پژوهشمحوری چندلایه:ارائه مدل پارادایمی مدرسه پژوهشمحور
الموضوعات :
الهام چاوشی
1
,
بدری شاه طالبی
2
,
رضا ابراهیم زاده دستجردی
3
1 - گروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران
2 - گروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران
3 - استادیار گروه مدیریت فرهنگی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران
تاريخ الإرسال : 04 الأحد , ذو القعدة, 1440
تاريخ التأكيد : 10 الجمعة , جمادى الأولى, 1442
تاريخ الإصدار : 06 السبت , ربيع الثاني, 1442
الکلمات المفتاحية:
نظام آموزشی,
نظریه زمینهای,
مدرسه پژوهشمحور,
نهاد مدرسه,
ملخص المقالة :
پژوهش حاضر با هدف ارائهی مدل پارادایمی مدرسه پژوهشمحور به روش کیفیِ از نوع نظریه زمینهای انجام شد. مشارکتکنندگان پژوهش همه متخصصان و کارشناسان مدیریت آموزشی و برنامهریزی درسی در استان اصفهان تشکیل بود. بر مبنای روش نمونهگیری هدفمند (گلولهبرفی) و نمونهگیری نظری (به منظور رسیدن به اشباع نظری) و با تکنیک مصاحبهی نیمهساختیافته با ۲۴ نفر از کارشناسان و متخصصان مدیریت آموزشی و برنامهریزی درسی در استان اصفهان مصاحبه انجام شد. یافتههای پژوهش بیانگر این بود که ناکارآمدی ساختار آموزشمحور، نگرش توسعه‌گرایانه، الزام به پژوهشمحوری در سند تحول بنیادین، الزام به پژوهشمحوری در قانون برنامه پنجساله ششم توسعه و توسعه تفکر آینده‌نگرانه به عنوان عوامل علی مطرح هستند که بر پژوهشمحوری تأثیر گذاشته و به نوعی ضرورت آن را توجیه میکنند. تغییر سیاستهای یادگیری، بسترسازی چندوجهی و حمایتگری نهادی نیز زمینهها و بسترهایی هستند که تحقق پژوهشمحوری را تسهیل میکنند. همچنین، برخی عوامل کلان (اجتماعی – فرهنگی، تنازع نهادهای قدرت) و عوامل خرد (سرمایه روان‌شناختی اجتماعی، گفتمان نمایشی آموزش) بر راهبردهای تحقق پژوهشمحوری که شامل احیاء رسالت مدرسه و بازآرایی عناصر آموزشی تاثیر میگذارند. در صورت تحقق پژوهشمحوری، میتوان شاهد پیامدهای مثبتی در دو سطح فردی (توسعه عمل‌گرایی فردی، پویایی ذهنی) و اجتماعی – سازمانی (توسعه داناییمحوری اجتماعی، بهسازی سازمانی) بود.
المصادر:
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Multi-Layered Research Orientation: Presenting a Research-Based School Paradigm Model
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