ویژگیهای برنامه‌های درسی در عصر جهانی شدن و بین‌المللی کردن برنامه درسی
محورهای موضوعی : پژوهش در برنامه ریزی درسیرحیمه منصوری گرگر 1 , اکبر صالحی 2 , عفت عباسی 3
1 - آموزش و پرورش
2 - دانشگاه خوارزمی تهران
3 - دانشگاه خوارزمی تهران
کلید واژه: برنامه درسی, جهانی شدن, بین‌المللی کردن برنامه درسی,
چکیده مقاله :
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 برنامه ریزان درسی قرار گیرد. عناصر برنامه های درسی در این عصر تحت تأثیر تحولات یاد شده، از ویژگی هایی برخوردار می گردد که آن را از سایر برنامه های پیشین متمایز می سازد. این ویژگی ها 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.
If globalization is considered as aprocess that is happening and awareness has had a basic role, so it is important to review globalization and design curriculum for increasing the awereness of learners. On the other hand, internationalizing curriculum is a new and revolving concept that it has been noticed in the curriculum literature in the early twenty- first century. Despite the impotrtance and place of this idea, the interpretations of these words in many countries special in Iran are with ambiguous, confusing, and unclear. The recent research for considering this concept in the curriculum literature was tried to understand different interpretations of these words by using the field method and considering the research articles and reviewing internal and external journals and magazines and introduce a pattern of curriculum in the globalizing and internationalizing. The results showed there must be a difference between globalizing and internalizing of the curriculum. The real effects of revolutions in globalizing and internationalizing the curriculum must be noticeable for the educational experts and also the curriculum prlanners. In this era the curriculum elements have the features under the mentioned revolutions effect that make it difference from other previous plans. These features were considered the main elements of the plan such as the purpose, content, method, and evaluation. Also it is important to consider special approaches and plans on the basis of the culture, background, and content of a society.
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