نوع مقاله : ترویجی

نویسندگان

1 دکتری مطالعات برنامه درسی، دانشگاه بیرجند، بیرجند، ایران

2 دکتری مطالعات برنامۀ درسی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران،

3 دکتری مدیریت آموزشی، دانشگاه خوارزمی، تهران، ایران

4 دکتری تخصصی تاریخ اسلام، گروه آموزشی تاریخ، دانشگاه فرهنگیان، تهران، ایران.

چکیده

پژوهش حاضر با هدف تحلیل و مقایسۀ انتقادی دیدگاه‏های پاینار و آیزنر در حوزۀ برنامۀ ‏درسی انجام گرفت. برای تحقق این هدف از روش پژوهش مقایسه‏ای ـ تطبیقی استفاده شده است. حوزۀ پژوهش شامل کلیۀ منابع اعم‏از کتاب‏های این دانشمندان، مقالات، و مطالعات و پژوهش‏های مرتبط با موضوع بوده است. نمونۀ پژوهش به‏صورت هدف‏مند انتخاب شده تا منابع دارای مطالب مرتبط و دست‏اول انتخاب شوند. داده‏های موردنظر از طریق سیاهۀ یادداشت‏برداری گردآوری و اطلاعات به‏روش کلامی، تصویری، و استنتاج منطقی تحلیل شد. براساس یافته‏های پژوهش، پاینار برنامۀ ‏درسی را ساختار فرهنگی ـ سیاسی می‏داند و مفاهیمی چون پدیدارشناسی، نومفهوم‏گرایی، و بین‏المللی‏کردن برنامه‏های درسی را موردتوجه قرار داده است و آیزنر توجه به زیباشناسی، تربیت هنری، و نگاه کثرت‏گرا در تدوین برنامه‏های درسی را موردتوجه داشته است. با نگاه مقایسه‏ای در دیدگاه‏های کلان این دو دانشمند در حوزۀ برنامۀ ‏درسی می‏توان این‏گونه استنباط کرد که دیدگاه مشترک این دو دانشمند توجه به دنیای واقعی در طراحی برنامه‏های درسی است، اما وجه تمایز آن‏ها توجه پاینار به نظریه‏پردازی در زمینۀ برنامۀ ‏درسی باتوجه‏به دنیای واقعی است؛ ولی آیزنر توجه به دیدگاه هنری و زیباشناسی را در طراحی برنامه‏های درسی موردتوجه قرار می‏دهد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Analysis and Critical Review of Curriculum According to Pinar and Eisner

نویسندگان [English]

  • Meysam Gholampour 1
  • Nasrin Ozayi 2
  • Reza Moradi 3
  • AhmadReza Akbari 4

1 PhD in Curriculum Studies, Birjand University, Birjand, Iran

2 PhD in Curriculum Studies, Shahid Rajaei Teacher Training University, Tehran, Iran

3 PhD in Educational Management, Kharazmi University, Tehran, Iran,

4 PhD in Islamic History, Department of History, Farhangian University, Tehran, Iran

چکیده [English]

The present study was conducted with the aim of critically analyzing and comparing the views of Paynar and Eisner in the field of curriculum. To achieve this goal, comparative research method has been used. The field of research included all the sources, including the books of these scientists, articles, studies and research related to the subject. The research sample was selected purposefully so that sources with relevant and first-hand materials are selected. The desired data was collected through a note-taking list and the information was analyzed verbally, graphically and logically. Based on the findings of the research, Paynar considers the curriculum as a cultural and political structure and has paid attention to concepts such as phenomenology, neo-conceptualism and internationalization of curricula, and Eisner has paid attention to aesthetics, artistic education and the view of plurality and to the orientation in the development of curricula, with a critical and comparative look at the macro views of these two scientists in the field of curriculum. It can be concluded that the common point of view of these two scientists is to pay attention to the real world in designing curricula, but their distinction is Paynar's attention to theorizing in the field of curriculum with respect to the real world, and Eisner pays attention to the artistic and aesthetic point of view in curriculum design.

کلیدواژه‌ها [English]

  • Curriculum
  • Theory
  • Eisner
  • Paynar
  • Critical Review
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