Türkiye Yüzyılı Maarif Modelinde Beden Eğitimi Ve Bütüncül Öğrenci Gelişimi
Özet
Beden eğitimi, oyun ve sporun öğrencinin bütüncül gelişimindeki rolü, Türkiye Yüzyılı Maarif Modeli'nin (TYMM) getirdiği güncel program çerçevesi ile ulusal ve uluslararası alanyazındaki kuramsal ve ampirik bulgular ışığında ele alınmıştır. Bütüncül gelişim ve bütüncül eğitim kavramları açıklanmış, bu gelişimi destekleyen Bütüncül Çocuk Yaklaşımı, Bedenlenmiş Biliş, Öz Belirleme Kuramı, Sosyal Duygusal Öğrenme Yaklaşımı, Bedensel Okuryazarlık, Taktik Oyunlar Yaklaşımı ve Bireysel-Sosyal Sorumluluk Modeli gibi kuram ve yaklaşımlar TYMM öğretim programlarıyla ilişkilendirilerek tartışılmıştır. TYMM'nin ontolojik, epistemolojik ve aksiyolojik bütünlük ilkelerini merkeze alan felsefi çerçevesi, beden eğitimi dersini yalnızca fiziksel beceri kazandırma alanı olmaktan çıkararak değer, kimlik ve sosyal-duygusal gelişimin de gerçekleştiği dinamik bir öğrenme ortamı olarak konumlandırmaktadır. Beden Eğitimi Oyun ve Spor Alan Becerileri (BEOSAB), kapsayıcılık ilkeleri farklılaştırma altında destekleme ile zenginleştirme ve öğretmenin rehber rolü ayrıca incelenmiştir. Sonuç olarak TYMM beden eğitimi öğretim programlarının, uluslararası bütüncül gelişim literatürüyle uyumlu özgün bir Türk eğitim anlayışını yansıttığı değerlendirilmektedir.
Anahtar Kelimeler: bütüncül gelişim, beden eğitimi, Türkiye Yüzyılı Maarif Modeli, BEOSAB, sosyal-duygusal öğrenme
Konu Alanı: Sosyal Bilimler -> Eğitim -> Eğitimde Değerlendirme ve Politika: Kuram ve Uygulama
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