حرکت به سوی برنامه درسی منعطف از طریق گروههای آموزشی در جهت تحقق برنامهریزی درسی مدرسهمحور
محورهای موضوعی : پژوهش در برنامه ریزی درسی
ابوالفضل رفیع پور
1
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پویا کریمی
2
1 - دانشیار بخش آموزش ریاضی، دانشکده ریاضی و کامپیوتر، دانشگاه شهید باهنر کرمان، کرمان، ایران
2 - گروه آموزش ریاضی، دانشکده ریاضی و کامپیوتر، دانشگاه شهید باهنر کرمان، کرمان، ایران
کلید واژه: برنامهریزی مدرسهمحور, گروههای آموزشی, انعطافپذیری آموزشی, برنامه درسی غیرمتمرکز,
چکیده مقاله :
نظام آموزشی ایران، با ساختاری متمرکز، طی دهههای اخیر با چالشهایی نظیر عدم انعطافپذیری در پاسخ به نیازهای محلی، نادیده گرفتن تفاوتهای منطقهای و محدودیت در بهکارگیری روشهای نوین آموزشی مواجه بوده است. این مقاله با هدف بررسی نشانههای تمرکززدایی در برنامهریزی درسی ریاضی مدرسه ای و تحلیل نقش گروههای آموزشی در اجرای برنامههای درسی مدرسهمحور تدوین شده است. این پژوهش از نوع کاربردی و توصیفی و در چارچوب رویکرد کیفی انجام شده است. از روش پدیدارشناسی در این تحقیق بهره گرفته شده است. نمونه مورد مطالعه 13 نفر از دبیران ریاضی، سرگروههای آموزشی و مدیران مدارسی هستند که به طور مستقیم با پیادهسازی برنامهریزی درسی مدرسهمحور در تعامل هستند و با روش نمونه گیری هدفمند انتخاب شدهاند. در این پژوهش، دادهها شامل مصاحبههای نیمهساختاریافته، مشاهده میدانی مستقیم، و تحلیل محتوای ۱۵ سند و گزارش مرتبط با برنامههای درسی مدرسهمحور بودند. این روشهای چندگانه امکان استخراج مضامین و زیرمضامین مرتبط با پیادهسازی برنامه درسی مدرسهمحور را فراهم کرد.برای تضمین روایی ابزارها، سؤالات مصاحبه و چارچوب مشاهده توسط متخصصان آموزش و برنامهریزی درسی بازبینی شد. علاوه بر این، تحلیل محتوا و دادههای مصاحبه با روش مثلثسازی تلفیق شد تا صحت و جامعیت یافتهها افزایش یابد. برای اعتبار و اعتمادپذیری دادهها نیز نتایج به شرکتکنندگان ارائه شد تا بازخورد دریافت شود و اطمینان حاصل شود که برداشت پژوهشگر با دیدگاه واقعی آنان همخوانی دارد. تحلیل مضمون دادهها از ۲۱۴ کد اولیه منجر به استخراج ۳ مضمون اصلی و ۱۳ زیرمضمون (مقوله) شد. نتایج نشان میدهد باوجود نظام آموزشی متمرکز در ایران، اما نشانههایی از تمرکززدایی در این نظام آموزشی دیده میشود. به طور مشخص، در گروههای آموزشی، برنامهریزی درسی مدرسهمحور از طریق ایجاد انعطاف در محتوای آموزشی، افزایش نقش معلمان در تصمیمگیریها، و انطباق بهتر برنامهها با نیازهای محلی رخ میدهد. گروههای آموزشی با ایجاد هماهنگی میان سیاستهای ملی و نیازهای محلی، نقش مهمی ایفا میکنند.
Iran's centralized educational system has encountered persistent challenges over recent decades, such as limited adaptability to local needs, disregard for regional diversity, and constraints on the application of innovative pedagogical approaches. This study seeks to investigate indicators of decentralization within school-based mathematics curriculum planning and to critically analyze the role of educational groups in facilitating the effective implementation of school-based curriculum initiatives. This research is applied and descriptive in nature, conducted within a qualitative framework. A phenomenological approach was employed to explore the study objectives. The study sample consisted of 13 mathematics teachers, educational group leaders, and school administrators who are directly involved in the implementation of school-based curriculum planning. Participants were selected through purposive sampling. In this research, the data included semi-structured interviews, direct field observation, and content analysis of 15 documents and reports related to school-based curriculum programs. These multiple methods enabled the extraction of themes and sub-themes related to the implementation of the school-based curriculum. To ensure the validity of the instruments, the interview questions and observation framework were reviewed by education and curriculum planning experts. Furthermore, content analysis and interview data were integrated using triangulation to enhance the accuracy and comprehensiveness of the findings. To ensure the credibility and trustworthiness of the data, the results were presented to the participants to receive feedback and ensure that the researcher's interpretation aligned with their actual perspectives. The thematic analysis of the data from 214 initial codes resulted in the extraction of 3 main themes and 13 sub-themes (categories). The results indicate that despite the centralized nature of Iran's educational system, there are emerging signs of decentralization. Specifically, within educational groups, school-based curriculum planning is facilitated through greater flexibility in educational content, enhanced teacher involvement in decision-making processes, and improved alignment of programs with local needs. The national curriculum, emphasizing participatory management, content flexibility, strengthening the role of educational groups.
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