طراحی الگوی برنامه درسی تربیت اخلاقی دورة متوسطه دوم مبتنی بر نظریه برخاسته از داده‌ها
محورهای موضوعی : پژوهش در برنامه ریزی درسی
دنیا گندم کار
1
,
عباس قلتاش
2
,
سید احمد هاشمی
3
,
علی اصغر ماشینچی
4
1 - دانشجوی دوره دکترای تخصصی برنامه‌ریزی درسی، واحد لامرد، دانشگاه آزاد اسلامی، لامرد، ایران.
2 - دانشیار گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
3 - دانشیار گروه علوم تربیتی، واحد لامرد، دانشگاه آزاد اسلامی، لامرد، ایران.
4 - استادیار گروه علوم تربیتی، واحد لامرد، دانشگاه آزاد اسلامی، لامرد، ایران.
کلید واژه: دورة متوسطه, برنامه درسی, تربیت اخلاقی,
چکیده مقاله :
تربیت اخلاقی یکی از ابعاد مهم تربیت و از مهم‌ترین مسائل آموزشی و پرورشی است. برای دستیابی به اهداف مهم این بُعد تربیت، به ارائة الگویی در زمینة برنامه درسی تربیت اخلاقی نیاز است.نیل به الگوی برنامه درسی تربیت اخلاقی مبتنی بر دیدگاه‌های اخلاقی که هدف اصلی پژوهش است، می‌تواند نیل به طراحی برنامه درسی جامع در زمینة تربیت اخلاقی را فراهم سازد. این پژوهش با هدف طراحی الگوی برنامه درسی تربیت اخلاقی دورة متوسطه دوم انجام شد. برای ارائة الگوی برنامه درسی تربیت اخلاقی از روش نظریه برخاسته از داده‌ها استفاده شد. حوزة مورد مطالعة این پژوهش، مبانی نظری و دیدگاه صاحبنظران رشته‌های برنامه‌ریزی درسی و فلسفة تعلیم و تربیت دانشگاه‌های کشور با درجة استادیار به بالا بوده است. بر اساس روش نمونه‌گیری هدفمند، آن افرادی که تألیفاتی در این زمینه داشتند مورد مطالعه و مصاحبه قرار گرفتند. پس از تبیین مبانی نظری و دیدگاه صاحبنظران مؤلفه‌های اصلی و مقولات و زمینه‌ها استخراج شد و الگوی برنامه درسی پیشنهاد و عناصر مرتبط با برنامه درسی استخراج شده است. مدل پیشنهادی پژوهش در زمینة الگوی برنامه درسی تربیت اخلاقی دورة متوسطه دوم دولتی مشتمل بر 9 عامل سیاست‌های محیط کلان، اهداف برنامه درسی، محتوای برنامه درسی تربیت اخلاقی، فرایندهای یاددهی یادگیری، استفاده از فناوری اطلاعات، تعامل مستمر با مراکز علمی و پژوهشی، مشارکت معلمان در تولید برنامه درسی، روش‌های ارزشیابی و ویژگی پذیرندگان است. بر این اساس طراحی الگوی برنامه درسی تربیت اخلاقی دورة متوسطه دوم به‌عنوان مقوله‌محوری بر مبنای شرایط علی سیاست‌ها و اهداف محیطی و از طریق راهبردهای مشارکت معلمان در تولید برنامه درسی و تعامل مستمر با مراکز علمی با در نظر گرفتن "ویژگی پذیرندگان" (به عنوان زمینة الگو) محقق می‌شود و به تحقق "پیامدهای آموزشی و پرورشی" منجر می‌شود.
Moral education considered as one of the most important educational and training issues. The achievement of this great goal in the education institution requires the provision of a model for the moral education curriculum. Achieving the moral education curriculum model based on ethical perspectives, which is the main objective of the research, can provide a comprehensive curriculum design for moral education. The aim of research was to designing a moral education curriculum pattern for High school on based on Grounded theory. Based on a targeted sampling method, those who have been compiled in this field have been studied and interviewed. After explaining the theoretical foundations and the viewpoints of the experts, the main components and categories and themes are extracted and the proposed curriculum model and the elements related to the curriculum have been extracted. Accordingly, the present study is based on theoretical foundations and viewpoints of scholars of curriculum and philosophy of education in higher education universities. Proposed model of research in the field of the second-level state-level moral education curriculum model, including 9 themes such as; macro environment policies, curriculum objectives, content of moral education curriculum, learning processes, the use of information technology, continuous interaction with scientific and research centers, participation Teachers are involved in curriculum development, assessment methods and receptor characteristics. Based on this, "designing the pattern of the second-level moral education curriculum" as a core category based on the contextual conditions of "environmental policies and objectives" and through the strategies of "teacher participation in curriculum development" and "continuous engagement with academic centers" in recognizing the "attribute of receptors" (as a template background) is achieved and leads to the realization of educational and educational implications.
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