مرور نظام‌مند مطالعات کلاس‌های چندپایه
الموضوعات : پژوهش در برنامه ریزی درسی
سارا ابراهیمی
1
(استادیار، عضو هیئت علمی سازمان
پژوهش و برنامه ریزی آموزشی، تهران، ایران)
الکلمات المفتاحية: چالش‌ها, کلاس‌های چندپایه, مرور نظام‌مند, راهکارها,
ملخص المقالة :
هدف این پژوهش، مرور نظام‌مند مطالعات کلاس‌های چندپایه در ایران برای دسته‌بندی و ارائۀ تصویری کلی از چالش‌های کلاس‌های چندپایه و راهکارهای شناسایی‌شده و تحلیل آن‌ها بود. پژوهش حاضر به روش کیفی از نوع مرور نظام‌مند انجام شد. پژوهش‌های معتبر از طریق جست‌وجوی الکترونیکی کلیدواژه‌های کلاس‌های چندپایه، آموزش چندپایه و تدریس چندپایه در پایگاه‌های علمی مرکز اطلاعات علمی جهاد دانشگاهی، مجلات تخصصی نور، گوگل اسکولار، پژوهشگاه علوم و فناوری اطلاعات ایران، بانک اطلاعات نشریات کشور، پرتال جامع علوم انسانی و سامانه نشر مجلات علمی دانشگاه تهران با در نظر گرفتن بازۀ زمانی 1386-1399 انجام شد. فرایند شناسایی، غربالگری، تعیین صلاحیت و ورود به مطالعۀ نمونه بر اساس بیانیۀ پریزما صورت گرفت. در جست‌وجوهای انجام شده 204 مطالعه برای انجام مرور نظام‌مند شناسایی شدند که پس از حذف موارد تکراری و غربالگری‌های صورت گرفته شده، در نهایت 35 پژوهش که دارای معیارهای ورود به مطالعه بودند انتخاب و مورد تحلیل قرار گرفتند. مستندات انتخاب‌شده بر اساس فراتحلیل کیفی مورد بررسی قرار گرفت. در تحلیل چالش‌های مربوط به کلاس‌های چندپایه، یافته‌ها حاکی از پنج طبقۀ اصلی از چالش‌ها شاملِ چالش‌های مربوط به معلمان، دانش‌آموزان، جامعه و محیط، عناصر برنامۀ درسی و نظام چندپایه بود که به صورت جداگانه و یا ترکیبی بررسی شد. همچنین در مرور پژوهش‌ها، راهکار اصلی برای رفع هریک از این چالش‌ها، طراحی و تدوین برنامۀ درسی سازگار با ویژگی‌های دانش‌آموزان و ویژگی‌های جامعۀ محلی بود. برنامه‌ای که از یک سو وفادار به برنامۀ درسی ملی و از سوی دیگر مرتبط با واقعیت‌های کلاس‌های چندپایه و جامعه محلی باشد. بر این اساس، پیشنهاد می‌شود برنامۀ درسی ملی با همکاری معلمان و کارشناسان چندپایه تعدیل شود؛ به گونه‌ای که بتوان برنامۀ درسی کلاس‌های تک‌پایه را بر اساس برنامۀ درسی کلاس‌های چندپایه تطبیق و یکپارچه نمود.
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