طراحی و اعتبارسنجی الگوی ارتباطی معلمان و نظام برنامه ریزی درسی در ایران
الموضوعات : پژوهش در برنامه ریزی درسیمجید دادمهر 1 , مرتضی کرمی 2 , بهروز مهرام 3 , صمد ایزدی 4
1 - دانشجوی دکتری رشته برنامه‌ریزی درسی، دانشگاه فردوسی مشهد، مشهد، ایران.
2 - دانشگاه فردوسی مشهد
3 - دانشیار دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران.
4 - دانشیار دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران (واحد بابلسر)، مازندران، ایران.
الکلمات المفتاحية: نظام برنامه‌ریزی درسی, طراحی, اعتباریابی, الگوی ارتباطی, معلمان,
ملخص المقالة :
مقاله حاضر با هدف طراحی و اعتباریابی الگوی ارتباطی معلمان و نظام برنامه ریزی درسی در فرایند تدوین و اجرای برنامه‌درسی مقطع ابتدایی در ایران انجام گرفت. رویکرد پژوهش کیفی و روش پژوهش، پژوهش نظریه ای بود. به‌منظور جمع‌آوری داده ها از سه راهبرد بررسی اسناد بالادستی، بررسی تجارب کشورها و مصاحبه با صاحب‌نظران استفاده شد. بدین منظور چهار سند بالادستی شامل سند تحول بنیادین آموزش و پرورش، سند برنامه‌درسی ملی، سند راهبردی معاونت آموزش ابتدایی و مجموعه مصوبات شورای عالی آموزش و پرورش، و نظام برنامه ریزی درسی چهار کشور اندونزی، مالزی، پاکستان و استرالیا مورد بررسی قرار گرفت. همچنین با ده نفر از اساتید رشته برنامه ریزی درسی در دانشگاه های تهران، مشهد، مازندران و بیرجند به صورت حضوری یا تلفنی مصاحبه انجام شد. انتخاب نمونه ها به صورت هدفمند بود. ابزار گردآوری داده ها در هر بخش چک‌لیست بود. داده ها نیز به شیوه تحلیل مضمون مورد تجزیه‌وتحلیل قرار گرفتند. برای افزایش روایی داده ها از سه‌سویه‌سازی و چک کردن اعضا و برای افزایش پایایی داده ها از معیارهای گوبا و لینکلن استفاده شد. الگوی ارتباطی معلمان و نظام برنامه ریزی درسی بر اساس مراحل هشتگانه فرایند تدوین و اجرای برنامه‌درسی و نیز مؤلفه ها ی هدف ارتباط/مشارکت، سطح ارتباط/ مشارکت، ساختار ارتباط/مشارکت، مشارکت‌کنندگان و کانال های ارتباطی طراحی گردید. در پایان به‌منظور اعتباریابی الگو، جلسه گروه‌کانونی تشکیل گردید و اصلاحات لازم انجام شد. الگوی ارتباطی معلمان و نظام برنامه ریزی درسی، مشارکت معلمان در فرایند برنامه ریزی درسی را تسهیل نموده و سبب اجرای اثربخش برنامه های درسی می گردد.
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