نگاهی به مسیر حرفه‌ای رالف تایلر: روایتی تاریخی از عمری تلاش برای پیوند «نظریه» و «عمل» برنامة درسی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
سید احمد مدنی
1
(
استادیار گروه علوم تربیتی، دانشگاه کاشان، کاشان، ایران.
)
کلید واژه: مطالعة هشت‌ساله, آموزش, پیوند «نظریه» و «عمل» برنامة درسی, رالف تایلر,
چکیده مقاله :
این پژوهش روایتی تاریخی از مسیر زندگی حرفه‌ای و اندیشه‌های رالف وینفرد تایلر در حوزة مطالعاتی برنامة درسی است. تایلر در دورانی مسیر تحقیقاتی خویش را آغاز کرد که نقش‌آفرینی بسیاری از مربیان و معلمان در مدارس و کلاس‌های درس مبتنی بر باورهای عامیانه بود. او توانست اندیشه‌های فلسفی مربیانی چون هربارت و دیویی را به دغدغه‌های عملی متخصصانی نظیر ثورندایک، چارترز و بابیت ربط دهد و گسست میان نظریه و عمل برنامة درسی را کاهش دهد. این پژوهش تاریخی به روش استنادی و با تحلیل مجموعه‌ای از اطلاعات تاریخی مغفول، به واکاوی تجارب تحقیقاتی و زمینه‌های فکری تایلر پرداخته و برخی از باورهای او را که برای فهم عمیق‌تر الگوی موسوم به خطی-منطقی تایلر لازم‌اند تبیین کرده است. از جملة این باورها می‌توان به موارد زیر اشاره کرد: 1) آموزش انتزاعی عملیات ریاضی به اندازة آموزش جزءبه‌جزء آنها مؤثر است؛ 2) برای ایجاد انگیزش درونی در دانش‌آموزان باید محتوای درس را به فعالیت‌های روزانه زندگی پیوند داد؛ 3) اجرای صحیح روش حل مسئلة دیویی و روش پروژة کیلپاتریک مستلزم این است که روش مناسبی برای ارزشیابی یادگیری دانش‌آموزان طراحی کرد؛ 4) در جامعة مردم‌سالار دشوارترین وظیفه تبدیل کردن دانش‌آموزان به شهروندان مسئولیت‌پذیر است؛ 5) ارزشیابی تکوینی، نه برای قضاوت دربارة یادگیری دانش‌آموز یا عملکرد معلم، بلکه برای قضاوت دربارة کارآمدی و اثربخشی برنامة درسی است؛ 6) فرایند برنامه‌ریزی درسی خطی نیست؛ و 7) هدف ارزشیابی، بهبود آموزش و هماهنگی اثربخش‌تر معلمان است. در این پژوهش تاریخی، همچنین رویکرد مشارکتی و واقع‌گرایانة تایلر و تلاش‌های وی برای کاهش شکاف میان نظریه و عمل برنامة درسی برجسته شده‌اند.
This inquiry is a historical narrative of Ralph Tyler’s career and his ideas in the field of curriculum studies. Tyler begin his research and academic career in an era in which many educators and teachers’ practice was based on unexamined and non-sophisticated beliefs. Hi managed to bridge between philosophical thoughts of great educators like Dewey and Herbart and practical concerns of experts like Thorndike, Charters and Bobbitt and successfully reduced his perceived gap between curriculum theory and practice. In this historical narrative, some of the Tyler’s insightful research findings, reflective beliefs, and areas of deliberation are explored, which could play a significant role in deeper understanding of his so-called rational-linear model. Some of the most noteworthy conclusions are mentioned as below: abstract instruction of mathematical operations is as effective as atomistic or behavioristic instruction of these operations; developing an authentic evaluation method is a very important task for true implementation of Dewey’s problem solving and Kilpatrick’s project method; formative evaluation is not for judging about student learning or teacher performance, but it’s for apprising the effectiveness of curriculum; the process of curriculum planning is not absolutely linear; and the purpose of evaluation is improving instruction and teachers’ coordination. In this historical inquiry Tyler’s participatory and realistic approach and his curiosity and efforts for reducing the gap between curriculum theory and practice are highlighted.
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