تبیین نمودهای صریح و جنبه‌های مستتر نقش‌آفرینی‌ ارزش‌ها در نظریه‌ برنامه‌درسی و برنامه‌ریزی درسی

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

چکیده

هدف این مقاله تبیین نقش‌هایی است که ارزش‌ها در نظریه برنامه‌درسی و عرصه‌های مربوط به برنامه‌ریزی درسی ایفاء می‌کنند. برای تحقق این هدف و پاسخگویی به سوال‌های مربوط به آن از روش تحلیلی-تبیینی استفاده شده است. پس از مقدمه، بحثی با عنوان حضور ارزش‌ها در تعلیم و تربیت و دیگر عرصه‌های علمی ارائه گردیده است. سپس، در قلمرو‌ نظریه برنامه‌درسی علاوه بر معرفی دیدگاههای حامی حضور ارزش‌ها، نقش‌آفرینی ارزش‌ها در چند محور بررسی شده است که عبارتند از: تبلور ارزش‌ها در شکل‌ نظریه‌های برنامه‌درسی مبتنی بر آموزه‌های اعتقادی و معنوی؛ ایده تعادل بین ارزش‌های مختلف یا دغدغه کم‌توجهی به ارزش‌های زیبایی‌شناختی و اخلاقی؛ ملاحظه نظریه‌پردازی برنامه‌درسی در قالب گزاره‌های دانش‌مدار، واقعیت‌مدار و ارزش‌مدار؛ تاکید بر ارتباط نظریه توصیفی و هنجاری و جنبه ارزشی باورهای معرفت‌شناختی و توجه به ارزش‌های برآمده از اصول اخلاقی به عنوان معیار مطلوب بودن نظریه برنامه‌درسی. در عرصه‌های معطوف به برنامه‌ریزی درسی دو محور شامل نقد منطق تایلر از منظر تاخیر در توجه به نقش و جایگاه ارزش‌ها و تلقی ارزش آزاد تا نگاه ارزش‌مدارانه به برداشت برنامه‌درسی به مثابه فن‌آوری مطرح شده است. در قسمت پایانی، نتایج حاصل در چند محور ارائه گردیده است.

کلیدواژه‌ها

عنوان مقاله [English]

Explanation of Explicit and Implicit Aspects of Values in Curriculum Theory and Curriculum Development

نویسنده [English]

  • Fereydoon Sharifian
Assistant Professor, Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
چکیده [English]

The purpose of this paper is to explain the roles that values play in curriculum theory and curriculum development areas. To achieve this goal and to answer its related questions, analytical-explanatory method has been used. After the introduction, there is a discussion on the presence of values in education and other scientific fields. Then, in addition to introducing the views supporting the presence of values, the role of values has been investigated in curriculum theory in several aspects: the crystallize of values in the form of curriculum theories based on theological beliefs; the idea of balance between different values or concern for lack of aesthetic and ethical values; considering curriculum theorizing in the form of knowledge, reality and value oriented propositions; the emphasis on the interrelationship between descriptive and normative theories and the value aspect of the epistemological beliefs and attention to the values derived from ethical principles as a criterion for the desirability of curriculum theory. In the areas of curriculum development, two ideas have been proposed: criticizing of Tyler Rational in terms of the delay in paying attention to the role and place of values and from value free perspective to a value oriented view of curriculum conception as technology. In the final section, implications and results have been presented.

کلیدواژه‌ها [English]

  • Curriculum
  • Values
  • Curriculum theory
  • Descriptive and normative theories
  • Curriculum development

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