تبیینی نو از مؤلفه‌های برنامه درسی پنهان با تأکید بر پدیدارشناسی ون منن
محورهای موضوعی : پژوهش در برنامه ریزی درسی
مهدی سبحانی نژاد
1
(دانشیار گروه علوم تربیتی دانشگاه شاهد)
نجمه احمدابادی ارانی
2
(دانشجوی دکتری فلسفه تعلیم و تربیت دانشگاه پیام نور تهران)
حسن نجفی
3
(دانشجوی دکتری مطالعات برنامه درسی دانشگاه علامه طباطبایی)
علی عبداله یار
4
(دانشجوی دکتری فلسفه تعلیم و تربیت دانشگاه شاهد)
آزاد محمدی
5
(دانشجوی دکتری فلسفه تعلیم و تربیت دانشگاه تهران)
کلید واژه: برنامه درسی پنهان, برنامه درسی, پدیدارشناسی ون منن, مؤلفه‌ها,
چکیده مقاله :
پژوهش حاضر با استفاده از دو روش تحلیل مفهومی و استنتاجی به دنبال ارائه تبیینی نو از مؤلفه‌های برنامه درسی پنهان با تأکید بر پدیدارشناسی ون منن است تا بتواند سهمی در افزایش دانش در حوزة معرفتی مذکور داشته باشد. نتایج نشان می‌دهد؛ برنامه درسی پنهان شامل یادگیری‌های غیر ملموس، غیررسمی و ضمنی ارزش‌ها، هنجارها و نگرش‌ها است که به واسطه معلمان، کارکنان، فرایندهای غیر رسمی آموزش، تعاملات معلم و شاگرد و تفاسیر دانش‌آموز از رویدادها و محیط سازمانی ایجاد و انتقال می‌یابد. پدیدارشناسی ون منن با کمک به حصول تجارب و شناخت فردی حائز آن است که فراگیران را در یادگیری عمیق و بنیادی یاری نماید، بنابراین روش متناسبی در بازشناسی حوزه عمیق و کمتر شناخته شده برنامه درسی پنهان است. پدیدارشناسی ون منن در مؤلفه‌های برنامه درسی پنهان واجد تجارب زیسته خاصی چون؛ دانش‌آموز (مسئله محوری، خودراهبری، خود اکتشافی، انعطاف‌پذیری و ...)، معلم (کارگزار، زمینه‌ساز در تکوین نگرش و انگیزة دانش‌آموز و مدیر چالش‌های کلاسی حاوی تجارب زیسته خاص برای دانش‌آموز)، محتوای درسی (زمینه‌ساز کسب تجارب درونی دانش‌آموز متناسب با نیازهای خاص وی)، تدریس (فعالیتی شهودی و خلاق به همراه نتایج پیش‌بینی‌نشده در دانش‌آموزان) و ارزشیابی (زمینه‌ای برای درک برخی تجارب زیسته دیگر در راستای ماهیت واقعی کلاس، درس، یادگیری و نیز سنجش دانش‌آموز توسط نظام آموزشی) است.
This study uses two methods to provide conceptual analysis and Inductive a new explanation of the components of the hidden curriculum with an emphasis on Van Manen's phenomenology in order to improve the knowledge in the field of curriculum. This research includes applied research and the method of studying is analytical & documental. The results show; the hidden curriculum includes non-tangible learning, informal and implicit in forms of values, norms and attitudes. They are created and conveyed by the teachers, staff, processes and informal learning, teachers & students' interactions as well as the students' interpretations of events and organizational environment. Van Manen's phenomenological experiences help to make a very deep and fundamental learning in students. So it is an appropriate method in recognizing the scope of the hidden curriculum. Van Manen's phenomenology based on lived experiences in parameters of the certain hidden curriculum consists of students (problem-based, self-directed, self-exploration, flexibility, etc.) teacher (agent, effective in development of attitudes & motivation of students and manager in the class crisis contains specific lived experiences for students), content (a precursor to the inner experience of the students based on their urgent needs), teaching (intuitive and creative activity with unforeseen results in students) and evaluation (background for understanding some of lived experiences based on real nature of class, teaching, learning and students' assessment by the education system.
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