تبیین اثر برنامه درسی پنهان بر انضباط دانش‌آموزان دورة ابتدایی

پژوهش در برنامه ریزی درسی

مقاله 3، دوره 15، شماره 59، دی 1397، صفحه 75-94   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2018.545144

نویسندگان

بهزاد نوروزی چگینی¹؛ علی اکبر شیخی فینی^{* 2}؛ اقبال زارعی²؛ علیرضا عصاره³

¹دانشجوی دوره دکترای تخصصی برنامه‌ریزی درسی دانشگاه هرمزگان، هرمزگان، ایران.

²عضو هیئت‌علمی دانشگاه هرمزگان، هرمزگان، ایران.

³عضو هیئت‌علمی دانشگاه شهید رجایی، تهران، ایران.

چکیده

هدف این پژوهش، بررسی چگونگی اثرگذاری برنامه درسی پنهان بر انضباط دانش‌آموزان دورة ابتدایی است. به این منظور از روش آمیخته یا ترکیبی در این پژوهش استفاده گردید که در بخش کمی، روش تحقیق مورداستفاده روش پیمایشی از نوع مقطعی و در بخش کیفی از روش بررسی موردی (پژوهش پدیدار شناختی از نوع تجربه زیست شده) استفاده‌شده است. جامعة آماری پژوهش کلیه 39 مدرسه ابتدایی پسرانه ناحیه 3 آموزش‌وپرورش شهر شیراز در سال تحصیلی 95-94 است. تعداد نمونه مورد پژوهش با استفاده از روش نمونه‌گیری تصادفی 8 مدرسه و طول مدت مشاهده از ابتدا تا انتهای سال تحصیلی 95-94 بوده است. برای جمع‌آوری اطلاعات متناسب ابزارهای زیر استفاده‌شده است:1-پرسشنامه انضباط محقق ساخته.2-برگه‌های مشاهده سنج محقق ساخته با مقیاس درجه‌بندی لیکرت با روش واقعه‌نگاری.3-مصاحبه با روش سؤالات استانداردشده و روش گفتگوهای غیررسمی. به‌منظور تجزیه‌وتحلیل اطلاعات در بخش کمی از همبستگی پیرسون و تجزیه‌وتحلیل رگرسیون چندگانه استفاده‌شده است. نتایج رگرسیون چندگانه بین برنامه درسی پنهان با انضباط دانش‌آموزان همبستگی چندگانه 527/0 را نشان می‌دهد که در سطح اطمینان 95درصد معنادار است. همچنین به‌منظور تجزیه‌وتحلیل اطلاعات در بخش کیفی از نظرات صاحب‌نظران برنامه درسی پنهان و روانشناسی پرورشی استفاده شد که نتایج نشان داد که در اکثر مدارس و کلاس‌های درس مورد مشاهده دانش‌آموزان تحت تأثیر آثار برنامه درسی پنهان قرار داشتند که این آثار به‌طور مستقیم و غیرمستقیم بر احساس تعلق به مدرسه آن‌ها تأثیر عمیق و پایداری می‌گذاشت.

کلیدواژه‌ها

انضباط؛ برنامه درسی پنهان؛ دانش‌آموزان ابتدایی

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