بررسی عناصر الگوی برنامه درسی مبتنی بر پروژه در دوره ابتدایی و اعتبار بخشی آن: یک مطالعه کیفی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
اکبر سعیدنیا
1
(دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه تبریز، تبریز، ایران.)
فیروز محمودی
2
(دانشیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران.)
علی ایمان زاده
3
(دانشیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران.)
کیومرث تقی پور
4
(استادیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران.)
کلید واژه: دوره ابتدایی, الگوی برنامه‌درسی مبتنی بر پروژه, عناصر برنامه درسی,
چکیده مقاله :
پژوهش حاضر با هدف بررسی عناصر اصلی برنامه درسی مبتنی بر پروژه در دوره ابتدایی، طراحی و اعتباربخشی الگوی آن با رویکرد کیفی و روش تحلیل مضمون انجام شد. جهت شناسایی و استخراج مضامین برنامه درسی، از اسناد و مدارک برنامه های درسی دوره ابتدایی و برنامه درسی مبتنی بر پروژه و دیدگاه های متخصصان برنامه درسی و آموزش ابتدایی استفاده شد. روش تحلیل داده ها، توصیف مبانی و تحلیل و استنتاج نظری بود. مضامین ناظر بر اهداف برنامه درسی در این برنامه بر ارتقا مهارت‌های تفکر و ایجاد یادگیری مادام العمر و پرورش دانش علمی و عملی همراستا با زندگی واقعی دانش آموزان متکی است. در زمینه محتوا بر غنا و فعالیت محوری و سازماندهی تلفیقی آن؛ در بخش راهبردهای یاددهی-یادگیری بر استفاده از روش های پژوهش و اکتشاف گروهی و حل مساله تاکید شد. استفاده از ارزشیابی مستمر و متنوع و روش های فرآیندمدار، چندگانه و مبتنی بر عملکرد در بخش ارزشیابی مورد توجه این الگو بود. روایی الگوی پیشنهادی با استفاده از فرمول نسبت روایی محتوا و جدول لاوشه مورد بررسی و تایید قرار گرفت.
The aim of this study was to investigate the main elements of the project-based curriculum in elementary school, design and validate its model with a qualitative approach and content analysis method. In order to identify and extract the subjects of the curriculum, the documents of the elementary curricula, project-based curriculum and the viewpoints of the specialists of the curriculum and elementary education were used. The method of data analysis was description of the basics and theoretical analysis and inference. Themes for Curriculum Objectives in this curriculum relies on improving thinking skills, creating lifelong learning, and cultivating scientific and practical knowledge in line with students' real-life lives. In the field of content on richness and activity-oriented and its integrated organization; In the section of teaching-learning strategies, the use of research methods and group exploration and problem solving was emphasized. The use of continuous and diverse evaluation and process-based, multiple and performance-based methods in the evaluation section was considered by this model. The validity of the proposed model was evaluated and confirmed using the content validity ratio formula and the Lawshe table.
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