طراحی الگوی برنامه درسی سواد رسانه‌ای در دوره ابتدایی نظام آموزش و پرورش | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 2، دوره 15، شماره 1 - شماره پیاپی 28، 1401، صفحه 33-58 اصل مقاله (967.02 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.52547/MPES.15.1.33 | ||
| نویسندگان | ||
| مریم عزیزی1؛ کورش فتحی واجارگاه* 2؛ کامبیز پوشنه3؛ علی گرانمایه پور4 | ||
| 1دانشجوی دکتری برنامه درسی، گروه علوم تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد تهران مرکزی، تهران، ایران | ||
| 2استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| 3استادیار گروه علوم تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه آزاد اسلامی، تهران، ایران | ||
| 4استادیار گروه ارتباطات و رسانه، دانشکده ارتباطات، دانشگاه آزاد اسلامی، تهران، ایران | ||
| چکیده | ||
| هدف: هدف پژوهش حاضر، تبیین الگوی برنامه درسی سواد رسانه‌ای در دوره ابتدایی نظام آموزش و پرورش است. مواد و روش‌ها: رویکرد حاکم بر پژوهش حاضر، کیفی و با استفاده از روش نظریه داده بنیاد انجام شده است. شرکت‌کنندگان در این پژوهش، متخصصان و صاحب‌نظران حوزه رسانه و برنامه درسی هستند که با استفاده از روش نمونه‌گیری هدفمند، با 15 نفر از آنان مصاحبه انجام شد. ابزار گردآوری داده‌ها، مصاحبه نیمه‌ساختارمند بود که با این تعداد محقق به اشباع نظری رسید. بحث و نتیجه‌گیری: برای تجزیه و تحلیل داده‌های کیفی از روش استراوس و کوربن استفاده شده است. پس از کدگذاری باز و تدوین مفاهیم اولیه، 26 کد محوری شناسایی شد که در 6 کد انتخابی قرار گرفت. نتایج این پژوهش نشان می‌دهد که مهم‌ترین عوامل علی شامل اصلاحات اساسی زیرساخت‌ها، طراحی فرصت‌های یادگیری برای کسب مهارت‌های مربوط؛ عوامل زمینه‌ای شامل عوامل اجتماعی، آموزشی و فرهنگی؛ عوامل مداخله‌ای در برگیرنده‌ی پژوهش و کار عملی و نقش و آمادگی معلمان؛ راهبرد شامل؛ دسترسی به رسانه‌ها و توسعه قابلیت‌های معلمان؛ پیامدهای برنامه درسی سواد رسانه‌ای در دوره ابتدایی؛ پیامدهای فردی و اجتماعی را در بر می‌گیرد .بر این اساس، فراهم کردن شرایط لازم برای تدوین و اجرای الگوی برنامه درسی سواد رسانه‌ای در دوره ابتدایی باید مورد توجه قرار گیرد. | ||
| کلیدواژه‌ها | ||
| برنامه درسی؛ سواد رسانه‌ای؛ دوره ابتدایی؛ نظام آموزش و پرورش؛ نظریه داده بنیاد | ||
| عنوان مقاله [English] | ||
| Designing the Desired Model of Media Literacy Curriculum in the Elementary School Education System | ||
| نویسندگان [English] | ||
| Maryam Azizi1؛ Kourosh FathiVajarghah2؛ Kambiz Poushaneh3؛ Ali Gheranmayehpoor4 | ||
| 1PhD Student of Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Central Tehran Branch, University of Islamic Azad, Tehran, Iran | ||
| 2Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Shahid Beheshti, Tehran, Iran | ||
| 3Assistant Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Central Tehran Branch, University of Islamic Azad, Tehran, Iran. | ||
| 4Assistant Professor, Department of Communication Sciences, Faculty of Communication and Media, Central Tehran Branch, University of Islamic Azad, Tehran, Iran. | ||
| چکیده [English] | ||
| Objective: The purpose of this study is to explain the desired model of media literacy curriculum in the elementary school education system. Materials and Methods: The approach of the present study is qualitative and it has used the Grounded theory method. The participants of this study are experts and scholars in the field of media and curriculum and 15 of them were interviewed using purposive sampling. The data collection tool was a semi-structured interview and the researcher reached theoretical saturation by this number. Discussion and Conclusion: Strauss and Corbin's method was used to analyze the qualitative data. After open coding and formulation of basic concepts, 27 axial codes were identified which were placed in 6 selective codes. The results of this study show that the most important causal factors include major infrastructure reforms, and designing learning opportunities to acquire relevant skills; contextual factors include social, educational, and cultural factors; intervention factors include research and practical work and the role and preparation of teachers; strategy factors include access to media and development of teachers' capabilities; consequences of media literacy curriculum in elementary school; and consequences of individual and social ones. Accordingly, providing the necessary conditions for formulating and implementing the desired model of media literacy curriculum in the elementary school should be considered. | ||
| کلیدواژه‌ها [English] | ||
| Media Literacy Curriculum, Elementary Schools, The Educational System, Grounded .Theory | ||
| مراجع | ||
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