شناخت مولفه های مشارکت والدین در اجرای برنامه های درسی دوره ابتدایی
محورهای موضوعی : آموزش و پرورش
قهرمان مددلو
1
(گروه علوم تربیتی ،مرکز آموزش عالی شهید مطهری ، دانشگاه فرهنگیان ، استان آذربایجانغربی( خوی) ، ایران.)
زهره سعادتمند
2
(دانشیار گروه علوم تربیتی ، دانشکده علوم تربیتی و روان شناسی ، دانشگاه آزاد اسلامی خوراسگان، اصفهان ، ایران.)
محمدحسین یارمحمدیان
3
(استاد،مرکز تحقیقات مدیریت و اقتصادسلامت، دانشگاه علوم پزشکی اصفهان،اصفهان ،ایران)
کلید واژه: مشارکت, والدین, برنامه درسی, دوره ابتدایی, روش,
چکیده مقاله :
هدف این مقاله شناخت مولفه های مشارکت والدین در اجرای برنامه های درسی دوره ابتدایی از نظر خبرگان حوزه برنامه ریزی درسی سازمان تالیف کتب درسی آموزش وپرورش و استادان حوزه برنامه درسی است. برای اجرای این پژوهش با توجه به موضوع و ماهیت آن ازروش دلفی استفاده گردید. روش نمونه گیری در بخش کیفی از نوع گلوله برفی و حجم آن با توجه به قانون اشباع بوده، که در نفرچهاردهم به اشباع رسید . برای جمع آوری اطلاعات در بخش کیفی از پرسشنامه بدون ساختار و در بخش کمی از پرسشنامه ساختارمند استفاده شد. برای تعیین اعتبار آن در بخش کیفی از توصیه ها و آموزش های لازم به اعضای گروه دلفی قبل از پاسخگویی استفاده شد و دربخش کمی از آلفای کرانباخ استفاده گردید. برای روایی پرسشنامه از استادان به عنوان داور جهت تعیین روایی‌‌سوالات استفاده گردیدکه بعداز تایید داوران در بین اعضای گروه توزیع گردید. برای تجزیه و تحلیل داده ها در بخش کیفی پرسشنامه از روش رتبه بندی و چارک سوم به عنوان ملاک توافق و در بخش کمی‌از ضریب هماهنگی کندال برای تعیین توافق بین نظرات خبرگان استفاده گردید با توجه به نتایج آماری یافته ها در رابطه با شیوه های مشارکت والدین در اجرای برنامه های درسی دوره ابتدایی عبارت است از: کمک به کاهش‌اضطراب و فشارهای روحی، مساعدت مالی برایاجرای برنامه ها، مشارکت ازطریق‌ایجاد فرصت ها ی یاددهی و یادگیری، مشارکت والدین به عنوان معلم و جانشین آن، مشارکت در اجرای روش های عملی، تسهیل فرایند یاددهی ویادگیری، حمایت عاطفی و اجتماعی در اجرای پروژه های درسی، مساعدت دراجرای روش های آموزش با توجه به شناخت امکانات محلی و طبیعی و تسهیل فرایند پروژه های درس پژوهی است ،با توجه به یافته ها می توان گفت صاحب نظران مولفه های مشارکت در اجرا، مساعدت مالی در اجرای برنامه ها و مشارکت در ایجاد فرصت های یاددهی و یادگیری با توافق بیشتر تایید و انتخاب کرده اند.
This paper aimed at identifying the parental participation components in implementing elementary school curriculums from the perspective of the curriculum planning experts of the elementary textbook compilation organization and the professors of curriculum. The Delphi method was used to perform this research according to its subject and nature. Snowball sampling method was used in qualitative section and its size was according to the saturation principle, which was saturated in the 14th person. An unstructured questionnaire was used to collect data in the qualitative section and a structured questionnaire was used in the quantitative part. To determine its validity in the qualitative section, recommendations and training were provided to the members of the Delphi group before responding and Cronbach’s alpha was used in the quantitative section. For validity of the questionnaire, the professors were used as referee to determine the validity of the questions that were distributed among the group members after their approval. To analyze the data in the qualitative section of the questionnaire, the ranking method and the third quartet were used as agreement criterion and the Kendal coordination coefficient was used to determine the agreement among experts' opinions in the quantitative part, according to the results of the findings regarding parenting practices in implementation of elementary school curriculums are as follows: helping to reduce anxiety and mental tensions, financial assistance for programs, participation through teaching and learning opportunities, parent participation as a teacher and his successor, participation in the implementation of practical methods, facilitating teaching and learning process, emotional and social support in implementing curriculum projects and helping in performing teaching methods according to recognition of local and natural facilities and facilitating lesson study processes. Based on the results, it can be said that the experts have confirmed and selected the following components with more agreement: participation in implementation, financial assistance in implementation of programs and participation in creating learning and learning opportunities.
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