مطالعات برنامه درسی

مطالعات برنامه درسی

تحلیل اکتشافی- ساختاری نارسایی‌های تدوین برنامه‌های درسی آموزش زبان دوم بر اساس معیارهای پساروش: ارائه راهبرد مطلوب

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه زبان و ادبیات، دانشگاه علوم اسلامی شهید محلاتی قم
2 گروه زبان و ادبیات، دانشگاع علوم اسلامی شهید محلاتی قم
3 گروه اموزش زبان انگلیسی دانشگاه بیرجند
چکیده
تغییرات پارادایمی و نظری در ابعاد گوناگون آموزش زبان دوم از رفع کامل نارسایی‌های رویکردهای سنتی آموزش عاجز مانده و حتی در برخی موارد مشکلات جدیدی را ایجاد کرده است. در این میان، تهیه، تدوین و اجرای برنامه درسی به عنوان شاکله و چارچوب آموزش، از این کاستی‌ها مستثنا نبوده است. در دو دهه گذشته اصولی تحت پساروش در آموزش زبان مطرح شده است که ظرفیت رفع نقایص پیشین را دارد. بر همین اساس، تحقیق حاضر با استخدام مبانی نظری پساروش و اتخاذ رویکردی تلفیقی، ضمن کشف پدیدارشناختی و اعتباربخشی عاملی تعقیبی نارسایی‌های تدوین برنامه درسی آموزش زبان در کشور، از خروجی آن برای تحلیل ساختاری و ارائه راهبرد مدیریت آموزشی مطلوب در ماتریس اثرات متقاطع و متوازن، استفاده کرده است. نتایج نشان داد که مطابق ارزش ایگن نارسایی‌ها در سه محور فرایندی، دانشی-معرفتی و رویکردی-سیاستی مشهود است ازجمله مهم‌ترین آن‌ها می‌توان به اتخاذ نگاه خطی و محصول محور به آموزش، ناروایی پسینی، محتوای تجویزی-قالبی اشاره کرد .
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Deficiencies of Curriculum Development in Iranian Foreign Language Instruction: Developing an Optimal Strategy

نویسندگان English

Sajjad Farokhipour 1
Nourudin Parvin 2
Mahboobe Khosravani 3
1 Department of Language & Literature, , Shahid Mahallati University of Islamic Sciences
2 Assistant Professor of Arabic Language and Literature, Department of Language & Literature, Shahid Mahallati University of Islamic Sciences, Qom, Iran
3 PhD Graduate of TEFL, Lecturer at Birjand University, Birjand, Iran
چکیده English

Consistent changes in paradigms and theories of second language education failed to remove major deficiencies associated with traditional approaches in which “curriculum development” has not been an exception. During the past two decades some principles have been suggested under the title of post-method which include the capacity to remove some of these deficiencies. Thus, this research employed the theoretical foundations of post-method and used a mixed approach in research, which, in addition to phenomenography of the deficiencies in the aforesaid curriculum and validation of its findings, has utilized structural analysis to suggest a fitting strategy through expert views’ analysis in the matrixes of crossed impacts and balance impacts. It was found that, according to Eigen value, three main factors including process, knowledge-epistemic and political-approach are involved in the construction of the deficiencies that embrace 15 variables with significant factor loading value. Adopting linear and product-based views toward learning, ignoring consequential validity, prescriptive syllabus and washback effect were amongst major deficiencies. 

کلیدواژه‌ها English

Language Teaching
Curriculum
Post-method
Sequential Analysis
Structural Analysis
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  • تاریخ دریافت 09 اردیبهشت 1403
  • تاریخ بازنگری 03 مهر 1403
  • تاریخ پذیرش 27 مهر 1403