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بررسی برنامة درسی اخلاق‌محور دبستان‌های ژاپن نمونه‌ای برای بهبود تربیت اخلاقی در ایران | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 16، دوره 12، شماره 3 - شماره پیاپی 36، مهر 1402، صفحه 425-455 اصل مقاله (1.44 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2023.3328 | ||
| نویسندگان | ||
| محمدجواد لیاقتدار1؛ زهرا میرمسیب* 2 | ||
| 1استاد، گروه علوم تربیتی، دانشکدة علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| 2دانشجوی دکتری برنامة درسی، دانشگاه اصفهان، اصفهان، ایران | ||
| تاریخ دریافت: 24 آذر 1400، تاریخ بازنگری: 23 فروردین 1401، تاریخ پذیرش: 27 فروردین 1401 | ||
| چکیده | ||
| گسترۀ تربیت تمامی شئون وجود آدمی را در برمی‌گیرد و اخلاق یکی از حیطه‌ها و ساحت‌های تربیت به شمار می‌آید که در هم تنیدگی فرایند تربیت و اخلاق گاهی موجب همسان پنداشتن این دو حوزه شده است. هدف پژوهش حاضر بررسی برنامۀ درسی تربیت اخلاقی در دبستان‌های ژاپن به منظور ارائۀ نمونه‌ای برای برنامۀ درسی مبتنی بر اخلاق در مدارس ایران است. روش پژوهش، تحلیلی-اسنادی با بهره‌گیری از اسناد و مدارک معتبر چاپی و برخط است. نتیجۀ پژوهش نشان داد دانش اخلاقی متکفل بیان ارزش‌ها و ضد ارزش‌ها و خوبی‌ها و بدی‌ها است، در حالی که تربیت اخلاقی شامل عرصه‌های شناختی، عاطفی و رفتاری است و نتیجۀ آن درونی‌شدن ارزش‌های اخلاقی و شکل‌گیری پایدار شخصیت انسان است. در ژاپن برنامۀ درسی مبتنی بر تربیت اخلاقی و در ایران دانش اخلاقی مورد توجه قرار گرفته است. همچنین، تربیت اخلاقی در ژاپن نه‌تنها فضیلت و اخلاق فردی را شامل می‌شود، بلکه با آموزش شهروند ملی و جهانی نیز مرتبط است، به‌نحوی‌که از دانش‌آموزان انتظار می‌رود که با یادگیری درزمینۀ تربیت اخلاقی، قادر به سازگاری با محیط اجتماعی، توانایی تفکر و تصمیم‌گیری مستقل و عمل مؤثر شوند.با توجه به اسناد بالادستی در ایران، که توجه به خود، دیگران، طبیعت و خداوند مورد نظر قرار گرفته است، می‌توان از تجربۀ برنامۀ درسی مبتنی بر اخلاق ژاپن برای تخقق اسناد بالادستی بهره گرفت. | ||
| کلیدواژه‌ها | ||
| تربیت اخلاقی؛ برنامۀ درسی؛ ژاپن | ||
| عنوان مقاله [English] | ||
| A review of the moral-oriented curriculum of Japanese primary schools An example to improve moral education in Iran | ||
| نویسندگان [English] | ||
| mohammadjavad liaghatdar1؛ Zahra Mirmosayeb2 | ||
| 1Professor, Department of Education Science, Educational Science and psychology Faculty, University of Isfahan, Isfahan, Iran | ||
| 2Ph.D. Student, Department of Education Science, Educational Science and psychology Faculty, University of Isfahan, Isfahan, Iran | ||
| چکیده [English] | ||
| The scope of education includes all aspects of human existence and morality is one of the areas of education that the entanglement of these two has sometimes led to the identification of these two areas. The purpose of this study is to investigate the curriculum of moral education in Japanese primary schools in order to improve moral education in Iranian schools. The research method is analytical using valid printed and online documents. The result of the research shows that moral knowledge is responsible for expressing values and counter-values and moral education includes cognitive, emotional and behavioral areas and the result is the sustainable formation of human personality. In Japan, the curriculum based on moral education and in Iran, moral knowledge has been considered. In Japan, individual virtue and morality are emphasized along with national and global citizenship education, as students are expected to be able to adapt to the social environment, the ability to think and act effectively by learning about moral education.According to the upstream documents in Iran, which are intended to pay attention to themselves, others, nature and God, the experience of the Japanese moral curriculum can be used to achieve upstream documents. | ||
| کلیدواژه‌ها [English] | ||
| "Ethical Education", "Curriculum", "Japan", "education system" | ||
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