بررسی رابطه بین مؤلفه‌های برنامه درسی پنهان و هویت ملی دانش‌آموزان متوسطه
محورهای موضوعی : پژوهش در برنامه ریزی درسی
رضا علی نوروزی
1
,
طیبه جنت فریدونی
2
,
مریم مشاکلایه
3
1 - 1استادیار دانشکده علوم تربیتی و روان‌شناسی، دانشگاه اصفهان، اصفهان، ایران
2 - 2و3 دانش آموحته کارشناسی ارشد
3 - 2و3 دانش آموحته کارشناسی ارشد
کلید واژه: برنامه درسی, برنامه درسی پنهان, هویت ملی, مؤلفه‌های برنامه درسی پنهان,
چکیده مقاله :
این تحقیق با هدف بررسی رابطه بین مؤلفه‌های برنامه درسی پنهان و هویت ملی دانش‌آموزان متوسطه انجام شده است. روش آن توصیفی از نوع همبستگی است. جامعه آماری این تحقیق دانش‌آموزان سال دوم و سوم دبیرستان‌های غرب استان مازندران، به تعداد 17979 نفر هستند و حجم نمونه شامل 414 نفر از دانش‌آموزان می‌شود که به روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. پرسشنامه محقق ساخته برای بررسی مؤلفه‌های برنامه درسی پنهان که شامل جو اجتماعی مدرسه، ساختار سازمانی، تعامل معلم و دانش‌آموز و ساختار فیزیکی مدرسه و کلاس درس و پرسشنامه محقق ساخته هویت ملی که پس از تعیین روایی و پایایی، پایایی برنامه درسی پنهان 85% و هویت ملی 81%به روش آلفای کرانباخ محاسبه شد، توسط پاسخ‌گویان تکمیل گردید. در بخش تحلیل آماری از شاخص‌های آماری توصیفی و رگرسیون استفاده شد. نتایج پژوهش نشان داد که بین مؤلفه‌های برنامه درسی پنهان و هویت ملی دانش‌آموزان با 95/. اطمینان رابطه وجود دارد. بین جو اجتماعی مدرسه، ساختار سازمانی مدرسه، تعامل معلم و دانش‌آموزان و ساختار فیزیکی مدرسه و کلاس درس و هویت ملی دانش‌آموزان با 95/. اطمینان رابطه وجود دارد. همچنین یافته‌ها نشان دادند که افزایش در هر یک از مؤلفه‌ها بر میزان هویت ملی نیز افزوده می‌شود و بیشترین رابطه مربوط به متغیر تعامل معلم و دانش‌آموز است.
To find out the relationship between hidden curriculum components and the national identity of high school students, this research has been done. The present study is implemented on the basis of descriptive- correlation method. The statistical populations of this study are the second and the third grad high school students of West Mazandaran province. 414 students are selected based on stratified sampling method.Two sorts of questionnaires were designed by the researcher and had been answered by the participant. In order to measure the effect of hidden curriculum components, the first on focused on the social atmosphere of school, organizational structure, teacher-learner interaction, and physical structure of school and classroom. The second one, however, focused on the national identify. On the basis of Coronbach’s Alpha coefficient, the reliability of hidden curriculum factors and the national identify were calculated as 85% and 81%.Descriptive statistic and Regression analysis have been used so as o analyze data. The results indicate that there is a significant relationship - with 95% certainty- between the hidden curriculum components and national identity of students. Also, some elements such as social atmosphere of school, organizational structure of school, teacher-learner interaction, physical structure of school and classroom are related with national identity of students, having 95% of certainty. The findings show that as each and every of the above-mentioned factors increase, the amounts of national identity of students increases, too. The variable of teacher-learner interaction possesses the most correlation with the national identity.
Abolhasani, Syed Rahim. (2008). Components of national identity, the research approach, Journal of Politics, Journal of the Faculty of law and political science, 38 (4) Page 1 of 22[ Persian]. Izadi, S., lawyer, A. Mahmoud and heroic sacrifice, Razia. (2009). Investigate the role of the hidden curriculum in attitude to authority, strengthen national identity and globalization, national studies, ten years, 39 (3): 109- 136 [Persian]. Delaware, Abolfazl.. (2010). Town, Identity and Politics in Contemporary Iran, the adoption of national identity and the Islamic Revolution of Iran, the dedication of Moses Najafi, Tehran, Zaman no publisher[ Persian]. Zamani, Bibi esfahany Ishrat and Nasr, Ahmad Reza. (2007). Physical, cultural and educational areas, primary school, four advanced countries of the world from the perspective of Iranian students and their parents, Journal of Educational Innovation, 6thYear, No. 23[ Persian]. Haji, Samrand. (2008). Investigate the role of the hidden curriculum on students' disciplinary behavior of elementary school principals view of the city of Mahabad. Thesis, MS, unpublished curriculum planning martyr Beheshti University [Persian]. Silver - J. Cullen, Alexander, William M. and Lewis, J. R. Arthur. (2008). Curriculum Planning for Better Teaching and Learning: Translating doctor Gholam Reza Quee nezhad, Mashhad: Astan Quds Razavi publishing[ Persian]. Saeedi Rezvani, Mahmoud. (2001). Hidden curriculum of high school courses and provide insight into the strategies used, unpublished Ph.D. dissertation, University of Tehran Teacher [Persian]. Shareh Poor, Mahmoud. (2008) Sociology of Education, Tehran: Samt Press[ Persian]. Salehi Omran, E., Rezaei, A., need Azeri, Qumars and perfection, Karsalary. (2008). Evaluation according to the components of national identity in school textbooks, national Studies Quarterly, 9th Year, Number 3[ Persian]. Alizadeh Eghdam, Mohammad Bagher, Shiri, and ojaqlou Mohammad, Sajjad. (2010). Role of education in promoting national indicators: Journal of Cultural Studies, Volume III, Issue 9, Pages 181 to 206[ Persian]. Alikhani, Mohammad Hussain. (2003). Evaluation of Unintended Consequences (hidden curriculum) due to the social environment of high school, and provide ways to reduce its negative implications, unpublished Ph.D. dissertation, University of teachers trainer[ Persian]. Alikhani, Mohammad Hussain and Mehr Mohammadi, Mahmoud. (2005). Evaluation of Unintended Consequences "hidden curriculum" of the social atmosphere of high school city and provide solutions to mitigate their negative effects. Scientific Journal - Journal Behavior Research, University control, No. 12, pp. 39-46[ Persian]. Vajargah Fathi, Korosh. and Chukdeh Vahed, Sakineh.. (2006). Identify training injuries in the hidden curriculum of secondary education from the aspect of (females) teachers in Tehran ,presenting theoretical perspective and solutions for its improvement , the educational New Quarterly, Issue 17, No. 57/74[ Persian]. Ghoorchian, Nadrqly. (1999). Analysis of the hidden curriculum, a new debate on the unknown aspects of teaching, Journal of Research and Planning in Higher Education, Teharn, Issue 5, Pages 48 to 68.www.noormagazine.ir[ Persian]. Gordon. (1999). Hidden curriculum, translated by Mohammad Davoudi, Journal of Science, N: 19, pp. 92-101[ Persian]. Rose, A. (2001). Globalized identity crisis. Quarterly National Studies No. 10, consecutive 47[ Persian]. Nia Luqman, M., Khamsyan, Ahmad and Mohammad Yeganeh, Tayebeh. (2011). Agreement and disagreement in terms of the components of national identity and its implications on the education system of Iran, Journal of Curriculum Branch, ninth year, the number of 6 (33) [ Persian]. Mehrmohamady, Mahmoud. (Recognizing the meaning and application of the hidden curriculum, Journal of Curriculum Studies, Second Year, No. 8, pages accessed 156 to 171[ Persian]. Mahram, updated, quiet, Parviz, Ms. Dey, A. and Mehrmohamady, Mahmoud. (2006). Role of the hidden curriculum on students' academic identity Ferdowsi University of Mashhad, Journal of Curriculum Studies No:3 p.p 3 to 28[ Persian]. Mahdavi, Seyed Mohammad Sadegh and Pyltan, Fakhr al-Sadat. (2009). Investigate the role of schools in shaping students' national identity, national Studies Quarterly 40 consecutive years, I, No. 4, pages 89 to 115[ Persian]. Mansouri, A. and F., Azita. (2009). Crystallization of national identity in the textbook, review the content of the book primitive Persian period, national studies in the tenth row 38, number 2, pages 27 to 46[ Persian]. Maleki, Hassan. (2009). Curricula (action), Mashhad: Payam Andisheh Publishing company[ Persian]. Najafi, Moses. (2010). Identity and the Islamic Revolution of Iran, Tehran :Zaman No publishing. [ Persia]. Anderson Terry. (2002). Revealing the hidden curriculum of E-learning, Vrasidas, C.,&Glass, G. V.(in press). Editors, current persectives in applied information technologies. Volum I: distanc learning. Greenwich, ct:information age publishing. Anthony E.Greene .(2007). The hidden curriculum, university of phonix august. Wyes -Jennifer. (2008). Teachers perceptions of the construction of national identity through the primary school social studies curriculum in malawi.this submitted to the faculty of the Virginia poloytechnic institute and state university in partial fulfillment of the requirement for the degree of master of sinence. Marsh, C. (1997). Perspectives: key Concepts for understanding curriculum. New edudition, the falmer press,33-39. Mediha Sari & Ahmet Doganay. (2009). Hidden curriculum on gaining the value of respect for human dignity. Kuram reuygulamada egitim bilimleril educational sciencese: theory 8 practice9 (2). 925-940 Langhout Reginal & Mitchell Cecilya. (2008). Engaging contexts: drawing rhe link between student and teacher experiences of the hidden curriculum. Jornal of community & applied social psychology J. community apple. Soce.psychol,18:593-614. Myles Brenda Smith. (2009). A look in side the hidden curriculum.KS: Autism asperger publishing company.
_||_