تحلیلی بر وضعیت برنامه درسی اجرا شده ریاضیات پایه چهارم ابتدایی

پژوهش در برنامه ریزی درسی

مقاله 8، دوره 14، شماره 53، شهریور 1396، صفحه 81-99   

نوع مقاله: مقاله پژوهشی

نویسندگان

نسرین صادقی اول¹؛ مقصود امین‌خندقی^{* 2}؛ محمود سعیدی‌رضوانی²

¹کارشناس ارشد مطالعات برنامه درسی دانشگاه فردوسی مشهد، ایران.

²دانشیار مطالعات برنامه درسی دانشگاه فردوسی مشهد، ایران.

چکیده

پژوهش حاضر با هدف بررسی وضعیت برنامه درسی اجرا شده در درس ریاضیات پایه چهارم ابتدایی صورت گرفته است. این تحقیق از نوع توصیفی پیمایشی و جامعه آماری آن، کلاس‌های پایه چهارم ناحیه 7 شهرستان مشهد در سال تحصیلی 90-89 است. ۷۲ کلاس درسی شامل ۳۶ کلاس پسرانه و ۳۶ کلاس دخترانه به‌صورت تصادفی انتخاب گردید. در ادامه این پاراگراف به ابزار اشاره شده است. در این کلاس‌ها دو نوع رفتار معلمان مورد ارزیابی قرار گرفت. در مرحله اول، رفتار تدریس معلمان با استفاده از روش مشاهده سیستم تعاملی فلندرز مورد توصیف و تجزیه‌وتحلیل قرار گرفت. در مرحله بعد اطلاعات مربوط به رفتار ارزشیابی معلمان از طریق چک‌لیست محقق ساخته، جمع‌آوری و توصیف و سپس با استفاده از آزمون‌های تحلیل واریانس یک‌طرفه و دانکن مورد تجزیه‌وتحلیل واقع گردید. نتایج نشان می‌دهد، معلمان مورد پژوهش بیشتر روش‌های مستقیم و غیرفعال را به کار می‌گیرند و در این مورد هیچ تفاوت معناداری میان معلمان مرد و زن با تحصیلات و سوابق تدریس مختلف وجود ندارد. تجزیه‌وتحلیل ارزشیابی‌های پایانی نیز از غیرفعال بودن آنها حکایت دارد. در تمامی برگه‌های ارزشیابی پایانی سؤالی در سطوح فعال شناختی طرح نگردیده، از میان سطوح غیرفعال نیز، سطح درک و فهم بیشترین تعداد سؤالات و بیشترین میزان نمره را به خود اختصاص داده است. نتایج در همه موارد به استثناء معلمان با سابقه بالای ۳۰-۲۵ سال، هیچ تفاوت معناداری را نشان نمی‌دهد.
 

کلیدواژه‌ها

ارزشیابی؛ برنامه درسی اجرا شده؛ برنامه درسی ریاضی؛ تدریس؛ سیستم تعاملی فلندرز‌‌‌‌

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