اجراي برنامه درسي مبتني بر تفاوت‌هاي فردي درس «دين و زندگي» در نظام آموزش و پرورش ايران؛ چالش‌ها و راهكارها

Implementing the curriculum based on individual differences in the course of "Religion and Life" in the Iranian education system; Challenges and solutions

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺷﻨﺎﺳﺎﻳﻲ ﭼﺎﻟﺶ ﻫﺎ و ﻣﻮاﻧﻊ اﺟﺮاي ﺑﺮﻧﺎﻣﻪ ي درﺳﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﺗﻔﺎوت ﻫﺎي ﻓـﺮدي درس »دﻳـﻦ و زﻧﺪﮔﻲ« در ﻧﻈﺎم آﻣﻮزش و ﭘﺮورش اﻳﺮان اﻧﺠﺎم ﺷﺪه اﺳﺖ. در اﻳﻦ ﭘﮋوﻫﺶ ﺑﺎ اﺳﺘﻔﺎده از روش ﭘﺪﻳﺪارﺷﻨﺎﺳﻲ و ﻧﻤﻮﻧﻪ ﮔﻴﺮي ﻫﺪﻓﻤﻨﺪ ﻣﻼك ﻣﺤﻮر، دﻳﺪﮔﺎه ﺑﻴﺴﺖ و ﺳﻪ ﻧﻔﺮ از ﻣﺘﺨﺼﺼﺎن و دﺳﺖ اﻧﺪرﻛﺎران ﺣﻮزه ي ﺗﺮﺑﻴﺖ دﻳﻨﻲ ﺑﺎ اﺑﺰار ﻣﺼﺎﺣﺒﻪ ﻧﻴﻤﻪ ﺳﺎﺧﺘﺎر ﻳﺎﻓﺘﻪ ﻣﻮرد ﺑﺮرﺳﻲ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ. ﻧﺘﺎﻳﺞ ﻣﻄﺎﻟﻌﻪ ﺑﻴﺎن ﮔﺮ آن اﺳﺖ ﻛﻪ اﺟﺮاي اﻳﻦ روﻳﻜﺮد ﺑـﺎ ﭼﺎﻟﺶ ﻫﺎﻳﻲ ﻗﺒﻞ و ﺣﻴﻦ اﺟﺮا ﻣﻮاﺟﻪ اﺳﺘﺎﺳﺖ. ﭼﺎﻟﺶ-ﻫﺎي ﻗﺒـﻞ از اﺟـﺮا ﻋﺒﺎرﺗﻨـﺪ از ﺿـﻌﻒ در ﺳﻴﺴـﺘﻢ آﻣﻮزﺷـﻲ و ﺑﺮﻧﺎﻣﻪ ﻫﺎي درﺳﻲ داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﻴﺎن، ﺿﻌﻒ ﺳﻴﺴﺘﻢ ﺗﺮﺑﻴﺖ ﻣﻌﻠﻢ در ﺟﺬب و ﺗﺮﺑﻴﺖ ﻣﻌﻠﻤﺎن ﺑﺮﺧﻮردار از ﺷﺎﻳﺴﺘﮕﻲ ﺣﺮﻓﻪ اي، »ﻛﻨﻜﻮر« ﻋﺎﻣﻠﻲ ﺑﺮاي ﻳﻜﺴﺎن ﺳﺎزي، اﻧﻌﻄﺎف ﻧﺎﭘﺬﻳﺮي اﻫﺪاف و ﻋﺪم اﺳﺘﻘﻼل ﻣﻌﻠﻢ در اﻧﻄﺒﺎق دادن اﻫﺪاف ﺑﺎ ﺗﻔﺎوت ﻫﺎي ﻓﺮدي داﻧﺶ آﻣﻮزان، ﺣﺎﻛﻤﻴﺖ روﻳﻜﺮد ﻣﻮﺿﻮع ﻣﺤﻮري در ﻃﺮاﺣﻲ ﺑﺮﻧﺎﻣﻪ درﺳﻲ، ﺗﻤﺮﻛﺰ ﻣﺤـﻮري در ﺗﻬﻴﻪ ﻣﺤﺘﻮا و ﻋﺪم ﺗﻮﺟﻪ ﺑﻪ ﻣﺆﻟﻔﻪ ﻫﺎي ﺑﻮم ﺷﻨﺎﺧﺘﻲ، ﻋﺪم ﺗﻨﺎﺳﺐ ﻣﺤﺘـﻮا ﺑـﺎ ﻧﻴﺎزﻫـﺎي ﮔﻮﻧـﺎﮔﻮن داﻧـﺶ آﻣـﻮزان، و ﭼﺎﻟﺶ ﻫﺎي ﺣﻴﻦ اﺟﺮا ﻧﻴﺰ ﻋﺒﺎرﺗﻨﺪ از ﻣﺤﺪودﻳﺖ در اﺳﺘﻔﺎده از ﻣﻮاد ﻳﺎدﮔﻴﺮي ﻣﺘﻨﻮع آﻣﻮزﺷﻲ، ﺿﻌﻒ داﻧﺸـﻲ و ﻋﻤﻠـﻲ ﻣﻌﻠﻤﺎن در ﺷﻴﻮه ﻫﺎي ﺗﺪرﻳﺲ، ﻋﺪم »ﺟﺬاﺑﻴﺖ و ﺑﺮاﻧﮕﻴﺰاﻧﻨﺪﮔﻲ« ﻣﺤﻴﻂ ﻳـﺎدﮔﻴﺮي، ﻋـﺪم اﺧﺘﺼـﺎص زﻣـﺎن ﻛـﺎﻓﻲ ﺑـﻪ ﻣﻌﻠﻤﺎن، ﺗﻌﺪاد زﻳﺎد داﻧﺶ آﻣـﻮزان در ﻛـﻼس درس، ﻋـﺪم اﻣﻜـﺎن اﺳـﺘﻔﺎده ﻛـﺎﻓﻲ از ﻓﺮﺻـﺖ ﻫـﺎي ﻳـﺎدﮔﻴﺮي ﺑـﺮون ﻣﺪرﺳﻪ اي، ﺿﻌﻒ ارﺗﺒﺎط ﻣﻴﺎن ﺧﺎﻧﻮاده و ﻣﺪرﺳﻪ، ﻣﺤﺪودﻳﺖ اﻣﻜﺎﻧﺎت و ﺗﺠﻬﻴﺰات آﻣﻮزﺷﻲ ﻓﻦ آوراﻧﻪ و روزآﻣﺪ و ﺣﺎﻛﻤﻴﺖ ﺷﻴﻮه ارزﺷﻴﺎﺑﻲ ﺷﻨﺎﺧﺖ ﻣﺤﻮر. ﻫﻤﭽﻨﻴﻦ ﺟﻬﺖ ﻣﻘﺎﺑﻠﻪ ﺑﺎ اﻳﻦ ﭼﺎﻟﺶ ﻫﺎ راﻫﻜﺎرﻫﺎي ﻣﻘﺘﻀﻲ اراﺋﻪ ﺷﺪه اﺳﺖ.

Individual differences are very important in education.The present study aimed to identify the challenges and barriers to the implementation of the curriculum based on individual differences in the area of Religion and Life in the education system .Using the phenomenological method and purposeful criterion-based sampling,the views of twenty-three experts in the field of religious education have been examined using semi-structured interview tools. The results indicate that the implementation of this approach faces challenges before and during the implementation of the religion and life curriculum.Challenges before implementation are weaknesses in the educational system and curricula of Farhangian University, weakness of the teacher training system in hiring and training professionally qualified teachers,entrance exam for university a factor for standardization, inflexibility of goals and lack of teacher independence adaptation of goals to individual differences of learners,The dominance of a disciplinary approach in curriculum design,central focus and uniformity in content preparation and lack of attention to ecological components,incompatibility of content with different needs of students, and challenges during implementation are also limitations in the use of resources and various educational learning materials, poor knowledge and practice of teachers in teaching methods of religion and life curriculum,Lack of attractiveness and motivation of the environment for learning,Lack of sufficient time for teachers,large number of students in a classroom,Lack of adequate use of learning opportunities outside the school, poor communication between families and school,limited technological and up-to-date educational facilities,Dominance of cognitive-centered evaluation method and lack of teachers' freedom in evaluation.Appropriate solutions are provided to solve the challenges