مطالعة ویژگی‌های عناصر برنامه درسی در مدارس دورة ابتدایی عشایری

پژوهش در برنامه ریزی درسی

دوره 17، شماره 65، شهریور 1399، صفحه 31-48   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2020.1892258.1564

نویسندگان

فیروز محمودی¹؛ احد عظیمی آقبلاغ^{* 2}؛ سیدهادی مدنی³

¹دانشیار رشته مطالعات برنامه درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران.

²دانشجوی دکتری مطالعات برنامه درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران.

³دانشجوی دکتری فلسفه تعلیم و تربیت، دانشگاه شاهد تهران. تهران. ایران.

چکیده

این پژوهش با هدف مطالعة ویژگی‌های عناصر برنامه درسی در مدارس عشایری، از منظر معلمان ابتدایی، انجام شد. مطالعه حاضر در سال تحصیلی 98-1397 با رویکرد کیفی، از نوع تحلیل محتوای کیفی هدایت شده با نمونه‌گیری هدفمند و از طریق مصاحبة عمیق نیمه‌ساختاریافته با 15 نفر از معلمان شاغل در مدارس عشایری انجام گرفت. تجزیه‌وتحلیل متن مصاحبه‌ها به‌صورت دستی و همزمان با جمع‌آوری داده‌ها انجام شد. اعتمادپذیری یافته‌ها با استفاده از غوطه‌وری و مطالعه مکرر و بازنگری توسط مشارکت‌کنندگان و خبرگان به دست آمد. با استناد به عناصر برنامة درسی پیشنهادی Maleki (2015)، هفت عنصر در این پژوهش مورد مطالعه قرار گرفت. ویژگی‌های عناصر برنامه درسی عشایری با طبقه‌های اصلی شامل هدف (هدف از تحصیل اکتفا به سوادآموزی در حد ابتدایی)، محتوا (محتوای نظام متمرکز؛ چالشی برای دانش‌آموزان و معلمان عشایری)، مواد آموزشی (کمبود امکانات و ملزومات آموزشی)، راهبردهای یاددهی- یادگیری (چالش‌های پیش روی راهبردهای یاددهی- یادگیری؛ نقش چندگانة حرفه‌ای معلم)، زمان (غیبت‌های غیرموجه زیاد و از دست رفتن زمان)، فضا (نبود تعامل بین خانه و مدرسه؛ مشکلات فضای فیزیکی مدرسه)، ارزشیابی (موانع ارزشیابی توصیفی - کیفی)، از داده‌ها استخراج شد. نتایج حاصل نشان داد، علی‌رغم تأکید اسناد بالادستی و اساسنامه‌های آموزش‌وپرورش، مبنی بر منطبق کردن برنامه‌های درسی با بستر زندگی عشایری، این مهم اتفاق نیفتاده است؛ لذا اقدامات عملی از سوی متصدیان امر ضرورت دارد.

کلیدواژه‌ها

مدارس عشایری؛ عناصر برنامه درسی تحلیل محتوای کیفی هدایت شده

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