طراحی و اعتباربخشی الگوی بومی برنامه درسی سواد انتقادی در دوره دوم متوسطه

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه ریزی درسی واحد علوم تحقیقات دانشگاه آزاد اسلامی تهران. ایران

2 گروه مطالعات برنامه درسی/دانشکده روانشناسی و علوم تربیتی دانشگاه علامه طباطبایی تهران

3 دانشیار گروه مطالعات برنامه درسی دانشگاه خوارزمی تهران

چکیده

مقاله حاضر با هدف طراحی و اعتباربخشی الگوی بومی برنامه درسی سواد انتقادی در دوره دوم متوسطه انجام شد. نمونه آماری در بخش کیفی 17 نفر از اساتید مطالعات برنامه درسی و متخصصان علوم اجتماعی و سیاسی و در بخش کمی 207 نفر از اساتید، دانشجویان دکتری و کارشناسی ارشد مطالعات برنامه درسی بودند. ابزار گردآوری داده­ها در بخش کیفی مصاحبه نیمه‏ساختاریافته و در بخش کمی پرسشنامه محقق‎ساخته الکترونیکی بود. جهت تحلیل داده‌ها در بخش کیفی از کدگذاری سه گانه اشتراوس و کوربین (1990) و در بخش کمی از روش­های آمار توصیفی و استنباطی در قالب نرم افزارهای SPSS و AMOs استفاده شد. نتایج نشان داد که هفت عامل یادگیری اخلاق‎گرا، یادگیری خودراهبر، یادگیری تأملی، ادراک مسأله، راهبردهای یاددهی یادگیری تعاملی، محتوای تعاملی چندوجه‌نمای رسانه‌ای و رویکرد ارزشیابی ساختن‏گرا، تبیین‎کننده ویژگی­های الگوی بومی برنامه درسی سواد انتقادی دوره دوم متوسطه بودند که در صورت کاربست می­توانند موجب تقویت بینش، نگرش­ و مهارت نقادانه دانش‌آموزان شده و اعمال فرهنگی، اجتماعی، سیاسی آنان را سامان دهند.

کلیدواژه‌ها


عنوان مقاله [English]

Designing and Validating the Localized Model of Critical Literacy Curriculum in High School

نویسندگان [English]

  • zahra Baghbanian 1
  • mostafa Ghaderi 2
  • Majid Aliasgari 3
1 Islamic Azad university science and research branch of Tehran
2 Faculty member of Curriculum Studies/ collage of psychology and educational sciences Alameh tabatabai Tehran
3 Khu
چکیده [English]

The present study aims to design and validate the localized model of critical literacy curriculum. In the qualitative phase of study, informant were 17 persons of the faculty members of curriculum studies and social and political science specialists from state and Islamic Azad University in Tehran. In the quantitative phase, the research samples included 207 informants of the professors of curriculum studies and  Ph.D. and senior students of curriculum development. The data collection tools were semi-structured interview at the qualitative phase and electronic researcher-made questionnaire on a 5-point Likert scale section in qualitative phase. The data analysis methods was three-steps encoding at the qualitative phase and descriptive and inferential statistics methods through SPSS and AMOs software in the qualitative phase. The results of the research indicated seven factors including ethical learning, constructivist orientation approach, self-directed learning, interactive learning strategies, interactive multimedia content, reflective learning, and problem perception enlighten the features of components of critical literacy curriculum. The model can enhance attitude, insights and critical thinking skills of students beside organizing their cultural, social and political activities.

کلیدواژه‌ها [English]

  • : Critical Literacy Theory
  • Localization of Curriculum
  • Critical Literacy models
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