative thinking
  • Walker and Avant approach
  • Antecedents and consequences of creative thinking
  • Conceptual analysis
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دوره 18، شماره 1 - شماره پیاپی 90
فروردین 1405
صفحه 158-129
  • تاریخ دریافت: 24 دی 1404
  • تاریخ بازنگری: 25 فروردین 1405
  • تاریخ پذیرش: 09 اردیبهشت 1405
  • تاریخ اولین انتشار: 09 اردیبهشت 1405
  • تاریخ انتشار: 01 فروردین 1405