شناسایی و اعتبارسنجی الزامات اجرای درس‌پژوهی بومی در نظام آموزش و پرورش ایران
محورهای موضوعی : پژوهش در برنامه ریزی درسی
ام البنین احمدی حاجی
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مرجان کیان
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سیده هما عقیلی
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1 - دانش آموخته دکتری مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.
2 - دانشیار گروه مطالعات برنامه ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.
3 - دانش آموخته دکتری مطالعات برنامه درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران.
کلید واژه: اعتبارسنجی, الزامات اجرا, درس پژوهی بومی, نظام آموزش و پرورش ایران,
چکیده مقاله :
پژوهش حاضر با هدف شناسایی و اعتبارسنجی الزامات درس‌پژوهی بومی در نظام آموزش و پرورش ایران انجام شد. این مطالعه با روش پدیدارنگاری و مشارکت ۲۱ نفر از سیاست‌گذاران آموزشی، رؤسای تکنولوژی آموزشی استان‌ها، راهبران آموزشی و متخصصان منتخب به شیوه نمونه‌گیری هدفمند صورت گرفت. تعداد شرکت‌کنندگان بر اساس اشباع نظری تعیین شد. داده‌ها از طریق مصاحبه‌های نیمه‌ساختارمند گردآوری و بر اساس سه بعد درس‌پژوهی بومی، شامل عوامل سازمانی، فردی و راهبردی، تحلیل شد. سپس با روش دلفی، پرسشنامه‌ای برای اعتبارسنجی یافته‌ها طراحی و از نظر خبرگان بررسی شد. روایی پرسشنامه به تأیید متخصصان رسید و پایایی آن با ضریب توافقی بالای ۰.۸ محاسبه گردید. یافته‌ها نشان داد که درس‌پژوهی بومی تحت تأثیر مجموعه‌ای از عوامل سازمانی، فردی و راهبردی قرار دارد. در بعد سازمانی، کاهش موانع بوروکراتیک، ارتقای نظام شایسته‌سالاری و اصلاح مقررات آموزشی، نقش مهمی در تسهیل فرایند درس‌پژوهی دارد. در سطح فردی، خودارزیابی معلمان، تقویت مهارت‌های پژوهشی و افزایش سواد رسانه‌ای به ارتقای کیفیت این فرایند کمک می‌کند. در بعد راهبردی نیز طراحی نمادهای فرهنگی، ایجاد کمیته‌های راهبری و بازتعریف شیوه‌های داوری از اقدامات مؤثر در نهادینه‌سازی درس‌پژوهی محسوب می‌شوند. تعامل این عوامل، زمینه‌ساز بهبود فرایندهای آموزشی و توسعه درس‌پژوهی بومی است.
The present study aimed to identify and validate the requirements of indigenous lesson study in Iran’s education system. This research was conducted using a phenomenological approach with the participation of 21 educational policymakers, provincial heads of educational technology, educational leaders, and experts selected through purposive sampling. Data were collected through semi-structured interviews and analyzed based on three main dimensions of indigenous lesson study: organizational, individual, and strategic factors. A Delphi method was then employed to design a questionnaire for validation, which was reviewed by experts. The questionnaire's validity was confirmed by specialists, and its reliability was calculated with an agreement coefficient above 0.8. Findings indicated that indigenous lesson study is influenced by a combination of organizational, individual, and strategic factors. Organizationally, reducing bureaucratic obstacles, enhancing a merit-based system, and revising educational regulations play a crucial role in facilitating the lesson study process. Individually, teachers' self-assessment, strengthening research skills, and increasing media literacy contribute to improving this process. Strategically, designing cultural symbols, establishing steering committees, and redefining evaluation mechanisms are essential for institutionalizing lesson study. The interaction of these factors enhances educational processes and supports the development of indigenous lesson study.
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