پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 465 |
| تعداد مقالات | 3,583 |
| تعداد مشاهده مقاله | 5,222,648 |
| تعداد دریافت فایل اصل مقاله | 2,415,170 |
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 | ||
| 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" | ||
| مراجع | ||
|
بختیاری، ابوالفضل (1388). درآمدی بر فرهنگ آموزش در مدارس ژاپن. مدارس کارآمد، 3(7)، 91-90.
سرکار آرانی، محمدرضا (1381). اصلاحات برنامة درسی ملی ژاپن با تأکید بر رویکرد تلفیقی. نوآوری‌های آموزشی،1(1)، 88-67.
مور، چارلز الگزاندر (1380). جان ژاپنی: بنیادهای فلسفه و فرهنگ ژاپنی. ترجمة عسکری پاشایی تهران: مؤسسة نگاه معاصر.
Anzai, S. (2015). Re-examining patriotism in Japanese Education: Analysis of Japanese Elementary School Moral Readers. Educational Review, 67(4), 436-458.
Arani, M. R. S. (2008). Japan's national curriculum reforms: focus on integrated curriculum approach. Quarterly Journal of Educational Innovations, 7(22), 15-22.
Arani, M. R. S., Fukaya, K., & Lassegard, J. P. (2010). "Lesson Study" as professional culture in Japanese schools: An historical perspective on elementary classroom practices. Nichibunken Japan Review, 171-200.
Aslan, M. (2011). Handbook of moral and character education, edt. Larry P. Nucci and Darcia Narvaez. International Journal of Instruction, 4(2), 211-214.
Bamkin, S. (2018). Reforms to strengthen moral education in japan: a preliminary analysis of implementation in schools. Contemporary Japan, 30(1), 78-.69
Bamkin, S. (2019). Moral education in Japan: The disjoint between research on policy and research on practice. Social Science Japan Journal, 22(2), 247-062
Bleazby, J. (2020). Fostering moral understanding, moral inquiry & moral habits through philosophy in schools: a deweyian analysis of australia’s ethical understanding curriculum. Curriculum Studies, 52(1), 84-100
Bolton, K. (2015). Moral Education in Japan: The Coming of a New Dawn. Abe's New Moral Education. Master’s Thesis in Modern Japan, Japan: Department of Cylture Studies and Oriental Languages (IKOS), Universiteteti Oslo.
Cave, P. (2007). Primary school in Japan: Self, individuality and learning in elementary education. London: Routledge.
Gunnarsdóttir, B. (2016). Japan's educational system. a few main points and recent changes in the educational system. Doctoral Dissertation, Iceland: School of Humanities, Department of Japanese.
Gusarova, A. (2015). “Performance” and “Morality” as Main Goals of Elementary Schools in Japan. Procedia-Social and Behavioral Sciences, 182, 692-694.
Han, H., Park, S. C., Kim, J., Jeong, C., Kunii, Y., & Kim, S. (2018). A Quantitative Analysis of Moral Exemplars Presented in Moral Education Textbooks in Korea and Japan. Asia Pacific Journal of Education, 38(1), 62-77.
Ito, A. (2011). Enhancing school connectedness in Japan: The role of homeroom teachers in establishing a positive classroom climate. Asian Journal of Counselling, 18(1), 41-62.
Jacoby, C. J. (2006). Moral values education: Characterizing Japan and Norway's Primary School Curriculum. Master's Thesis, Oslo: Universitetet i Oslo.
Junaedi, M., & Syukur, F. (2017). Moral education in japanese schools a model for improving character education in Indonesia. Analisa: Journal of Social Science and Religion, 2(01), 23-40.
Kamizono, K., Morinaga, K., Chen, Y. H., Yang, M. Y., & Chiu, Y. L. (2019). A moral education lesson to enhance self-affirmative consciousness in Japan and Taiwan. Bulletin of the Nagasaki Institute of Applied Science, 59(1), 1-15.
Kawamoto, T., Mieda, T., & Oshio, A. (2019). Moral Foundations and Cognitive Ability: Results from a Japanese Sample. Journal of Personality and Individual Differences, 149, 31-36.
Komatsu, S. (2002). Transition in the Japanese curriculum: How is the curriculum of elementary and secondary schools in Japan determined. International Education Journal, 3(5), 50-55.
Lovat, T. (2010). International research handbook on values education and student wellbeing. Dordrecht: Springer.
MacDonald, L. (2005). Curriculum Reform in Japan– Reflections of Cultural Change via the Integrated Curriculum. Canada: Center for Research of Core Academic Competences, School of Education, The University of Tokyo.Retrived from http://www. pu-tokyo. ac. jp/coe/workingpaper, 18.
Maruyama, H. (2013). Moral education in Japan. Retrieved December 21, 2016 from https://www.nier.go.jp/English/educationjapan/pdf/201303MED.pdf.
McCullough, D. (2008). Moral and social education in Japanese schools: conflicting conceptions of citizenship. Citizenship Teaching and Learning, 4(1), 21-.43
Meindl, P., Quirk, A., & Graham, J. (2018). Best Practices for School-Based Moral Education. Policy Insights from the Behavioral and Brain Sciences, 5(1), 3-10.
Midgette, A. J., Ilten-Gee, R., Powers, D. W., Murata, A., & Nucci, L. (2018). Using Lesson Study in Teacher Professional Development for Domain-Based Moral Education. Moral Education, 47(4), 498-.815.
Naito, T. (1990). Moral Education in Japanese Public Schools. Moral Education Forum. 15 (2), 27-63.
Nakaya, T. (2019). The Japanese concept KOKORO and its axiological aspects in the discourse of moral education. Adeptus, 13, 1-22.
Nakayama, O. (2019). New spirituality in japan and its place in the teaching of moral education. Religions, 10(278),1-12.
Nakayasu, C. (2016). School Curriculum in Japan. The Curriculum, 27(1), 134-150.
Nishino, M. (2017). The challenge of developing meaningful curriculum initiatives for moral education in Japan. Journal of Moral Education, 46(1), 46-57.
Noddings, N. (2002). Educating moral people: A caring alternative to character education. New York: Teachers College Press.
Nucci, L. P. (2001). Education in the moral domain. New York: Cambridge University Press.
Numano, T. (2010). Primary Schools in Japan. Retrieved October 4, 2016 from https://www.nier.go.jp/English/educationjapan/pdf/201109BE.pdf
Otsu, T. (2010). Moral and global citizenship education in japan, England, and France. Research Bulletin of Education, 5, 53-60.
Poukka, P. (2011). Moral education in the Japanese primary school curricular revision at the turn of the twenty-first century: Aiming at a rich and beautiful Kokoro. University of Hel-sinki, Research report 323, Retrieved from http://www.researchgate.net/publication/50369337.
Saito, Y. (2007). The moral dimension of Japanese aesthetics. Aesthetics and Art Criticism, 65(1), 85-97.
Schuitema, J., Dam, G. T., & Veugelers, W. (2008). Teaching strategies for moral education: A review. Curriculum Studies, 40(1), 69-89.
Shoko, M., & Fujio, N. (2006). Japan's education law reform and the hearts of children. The Asia-Pacific Journal: Japan Focus, 4(12), 3-12.
Stengel, B. S., & Tom, A. R. (2006). Moral matters: Five ways to develop the moral life of schools. New York: Teachers College Press.
Tahira, M. (2012). Behind MEXT’s new course of study guidelines. The Language Teacher, 36(3), 3-8.
Takeda, S. (2012). Human rights education in japan: an historical account, characteristics and suggestions for a better-balanced approach. Cambridge Journal of Education, 42(1), 83-96.
Wieczorek, C. C. (2008). Comparative analysis of educational systems of American and Japanese schools: Views and visions. Educational Horizons, 86(2), 99-111.
Yamamoto, T. (2016). Moral Education system and human rights education in Japan. Azabu University Magazine, 28, 37-43. | ||
|
آمار تعداد مشاهده مقاله: 241 تعداد دریافت فایل اصل مقاله: 168 |
||