شناسایی ابعاد برنامه درسی مغفول بر اساس تفاوت برنامه درسی آکادمیک و برنامه درسی قصد شدۀ آموزش مفاهیم شهروندی در کتب مطالعات اجتماعی متوسطۀ دورۀ اول

نوع مقاله : مقاله پژوهشی

نویسندگان

1 داﻧﺸﺠﻮی دﻛﺘﺮی مطالعات ﺑﺮﻧﺎﻣﻪ درﺳﻲ، واﺣﺪ ﺗﺒﺮﻳﺰ، داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ، ﺗﺒﺮﻳﺰ ، مدرس دانشگاه فرهنگیان علامه طباطبایی ارومیه

2 استاد گروه علوم تربیتی ، دانشگاه تبریز، تبریز ، ایران

3 دانشیار ﮔﺮوه ﻋﻠﻮم ﺗﺮﺑﻴﺘﻲ، داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ واﺣﺪ ﺗﺒﺮﻳﺰ، ﺗﺒﺮﻳﺰ، ایران

4 ااستادیار ﮔﺮوه ﻋﻠﻮم ﺗﺮﺑﻴﺘﻲ، داﻧﺸﮕﺎه آزاد اﺳﻼﻣﻲ واﺣﺪ ﺗﺒﺮﻳﺰ، ﺗﺒﺮﻳﺰ، ایران

چکیده

 
آماده‌سازی و تربیت شهروندان یکی از مهمترین وظایف نظام‌های تربیتی به خصوص نظام تعلیم و تربیت محسوب می‌شود. هدف این تحقیق شناسایی ابعاد برنامه درسی مغفول بر اساس تفاوت برنامه درسی آکادمیک، و برنامه درسی قصد شده آموزش مفاهیم شهروندی در کتب مطالعات اجتماعی متوسطه دوره اول بوده است. در این مطالعه از دو روش کیفی منطبق بر منطق استقرایی یعنی تحلیل محتوای کیفی متون، و مطالعه موردی کیفی استفاده شد. در مرحله تحلیل محتوای متون، منابع تحلیل شده عبارت از محتوای کتب مطالعات اجتماعی پایه‌های هفتم، هشتم و نهم بوده‌اند، و نمونه برابر با جامعه بوده است. واحد تحلیل، یک درس و واحد ثبت نیز عبارت از یک پاراگراف، یک تصویر و یا یک تکلیف بوده است. در قسمت مطالعه موردی کیفی ، مشارکت‌کننده‌ها شامل استادان حوزۀ مطالعات اجتماعی، و جامعه‌شناسی دانشگاه‌های تبریز و ارومیه بوده، و نمونه‌گیری نیز با رویکرد هدفمند، و مبتنی بر تکنیک نمونه‌گیری موارد مطلوب انجام شده و با 16 نفر مصاحبه ژرف‌نگر به عمل آمد. مصاحبه‌ها با استفاده از روش تحلیل مضمونی، تحلیل شدند. در نهایت مضمون‌های حاصل از مصاحبه‌های استادان با مضمون‌های کتب درسی مقایسه شد. بر اساس نتایج به دست آمده، مضامین آموزش اقتصادی (آشنا نمودن دانش‌آموزان با شغل‌های نوین در شبکه‌های اجتماعی، کمک به دانش‌آموزان در انتخاب شغل مناسب، تلاش کردن به صورت جدی در زمینه‌های مالی، آشنایی با مفهوم پس‌انداز و ساده زیستی)، آموزش خانواده (آشنایی با شیوه‌های همسر گزینی)، آموزش صلح، حل تعارضات و کشمکش‌ها- مقاومت در برابر ظالم، و دفاع ازحقوق خود، امنیت، تربیت سیاسی، آموزش مهارت‌های زندگی، آشنایی با نقش جنسیت، و آموزش تفکر منطقی به عنوان مضمون‌های مغفول از نظر استادان شناسایی شد.

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