طراحی برنامه درسی تربیت شهروند الکترونیک در دوره ابتدایی
الموضوعات : پژوهش در برنامه ریزی درسیروژین حسین زاده 1 , مجیدعلی عسگری 2 , عفت عباسی 3 , مصطفی قادری 4
1 - دانشجوی دکتری برنامه ریزی درسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه خوارزمی،تهران،ایران.
2 - دانشیار گروه آموزش برنامه ریزی درسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه خوارزمی،تهران،ایران.
3 - دانشیار گروه آموزش برنامه ریزی درسی،دانشکده روان شناسی و علوم تربیتی دانشگاه خوارزمی،تهران.ایران.
4 - دانشیار گروه آموزش برنامه ریزی درسی،دانشکده روان شناسی و علوم تربیتی دانشگاه علامه طباطبائی، تهران، ایران.
الکلمات المفتاحية: برنامه درسی, سنتزپژوهی, دوره ابتدایی, شهروندی الکترونیک,
ملخص المقالة :
این پژوهش با هدف طراحی الگوی برنامه درسی تربیت شهروند الکترونیک در دوره ابتدایی و به شیوه سنتزپژوهی انجام شد. جامعه پژوهش شامل کلیه منابع چاپی و الکترونیک در زمینه شهروندی الکترونیک مربوط به سال‌های 2000 تا 2022 بود که بر اساس نمونه‌گیری هدفمند 107 مورد از آن‌ها انتخاب شد. داده‌ها طی فرایند سه مرحله‌ای غربالگری با استفاده از روش فراتحلیل تجزیه‌وتحلیل شد. روایی الگو با بهره‌گیری از نظرات کارشناسی در چارچوب روش دلفی [n=30] با استفاده از طراحی پرسش نامه، مصاحبه با گروه کانون مرکزی[n=10] و روش قابلیت اعتماد احصاء شد. یافته‌ها نشان داد اهداف برنامه درسی تربیت شهروندی را می‌توان به صورت غایی (توانمندی در مهارت‌های زیست در عصر آنلاین)، کلی (آشنایی با هویت‌یابی الکترونیک، آگاهی از حقوق الکترونیک، توانایی برقراری ارتباطات درست در جهان الکترونیک، توانایی مشارکت وحفظ امنیت الکترونیک) و جزئی (توانایی خرید الکترونیک و پیگیری سفارش، ایجاد هویت اکترونیک مثبت، مدیریت اقدامات شخصی در فضای الکترونیک، حقوق الکترونیک، تعهد در قبال رفتار آنلاین، استفاده مسئولانه از تکنولوژی الکترونیک، آشنایی با رفتار ایمن، برقراری ارتباط آنلاین صحیح، زمینه سازی نقش آفرینی شهروند الکترونیک، حفاظت از حریم خصوصی، آشنایی با مخاطرات جسمی و روانی فضای مجازی، آشنایی با نمادهای امن در خرید آنلاین، مهات مواجهه با افشای اطلاعات) دسته‌بندی کرد. محتوا نیز تابع سازمان‌دهی بین‌رشته‌ای بوده و همسو با اهداف تنظیم شد. راهبردهای یاددهی یادگیری در پنج طیف مشارکتی، شخصی‌سازی، مسئله‌مداری، شبیه‌سازی واقتضایی تبیین شدند. ارزیاب و ابزار نیز در وجه ارزشیابی پیشنهاد شد. نتایج این حقیق حاکی از تایید اعتبار برنامه درسی پیشنهادی و عناصر جزئی آن است.
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