کاوش عناصر برنامه درسی تربیت شهروند جهانی در دوره ابتدایی نظام آموزشی ایران: یک مطالعة کیفی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
عباس پورسلیم
1
(دانشجوی دکتری برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.)
محبوبه عارفی
2
(دانشیار برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.)
کورش فتحی واجارگاه
3
(استاد برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.)
کلید واژه: تربیت شهروند جهانی, جهانی‌شدن, برنامه درسی, مقطع تحصیلی ابتدایی,
چکیده مقاله :
هدف اصلی این پژوهش شناسایی عناصر اصلی برنامه درسی تربیت شهروند جهانی در دوره ابتدایی نظام آموزشی ایران است. روش پژوهش در این مطالعه، روش کیفی و از نوع پدیدارشناسی است. جامعة آماری این پژوهش شامل معلمان، متخصصان و اساتید صاحب‌نظر در زمینة شهروندی جهانی بودند که به‌صورت هدفمند و از روش گلوله برفی انتخاب شدند. انتخاب افراد نمونه تا اشباع نظری داده‌ها ادامه پیدا کرد. درمجموع با 34 نفر که شامل 18 معلم و 16 متخصص و عضو هیئت‌علمی دانشگاه بودند، مصاحبه به عمل آمد. به‌منظور تحلیل داده‌های حاصل از مصاحبه از روش کیفی گرانهیم و لوندمن استفاده شد. داده‌ها از طریق مصاحبه‌های نیمه‌ساختارمند در طی مراحل کدگذاری مورد تحلیل قرار گرفت که در قالب 9 مقوله کلی شامل: ضرورت و نیاز؛ اهداف؛ محتوا؛ روش‌های یاددهی-یادگیری؛ نقش معلم؛ ارزشیابی؛ مواد و منابع؛ فضا و زمان ارائه شده‌اند. همچنین برای تأمین روایی و پایایی از روش لینکلن و گوبا با استفاده از چهار معیار موثق بودن و اعتبار، انتقال‌پذیری، اطمینان‌پذیری و تأییدپذیری جهت ارزیابی، استفاده شد. در پایان نیز کاربرد روش فبک در تربیت شهروند جهانی بررسی و نهایتاً پیشنهاداتی در راستای توسعه برنامه ارائه شده است.
The main purpose of this inquiry is to identify the key elements of global citizenship education curriculum in the elementary schools of Iran's educational system. The method used in this inquiry is qualitative, which is in turn of a phenomenological type. The statistical population consists of teachers, experts and specialists in the field of global citizenship who have been selected purposefully through the snowball technique. Selection of sample individuals continued until the data saturation. 34 people have been interviewed in total, including 18 teachers and 16 experts and faculty members. In order to analyze the data obtained from interviews, Graneheim and Lundman’s method has been employed. The data has been gathered through semi-structured interviews and has been analyzed during the coding stages which has later been presented in 9 general categories including: necessities and needs, goals, contents, teaching and learning methods, the role of teachers, evaluations, materials and resources, location and time. Moreover, Lincoln & Guba’s method has been used in order to establish validity and reliability with using four criteria of validity, transferability, reliability and verifiability. Finally, the application of Philosophy for Children program in global citizenship education has been investigated and suggestions for the further development of global citizenship education have been proposed.
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