بررسی ترجیحات والدین و مربیان پیش از دبستان در خصوص برنامه درسی این دوره
محورهای موضوعی : پژوهش در برنامه ریزی درسیسیروس اسدیان 1 * , فریبا رحیمی 2
1 - دانشیار برنامه‌ریزی درسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
2 - کارشناس ارشد برنامه ریزی درسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
کلید واژه: برنامه درسی, پیش از دبستان, ترجیحات والدین, ترجیحات مربیان.,
چکیده مقاله :
پژوهش حاضر با هدف بررسی ترجیحات والدین و مرییان پیش از دبستان در خصوص برنامه درسی این دوره انجام شده است. روش این تحقیق توصیفی از نوع پیمایشی بود و پس از بررسی ترجیحات والدین و مربیان این دوره، توصیف و گزارشی از دیدگاههای آنان پیرامون عناصر برنامه درسی این دوره ارائه گردید. جامعه آماری شامل 2715 نفر از پدران و 212 نفر از مربیان دوره پیش از دبستان بود. حجم نمونه به استناد فرمول کوکران برای والدین337 و برای مربیان137 نفر تعیین گردید که با روش نمونه گیری خوشهای چند مرحلهای انتخاب شدند. دادهها با استفاده از پرسشنامه محقق ساخته جمع آوری شد. پس از اعمال نقطه نظرات چهارمتخصص علوم تربیتی پیرامون پرسش نامه، در نهایت روایی صوری و محتوایی ابزار مورد تایید آنان قرار گرفت و پایایی آن نیز از طریق محاسبه ضریب آلفای 78/0 به دست آمد. یافتههای این تحقیق نشان داد که والدین بر این باورند که تقویت عواطف و احساسات مثبت کودکان باید در راس اهداف برنامه درسی قرار گیرد در حالی که مربیان آماده ساختن دانش آموزان برای ورود به دوره ابتدایی را مهمترین هدف برنامه درسی این دوره میدانند. در خصوص محتوای برنامه درسی نیز والدین انتقال محتوا از طریق بازی را در اولویت قرار دادند، درحالی که برای مربیان استفاده از قصه و داستان در اولویت قرار داشت. در خصوص ویژگیهای فضای آموزشی این دوره، فضایی شاد و مملو از حمایت‌های عاطفی مورد تاکید هر دو گروه بود. در نهایت میتوان چنین نتیجه گرفت توجه به بعد عاطفی در طراحی و اجرای برنامه‌های درسی این دوره بسیار حائز اهمیت است.
The present study was conducted with the aim of examining the preferences of parents and pre-school teachers regarding the curriculum of this course. The research method was a survey and after examining the preferences of parents and educators of this course, a description and report of their views on the curriculum elements of this course was presented. The statistical population consisted of 2715 fathers and 212 pre-school teachers. The sample size was determined to be 337 for parents and 137 for teachers based on the Cochran formula, selected through multi-stage cluster sampling. The data was collected using a researcher-made questionnaire. After incorporating the opinions of four education experts regarding the questionnaire, the formal and content validity of the tool was confirmed, and its reliability was also obtained through calculating a coefficient alpha of 0.78. The findings of this research indicated that parents believe that strengthening the positive emotions and feelings of children should be the top priority of the curriculum, while teachers consider preparing students for entry into elementary school as the most important goal of the curriculum of this course. Regarding the content of the curriculum, parents declared play as the most important curriculum content, while teachers prioritized the use of stories and narratives. Both groups emphasized the importance of creating a joyful and emotionally supportive learning environment for this course. Ultimately, it can be concluded that paying attention to the emotional aspect is very important in the design and implementation of the curriculum of this course
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