واکاوی ویژگی‌های الگوی برنامۀ درسی جهانی– محلّی مطالعات اجتماعی برپایۀگزاره‌های نظریّۀ رابرتسون (الگوی اکر)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای برنامه ریزی درسی، دانشگاه خوارزمی، دانشکده روانشناسی و علوم تربیتی،تهران، ایران

2 دانشیار گروه مطالعات برنامه ریزی درسی، دانشگاه خوارزمی، دانشکده روانشناسی و علوم تربیتی، تهران، ایران

3 استاد گروه علوم تربیتی، دانشگاه تربیت مدرس ،دانشکده علوم انسانی، تهران، ایران

4 استادیار گروه مطالعات برنامه ریزی درسی، دانشگاه خوارزمی، دانشکده روانشناسی و علوم تربیتی، تهران،ایران

چکیده

     هدف پژوهش حاضر واکاوی ویژگی‌های الگوی برنامۀ درسی جهانی – محلّی مطالعات اجتماعی بر پایۀ گزاره‌های نظریّۀ رابرتسون با الگوی اکر(Akker) است. رویکرد پژوهش، کیفی و ازنظر هدف کاربردی است. منابع گردآوری داده‌ها شامل تمامی متون و اسناد نظریّۀ جهانی‌شدن رابرتسون در بازه زمانی 1968 -2022 بوده است. نمونه‌گیری به شیوۀ هدفمند انجام‌ شده است. در این پژوهش، محتوای منابع با استفاده از روش تحلیل محتوای استقرایی، مورد تجزیه‌وتحلیل قرار گرفته‌اند و برای اعتباریابی داده‌ها از روش‌های قابل‌قبول بودن و قابل‌اعتماد بودن استفاده‌شده است. نتایج پژوهش نشان می‌دهد که اهداف دارای ویژگی‌هایی مانند آشنایی با مفاهیم پایه و مهم جهانی‌شدن، توجّه به تنوّع و کثرت‌گرایی، پرورش مهارت‌های تفکّر خلاق و انتقادی است. محتوا منعطف پذیر و منطبق بر اهداف است. همچنین رویکردهای فعال تدریس، مناسب هستند. معلّم نقش راهنما و تسهیلگر دارد و می‌توان از منابع متنوّع استفاده کرد. زمان و مکان انعطاف‌پذیر و فعالیت‌ها باید در قالب گروه‌بندی‌های متفاوت و متنوّع انجام پذیرد. انواع روش‌های ارزشیابی کیفی، اهمّیّت دارند. درنهایت، نتیجه یافته‌های پژوهشی نظریّۀ جهانی‌شدن رابرتسون به شناسایی ویژگی‌های الگوی برنامۀ درسی جهانی- محلّی مطالعات اجتماعی با الگوی اکر(Akker) منجر گردید. براین اساس، پیشنهاد می‌گردد برنامۀ درسی قصد شده مطالعات اجتماعی دوره‌های ابتدایی و متوسّطه با استفاده از این الگو مورد ارزیابی قرار گیرد.

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