بررسی نقش عناصر برنامه درسی کلاین در افت تحصیلی درس ریاضی سال اول دوره متوسطه از دیدگاه شرکای برنامه درسی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
کیمیا ابراهیم کافوری
1
(
1دانشجو کارشناسی ارشد، واحد تهران مرکزی، ارشد دانشگاه آزاد اسلامی، تهران، ایران
)
حسن ملکی
2
(
2دانشیار دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
)
علی اکبر خسروی بابادی
3
(
3استادیار دانشکده روان‌شناسی و علوم اجتماعی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
)
کلید واژه: افت تحصیلی, شرکای برنامه درسی, درس ریاضی, عناصر برنامه درسی کلاین,
چکیده مقاله :
پژوهش حاضر با هدف بررسی نقش عناصر برنامه درسی کلاین در افت تحصیلی درس ریاضی سال اول متوسطه از دیدگاه شرکای برنامه درسی با استفاده از روش پژوهش آمیخته صورت گرفت. داده‌های پژوهش از طریق پرسشنامه‌ای برای 368 دانش‌آموز و 120 دبیر ریاضی پایه اول دبیرستان‌های شهر تهران و مصاحبه‌ای با 15 کارشناس برنامه ریزی درسی و تألیف کتاب ریاضی سال اول متوسطه جمع‌آوری شدند. تحلیل داده‌های کمی از طریق آزمون‌های t تک نمونه‌ای، t دو گروه مستقل و فریدمن و تحلیل داده‌های کیفی به وسیله کدبندی استقرایی انجام شد. نتایج بررسی نشان داد که از نظر هر سه گروه، همه عناصر نه گانه برنامه درسی کلاین بر افت تحصیلی ریاضی دانش‌آموزان مؤثرند. از نظر دبیران فعالیت‌های یادگیری، راهبردهای یاددهی ـ یادگیری، مواد و منابع آموزشی و زمان آموزش و از نظر دانش‌آموزان، زمان آموزش، ارزشیابی، فعالیت‌های یادگیری، و راهبردهای یاددهی ـ یادگیری در اولویت‌های اول تا چهارم قرار گرفتند. از لحاظ تأثیر عناصر مواد و منابع آموزشی، فضای آموزش و گروه‌بندی دانش‌آموزان بر افت تحصیلی ریاضی، بین نظر دبیران و دانش‌آموزان تفاوت معناداری دیده نشد ولی بین نظر آنها درباره تأثیر عناصر اهداف، محتوا، راهبردهای یاددهی ـ یادگیری، فعالیت‌های یادگیری، زمان و ارزشیابی بر افت تحصیلی ریاضی تفاوت معنادار بود.
Once considering the viewpoints of the curriculum counterparts, this study was conducted to study about the influence of Klein’s curriculum components on the 1st year high school students’ math course drop out. The mixed-research method had been used for this study. The data were collected by means of a questioners distributed amongst the 365 students and 120 math teachers as well as the interview with 15 specialties of the curriculum planning and text book developing. The quantitative data analysis had been done by one-sample T- test, two independent-samples T-test, and Friedman tests. Inductive coding, also, was used for qualitative data analysis. The results showed that according to three above- mentioned groups, all nine Klein’s curriculum components are operative in math drop out. The first four polarities, from the teachers' points of view, have been categorized as: learning activities, teaching- learning methods, instructional materials and resources as well as Instructional time. These factors, however, from the students' points of view, are classified as instructional time, evaluation, learning activities, and teaching- learning methods, respectively .No significant difference was found between the teachers' and students' viewpoints regarding the influences of instructional materials and resources, instructional space, and learners grouping on math dropout however, such influence considering the objectives, content, teaching- learning methods, learning activities, Instructional time, and evaluation are found to be significantly different.
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