ضرورت توجه به مباحث تربیت اقتصادی در برنامه درسیِ دوره اول متوسطه مبتنی بر مطالعات آینده‌پژوهی
محورهای موضوعی : پژوهش در برنامه ریزی درسیپروانه الیاسی گرمارودی 1 , فاطمه پرسته قمبوانی 2 * , فهیمه السادات حقیقی 3
1 - کارشناس ارشد برنامه ریزی درسی، گروه علوم تربیتی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران
2 - استادیار گروه علوم تربیتی، واحد کرج ،دانشگاه آزاد اسلامی، کرج، ایران
3 - دکترای علوم تربیتی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران
کلید واژه: آینده‌پژوهی, برنامه درسی, تربیت اقتصادی, دوره متوسطه اول, محتوای درسی.,
چکیده مقاله :
پژوهش حاضر با هدف بررسی ضرورت توجه به مباحث تربیت اقتصادی مبتنی بر مطالعات آینده‌پژوهی در دوره متوسطه اول صورت گرفته‌است. پژوهش فوق، توصیفی و در دو بخش تحلیل محتوا و روش دلفی انجام شده‌است. جامعه آماری در بخش تحلیل محتوا، کتب دوره متوسطه اول سال 1400-1399 بودکه با نمونه‌گیری هدفمند، 20 عنوان کتاب با ابزار فهرست‌وارسی تحلیل گردید. روایی فهرست‌وارسی توسط 3 نفر از اساتید علوم تربیتی و پایایی آن به روش هولستی 0.99 تأیید گردید. سپس نتایج تحلیل محتوا با روش دلفی به تایید 27 نفر از خبرگان حوزه آینده‌پژوهی، اقتصاد و برنامه‌ریزی درسی رسید که با روش گلوله برفی انتخاب شدند. برای بررسی میزان اتفاق نظر و هماهنگی نظرات خبرگان، از ضریب همبستگی کندال استفاده شد. یافتههای پژوهش حاکی از آن است که محتوای کنونی کتب متوسطه از لحاظ پرداختن به مؤلفه‌های تربیت اقتصادی ناکافی بوده و نیاز به بازنگری دارد، در این بازنگری لازم است سه مؤلفه درک و فهم اقتصادی، توان کارآفرینی و درک و مهارت حرفه‌ای در اولویت قرار گرفته، مؤلفه‌های ایجاد نگرش اقتصادی در بستر زندگی، مهارت‌آموزی و آشنایی با مشاغل نیز در محتوای درسی این دوره گنجانده‌شود. ضمن‌اینکه تربیت آموزگاران متخصص، ایجاد تجربه‌های واقعی جهت درک بهتر مفاهیم تربیت اقتصادی و آموزش خانواده‌ها برای نهادینه‌شدن تربیت اقتصادی در این دوره تحصیلی مؤثّر است.
The present study was conducted to aims at investigate the necessity to pay attention economic education based on future studies in junior high school. The above research is descriptive and has been done in two parts: content analysis and Delphi technique. In content analysis section, the statistical population was the books of the junior high school in 2020-2021, which were analyzed by purposeful sampling of 20 books with the help of cataloging tools. The validity of the checklist was confirmed by 3 professors of educational sciences and its reliability was confirmed by Holste’s method (0.99). Then the results of content analysis by Delphi technique were confirmed by 27 experts in the field of futures studies, economics and curriculum planning who were selected by snowball method. Kendall's correlation coefficient was used to examine the degree of consensus and coordination of experts' opinions. Findings indicate that the current content of high school textbooks is insufficient in terms of addressing the components of economic education and needs to be reviewed. In this review, three components of economic understanding, entrepreneurial ability and professional understanding and skills are prioritized. The components of creating an economic attitude in the context of life, skills training and familiarity with jobs should also be included in the course content of this course. At the same time, training specialized teachers is effective in creating real experiences to better understand the concepts of economic education and educating families to institutionalize economic education in this course
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