چارچوب برنامه درسی مبتنی بر توسعه سواد فرهنگی در دوره متوسطه براساس دیدگاه زایس | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 8، دوره 15، شماره 1 - شماره پیاپی 28، 1401، صفحه 173-192 اصل مقاله (1.13 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.52547/MPES.15.1.173 | ||
| نویسندگان | ||
| فاروق خاکزاد* 1؛ مرضیه دهقانی2؛ رضوان حکیم زاده2؛ علیرضا صادقی3؛ کیوان صالحی2 | ||
| 1دانشجوی دکتری مطالعات برنامه درسی، گروه روش‌ها و برنامه‌های آموزشی و درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| 2دانشیار گروه روش‌ها و برنامه‌های آموزشی و درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
| 3دانشیارگروه مدیریت و برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران | ||
| چکیده | ||
| هدف: هدف پژوهش حاضر ارائه چارچوب برنامه درسی مبتنی بر توسعه سواد فرهنگی در دوره متوسطه براساس دیدگاه زایس است. مواد و روش‌ها: روش پژوهش از نظر هدف کاربردی و از نظر جمع‌آوری اطلاعات کیفی و با روش پژوهش نظریه‌ای بوده است. تعیین ویژگی‌های چارچوب مطلوب برنامه درسی سواد فرهنگی دوره دوم متوسطه براساس الگوی زایس انجام پذیرفت که خود شامل دو فعالیت بود، در فعالیت اول به تبیین بنیادهای معرفتی چارچوب مطلوب برنامه درسی براساس الگوی زایس پرداخته شد و با معرفی و شرح این بنیان‌های معرفتی جهت‌گیری معرفتی برنامه مشخص گردید، در فعالیت دوم، ابتدا منطق برنامه درسی سواد فرهنگی براساس مواردی از قبیل الف. مؤلفه‌های استخراج شده سواد فرهنگی در پژوهش‌های پیشین، ب. تأکیدات و استلزامات اسناد بالادستی نظام آموزش و پرورش ایران و ج. الگوی طراحی برنامه درسی زایس (۱۹۷۶) شناسایی گردید و سپس به شناسایی ویژگی‌های حوزه‌های مرتبط با سواد فرهنگی براساس مدل زایس و طراحی چارچوب مطلوب اقدام گردید. در پایان نیز به اعتباریابی چارچوب طراحی شده براساس نظرات ۲۰ نفر از متخصصان برنامه‌ریزی درسی و علوم اجتماعی با روش مصاحبه نیمه‌ساختاریافته پرداخته شد. بحث و نتیجه‌گیری: براساس نتایج پژوهش، حوزه‌های ۱۰ گانه‌ای برای چارچوب پیشنهادی مطرح شد که شامل دانش و تجربه، محتوا و ساختار، عناصر اجتماعی و عاطفی، فرصت‌ها و منابع آموزش عادلانه و مرتبط، مشارکت والدین و انجمن، استراتژی‌های آموزشی، کیفیت برنامه درسی سواد فرهنگی، صلاحیت‌های معلمان، تشخیص و ارزیابی و سیاست‌گذاری و نظارت بود که براساس آن چارچوب طراحی و مورد تأیید قرار گرفت. | ||
| کلیدواژه‌ها | ||
| برنامه درسی؛ سواد فرهنگی؛ چارچوب برنامه درسی؛ دوره متوسطه؛ زایس | ||
| عنوان مقاله [English] | ||
| Curriculum Framework Based on Cultural Literacy Development in High School Education from Zais’s Perspective | ||
| نویسندگان [English] | ||
| Faroogh Khakzad1؛ Marzyeh Dehghani2؛ Rezvan Hakimzadeh2؛ Alireza Sadeghi3؛ Asadullah Cheraghi Mazeid2 | ||
| 1PhD student of Curriculum Studies, Department of Educational and Curriculum Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran | ||
| 2Associate Professor, Department of Educational and Curriculum Methods and Programs, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran | ||
| 3Associate Professor, Department of Curriculum Planning and Management, Faculty of Psychology and Educational Sciences, University of Allameh Tabatabai, Tehran, Iran | ||
| چکیده [English] | ||
| Objective: The purpose of this study is to provide a curriculum framework based on the development of cultural literacy in high school according to the Zais perspective. Materials and Methods: Applied research method was used for its purpose. It was qualitative in terms of collecting information by using a theoretical method. Determining the characteristics of the desired cultural literacy curriculum of the second period of high school was done based on the Zais model which included two activities. In the first activity, the epistemological foundations of the desirable framework of the curriculum based on the Zais model were explained, and by introducing and explaining these epistemic foundations, the epistemic orientation of the program was determined. In the second activity according to the logic of the cultural literacy curriculum based on items such as a. extracted components of cultural literacy in previous research, b. emphasis and implications of upstream documents of the Iranian education system and c. the Zais (1976) curriculum design model was identified and then the characteristics of areas related to cultural literacy were identified based on the Zais model and the designing of the desired framework was begun. Finally, the framework was designed based on the opinions of 20 experts in curriculum planning and social sciences validated through a semi-structured interview method. Discussion and Conclusion: Based on the results of the research, 10 areas were suggested for the proposed framework which includes knowledge and experience, content and structure, social and emotional elements, fair and relevant educational opportunities and resources, parent-association participation, educational strategies, cultural literacy curriculum quality, teachers’ competencies, diagnosis and evaluation, and policy-making and supervision, which based on them the framework was designed and approved. | ||
| کلیدواژه‌ها [English] | ||
| Curriculum, Cultural Literacy, Curriculum Framework, High School, Zais | ||
| مراجع | ||
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