پژوهش‌محوری چندلایه:ارائه مدل پارادایمی مدرسه پژوهش‌محور

محورهای موضوعی : آموزش و پرورش

الهام چاوشی ¹ (گروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران)
بدری شاه طالبی ² (گروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران)
رضا ابراهیم زاده دستجردی ³ (استادیار گروه مدیریت فرهنگی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران)

تاریخ دریافت : 1398/04/16 تاریخ پذیرش : 1399/10/05 تاریخ انتشار : 1399/09/01

کلید واژه: نظام آموزشی, نظریه زمینه‌ای, مدرسه پژوهش‌محور, نهاد مدرسه,

چکیده مقاله :

پژوهش حاضر با هدف ارائه­ی مدل پارادایمی مدرسه پژوهش­محور به روش کیفیِ از نوع نظریه زمینه­ای انجام شد. مشارکت­کنندگان پژوهش همه متخصصان و کارشناسان مدیریت آموزشی و برنامه­ریزی درسی در استان اصفهان تشکیل بود. بر مبنای روش نمونه­گیری هدفمند (گلوله­برفی) و نمونه­گیری نظری (به منظور رسیدن به اشباع نظری) و با تکنیک مصاحبه­ی نیمه­ساخت­یافته با ۲۴ نفر از کارشناسان و متخصصان مدیریت آموزشی و برنامه­ریزی درسی در استان اصفهان مصاحبه انجام شد. یافته­های پژوهش بیانگر این بود که ناکارآمدی ساختار آموزش­محور، نگرش توسعه‌گرایانه، الزام به پژوهش­محوری در سند تحول بنیادین، الزام به پژوهش­محوری در قانون  برنامه پنج­ساله ششم توسعه و توسعه تفکر آینده‌نگرانه به عنوان عوامل علی مطرح هستند که بر پژوهش­محوری تأثیر گذاشته و به نوعی ضرورت آن را توجیه می­کنند. تغییر سیاست­های یادگیری، بسترسازی چندوجهی و حمایت­گری نهادی نیز زمینه­ها و بسترهایی هستند که تحقق پژوهش­محوری را تسهیل می­کنند. همچنین، برخی عوامل کلان (اجتماعی – فرهنگی، تنازع نهادهای قدرت) و عوامل خرد (سرمایه روان‌شناختی اجتماعی، گفتمان نمایشی آموزش) بر راهبردهای تحقق پژوهش­محوری که شامل احیاء رسالت مدرسه و بازآرایی عناصر آموزشی تاثیر می­گذارند. در صورت تحقق پژوهش­محوری، می­توان شاهد پیامدهای مثبتی در دو سطح فردی (توسعه عمل‌گرایی فردی، پویایی ذهنی) و اجتماعی – سازمانی (توسعه دانایی­محوری اجتماعی، بهسازی سازمانی) بود.

چکیده انگلیسی:

The present study aimed to present a paradigmatic model of a research-based school using the qualitative method of grounded theory. The population comprised of all the experts and specialists in educational management and curriculum development in Isfahan province, from whom 24 experts and specialists in educational management and curriculum development were selected by purposive (snowball) sampling and a semi-structured interview was conducted to interview with these experts. Findings of the study showed that the deficiency of the course-based structure, the developmental attitude, the requirement for research orientation in the document of fundamental change, the requirement for research orientation in the law of the sixth five-year plan of development and the development of prospective thinking are the causal factors that directly influence research orientation and somehow justify its necessity. The change in learning policies, multimodal grounding, and institutional support are also the contexts that facilitate the realization of research orientation; furthermore, a number of macro factors (socio-cultural, conflict among the institutions of power) and micro factors (psychosocial capital, the demonstrative discourse of education) mediate these influences. To realize research orientation in schools, a number of strategies are needed among which we might refer to the revival of the school’s mission and the rearrangement of educational elements. If the research orientation is realized, positive effects can be observed both on the individual (development of individual pragmatism, mental dynamics), and socio-organizational (social knowledge-based development, organizational improvement) levels.

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