تبیین الگوی برنامۀ درسی چندفرهنگی درس علوم اجتماعی دورۀ اول متوسطه با تأکید بر رویکرد فمینیستی: سنتزپژوهی

پژوهش در برنامه ریزی درسی

دوره 19، شماره 72، خرداد 1401، صفحه 112-136   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2021.1927651.1875

نویسندگان

الهه اسماعیلی¹؛ علیرضا صادقی^{* 2}؛ محمود مهرمحمدی³

¹دانشجوی دکتری تخصصی، رشته برنامه ریزی درسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

²دانشیار گروه برنامه‌ریزی درسی، دانشگاه علامه طباطبایی، تهران، ایران.

³استاد گروه علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران.

چکیده

هدف پژوهش حاضر تبیین الگوی برنامۀ درسی چندفرهنگی درس علوم اجتماعی دورۀ اول متوسطه با تأکید بر رویکرد فمینیستی است. رویکرد  این پژوهش، کیفی و از روش سنتزپژوهی استفاده شده است. میدان مطالعه شامل بررسی مقالات خارجی و داخلی چندفرهنگ گرایی و فمینیسم و روش نمونه‌گیری، هدفمند از نوع ملاک‌مدار بوده است. برای این منظور، یازده مقالۀ داخلی و هفت مقالۀ خارجی مورد بررسی قرار گرفت. ابزار گردآوری داده‌ها، استفاده از نتایج حاصل از تحلیل و تفسیر داده‌ها بوده است .برای تجزیه و تحلیل داده‌ها، ازکدگذاری باز و محوری استفاده شده است. یافتۀ نهایی این پژوهش که الگوی برنامۀ درسی چندفرهنگی با تأکید بر رویکرد فمینیستی بود، طراحی شد. عناصر این الگو عبارتند از: 1) اهداف با شش مؤلفه2) محتوا با دوازده ویژگی3) سازماندهی محتوا با چهار روش 4) روش‌های تدریس با یازده روش 5) روشهای ارزشیابی با هشت روش 6) پیش­بینی فعالیتهای یاددهی-یادگیری، 7) سازماندهی فعالیتهای یادگیری و روشهای ارائۀ آموزش و پاسخ . بر اساس یافته‌های این پژوهش پیشنهاد می‌شود واقعیت‌ها و ویژگی‌های تکثر فرهنگی با تأکید بر رویکرد فمینیستی یا توجه به «زنان چندفرهنگی ایران»، در تدوین و بازنگری اسناد بالادستی مورد توجه قرار گیرد به طوری که واقعیت‌های اجتماعی و فرهنگی جامعه در اسناد مربوط منعکس شود. همچنین در تدوین کتاب‌های درسی و محتوای آنها به مؤلفه‌های آموزش چندفرهنگی با تأکید بر رویکرد فمینیستی توجه ویژه‌ای شود.

کلیدواژه‌ها

آموزش چندفرهنگی؛ سنتزپژوهی؛ فمینیسم

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