شناسایی ابعاد و مؤلفه های برنامه درسی سبز جهت تحقق آموزش توسعه پایدار در مدارس دوره دوم ابتدایی مناطق روستایی ممسنی استان فارس
محورهای موضوعی : طراحی محیط زیست
هادی دهقانی
1
,
محمدرضا یوسف زاده چوسری
2
,
عظیمه سادات خاکباز
3
1 - دانشجوی دکتری رشته برنامه ریزی درسی دانشگاه بوعلی سینا همدان، همدان، ایران.
2 - استاد رشته مطالعات برنامه درسی گروه علوم تربیتی دانشکده علوم انسانی دانشگاه بوعلی سینا همدان، همدان، ایران. *(مسوول مکاتبات)
3 - دانشیار رشته مطالعات برنامه درسی گروه علوم تربیتی دانشکده علوم انسانی دانشگاه بوعلی سینا همدان، همدان، ایران.
کلید واژه: برنامه درسی سبز, توسعه پایدار, دوره دوم ابتدایی, مدارس مناطق روستایی.,
چکیده مقاله :
زمینه و هدف: کسب آگاهی های محیطی مختلف ، احترام به حقوق همه نسل ها در استفاده از منابع طبیعی و آگاهی از مسائل آینده مشترک همه جوامع از اولویت های اساسی نظام های آموزشی به شمار می رود. هدف این پژوهش شناسایی ابعاد و مؤلفه های برنامه درسی سبز جهت تحقق آموزش توسعه پایدار از طریق برنامه درسی دوره دوم ابتدائی مناطق روستائی بود.
روش بررسی: رویکرد پژوهش کیفی و روش پژوهش، مرور نظام مند بود. منابع جمع آوری اطلاعات کلیه منابع و اسنادی بودند که به موضوع برنامه درسی سبز و توسعه پایدار با تأکید بر مدارس روستائی پرداخته بودند. نمونه مورد مطالعه منابع و اسناد در دسترس محقق پیرامون موضوع مورد مطالعه بود. با استفاده از کلید واژه های برنامه درسی سبز، توسعه پایدار، مناطق روستایی، آموزش پایدار، مدرسه و توسعه پایدار، مدرسه و آموزش پایدار، مدرسه و برنامه درسی سبز در پایگاه های اطلاعات علمی بین المللی، ساینس دایرکت، اسکاپوس، اریک، گوگل اسکولار و پایگاه اطلاعات علمی فارسی شامل ایران داک، مگ ایران، سید و با استفاده از معیارهای ورود و خروج تعداد 79 منبع (72 مقاله و 7 کتاب) مورد مطالعه قرار گرفت. ابزار پژوهش چک لیست محقق ساخته بود. برای تجزیه و تحلیل داده ها از تحلیل مقوله ای و برای تعیین اعتبار یافته ها از روش CVR استفاده شد.
یافته ها: بر اساس بررسی منابع تعداد 19 مقوله؛(3 مقوله اصلی و تعداد 16مقوله فرعی) برای برنامه درسی سبز با تأکید بر توسعه پایدار شناسائی و استخراج شد. 3 مقوله اصلی شامل ابعاد شناختی، ابعاد عاطفی و ابعاد روانی حرکتی برنامه درسی سبز و توسعه پایدار و 16 مقوله فرعی شامل فهم بین رشته ای مسائل زیست محیطی، تبلیغ و ترویج نگاه آینده پژوهانه در مطالعات برنامه درسی سبز، آموزش مفاهیم برنامه درسی سبز با رویکرد زیست فناوری، تأکید بر کسب آگاهی های محیطی مختلف، فهم و تحلیل سازه پایداری تنوع زیستی، تأکید بر کاربرد و اهمیت مواد باز یافتی، رعایت اخلاق زیست محیطی، درونی شدن روحیه انتقادی نسبت به مسائل زیست محیطی، مسئولیت پذیری نسبت به مسائل زیست محیطی، احترام به حقوق همه نسل ها در استفاده از منابع زیستی، توجه به اهمیت همه ابعاد توسعه پایدار (اقتصادی، اجتماعی، محیطی و فرهنگی) ، ایجاد محیط یاد دهی- یادگیری با نشاط و سبز، ایجاد ارتباط بین محیط آموزش و زیست بوم منطقه، افزایش تعداد مدارس سبز روستائی، تأکید بر حفظ و نگهداری انواع مختلف منابع طبیعی، اجرای الگوی مدیریت مصرف سبز در همه امور بود. هم چنین بر اساس روش CVRمیزان اعتبار مؤلفه های شناسایی شده 73/. محاسبه گردید.
بحث و نتیجه گیری: با استفاده از سازو کارهایی چون رویکرد برنامه درسی طبیعت گرایانه، ترغیب گفتمان های انتقادی، تدارک بازی های بومی- محلی، تعریف پروژه های فردی و گروهی، تدارک فعالیت ها و مسابقات هنری مرتبط با مسائل توسعه پایدار، استفاده از محیط های طبیعی و واقعی پیرامون مدرسه، توسعه مدارس طبیعت و با استفاده از ظرفیت های واقعیت مجازی در برنامه های درسی قصد شده و اجرا شده می توان زمینه تحقق برنامه درسی سبز را فراهم ساخت.
Background and Objective: Acquiring different environmental awareness, respecting the rights of all generations in the use of natural resources, and being aware of the common future issues of all societies are among the basic priorities of educational systems. The aim of this research was to identify the dimensions and components of the green curriculum for the realization of sustainable development education through the curriculum of the second elementary school in rural areas.
Material and Methodology: The research approach was qualitative the research method was systematic review. The sources of information collection were all the sources and documents that dealt with the green curriculum and sustainable development with an emphasis on rural schools. The sample studied were the sources and documents available to the researcher about the research topic. Using the keywords such as green curriculum, sustainable development, rural areas, sustainable education, school and sustainable development, school and education. in international scientific databases including Science Direct, Scopus, Eric, Google Scholar and Persian scientific database including IranDoc, Magiran, SID and using the entry and exit criteria of 79 sources (72 articles and 7 books) were studied. The research tool was a checklist made by the researcher. Categorical analysis was used to analyze the data and CVR method was used to determine the validity of the findings.
Findings: Based on the review of sources, 19 categories (3 main categories and 16 sub-categories) were identified and extracted for the green curriculum with an emphasis on sustainable development. 3 main categories including cognitive dimensions, emotional dimensions and psychomotor dimensions of the green curriculum and sustainable development and 16 subcategories including of interdisciplinary understanding of environmental issues, promoting and promoting the future-oriented perspective in green curriculum studies, teaching green curriculum concepts with a biotechnology approach, emphasizing the acquisition of different environmental awareness, understanding and analyzing the sustainability structure of biodiversity, emphasizing the use and importance of recycled materials, observing environmental ethics , internalizing a critical spirit towards environmental issues, responsibility towards environmental issues, respect for the rights of all generations in using biological resources, attention To the importance of all aspects of sustainable development (economic, social, environmental and cultural), creating a lively and green teaching-learning environment, creating a connection between the educational environment and the ecology of the region, increasing the number of rural green schools, emphasizing the preservation of various types of natural resources , implementing the model of green consumption management in all matters . Also, based on the CVR method, the validity of the identified components Was calculated 0/73.
Discussion and conclusion: By using mechanisms such as naturalistic curriculum approach, encouraging critical discourses, preparing native-local games, defining individual and group projects, preparing activities and art competitions related to sustainable development issues, using natural and real environments. Around the school, the development of nature schools and the use of virtual reality capacities in planned and implemented curricula can provide the basis for the realization of the green curriculum.
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