واکاوی آسیب‌های برنامه درسی دوره ابتدایی در مناطق دوزبانه: مطالعه‌ای کیفی
محورهای موضوعی : پژوهش در برنامه ریزی درسیجواد جهاندیده 1 * , محبوبه عارفی 2 , اباصلت خراسانی 3
1 - دانش آموخته دکتری برنامه ریزی درسی، دانشگاه شهید بهشتی، تهران، ایران.
2 - دانشیار برنامه ریزی درسی، دانشگاه شهید بهشتی، تهران، ایران.
3 - دانشیار برنامه ریزی توسعه آموزش عالی، دانشگاه شهید بهشتی، تهران، ایران.
کلید واژه: برنامه درسی, دوره ابتدایی, دوزبانه.,
چکیده مقاله :
هدف پژوهش حاضر واکاوی آسیب‌های برنامه درسی دوره ابتدایی در مناطق دوزبانه می‌باشد. روش این پژوهش کیفی و از نوع پدیدارشناسی توصیفی بود. روش گردآوری داده‌ها از طریق مصاحبه نیمه سازمان‌یافته صورت گرفت. میدان پژوهش حاضر تمامی معلمان دوزبانه شهرستان سراوان بود که 10 نفر از آنان از طریق نمونه‌گیری هدفمند تا رسیدن به اشباع نظری انتخاب شد. تجزیه‌وتحلیل متن مصاحبه‌ها به روش هفت مرحله‌ای کلایزری انجام شد. یافته‌های پژوهش 10 آسیب جدی نمایان ساخت که شامل؛ عدم توجه به زبان مادری، بی‌توجهی به سایر زبان‌ها، بی‌توجهی به محتوای قومی و زبانی، عدم توجه به نیازهای منطقه‌ای در تدوین محتوا، ناتوانی محتوای رسمی در تعامل با زبان مادری، ناتوانی محتوای رسمی در برخورد با گروه‌های مختلف زبانی، بی‌توجهی به زبان مادری در تدریس، بی‌توجهی به داستان‌های زبان مادری در تدریس، بی‌توجهی به تجربه‌های شخصی دانش آموزان در تدریس و نگاه حداقلی به ارزشیابی و محدود کردن به ارزیابی توصیفی بود. نتایج پژوهش حاضر نشان داد که مدرسه دارای جایگاه ویژه و خاص برای دانش آموزان دوزبانه (بلوچ) است. ازاین‌رو، مسئولان و برنامه ریزان درسی لازم است از این ظرفیت برای ارتقای تحصیلی دانش آموزان دوزبانه استفاده کنند.
The aim of the present Research is to investigate the disadvantages of the elementary school curriculum in bilingual areas. The method of this research was qualitative and descriptive phenomenology. Data collection method was through semi-organized interviews. The present research area was all bilingual teachers in Saravan city, 10 of whom were selected through purposive sampling to achieve theoretical saturation. The text of the interviews was analyzed using a seven-step Colaizzi's method. Research findings revealed 10 serious injuries, including; Lack of attention to mother tongue, disregard for other languages, disregard for ethnic and linguistic content, disregard for regional needs in content development, inability of formal content to interact with mother tongue, inability of formal content to deal with different language groups, disregard for mother tongue In teaching, disregard for mother tongue stories in teaching was disregard for students' personal experiences in teaching and a minimalist view of evaluation and limited to descriptive assessment. The results of this study showed that the school has a special place for bilingual (Baloch) students. Therefore, officials and curriculum planners need to use this capacity to improve the education of bilingual students.
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