چشم‌انداز آموزش زبان فارسی به غیر ایرانیان از منظر برنامه‌‌ریزی درسی

نوع مقاله: مقاله پژوهشی

نویسنده

استادیار زبان‌شناسی و آموزش زبان فارسی به غیرفارسی زبانان دانشگاه علامه طباطبائی

چکیده

  تجربه نشان داده است که غفلت از برنامه درسی و نحوه طراحی آن به معنای عدم توجه جدی به محتوا، اهداف یادگیری، اهداف رفتاری، نحوه آموزش و شیوه ارزشیابی برنامه زبان‌آموزی است. هدف این مقاله توجه دادن متخصصان زبان فارسی به اهمیت برنامه درسی در چشم‌انداز آموزش زبان فارسی به غیر ایرانیان است. از مهم‌ترین ویژگی‌های یک کتاب مناسب آموزش زبان داشتن نظریه زبانی و نظریه یادگیری و توجه به تفاوت‌های زبان‌آموزان و اهداف و نیازهای آنهاست. سؤال مقاله حاضر این است که فرآیند تدوین کتاب‌های آموزشِ زبان فارسی به غیرایرانیان، تا چه حد از اسلوب علمی طراحی برنامه درسی تبعیت می‌کند. برای این منظور در بخش مبانی نظری، تفاوت بین روش تدریس و طراحی برنامه درسی نشان داده شده و روش‌های تدریس و برنامه‌های درسی بر پایه نظریه‌های زبانی توصیف شده است. سپس سیر تکوین برنامه‌های درسی و جهت‌گیری‌های غالب در این زمینه و در نهایت نحوه بازنمایی این سیر تکوینی در کتاب‌های آموزش زبان فارسی به غیرایرانیان مورد بحث قرار گرفته است. در بخش پایانی مقاله نیز ضمن برشمردن عوامل مؤثر در طراحی برنامه درسی مناسب چند پیشنهاد کاربردی برای بسامان کردن فرآیند تدوین منابع آموزش زبان فارسی به غیر ایرانیان ارائه شده است.

کلیدواژه‌ها


عنوان مقاله [English]

The prospect of teaching persian to non-Iranians from the viewpoint of syllabus design

نویسنده [English]

  • R. M Sahraei
Allameh Tabataba'i University
چکیده [English]

Experience has shown that ignoring the syllabus and its design would mean a lack of serious attention to the content, learning and behavioral objectives, and the teaching and evaluation method of the language acquisition program. This article aims to remind the Persian experts of the importance of syllabus/ curriculum in the perspective of Teaching Persian to Non-Iranians. One of the most important characteristics for a textbook suitable for language teaching is to have a linguistic theory and a learning theory, and to pay attention to language learner differences, and their goals and needs. The question in this article is "how closely the process of developing Persian language textbooks follows the methodology of syllabus design"? For this purpose, the first section, theoretical foundations, displays the difference between teaching methodology and syllabus design, and describes syllabuses based on linguistic theories. Then, the evolutional route of the syllabuses is explained, and their dominant tendencies are determined. Finally, the method of representation of this evolutional route in the textbooks for teaching Persian to Non-Iranians is discussed. In the final section of the article, while itemizing the effective factors in designing proper syllabuses, some practical suggestions are made for organizing the process of developing teaching Persian to non-Iranians resources.

کلیدواژه‌ها [English]

  • syllabus
  • linguistic theory
  • learning theory
  • Persian language teaching
  • form
  • Meaning

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