طراحی برنامه درسی پژوهشگری دبیران دوره دوم متوسطه براساس الگوی اکر

نوع مقاله : مقاله پژوهشی

نویسندگان

• سیامند مولودی ¹
• محمدعلی مجلل ²
• صادق ملکی آوارسین ³
• زرین دانشور هریس ⁴

¹ دانشجوی دوره دکتری رشته برنامه ریزی درسی دانشگاه آزاد تبریز تبریز،ایران

² استادیار گروه علوم تربیتی، بناب، دانشگاه آزاد اسلامی،بناب، ایران

³ دانشیار گروه علوم تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

⁴ استادیار گروه مشاوره، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

10.30495/jedu.2022.25590.5106

چکیده

مقدمه و هدف: این پژوهش به منظور طراحی برنامه درسی پژوهشگری دبیران دوره دوم متوسطه بر اساس الگوی اکر در سال 1399- 1398 انجام گرفته است.
روش شناسی پژوهش: تحقیق از نوع هدف کاربردی بوده و بارویکرد کیفی به روش سنتز پژوهی انجام شده است. جامعه آماری شامل کلیه دبیران پژوهشگر برتر دوره دوم متوسطه استان آذربایجان غربی که تعداد آنها 20 نفر و نخبگان و صاحب نظران برنامه درسی است. نمونه آماری شامل 20 نفر از  دبیران پژوهشگر برتر دوره دوم متوسطه استان آذربایجان غربی و 10 نفر از نخبگان و صاحبنظران برنامه درسی که حداقل دارای دو تالیف کتاب و 5 مقاله علمی پژوهشی هستند ، با استفاده از روش نمونه گیری هدفمند تا حد اشباع داده ها انتخاب شدند.در این تحقیق،ابتدا با در نظر گرفتن الگوی اکر، عناصر برنامه درسی پژوهشگری مشخص و سپس برای پاسخ به سوالات تحقیق، ابتدا بر اساس مصاحبه نیمه ساختار یافته، دیدگاه های دبیران  پژوهشگر نمونه و نخبگان و صاحبنظران برنامه درسی استخراج وسپس از طریق کد گذاری پاسخ های مصاحبه شوندگان کد بندی و مقولات نهایی  مشخص و بر اساس آن الگوی نهایی تدوین شد.
یافته­ ها: نتایج پژوهش نشان می دهد که بر اساس الگوی اکر ، مهم ترین مولفه ها یا مقولات الگوی نهایی برنامه درسی پژوهشگری دبیران عبارتند از: 1- عنصر منطق و دلیل برنامه درسی پژوهشگری دبیران: آموزش مهارت پژوهشگری - شکل گیری روحیه پژوهشگری و مشارکتی، 2- عنصر اهداف: آموزش مهارت تحقیق- ایجاد روحیه پژوهش-تدریس مبتنی بر پژوهش- ایجاد مهارت حل مساله در دانش آموزان ، 3-  عنصر محتوا: آشنایی و به کارگیری همه فرایند تحقیق،4- عنصر فعالیت های یادگیری: توانایی تدوین طرح تحقیق- انجام تحقیق آزمایشی، 5- عنصر نقش دبیران:  بستر سازی و راهنمایی دانش آموزان در انجام تحقیق، 6- عنصر مواد و منابع: کتب تحقیق – بررسی تحقیقات انجام شده،7- عنصر گروه بندی: طراحی تمرین های انفرادی و گروهی، 8- عنصر مکان: کلاس درس برای بحث گروهی – ایجاد فرصت برای یادگیری الکترونیکی، 9- عنصر زمان: انعطاف در زمان، 10- عنصر ارزشیابی: خود ارزیابی – انجام کارهای عملی تحقیق.

کلیدواژه‌ها

• برنامه درسی
• پژوهشگری
• دبیران
• الگوی اکر

20.1001.1.20086369.1400.12.5.9.3

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عنوان مقاله [English]

Designing of research curriculum, based on Akker pattern for high school teacher

نویسندگان [English]

• siamand movloudi ¹
• Mohammad Ali mojallal ²
• Sadeq MalekiAvarsin ³
• zarrin daneshvar haris ⁴

¹ PH.D student in curriculum development.University of Tabriz Azad, Tabriz, Iran

² Assistant Professor of curriculum development.University of Bonab Azad, Boonab, Iran

³ Associate Professor of Education manegment.University of Tabriz Azad, Tabriz, Iran

⁴ Assistant Professor of Consulting. University of Tabriz Azad, Tabriz, Iran

چکیده [English]

Introduction: This research has been done in order to design the research curriculum of secondary school teachers based on the Akker pattern in 2019-2020.
research methodology: The research is an applied goal and has been done with a qualitative synthesis method. The statistical population of this research includes all the top research teachers of the second year of high school in West Azerbaijan province whose number is 20 people and the elites and experts of the curriculum. The statistical sample includes 20 top research teachers of the second year of high school in West Azerbaijan province and 10 elite and curriculum experts who have at least two books and 5 scientific research articles, using purposive sampling to select data saturation Were. In this research, first by considering the Akker pattern, the elements of the research curriculum are identified and then to answer the research questions, first based on semi-structured interviews, the views of sample research teachers and elites and curriculum experts are extracted and then by coding the answers. The interviewees were coded and the final categories were determined and the final model was developed based on it.
Findings: The results show that according to Akker pattern, the most important components or categories of the final model of teachers' research curriculum are: 1- The element of logic and reason of teachers' research curriculum: research skills training - formation of research and participatory spirit, 2- Objectives: research skills training - creating research spirit - research-based teaching - creating problem-solving skills in students, 3- Content element: Familiarity and application of all research process, 4- Element of learning activities: ability to formulate research plan - conduct experimental research, 5- Element of role of teachers: creating a platform and guiding students in conducting research, 6- Element of materials and resources: research books - Review of research, 7- Element of grouping: designing individual and group exercises, 8- Element of place: classroom for group discussion - Creating opportunities for e-learning, 9- Element of time: flexibility in time, 10- Evaluation element: self-assessment - Doing practical research work.
 
 

کلیدواژه‌ها [English]

• curriculum
• research
• teachers
• Akker pattern

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