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مطالعه تطبیقی مبانی معرفتشناختی الگوهای فنی و غیر فنی برنامه درسی با تاکید بر آموزش مجازی | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| دوره 13، شماره 2 - شماره پیاپی 49، تیر 1404، صفحه 47-64 اصل مقاله (1.54 M) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/etl.2025.72553.4286 | ||
| نویسندگان | ||
| سمیه سلمانی کله* 1؛ محمدرضا سرمدی2؛ بهمن زندی2؛ معصومه السادات ابطحی3 | ||
| 1دانشجوی دکتری، گروه مطالعات تربیتی و برنامهریزی درسی، واحد علوم تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران. | ||
| 2استاد، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران. | ||
| 3استادیار، گروه علوم تربیتی، واحد علوم تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران. | ||
| چکیده | ||
| رویکرد پژوهش حاضر که با هدف مقایسه مبانی معرفتشناسی الگوهای فنی و غیر فنی برنامه درسی، صورت گرفته است، تطبیقی با راهبرد کیفی بوده است. محقق با استفاده از شیوه توصیفی- تحلیلی و با تکیه بر چارچوب نظری تحلیل گفتمان انتقادی و تئوری نورمن فرکلاف و با ابزار اسنادی کوشیده است منظومه فکری نظریهپردازان برنامهریزی درسی را با توجه به اوضاع و احوال جامعه آشکار سازد. در طول زمان به دلیل اهمیتی که برنامهریزی درسی در امر تعلیم و تربیت داشته است، رویکردها و گرایشهای مختلفی در این حیطه پدید آمده است، که در مجموع آنها را تحت دو عنوان رویکردهای علمی فنی و رویکرد غیر علمی و غیر فنی مطرح کردهاند. برای پاسخ به سوال پژوهش چهار سوال معرفتشناسانه در راستای انواع الگوهای فنی و غیر فنی برنامه درسی مطرح شد. نتایج نشان داد که معرفت در الگوهای فنی عقلی و در الگوهای غیر فنی نسبی بوده است. الگوهای فنی و نظرات کسانی همچون تایلر و تابا و فاصله آن با نظرات پاینار و آیزنر منعکسکننده شکاف بین دو نظام معرفتشناختی ایدهآلیسم و پراگماتیسم است. از آنجاییکه آموزش مجازی دارای ویژگیهایی چون انعطافپذیری، ایجاد انگیزه، ایجاد استقلال، تعامل با محتوا و تعامل با افراد است؛ لذا با توجه به یافتهها به برنامهریزان نظام درسی و آموزشی پیشنهاد میشود که رویکردها، شیوهها و الگوهای جدیدی را طراحی نمایند که بتوان بر بنیان آن تلفیقی منطقی بین معرفتشناسی با الگوهای مدرن برنامه درسی ایجاد کرد. | ||
| کلیدواژهها | ||
| معرفتشناسی؛ الگوهای فنی؛ الگوهای غیر فنی؛ برنامهریزی درسی؛ آموزش مجازی؛ مطالعه تطبیقی | ||
| عنوان مقاله [English] | ||
| Comparative Study of the Epistemological Foundations of Technical and Non-Technical Curriculum Models with an Emphasis on Virtual Education | ||
| نویسندگان [English] | ||
| Somayeh Salmanikalleh1؛ Mohamadreza Sarmadi2؛ Bahman Zandi2؛ Masomalsadat Abtahi3 | ||
| 1PhD Student, Department of Educational Studies and Curriculum Planning, Science and Research Branch, Islamic Azad University, Tehran, Iran. | ||
| 2Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran. | ||
| 3Assistant Professor, Department of Educational Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran | ||
| چکیده [English] | ||
| The approach of the present research, which aims to compare the epistemological foundations of technical and non-technical curriculum models, has been a qualitative comparative strategy. The researcher, using a descriptive-analytical method and relying on the theoretical framework of critical discourse analysis and Norman Fairclough's theory, has sought to reveal the intellectual framework of curriculum theorists in light of the social conditions. Over time, due to the importance of curriculum planning in education and training, various approaches and trends have emerged in this field, which are generally categorized under two titles: technical scientific approaches and non-scientific non-technical approaches. To answer the research question, four epistemological questions raised regarding the types of technical and non-technical curriculum models. The results showed that knowledge was rational/relative in technical rational patterns and in non-technical patterns. The technical patterns and the views of figures such as Tyler and Taba, and the distance between them and the views of Pinar and Eisner, reflect the gap between two epistemological systems: idealism and pragmatism. Since virtual education has features such as flexibility, motivation, independence, interaction with content, and interaction with individuals, it is suggested to curriculum planners and educational systems to design new approaches, methods, and models that can logically integrate epistemology with modern curriculum patterns. | ||
| کلیدواژهها [English] | ||
| Epistemology, Technical Patterns, Non-Technical Patterns, Curriculum Planning, Virtual Education, Comparative Study | ||
| مراجع | ||
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