نوع مقاله: مقاله پژوهشی

نویسندگان

1 1استادیار دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران

2 2و3 دانش آموحته کارشناسی ارشد

چکیده

این تحقیق با هدف بررسی رابطه بین مؤلفه‌های برنامه درسی پنهان و هویت ملی دانش‌آموزان متوسطه انجام شده است. روش آن توصیفی از نوع همبستگی است. جامعه آماری این تحقیق دانش‌آموزان سال دوم و سوم دبیرستان‌های غرب استان مازندران، به تعداد 17979 نفر هستند و حجم نمونه شامل 414 نفر از دانش‌آموزان می‌شود که به روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. پرسشنامه محقق ساخته برای بررسی مؤلفه‌های برنامه درسی پنهان که شامل جو اجتماعی مدرسه، ساختار سازمانی، تعامل معلم و دانش‌آموز و ساختار فیزیکی مدرسه و کلاس درس و پرسشنامه محقق ساخته هویت ملی که پس از تعیین روایی و پایایی، پایایی برنامه درسی پنهان 85% و هویت ملی 81%به روش آلفای کرانباخ محاسبه شد، توسط پاسخ‌گویان تکمیل گردید. در بخش تحلیل آماری از شاخص‌های آماری توصیفی و رگرسیون استفاده شد. نتایج پژوهش نشان داد که بین مؤلفه‌های برنامه درسی پنهان و هویت ملی دانش‌آموزان با 95/. اطمینان رابطه وجود دارد. بین جو اجتماعی مدرسه، ساختار سازمانی مدرسه، تعامل معلم و دانش‌آموزان و ساختار فیزیکی مدرسه و کلاس درس و هویت ملی دانش‌آموزان با 95/. اطمینان رابطه وجود دارد. همچنین یافته‌ها نشان دادند که افزایش در هر یک از مؤلفه‌ها بر میزان هویت ملی نیز افزوده می‌شود و بیشترین رابطه مربوط به متغیر تعامل معلم و دانش‌آموز است.

کلیدواژه‌ها

عنوان مقاله [English]

The study of the relationship between the hidden curriculum components and the national identity of high school students

نویسندگان [English]

  • reza ali nowrozi 1
  • tayebeh jannat ferey dooni 2
  • maryam mashakalayeh 2

چکیده [English]

To find out the relationship between hidden curriculum components and the national identity of high school students, this research has been done. The present study is implemented on the basis of descriptive- correlation method. The statistical populations of this study are the second and the third grad high school students of West Mazandaran province. 414 students are selected based on stratified sampling method.Two sorts of questionnaires were designed by the researcher and had been answered by the participant. In order to measure the effect of hidden curriculum components, the first on focused on the social atmosphere of school, organizational structure, teacher-learner interaction, and physical structure of school and classroom. The second one, however, focused on the national identify. On the basis of Coronbach’s Alpha coefficient, the reliability of hidden curriculum factors and the national identify were calculated as 85% and 81%.Descriptive statistic and Regression analysis have been used so as o analyze data. The results indicate that there is a significant relationship - with 95% certainty- between the hidden curriculum components and national identity of students. Also, some elements such as social atmosphere of school, organizational structure of school, teacher-learner interaction, physical structure of school and classroom are related with national identity of students, having 95% of certainty. The findings show that as each and every of the above-mentioned factors increase, the amounts of national identity of students increases, too. The variable of teacher-learner interaction possesses the most correlation with the national identity.

کلیدواژه‌ها [English]

  • Curriculum
  • hidden curriculum
  • hidden curriculum components
  • National Identity

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