نوع مقاله : علمی- پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی دانشگاه خوارزمی

2 استاد دانشگاه تربیت مدرس

3 دانشیار دانشگاه خوارزمی

4 دانشیار پژوهشگاه مطالعات آموزش و پرورش

چکیده

هدف این مقاله تحلیل انتقادی الگوهای تغییر برنامه‌های درسی بود. برای تحقق این هدف، از روش پژوهش «کاوشگری فلسفی انتقادی» استفاده شد. جامعه آماری دربرگیرنده کلیه منابع اعم از کتابها، مقالات، مطالعات و پژوهش‌های مرتبط با موضوع بود که حداکثر ممکن منابع به روش نمونه‌گیری هدفمند به عنوان نمونه انتخاب شدند. داده های موردنیاز از طریق سیاهه یادداشت‌برداری گردآوری و اطلاعات به روش کلامی، تصویری و استنتاج منطقی تحلیل شد. براساس یافته‌های پژوهش، الگوهای تغییر برنامه‌های درسی شامل الگوهای پذیرش نگرانی‌محور، تغییر سیستمی، موانع و مقاومت در برابر تغییر، شرایط تغییر، عوامل مؤثر بر اجرای تغییر، سازمانی سه سطحی تغییر، ویژگی‌‌های تغییر، فرایند تغییر، و تغییر آموزشی سیستمی سه سطحی است. الگوهایی که اکثر آنها بر رویکرد غایت‌شناختی تغییر و رویکرد خطی بالا به پایین تغییر برنامه‌های درسی مبتنی بوده، غیرسیستمی و جزء‌نگر هستند و توصیف و تبیینی ناقص از واقعیت تغییر برنامه‌های درسی ارائه می‌کنند.

کلیدواژه‌ها

عنوان مقاله [English]

Critical analysis of Curriculum Change Patterns

نویسندگان [English]

  • Seyyed Mohmmad Hossein Hosseini 1
  • Mahmoud Mehrmohmmadi 2
  • Qolamreza Haj Hosseinnezhad 3
  • Nader Salsabili 4

1 PhD Student in Curriculum Planning, Kharazmi University

2 Professor, Tarbiat Modares University

3 Associate Professor, Kharazmi University

4 Associate Professor of Research Institute of Education

چکیده [English]

The present article aims at critically analyzing the curriculum change patterns. To this end, the "Critical Philosophical Exploration" method was used. The statistical population comprised all sources including books, articles, studies and the related research that were selected as the sample mostly through purposive sampling. Through a logbook, the required data were collected and they were analyzed through verbal, visual, and logical inference. Based on the research findings, the curriculum change patterns include Concerns-Based Adoption Mode, systemic change, barriers and resistance to change, change conditions, factors affecting change implementation, three-level organizational change, change characteristics, change process, and three-level systemic educational change. The models, most of which are based on the teleological approach to change and the top-down linear approach to curriculum change, are non-systematic and atomistic and provide an incomplete description and explanation of the reality of curriculum change.

کلیدواژه‌ها [English]

  • Change
  • Curriculum
  • Critical Exploration
  • Pattern
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