مطالعات برنامه درسی

مطالعات برنامه درسی

پدیدارشناسی نشانه‌های برنامه درسی متراکم در دوره ابتدایی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه روش‌ها و برنامه‌های آموزشی و درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران
2 دانشیار گروه روش ها و برنامه‌های درسی و آموزشی، دانشکده روانشناسی و علوم تربینی، دانشگاه تهران
3 دانشگاه تهران
4 دانشیار بخش تخصصی پژوهش و سنجش؛ دانشکده روان شناسی و علوم‌تربیتی؛ دانشگاه تهران، تهران، ایران
چکیده
پژوهش حاضر با هدف پدیدارشناسی نشانه‌های برنامه درسی متراکم در دوره ابتدایی ایران انجام شد. رویکرد پژوهش کیفی و روش، پدیدارشناسی توصیفی بود. شرکت‌کنندگان شامل ۶۱ نفر از معلمان، دانش‌آموزان، والدین و متخصصان آموزش و پرورش دوره ابتدایی در سال ۱۴۰۲-۱۴۰۳ بودند که با روش نمونه‌گیری هدفمند از نوع گلوله برفی انتخاب شدند. به منظور گردآوری داده‌ها از مصاحبه نیمه‌ساختاریافته استفاده شد و گردآوری تا مرحله اشباع داده‌ها ادامه یافت. جهت تحلیل، روش کدگذاری و مقوله‌بندی به‌کار گرفته ‌شد. تحلیل یافته‌ها به شناسایی ۵ مضمون و ۱۳ مقوله منجر گردید. نتایج پژوهش حاکی از این بود که متراکم شدن محتوا از لحاظ حجم، چگالی، دشواری و ابهام، کمبود زمان ناشی از توزیع نامتوازن و کم بودن روزهای آموزش، قربانی شدن برخی دروس به بهای توجه به درس‌های دیگر، نتایج ضعیف پیشرفت تحصیلی و نارضایتی ذی‌نفعان در اثر فشار کاری، دلزدگی و تحمیل هزینه‌های آموزش بر والدین، نشانه‌هایی از وجود تراکم در برنامه درسی دوره ابتدایی ایران است.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Phenomenology of the Signs of Overloaded Curriculum in Iran's Primary Education

نویسندگان English

Farzaneh Askary 1
Mohammad Javadipour 2
Rezvan Hakimzadeh 3
Keyvan Salehi 4
1 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Tehran
2 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Tehran
3 university of Tehran
4 Associate professor, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran
چکیده English

The purpose of this study was to conduct a phenomenological of the signs of a overloaded curriculum in Iran’s primary education. Participants included 61 teachers, students, parents, and education professionals in the primary school in 2023-2024, who were selected using a snowball sampling. In order to collect data, semi-structured interviews were used and the collection continued until data saturation. The analysis of the findings led to the identification of five themes and 13 categories. The results of the study indicated that the density of content in terms of volume, density, difficulty, and ambiguity, lack of time due to unbalanced distribution and the lack of days in the school year, the sacrifice of some subjects at the expense of paying attention to other subjects, poor academic achievement results and dissatisfaction of stakeholders due to work pressure, boredom, and the imposition of informal education costs are signs of overloaded in the elementary school curriculum.

کلیدواژه‌ها English

overloaded curriculum
primary education
descriptive phenomenology
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  • تاریخ دریافت 23 خرداد 1403
  • تاریخ بازنگری 16 آبان 1404
  • تاریخ پذیرش 17 آبان 1404