واکاوی مفهوم هوشمندسازی به منظور ارایه الگوی برنامه درسی مناسب جهت دوره ابتدایی ایران

فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی

مقاله 2، دوره 7، 4 (پیاپی 28)، مرداد 1396، صفحه 31-58   

نوع مقاله: مقاله پژوهشی

نویسندگان

محمدرضا غزنوی^{* 1}؛ زهره سعادتمند²؛ نرگس کشتی آرای²

¹دانشجوی دکتری برنامه‌ریزی درسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

²دانشیار گروه علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

چکیده

پژوهش حاضر، با هدف واکاوی مفهوم هوشمندسازی به منظور ارایه الگوی برنامه درسی مناسب جهت دوره ابتدایی ایران، با روش ترکیبی از نوع اکتشافی در دو بخش کیفی (روش تحلیل محتوای کیفی و روش سنتز پژوهی) و کمی (پرسش‌نامه) انجام شد. حوزه پژوهش در سطح کیفی در قسمت تحلیل محتوا (مقالات و کتاب‌های حوزه برنامه ‌درسی مبتنی بر هوشمندسازی) و در قسمت سنتز پژوهی (کشورهای دارای برنامه‌ درسی مبتنی بر هوشمندسازی مالزی، استرالیا، فنلاند، سنگاپور، کره جنوبی و انگلیس) بوده است. نمونه‌گیری به صورت تدریجی انجام شد و تا سر حد اشباع ادامه یافت. جامعه آماری در بخش کمی شامل متخصصان برنامه درسی، تکنولوژی آموزشی و مدرسان هوشمندسازی در ایران بود. حجم نمونه از طریق فرمول کوکران 375 نفر برآورد گردند. از طریق نمونه‎گیری تصادفی خوشه­ ای چندمرحله ­ای نمونه مورد نظر انتخاب و پرسش‌نامه 41 گویه­ ای در اختیار افراد قرار گرفت. برای تأیید اعتبار یافته­ ها در بخش کیفی از معیار باور­پذیری (بهره­گیری از افراد خارج از محدوده پژوهش) و برای تأمین اطمینان ­پذیری از روش حسابرسی (کنترل بیشینه ­ای در مرحله یادداشت‌برداری) استفاده شد. تجزیه و تحلیل اطلاعات در بخش کیفی با به کاربری نظام مقوله­ ای قیاسی و کدگذاری موضوعی و در بخش کمی به روش تحلیل عاملی تأییدی انجام گرفت. نتایج نشان داد هوشمندسازی مفهومی است که در برگیرنده ابعاد پنج گانه سیستم مدیریت، محیط یاددهی و یادگیری، توانمندسازی، سخت‌افزار و نرم‌افزار بوده و مدل برنامه درسی مبتنی بر هوشمندسازی دارای ساختاری با عناصر اهداف، محتوا، روش­ های یاددهی و یادگیری و روش­ های ارزشیابی می­ باشد.

کلیدواژه‌ها

طراحی برنامه درسی؛ هوشمندسازی؛ دوره ابتدایی؛ نظام آموزش و پرورش

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