مروری بر نظریه‌های محتوا و انتخاب محتوا در ادبیات تخصصی حوزه‌ مطالعات برنامه‌ درسی

زﻣﯿﻨﻪ و اﻫﺪاف: ﻫﺪف اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﺗﺤﻠﯿﻞ ﻣﻔﻬﻮم ﻣﺤﺘﻮا و ﻧﻈﺮﯾﻪﻫﺎ و ﻣﻌﯿﺎرﻫﺎی ﻣﺮﺑﻮط ﺑﻪ اﻧﺘﺨﺎب ﻣﺤﺘﻮا در ادﺑﯿﺎت ﺗﺨﺼﺼﯽ ﺣﻮزة ﻣﻄﺎﻟﻌﺎت ﺑﺮﻧﺎﻣﮥ درﺳﯽ اﺳﺖ. روشﻫﺎ: روش اﯾﻦ ﻣﻄﺎﻟﻌﻪ واﮐﺎوی، ﻣﺮور ﻧﻈﺎمﻣﻨﺪ و اﺳﺘﻨﺎد ﺑﻪ ﻧﻈﺮﯾﺎت ﻣﺘﺨﺼﺼﺎن در زﻣﯿﻨﮥ اﻧﺘﺨﺎب ﻣﺤﺘﻮای ﻣﻨﺎﺳﺐ ﺑﺮای ﺑﺮﻧﺎﻣﻪﻫﺎی درﺳﯽ اﺳﺖ. ﯾﺎﻓﺘﻪﻫﺎ: ﻣﺠﻤﻮﻋﻪای از ﺷﻮاﻫﺪ در اﯾﻦ زﻣﯿﻨﻪ ﻣﻮرد اﺳﺘﻨﺎد ﻗﺮار ﮔﺮﻓﺖ ﮐﻪ ﺣﮑﺎﯾﺖﮔﺮ ﺑﺮوز ﺟﺎﺑﺠﺎﯾﯽ وﺳﯿﻠﻪ-ﻫﺪف در اﻧﺪﯾﺸﮥ ﺑﺮﻧﺎﻣﻪرﯾﺰان درﺳﯽ اﺳﺖ ﺑﻪ اﯾﻦ ﻣﻌﻨﺎ ﮐﻪ ﻣﺤﺘﻮا از اﺑﺰاری ﺑﺮای ﺗﺤﻘﻖ اﻫﺪاف ﻋﺎﻟﯽ آﻣﻮزش ﺑﻪ ﻫﺪﻓﯽ ﻣﺴﺘﻘﻞ ﺗﺒﺪﯾﻞ ﺷﺪه اﺳﺖ. اﯾﻦ ﻣﺪﻋﺎ در اﻧﺪﯾﺸﻪﻫﺎی اﺳﭙﻨﺴﺮ ﺗﺎ آﯾﺰﻧﺮ ﻗﺎﺑﻞ ردﯾﺎﺑﯽ اﺳﺖ. اﺳﭙﻨﺴﺮ در ﭘﺎﺳﺦ ﺑﻪ اﯾﻦ ﭘﺮﺳﺶ ﮐﻪ ﮐﺪام داﻧﺶ ارزﺷﻤﻨﺪﺗﺮﯾﻦ اﺳﺖ ﻋﻠﻢ را در ﻣﻌﻨﺎی آﺷﻨﺎﯾﯽ ﺑﺎ ﭘﺪﯾﺪهﻫﺎ ﻣﻄﺮح ﻣﯽﮐﻨﺪ. دﯾﻮﯾﯽ ﺿﻤﻦ ﭘﺮﻫﯿﺰ از ﺗﺠﻮﯾﺰ و ﺗﺤﻤﯿﻞ ﻣﺤﺘﻮا ﺑﺮ ﻣﻌﻠﻤﺎن ﮐﻮﺷﯿﺪ روﯾﮑﺮدی ﻣﯿﺎنرﺷﺘﻪ ای ﺑﺮای آﻣﻮزش دروس ﻣﺨﺘﻠﻒ ﺗﺒﯿﯿﻦ ﮐﻨﺪ. ﻫﺮﺳﺖ ﻣﻮﺿﻮع ﻋﺪم ﺗﻨﺎﺳﺐ ﻣﻨﻄﻘﯽ ﯾﺎ روانﺷﻨﺎﺧﺘﯽ دﯾﺴﯿﭙﻠﯿﻦ ﻫﺎ را ﺑﺮای آﻣﻮزش ﻣﺪرﺳﻪای ﻣﯽﭘﺬﯾﺮد. آﯾﺰﻧﺮ ﻣﺤﺘﻮا را اﺑﺰاری ﺑﺮای رﺳﯿﺪن ﺑﻪ ﻫﺪف دﯾﮕﺮ ﻣﯽداﻧﺪ. ﻧﯿﻞ ، ﺑﺮوﻧﺮ، ﻓﻨﯿﮑﺲ و ﺑﻠﻮم ﺿﻤﻦ اﺷﺎره ﺑﻪ ﻣﺤﺪودﯾﺖﻫﺎی ﺗﻠﻘﯽ ﺳﻨﺘﯽ از ﻣﺤﺘﻮا، ﺑﻪ ﺟﺎی اﻧﺘﺨﺎب ﻣﺤﺘﻮای ﻣﻨﺎﺳﺐ ﮐﻮﺷﯿﺪﻧﺪ اﺻﻮﻟﯽ ﻧﻈﯿﺮ ﺗﺴﻠﻂ ،ﻋﻼﻗﻪ، ﻋﻤﻖ و ﺳﺎﺧﺘﺎر را در ﺗﺪوﯾﻦ ﻣﺤﺘﻮاﻫﺎی درﺳﯽ رﻋﺎﯾﺖ ﮐﻨﻨﺪ. اﻧﺪﯾﺸﻤﻨﺪان اﻧﺘﻘﺎدی ﻧﻈﯿﺮ اﭘﻞ، ژﯾﺮو و دال ﻧﯿﺰ ﺗﻠﻘﯽ ﺳﻨﺘﯽ از ﻣﺤﺘﻮا را دارای ﮐﺎرﮐﺮدﻫﺎی اﯾﺪﺋﻮﻟﻮژﯾﮑﯽ و اﻗﺘﺼﺎدی ﻣﯽداﻧﻨﺪ و اﻋﺘﻘﺎد دارﻧﺪ ﮐﻪ اﯾﻦ ﺗﻠﻘﯽ ﺑﺎﻋﺚ اﯾﺠﺎد ﻣﺤﺪودﯾﺖﻫﺎی ﻧﻈﺎمﻣﻨﺪ در ﻓﺮاﯾﻨﺪﻫﺎی آﻣﻮزﺷﯽ و ﻧﺘﺎﯾﺞ ﺗﺮﺑﯿﺘﯽ ﻣﯽﮔﺮدد. ﻧﺘﯿﺠﻪﮔﯿﺮی: در ﺗﺤﻠﯿﻞ ﻧﻬﺎﯾﯽ، ﻣﺠﻤﻮﻋﻪ ﺷﻮاﻫﺪ ﻧﺸﺎن ﻣﯽدﻫﺪ ﻧﻮع ﺗﻠﻘﯽ ﺑﺮﻧﺎﻣﻪرﯾﺰان درﺳﯽ از ﻣﺤﺘﻮای ﺑﺮﻧﺎﻣﮥ درﺳﯽ از ﺧﻄﻮط ﻓﮑﺮی ﻣﺘﺨﺼﺼﺎن اﯾﻦ رﺷﺘﻪ ﻓﺎﺻﻠﻪ ﮔﺮﻓﺘﻪ و ﺑﻪ ﺷﮑﻞ ﻣﺤﺪودﺗﺮ و ﺳﻨﺘﯽﺗﺮی ﺑﻪ ﻧﺎم ﻣﺤﺘﻮای ﻣﺘﻨﯽ ﻓﺮو ﮐﺎﺳﺘﻪ ﺷﺪه اﺳﺖ.

a review on the concept of curriculum as content and theories of content selection in the field of curriculum studies

background and objectives: the aim of this research was to offer an analysis of the concept of curriculum as content and theories of content selection in the field of curriculum studies. methods: the method of this study is referencing to the historical and experts' views about selecting appropriate content for general education. findings: the evidences revealed that there is a goal displacement in the practice of curriculum planners. in the other words, content as an instrument for attaining ideal purposes is transformed to an independent and inherently invaluable goal. this hypothesis is perceptible from the philosophical thoughts of herbert spencer to elliot eisner. spencer introduced the concept of science as the human effort for understanding the whole nature of phenomena. dewey avoided dictating content to teachers and tried to explain an interdisciplinary method for instruction on lessons such as geography and history. hurst accepted the logical and psychological inconsistency of disciplines for school instruction. eisner treated content just as a medium for achieving higher order goals of education. there is a critical view point about conventional and traditional conception of content in the theory and practice of neill, bruner, phenix an bloom. these experts tried to explain principles such as mastery, interest, depth, and structure in developing content, instead of mere selection of content according to disciplinary considerations. critical pedologists like apple, giroux and doll disclosed the ideological and economic aspects of classic perceptions of content and signify the limitations of this approach with regard to the oppressing teachers and learner's innovations. conclusion: this is certainly the case that the perception of curriculum planners of the content reduced to a limited and very traditional one that called textual content.