شناسایی پیشرانهای الگوی برنامه درسی تربیت اقتصادی مبتنی بر کارآفرینی برای دوره اول متوسطه | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 9، دوره 17، شماره 2 - شماره پیاپی 33، 1403، صفحه 253-284 اصل مقاله (980.63 K) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2024.236432.1480 | ||
| نویسندگان | ||
| سلیمه یوسفی حمیدی1؛ لادن سلیمی* 2؛ وحید فلاح2 | ||
| 1دانشجوی دکتری برنامهریزی درسی، گروه علوم تربیتی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران | ||
| 2استادیار، گروه علوم تربیتی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران | ||
| چکیده | ||
| هدف: امروزه آموزش کارآفرینی به کانون اصلی سیستمهای آموزشی در سراسر جهان تبدیل شده، امروزه آموزش کارآفرینی به عنوان ابزاری برای دستیابی به اقتصاد دانش بنیان و مقابله با برخی مشکلات اقتصادی و اجتماعی از جمله افزایش تعداد فارغ التحصیلان بیکار به ویژه در کشورهای در حال توسعه از جمله ایران در نظر گرفته شده و در بسیاری از کشورها به بخش مهمی از سیاستهای صنعتی و آموزشی تبدیل شده است. دوره اول متوسطه، به دلیل ورود دانش آموزان به محدوده سنی نوجوانی و واسط بودن بین مقطع ابتدائی و دوره دوم متوسطه، اهمیت داشته، بایستی آموزشهای مقاطع مختلف تحصیلی بایستی، به طور مناسبی تدوین و طراحی شود تا بازدهی مناسبی در زندگی تحصیلی و شغلی آتی دانشآموزان داشته باشد. عدم توجه به تربیت اقتصادی در الگوی برنامه درسی دانش آموزان، نمی تواند آنان را به خوبی برای اشراف به مسائل اقتصادی و حضور موفق در بازار کار در زمان آینده آماده کند. لذا تربیت اقتصادی در مدارس و آموزش مهارتهای کارآفرینی در مقطع اول متوسطه برای دانش آموزان از اهمیت زیادی برخوردار است. مواد و روش: هدف از پژوهش حاضر، شناسایی پیشرانهای الگوی برنامه درسی تربیت اقتصادی مبتنی بر کارآفرینی برای دوره اول متوسطه بود. تحقیق به لحاظ هدف کاربردی و از نظر روش تحقیق، ترکیبی بصورت آمیخته بوده است، به طوری که برای شناسایی پیشرانهای اولیه، از مرور نظاممند (بررسی سیستماتیک) و تکنیک تحلیل محتوای استقرایی، استفاده شد و برای شناسایی پیشرانهای نهایی، از تکنیک دلفی استفاده گردید. جامعه آماری در بخش شناسایی پیشرانهای اولیه، مقالات و پژوهش-های علمی، طرحهای پژوهشی سازمانها و موسسات، تحقیقات خبرگان و محققان، کتب مرتبط تالیفی و پایاننامههای مقطع کارشناسی ارشد و دکتری مراکز آموزش عالی و بخشنامههای موجود در وزارت آموزش و پرورش و ادارات زیرمجموعه در مورد موضوع تحقیق، برای بررسی متون و متخصصان برنامه درسی، مؤلفان کتب درسی، برنامهریزان وزارت آموزش و پرورش و متخصصان تربیت اقتصادی و کارآفرینی برای انجام مصاحبه، بود. برای شناسایی پیشرانهای نهایی، متخصصان برنامه درسی، مؤلفان کتب درسی و صاحبنظران این حوزه در استان مازندران انتخاب شدند که برای شناسایی پیشرانهای اولیه، 37 متن و با روش نمونهگیری گلوله برفی تعداد 15 خبره انتخاب شدند. برای شناسایی پیشرانهای نهایی، با روش نمونهگیری هدفمند، 20 خبره انتخاب شد. برای شناسایی پیشرانهای اولیه، از روش بررسی سیستماتیک سیلوا (2015) و تحلیل محتوای استقرایی با کدگذاری اولیه، محوری و ثانویه و برای شناسایی پیشرانهای نهایی از روش دلفی در طی سه مرحله و در نرم افزار SPSSاستفاده گردید. ابزار گردآوری اطلاعات در شناسایی پیشرانهای اولیه، متون مورد بررسی و مصاحبه نیمه ساختار یافته بوده و در شناسایی پیشرانهای نهایی، از چک لیست خبره سنجی نیمه ساختاریافته و ساختاریافته استفاده گردید. برای تعیین روایی و پایایی مصاحبه نیمه ساختاریافته، از بررسیهای لازم شامل مقبولیت (بازنگری خبرگان)، قابلیت تائید (بازبینی خبرگان) و توافق درون موضوعی، استفاده شده و برای پیشرانهای نهایی، محتوای چک لیست خبره سنجی از نظر قابل فهم بودن و گویا بودن مورد تائید پنج تن از خبرگان دانشگاهی و سازمانی قرار گرفته و پایایی آن با روش آزمون مجدد، 88/0 محاسبه و تأیید گردید. بحث و نتیجه گیری: در الگوی پژوهش، عنصر «هدف»، دارای پنج پیشران به شرح: کاربردی و عملیاتی بودن، پرورش مهارتهای فردی و فنی، پرورش مهارتهای روانشناختی، ایجاد دانش مالی و اقتصادی و پرورش خلاقیت و ایده آفرینی، عنصر «محتوا»، دارای هفت پیشران بشرح: سواد مالی و اقتصادی، مهارت افزایی، دانش افزایی، قابلیت اجرایی، مبتنی بر نیازهای واقعی، خلاقیت و کارآفرینی و مدیریت محوری، عنصر «روشهای تدریس»، دارای شش پیشران به شرح: پروژه و کارگاه محوری، آموزش مشارکتی، تکنیکهای نوین آموزشی، دانش و مهارت محوری، تکیه گاه سازی و تدریس منعطف و عنصر «ارزشیابی»، دارای پنج پیشران به شرح: ارزشیابی کیفی، ارزشیابی عملیاتی، ارزشیابی دانش نظری و نگرش، ارزشیابی حین آموزش و ارزشیابی مشارکت محور، بوده است. در بین پیشرانهای نهایی، پیشران ایجاد دانش مالی و اقتصادی، دارای بیشترین اهمیت در عنصر «هدف»، پیشران مهارت افزایی، دارای بیشترین اهمیت در عنصر «محتوا»، پیشران پروژه و کارگاه محوری، دارای بیشترین اهمیت در عنصر « روشهای تدریس» و پیشران ارزشیابی عملیاتی، دارای بیشترین اهمیت در عنصر «ارزشیابی»، بود. | ||
| کلیدواژهها | ||
| برنامه درسی؛ تربیت اقتصادی؛ کارآفرینی | ||
| عنوان مقاله [English] | ||
| Identifying Drivers of Curriculum Model of Economic Education Based on Entrepreneurship for the First Year of High School | ||
| نویسندگان [English] | ||
| Salimeh Yosefi Hamidi1؛ Ladan Salimi2؛ Vahid Fallah2 | ||
| 1Ph.D. Student of Curriculum Planning, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran | ||
| 2Assistant Professor, Department of Educational Sciences, Sari Branch, Islamic Azad University, Sari, Iran | ||
| چکیده [English] | ||
| Objectives: Today, entrepreneurship education has become the focal point of educational systems worldwide. It is seen as a tool for achieving a knowledge-based economy and addressing various economic and social issues, including the rising number of unemployed graduates, particularly in developing countries such as Iran. In many countries, it has become an integral part of industrial and educational policies. The importance of lower secondary education lies in its role as a bridge between primary education and upper secondary education, as well as the entry point for students into adolescence. Therefore, educational programs at different levels must be appropriately designed and developed to ensure they have a significant impact on students' future academic and professional lives. Neglecting economic education in the curriculum model for students cannot adequately prepare them for understanding economic issues and achieving success in the future job market. Therefore, economic education in schools and teaching entrepreneurial skills at the lower secondary level are of great importance for students. This research aims to identify the driving factors of an entrepreneurship-based economic education curriculum model for lower secondary education. Materials and Methods: The research is applied in terms of its objective and uses a mixed-methods approach. To identify the initial driving factors, a systematic review and inductive content analysis techniques were employed. For identifying the final driving factors, the Delphi technique was utilized. The statistical population for identifying the initial driving factors included academic articles and research studies, research projects of organizations and institutions, expert and researcher studies, related authored books, and master's and doctoral theses from higher education institutions, as well as existing circulars from the Ministry of Education and its subsidiaries. For the final driving factors, curriculum specialists, textbook authors, and experts in the field from Mazandaran province were selected, resulting in 37 texts and 15 experts through snowball sampling for the initial factors, and 20 experts through purposive sampling for the final factors. For identifying the initial driving factors, Silva's (2015) systematic review method and inductive content analysis with initial, axial, and selective coding were used, and for identifying the final factors, the Delphi method in three stages, and SPSS software were utilized. The data collection tools included reviewed texts and semi-structured interviews for identifying the initial factors and semi-structured and structured expert checklists for the final factors. Validity and reliability for the semi-structured interviews were ensured through necessary reviews, including acceptability (expert review), confirmability (expert reassessment), and intra-topic agreement. For the final factors, the content of the expert checklists was confirmed for comprehensibility and clarity by five academic and organizational experts, and its reliability was calculated and confirmed with a test-retest method score of 0.88. Discussion and Conclusions: According to the results, the final model includes 9 elements, 14 dimensions, 23 components, and 92 indicators. In the Klein-based research model, the "Objective" element includes five driving factors: practicality and operationality, development of individual and technical skills, development of psychological skills, creation of financial and economic knowledge, and fostering creativity and ideation. The "Content" element includes seven driving factors: financial and economic literacy, skill enhancement, knowledge augmentation, executability, real needs-based, creativity and entrepreneurship, and management-oriented. The "Teaching Methods" element includes six driving factors: project and workshop-oriented, collaborative teaching, modern teaching techniques, knowledge and skill-oriented, scaffolding, and flexible teaching. The "Evaluation" element includes five driving factors: qualitative evaluation, operational evaluation, evaluation of theoretical knowledge and attitude, during-teaching evaluation, and participatory evaluation. Among the final driving factors, creating financial and economic knowledge holds the most importance in the "Objective" element, skill enhancement in the "Content" element, project and workshop-oriented teaching in the "Teaching Methods" element, and operational evaluation in the "Evaluation" element. | ||
| کلیدواژهها [English] | ||
| Curriculum, Economic Education, Entrepreneurship | ||
| مراجع | ||
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