طراحی الگوی آزادسازی برنامة درسی دورة ابتدایی: یک پژوهش کیفی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری برنامه‌ریزی درسی، دانشگاه تبریز، تبریز، ایران

2 استاد، گروه علوم تربیتی، دانشکدة روان‌شناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران

3 دانشیار، گروه علوم تربیتی، دانشکدة روان‌شناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران

چکیده

هدف پژوهش طراحی الگوی آزادسازی برنامة درسی دورة ابتدایی بر اساس شاخصة بسترها، سطوح و عناصر برنامة درسی بود. رویکرد تحقیق کیفی با روش تحلیل محتوا و سنتزپژوهی بود. جامعة نخست پژوهش کارشناسان آموزش ابتدایی و گروه‌های آموزشی را بود که 13 از آن‌ها به‌صورت هدفمند و از نوع نمونه‌گیری ویژه انتخاب شدند و با آن‌ها مصاحبه شد. جامعة دوم متن اسناد و متون علمی بیست سال اخیر حوزة تمرکززدایی برنامة درسی بود و هم جامعة متخصصان برنامة درسی، کارشناسان و آموزگاران دورة ابتدایی که 19 نفر از آن‌ها به‌صورت هدفمند به روش زنجیره‌ای انتخاب شدند و اطلاعات از طریق مصاحبه و مطالعه و بررسی محتوای علمی به دست آمد. در تحلیل داده‌ها از روش تحلیل محتوای عرفی و تحلیل محتوای گال و همکاران استفاده شد. یافته‌ها نشان داد: 1. مؤلفه‌های گفتمان تغییر، حوزه‌های موضوعی نرم، تفکر سیستمی و توانمندسازی ارگانیکی بسترهایی هستند که شرایط لازم را برای اجرای رویکرد آزادسازی فراهم می‌کند. 2. سطوح تصمیم‌گیری مناسب برای آزادسازی برنامة درسی دارای سطوح چهارگانه (اجتماعی، آکادمیک، نهادی و آموزشی) است که مبتنی بر مشارکت مسئولان و متخصصان استانی، مناطق و مدارس است و سطح نهادی به‌عنوان محور یا رابط تصمیم‌گیری‌های سطوح قبلی و بعدی عمل می‌کند و نقش و عملکرد آن از بعد نظری - عملی جایگاه ویژه‌ای دارد. سطح آکادمیک بر بعد نظری و سطح آموزشی بر بعد عملی تأکید دارد، ولی سطح نهادی با تلفیقی از دو سطح تصمیم‌گیری (شبه‌عملی)، دارای ابعاد نظری - عملی است. 3. عناصر برنامة درسی مطابق با دیدگاه کلاین در یک ساختار شبکه‌ای در تعامل با یکدیگر قرار داشته و متأثر از نظریة ساختن‌گرایی اجتماعی در اجرای آزادسازی برنامة درسی بر طراحی محیط‌های یادگیری تأکید می‌کنند.

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