ارائه الگوی ارزشیابی درس دین و زندگی متوسطه دوم مبتنی بر دیدگاه سازنده‌گرایی با استفاده از رویکرد آمیخته
محورهای موضوعی : پژوهش در برنامه ریزی درسی
شهلا حریری مقدم
1
(
دانشجوی دکتری برنامه درسی دانشگاه آزاد اسلامی واحد میمه، اصفهان، ایران.
)
عباس قلتاش
2
(
دانشیار علوم تربیتی دانشگاه آزاد اسلامی واحد مرودشت، شیراز، ایران.
)
صدیقه محمدجانی
3
(
استادیار دانشگاه آزاد اسلامی واحد صفا شهر، فارس، ایران.
)
کلید واژه: دین و زندگی, روش آمیخته, سازنده‌گرایی, معلمان, ارزشیابی, برنامه درسی,
چکیده مقاله :
نظریه سازنده‌گرایی یکی از رویکردهایی است که تأثیرات ژرفی بر رویکردهای یادگیری و تدریس گذاشته است. هدف اصلی پژوهش طراحی و ارزیابی الگوی ارزشیابی درس دین و زندگی متوسطه دوم مبتنی بر دیدگاه سازنده‌گرایی با رویکرد آمیخته است. این پژوهش از لحاظ هدف کاربردی و از نوع توصیفی-تحلیلی می‌باشد. روش پژوهش از نوع آمیخته و در دو بخش کمی و کیفی انجام شده است. جامعه آماری این پژوهش در بخش کیفی 18 نفر از خبرگان مدیریت آموزشی و معلمان مجرب می‌باشد که با استفاده از روش نمونه‌گیری گلوله برفی و نقطه اشباع نظری 11 نفر انتخاب شدند. ابزار جمع‌آوری اطلاعات مصاحبه نیمه ساختار یافته برگرفته از مبانی نظری می‌باشد. شیوه تجزیه و تحلیل این بخش با استفاده از نظریه داده بنیاد می‌باشد. نتایج این بخش از تحقیق در قالب پنج مقوله اصلی و مقوله‌های فرعی تبیین می‌گردد: عواملعلی شامل قابلیت برنامه درسی طراحی شده در تحقق اهداف برنامه، عوامل مداخله‌گر شامل الزام وجود معلم راهبر، عوامل راهبردی شامل ایجاد محیط سوال برانگیز، عوامل زمینه‌ای شامل فراهم کردن فرصت‌های یادگیری در فراگیران، پیامدها شامل ایجاد روحیه پرسشگری در فراگیران، می‌باشد. بخش کمی پژوهش با استفاده از ابزار پرسش نامه محقق ساخته برگرفته از الگوی کیفی پژوهش بعد از تایید روایی و پایایی در جامعه آماری که تعداد نمونه آماری براساس نمونه‌گیری خوشه‌ای تصادفی 213 نفر برآورد گردید، توزیع شد. مسیرها و روابط علی بین سازه‌های بیرونی و داخلی در مدل ساختاری با روش تحلیل عاملی تاییدی مورد تایید قرار گرفت.
Constructivism theory is one of the approaches that has had a profound impact on learning and teaching approaches. The main goal of the research is to design and evaluate the evaluation model of the religion and life course of the second high school based on the constructivist perspective with a mixed approach. This research is applied and descriptive-analytical in terms of purpose. The research method is of a mixed type and has been carried out in two parts, quantitative and qualitative. The statistical population of this research in the qualitative part is 18 educational management experts and experienced teachers who were selected using the snowball sampling method and 11 theoretical saturation points. The semi-structured interview data collection tool is derived from theoretical foundations. The method of analysis of this section is based on data theory. The results of this part of the research are explained in the form of five main categories and sub-categories: Causal factors including the ability of the designed curriculum to achieve the goals of the program, intervening factors including the requirement of a leader teacher, strategic factors including creating a questionable environment, background factors including providing learning opportunities in learners, the consequences include creating a spirit of inquiry in learners. The quantitative part of the research was distributed using a researcher-made questionnaire tool derived from the qualitative model of the research after confirming the validity and reliability in the statistical population where the number of the statistical sample was estimated to be 213 people based on random cluster sampling. Paths and causal relationships between external and internal structures in the structural model were confirmed by confirmatory factor analysis.
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