نقد و تحلیل سند برنامه درسی ملی بر مبنای انطباق با نیازهای آموزشی دانش‌آموزان پیش‌دبستانی و دوره اول ابتدایی عشایر با تاکید بر رویکرد دانش بومی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
یعقوب رحیمی پردنجانی
1
(دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایران)
کلید واژه: بوم شناختی, آموزش و پرورش عشایر, دانش بومی, برنامه درسی ملی,
چکیده مقاله :
هدف پژوهش حاضر نقد و تحلیل برنامه درسی ملی بر مبنای انطباق با نیازهای آموزشی دانش آموزان پیش دبستانی و دوره اول ابتدایی عشایر با تاکید بر رویکرد دانش بومی بود.روش تحقیق مورد استفاده تحلیل محتوا بود. جامعه این پژوهش 15 عنوان اصلی سند برنامه درسی ملی که به کمک ابزار چک لیست محتوا کدگذاری شد. واحد تحلیل متن (پاراگراف) بوده است. بدین منظور ابتدا نیازهای آموزشی از طریق مطالعه مبانی نظری شناسایی و به کمک تکنیک دلفی در سه حیطه دسته بندی شد؛ سپس محتوای سند برنامه درسی ملی بر اساس این نیازها تحلیل و نقد گردید. نتایج بررسی حاکی از توجه نسبی سند به نیازهای آمورشی بود؛طوری که حوزه تجارب یادگیری اصول ناظر برنامه های درسی، مبانی فلسفی و عملی و چشم اندازها به طور مستقیم و مناسب به مولفه های بوم شناختی تمرکز داشت؛ و بند اصول ناظر بر فرایند یاددهی و یادگیری این موضوع را کمتر مد نظر داشته است. همچنین بقیه بندها به صورت تلویحی و کلی به استفاده از این رویکرد اشاره داشته اند. در بخش دوم، در مجموع 6 مورد نقد برداشت شده که می توان به کلی گویی متن سند در مورد مبانی جامعه شناختی ، معرفی نکردن برنامه اجرایی خاص برای آموزش عشایر با توجه به ظرفیت های طبیعی موجود و توجه کمتر سند به برخی مولفه های رویکردهای دانش بومی اشاره کرد.
The purpose of this article is to critique and analyze the national curriculum in terms of adapting to the educational needs of preschool and students of nomadic elementary school with emphasis on the native knowledge approach. The research method used was content analysis analysis The population of this study is 15 main titles of the national curriculum document that were coded using the content checklist tool. The unit of analysis was the text (paragraph). For this purpose, first the educational needs were identified through the study of theoretical foundations and categorized into three areas using the Delphi technique, then the content of the national curriculum document was analyzed and critiqued based on these needs The results of theا study indicate the relative attention of the document to educational needs. So that the field of "learning experiences", "principles of curriculum supervision", "philosophical and practical foundations" and "perspectives" focus directly and appropriately on the ecological components; And the principles of the "teaching and learning" process pay less attention to this issue. The rest of the paragraphs also implicitly and generally refer to the use of this approach. In the second part, a total of 6 criticisms were deduced, the result of which can be generalized to the text of the document on sociological foundations, not introducing a special executive program for nomadic education according to the existing natural capacities and less attention to some components of the document Indigenous knowledge approaches pointed out.
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