طراحی الگوی بازنگری برنامه درسی علوم تجربی دوره ابتدایی مبتنی بر دیدگاه یادگیری عمیق فولن: یک مطالعه سنتزپژوهی

پژوهش در برنامه ریزی درسی

مقاله 7، دوره 20، شماره 76، خرداد 1402، صفحه 119-142   

نوع مقاله: مقاله مروری

شناسه دیجیتال (DOI): 10.30486/jsre.2023.1966202.2219

نویسنده

رضا جعفری هرندی^*

دانشیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه قم، قم، ایران

چکیده

    هدف از پژوهش حاضر، طراحی الگوی بازنگری برنامه درسی علوم تجربی دوره ابتدایی مبتنی بر یادگیری عمیق دیدگاه فولن بود. روش پژوهش کیفی و به روش سنتزپژوهی بر اساس مدل کلاین بود. حوزه پژوهش شامل متون مرجع در حوزه شناسایی اصلاحات آموزشی مورد نیاز به منظور بازنگری برنامه درسی علوم تجربی دورۀ ابتدایی در سال‌های 1389 تا 1400 برای اسناد داخلی و سال‌های 2010 تا 2021 برای اسناد خارجی بود. بر این اساس 51 منبع با شیوه انتخاب هدفمند مورد مطالعه و بررسی قرار گرفتند و توقف فرایند نمونه­گیری، بر مبنای اشباع نظری بود. در مرحله بعد، به منظور تأیید اعتبار اجزای استخراج شده، جامعۀ پژوهش شامل متخصصان حوزه علوم تربیتی دارای مدرک دکتری در رشته‌های برنامه‌ریزی درسی و آموزش و پرورش دوره ابتدایی بودند. نمونه مورد مطالعه نیز 10 نفر از متخصصان حوزه برنامه‌ریزی درسی و آموزش و پرورش ابتدایی در شهر اصفهان در سال 1400 بودند که به صورت هدفمند انتخاب شدند. با روش لاوشه، نسبت روایی محتوایی (CVR) برای هر مؤلفه استخراج شده و همچنین هر جزء از الگو ارزیابی شد. نتایج نشان داد الگوی بازنگری برنامه درسی علوم دورۀ ابتدایی مبتنی بر دیدگاه فولن با هدف دستیابی به یادگیری عمیق و اهداف جزئی تقویت شایستگی‌های دانش‌آموزان، توجه به عناصر طراحی آموزشی، اصلاح شرایط آموزش و تسهیل فرایند تحقیق مشترک، سودمندی و قابلیت اجرایی دارد. بنابراین به دست‌اندرکاران وزارت آموزش و پروش پیشنهاد می‌شود تا به منظور اعمال اصلاحات آموزشی در برنامه درسی علوم تجربی دوره ابتدایی، از الگوی طراحی شده استفاده نمایند. 

کلیدواژه‌ها

طراحی؛ الگوی بازنگری برنامه درسی؛ دیدگاه یادگیری عمیق فولن؛ علوم تجربی دوره ابتدایی؛ سنتزپژوهی

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