طراحی چارچوب برنامه درسی تربیت اقتصادی در رشته مطالعات اجتماعی دانشگاه فرهنگیان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دوره دکتری برنامه ریزی درسی، دانشگاه تبریز، گروه علوم تربیتی

2 دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی،دانشگاه تبریز

3 استاد،گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز

4 استاد، گروه اقتصاد، دانشکده اقتصاد و مدیریت، دانشگاه تبریز

چکیده

پژوهش حاضر با هدف طراحی چارچوب برنامه درسی تربیت اقتصادی در رشته مطالعات اجتماعی بر اساس روش سنتزپژوهی ترکیبی انجام شد. جامعۀ آماری این پژوهش شامل تمامی مقالات علمی معتبر درزمینۀ تربیت اقتصادی بود. منابع گردآوری داده­ ها شامل پایگاه ­های اطلاعات علمی، جهاد دانشگاهی، اسکوپوس، پروکوئست، اشپرینگر، ساینس دایرکت، نشریات کشور بودند. برای گردآوری، گزارش و ثبت اطلاعات پژوهش­ های اولیه، از فرم کاربرگ طراحی شده توسط محقق استفاده شد. تحلیل یافته­ ها با استفاده از الگوی هفت مرحله­ ای سنتزپژوهی مارش (1991) انجام شد و ترکیبی بهینه از نتایج آن­ ها ارائه گردید. برای اطمینان از نحوۀ کدگذاری­ ها از دو نفر ارزشیاب جهت کدگذاری مجدد یافته­ ها استفاده شد که به منظور تأیید پایایی، از فرمول ضریب کاپای کوهن، استفاده شد که در این پژوهش میزان توافق نشان­ دهندۀ درصد بالایی ازتوافق بین ارزشیابان در کدگذاری­ ها بود. یافته های پژوهش نشان داد که چارچوب برنامه درسی تربیت اقتصادی در رشته مطالعات اجتماعی، با ده عنصر تحت عناوین، عنصرمنطق (تحقق اهداف مطالعات اجتماعی و رشد تفکر انتقادی)، هدف (رشد مهارت­ ها، نگرش و دانش اقتصادی)، محتوا (مفاهیم اساسی علم اقتصاد)، روش­ های یاددهی – یادگیری (روش ­های یادگیری فعال)، منابع و مواد آموزشی (استفاده از منایع آموزشی متنوع)، نقش معلم (راهنما و تسهیل­گر بودن)، گروه ­بندی فراگیران (افزایش یادگیری از طریق گروه های کوچک)، زمان (انعطاف­ پذیری در زمان آموزش)، مکان (محیط­ های آموزشی اعم از درون و خارج از کلاس) و ارزشیابی (به­ کار بردن شیوه­ های ارزشیابی متنوع) طراحی گردید که برنامه­ ای فراگیر محور و جامعه محور است که در پی کمک به تحقق اهداف مطالعات اجتماعی، رشد تفکر انتقادی، تحلیل آگاهانه متون و کاربرد مفاهیم در زندگی واقعی توسط فراگیران، افزایش درک فراگیران از مفاهیم و موضوعات اقتصادی، صرفه­ جویی در وقت و منابع آموزشی می­ باشد.

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