تحلیل ابعاد عملگرایی آموزشی در تدوین مبحث تابع کتاب‌های درسی ریاضی
الموضوعات : پژوهش در برنامه ریزی درسی
ریحانه سادات مهدی زاده
1
,
ابراهیم ریحانی
2
,
سعید حق جو
3
1 - کارشناس ارشد، دانشگاه تربیت دبیر شهید رجایی تهران، ایران.
2 - عضو هیات علمی گروه ریاضی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران.
3 - دانشجوی دکتری آموزش ریاضی، گروه ریاضی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
الکلمات المفتاحية: عملگرایی آموزشی و کتاب درسی, ریاضیات, دوره دوم متوسطه, تابع,
ملخص المقالة :
هدف اصلی این پژوهش تحلیل تغییرات ابعاد عملگرایی آموزشی فصل تابع در کتاب درسی ریاضی است که با روش تحلیل محتوای کمی در دو سطح انجام شده است. قلمرو مطالعه ی پژوهش، فصل تابع دو کتاب درسی ریاضی(1) پایۀ دهم دورۀ دوم متوسطه چاپ سال 1399 و ریاضیات (3)و(4) سال دوم نظام جدید آموزش متوسطه چاپ سال 1376است. جامعه آماری تحقیق در سطح اول معلمان ریاضی با سابقه تدریس دو کتاب مذکور می باشد و نمونه به صورت غیرتصادفی و در دسترس از بین معلمان ریاضی و سرگروه های آموزشی انتخاب شده است. محتوای کتاب ها ابتدا با تحلیل کمی 87 پرسش‌نامه ی تکمیل شده که به صورت طیف لیکرت و براساس نظریه ی عملگرایی آموزشی جان دیوئی طراحی شده، بررسی شد. این مهم پس از بومی سازی پرسش نامه اقتباسی از پژوهش جراح و همکاران و تأیید پایایی آن با ضریب آلفای کرونباخ 86/0 صورت پذیرفت. در ادامه در سطح دوم تحقیق گروه خبرگی پنج نفره محتوای فصل تابع دو کتاب را ذیل چهار بعد عملگرایی یعنی: سودمندی، علاقه، تجربه و ادغام؛ کدگذاری نمود. نتایج پرسش نامه و کدگذاری مشترکاً گواه آن است که کتاب چاپ 1399 در برخورداری مؤلفه ها و ابعاد عملگرایی نسبت به کتاب چاپ 1376 وضعیت مطلوب تری دارد. درانتها پیشنهاداتی برای ویرایش های آتی کتاب با تأکید بر بعد تجربه ارائه شده است.
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