طراحی و اعتباریابی الگوی مطلوب برنامه درسی رشد دینی و اخلاقی با تأکید بر دوره اول متوسطه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری تخصصی برنامه ریزی درسی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران

2 استادیارگروه برنامه ریزی درسی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران.

3 استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

10.22034/emes.2021.249162

چکیده

هدف: هدف از پژوهش‌حاضر، طراحی و اعتباریابی الگوی مطلوب برنامه‌درسی رشد دینی و اخلاقی با تأکید بر دوره اول متوسطه است.
روش‌پژوهش: در این پژوهش، از روش آمیخته اکتشافی استفاده شد. در ابتدا با مطالعه پیشینه‌نظری و تجربی، الگوی مطلوب برنامه‌درسی رشد دینی و اخلاقی، براساس مدل اکر طراحی گردید و سپس به کمک نظر خبرگان، میزان توافق آنان در خصوص الگو، مشخص گردید. جامعه آماری جهت طراحی الگو، اسنادمکتوب، تجارب‌جهانی، پیشینه‌ها در رابطه با آموزش مفاهیم دینی و اخلاقی، روانشناسی رشد و ویژگی‌های رشدی دانش‌آموزان بود و جامعه مورد بررسی برای اعتباریابی الگوی پیشنهادی، اساتید و متخصصین رشته علوم تربیتی، برنامه‌ریزی‌درسی، تعلیم و تربیت‌اسلامی، اخلاق و معارف‌اسلامی و روانشناسی، با معیارهایی از جمله داشتن مدرک تحصیلی دکتری‌تخصصی، تألیف و ترجمه کتاب و انتشار مقالات علمی پژوهشی، بوده است. روش نمونه‌گیری در هر مرحله، ملاک‌محور بود ابزار گردآوری داده برای ارائه الگو، فیش‌برداری و جهت اعتباریابی الگو از پرسشنامه محقق ساخته بود. روش تجزیه و تحلیل داده برای ارائه الگو، سنتزپژوهی و برای اعتباریابی الگو، کمی‌ـ‌توصیفی بود.
یافته‌ها: با توجه به یافته‌های این پژوهش، الگوی مورد‌نظر براساس ده عنصر برنامه‌درسی، اعم از منطق، اهداف، محتوا، فعالیت‌های یادگیری، نقش معلم، منابع، گروهبندی، زمان، مکان و ارزشیابی، طراحی گردید. در اعتباریابی الگو، 100% از متخصصان، مختصات کلی الگوی پیشنهادی را تأیید نمودند.
نتیجه‌‌گیری: از این رو می‌توان نتیجه گرفت که بین عناصر برنامه‌درسی رشد دینی و اخلاقی، ارتباط منطقی وجود داد و الگو از نظر ده عنصر برنامه‌درسی، دارای سیر منظم و منطقی است و از جامعیت و یکپارچگی لازم برخوردار است.

کلیدواژه‌ها


عنوان مقاله [English]

Designing and Validating the Optimal Pattern of Religious and Moral development Curriculum with emphasis on the junior high school

نویسندگان [English]

  • Azar Abbaszade 1
  • Shahram Ranjdoust 2
  • Mohammad Azimi 3
1 PhD Student Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran
2 Curriculum Planning Department, Marand Branch, Islamic Azad University, Marand, Iran
3 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
چکیده [English]

Objective: The goal of this research is Designing and Validating the Optimal Pattern of Religious and Moral development Curriculum with emphasis on the middle school.
Methods: In this study, the exploratory mixed method used. First, by studying the theoretical and experimental background, the desired model of religious and moral development curriculum was designed based on the Acker model, and then, with the help of experts, their agreement on the model was determined. The statistical population for model design was written documentation, world experiences, Research Background on teaching religious and moral concepts, developmental psychology and developmental characteristics of students. The study population to validate the proposed model was masters And specialists in the fields of educational sciences, curriculum planning, Islamic education, Islamic ethics and education, and psychology, With have been criteria such as having a doctoral degree, writing and translating books and publishing scientific research articles. The sampling method was criterion-based at each stage, and sampling continued until theoretical saturation achieved. The data collection tool was a researcher-made questionnaire to provide a template, take a note and validate the template. Data analysis method was model synthesis for model presentation and descriptive quantity for model validation.
Results: According to the findings of this study, the model was designed based on ten curriculum elements, including logic, objectives, Content, learning activities, teacher role, resources, grouping, time, place and evaluation. In model validation, 100% of the experts confirmed the general coordinates, of the proposed model.
Conclusion: it can be concluded that there is a logical relationship between the curriculum elements of religious and moral development and the model has a regular and logical course in terms of ten curriculum elements and has the necessary comprehensiveness and integration.

کلیدواژه‌ها [English]

  • pattern design
  • Validation
  • Curriculum
  • Religious development
  • Moral development
  • middle school
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