طراحی و اعتباریابی الگوی برنامه درسی برای دانشآموزان تیزهوش مدارس دوره دوم ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
معصومه قدمیاری
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کورش فتحی واجارگاه
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کامبیز پوشنه
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علی اکبر خسروی بابادی
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علیرضا عراقیه
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1 - دانشجوی دکتری، گروه تربیت مشاوره، دانشکده روانشناسی و علوم و تربیتی واحد تهران مرکزی، داﻧﺸﮕﺎه آزاداﺳﻼﻣﯽ، ﺗﻬﺮان، اﯾﺮان
2 - اﺳﺘﺎد، ﮔﺮوه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ، داﻧﺸﮑﺪه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ و رواﻧﺸﻨﺎﺳﯽ، داﻧﺸﮕﺎه ﺷﻬﯿﺪ ﺑﻬﺸﺘﯽ، ﺗﻬﺮان، اﯾﺮان
3 - اﺳﺘﺎدﯾﺎر، ﮔﺮوه ﺗﺮﺑﯿﺖ وﻣﺸﺎوره، داﻧﺸﮑﺪه رواﻧﺸﻨﺎﺳﯽ وﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ، واﺣﺪ ﺗﻬﺮان ﻣﺮﮐﺰی، داﻧﺸﮕﺎه آزاداﺳﻼﻣﯽ، ﺗﻬﺮان، اﯾﺮان.
4 - ﮔﺮوه ﺗﺮﺑﯿﺖ و ﻣﺸﺎوره، داﻧﺸﮑﺪه رواﻧﺸﻨﺎﺳﯽ وﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ، واﺣﺪ ﺗﻬﺮان ﻣﺮﮐﺰی، داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ، ﺗﻬﺮان، اﯾﺮان
5 - استاد، گروه علوم تربیتی ، واحد اسلامشهر ، دانشگاه آزاد اسلامی، اسلامشهر ، ایران
کلید واژه: الگوها, برنامه درسی, تیزهوشان, دوره دوم ابتدایی,
چکیده مقاله :
هدف از پژوهش حاضر طراحی و اعتباریابی الگوی برنامه درسی برای دانشآموزان تیزهوش مدارس دوره دوم ابتدایی است. روش تحقیق حاضر از نوع آمیخته (کیفی-کمی) با رویکرد اکتشافی است که ابتدا با رویکرد کیفی شاخصها و مؤلفههای کشف و سپس اعتبارسنجی دادهها انجام شد. جامعه آماری پژوهش در بخش کیفی شامل 24 نفر متخصص در امر تعلیم و تربیت و منابع کتابخانهای و در بخش کمی شامل 11 نفر خبرگان علمی در زمینه برنامهریزی درسی و کارشناسان سمپاد بود. ابزار جمعآوری اطلاعات در بخش کیفی استفاده از مصاحبه نیمه ساختاریافته و منابع کتابخانهای و در بخش کمی استفاده از پرسشنامه بود. جهت تحلیل یافتههای کیفی از روش تحلیل محتوا و تحلیل یافتههای کمی از روش‌های آماری ضریب لاوشه و ضریب هولستی استفاده شد. نتایج نشان داد برنامهریزان درسی جهت طراحی الگوی برنامه درسی برای این دانشآموزان باید به نقش سیزده عامل شامل منطق، اهداف، مفروضات پایه دانشآموزمحور، مفروضات پایه معلممحور، عوامل حمایتی، عوامل انگیزشی، محیط، محتوا، عوامل برنامهمحور، راهبردهای یاددهی، راهبردهای یادگیری، زمان و ارزشیابی توجه کنند، همچنین طبق یافتهها ترتیب و اولویت در این الگو ملاک نبوده و الگوی حاصل یک الگوی سیستماتیک است که به همه مولفهها و شاخصها در کنار هم باید توجه کرد.
The aim of this study is to design and validate a curriculum model for gifted students of second grade elementary schools. The present research method is mixed type (qualitative-quantitative) with exploratory approach which first was done with qualitative approach of indicators and components of discovery and then validationof data. The statistical population of the study included 24 experts in education and library resources and in the quantitative section included 11 experts in the field of curriculum planning and experts in Sampad. Data collection tools were semi-structured interviews and library resources in qualitative section, and in quantitative section, questionnaires. Content analysis method and quantitative findings were analyzed by Lavsh coefficient and Holstie coefficient. The results showed that the curriculum planners should consider the role of thirteen factors in order to design the curriculum model for these students including; rationale, goals, student-oriented basic assumptions, teacher-oriented basic assumptions, support factors, motivational factors, environment, content, program-oriented factors, teaching strategies, learning strategies, time and evaluation. Also, according to the findings, order and priority are not criteria in this pattern and the resulting pattern is a systematic pattern that should pay attention to all components and indicators together.
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