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شناسایی مؤلفهها و عناصر برنامه درسی مبتنی بر پرورش مهارت حل مسئله به منظور ارائه الگوی بهینه برای دوره پیش دبستانی | ||
تدریس پژوهی | ||
مقاله 3، دوره 9، شماره 1، فروردین 1400، صفحه 72-43 اصل مقاله (1.79 M) | ||
نوع مقاله: مقاله پژوهشی | ||
نویسندگان | ||
شهرزاد سرخوش* 1؛ علیرضا صادقی2؛ بتول فقیه آرام3؛ حسن شعبانی4؛ رزیتا ذبیحی5 | ||
1دانشجوی دکتری رشته برنامهریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد اسلامشهر، | ||
2دانشیار، رشته برنامهریزی درسی، گروه مطالعات برنامه درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه علامه طباطبایی، تهران، ایران. | ||
3استادیار، رشته جامعهشناسی آموزش و پرورش، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد اسلامشهر، | ||
4استادیار، رشته برنامهریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد اسلامشهر، تهران، ایران. | ||
5استادیار، رشته روانشناسی تربیتی، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد اسلامشهر، تهران، | ||
چکیده | ||
هدف: هدف پژوهش حاضر، شناسایی مؤلفهها و عناصر برنامه درسی مبتنی بر پرورش مهارت حل مسئله و ارائه الگوی بهینه برای دوره پیشدبستانی بود. روش: این پژوهش بهصورت کیفی و مبتنی بر نظریهپردازی داده بنیاد است. پژوهش حاضر در دو مرحله اجرا شد، اول: کشف مؤلفههای مهارت حل مسئله و دوم: شناسایی عناصر برنامه درسی پرورش مهارت حل مسئله و ارائه الگوی برنامه درسی با استفاده از عناصر نهگانه کلاین برای دوره پیشدبستانی. جامعه پژوهش از متخصصان برنامه درسی، روانشناسان تربیتی و مربیان پیشدبستانی تشکیل شد. نمونهگیری به روش هدفمند از نوع گلوله برفی بود. از هر گروه با یک نفر واجد معیارهای مشخص، مصاحبه نیمه ساختاریافته انجام و نفر بعدی توسط وی معرفی و مصاحبهها ادامه یافت تا اشباع نظری با 36 نمونه، حاصل شد و دادهها براساس روش استراوس و کوربین در سه مرحله کدگذاری باز، محوری و گزینشی تجزیهوتحلیل گردیدند. یافتهها: نتایج در مرحله اول، کشف 10 مؤلفه مهارت حل مسئله: خودآگاهی، تشخیص مسئله، سازماندهی، تجزیهوتحلیل، ارزیابی، پرورش مهارتهای تفکر، مهارتهای اجتماعی و... بود. در مرحله دوم عناصر برنامه درسی مبتنی بر پرورش مهارت حل مسئله شامل اهداف (شناختی، نگرشی، عملکردی)، محتوا (سازماندهی، روشهای ارائه)، روش تدریس (سنتی، فعال)، فعالیت یادگیری (انفرادی، گروهی)، مواد آموزشی (ویژگی، انواع منابع)، فضا (ویژگیهای فیزیکی، تجهیزات)، زمان (مدتزمان، توجه به آمادگی و سن)، گروهبندی (توجه به ماهیت مسئله، جنسیت، سن، ناهمگنی، تعداد اعضا) و ارزشیابی (توجه به تفاوت فردی، فرآیندی، کمی، توصیفی) شناسایی و الگوی بهینه دوره پیشدبستانی ارائه شد. | ||
کلیدواژهها | ||
مهارت حل مسئله؛ الگوی برنامه درسی؛ دوره پیش دبستانی | ||
مراجع | ||
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