بررسی و تحلیل برنامه درسی آموزش پیش از دبستان در ایران از حیث تطابق با معیارهای رویکرد شناختی آموزش و پرورش

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشگاه تهران

2 دانشکده علوم تربیتی و روانشناسی- دانشگاه تهران

3 دانشگاه فرهنگیان

4 گروه تعلیم و تربیت دانشکده علوم انسانی دانشگاه تربیت مدرس تهران ایران

چکیده

هدف پژوهش حاضر، بررسی و تحلیل برنامه درسی آموزش پیش از دبستان در ایران از حیث تطابق با معیارهای رویکرد شناختی است. روش پژوهش، کیفی و کمی است. معیارهای آموزش و پرورش شناختی در برنامه درسی آموزش پیش از دبستان طی یک فرایند سنتزپژوهش استخراج شده و بر اساس این معیارها، برنامه درسی فعلی در دو بخش اسناد و حوزه عمل مورد بررسی قرار گرفته است. در بخش اسناد، دو سند رسمی تحلیل شده و در بخش عمل، با 10 مدیر مرکز آموزش پیش از دبستان مصاحبه انجام شده و 15 مرکز مورد مشاهده مستقیم قرار گرفته است. روش نمونه­گیری، هدفمند در دسترس است و ابزار پژوهش، مصاحبه نیمه­ساختاریافته و چک­لیست محقق­ساخته بوده است. روایی چک­لیست توسط متخصصان تأیید شده و پایایی مرکب آن 93/0 بدست آمده است. بر اساس یافته­ها، در عناصر مواد و منابع یادگیری، فضای آموزشی و ارزشیابی، کمترین تطابق و در بخش فعالیت­ها و روش­های یاددهی-یادگیری و زمان آموزش بیشترین تطابق با معیارهای آموزش و پرورش شناختی وجود دارد.
 

کلیدواژه‌ها


عنوان مقاله [English]

Exploring and analysis of early childhood education curriculum in Iran in terms of compliance with criteria of the cognitive approach of education

نویسندگان [English]

  • fariborz mohamadi farsani 1
  • rezvan hakimzadeh 2
  • Marzieh Dehghani 1
  • Mhmoud Talkhabi 3
  • ebrahim talaee 4
1 university of Tehran
2 education- tehran university
3 Farhangian university
4 Department of Education Faculty of Humanities Tarbiat Modares University Tehran Iran
چکیده [English]

Abstract: The purpose of the present study was to Exploring and analysis of early childhood education curriculum in Iran in terms of compliance with criteria of the cognitive approach of education. The research method is qualitative and quantitative. Cognitive education criteria in early childhood education curriculum have been extracted during a research synthesis process and according to these criteria, the current curriculum has been studied in two parts of the documents and practice. In the documents section, two official documents were analyzed and in the practice section, 10 directors of early childhood education center were interviewed and 15 centers were observed. The method of sampling method is available purposive sampling and the research tools are a semi-structured interview and a researcher-made checklist. Checklist validity is confirmed by experts and its reliability is 93%. Based on the findings, in the elements of learning materials and resources, educational environment and evaluation, is the least complication and in the elements activities and teaching-learning methods, and the training time is highest complication with cognitive education criteria

کلیدواژه‌ها [English]

  • early childhood education
  • Curriculum
  • cognitive approach

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