بررسی رابطه بین ذهنیت فلسفی و جهت گیری‌های برنامه درسی دبیران مدارس متوسطه شهر زاهدان در سال تحصیلی 92-1391
محورهای موضوعی : پژوهش در برنامه ریزی درسیمسعود رمرودی 1 , محمد اکبری بورنگ 2 , اسدالله زنگویی 3 , سید مهدی حسینی 4
1 - 1کارشناس ارشد برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
2 - استادیار گروه علوم تربیتی، دانشکده، دانشگاه بیرجند، بیرجند، ایران
3 - 3استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
4 - 4کارشناس ارشد برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران
کلید واژه: جهت گیری برنامه درسی, ذهن, ذهنیت فلسفی, دبیران, برنامه درسی,
چکیده مقاله :
پژوهش حاضر با هدف بررسی رابطه بین ذهنیت فلسفی و جهت‌گیری‌های برنامه درسی دبیران مدارس متوسطه شهر زاهدان انجام شده است. این پژوهش توصیفی، از نوع همبستگی و جامعه آماری آن 894 نفر دبیر کلیه مدارس متوسطه شهر زاهدان در سال تحصیلی 92-91 بوده که با استفاده از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای و از طریق فرمول تعیین حجم نمونه کوکران در نهایت تعداد 270 دبیر به عنوان نمونه انتخاب گردید. ابزار جمع‌آوری داده‌ها شامل پرسشنامه ذهنیت فلسفی سلطانی و همکاران (1996) با 60 گویه و پرسشنامه جهت‌گیری‌های برنامه درسی چانگ و وونگ (2002) با 30 گویه بود که ضریب پایایی با استفاده از فرمول آلفای کرونباخ، 72/0 برای پرسشنامه ذهنیت فلسفی و 86/0 برای پرسشنامه جهت‌گیری‌های برنامه درسی به دست آمد. نتایج تجزیه و تحلیل داده‌ها نشان داد که بین ذهنیت فلسفی دبیران و جهت‌گیری‌های برنامه درسی آنان رابطه مثبت و معنادار وجود دارد و ابعاد جامعیت و تعمق توانایی پیش‌بینی جهت‌گیری‌های برنامه درسی را داشتند. براساس نتایج به دست آمده، بین ذهنیت فلسفی دبیران از نظر جنسیت تفاوت معناداری وجود داشت، اما این تفاوت در جهت‌گیری‌های برنامه درسی دبیران مشاهده نشد.
Current study was conducted to investigate the relationship between teachers' Philosophical mindedness and curriculum orientation in high school level in Zahedan. This study is descriptive and correlational and its statistical population includes 894 high school teachers of city of Zahedan in 1391-92 academic years and finally 270 teacher of this statistical population were selected through multi-stage cluster sampling as statistical sample. Our data collection tools were included Philosophical mindedness questionnaire with 60 question and Cheung & Wong 's curriculum orientation questionnaire with 30 question that reliability coefficient through Cronbach's alpha was 0/72 for Philosophical mindedness questionnaire and 0/86 for curriculum orientation questionnaire. The results of data analysis shows that there is positive and meaningful relationship between teachers' Philosophical mindedness and curriculum orientation and also Depths & Comprehensiveness are able to predict the teachers' curriculum orientation. Through data collected, there was a statistical meaningful difference between teachers' Philosophical mindedness in terms of gender, age and academic degree but this relationship in teachers' curriculum orientation wasn't meaningful.
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