واکاوی مؤلفه‌های سواد فرهنگی برای دانش‌آموزان دوره دوم متوسطه: یک مطالعه فراترکیب

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مطالعات برنامه درسی دانشگاه تهران

2 دانشیار دانشکده روان شناسی و علوم تربیتی دانشگاه تهران

3 دانشیار دانشکده روان شناسی و علوم تربیتی دانشگاه علامه طباطبایی

4 استادیار دانشکده روان شناسی و علوم تربیتی دانشگاه تهران

چکیده

هدف پژوهش حاضر، واکاوی مؤلفه‌های سواد فرهنگی برای دانش‌آموزان دوره دوم متوسطه است. داده­ ها بر اساس یک طرح پژوهش کیفی از نوع سنتزپژوهی و با استفاده از گام‌های هفت‌گانه سندلوسکی و باروس (2006) جمع­ آوری شده­اند. انتخاب نمونه با استفاده از ملاک­ های پذیرش و عدم پذیرش و برنامۀ مهارت‌های ارزیابی حیاتی[1] صورت گرفت سپس با درنظرگرفتن میزان ارتباط با موضوع پژوهش منابع اولیه غربال و تعداد 26 منبع برای بررسی نهایی انتخاب شد، در ادامه با استفاده از تحلیل محتوای و کدگذاری باز و محوری منابع منتخب مورد تحلیل قرار گرفت. جهت بررسی قابلیت اعتبار یافته‌ها از ضریب توافق بین دو کدگذار استفاده شد که مقدار 76/. به­ دست آمد. نتیجه این تحلیل شناسایی 4 بعد و 14 مؤلفه بود. بعد خودآگاهی فرهنگی شامل سواد چندفرهنگی، مهارت‌های عملی، مهارت‌های آکادمیک، آشنایی با نمادها و مهارت‌های زندگی بود. بعد تفکر انتقادی شامل تفکر سطح بالاتر و استدلال صحیح، تقسیم‌بندی دانش، بستر استفاده و فرایند است. بعد مسئولیت‌پذیری مشتمل بر دو مؤلفه مسئولیت‌پذیری فردی و مسئولیت اجتماعی و مدنی بوده و بعد رهبری تأثیرگذار شامل الزامات فرهنگی جوامع آینده و نقش‌های تأثیرگذار جهانی است. نتایج این پژوهش می‌تواند مبنایی برای برنامه‌ریزان، پژوهشگران و دست‌اندرکاران حوزه تعلیم‌وتربیت در بعد فرهنگی باشد.
 
[1]- CASP

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