شناسایی ابعاد برنامه درسی دوره ابتدایی در کلاس‌های چندپایه: یک مرور نظام‌مند
محورهای موضوعی : آموزش
مرجان خميس آبادي
1
,
محمد جوادی پور
2
*
,
کیوان صالحی
3
,
معصومه السادات ابطحی
4
1 - دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه علوم تحقیقات دانشگاه، تهران، ایران
2 - دانشیار دانشکده روان‌شناسی و علوم تربیتی دانشگاه تهران، تهران، ایران.
3 - دانشیار دانشکده روان شناسی و علوم تربیتی دانشگاه تهران
4 - استاد یار و مدیر گروه برنامه ریزی درسی دانشگاه علوم تحقیقات
کلید واژه: اجرای برنامه درسی, دوره ابتدایی, کلاس‌های چندپایه, مرور نظام‌مند. ,
چکیده مقاله :
چکیده
پراکندگی جغرافیایی و تلاش برای برقراری عدالت آموزشی در کشور، زمینه شکل‌گیری و ضرورت تدریس در کلاس‌های چند پایه را فراهم نموده‌است مطالعه حاضر با هدف بررسی منظم اسناد پژوهشی به منظور شناسایی ابعاد برنامه درسی دوره ابتدایی در کلاس‌های چندپایه انجام‌شد. مرور پیشینه در پایگاه داده‌های داخلی شامل نورمگز، ایرانداک، سیویلیکا، علم نت، مرکز طلاعات علمی جهاد دانشگاهی و پرتال جامع علوم انسانی در بازه زمانی کلیدواژه‌های «کلاس چندپایه، تدریس چندپایه و برنامه درسی، اجرای آموزش‌های درسی چندپایه، آسیب‌های موجود در کلاس‌های چندپایه» انجام شده‌است. همچنین با جستجو در پایگاه داده‌های بین‌المللی همچون اریک، سیج، الزویر، گوگل اسکالر و تیلور و فرانسیس در بازه زمانی اسناد بین‌المللی بازیابی شده‌است. پس از بازیابی اسناد با استفاده از نشانگرهای فهرست وارسی ارزیابی پریزما به ارزیابی مطالعات بازیابی‌شده، پرداخته‌شد. تحلیل داده‌ها با روش تحلیل کیفی آلتاید به شناسایی 84 نشانگر و دسته‌بندی آن در قالب نُه بُعد شامل هدف محتوا، معلم، مواد و منابع، دانش‌آموز، زمان، مكان/محیط، روش‌های یادگیری و تدریس و روش‌های ارزشیابی و منجر شد. در نهایت اینکه، در کلاس‌های چند پایه، اهمیت برنامه درسی دوچندان دیده می‌شود و نیاز است تا ابعاد شناسایی‌شده برنامه درسی در این کلاس‌ها اجرا شود. بر این اساس لازم است از شناسایی اهداف یادگیری در کلاس‌های مذکور تا ارزشیابی انعطاف‌پذیر در کنار معلمان آموزش‌دیده در نظر گرفته شود.
Abstract
Geographical dispersion and efforts to establish educational justice in the country have provided the basis for the formation and necessity of teaching in multi-grade classes. The present study was conducted with the aim of Systematic review research documents in order to identify the dimensions of the elementary school curriculum in multi-grade classes. Background review in internal databases including Noormags, Irandoc, Civilica, Elmnet, Center for Academic Jihad Scientific Knowledge and Comprehensive Portal of Humanities in the time frame of the keywords "multigrade class, multigrade teaching and curriculum, implementation of multigrade lessons, harms in multigrade classes" " done. It has also been retrieved by searching in international databases such as Eric, Sage, Elsevier, Google Scholar and Taylor and Francis in the period of international documents. After retrieving the documents, the retrieved studies were evaluated using the indicators of the Prism evaluation checklist. Data analysis with Altaide qualitative analysis method led to the identification of 84 indicators and its classification in the form of nine dimensions, including the purpose of content, teacher, materials and resources, student, time, place/environment, learning and teaching methods, and evaluation methods. Finally, in multi-grade classes, the importance of the curriculum is seen to be doubled and there is a need to implement the identified dimensions of the curriculum in these classes. Based on this, it is necessary to consider the identification of learning goals in the mentioned classes to flexible evaluation with trained teachers
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