برنامه درسی متناسب با ویژگی و نیازهای نسل z : یک مطالعه سنتز پژوهی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
زهرا پروازی مقدم
1
(
دانشجوی دکتری گروه تربیت مشاوره , دانشکده روانشناسی و علوم و تربیتی واحد تهران مرکزی , داﻧﺸﮕﺎه آزاداﺳﻼﻣﯽ، ﺗﻬﺮان، اﯾﺮان
)
کورش فتحی واجارگاه
2
(
اﺳﺘﺎد ﮔﺮوه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ، داﻧﺸﮑﺪه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ و رواﻧﺸﻨﺎﺳﯽ، داﻧﺸﮕﺎه ﺷﻬﯿﺪ ﺑﻬﺸﺘﯽ، ﺗﻬﺮان، اﯾﺮان
)
ﮐﺎﻣﺒﯿﺰ ﭘﻮﺷﻨﻪ
3
(
اﺳﺘﺎدﯾﺎر ﮔﺮوه ﺗﺮﺑﯿﺖ وﻣﺸﺎوره، داﻧﺸﮑﺪه رواﻧﺸﻨﺎﺳﯽ وﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ، واﺣﺪ ﺗﻬﺮان ﻣﺮﮐﺰی، داﻧﺸﮕﺎه آزاداﺳﻼﻣﯽ، ﺗﻬﺮان، اﯾﺮان.
)
ﻋﻠﯽاکبر ﺧﺴﺮویﺑﺎﺑﺎدی
4
(
داﻧﺸﯿﺎر ﮔﺮوه ﺗﺮﺑﯿﺖ و ﻣﺸﺎوره، داﻧﺸﮑﺪه رواﻧﺸﻨﺎﺳﯽ وﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ، واﺣﺪ ﺗﻬﺮان ﻣﺮﮐﺰی، داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ، ﺗﻬﺮان، اﯾﺮان
)
کلید واژه: نسل z (متولدین 1995 به بعد که همزمان با اینترنت متولد شده اند .(1995-2000 تا 2014)), سنتزپژوهی, برنامه درسی,
چکیده مقاله :
نسل z باویژگی‌هایی خاص، رشدیافته در فضای رسانه‌‌های دیجیتال و جامعه محور و واقع‌بین مستلزم توجهی خاص درحوزۀ تعلیم و تربیت است. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺷﻨﺎﺳﺎﯾﯽ برنامه درسی متناسب با نسل z (نسل اینترنت) اﻧﺠﺎم ﺷﺪ.این ﭘﮋوﻫﺶ،از ﻧﻈﺮ ﻫﺪف ﮐﺎرﺑﺮدی، دارای روﯾﮑﺮدی ﮐﯿﻔﯽ و ﺑﻪ روش ﺳﻨﺘﺰﭘﮋوﻫﯽ بوده است. نمونه‌گیری به‌صورت هدفمند و براساس معیارهای ورود در ﺑﺎزه زﻣﺎﻧﯽ 2015-2021 و 1389-1400 بود. ﺟﺎﻣﻌﻪ ﭘﮋوﻫﺶ 145 ﻣﻘﺎﻟﻪ و پایان‌نامه و ﺑـﺮ اﺳـﺎس معیارهای ﺧﺮوج ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ 65 ﻣﻘﺎﻟﮥ ﭘﮋوﻫﺸﯽ ﺑﺮای ﺗﺤﻠﯿﻞ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. تحلیل دادهﻫــﺎ بر اساس الگوی 6 مرحله‌ای روبرتس انجام شد. برای کدگذاری مجدد یافته‌ها از دو ارزیاب و برای تأیید از فرمول ضریب کاپا کوهن استفاده شد همچنین میزان توافق بین ارزیاب‌ها 74/0 بود. بر اساس کدهای شناسایی‌شده،ویژگی‌های نسل z شامل 17 مؤلفه و 4 اصل (مفهوم‌شناسی نسلی، ویژگی‌های نسلz ، ترجیحات و نیازهای نسلی) و برنامه درسی مناسب برای ویژگی‌های نسل z با 27 مؤلفه و 10 اصل بود که عبارتند از: منطق و چرایی، اهداف، جهت‌گیری برنامه درسی، محتوا، فعالیت و تجربه یادگیری ، ویژگی‌های معلمان نسل z، جهت‌گیری تربیتی و توسعه حرفه‌ای معلمان، متناسب‌سازی محیط‌های آموزشی، ابزارها و منابع یادگیری دیجیتال می‌باشد. در حقیقت،ضرورت مفهوم‌شناسی نسلی در برنامه درسی، ویژگی و توسعه حرفه ای و همچنین جهت‌گیری تربیتی معلمان بیشتر از ﺳﺎﯾﺮ ﻣﺆﻟﻔﻪﻫﺎ ﻣﻮردتاکید قرارگرفت.
With its unique characteristics, developed in digital media and realistic society, Generation Z needs special attention in the field of education and training. The current research was done to identify the curriculum suitable for generation z (internet generation). From the point of view of the applied goal, the study has a qualitative approach and a research synthesis method. Sampling was purposeful and based on the entry criteria in the period of 2000-2020 and 2019-2020. The exploration community of 145 papers and theses was linked and grounded on the exit criteria of 65 exploration papers, named as samples for analysis. Data analysis was done grounded on Roberts' 6- step model. Two observers were used to recode the findings, order was used to confirm the Cohen's Kappa measure formula, and the agreement between the observers was 0.74..Based on the known codes, the composition of the curriculum tailored to the characteristics of a generation z need. Features embrace 17components and 4 principles (generational concept of generation-z characteristics, generational preferences, and generational needs) and a curriculum suitable for generation-z characteristics with 27 components and 10 topics including argument, goals, curriculum orientation, content, learning activity and experience, characteristics of generation z teachers, teacher training trends, teacher professional development, adaptation to educational environments, digital learning tools, and resources. The necessity of generational conceptualization within the curriculum and the characteristics and professional growth and educational orientation of teachers have been researched more than other components.
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