تبیین اثر برنامه درسی پنهان بر انضباط دانش‌آموزان دورة ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسیبهزاد نوروزی چگینی 1 , علی اکبر شیخی فینی 2 , اقبال زارعی 3 , علیرضا عصاره 4
1 - دانشجوی دوره دکترای تخصصی برنامه‌ریزی درسی دانشگاه هرمزگان، هرمزگان، ایران.
2 - عضو هیئت‌علمی دانشگاه هرمزگان، هرمزگان، ایران.
3 - عضو هیئت‌علمی دانشگاه هرمزگان، هرمزگان، ایران.
4 - عضو هیئت‌علمی دانشگاه شهید رجایی، تهران، ایران.
کلید واژه: انضباط, دانش‌آموزان ابتدایی, برنامه درسی پنهان,
چکیده مقاله :
هدف این پژوهش، بررسی چگونگی اثرگذاری برنامه درسی پنهان بر انضباط دانش‌آموزان دورة ابتدایی است. به این منظور از روش آمیخته یا ترکیبی در این پژوهش استفاده گردید که در بخش کمی، روش تحقیق مورداستفاده روش پیمایشی از نوع مقطعی و در بخش کیفی از روش بررسی موردی (پژوهش پدیدار شناختی از نوع تجربه زیست شده) استفاده‌شده است. جامعة آماری پژوهش کلیه 39 مدرسه ابتدایی پسرانه ناحیه 3 آموزش‌وپرورش شهر شیراز در سال تحصیلی 95-94 است. تعداد نمونه مورد پژوهش با استفاده از روش نمونه‌گیری تصادفی 8 مدرسه و طول مدت مشاهده از ابتدا تا انتهای سال تحصیلی 95-94 بوده است. برای جمع‌آوری اطلاعات متناسب ابزارهای زیر استفاده‌شده است:1-پرسشنامه انضباط محقق ساخته.2-برگه‌های مشاهده سنج محقق ساخته با مقیاس درجه‌بندی لیکرت با روش واقعه‌نگاری.3-مصاحبه با روش سؤالات استانداردشده و روش گفتگوهای غیررسمی. به‌منظور تجزیه‌وتحلیل اطلاعات در بخش کمی از همبستگی پیرسون و تجزیه‌وتحلیل رگرسیون چندگانه استفاده‌شده است. نتایج رگرسیون چندگانه بین برنامه درسی پنهان با انضباط دانش‌آموزان همبستگی چندگانه 527/0 را نشان می‌دهد که در سطح اطمینان 95درصد معنادار است. همچنین به‌منظور تجزیه‌وتحلیل اطلاعات در بخش کیفی از نظرات صاحب‌نظران برنامه درسی پنهان و روانشناسی پرورشی استفاده شد که نتایج نشان داد که در اکثر مدارس و کلاس‌های درس مورد مشاهده دانش‌آموزان تحت تأثیر آثار برنامه درسی پنهان قرار داشتند که این آثار به‌طور مستقیم و غیرمستقیم بر احساس تعلق به مدرسه آن‌ها تأثیر عمیق و پایداری می‌گذاشت.
The purpose of this survey is the influence of hidden curriculum on primary school student discipline. Quantitative (cross sectional survey) and qualitative (case study method based on phenomenological investigation of the lived experience) research methods were used. Statistical population was all 39 elementary school in district 3 in Shiraz. The number of sample using random sampling were 8 school and the period of observation was from the beginning to the end of the school year 94-95.To collect appropriate information the following tools have been used:1-Self-designed discipline questionnaire.2- Self-designed forms by Likert rating scale.3- Interviews and informal conversations with standardized questions. Quantitative data analysis was base on pearson correlation and multiple regression. Multiple regression results between hidden curriculum and discipline show solidarity 0.527 that in confidence level 95% is meaningful. Also qualitative analysis based on experts' opinions in hidden curriculum and educational psychology shows that in most schools and classrooms, students were affected by the effects of hidden curriculum. Results showed that these effects directly and indirectly left a deep and lasting impact on their school connectedness.
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