یکپارچگی در جهان با برنامۀ درسی کل‌نگر: مروری نظام‌مند

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، گروه روش‌ها و برنامه‌‌های درسی و آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

2 دانشیار، گروه روش‌ها و برنامه‌‌های درسی و آموزشی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

10.22034/cipj.2025.65938.1232

چکیده

هدف: هدف پژوهش حاضر، مروری نظام‌مند بر پژوهش‌های مرتبط با ابعاد و مولفه‌های برنامه درسی کل‌نگر است تا تصویری جامع و شفاف از این برنامه، به سیاست‌گذاران، طراحان و مجریان آموزشی ارائه دهد.
روش پژوهش: این پژوهش از نوع کیفی و مرور نظام‌مند است است. جامعۀ آماری شامل مقالات مرتبط با آموزش و بنرامه‌درسی کل‌نگر است، انتخاب و تحلیل مقالات مطابق با مراحل رایت و همکاران در هفت گام و سه پایگاه داده (Web Of Science، Scopus Google scholar,) انجام شد. برای غربالگری دقیق‌تر، از چک‌لیست رایت و همکاران و چارچوب PRISMA استفاده شد و در نهایت ۱۵ مقاله انتخاب شد و برای تحلیل، از تحلیل مضمون به شیوه استقرایی استفاده‌شد و برای بررسی پایایی تحلیل‌ها، شاخص توافق بین دو کدگذار سنجیده شد که بالاتر از 8/0 بود.
یافته‌ها: پس از تجزیه و تحلیل داده‌ها، ابعاد برنامه درسی کل‌نگر در سه بعد فردی، بین فردی و محیطی تبیین شد. برای بعد فردی، مضامین رشد فکری، رشد معنوی و رشد جسمانی، برای بعد بین فردی مضامین رشد اخلاق اجتماعی، رشد فرهنگی و اجتماعی و برای بعد محیطی مضامین ارتباط با محیط هنری و اصیل، یادگیری در محیط طبیعی شناسایی شد.
نتیجه‌گیری: معلمان و طراحان آموزشی بامطالعه این ابعاد و مؤلفه‌ها می‌توانند درک عمیق‌تری از برنامه درسی کل‌نگر به‌عنوان یکی از نوین‌ترین رویکردهای آموزشی پیداکرده و آن را به‌طور مؤثر در تدریس و طراحی آموزشی خود به‌کارگیرند و محیطی غنی و پویا برای رشد همه‌جانبه دانش‌آموزان، به‌عنوان آینده‌سازان یک جامعه یکپارچه، فراهم آورند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Global Integration with Holistic Curriculum: A Systematic Review

نویسندگان [English]

  • Negin Fakhar 1
  • Marzieh Dehghani 2
  • Khatoon Alipour 1
1 PhD student in Curriculum Planning, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
2 Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
چکیده [English]

Objective: The present study aims to conduct a systematic review of research related to the dimensions and components of a holistic curriculum in order to provide a comprehensive and precise understanding of this approach for policymakers, curriculum designers, and educational practitioners.
Method: This qualitative study employed a systematic review design. The statistical population consisted of scholarly articles addressing holistic education and curriculum. The selection and analysis of studies were carried out based on Wright et al.’s seven-step protocol across three databases (Web of Science, Scopus, and Google Scholar). To ensure more rigorous screening, Wright et al.’s checklist and the PRISMA framework were applied, leading to the selection of 15 articles. An inductive thematic analysis was conducted, and inter-coder reliability was evaluated, with an agreement coefficient exceeding 0.8.
Results: The analysis revealed that the holistic curriculum encompasses three major dimensions: individual, interpersonal, and environmental. Within the individual dimension, themes of intellectual growth, spiritual growth, and physical development were identified. The interpersonal dimension included themes of social–ethical development and sociocultural growth. The environmental dimension comprised themes related to engagement with authentic and artistic environments and learning within natural settings.
Conclusion: By examining these dimensions and components, teachers and curriculum designers can gain a deeper understanding of the holistic curriculum as a contemporary educational approach. Applying this perspective in instructional planning and teaching practices can help create enriched and dynamic learning environments that foster the comprehensive development of students as future contributors to an integrated society.

کلیدواژه‌ها [English]

  • holistic curriculum
  • holistic education
  • holistic learning
  • innovative curriculum
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  • تاریخ دریافت: 29 بهمن 1403
  • تاریخ بازنگری: 25 فروردین 1404
  • تاریخ پذیرش: 27 فروردین 1404
  • تاریخ اولین انتشار: 01 آذر 1404
  • تاریخ انتشار: 01 آذر 1404