نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشیار رشته مطالعات برنامه درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران.

2 دانشجوی دکتری مطالعات برنامه درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران.

3 دانشجوی دکتری فلسفه تعلیم و تربیت، دانشگاه شاهد تهران. تهران. ایران.

10.30486/jsre.2020.1892258.1564

چکیده

این پژوهش با هدف مطالعة ویژگی‌های عناصر برنامه درسی در مدارس عشایری، از منظر معلمان ابتدایی، انجام شد. مطالعه حاضر در سال تحصیلی 98-1397 با رویکرد کیفی، از نوع تحلیل محتوای کیفی هدایت شده با نمونه‌گیری هدفمند و از طریق مصاحبة عمیق نیمه‌ساختاریافته با 15 نفر از معلمان شاغل در مدارس عشایری انجام گرفت. تجزیه‌وتحلیل متن مصاحبه‌ها به‌صورت دستی و همزمان با جمع‌آوری داده‌ها انجام شد. اعتمادپذیری یافته‌ها با استفاده از غوطه‌وری و مطالعه مکرر و بازنگری توسط مشارکت‌کنندگان و خبرگان به دست آمد. با استناد به عناصر برنامة درسی پیشنهادی Maleki (2015)، هفت عنصر در این پژوهش مورد مطالعه قرار گرفت. ویژگی‌های عناصر برنامه درسی عشایری با طبقه‌های اصلی شامل هدف (هدف از تحصیل اکتفا به سوادآموزی در حد ابتدایی)، محتوا (محتوای نظام متمرکز؛ چالشی برای دانش‌آموزان و معلمان عشایری)، مواد آموزشی (کمبود امکانات و ملزومات آموزشی)، راهبردهای یاددهی- یادگیری (چالش‌های پیش روی راهبردهای یاددهی- یادگیری؛ نقش چندگانة حرفه‌ای معلم)، زمان (غیبت‌های غیرموجه زیاد و از دست رفتن زمان)، فضا (نبود تعامل بین خانه و مدرسه؛ مشکلات فضای فیزیکی مدرسه)، ارزشیابی (موانع ارزشیابی توصیفی - کیفی)، از داده‌ها استخراج شد. نتایج حاصل نشان داد، علی‌رغم تأکید اسناد بالادستی و اساسنامه‌های آموزش‌وپرورش، مبنی بر منطبق کردن برنامه‌های درسی با بستر زندگی عشایری، این مهم اتفاق نیفتاده است؛ لذا اقدامات عملی از سوی متصدیان امر ضرورت دارد.

کلیدواژه‌ها

عنوان مقاله [English]

The Study of Characteristics of the Curriculum Elements in Elementary Tribes schools

نویسندگان [English]

  • firooz Mahmoodi 1
  • ahad azimi Aghbolaq 2
  • seyyedhadi madani 3

1 Associate Professor, PhD, Curriculum Studies, Faculty of Education & Psychology, Tabriz University.Tabriz. Iran.

2 Ph.d student, in Curriculum Studies, Faculty of Education & Psychology, Tabriz University. Tabriz. Iran.

3 Ph.d student, in Philosophy of Education, Faculty of Humanities Science, Sahed University. Tehran. Iran.

چکیده [English]

This study aimed to describe the characteristics of curriculum elements in Tribes schools from the perspective of elementary teachers. The present study was conducted in the academic year of 2018-2019 with guided qualitative content analysis, with purposeful sampling and in-depth semi-structured interview with 15 teachers of Tribes schools. The analysis of the interviews was done manually and simultaneously with data collection. The reliability of the findings was done by immersion and repeated study and review and revise by participants and experts. Based on the elements of the proposed curriculum Maleki (2015), seven elements in this study were studied. Characteristics of Tribes curriculum elements with main categories include goal (goal of study: literacy only at elementary level), content (prescribed content by Centralized education system, challenges for Tribes students and teachers), instructional materials (shortage of instructional facilities and requirements), Teaching-learning strategies (the challenges of teaching-learning strategies; the multifaceted role of teacher), time (truancy and wasting time), space (lack of interaction between home and school; School physical space issues, evaluation (barriers to descriptive-qualitative evaluation) were extracted from the data. The results showed that this was not the case despite the emphasis on Legal documents and education statutes to adapt curricula to the context of Tribes life, so actions are needed from practitioners.

کلیدواژه‌ها [English]

  • Tribes schools
  • curriculum elements
  • Directed Content Analysis

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