شناسايي جايگاه برنامه درسي تربيت شهروندي در نظام آموزش و پرورش ايران با رويکرد تحليل گفتمان انتقادي فرکلاف
محورهای موضوعی : پژوهش در برنامه ریزی درسی
سجاد باباخانی
1
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اکبر صالحی
2
1 - دانش آموخته دکتری فلسفه تعلیم و تربیت، دانشگاه خوارزمی، تهران، ایران.
2 - دانشیار گروه فلسفه تعلیم و تربیت، دانشکده علوم تربیتی و روانشناسی، دانشگاه خوارزمی، تهران، ایران.
کلید واژه: برنامه¬درسي, تحليل گفتمان انتقادي, تربيت شهروندي, گفتمان-هاي بعد از انقلاب, نظام آموزش و پرورش ايران,
چکیده مقاله :
پژوهش حاضر در چهارچوب تحليل گفتمان انتقادي با هدف شناسايي جايگاه برنامهدرسي تربيت شهروندي در نظام آموزش و پرورش ايران در پنج گفتمان «دفاع مقدس، سازندگي، اصلاحات، عدالت محوري و اعتدال» بعد از انقلاب اسلامي انجام گرفته است. در اين پژوهش شيوه گردآوري دادهها سندکاوي و کتابخانهاي بوده است. و شيوه نمونهگيري، نمونهگيري هدفمند ميباشد، و مقطع تاريخي مورد مطالعه از سال 1360تا 1400 در پنج گفتمان اصلي بعد از انقلاب اسلامي ميباشد. براي پاسخ به پرسشهاي تحقيق، متون و اسناد مرتبط با مقوله تربيت شهروندي در دورههاي زماني پنج گفتمان با روش نورمن فرکلاف، در سه سطح «توصيف متن»، «تحليل روندهاي توليد و تفسير» و «تبيين بافت اجتماعي» مورد تحليل قرار گرفته است. يافتههاي پژوهش بيانگر اين است که در برنامه درسي نظام آموزش و پرورش گفتمانهاي دفاع مقدس و سازندگي، نشانههاي جدي و امروزين از مؤلفههاي تربيت شهروندي چندان يافت نميشود. اما در برنامه درسي سه نظام آموزش و پرورش گفتمانهاي اخير اصلاحطلبي، عدالتمحوري و اعتدال توجه به تربيت شهروندي رشد چشمگيري داشته، که البته در هر گفتمان عناصر و مؤلفههايي از آن مورد غفلت واقع شده است. نظام آموزش و پرورش در طي گفتمانهاي مختلف از ارائه تصويري متوازن و همه جانبه از تربيت شهروندي ناتوان بوده و قادر نبوده رفتارهاي شهروندي را به طور مطلوب در دانش آموزان شکل دهد. بنابراين فراهم نمودن بسترهاي لازم براي توجه هرچه بيشتر به ابعاد مختلف تربيت شهروندي در برنامه درسي نظام آموزش و پرورش ضروري به نظر ميرسد.
The present study was conducted within the framework of critical discourse analysis with the aim of identifying the place of the citizenship education curriculum in the Iranian education system in five discourses of “sacred defense, construction, reforms, justice-centeredness, and moderation” after the Islamic Revolution. In this study, the data collection method was documentary and library research. The sampling method was purposive sampling, and the historical period studied was from 1360 to 1400 in five main discourses after the Islamic Revolution. To answer the research questions, texts and documents related to the category of citizenship education in the time periods of the five discourses were analyzed using Norman Fairclough’s method at three levels of “text description,” “analysis of production and interpretation processes,” and “explanation of social context.” The research findings indicate that serious and contemporary signs of citizenship education components are not found in the curriculum of the education system of the discourses of sacred defense and construction. However, in the curriculum of the three education systems of recent reformist, justice-oriented, and moderate discourses, attention to citizenship education has grown significantly, although in each discourse, some elements and components of it have been neglected. The education system has been unable to present a balanced and comprehensive picture of citizenship education during various discourses and has not been able to shape citizenship behaviors in students in a desirable way. Therefore, providing the necessary conditions for paying more attention to the various dimensions of citizenship education in the curriculum of the education system seems necessary.
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