شناسایی موانع بازدارنده اجرای برنامه درسي سازگارانه در دوره ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - دانشیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه قم، قم، ایران.
کلید واژه: دوره ابتدایی, ارزش افزوده مدارس, اجراي برنامه درسي, برنامه درسي سازگارانه.,
چکیده مقاله :
The research was conducted with the aim of identifying the obstacles preventing the implementation of Compatible curriculum in elementary school. The approach of qualitative research and its method was data foundation. The participants of the research were experts familiar with the topics of education and curriculum planning in elementary school of Isfahan city in 2022, and 18 people were selected by purposeful sampling and snowball method until theoretical saturation. The collection tool was a semi-structured interview. The data were analyzed in three stages of open, central and selective coding. Data analysis led to the extraction of 110 concept codes, statistics of 30 components and four dimensions, which were obtained in the form of a research model. The results showed can be divided into four individual dimensions (lack of motivation and distrust, insufficient salaries and rewards, weak individual knowledge and awareness), organizational (decreased participation in the formulation and preparation of programs, lack of meritocracy, hierarchy complex, long and ambiguous organization), managerial-structural (inappropriate and unfair delegation of authority, weak interactions of managers, managers' desire to maintain their power) and political-social (cynicism and negative attitude of people towards private education, incoherence and incoherence of government policies) categorized. The most important achievement of the research is that the obstacles introduced are basic, deep and wide, therefore, a sudden shift from a focused curriculum approach to a Compatible one will be dangerous and associated with failure.
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