بازنمایی ادراک معلمان از تبعات اضافه بار برنامه درسی دانش آموزان دوره ابتدایی
محورهای موضوعی : برنامه ریزی درسی
حنانه محمدی
1
,
کیوان صالحی
2
,
فاطمه شاهوی
3
1 - گروه روانشناسی تربیتی، دانشگاه تهران، تهران، ایران
2 - گروه روش ها و برنامه ریزی آموزشی و درسی، دانشگاه تهران، تهران، ایران
3 - گروه مدیریت آموزشی، دانشگاه تهران، تهران، ایران
کلید واژه: ادراک معلمان, اضافه بار برنامه درسی, تبعات تحصیلی, افزایش بار شناختی,
چکیده مقاله :
اضافه بار کتب درسی پدیده ای فراگیر در سراسر جهان است. شناخت و پیشگیری از معضلات آن برای هر نظام آموزشی ضرورت دارد. در این پژوهش تلاش شد با استفاده از روش پدیدارشناسی توصیفی و واکاوی ادراک و تجربه زیسته معلمان به شناسایی و بازنمایی تبعات اضافه‌بار برنامه درسی در دانش‌آموزان بپردازیم. مشارکت‌کنندگان را از میان معلمان آموزش و پرورش مناطق 3 و 8 تهران و با استفاده از نمونه‌گیری ملاکی انتخاب کردیم. داده‌ها پس از 15 مصاحبه اشباع شد. داده ها را با استفاده از مصاحبه نیمه ساختاریافته گردآوری و بر اساس راهبرد کلایزی تحلیل کردیم. به منظور تأییدپذیری صحت داده ها از شیوه های بازرسی و بازبینی در زمان کدگذاری، بهره گیری از نظرات همکاران و تأیید آنها و ارتباط درازمدت استفاده کردیم. مرور مستمر و متوالی مصاحبه ها و مقایسه داده ها به شناسایی و دسته بندی سه مضمون اصلی عملکردی، روانشناسی، رفتاری و هشت زیر مضمون و ۲۳ نشانگر منجر شد. با توجه به نتایج به دست آمده، می‌توان گفت دانش آموزان با تبعاتی همچون کاهش تعهد و سازگاری تحصیلی روبه‌رو هستند. با توجه به اهمیت دوره ابتدایی و اثرات مخاطره آمیز اضافه بار در ابعاد فردی و اجتماعی در این دوره پیشنهاد می شود در تصمیمی فوری، با استفاده از موارد شناسایی شده، نسبت به اصلاح کتب درسی اقدام شود و به تبع آن کیفیت برنامه درسی نظام آموزشی را ارتقاء داد.
Curriculum Overload is a pervasive global phenomenon, and recognizing and preventing its problems are crucial for any educational system. In this research, we aimed to identify and represent the consequences of curriculum overload on students by employing a descriptive phenomenological method and analyzing the perceptions and lived experiences of teachers. Participants were selected from among teachers in Tehran's Education Districts 3 and 8 using criterion-based sampling. Data were collected through fifteen semi-structured interviews until saturation was achieved. The collected data were then analyzed based on Colaizzi's strategy. To ensure the trustworthiness of the data, we utilized several methods: inspection and review during the coding process, incorporating and confirming colleagues' opinions, and maintaining long-term engagement. Continuous and consecutive review of the interviews and comparison of the data led to the identification and categorization of three main themes: functional, psychological, and behavioral, along with eight sub-themes and twenty-three indicators. According to the results, students face consequences such as reduced commitment and academic adjustment. Given the importance of the elementary education stage and the hazardous effects of overload on both individual and social dimensions during this period, it is recommended to take immediate action by utilizing the identified factors to revise the textbooks. Consequently, this will enhance the quality of the curriculum in the education system.
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