تبیین اثر برنامه درسی پنهان بر انضباط دانش‌آموزان دورة ابتدایی

الموضوعات : پژوهش در برنامه ریزی درسی

بهزاد نوروزی چگینی ¹ (دانشجوی دوره دکترای تخصصی برنامه‌ریزی درسی دانشگاه هرمزگان، هرمزگان، ایران.)
علی اکبر شیخی فینی ² (عضو هیئت‌علمی دانشگاه هرمزگان، هرمزگان، ایران.)
اقبال زارعی ³ (عضو هیئت‌علمی دانشگاه هرمزگان، هرمزگان، ایران.)
علیرضا عصاره ⁴ (عضو هیئت‌علمی دانشگاه شهید رجایی، تهران، ایران.)

تاريخ الإرسال : 19 الثلاثاء , ربيع الثاني, 1438 تاريخ التأكيد : 22 الإثنين , ذو القعدة, 1438 تاريخ الإصدار : 15 السبت , ربيع الثاني, 1440

الکلمات المفتاحية: انضباط, دانش‌آموزان ابتدایی, برنامه درسی پنهان,

ملخص المقالة :

هدف این پژوهش، بررسی چگونگی اثرگذاری برنامه درسی پنهان بر انضباط دانش‌آموزان دورة ابتدایی است. به این منظور از روش آمیخته یا ترکیبی در این پژوهش استفاده گردید که در بخش کمی، روش تحقیق مورداستفاده روش پیمایشی از نوع مقطعی و در بخش کیفی از روش بررسی موردی (پژوهش پدیدار شناختی از نوع تجربه زیست شده) استفاده‌شده است. جامعة آماری پژوهش کلیه 39 مدرسه ابتدایی پسرانه ناحیه 3 آموزش‌وپرورش شهر شیراز در سال تحصیلی 95-94 است. تعداد نمونه مورد پژوهش با استفاده از روش نمونه‌گیری تصادفی 8 مدرسه و طول مدت مشاهده از ابتدا تا انتهای سال تحصیلی 95-94 بوده است. برای جمع‌آوری اطلاعات متناسب ابزارهای زیر استفاده‌شده است:1-پرسشنامه انضباط محقق ساخته.2-برگه‌های مشاهده سنج محقق ساخته با مقیاس درجه‌بندی لیکرت با روش واقعه‌نگاری.3-مصاحبه با روش سؤالات استانداردشده و روش گفتگوهای غیررسمی. به‌منظور تجزیه‌وتحلیل اطلاعات در بخش کمی از همبستگی پیرسون و تجزیه‌وتحلیل رگرسیون چندگانه استفاده‌شده است. نتایج رگرسیون چندگانه بین برنامه درسی پنهان با انضباط دانش‌آموزان همبستگی چندگانه 527/0 را نشان می‌دهد که در سطح اطمینان 95درصد معنادار است. همچنین به‌منظور تجزیه‌وتحلیل اطلاعات در بخش کیفی از نظرات صاحب‌نظران برنامه درسی پنهان و روانشناسی پرورشی استفاده شد که نتایج نشان داد که در اکثر مدارس و کلاس‌های درس مورد مشاهده دانش‌آموزان تحت تأثیر آثار برنامه درسی پنهان قرار داشتند که این آثار به‌طور مستقیم و غیرمستقیم بر احساس تعلق به مدرسه آن‌ها تأثیر عمیق و پایداری می‌گذاشت.

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