کشف و ارائه الگوی مفهومی برنامه درسی پنهان در مدارس متوسطه (مطالعه موردی شهر سنندج)
محورهای موضوعی : پژوهش در برنامه ریزی درسیرضا شاکری 1 , غلامرضا حاجی حسین نژاد 2 , مجید علی عسگری 3 , حسن غریبی 4
1 - دانشجوی دکترای برنامه ریزی درسی، دانشگاه خوارزمی، تهران، ایران
2 - دانشیار گروه مطالعات برنامه درسی، دانشگاه خوارزمی، تهران، ایران
3 - دانشیار گروه مطالعات برنامه درسی، دانشگاه خوارزمی، تهران، ایران
4 - استادیار گروه روانشناسی، دانشگاه کردستان، سنندج، ایران
کلید واژه: برنامه درسی, برنامه درسی پنهان, تعليم و تربيت,
چکیده مقاله :
برنامه درسی پنهان در حقيقت فرايندی است در راستای مشاهده تعلیم و تربیت، تدریس و آموزش مدرسه به منزله متنی است که باید در تفسیر یا معانی پنهان آشکار گردد. مطالعه حاضر با هدف کشف و ارائه الگوی مفهومی برنامه درسی پنهان در مدارس متوسطه شهر سنندج انجام پذيرفته است. روش تحقيق مطالعه حاضر، روش ترکيبی با کاربرد روش های کیفی -کمی است. در روش کيفی از مصاحبه نيمه‌ساختار يافته و در روش کمی برای تکميل اطلاعات کيفی از پرسشنامه استفاده شده است. نتايج حاکی از اثر معنادار متغیرهای مستقل بر برنامه درسی¬پنهان بوده است. در اين راستا، اثر استراتژی‌ها بر برنامه¬درسی پنهان مدارس متوسطه شهر سنندج بیشترین ضریب اثرگذاری بوده است و پس از آن نیز بستر شکل‌گیری برنامه درسی پنهان در جایگاه دوم قرار دارد در مجموع علاوه بر روابط ساختاری که همه معنادار شده‌اند، برای بعضی شاخص‌ها نیزیک نوع تحلیل عاملی در مدل وجود دارد، که اثر همه آنها نیز معنادار است و این بدان معنی است که شاخص‌های متغیرهای اصلی پژوهش به خوبی توانسته‌اند این متغیرها را تبیین کنند.
The hidden curriculum is actually a process in order to observe the education, teaching and training of the school is a text that must be revealed in interpretation or hidden meanings. The present study was conducted with the aim of discovering and presenting the conceptual model of the hidden curriculum in secondary schools of Sanandaj city. The research method of this study is a combined method using qualitative-quantitative methods. In the qualitative method, a semi-structured interview was used, and in the quantitative method, a questionnaire was used to complete the qualitative information. The results indicated a significant effect of independent variables on the hidden curriculum. In this regard, the effect of strategies on the hidden curriculum of secondary schools in Sanandaj city has the highest coefficient of influence, and after that, the foundation for the formation of the hidden curriculum is in the second place. There is a type of factor analysis in the model, the effect of all of which is significant, and this means that the indicators of the main research variables have been able to explain these variables well.
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