بررسی موانع اجرایی سند تحول بنیادین آموزش‌وپرورش بر اساس مدل فولن: موردکاوی ساحت تربیت زیبایی‌شناختی و هنری

پژوهش در برنامه ریزی درسی

دوره 17، شماره 67، اسفند 1399، صفحه 90-110   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2020.1884437.1515

نویسندگان

فاطمه سادات بیطرفان¹؛ مرجان سجودی¹؛ مرضیه دهقانی^{* 2}

¹دانشجوی دکتری گروه برنامه‌درسی، دانشکده علوم تربیتی، دانشگاه تهران، تهران.

²استادیار گروه برنامه‌درسی، دانشکده علوم تربیتی، دانشگاه تهران، تهران.

چکیده

هدف اصلی پژوهش حاضر، شناسایی موانع اجرایی ساحت تربیت زیبایی­شناختی و هنری سند تحول بنیادین آموزش‌وپرورش، بر مبنای مدل (Fullan, 2007) است. تمرکز بر ساحت تربیت هنری به‌طور ویژه نیز، بیشتر به این دلیل است که این ساحت، علی­رغم اهمیت فراوان و البته تأثیر شگرفی که می­تواند بر روحیه و به تبع، ارتقای سطح یادگیری فراگیران و حتی مربیان آن­ها داشته باشد، ساحتی فراموش‌شده و مغفول مانده است. طرح پژوهش حاضر از نوع «ترکیبی» (آزمون هم­زمان) است. جامعۀ این پژوهش، شامل دو گروه مستقل متخصصان برنامه­درسی و تعلیم و تربیت (در بخش کیفی) و نیز معلمان دورۀ ابتدایی (در بخش کمی) است. حجم نمونه نیز شامل 12 نفر از متخصصان برنامه­درسی و تعلیم و تربیت و 120 نفر از معلمان دورۀ ابتدایی است. روش نمونه­گیری در بخش اول (کیفی) روش نظری و هدفمند بوده و ابزار آن نیز شامل مصاحبۀ نیمه‌ساختاریافته و ساختارنایافته و در بخش دوم (کمی) نیز «هدفمند و ترجیحی» بوده و ابزار پژوهش نیز شامل یک پرسشنامۀ محقق ساختۀ 30 سؤالی است. روش تجزیه‌وتحلیل داده­های کمی، شامل آزمون­های «ویلکاکسون تک نمونه­ای» و «فریدمن»، به‌منظور رتبه­بندی موانع اجرایی سند تحول بنیادین بر اساس مؤلفه­های مدل فولن، است. تجزیه‌وتحلیل داده­های کیفی نیز با استفاده از روش هفت مرحله­ای (Colaizzi, 1987) انجام شده است. نتایج پژوهش حاکی از تأیید فاصلۀ ایجادشده میان طراحان سند تحول و مجریان آن در مدارس که این امر نیز خود، علاوه ­بر موانع اجرایی دیگر موجود، به ناکارآمدی سند تحول در مرحلۀ اجرا دامن می­زند.

کلیدواژه‌ها

سند تحول بنیادین آموزش‌وپرورش؛ موانع اجرای سند؛ تغییر؛ مدل فولن؛ تربیت هنری

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