ORIGINAL_ARTICLE
هرمنوتیک فلسفی گادامر و دلالت های آن برای خودفهمی، دگرفهمی و باهم فهمی
هدف اصلی این پژوهش ، بررسی وتحلیل هرمنوتیک فلسفی گادامر و دلالت های آن برای دستیابی به فرایند خودفهمی، دگرفهمی و باهم فهمی می باشد. برای دست یابی به این هدف از روش پژوهش تحلیلی- استنتاجی بهره گرفته شد. لذا، با بررسی مبانی نظری و تشریح نظریه هرمنوتیک فلسفی به ویژه غیر روشمندی فهم، اهمیت سنت، تاریخ، هنر، زبان، امتزاج افق ها و تعامل در فرایند فهم، الگویی پیشنهاد شد که در آن چگونگی رخداد خودفهمی، دگرفهمی و باهم فهمی نشان داده میشود. با این توضیح که خودفهمی با درک سنت خودی، دگرفهمی با شنیدن صدای غیر و در نهایت هم فهمی در قالب تعامل من و تو های پرسشگر (و خیرخواه) محقق می شود. من و توها همزمان در نقش فهمنده و فهماننده عمل نموده و نهایت به فهمی متفاوت تر از افق اولیه خود می رسند. در پایان، تصور این مهم در عرصه تعلیم و تربیت تشریح میشود.
https://fedu.um.ac.ir/article_34758_418c933c2ee85448762f6ab96d5c1ffa.pdf
2017-02-19
5
20
10.22067/fedu.v6i2.47635
تعلیم و تربیت
خود فهمی
دگرفهمی
باهم فهمی
هرمنوتیک فلسفی
مسعود
خنجرخانی
h.kuchari@yahoo.com
1
دانشگاه سیستان و بلوچستان
LEAD_AUTHOR
مسعود
صفایی مقدم
safaei_m@scu.ac.ir
2
دانشگاه شهید چمران اهواز
AUTHOR
محمد جعفر
پاک سرشت
safaei_m@scu.ac
3
شهید چمران اهواز
AUTHOR
Cubukcu, F. (2012). Gadamer philosophical hermeneutics on education. Journal of education and instructional studies in the world. 2(2), 109-116.
1
Farhadpour, M. (1992). Depressed Reasons: Tips on Weber. Journal of culture. 20, 113-172.
2
Gadamer, H. G. (2001). Education is self-education. Translated by John Cleary and Padraig Hogan. Journal of Philosophy of Education, 35(4), 529–538.
3
Gadamer, H. G. (2006). Truth and Method. Translated by: J. Weinsheimer and D. G. Marshal. Second, Revised Edition. London. New York. Continuum.
4
Odenstedt. A (2008). Hegel and Gadamer on Bildung. The Southern Journal of Philosophy. Vol. XLVI. PP: 559-580.
5
Sung. W (2001). Dialogue in Philosophical Hermeneutics. Institute of European and American Studies, Academia Sinica. 31(2), 231-285.
6
Taheri, R. (2010). Gadamer's hermeneutics aesthetic. Tehran: Nigha
7
ORIGINAL_ARTICLE
تحلیل و نقد نظری و روششناختی اسناد تحول بنیادین آموزشوپرورش جمهوری اسلامی ایران
هدف اصلی پژوهش، تحلیل و شناسایی رویکردهای روششناختی، مفهوم شناختی و ساختاری حاکم بر اسناد تحول بنیادین سیستم آموزشوپرورش ایران میباشد. به منظور دستیابی به این هدف، از روش تحلیل مضمون با رویکرد کیفی بهره گرفته شد. به منظور گردآوری دادهها و شناسایی مضامین، مبانی نظری سند تحول، سند بنیادین و برنامه درسی ملی موردبررسی قرار گرفتند و مفاهیم و مضامین آن شناسایی و کدگذاری شدند. بر اساس نتایج به دست آمده، اسناد سهگانه تحول بنیادین شامل سه مفهوم سازمان دهنده: مفهوم شناختی، روششناختی و ساختاری برنامه درسی ملی با سیوسه مضمون پایه میباشند. یافتهها نشان داد که اسناد تحول بنیادین (یعنی مبانی نظری سند تحول، سند تحول و برنامه درسی ملی)، از نظر انسجام مفهوم شناختی، روششناختی و ساختاری فاقد ارتباط و سنخیت مضامینی هستند.
https://fedu.um.ac.ir/article_34774_b6e38411792a5ff7e2d910c191d2cc92.pdf
2017-02-19
21
40
10.22067/fedu.v6i2.53863
انسجام مفهوم شناختی
نقدمتدیک
ساختاربرنامه درسی
سند تحول بنیادین
رحمت اله
مرزوقی
rmarzooghi@rose.shirazu.ac.ir
1
دانشگاه شیراز
AUTHOR
رضا
عقیلی
rezaaghili48@yahoo.com
2
دانشگاه شیراز
AUTHOR
محبوبه
مهرورز
mehrvarzmahboobe66@yahoo.com
3
دانشگاه شیراز
LEAD_AUTHOR
Amid, H. (1995). Amid Persian Culture, Publication: Amir Kabir. (In persion).
1
Bagheri, K. (2002). Religious education infront of twenty-first century challenges Journal of knowledge. (2).3-10. (In persion).
2
Bell, L. (2001). Cross – curriculum co-ordination. In the managing the curriculum. (Ed.), D. Middle wood and N. Burton (p 145). London: Paul Chapman Publishers.
3
Brady, L. (1995).Curriculum development. Prentice-Hall. New York and London. Oxford Advanced Learners Dictionary.Oxford University Press, p 1361.
4
Creswell, J. W. (2013) Approaches, quantitative, qualitative and mixed, and individual knowledge. (A. salehi, and H. danaeefar). Tehran: Mehraban. (In Persian).
5
Creswell, J.W. (1999). Mixed- method research: Introduction and application. In G.J. Cizek (ED). Handbook of educational policy (pp. 455-472). San Diego: Academic press.
6
Crotty, M. (1998). The foundation of social research: Meaning and perspective in the research process. London: Sage.
7
Document of education organization. The 1st International Congress on Religious Culture and Thought. (PP.429-444), (In Persian).
8
Isapoor, A. (2015). The Study and Criticism of religious rearing in fundamental evolution
9
Lumby, J. (2001). Forming teaching and learning in the twenty-first century. Middle wood and Burton (Eds), in managing the curriculum, Paul Chapman pub, London and New Delhi.
10
Marzooghi, R. (2013). Foundations, Principle and Emerging Development in the Contemporary Education. Shiraz: takht jamshid. (In Persian).
11
Marzooghi, R. (2015). Curriculum sciences.Tehran: Avae Noor publication. (In Persian).
12
Marzooghi, R. (2015). Structural Theory in the Paradigm of Islamic Education, Publications: Avaye Nour. (In Persian).
13
Marzooghi, R. (2016). Review of methodological and theoretical of fundamental transformative documents education of the Islamic Republic of Iran. Publications: Avaye Nour. (In Persian).
14
Marzooghi, R. and Razmjo, A. (2012). Specialized Dictionaries of Education, Publication: Rahnama. (In Persian).
15
Marzooghi, R., Heidari, A. & Keshavarz, F. (2016.) the non- formal Education in Iran and the World, Publication: Avaye Nour. (In Persian).
16
Middle wood, D., & Burton, N. (2001). Managine the curriculum. Paul Chapman pub. Company, London and New Dehli.
17
Mosadegh, H. (2012). What is the fundamental document of education is neglected. Borhan base analysis, available on: http://borhan.ir/NSite/FullStory/News/?Id=4159, (In Persian).
18
Naghibzadeh, (1995) At the Philosophy of Education, Publication: Agah. (In Persian).
19
Peyravani Nia, P., & Peyravani Nia, P. (2014). Evaluating Contents of Document of Fundamental Reforms in Education, Focusing on Organizational Learning. Retrieved fromhttp://ijvlms.ir/online/files/site1/user_files_2944c2/hodafakhrzad-A-10-6-108-b8c15be.pdf.
20
Safar Heidari, H. and Hosein nejad, R. (2014). Approaches to educational equity (at the place of justice in the document, Thvl Basic education system). Journal of Research Letter foundations of education, 3 (5).
21
Short, E. (1982). Curriculum development and organization. Encyclopedia of Education, Pergamon press, pp .405-412.
22
The document of fundamental transformation of education in Islamic Republic of Iran. (2012). (In persion).
23
The statement of our Supreme Leader Imam Khamenei (Friday, July 27, 2007). (In persion).
24
The theoretical foundations of fundamental change in the system of formal education in Islamic Republic of Iran. (2010). (In persion).
25
ORIGINAL_ARTICLE
فهم، پرسش و کلاس درس از منظر گادامر: تبیینی پرسش محور از فرآیند تدریس
هدف اصلی این پژوهش واکاوی کارکردهای پرسش در فرآیند فهم و ویژگیهای معلم و شاگرد در مقام پرسشگر میباشد. برای دستیابی به این هدف از دو روش بسط مفهومی و استنتاجی بهره گرفته شد. نتایج بهدستآمده حاکی از آن است که پرسش نقشی کلیدی در وقوع فهم داشته و در هر یک از مراحل پنجگانه آن وظایفی برعهده دارد. فعال کردن پیشداوریها، به چالش کشیدن متن در مواجهه تفصیلی با آن، مواجهه ثانویه خواننده با خویش براساس پرسشهای متن و مواجهه خواننده با متن براساس پرسشهای ناشی از تجربه زمان حال، از وظایف مهم پرسش در خلال فهم است. پرسشهای کلیشه شکن، معنا آفرین، افق آفرین و متعاقب گونههایی از پرسش هستند که در مراحل مختلف فهم قابل استفادهاند. همچنین هریک از معلم و شاگرد پرسشگرانی هستند که باید از ویژگیهایی چون گشودگی، جرأت ورزی، حقیقتجویی و حق پذیری برخوردار باشند.
https://fedu.um.ac.ir/article_34785_1b5e6fe5dd68e5c46ac93d5bfa9e1820.pdf
2017-02-19
41
62
10.22067/fedu.v6i2.58188
پرسش
فهم
پرسشگری
تربیت
گادامر
نرگس
سجادیه
n.sajadieh@gmail.com
1
تهران
AUTHOR
سارا
طوسیان
saratusian@yahoo.com
2
علامه طباطبایی
LEAD_AUTHOR
Alkhataybeh, M. & Aljafreh, J. (2012). Levels and types of questions raised by EFL teachers in southern Al-Mazar directorate of education. Canadian Journal Sience, 8, 21-27. DOI: 10.3968/j.css.1923669720120802.2588
1
Badri Gargari, R., & Khanlari, M. (2013). The effect of strategy training "questioning reciprocal peer support groups" on critical thinking third grade girl students. Journal of Thinking and child, 4)8(, 1-16. Retrieved from http: //www.noormags.ir/view/fa/articlepage/1021367 (In Persian).
2
Bagheri Noparast, K. (2013). Teaching to and learning from: changes in education in the light of functionality and interaction. Journal of Foundations of Education, 2(3), 5-24. Retrieved from http: //www.noormags.ir/view/fa/articlepage/1028982 (In Persian).
3
Bagheri Noparast, K. Sajadieh, N. Tavassoli, T. (2010). Approaches and Methods of Research in Philosophy of Education. Tehran: Research center of cultural and social studies. (In Persian).
4
Bagheri Noparast, K. (2006). Interpretive Model of Research in Academic Achievement Evaluation. Journal of New Thoughts on Education, 1(2&3), 143-144. Retrieved from http: //www.noormags.ir/view/fa/articlepage/ 375875 (In Persian).
5
Bagheri Noparast, K. yazdani, A. (2002). The Model for Research on Evaluation Model for Education Based On Hermeneutics. Journal of Educational Innovations. 1(1). 39-58. Retrieved from http: //www.noormags.ir/view/fa/articlepage/ 79731 (In Persian)
6
Biesta, G. (2012). Receiving The Gift of Teaching: From ‘Learning From’ to ‘Being Taught By’. Springer Science+Business Media B.V.
7
Bingham, C., (2005). The Hermeneutics of Educational Questioning. Journal of education philosophy and theory, 37(4), 553-565. DOI: 101111/j.1469-5812.2005.00140.X
8
Chenari, M. (2009). Teaching in Gadamer's Philosophical Hermeneutics. Journal of New Thoughts on Education, 4(1&2), 45-62. (In Persian).
9
Cubukcu, F. (2012). Gadamer’s philosophical hermeneutics on educational. Journal of education and instructional studies in the world, 2(2), 110-116. Retrieved from http: //www.wjeis.org/FileUpload/ds217232/File/14.cubukcu.pdf
10
Fayyaz, I. (2009). Questioning the strategy of sustainable religious identity in the Holy Quran. Journal of Education, 98, 37-66. Retrieved from http://www.noormags.ir/view/fa/articlepage/889467 (In Persian).
11
Freire, P. (1990). Pedagogy of the Oppressed. New York: Continuum.
12
Gadamer, H. G. (1988). Truth and method. (J., weinsheimer & D. G., marshal, Trans). New York: The continuum publishing company.
13
Gangi, K. Yaghubi, A. Lotfali, R. (2013). Critical thinking and questioning skills training to teachers, high school students. Journal of Educational psychology, 9(27), 1-29. Retrieved from http: //www.noormags.ir/view/fa/articlepage/1052527 (In Persian).
14
Heideger, M. (1996). Being and Time. (Stambaugh, J, Trans). State University of New York Press.
15
Hevi, D. (2006). The critical circle: literature, history and Philosophical hermeneutics. (F. Moradpur, Trans). Tehran: Gil publication. (In Persian).
16
Hirst, p. H. peters, R. S. (1970). The Logic of Education. London: Routledge.
17
Jeager, V. (1997). Paideia. )M. Latifi Tabrizi, Trans). Tehran: Kharazmi publication. (In Persian).
18
k.schmidt, L. (2006). Understanding hermeneutics. Stocksfield: Acumen.
19
Malpas, J. (2014). Hans-George Gadamer. Stanford Encyclopedia of philosophy. Retrieved from http://plato.stanford.edu/entries/gadamer/.
20
Masudi, J. (2007). Hermeneutics and religious modernity. Qom: Institute of Islamic Culture publication. (In Persian).
21
Nietzsche, F. (2007). Modern hermeneutics: Option topics. Ahmadi, B. Mohajer, (M. Nabavi, Trans). Tehran: Markaz publication (In Persian).
22
Palmer, E. R. (1999). The relevance of gadamer’s philosophical hermeneutics to thirty topics or fields of human activity. MacMurray College. Retrieved from http://www.uma.es/Gadamer/resources/Palmer-2.pdf
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Parker, I. Revelli, S. (2008). Psychoanalytic practice and state regulation. London: Karnac Books.
24
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25
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26
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Safavi, A. (2007). Methods, Techniques and Models of Teaching. Tehran: Samt Publication. (In Persian).
28
Samanizadegan, K. (2005). Understanding Based on philosophical hermeneutics of Gadamer. (Tarbiat Modares, University). (In Persian)
29
Saif, A. (2009). Modern Educational Psychology, Psychology of Learning and Instruction. Tehran: Dowran Publication (In Persian).
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Short, C. (1991). Forms of Curriculum Inquiry. Albany: State university of New York press.
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35
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38
ORIGINAL_ARTICLE
پساپدیدارشناسی به مثابه رویکردی در مطالعات فناوری آموزشی
هدف اصلی این پژوهش، بررسی پساپدیدارشناسی به عنوان رویکردی در مطالعات فناوریهای آموزشی میباشد. برای دستیابی به این هدف، از روش تحلیل تطبیقی و روش تحلیلی توصیفی استفاده بهره گرفته شد. نخست، پساپدیدارشناسی و تفاوت و شباهت آن با پدیدارشناسی مطرح شد و سپس کاربردهای این رویکرد در پژوهشهای مربوط به فناوریهای آموزشی بحث شد. نتایج حاکی از آن است که پساپدیدارشناسی مانند پدیدارشناسی رابطه انسان با جهان را بررسی میکند، اما نقش ابزار و فناوری را در این رابطه اساسی میداند. از دیدگاه پساپدیدارشناسی ارتباط انسان با جهان به واسطه فناوری صورت میگیرد و پساپدیدارشناسی به بررسی نسبت انسان و فناوری میپردازد. در این رویکرد، فناوری ذات ندارد بلکه باید فناوریهای مختلف را در بسترهای متفاوت بررسی کرد و نظریه «تغییر» در اندیشه هوسرل بهگونهای دیگر موردتوجه است. فناوری، مانند آگاهی در اندیشه هوسرل از ویژگی حیث التفاتی برخوردار است یعنی هر فناوری برای کاری است و به خودی خود معنا ندارد. در تعلیم و تربیت و در رویکرد پساپدیدارشناسی میتوان جنبههای مختلف فناوریهای آموزشی را مورد بررسی قرار داد. ازاینرویکرد میتوان برای بررسی میزان تغییر تجارب دانش آموزان در استفاده از فناوریها، بررسی تحقق چندگانه فناوریهای آموزشی و بررسی نقش فناوریها در شکلگیری رفتارهای فناورانه استفاده نمود.
https://fedu.um.ac.ir/article_34806_753544eb113f35f2a6791697d099b0ad.pdf
2017-02-19
63
81
10.22067/fedu.v6i2.59830
پساپدیدارشناسی
دون آیدی
فناوری
فناوری های آموزشی
روح اله
مظفری پور
r.mozaffaripour@gmail.com
1
دانشگاه خوارزمی
LEAD_AUTHOR
Aagaard, J. (2015). Drawn to distraction: a qualitative study of off-task use of educational technology. Computers & Education, 87, 90-97.
1
Afyounian, E. (2014). Information and Communication Technologies in Support of Remembering: A Postphenomenological Study (Master’s thesis, Linnaus University, Sweden).
2
Blacker, D., & McKie, J. (2002). Information and Communication Technology: Educational Technology as Revealing and Concealing. The Blackwell Guide to the Philosophy of Education. Malden, MA: Blackwell, 234-252
3
De Preester, H. (2010). Postphenomenology, embodiment and technics. Human Studies, 33(2), 339-345.
4
De vries, M. (2005). Teaching about technology, an introduction to the philosophy of technology for non- philosophers. Netherlands: springer.
5
Feenberg, A., & Callon, M. (2010). Between reason and experience: Essays in technology and modernity. MIT Press.
6
Goeminne, G., & Paredis, E. (2011). Opening up the in-between: Ihde’s postphenomenology and beyond. Foundations of Science, 16(2-3), 101-107.
7
Hasse, C. (2008). Postphenomenology: Learning cultural perception in science. Human Studies, 31(1), 43-61.
8
Hasse, C. (2013). Artefacts that talk: Mediating technologies as multistable signs and tools. Subjectivity, 6(1), 79-100.
9
Hongladarom, S. (2013). Don Ihde: Heidegger’s Technologies: Postphenomenological Perspectives. Minds and Machines, 1-4.
10
Ihde, D. (1978). Technics and praxis. D. Reidel Publishing Company.
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Ihde, D. (2008). Introduction: postphenomenological research. Human Studies, 31(1), 1-9.
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Ihde, D. (2009). Postphenomenology and technoscience: The Peking University lectures. Suny Press.
13
Ihde, D. (2015). Positioning postphenomenology. In R. Rosenbergerer & P. Verbeek (Eds.), Postphenomenological Investigations: Essays on Human-Technology Relations: Postphenomenology and the Philosophy of Technology (pp. vii- xvi). Lexington Books.
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Kaji, H. (2013). Don Ihde’s philosophy of technology, a response to technological determinism. Tehran: Hermes press. (In Persian).
15
Langsdorf, L. (2016). "From Interrelational Ontology to Instrumental Ethics: Expanding Pragmatic Postphenomenology." Techne: Research in Philosophy and Technology 20.2 112-128.
16
Relf, S. & Sappey, J. (2011). The student, technology and learning: a postphenomenological analysis. In T. Bastiaens & M. Ebner (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2011 (pp. 2530-2538). Association for the Advancement of Computing in Education (AACE).
17
Riis, S. (2010). A sense of postphonemonology. SATS, 11, 107–115.
18
Rosenberger, R. (2009). The sudden experience of the computer. AI & society, 24(2), 173-180.
19
Rosenberger, R. Verbeek, P. P. (2015). A field guide to postphenomenology. In R. Rosenbergerer & P. Verbeek (Eds.), Postphenomenological Investigations: Essays on Human-Technology Relations: Postphenomenology and the Philosophy of Technology (pp. 9-41). Lexington Books.
20
Selinger, E. (2005). Towards a postphenomenology of artifacts: A review of Peter-Paul Verbeek’s what Things Do. Techne, 9(2), 128-133.
21
Selinger, E. (2006). Technological mediation and embodied health. In: Postphenomenology A Critical Companion to Ihde. Albany: State University of New York Press.
22
Tripathi, A. K. (2015). Postphenomenological investigations of technological experience. .AI & SOCIETY 30)2(, 199-205
23
Verbeek, P. P. (2001). Don Ihde: The Technological Lifeworld. In H. Achterhuis (Ed.), American philosophy of technology: The empirical turn (pp. 119-146). Indiana University Press.
24
Verbeek, P. P. (2005). What things do, philosophical reflections on technology, agency and design? The Pennsylvania state university press.
25
Verbeek, P. P. (2006). The morality of things: A postphenomenological inquiry. In E. Selinger (Ed.), Postphenomenology: A critical companion to Ihde (pp. 117-128). SUNY Press.
26
Verbeek, P. P. (2011). Expanding mediation theory. Foundations of science, 17(4), 391-395.
27
ORIGINAL_ARTICLE
تبیین برنامه درسی تربیت دینی مبتنی بر رویکرد تکلیفگرا
هدف اصلی پژوهش تبیین عناصر برنامه درسی تربیت دینی و ویژگیهای آن مبتنی بر رویکرد تکلیفگرا میباشد. برای دستیابی به این هدف از روش تحلیلی و استنتاجی الگوی فرانکنا بهره گرفته شد. بر پایه نتایج بهدست آمده، تکلیفمداری به عنوان هدف غایی برنامه درسی تربیت دینی و توحیدمحوری، اخلاص، هدایت، اندیشهورزی، عقلورزی، کسب علم و معرفت، عدالت، توانایی انجام کار، آزادی و اختیار به عنوان هدفهای واسطی از متون دینی و تربیتی اسلام استنتاج شدند. سپس، ویژگیهای فرآیند یاددهی-یادگیری مربوط به هدفها از متون معتبر اسلامی و تربیتی استنتاج شدند. این ویژگیها شامل انگیزه درونی، پرورش حواس، پرورش اراده، توجه به تفاوتهای فردی و ارائه الگو و نمونه عملی برای برنامه درسی تربیت دینی میباشند. هچنین، برای عنصر ارزشیابی در برنامه درسی تربیت دینی توصیه شد هویت تربیت جدی گرفته و به دلیل تفاوت در توان متربیان، اشکال و ابزار مختلفی برای سنجش عملکرد آنان استفاده شود. بهکارگیری رویکرد تکلیفگرا در برنامه درسی تربیت دینی میتواند منجر به دادن امکان انتخاب آزادانه و آگاهانه به فرد و رهایی از جبر محیطی، توجه به تفاوتهای فردی و ارائه تکلیف به قدر وسع، ارزیابی اعمال از درون به بیرون شود.
https://fedu.um.ac.ir/article_34818_d83c29793a1f2bc8cf5b34cc24037a33.pdf
2017-02-19
82
106
10.22067/fedu.v6i2.60671
تربیت دینی
برنامه درسی تربیت دینی
تکلیفگرایی
نتیجهگرایی
حق
زهرا
وقاری زمهریر
zahra.curriculum.student@gmail.com
1
دانشگاه فردوسی مشهد
AUTHOR
مقصود
امین خندقی
aminkhandaghi@um.ac.ir
2
دانشگاه فردوسی مشهد
LEAD_AUTHOR
محمود
سعیدی رضوانی
saeedy@um.ac.ir
3
دانشگاه فردوسی مشهد
AUTHOR
مرضیه
موحدی محصل طوسی
m.movahhedi@yahoo.com
4
دانشگاه جامعه المصطفی
AUTHOR
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40
ORIGINAL_ARTICLE
الگوی پیشنهادی برنامه درسی تربیت اجتماعی اسلامی در دوره متوسطه: رویکردی هنجارین
هدف اصلی این پژوهش، ارائه الگوی پیشنهادی برنامه درسی تربیت اجتماعی اسلامی در دوره متوسطه میباشد. برای دستیابی به این هدف از روش پژوهش هنجاری و نیز تحلیل و استنتاج منطقی بهره گرفته شد. بررسی نسبت مفاهیم مربوط به کاربرد عملی روششناسی هنجاری با برنامه درسی موضوع محور جاری به درک ضرورت تغییر در جهتگیریهای ارزشی موجود در تربیت اجتماعی کمک میکند.یافتههای بهدستآمده حاکی از آن است که موضوع محوری در برنامه درسی نمیتواند پاسخگوی ابعاد هنجارین هدفهای کلان، مبانی اعتقادی و ارزشهای تعاملات اجتماعی باشد و قادر به مواجهه با آسیبهای تربیت اجتماعی در دانشآموزان نیست. لذا، الگوی برنامه درسی تربیت اجتماعی اسلامی در دوره متوسطه به منظور مقابله با نارسائیهای الگوی موضوع محور پیشنهاد شد. شناخت و نیل به شایستگیهای اجتماعی در ابعاد تحقق هدفهای کلی توسعه بین الاذهان، حوزه عمومی و تثبیت هویت اجتماعی و فرهنگی دانشآموزان بر اساس آموزههای اسلامی و بومی همراه با زمینهسازی ایجاد تحول اجتماعی و فرهنگی از مهمترین نیازهای تربیت اجتماعی امروز هستند که از طریق الگوهای برنامه درسی مبتنی بر جامعه به نحو مؤثرتری قابل دستیابی میباشند.
https://fedu.um.ac.ir/article_34827_d14394a222f3c537c0a3a39b4803979b.pdf
2017-02-19
107
127
10.22067/fedu.v6i2.57083
برنامه درسی
تربیت اجتماعی اسلامی
رویکرد هنجارین
بین الاذهان
تعارض ارزشها
حمیرا
برزیده
homeyra.barzideh@yahoo.com
1
دانشگاه خوارزمی
LEAD_AUTHOR
علیرضا
محمودنیا
alirezamahmmudnia@yahoo.com
2
خوارزمی
AUTHOR
یحیی
قائدی
yahyaghaedy@yahoo.com
3
خوارزمی
AUTHOR
سعید
ضرغامی
zargami2005@yahoo.com
4
دانشگاه خوارزمی
AUTHOR
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58
ORIGINAL_ARTICLE
سیری در تاریخ اندیشه های مدیریت آموزشی با نگاهی به تجربه های بین المللی
هدف اصلی این نوشتار، ارائه تصویری تاریخی از روند تحولات فکری مدیریت آموزشی در طول قرن بیستم میباشد. برای دستیابی به این هدف از روش اسنادی بهره گرفته شد. مرور رویدادهای تاریخی حاکی از آن است که در تاریخ اندیشه مدیریت آموزشی برای گریز از آشفتگی فکری، کوشش گسترده ای با هدف خلق مبنای دانش مدیریت آموزشی صورت پذیرفته است. نخستین بار آشفتگی فکری ادراک شده، گذشته مدیریت آموزشی مبتنی بر عمل (اواخر قرن نوزدهم) را موردتردید قرار داد و زمینههای ظهور جنبش توسعه نظریه در مدیریت آموزشی را در اواسط قرن بیستم فراهم آورد. بهرغم قریب به یکصد سال کوشش در این مسیر، بار دیگر و در اواخر قرن بیستم، چالش عدم کفایت جنبش در ایجاد مبنای نظری قوی که منجر به بهبود عمل شود، با پیدایش رویکردهای نوظهور مانند نظریه انتقادی، فمینیسم و پستمدرنیسم مطرح شد و احتمال دستیابی به وحدت نظری در این رشته تضعیف گردید. شاید بتوان دلیل اصلی موضع انفعالی در برابر این انتقادها را در بلاتکلیفی رشته مدیریت آموزشی در نوسان نظری بین حوزه-های مستقل این رشته با سایر رشته های مدیریت دانست که عمدتاً بر اساس پیش فرض های اثباتگرایی تکوین یافته اند.
https://fedu.um.ac.ir/article_34839_7e0bc9bf1eb61054c720898875ff92ea.pdf
2017-02-19
128
152
10.22067/fedu.v6i2.60913
مدیریت آموزشی
تاریخ اندیشه
توسعه نظریه
علوم تربیتی
علوم اداری
رضوان
حسینقلی زاده
rhgholizadeh@um.ac.ir
1
فردوسی مشهد
LEAD_AUTHOR
محمدرضا
آهنچیان
ahanchi8@um.ac.ir
2
فردوسی مشهد
AUTHOR
علی
نوفرستی
ali.noferesty@gmail.com
3
فردوسی مشهد
AUTHOR
معصومه
کوهساری
m.kouhsari85@gmail.com
4
فردوسی مشهد
AUTHOR
Ahanchian, M. R. (2007). The End of Management: The collapse of management narrative in the modern era. Tehran: Ney Publishing. (In Persian)
1
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2
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3
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4
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5
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6
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7
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8
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9
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10
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11
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12
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13
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14
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15
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16
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17
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18
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19
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20
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21
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22
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23
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24
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25
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26
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27
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29
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30
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31
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32
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33
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34