سنتزپژوهی مطالعات آموزش چندفرهنگی در ایران
محورهای موضوعی : پژوهش در برنامه ریزی درسیسمیه صائبی 1 , علیرضا عصاره 2 , نرگس کشتی آرای 3 , علیرضا صادقی 4
1 - دانشجوی دکتری برنامه ریزی درسی، دانشگاه آزاد اسلامی، واحد علوم تحقیقات، تهران، ایران
2 - استاد، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
3 - دانشیار گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
4 - دانشیار برنامه درسی، دانشگاه علامه طباطبائی، تهران، ایران.
کلید واژه: آموزش چندفرهنگی, سنتزپژوهی, ایران,
چکیده مقاله :
هدف این پژوهش سنتزپژوهی مطالعات آموزش چندفرهنگی در ایران است. روش پژوهش کیفی از نوع سنتزپژوهی بود. جامعه پژوهش شامل مقالات داخلی چندفرهنگی در بازه زمانی 1381 تا 1401 که با روش نمونه گیری هدفمند و تا اشباع نظری داده ها 35 مقاله بعنوان نمونه پژوهش انتخاب شدند منابع علمی شناسایی شده بر اساس مراحل شش گانه اقتباس از گاف، الیور و توماس (2012) مورد تجزیه و تحلیل قرار گرفت. یافته ها بر اساس سطوح نه گانه برنامه درسی کلاین کدگذاری و دسته بندی شدند و در ادامه مدل طراحی شد. نتایج نشان داد عنصر هدف شامل: عدالت محوری، احیا و توسعه فرهنگ و وحدت و همبستگی، عنصر محتوا شامل: انعطاف محتوایی و محتوای چندفرهنگی؛ عنصر فعالیت های یادگیری شامل: فعالیت های چند فرهنگی و تکالیف چندفرهنگی، عنصر راهبردهای یاددهی-یادگیری شامل: تدریس متنوع، بازشناسی اقوام و تربیت معلمان چندفرهنگی، عنصر گروه بندی شامل: تقویت گروهی و گروهبندی چند فرهنگی، عنصر مواد آموزشی شامل: تنوع منابع و دانش چند فرهنگی، عنصر زمان شامل: تنوع زمانی و زمان بندی، عنصر مکان شامل: تنوع مکانی و تنوع چندفرهنگی و عنصر ارزشیابی شامل: تنوع در ارزشیابی و ارزشیابی چندفرهنگی است. همچنین نتایج از این بود که مدل از اعتبار لازم برخوردار است.
The present research aimed at the research synthesis of multicultural education studies in Iran. The research had a qualitative research synthesis method, and its statistical population consisted of domestic multicultural articles from 2002-2022. A total of 35 articles were selected as research samples using purposive sampling until theoretical data saturation. The scientific sources were analyzed through six steps adapted from Gough, Oliver, and Thomas (2012). Further, the results were coded and categorized based on Klein's nine curriculum levels, and then the model was designed. Based on the results, the objective element comprised justice orientation, revival and development of culture, and unity and solidarity. The content element comprised content flexibility and multicultural content. The learning activity element included multicultural activities and tasks. The teaching-learning strategy element comprised diverse teaching, recognition of ethnic groups, and teaching multicultural teachers. The grouping element included group strengthening and multicultural grouping. The educational content element included the diversity of sources and multicultural knowledge. The time element comprised time diversity, and scheduling. The place element included spatial diversity and multicultural diversity. Finally, the evaluation element comprised diversity in evaluation, and multicultural evaluation. Based on the results, the model had the necessary validity.
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