پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 563 |
| تعداد مقالات | 4,466 |
| تعداد مشاهده مقاله | 7,486,463 |
| تعداد دریافت فایل اصل مقاله | 3,917,773 |
بررسی برنامۀ درسی آموزش جغرافیا در ایران | ||
| پژوهش در آموزش مطالعات اجتماعی | ||
| مقاله 2، دوره 2، شماره 3، آذر 1399، صفحه 1-16 اصل مقاله (885.5 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسنده | ||
| مهدی چوبینه | ||
| دکتری جغرافیا و کارشناس برنامهریزی آموزشی در جغرافیا | ||
| چکیده | ||
| سابقۀ برنامهریزی درسی در دنیا به بیش از یک قرن میرسد، اما این رشته در ایران عمری بیش از چند دهه ندارد. با این حال در همین عمر کوتاه توانسته است جایگاه و مؤثر بودن خود را در بین همۀ علوم نظری باز نماید و مهمترین نقشی که داشته است تعیین مرز میان دانش و آموزش هر یک علوم بوده است. از جمله در رشتۀ علمی جغرافیا با همه تفاوتها و شباهتهایی که با سایر علوم دارد این مرزبندی توانسته است گوشهای از تواناییهای ذاتی آن را آشکارتر نماید. بر اساس یافتههای تحقیق که با روش توصیفی- تحلیلی از اسناد مختلف به دست آمده است، میتوانیم آموزش جغرافیا در ایران را به قبل از دارالفنون و بعد از دارالفنون تقسیمبندی کنیم. اما از آنجاییکه که حتی در دورۀ دارالفنون، جغرافیا به عنوان یک رشته مستقل مطرح نبوده و عمدتاً در کنار رشتههای دیگر به وسیله معلمهای دیگر مورد توجه قرار میگرفته است، سابقۀ تولید برنامۀ درسی جغرافیا را به طور علمی میتوان به 70 سال قبل یعنی زمانی که آموزش و پرورش نوین ایران شکل گرفت نزدیک کرد. با این حال، تا حدود سال 1375 آموزش جغرافیا در ایران با تأکید بر شیوههای توصیفی انجام میشد تا اینکه در این سال همپای با شکلگیری جریانی از برنامهریزی درسی به شکل علمی و مدون در نظام آموزشی، نوعی رفرم در تولید برنامههای درسی مدون شکل گرفت و به این صورت اولین سند برنامهریزی درسی جغرافیا در این سال تولید شد و از دل این برنامه درسی متناسب با دورههای تحصیلی و پایههای تحصیلی، برنامههای دیگری استخراج شد و آموزش جغرافیا به عنوان یک رویکرد جدید در آموزشهای رسمی ایران شکل گرفت. | ||
| کلیدواژه‌ها | ||
| آموزش جغرافیا؛ برنامه ریزی درسی؛ ایران | ||
| عنوان مقاله [English] | ||
| A study of geography education curriculum in Iran | ||
| نویسندگان [English] | ||
| Medhi Choobineh | ||
| PhD in Geography and Expert in Educational Planning in Geography | ||
| چکیده [English] | ||
| The history of curriculum planning in the world reaches more than a century, but this field in Iran is not more than a few decades old. However, in this short life, it has been able to open its position and effectiveness among all theoretical sciences and the most important role it has played has been to define the boundary between knowledge and education of each science. For example, in the field of geography, with all the differences and similarities with other sciences, this demarcation has been able to reveal a part of its inherent abilities. Based on the research findings obtained from the descriptive-analytical method of various documents, we can divide geography education in Iran into pre-Dar al-Fonun and post-Dar al-Fonun. However, since geography was not considered as an independent discipline even in the period of Dar al-Fonun and was mainly considered by other teachers along with other disciplines, the history of producing geography curriculum can be scientifically traced back to 70 years ago. The time came when the new education of Iran was formed. However, until about 1996, geography education in Iran was done with an emphasis on descriptive methods, until this year, along with the formation of a stream of scientific and codified curriculum planning in the educational system, a kind of reform in the production of programs A codified lesson was formed and In this way, the first geography curriculum planning document was produced this year, and other programs were extracted from the heart of this curriculum in accordance with the courses and educational levels And geography education was formed as a new approach in official Iranian education. | ||
| کلیدواژه‌ها [English] | ||
| The history of curriculum planning in the world reaches more than a century, but this field in Iran is not more than a few decades old. However, in this short life, it has been able to open its position and effectiveness among all theoretical sciences and the most important role it has played has been to define the boundary between knowledge and education of each science. For example, in the field of geography, with all the differences and similarities with other sciences, this demarcation has been able to reveal a part of its inherent abilities. Based on the research findings obtained from the descriptive-analytical method of various documents, we can divide geography education in Iran into pre-Dar al-Fonun and post-Dar al-Fonun. However, since geography was not considered as an independent discipline even in the period of Dar al-Fonun and was mainly considered by other teachers along with other disciplines, the history of producing geography curriculum can be scientifically traced back to 70 years ago. The time came when the new education of Iran was formed. However, until about 1996, geography education in Iran was done with an emphasis on descriptive methods, until this year, along with the formation of a stream of scientific and codified curriculum planning in the educational system, a kind of reform in the production of programs A codified lesson was formed and In this way, the first geography curriculum planning document was produced this year, and other programs were extracted from the heart of this curriculum in accordance with the courses and educational levels And geography education was formed as a new approach in official Iranian education | ||
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آمار تعداد مشاهده مقاله: 1,201 تعداد دریافت فایل اصل مقاله: 1,310 |
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