برسی بوستان سعدی بر اساس نظریه یادگیری مشاهده ای بندورا مقالة

آرای تربیتی سعدی در دو اثر سترگ وی (گلستان و بوستان) بازنمود یافته است. بسامد اشعار و حکایت‌‌های تعلیمی سعدی بویژه در بوستان سعدی بسیار بالاست و وی در انتقال پیام تعلیمی خود از رهیافت‌‌های متعدد تربیتی و تعلیمی بهره برده است. نظریه‌‌ی یادگیری مشاهده‌‌ای بندورا به عنوان یکی از نظریات مطرح در حوزه‌‌ی علوم تربیتی، مبتنی بر سرمشق‌‌گیری و الگوبرداری فرد یادگیرنده از محیط و مشاهدات فردی است. در پژوهش حاضر کوشیده‌‌ایم برخی از آرای تربیتی سعدی را در ارتباط با نظریه‌‌ی یادگیری مشاهده‌‌ای بررسی کنیم. به این منظور ابتدا نظریه‌‌ی شناختی-اجتماعی بندورا و مفاهیم بنیادین این نظریه را بیان کرده‌‌ایم. سپس با برشماری ابیات شاهد مثال و حکایت‌‌های مرتبط با این نظریه، کوشیده‌‌ایم نشان دهیم که سعدی عناصر بنیادین نظریه‌‌ی یادگیری مشاهده‌‌ای را در انتقال آموزه‌‌های حکمی-اخلاقی خود به کار گرفته است. نتایج تحقیق نشان می‌‌دهد که سعدی توجه ویژه‌‌ای به مشاهده و سرمشق‌‌گیری داشته است و در این راستا می‌‌توان رویکرد سعدی به سرمش‌‌گیری در یادگیری مشاهده‌‌ای را می‌‌توان طبقه‌‌بندی کرد که عبارتند از: سرمشق‌‌گیری مبتنی بر سفر و تعامل با مردمان، سرمشق‌‌گیری مبتنی بر لگوی رفتاری شخصیت‌‌های مشهور (رل مدل‌‌ها)، سرمشق‌‌گیری مبتنی بر طبقات و گفتمان‌‌های جامعه، سرمشق‌‌گیری کلامی مبتنی بر تمثیل و اسلوب معادله و سرمشق‌‌گیری مبتنی بر روایت‌‌پردازی و حکایت‌‌های اخلاقی.

aadi's educational views are represented in his two great works (Golestan and Bostan). The frequency of Saadi's educational poems and anecdotes is very high, especially in Bostan Saadi, and he has used many educational and educational approaches to convey his educational message. Bandura's theory of observational learning, as one of the proposed theories in the field of educational sciences, is based on the learner's imitation of the environment and individual observations. In the present study, we have tried to examine some of Saadi's educational opinions in relation to observational learning theory. For this purpose, we have first stated Bandura's social-cognitive theory and the basic concepts of this theory. Then, by enumerating the example verses and anecdotes related to this theory, we have tried to show that Saadi has used the fundamental elements of the theory of observational learning in the transmission of his judgment-moral teachings. The results of the research show that Saadi paid special attention to observation and imitation, and in this regard, Saadi's approach to imitation in observational learning can be classified as: imitation based on travel and interaction with people, imitation based on the behavioral logo of famous personalities. (Role models), imitation based on classes and society discourses, verbal imitation based on parables and equation style and imitation based on narration and moral anecdotes.nderstanding Saadi's intellectual world has different and varied dimensions, but understanding and receiving Saadi's educational worldview is of particular importance. The combination of educational opinions with moral issues makes it possible for a text like Bostan, with its moral-mystical nature, to be susceptible to educational-literary explorations with a unified view. Saadi is one of the leading figures of Persian literature in the field of education and educational theories, and earlier researches have been written about his educational opinions. One of the important educational issues is the issue of learning. Observational learning, named after Albert Bandura, is one of the leading theories in the field of learning. In the present study, we have tried to expand the topic of observational learning and Bandura's socio-cognitive theory about learning by briefly defining learning and the development of this topic until Bandura's time, and by enumerating the fundamental elements of this theory, we will mention examples of it in Saadi Park. . For this purpose, we have briefly explained the four stages of observational learning, including attention, memorization, re-creation, and the motivational stage, and we have tried to show the poetic evidence of each of these four elements by mentioning the explanation of the verses. Also, let's mention the effect of two components of punishment and reinforcement on learning and its reflection in examples from Saadi Park. In the meantime, some discourse components such as age, gender, socio-discourse position and such things, which are the criteria for attracting the learner's attention in the attention stage of the four stages of observational learning, are worthy of discourse analysis, for this purpose, to some extent, briefly, with the discourse approach and Based on the opinions of people like Bakhtin, we will explain the role of each of these components. Also, the topic of reinforcement and punishment in the words of the poet has a fundamental link with the issue of persuasion of the learner and the field of semantics, and Saadi's verbal techniques regarding persuasion and entering the field of semantics will also be helpful in the present analysis. Persuasive techniques such as persuasion and encouragement, threat, incitement, punishment, restraint and the like have examples in Saadi's words, which will ultimately lead to the formation of learning in the audience. The results of the research show that Saadi paid special attention to observation and imitation, and in this regard, Saadi's approach to imitation in observational learning can be classified as: imitation based on travel and interaction with people, imitation based on the behavioral logo of famous personalities. REL models), imitation based on classes and society discourses, verbal imitation based on parables and equation style and imitation based on narration and moral anecdotesMost of the prominent social discourses are present in the two collections of Bostan and Golestan with a special diversity of discourses. Discourses in which characters such as king, ruler, judge, merchant, professor, teacher, religious scholar and the like, as representatives of social classes with different proportions of access to power institutions, have been depicted in the form of instructive and moral anecdotes. Also, in terms of social occupations, occupations and ranks such as merchant, pishhor, blacksmith, bazaz, sheikh, seeker, dervish and the like have formed narratives in Saadi's works in interaction and action with each other. Counting and distinguishing each of these discourses, and the place they occupy in the narratives and the roles they play, makes it possible to achieve some results from discourse readings. Saadi's interaction with people who represent one of these discourses in their own way has made the poet have a deep and accurate understanding of these different discourses. "He always observed and studied their actions, moods, and customs/ which has caused some general thoughts to arise spontaneously in his mind.Among the approaches that Saadi has given great importance in learning is learning based on observation and modeling. In this approach of learning based on experience, taking an example and modeling is of fundamental importance. Saadi has always considered learning through observation, interaction and seeing as more beneficial than learning through listeningIn the process of learning with an observational approach, it is very common to follow the example of famous people who are famous in a certain field and are considered charismatic, pioneering, prominent and influential figures in that field. This category of people often have legitimacy, charisma or a certain authority that makes them unique in their field. Max Weber called this form of authority charismatic or charismatic. Livon (2015: 212) calls this type of authority the authority of role models or famous people.By mentioning prominent examples and models such as the names of kings and historical, religious and epic figures, Saadi has tried to encourage the audience to follow the example of these famous figures and learn by observing their character and character. Mentioning the names of famous people is one of the ways to introduce role models and role models, which encourages the learner to learn from these people. In the following verses, Saadi gave credibility to his educational message by mentioning the names of such characters and tried to convince the audience to learn through observation and role modeling.

مقدمه و بيان مسئله يادگيري يکي از وجوه ارزشمند و توانايي وجودي موجودات به طور عام و انسان به صورت خاص است و به جرأت ميتوان گفت که بيشتر رفتارهاي انسان حاصل يادگيري است ، اساسا يادگيري به طورکلي فعاليتي دگرگون ساز است که افراد را براي مقابله با زندگي حيواني از بازتاب هاي شرطي جانوران پست تا فرايندهاي پيچيده ي شناختي افراد آدمي آماده ميکند (٢٠١٢:١٦ ,Parsa) و بدون اطلاع از برخي اصول اساسي يادگيري، درک رفتار آدميان يا بسياري از حيوانات دشوار خواهد بود & Dortaj (٢٠١٩:١٣ ,Khani)يکي از اصول و وظايفي هم که ادبيات همواره در تعامل با جامعه براي خود مفروض داشته است ، اصل آموختن و ياددهي است و در اين امر تا آنجا پيش رفته است که در تقسيم بندي انواع ادبي بخشي از ادبيات به ادبيات تعليمي اختصاص پيدا کرده است ، البته اين دسته بندي بدان معنا نيست که سه نوع ديگر ادبيات ؛ يعني ادب حماسي، ادب غنايي و ادب نمايشي از امر تعليم خالي است و به اين اعتبار ميتوان گفت ياددهي امري ساري و جاري در تمام ادبيات جهان و از جمله ادب فارسي است ، بررسي آثار شعرا نيز به خوبي نشان دهندٔە اين امر است که شاعران هماره در پيشبرد امر آموزش و ياددهي در زمينه هاي مختلف و بويژه اخلاق تلاشي وافر داشته اند.