بررسی رابطه بین مؤلفه‌های برنامه درسی پنهان و هویت ملی دانش‌آموزان متوسطه

پژوهش در برنامه ریزی درسی

مقاله 10، دوره 11، شماره 42، مهر 1393، صفحه 110-121   

نوع مقاله: مقاله پژوهشی

نویسندگان

رضا علی نوروزی¹؛ طیبه جنت فریدونی²؛ مریم مشاکلایه^{* 2}

¹1استادیار دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران

²2و3 دانش آموحته کارشناسی ارشد

چکیده

این تحقیق با هدف بررسی رابطه بین مؤلفه‌های برنامه درسی پنهان و هویت ملی دانش‌آموزان متوسطه انجام شده است. روش آن توصیفی از نوع همبستگی است. جامعه آماری این تحقیق دانش‌آموزان سال دوم و سوم دبیرستان‌های غرب استان مازندران، به تعداد 17979 نفر هستند و حجم نمونه شامل 414 نفر از دانش‌آموزان می‌شود که به روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. پرسشنامه محقق ساخته برای بررسی مؤلفه‌های برنامه درسی پنهان که شامل جو اجتماعی مدرسه، ساختار سازمانی، تعامل معلم و دانش‌آموز و ساختار فیزیکی مدرسه و کلاس درس و پرسشنامه محقق ساخته هویت ملی که پس از تعیین روایی و پایایی، پایایی برنامه درسی پنهان 85% و هویت ملی 81%به روش آلفای کرانباخ محاسبه شد، توسط پاسخ‌گویان تکمیل گردید. در بخش تحلیل آماری از شاخص‌های آماری توصیفی و رگرسیون استفاده شد. نتایج پژوهش نشان داد که بین مؤلفه‌های برنامه درسی پنهان و هویت ملی دانش‌آموزان با 95/. اطمینان رابطه وجود دارد. بین جو اجتماعی مدرسه، ساختار سازمانی مدرسه، تعامل معلم و دانش‌آموزان و ساختار فیزیکی مدرسه و کلاس درس و هویت ملی دانش‌آموزان با 95/. اطمینان رابطه وجود دارد. همچنین یافته‌ها نشان دادند که افزایش در هر یک از مؤلفه‌ها بر میزان هویت ملی نیز افزوده می‌شود و بیشترین رابطه مربوط به متغیر تعامل معلم و دانش‌آموز است.

کلیدواژه‌ها

برنامه درسی؛ برنامه درسی پنهان؛ مؤلفه‌های برنامه درسی پنهان؛ هویت ملی

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