مقایسه روایت‌های سه‌گانه ذی‌نفعان از برنامه درسی تجربه‌شده دوره ابتدایی با نظر به استعاره تربیتی سفر

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، گروه روش‌ها و برنامه‌های درسی و آموزشی، دانشکدۀ علوم‌تربیتی و روان‌شناسی، دانشگاه تهران، تهران، ایران

2 دانشیار گروه روش‌ها و برنامه‌های درسی و آموزشی، دانشکدۀ علوم‌تربیتی و روان‌شناسی، دانشگاه تهران، تهران، ایران

3 گروه روش‌ها و برنامه‌های درسی و آموزشی، دانشکدۀ علوم‌تربیتی و روان‌شناسی، دانشگاه تهران، تهران، ایران. رایانامه

4 استادیار گروه رهبری و توسعۀ آموزشی، دانشکده علوم‌تربیتی و روان‌شناسی، دانشگاه شهیدبهشتی، تهران، ایران

10.22091/jrim.2025.13090.1300

چکیده

هدف کلی پژوهش حاضر، مقایسه و تحلیل روایت‌­های سه گروه ذی­نفع اصلی برنامه‌ درسی، یعنی معلمان، فراگیران و والدین آن­ها، ذیل دو کلان­استعارۀ «سفرتربیتی» و «جهان­های موازی»، است. طرح پژوهش از نوع کیفی و روش اصلی پژوهش، از نوع «روایی» و مبتنی­بر مصاحبه­های نیمه­ساختاریافته است. مکان پژوهش نیز به­صورت عام، عرصۀ تعلیم و تربیت ایرانی-اسلامی و به­طور خاص، مدرسۀ دولتی ابتدایی واقع در ناحیه دو آموزش و پرورش استان قم است. نمونه پژوهش نیز شامل 3 تَن از معلمان دوره ابتدایی،2 تَن از فراگیران و نیز والدین آن­ها (به­ سبب متارکه یک گروه از والدین، جمعاً 3 نفر) می‌­باشد. در خصوص روش تحلیل داده‌­ها نیز باید گفت که تحلیل روایتی با نگاهی فراگیر در سراسر پژوهش جریان داشته و علاوه ­بر آن، فرآیند اصلی استخراج مفاهیم و مضامین اصلی، با استفاده از روش هفت مرحله­‌ای کلایزی (1987) انجام شده است. یافته‌­ها حاکی از شکاف و فاصلۀ جدی میان ساختار کلان حاکم بر نظام آموزشی و حوزۀ مطالعات برنامه درسی با میدان عمل برنامه درسی و داستانِ واقعی است که در مدرسه جریان دارد. در چنین مختصاتی، ضمن این­که نمی­توان تربیت را از برنامه درسی جدا دانست، مؤلفه‌­های برنامه درسی، با دفع منطق حاکم بر برنامه درسی (تایلریسم خطی) ماهیتی پیچیده و غیرخطی یافته و به­‌کلی دگرگون می­شوند.

تازه های تحقیق

هدف کلی و آشکار پژوهش حاضر، مقایسه روایت‌های سه‌گانه ذی‌نفعان از برنامه درسی تجربه‌شده دوره ابتدایی با نظر به استعاره تربیتی سفر است و در این مقایسه نیز مشخص شد که سفر تربیتی گروه‌های سه‌گانه در بستر برنامه درسی، بیش از آن‌که بر پایۀ افتراق و تفاوت باشد، بر اشتراکاتی بنا شده است که از قضا می‌توانند در رتبه‌ها و اولویت‌های متفاوتی قرار گیرند و به همین سبب، به زعم پژوهش‌گر، در دل همین تفاوت‌ها، ردی از اشتراک پنهان شده که تنها با تکیه بر روایت و ابزار ویژۀ آن، یعنی گفت‌وگو، قابل کشف و استخراج است. این صرفاً معنای آشکار پژوهش حاضر است که در قالب اهداف و پرسش‌هایی شفاف و صریح بدان پرداخته شده است. اما علاوه‌بر این معنای آشکار، یافته‌های پژوهش، حاوی معنایی پنهان نیز هستند، که همانا نسبت این روایات با آن تلقی از برنامه درسی دورۀ ابتدایی است که در نظام آموزشی امروز ما در جریان است. در واقع، چنین روایتی می­تواند تصویر دقیق­تری از آن­­چه «برنامه درسی» می­نامیم، در حوزۀ عمل، به­دست دهد. شاید بتوان از منظر جامعه­شناسی نیز، این موضوع را نوعی نظریه­پردازی از سطح «خُرد»، به «میانه»، و سپس به «کلان» دانست. نکتۀ مهمی که در این فرآیند باید بدان توجه داشت، تمرکز بر «محرومیت­ها، عواطف و احساسات منفی» است. چرا که این عواطف منفی هستند که مسبب اصلی «تغییر، تحول و دگرگونی» در سطح کلان یا دست­کم ایجاد «اصلاحات» در سطح خرد می­باشند. به­طور کلی، هرگاه انتظارات برآورده نشوند، خواه به­واسطۀ تأمین نشدن نیازها و خواه به دلیل هر منبع ناسازگار دیگری، عواطف منفی برانگیخته می­شوند و افراد را به تغییر ترغیب می­کنند. بر این اساس، این محرومیت­ها و احساسات منفی، اهداف آسان­تری برای تأثیر خُرد بر میانه هستند، تا آن دسته از ساختارهای میانه­ای که در آن­ها به نیازها پاسخ داده می­شود و انتظارات برآورده می­شوند

کلیدواژه‌ها


عنوان مقاله [English]

A Comparative Examination of Three Stakeholder Narratives of the Experienced Elementary School Curriculum through the Educational Metaphor of Journey

نویسندگان [English]

  • Fatemeh Sadat Bitarafan 1
  • Marzieh Dehghani 2
  • Rezvan Hakim Zadeh 3
  • Reza Mohammadi Chaboki 4
1 Department of Educational Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran
2 Department of Educational Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
3 Department of Educational Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran
4 Department of Educational Leadership and Development, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran
چکیده [English]

The primary aim of the present study is to compare and analyze the narratives of three key curriculum stakeholders-teachers, students, and their parents-within the frameworks of two overarching metaphors: the "educational journey" and "parallel worlds." This is a qualitative study employing a narrative inquiry approach based on semi-structured interviews. The research setting is generally the Iranian-Islamic educational system, and more specifically, a public elementary school located in District 2 of the Qom Department of Education. The research sample includes three elementary school teachers, two students, and their parents (a total of three parents, due to the separation of one set of parents). Data analysis was guided by a comprehensive narrative approach throughout the study, while the main process of concept and theme extraction was carried out using Colaizzi’s (1987) seven-step method. Findings indicate a significant gap between the dominant macro-level structure of the educational system and curriculum studies, and the actual lived curriculum experienced in schools. In this context, while education cannot be separated from curriculum, curriculum components, rejecting the logic of linear Tylerian curriculum models, take on a complex and non-linear nature and undergo fundamental transformations.

کلیدواژه‌ها [English]

  • experienced curriculum
  • narrative research
  • educational metaphor of journey
  • metaphor of parallel universes
  • elementary school curriculum
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