آسیب‌شناسی آموزش به زبان فارسی از دیدگاه دبیران و دانش‌آموزان دبیرستانی کردزبان شهرستان سُنقُر و کُلیایی و ارائه راهکارها
محورهای موضوعی : پژوهش در برنامه ریزی درسیصمد محمدی 1 , عباس شکاری 2 , سیداحمد مدنی 3
1 - کارشناس ارشد برنامه‌ریزی درسی دانشگاه کاشان، کاشان، ایران.
2 - عضو هیئت‌علمی دانشگاه کاشان، کاشان، ایران.
3 - عضو هیئت‌علمی دانشگاه کاشان، کاشان، ایران.
کلید واژه: دوزبانه, توانشی, نگرشی, زبان مادری, دانشی, برنامۀ درسی چندفرهنگی, کلیدواژه ها: آسیب شناسی,
چکیده مقاله :
هدف این پژوهش آسیب‌شناسی آموزش به زبان فارسی بر اساس دیدگاه برنامهٔ درسی چند فرهنگی و مسائل دوزبانگی است. پژوهش از نوع طرح‌های تحقیق به روش آمیختهٔ (ترکیبی) و با رویکردی تشریحی است و ازنظر هدف کاربردی است. جامعهٔ آماری شامل 160 دبیر و 4023 دانش‌آموز و نمونه آماری آن 113 دبیر و 354 دانش‌آموزان دبیرستانی کردزبان شهرستان سنقر و کلیایی است که به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای و بر اساس جدول کرجسی و مورگان انتخاب شده‌اند. ابزار پژوهش: الف) پرسشنامهٔ محقق ساخته برای بررسی دیدگاه دانش‌آموزان و دبیران (شامل 21 گویهٔ بسته پاسخ) در مورد آسیب‌های فرهنگی، دانشی، نگرشی و توانشی است. ب) مصاحبه انفرادی نیمه ساختاریافته با 20 نفر از مسئولان آموزشی و پرورشی و دبیران نمونه که به روش نمونه‌گیری هدفمند انتخاب شدند. اعتبار پرسشنامه بر اساس ضریب آلفای کرونباخ برای دبیران 75/0 و برای دانش‌آموزان 76/0 برآورد گردید و روایی صوری و محتوایی پرسشنامه و سؤالات مصاحبه با نظر کارشناسان و اساتید گروه علوم‌تربیتی در حد مطلوب ارزیابی شد. در تجزیه‌وتحلیل داده‌ها از آمار توصیفی و استنباطی (جدول فراوانی، میانگین، درصد فراوانی و آزمون T تک نمونه‌ای) استفاده شد. یافته‌ها نشان داد که آموزش به زبان فارسی، یادگیری دانش‌آموزان را در حیطه‌های دانشی، نگرشی و توانشی با اختلال روبه‌رو کرده و در مسائل فرهنگی باعث دور شدن دانش‌آموزان از هویت فرهنگی و بی‌توجهی به زبان مادری شده است. تحلیل داده‌ها نیز نشان داد که بیشترین آسیب‌های یادگیری به ترتیب معطوف به حوزه دانشی، نگرشی و توانشی است؛ بنابراین برای کاستن این آسیب‌ها در دانش‌آموزان دوزبانه و برقراری عدالت آموزشی شایسته است برنامۀدرسی چندفرهنگی در نظام‌آموزشی اجرا شود.
The aim of this study pathologies Persian language training based on the view, the curriculum is multicultural and bilingualism issues. The research method research designs blended (hybrid) and the anatomical approach and in terms of functional purpose. The population consisted of 160 teachers and 4023 students And a statistical sample of 113 teachers and 354 high school students Kurdish city's Songhor and Koliaie That the multi-stage cluster sampling method. And were selected based on Krejcie & Morgan table. Research tools: a) a self-made questionnaire for surveying attitudes of students and teachers (including 21 closed-answer questions) about damage to culture, knowledge, competence & attitude is. B) Semi-structured individual interviews With 20 Educational authorities and teachers of sample Purposive sampling method were selected. Validity of the questionnaire. Based on coefficient. Cronbach's alpha. For teachers and for students 76/0 75/0. Estimated. And content and face validity of the questionnaire and interview questions with opinion of experts and professors of the Department of Educational Sciences at acceptable levels. In analyzing the data, descriptive and inferential statistics (frequency distribution, mean, frequency and single-sample T-test) were used. Results showed that the Persian language training, students learning in areas of knowledge, attitude, ability is faced with disorder and cultural issues The students away from cultural identity And neglect of the native language. The data showed that most damage learning and training, respectively, relates to the field of knowledge and attitude. Therefore, to reduce the damage bilingual students and the establishment of justice education and training multicultural curriculum that is appropriate to the particular multicultural countries such as Iran, the education system is dominant.
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