طراحی برنامه درسی تربیت شهروند الکترونیک در دوره ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسیروژین حسین زاده 1 , مجیدعلی عسگری 2 , عفت عباسی 3 , مصطفی قادری 4
1 - دانشجوی دکتری برنامه ریزی درسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه خوارزمی،تهران،ایران.
2 - دانشیار گروه آموزش برنامه ریزی درسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه خوارزمی،تهران،ایران.
3 - دانشیار گروه آموزش برنامه ریزی درسی،دانشکده روان شناسی و علوم تربیتی دانشگاه خوارزمی،تهران.ایران.
4 - دانشیار گروه آموزش برنامه ریزی درسی،دانشکده روان شناسی و علوم تربیتی دانشگاه علامه طباطبائی، تهران، ایران.
کلید واژه: برنامه درسی, سنتزپژوهی, دوره ابتدایی, شهروندی الکترونیک,
چکیده مقاله :
این پژوهش با هدف طراحی الگوی برنامه درسی تربیت شهروند الکترونیک در دوره ابتدایی و به شیوه سنتزپژوهی انجام شد. جامعه پژوهش شامل کلیه منابع چاپی و الکترونیک در زمینه شهروندی الکترونیک مربوط به سال‌های 2000 تا 2022 بود که بر اساس نمونه‌گیری هدفمند 107 مورد از آن‌ها انتخاب شد. داده‌ها طی فرایند سه مرحله‌ای غربالگری با استفاده از روش فراتحلیل تجزیه‌وتحلیل شد. روایی الگو با بهره‌گیری از نظرات کارشناسی در چارچوب روش دلفی [n=30] با استفاده از طراحی پرسش نامه، مصاحبه با گروه کانون مرکزی[n=10] و روش قابلیت اعتماد احصاء شد. یافته‌ها نشان داد اهداف برنامه درسی تربیت شهروندی را می‌توان به صورت غایی (توانمندی در مهارت‌های زیست در عصر آنلاین)، کلی (آشنایی با هویت‌یابی الکترونیک، آگاهی از حقوق الکترونیک، توانایی برقراری ارتباطات درست در جهان الکترونیک، توانایی مشارکت وحفظ امنیت الکترونیک) و جزئی (توانایی خرید الکترونیک و پیگیری سفارش، ایجاد هویت اکترونیک مثبت، مدیریت اقدامات شخصی در فضای الکترونیک، حقوق الکترونیک، تعهد در قبال رفتار آنلاین، استفاده مسئولانه از تکنولوژی الکترونیک، آشنایی با رفتار ایمن، برقراری ارتباط آنلاین صحیح، زمینه سازی نقش آفرینی شهروند الکترونیک، حفاظت از حریم خصوصی، آشنایی با مخاطرات جسمی و روانی فضای مجازی، آشنایی با نمادهای امن در خرید آنلاین، مهات مواجهه با افشای اطلاعات) دسته‌بندی کرد. محتوا نیز تابع سازمان‌دهی بین‌رشته‌ای بوده و همسو با اهداف تنظیم شد. راهبردهای یاددهی یادگیری در پنج طیف مشارکتی، شخصی‌سازی، مسئله‌مداری، شبیه‌سازی واقتضایی تبیین شدند. ارزیاب و ابزار نیز در وجه ارزشیابی پیشنهاد شد. نتایج این حقیق حاکی از تایید اعتبار برنامه درسی پیشنهادی و عناصر جزئی آن است.
This study aimed to plan and validate the digital education curriculum in the second grade of primary school. The research paradigm was performed by a qualitative approach using research synthesis. The study was carried out on 107 scientific studies conducted from 2000 to 2020. , the number of the samples was reduced to 41 cases. Data were analyzed by the three-step process of Hord. The designed curriculum was validated by evaluating expert opinions. The findings showed the aims of the digital citizenship curriculum in the general, partial, and conclusive categories. The conclusive aim is awareness and competence in life skills in the digital age, which can be achieved by familiarity with electronic knowledge, electronic identification, awareness of electronic rights and responsibilities, the ability to make the proper connections in the electronic world, the ability to electronic participation, and the ability to maintain electronic security. The content was organized using interdisciplinary and objective-oriented organizing. The learning-teaching strategies were explained in 5 scales, including participatory (learners' teamwork experience, peer-to-peer participation, and participation of teacher, student, and parent), personalization (attention to differences, learner activity, learner independence), problem orientation (project based on the need, problem-solving, and exploration), simulation (modeling, simulation), and contingency (inverted training, workshop training, storytelling, game centered approach teaching). The evaluators and research tool were also considered in the two aspects of the evaluation. The experts confirmed the validity of the designed model and its elements in line with the missions of the digital citizen.
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