بررسی و مقایسه میزان توانمندی برنامه ریزی درسی مدرسه محور مدیران ، معاونان و معلمان مدارس ابتدایی (مطالعه موردی شهرستان بردسیر)
محورهای موضوعی : علوم تربیتی
1 - دانشیار، گروه علوم تربیتی و روانشناسی، واحد کرمان، دانشگاه آزاد اسلامی، کرمان، ایران
کلید واژه: نگرش, مهارت, دانش, مدرسه محوری, برنامه ریزی درسی مدرسه محور,
چکیده مقاله :
مقدمه و هدف: برنامه ریزی درسی عالمانه ضامن تحقق یادگیری موفق فراگیران است. این مقاله با هدف بررسی و مقایسه میزان توانمندی برنامه ریزی درسی مدرسه محور مدیران، معاونان و معلمان مدارس دوره ابتدایی تهیه شده است.بدین منظور چهار متغیر دانش , نگرش ,مهارت و امکانات در سه گروه مخاطب مورد سنجش و بررسی قرار گرفت.
روش شناسی پژوهش: براساس هدف پژوهش روش پژوهش حاضر از نوع مقایسه¬ای بوده است. جامعه آماری این پژوهش کلیه مدیران به تعداد50 نفر، معلمان300نفر و معاونان30 نفر در مقطع ابتدایی شهرستان بردسیر بوده است. بر اساس جدول برآورد حجم نمونه از جامعه مادر حجم نمونه 190 نفر بوده است(25 مدیر،15 معاون و 150 معلم).روش نمونه¬گیری طبقه ایی منظم بوده است.ابزار جمع¬آوری اطلاعات، پرسشنامه« امکان سنجی تحقق برنامه ریزی درسی مدرسه محور» ملکی(1385) می باشد.
یافته¬ها: با استفاده از روشهای آمار توصیفی و استنباطی(آزمون خی دو و ضریب همبستگی پیرسون¬) و با بهره گیری از نرم افزار آماری ۲۱spss یافته¬های پژوهش حاکی از این است که گروه¬های مورد بررسی دارای دانش کافی، نگرش منفی و مهارت ناکافی در زمینه اجرای برنامه ریزی درسی مدرسه محور هستند و مدارس ابتدایی مورد نظراز امکانات مناسب برای اجرای این سنت برخوردارنیستند. همچنین بر اساس مقایسه گروه های مورد بررسی، درخصوص میزان متغیر دانش به ترتیب معلمان، معاونین و مدیران قرار گرفتند. هچنین دو متغیر دانش و امکانات دارای تفاوت معناداری هستند اما در دو متغیر نگرش و مهارت تفاوت معناداری مشاهده نشد.
نتیجه¬گیری: هر چند شاید زمان و شرایط برنامه ریزهای غیرمتمرکز مدرسه محور هنوز فرا نرسیده باشد اما پیشنهاد می شود از طریق تدارک دوره های آموزشی با هدف ارتقا نگرش و مهارت برنامه ریزی درسی دست اندرکاران سیستم اموزشی مدرسه، خصوصاً معلمان به عنوان اصلاح گران حقیقی برنامه های درسی، بهبود اثربخشی برنامه های درسی مدارس محقق گردد.
Introduction: Scientific curriculum development is the guarantee of the successful learning of learners. This research was formed with the aim of investigating and comparing the capability of school-based curriculum planning of principals, deputies and teachers of primary schools in Bardsir city. Based on the purpose of this research, the present research method has been comparative.
Methodology: In order to evaluate and compare the ability of the target groups from the implementation of school-based curriculum, four variables of knowledge, attitude, skills and facilities in three groups of school principals, deputies and teachers were assessed. In order to measure the mentioned variables, four components of selection, change, completion and compilation in the school-based curriculum have been identified and the questions have been tried to include the measurement of all four levels. In addition, questions were raised that could measure focus. The statistical population of this study was all managers with 50 people, 300 teachers and 30 deputies in the primary school of Bardsir city in the academic year of 2020-2019. According to the estimation table and the sample size of the mother population, the sample size was 190 people (25 principals, 15 deputies and 150 teachers). The sampling method was stratified. School-based course "Maleki (2006). The statistical methods used included descriptive and inferential statistics (Chi-square test, Pearson correlation coefficient test).
Findings: Using SPSS21 statistical software, the research findings indicate the studied groups have sufficient knowledge, negative attitude and insufficient skills in the implementation of school-based curriculum and elementary schools in Bardsir have suitable facilities to implement this tradition. they have not.
Conclusion: The research showed though the time and conditions for decentralized and school-centered curriculum planning have not yet come, it is suggested to prepare training courses with the aim of improving the knowledge, attitude and curriculum planning skills of the school education system practitioners, especially teachers as true reformers Curriculums to improve the effectiveness of school curricula.
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