مدرسه‌درخانه؛ فرصت یا تهدید در نظام آموزشی ایران؟!

پژوهش در برنامه ریزی درسی

مقاله 5، دوره 17، شماره 64، اردیبهشت 1399، صفحه 77-90   

نوع مقاله: مقاله مروری

شناسه دیجیتال (DOI): 10.30486/jsre.2019.567825.1180

نویسندگان

بهاره ُسلیمانی¹؛ مجید علی عسکری^{* 2}؛ علی حسینی خواه³؛ محمد عطاران²

¹دانشجوی دکتری مطالعات برنامه درسی، دانشگاه علوم و تحقیقات، تهران، ایران.

²دانشیار گروه مطالعات برنامه درسی، دانشگاه خوارزمی، تهران، ایران.

³استادیار گروه مطالعات برنامه درسی، دانشگاه خوارزمی، تهران، ایران.

چکیده

این پژوهش با هدف بررسی مفهوم مدرسه‌درخانه، جایگاه آن در داخل و خارج از کشور و جنبه فرصت یا تهدید بودن آن در ایران انجام شد. برای دستیابی به این تبیین، با استفاده از روش سنتزپژوهی، جمعاً تعداد 127 پژوهش مورد مطالعه و بررسی قرار گرفت. پس‌ازآن، 95 اثر شامل کتاب، مقاله و پایان‌نامه؛ با روشی نظام‌مند انتخاب، واکاوی محتوایی و دسته‌بندی شدند. معیار انتخاب این مطالعات، بررسی مؤلفه‌های فوق طی سال‌های 2018-1976 برای 60 سند خارجی و 1396-1370 در 35 اثر داخلی بود. سپس ترکیبی از یافته‌های به‌دست‌آمده، طبق اصول تلفیق، بازاندیشی و بازآرایی داده‌ها ارائه شد. در پایان هر بخش نیز، تجمیع یافته‌ها و نتیجه‌گیری کلی، در صورت ضرورت ارائه شده است. نتایج نشان داد؛ به دلیل برخی عوامل آموزشی مانند کمبود امکانات، حافظه‌محوری، کمبود خلاقیت، کتاب‌محوری و... و نیز عوامل ارزشی از قبیل؛ تضاد ارزش‌های دینی و اجتماعی، توجه به علایق کودکان، دوست‌داشتنی‌بودن مدرسه‌درخانه و..، استفاده از این رویکرد یک فرصت آموزشی به شمار می‌آید؛ که بر ابعاد تهدیدزای آن مانند؛ عدم رسمیت قانونی، صرف وقت زیاد، کمبود ابزارهای کنترل و... برتری دارد. توجه به رویکردهای نوین آموزشی، شکستن انحصار آموزش رسمی و انجام پژوهش‌های کاربردی در این زمینه، به‌عنوان پیشنهاد ارائه شده است.

کلیدواژه‌ها

تهدید آموزشی؛ دلایل آموزشی؛ دلایل ارزشی؛ فرصت آموزشی؛ مدرسه‌درخانه

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