پیشایند ها و پسایندهای برنامه ریزی درسی مشارکتی در مدارس: شناسایی و اولویت بندی با رویکرد دلفی فازی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه برنامه ریزی درسی ،واحد مرند ،دانشگاه آزاد اسلامی ،مرند،ایران

2 دانشجوی دکتری تخصصی رشته برنامه ریزی درسی واحد مرند ، دانشگاه آزاد اسلامی ،مرند؛ ایران.

چکیده

مقدمه و هدف: هدف پژوهش حاضر شناسایی و اولویت بندی پیشایندها و پسایندهای برنامه ریزی درسی مشارکتی در مدارس ارومیه با استفاده از روش دلفی فازی صورت پذیرفت.
روش‌شناسی پژوهش: پژوهش حاضر به‌صورت آمیخته و با استفاده از روش ترکیبی کیفی وکمی بود. پژوهش حاضر کاربردی و با استفاده از روش اکتشافی متوالی صورت گرفت. جامعه آماری تحقیق حاضر مدارس متوسطه شهرستان ارومیه می‌باشند که از این میان 20 نفر به‌عنوان نمونه و با استفاه از روش نمونه گیری هدفمند براساس اشباع نظری انتخاب شده بودند. در مرحله کیفی برای گردآوری اطلاعات از مصاحبه نیمه ساختاریافته استفاده شد. در بخش کمی نیز از پرسشنامه دلفی برای گرد آوری اطلاعات استفاده شد که پایایی و روایی ابزارها با استفاده از آزمون مجدد و روایی محتوا تایید شد. در ادامه با استفاده از روش دلفی فازی پیشایندها و پسایندهای برنامه ریزی درسی مشارکتی در مدارس اولویت بندی گردید.
یافته‌ها: نتایج بدست آمده نشان داده است که از میان پسایندهای برنامه ریزی درسی مشارکتی در مدارس، توسعه مهارت‌های کار تیمی، انگیزه بیشتر، انگیزه به یادگیری مداوم، تعامل اجتماعی، شناسایی استعدادها، پشتیبانی اجتماعی، تسریع یادگیری، تنوع دیدگاه ها مهم ترین عوامل هستند. همچنین از میان پیشایندهای برنامه ریزی درسی مشارکتی، مشارکت جمعی، توجه به شاگردمحوری، تصمیم گیری مشارکتی، تطابق برنامه درسی با زندگی واقعی، توجه به عمکلرد مبتنی بر اهداف، اهمیت بیشتر به فرایندهای یادگیری، توجه به تفاوت های فردی، اعتماد به نفس دانش اموزان، نیز مهم ترین پیامدهای این سبک برنامه ریزی درسی در مدارس متوسطه شهرستان ارومیه می باشند.
بحث و نتیجه‌گیری: بر اساس الگوی برنامه ریزی درسی مشارکتی، مشارکت دانش آموزان در فعالیت های مدرسه فقط به امور اداری محدود نمی‌شود، بلکه اجازه مشارکت در سیاست گذاری، تصمیم گیری و قانون گذاری را نیز دارند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Antecedents and consequences of collaborative curriculum planning in schools: identification and prioritization with fuzzy Delphi approach

نویسندگان [English]

  • hossein baghaei 1
  • Sima Akbari 2
  • Nasrin Hadilou 2
1 Assistant Professor, Curriculum Planning Department, Marand Branch, Islamic Azad University, Marand, Iran
2 PhD student in Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran.
چکیده [English]

Background and Objective: The purpose of the present study was to identify and prioritize the antecedents and consequences of collaborative lesson planning in Urmia schools using the fuzzy Delphi method.
Research Methodology: The present research was mixed and using a qualitative and quantitative combined method. The statistical population of the current research is secondary schools of Urmia city, from which 20 people were selected as a sample using the purposeful sampling method based on theoretical saturation. In the qualitative phase, semi-structured interviews were used to collect information. In the quantitative section, a Delphi questionnaire was used to collect information.
Findings: The obtained results have shown that among the consequences of collaborative curriculum planning in schools, the development of teamwork skills, more motivation, motivation to continuous learning, social interaction, identification of talents, social support, acceleration of learning, diversity of views are the most important factors. are. Also, among the antecedents of collaborative curriculum planning, collective participation, attention to student-centeredness, collaborative decision-making, matching the curriculum with real life, attention to goal-based learning, more importance to learning processes, attention to individual differences, self-confidence in knowledge Students are also the most important consequences of this style of lesson planning in secondary schools of Urmia city.
Conclusion: Based on the model of participatory curriculum planning, students' participation in school activities is not only limited to administrative matters, but they are also allowed to participate in policy making, decision making and legislation.

کلیدواژه‌ها [English]

  • Antecedents
  • Consequences
  • Collaborative Curriculum Planning
  • Fuzzy Delphi Approach
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