ویژگی‏های برنامه‏های درسی در عصر جهانی شدن و بین‌المللی کردن برنامه درسی

پژوهش در برنامه ریزی درسی

مقاله 1، دوره 13، شماره 50، مهر 1395، صفحه 1-13   

نویسندگان

رحیمه منصوری گرگر^{* 1}؛ اکبر صالحی²؛ عفت عباسی²

¹آموزش و پرورش

²دانشگاه خوارزمی تهران

چکیده

اگر جهانی شدن، فرآیندی در حال رخداد پنداشته شود که آگاهی در آن نقش اساسی دارد، آن‌گاه بازخوانی جهانی شدن و چگونگی طراحی برنامه‌های درسی برای افزایش آگاهی فراگیران در باره آن اهمیت می‌یابد. از سوی دیگر بین‌المللی‌کردن برنامه درسی مفهومی جدید و در حال تحول است که به ویژه از اوایل قرن بیست و یکم در ادبیات برنامه درسی مورد توجه قرار گرفته است. علی‌رغم اهمیت و جایگاه چنین ایده‌ای، برداشت‌ها و تفسیرها از این واژه‌ها در بسیاری از ممالک به ویژه ایران توأم با ابهام، سردرگمی و عدم شفافیت است. مقاله حاضر در راستای بررسی این مفهوم در ادبیات برنامه درسی با استفاده از روش کتابخانه‌ای و از طریق بررسی مقالات پژوهشی و مروری از ژورنال‌ها و مجلات خارجی و داخلی در پایگاه‌های داده‌ای مختلف تلاش کرده تا برداشت‌های مختلف از این واژه‌ها را مفهوم‌پردازی کرده و نمونه‌ای از برنامه‌های درسی را در زمینه جهانی شدن و بین‌المللی کردن معرفی نماید. یافته‌ها نشان داد که بایستی میان جهانی شدن و بین‌المللی کردن برنامه‌های درسی تمایز قائل شد. اثرات واقعی تحولات ناشی از جهانی شدن و و بین‌المللی کردن برنامه درسی البته تحولات هم‌زمان با آن می‌بایست مورد توجه متخصصان آموزش و پرورش و البته برنامه‏ریزان درسی قرار گیرد. عناصر برنامه‏های درسی در این عصر تحت تأثیر تحولات یاد شده، از ویژگی‏هایی برخوردار می‏گردد که آن را از سایر برنامه‏های پیشین متمایز می‏سازد. این ویژگی‏ها در مورد عناصر اصلی برنامه شامل هدف، محتوا، روش و ارزشیابی در این نوشته مورد اشاره قرار گرفت. همچنین لازم است براساس فرهنگ، زمینه و متن هر جامعه‌ای رویکردها و برنامه‌های خاص مورد توجه قرار گیرد.

کلیدواژه‌ها

برنامه درسی؛ بین‌المللی کردن برنامه درسی؛ جهانی شدن

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