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یوسفی, مریم, عصاره, علیرضا, حسینی‌خواه, علی. (1398). کندوکاو و تبیین منطق برنامه درسی مبتنی بر پروژه. فناوری آموزش, 13(3), 565-580. doi: 10.22061/jte.2018.3704.1924
مریم یوسفی; علیرضا عصاره; علی حسینی‌خواه. "کندوکاو و تبیین منطق برنامه درسی مبتنی بر پروژه". فناوری آموزش, 13, 3, 1398, 565-580. doi: 10.22061/jte.2018.3704.1924
یوسفی, مریم, عصاره, علیرضا, حسینی‌خواه, علی. (1398). 'کندوکاو و تبیین منطق برنامه درسی مبتنی بر پروژه', فناوری آموزش, 13(3), pp. 565-580. doi: 10.22061/jte.2018.3704.1924
یوسفی, مریم, عصاره, علیرضا, حسینی‌خواه, علی. کندوکاو و تبیین منطق برنامه درسی مبتنی بر پروژه. فناوری آموزش, 1398; 13(3): 565-580. doi: 10.22061/jte.2018.3704.1924

کندوکاو و تبیین منطق برنامه درسی مبتنی بر پروژه

فناوری آموزش
مقاله 7، دوره 13، شماره 3 - شماره پیاپی 51، تیر 1398، صفحه 565-580    اصل مقاله (961.31 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/jte.2018.3704.1924
نویسندگان
مریم یوسفی1؛ علیرضا عصاره* 2؛ علی حسینی‌خواه3
1واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
2گروه علوم تربیتی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
3گروه مطالعات برنامه درسی، دانشگاه خوارزمی، تهران، ایران
تاریخ دریافت: 19 خرداد 1397،  تاریخ بازنگری: 10 آذر 1397،  تاریخ پذیرش: 14 آذر 1397 
چکیده
پیشینه و اهداف: با تأمل در جوامع گوناگون و باوجود ادعای پیشرفت در زمینه‌های آموزشی، فنّاوری، اجتماعی و ...، بازهم مشکلات عدیده‌ای در ارتباطات انسانی، روابط مدنی و ناکارآمدی افراد به چشم می‌خورد. با این توضیح این سؤال مطرح می‌شود که آیا پیشرفت‌های مختلف در عمل نتوانسته مورداستفاده قرار گیرد؟ توسعه آموزش و فنّاوری با منافع عمومی و واقعی انسان‌ها هم‌سو نبوده است؟ آموزش با نیازهای جامعه تطبیق داده نشده است؟ پیشرفت‌های مختلف زمینه عملیاتی پیدا نکرده است؟ و شاید سؤالات بسیار دیگری که می‌توان در این مورد مطرح کرد؛ اما باکمی دقت می‌توان دریافت که هرکدام از این عوامل ریشه در یک علت عمده دارد و آن‌هم نوع آموزش و اهداف آموزشی است. اعتراض گسترده نظریه‌پردازان آموزشی این است که فراگیران در نظام‌های سنتی با شیوه انتقال عناوین درسی، به‌ندرت فرصت می‌یابند که چیزی را به‌طور عمیق بیاموزند. این در حالی است که در عصر کنونی باید تلاش شود که شالوده مهارت‌های فکری کودکان را در همان سال‌های اولیه کودکی پایه‌ریزی کرد و شخصیت آن‌ها را به‌گونه‌ای شکل داد تا بتوانند با نگرشی باز، مستقل و انتخاب‌گر به آینده خود بنگرند. به این منظور باید از همه پتانسیل‌ها و امکانات موجود نظیر معلم، دانش‌آموز، والدین، همسالان، محیط یادگیری و اجتماع که در پیرامون مدرسه هستند، بهره گرفته شود تا بتوان تا جای ممکن شاخص‌های موردنظر را تأمین نمود. هدف مقاله، کندوکاو و تبیین منطق برنامه‌ درسی مبتنی بر پروژه هست. در این نوشتار، منطق یادگیری مبتنی بر پروژه از جنبه‌های مختلف موردبررسی قرار گرفت.
روش ها: ‌با توجه به هدف اصلی پژوهش و عنایت به این‌که منطق بر اساس مبانی، اصول و رسالت‌های آن تعریف می‌شود، پرسش‌های پنج‌گانه پژوهش مبنی بر چگونگی مبانی فلسفی، روان‌شناختی و اجتماعی یادگیری مبتنی بر پروژه، رسالت و اصول این یادگیری موردبررسی قرار گرفت. برای دستیابی به تحلیل و تبیین فوق از روش سنتز پژوهی استفاده شد که در آن پژوهش‌های مرتبط با یادگیری مبتنی بر پروژه با روشی نظام‌مند انتخاب، واکاوی محتوایی و دسته‌بندی شدند. در مرحله بعد 101 پژوهش که معیارهای موردنظر را داشتند انتخاب شدند، سپس ترکیبی از یافته‌های آنان طبق اصول تلفیق، بازاندیشی و بازآرایی داده‌ها، ارائه‌شده است.
یافته‌ها: محقق به‌وسیله یافته‌های این پژوهش و با مشخص نمودن مبانی فلسفی، روان‌شناختی و اجتماعی یادگیری مبتنی بر پروژه و ترسیم رسالت و اصول این نوع یادگیری تلاش کرد تا منطق برنامه‌ درسی مبتنی بر پروژه را تحلیل و تبیین نماید.
نتیجه‌گیری: مطالعه پژوهش‌های پیشین مشخص کرده که مطالعه مستقیمی مرتبط با یادگیری مبتنی بر پروژه در قالب یک برنامه‌ درسی انجام نشده است. بیشتر پژوهش‌های مبتنی بر پروژه مربوط به شاخه‌های کشاورزی، دانشکده‌های معماری و یا مدیریت پروژه بوده است. اگر هم در موارد معدودی در آموزش رسمی مورد توجه واقع شده، بیشتر به عنوان یک روش تدریس مورد مطالعه قرار گرفته است و تنها به یک عنصر پرداخته نه این که کل برنامه درسی را مورد مطالعه و بررسی قرار دهد.
کلیدواژه‌ها
پروژه؛ برنامه درسی؛ منطق برنامه درسی؛ سازنده گرایی؛ برنامه درسی مبتنی بر پروژه
موضوعات
برنامه ریزی درسی
عنوان مقاله [English]
Exploration and Explanation of the Rationale of Project-Based Curriculum
نویسندگان [English]
M. Yousefi1؛ A. Assareh2؛ A. Hoseini Khah3
1Science and Research Branch, Islamic Azad University, Tehran, Iran
2Department of Educational Science, Shahid Rajaee Teacher Training University Tehran, Iran
3Department of Educational Science, Kharazmi University, Tehran, Iran
چکیده [English]
Background and Objective:Reflecting on different societies and despite the claim of progress in the fields of education, technology, society, etc., there are still many problems in human relations, civil relations and inefficiency of individuals. With this explanation, the question arises as to whether various advances have not been able to be used in practice. Has the development of education and technology not been in the public and real interests of human beings? Is education not adapted to the needs of society? Have various developments not found operational ground? And perhaps there are many other questions that can be asked about this. But with a little care it can be seen that each of these factors is rooted in a major cause, and that is the type of education and educational goals. The widespread objection of educational theorists is that learners in traditional systems seldom have the opportunity to learn something in-depth through the transfer of subject matter. At the present time, however, efforts should be made to lay the foundation for children's intellectual skills in the very early years of childhood and to shape their personalities so that they can look to their future with an open, independent and selective attitude. To this end, all available potentials and facilities such as teachers, students, parents, peers, learning environment and community around the school should be used to provide the desired indicators as much as possible.
The goal of this article is about explain and analysis of project based curriculum. This study has considered rationale of project based learning in different aspects.
Methods: In attention to the main goal of research and also rational of curriculum that is defined based on its basics, principles, and messages, so the fivefold questions of research include how defined the philosophical, psychological, and social basics of project based learning and the same time it considered its message and principles. In order to reach to analyze and explain of above aim applied research syntheses in which selected, contextualized, and categorized researches related to project based learning with a regular method. In the next step selected 101 researches which had objective criteria, then based on syntheses principles, rethinking, data rearrangement presented combination of their findings.
Findings:Researcher with the help of research and with identifying of philosophical, psychological, and social basics of project based learning and drawing of message and principles of this kind of learning tried to analysis and explain rationale of project based curriculum.
Conclusion: A study of previous research has shown that a direct study of project-based learning has not been conducted in the form of a curriculum. Most project-based research has been in the fields of agriculture, architecture, or project management. Although it has been considered in a few cases in formal education, it has been studied more as a teaching method and has dealt with only one element and not the whole curriculum

کلیدواژه‌ها [English]
project, Curriculum, rational curriculum, constructionism, project based curriculum
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