تبیین بسترهای آزادسازی برنامه درسی در دورۀ ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
رضا معصومی نژاد
1
(دانش‌آموخته دکتری تخصصی برنامه‌ریزی درسی دانشگاه تبریز، دانشکده علوم تربیتی و روان‌شناسی، تبریز، ایران.)
اسکندر فتحی‌آذر
2
(استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، تبریز، ایران.)
فیروز محمودی
3
(دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، تبریز، ایران.)
یوسف ادیب
4
(استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، تبریز، ایران.)
کلید واژه: آزادسازی, بسترهای آزادسازی, دورۀ ابتدایی, برنامه درسی,
چکیده مقاله :
هدف این پژوهش، شناسایی بسترهای کاهش تمرکز و فراهم کردن شرایط اجرای آزادسازی برنامه درسی در دورۀ ابتدایی است. رویکرد پژوهش از نوع کیفی و به روش تحلیل محتوای عرفی است. جامعۀ آماری پژوهش شامل همۀ کارشناسان آموزش ابتدایی و کارشناسان گروه‌های آموزشی مناطق 24 گانه ادارات آموزش پرورش استان آذربایجان غربی در سال تحصیلی 95-96 بوده است که به‌صورت روش نمونه‌گیری هدفمند انتخاب شدند و حجم نمونه‌ها تا نقطۀ اشباع‌شدگی داده‌ها ادامه یافت. در این راستا مصاحبه‌های نیمه‌ساختاریافته‌ای با 13 نفر از کارشناسان صورت گرفت. به‌منظور اطمینان و اعتباربخشی به دقت و صحت داده‌ها از تکنیک کنترل اعضا و تکنیک کسب اطلاعات دقیق موازی استفاده شد. یافته‌های این تحقیق، 7 مضمون اصلی: گفتمان تغییر، تفکر سیستمی، دیسیپلین یا حوزه‌های موضوعی نرم، رویکرد تلفیقی، توانمندسازی ارگانیکی، دانش معلمی و گروه‌های مهارت کانونی را در برمی‌گیرد.
The purpose of the research is to identify basise of the reduction of centralization and provide conditions For the implementation ofcurriculum decentralization in elementary school. research Approach is qualitative and is based on the Method of Conventionat Content Analysis.The statistical population of this study was all the experts of elementary education and educational groups in the 24 areas of West Azarbaijan Province educational institutions in the academic year of 2016-17, that were selected by targeted sampling method and the Sample volume was continued to the data saturation point.In this regard, semi-structured interviews were conducted with 13 experts. In order to ensure and validate the accuracy of the data, the technique of control of the members and the exact information acquisition technique were used. The findings of this research include the following seven main themes: change discourse, system thinking, discipline or soft subject areas, integrated approach, organic empowerment, teacher's knowledge, core skills groups.
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