طراحی الگوی برنامه درسی مهارت¬آموزی در دوره اول متوسطه
محورهای موضوعی : پژوهش در برنامه ریزی درسینرگس رازانی 1 , محمد نوریان 2 , علی اصغر خلاقی 3 , مریم گلبابایی 4
1 - دانشجوی دکتری برنامه ریزی درسی، دانشگاه آزاد اسلامی، واحد تهران جنوب، تهران، ایران.
2 - دانشیار، دانشگاه آزاد اسلامی، واحد تهران جنوب، تهران، ایران.
3 - استادیار، دانشگاه شهید رجایی، تهران، ایران.
4 - استادیار، دانشگاه آزاد اسلامی، واحد تهران جنوب، تهران، ایران.
کلید واژه: برنامه درسی, پدیدارشناسی تفسیری , دوره اول متوسطه, مهارت آموزی,
چکیده مقاله :
پژوهش حاضر با هدف طراحی برنامه درسی مهارتآموزی در دوره اول متوسطه انجام گرفت. دادههای این پژوهش به روش پدیدار شناسی تفسیری که یک رویکرد کیفی است، انجام شد جامعه شامل طراحان، متخصصان و کارشناسان برنامه درسی دوره اول متوسطه بود از پنج استان لرستان، هرمزگان، تهران، خراسان جنوبی و اصفهان بودند 10 نفر از این افراد به شیوه نمونه گیری هدفمند به عنوان نمونه انتخاب شدند. و برای جمع آوری اطلاعات به صورت مصاحبه نیمه ساختاریافته با این افراد گفتگو شد. هدف از انتخاب این افراد، تجربهی آنها و قرار گرفتن در متن برنامه درسی مهارت آموزی بود. پس از جمع آوری و تحلیل دادهها، مدلی از تحلیل دادهها ارائه گردید. دادهها بر اساس تحلیل مضمون تجزیه و تحلیل شدند که نتایج حاصل از تحلیل محتوا عبارتند از: عناصرکلاین در برنامه درسی: «1- اهداف شامل: آماده سازی برای اشتغال، آماده سازی برای کارآفرینی، شکل گیری هویت حرفهای، شناسائی استعدادها و تقویت دست ورزی 2- محتوا محتواهای مجازی محتوای مکتوب محتوای عملی و محتوای تلفیقی 3- راهبردهای یاددهی- یادگیری شامل: روشهای آموزش مستقیم، روشهای فعال و مشارکتی و روشهای تلفیقی 4- مواد، منابع و ابزار مناسب شامل:رسانههای آموزشی، ابزار و وسایل کارگاهی، کارگاههای سیار، فناوریهای نوین و شبکههای اجتماعی 5- روشهای ارزشیابی شامل: ارزشیابی پروژه محور، ارزشیابی تلفیقی، ارزشیابی فرآیندی و خود ارزیابی 6- فعالیتهای دانش آموزان شامل: بازدیدهای علمی، فعالیتهای عملی و فعالیتهای شناختی در فضای حقیقی و مجازی 7- زمان ارائه موزش شامل: افزایش زمان فعلی، ارائه آموزشهای کوتاه مدت و زمان آموزش شناور و سیار. 8- فضای آموزش شامل: استفاده از فضای مجازی و شبیه سازها، استفاده از مکان‌های مجهز خارج از مدرسه و ناکافی بودن فضای کارگاهی مدارس 9- گروهبندی دانش آموزان» که همه شرکتکنندگان فقط به عنوان اشاره کرده و به چند و چون آن اشارهای ننمودند.
The present study was conducted with the aim of designing the curriculum of skills training in the first year of secondary school. The data of this research was conducted using interpretative phenomenology method which is a qualitative approach, the community included designers, specialists and experts of the curriculum of the first secondary school from the five provinces of Lorestan, Hormozgan, Tehran, South Khorasan and Isfahan, there were 10 of these people. They were selected as a sample by purposeful sampling. And to collect information, a semi-structured interview was conducted with these people. The purpose of choosing these people was their experience and being included in the text of the skill training curriculum. After collecting and analyzing the data, a model of data analysis was presented. The data were analyzed based on thematic analysis, and the results of the content analysis are: Klein elements in the curriculum: 1- The goals include: preparation for employment, preparation for entrepreneurship, formation of professional identity, identification of talents and 2- content, virtual content, written content, practical content and integrated content 3- teaching-learning strategies including: direct teaching methods, active and collaborative methods and integrated methods 4- Suitable materials, resources and tools including: educational media, workshop tools and equipment, mobile workshops, new technologies and social networks 5- Evaluation methods including: project-based evaluation, integrated evaluation, process evaluation and self-evaluation 6- Students' activities include: scientific visits, practical activities and cognitive activities in real and virtual space. 7- Teaching time includes: increasing current time, providing short-term training and floating and mobile training time. 8- Education space including: use of virtual space and simulators, use of equipped places outside the school and insufficient workshop space in schools 9- Grouping of students" which all participants only mentioned as They did not mention it.
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