طراحی و اعتبارسنجی الگوی ارتباطی معلمان و نظام برنامه ریزی درسی در ایران
محورهای موضوعی : پژوهش در برنامه ریزی درسیمجید دادمهر 1 , مرتضی کرمی 2 , بهروز مهرام 3 , صمد ایزدی 4
1 - دانشجوی دکتری رشته برنامه‌ریزی درسی، دانشگاه فردوسی مشهد، مشهد، ایران.
2 - دانشگاه فردوسی مشهد
3 - دانشیار دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران.
4 - دانشیار دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران (واحد بابلسر)، مازندران، ایران.
کلید واژه: نظام برنامه‌ریزی درسی, طراحی, اعتباریابی, الگوی ارتباطی, معلمان,
چکیده مقاله :
مقاله حاضر با هدف طراحی و اعتباریابی الگوی ارتباطی معلمان و نظام برنامه ریزی درسی در فرایند تدوین و اجرای برنامه‌درسی مقطع ابتدایی در ایران انجام گرفت. رویکرد پژوهش کیفی و روش پژوهش، پژوهش نظریه ای بود. به‌منظور جمع‌آوری داده ها از سه راهبرد بررسی اسناد بالادستی، بررسی تجارب کشورها و مصاحبه با صاحب‌نظران استفاده شد. بدین منظور چهار سند بالادستی شامل سند تحول بنیادین آموزش و پرورش، سند برنامه‌درسی ملی، سند راهبردی معاونت آموزش ابتدایی و مجموعه مصوبات شورای عالی آموزش و پرورش، و نظام برنامه ریزی درسی چهار کشور اندونزی، مالزی، پاکستان و استرالیا مورد بررسی قرار گرفت. همچنین با ده نفر از اساتید رشته برنامه ریزی درسی در دانشگاه های تهران، مشهد، مازندران و بیرجند به صورت حضوری یا تلفنی مصاحبه انجام شد. انتخاب نمونه ها به صورت هدفمند بود. ابزار گردآوری داده ها در هر بخش چک‌لیست بود. داده ها نیز به شیوه تحلیل مضمون مورد تجزیه‌وتحلیل قرار گرفتند. برای افزایش روایی داده ها از سه‌سویه‌سازی و چک کردن اعضا و برای افزایش پایایی داده ها از معیارهای گوبا و لینکلن استفاده شد. الگوی ارتباطی معلمان و نظام برنامه ریزی درسی بر اساس مراحل هشتگانه فرایند تدوین و اجرای برنامه‌درسی و نیز مؤلفه ها ی هدف ارتباط/مشارکت، سطح ارتباط/ مشارکت، ساختار ارتباط/مشارکت، مشارکت‌کنندگان و کانال های ارتباطی طراحی گردید. در پایان به‌منظور اعتباریابی الگو، جلسه گروه‌کانونی تشکیل گردید و اصلاحات لازم انجام شد. الگوی ارتباطی معلمان و نظام برنامه ریزی درسی، مشارکت معلمان در فرایند برنامه ریزی درسی را تسهیل نموده و سبب اجرای اثربخش برنامه های درسی می گردد.
The present article was carried out to design and validate the communication model of teachers and the curriculum planning system in the process of developing and implementing the Primary school curriculum in Iran. The research approach was qualitative and the research method was theoretical research. To collect data, three strategies were used: a review of upstream documents, a review of countries' experiences, and interviews with curriculum planning and education experts. For this purpose, four upstream documents include the document on the fundamental evolution of education, the national curriculum document, the strategic document of the deputy of primary education and the set of approvals of the Supreme Council of Education, and the curriculum planning system of the four countries of Indonesia, Malaysia, Pakistan, and Australia were investigated. Also, interviews were conducted with ten professors of curriculum planning and familiar with the elementary school's curriculum in Tehran, Mashhad, Mazandaran, and Birjand universities in person or by phone. The selection of samples in each section was made purposefully. The data were also analyzed by thematic analysis. Validity of the data was achieved through triangulation and member checking, and Guba and Lincoln's criteria were used to increase the reliability of the data. The communication model of teachers and curriculum planning system was designed based on the eight stages of the process of developing and implementing the curriculum, as well as the components of the purpose of communication/ participation, the level of communication/ participation, communication/ participation structure, participants, and communication channels. In the end, to validate this model, a focus group meeting was held and necessary reforms were made. The communication model of teachers and the curriculum planning system facilitates teachers' participation in the curriculum planning process and causes the effective implementation of curricula.
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