نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

مقایسه برنامه درسی سایه با برنامه درسی پنهان

نوع مقاله : مقاله پژوهشی

نویسندگان
مرتضی بازدار قمچی قیه 1
کوروش فتجی واجارگاه 2
1 دانشگاه فرهنگیان
2 دانشگاه شهیدبهشتی
10.22034/tpcj.2024.446075.1006
چکیده
هدف پژوهش حاضر، مقایسه رویکرد برنامه درسی سایه با برنامه درسی پنهان و نسبتِ حضورشان در برنامه درسی رسمی بود که ازنظر مفهومی، مشابهت زیادی باهم دارند. رویکرد این پژوهش کیفی و از نوع جستارنظرورزانه  بود و داده ها به روش اسنادی گرداوری و به روش تأملی بررسی و تحلیل شدند. براساس یافته های این پژوهش، برنامه درسی پنهان در سطوح مختلف از قبیل کلاس درس، مدرسه  و سیاست گذاری کلی نظام آموزشی، جایگاه مشخصی در برنامه درسی رسمی ندارد. درحالی که برنامه درسی سایه، حضور محسوسی داشته و در مقابل برنامه درسی رسمی قرار می گیرد. دانش آموزان الزاماً از وجود برنامه درسی پنهان، آگاهی ندارند، اما طراحان برنامه درسی و سیاست گذاران آموزشی در سطح کلان، با آگاهی از این ظرفیت استفاده کرده و معمولاً طراحی آن هدفمند است. یافته دیگر این بود که هم دانش آموزان و هم تدوین‌کنندگان برنامه‌های درسی و سیاست‏گذاران آموزشی، نسبت به برنامه درسی سایه آگاهی دارند و باوجودی که آن را به رسمیت نمی‏شناسند، و در مواقعی از آن دفاع می کنند. همچنین، برنامه درسی سایه به شکل تجربه، عمل، رفتار و تعاملات اجتماعی نمود پیدا می‏کند، درحالی که برنامه درسی پنهان، ماهیتی ضمنی و مستتر در برنامه درسی رسمی دارد.
کلیدواژه‌ها
برنامه درسی سایه یا زیرزمینی
برنامه درسی پنهان
دستاوردهای مفهومی

عنوان مقاله English

Comparing the Shadow Curriculum with the Hidden Curriculum

نویسندگان English

Morteza Bazdar Ghamchi Ghaye 1
Koorosh Fathi Vajargah 2
1 Farhangian UN
2 Professor at Shahid Beheshty University
چکیده English

The purpose of the current research was to compare the shadow curriculum with hidden curriculum. For this purpose, the concepts of shadow curriculum and hidden curriculum were examined using a qualitative approach and speculative essay method. The analysis of the literature revealed that at the three levels of policy making of education system, school and classroom, hidden curriculum has no visible place, and stakeholders might not be aware of it, as opposed to the shadow curriculum that its existence is visible at all three levels and could stand against formal curriculum. However, the decision makers use the potential of hidden curriculum for different educational purposes. On the other hand, students and teachers might be aware of the existence of the shadow curriculum and even defend it. Another difference is that the shadow curriculum mostly appears in the form of experience, action, plan and social behavior, as opposed to the hidden curriculum that exists implicitly within the formal curriculum. 

کلیدواژه‌ها English

shadow or underground curriculum
hidden curriculum
conceptual achievements
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