صادقی اول, نسرین, امین‌خندقی, مقصود, سعیدی‌رضوانی, محمود. (1396). تحلیلی بر وضعیت برنامه درسی اجرا شده ریاضیات پایه چهارم ابتدایی. پژوهش در برنامه ریزی درسی, 14(53), 81-99.
نسرین صادقی اول; مقصود امین‌خندقی; محمود سعیدی‌رضوانی. "تحلیلی بر وضعیت برنامه درسی اجرا شده ریاضیات پایه چهارم ابتدایی". پژوهش در برنامه ریزی درسی, 14, 53, 1396, 81-99.
صادقی اول, نسرین, امین‌خندقی, مقصود, سعیدی‌رضوانی, محمود. (1396). 'تحلیلی بر وضعیت برنامه درسی اجرا شده ریاضیات پایه چهارم ابتدایی', پژوهش در برنامه ریزی درسی, 14(53), pp. 81-99.
صادقی اول, نسرین, امین‌خندقی, مقصود, سعیدی‌رضوانی, محمود. تحلیلی بر وضعیت برنامه درسی اجرا شده ریاضیات پایه چهارم ابتدایی. پژوهش در برنامه ریزی درسی, 1396; 14(53): 81-99.
تحلیلی بر وضعیت برنامه درسی اجرا شده ریاضیات پایه چهارم ابتدایی
1کارشناس ارشد مطالعات برنامه درسی دانشگاه فردوسی مشهد، ایران.
2دانشیار مطالعات برنامه درسی دانشگاه فردوسی مشهد، ایران.
چکیده
پژوهش حاضر با هدف بررسی وضعیت برنامه درسی اجرا شده در درس ریاضیات پایه چهارم ابتدایی صورت گرفته است. این تحقیق از نوع توصیفی پیمایشی و جامعه آماری آن، کلاس‌های پایه چهارم ناحیه 7 شهرستان مشهد در سال تحصیلی 90-89 است. ۷۲ کلاس درسی شامل ۳۶ کلاس پسرانه و ۳۶ کلاس دخترانه به‌صورت تصادفی انتخاب گردید. در ادامه این پاراگراف به ابزار اشاره شده است. در این کلاس‌ها دو نوع رفتار معلمان مورد ارزیابی قرار گرفت. در مرحله اول، رفتار تدریس معلمان با استفاده از روش مشاهده سیستم تعاملی فلندرز مورد توصیف و تجزیه‌وتحلیل قرار گرفت. در مرحله بعد اطلاعات مربوط به رفتار ارزشیابی معلمان از طریق چک‌لیست محقق ساخته، جمع‌آوری و توصیف و سپس با استفاده از آزمون‌های تحلیل واریانس یک‌طرفه و دانکن مورد تجزیه‌وتحلیل واقع گردید. نتایج نشان می‌دهد، معلمان مورد پژوهش بیشتر روش‌های مستقیم و غیرفعال را به کار می‌گیرند و در این مورد هیچ تفاوت معناداری میان معلمان مرد و زن با تحصیلات و سوابق تدریس مختلف وجود ندارد. تجزیه‌وتحلیل ارزشیابی‌های پایانی نیز از غیرفعال بودن آنها حکایت دارد. در تمامی برگه‌های ارزشیابی پایانی سؤالی در سطوح فعال شناختی طرح نگردیده، از میان سطوح غیرفعال نیز، سطح درک و فهم بیشترین تعداد سؤالات و بیشترین میزان نمره را به خود اختصاص داده است. نتایج در همه موارد به استثناء معلمان با سابقه بالای ۳۰-۲۵ سال، هیچ تفاوت معناداری را نشان نمی‌دهد.
Analysis of the state of math implemented curriculum in fourth grade
نویسندگان [English]
nasrin sadeghi1؛ Maghsud Amin Khandaghi2؛ Mahmud Saidi Rezvani2
1M.Sc. of curriculum, Ferdowsi University of Mashhad, Iran.
2Corresponding Author, Associate Professor, Ferdowsi University of Mashhad, Iran.
چکیده [English]
Implemented curriculum situation and in another definition the teaching-comprehending activity and the stuffs happen in the class, is a connection between intended curriculum and attained curriculum. This is because of the intended goal can be achieved by implemented curriculum. Also, the implemented curriculum is affected by intended curriculum and attained curriculum. It is worth to notify the knowledge, point of view and the ability of the teacher has also a big influence on the implemented curriculum. The studies show that the mathematic course is considered as important criteria for the development and progress in the world and also a basic knowledge for the other branch of sciences. However, the results of international competitions and internal outcome show that Iran don’t have a proper level of qualification in this course. Therefore, this study tried to investigate the important role of implemented curriculum of the mathematic course on the achievement of intended training goals. To do this, the current study from the statistical population of the fourth and fifth level of elementary school at region 7 of Mashhad in 1389-1390, 72 classes were selected. Two type of the teacher behavior were evaluated. At first step, the training style of the teacher was evaluated and analyzed using Flanders system of interaction analysis. In the next step, the data provided by prepaid evaluation sheet was collected and then by using one-directional variance and Duncan analysis was collected an analyzed. The results show that most of teachers use the direct and inactive method. These teachers prefer speeches rather than asking questions and therefore most of student talking is about what teachers want and intended not the creative and free discussions. The analysis of summative evaluation is also showing them in inactive manner. These results don’t show significant difference for the teachers with different scientific and employment backgrounds.
کلیدواژه‌ها [English]
implemented curriculum, teaching, Evaluation, Flanders System of Interaction Analysis, Mathematic Curriculum
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