خلاصة:
هدف: هدف از پژوهش حاضر طراحی الگوی برنامه درسی پژوهش کاربردی برای دانشآموزان دوره ابتدایی است. روش: این پژوهش دارای رویکرد کیفی بوده و از روش گراندد تئوری بهعنوان روش تحقیق استفاده شده است. حوزة مورد پژوهش شامل کلیه صاحبنظران و اساتید حوزه برنامه درسی، آموزش ابتدایی و مدیریت آموزشی بود که با روش نمونهگیری هدفمند، اساتیدی که شرایط مورد نظر را داشتند مورد مصاحبه نیمه-ساختاریافته و اکتشافی قرار گرفتند که با رسیدن به اشباع نظری یافتهها، تعداد نمونههای پژوهش به 15 نفر رسید. برای تجزیه و تحلیل دادههای حاصل از مصاحبه، از روشهای سه مرحلهای کدگذاری (باز، محوری و انتخابی) استراوس و کوربین (1992) استفاده شد و نهایتا" الگوی برنامه درسی پژوهش کاربردی برای دانش-آموزان دوره ابتدایی طراحی گردید. یافتهها: نتایج حاصل از بررسی الگوی ارائه شده نشان داد که از میان مقولههای موجود در برنامههای درسی، محتوای پژوهش کاربردی، روش تدریس و روش ارزشیابی بعنوان عللی تلقی میشوند که نقشی فعال در الگوی برنامة درسی پژوهش کاربردی داشته و تا این عوامل مهیا نشوند برنامة درسی پژوهش کاربردی محقق نمیشود. همچنین بایستی تشویقهای پژوهش محور دانش آموزان و برقراری ارتباط دانش آموزان با منابع علمی بعنوان راهبرد؛ و حمایت مدیران مدارس، طراحی ساختار مدارس براساس فعالیتهای پژوهشی و مربیان آموزش دیده در حوزه تخصصی پژوهش کاربردی بعنوان تسهیلگر؛ و انگیزش، نگرش و ارزشهای پذیرندگان و همچنین توسعه مهارتهای پژوهشی بعنوان بستر در نظرگرفته شوند. قابلیت اعتماد یافتهها به روشهای مشارکت طولانی و مشاهده مداوم در میدان تحقیق، بررسی همکاران و تایید مشارکت کنندگان تایید شد.
Aim: The researcher's purpose in the present study is to design a pattern of the applied research curriculum for Elementary Students.Method: This research has a qualitative approach and the research Grounded Theory has been used as research method. The study area included all experts and professors in the field of curriculum, primary education and educational management who were semi-structured and exploratory interviewed by purposeful sampling method, professors who had the desired conditions that with the theoretical saturation of findings, the number of research samples reached 15. To analyze data from the interview, three-step coding methods (open, pivotal, and selective) of Strauss and Corbin (1992) were used and finally applied research curriculum pattern was designed for primary school students.Results: The results of study of presented model showed that among available categories, the content of applied research, teaching method and evaluation method are considered as causes that have an active role in applied research curriculum and if these factors are not prepared, the applied research curriculum is not realized. Also It should have been providing research-focused students encourages and connect students with scientific resources as strategies and support for school principals, designing school structures based on research activities and trained instructors as facilitators and motivators, attitudes and values of acceptors, and also developing research skills as a infrastructure. The reliability of the findings was confirmed by long-term participation methods and continuous observation in the research field, review of colleagues and confirmation of participants.Aim: The researcher's purpose in the present study is to design a pattern of the applied research curriculum for Elementary Students.Method: This research has a qualitative approach and the research Grounded Theory has been used as research method. The study area included all experts and professors in the field of curriculum, primary education and educational management who were semi-structured and exploratory interviewed by purposeful sampling method, professors who had the desired conditions that with the theoretical saturation of findings, the number of research samples reached 15. To analyze data from the interview, three-step coding methods (open, pivotal, and selective) of Strauss and Corbin (1992) were used and finally applied research curriculum pattern was designed for primary school students.Results: The results of study of presented model showed that among available categories, the content of applied research, teaching method and evaluation method are considered as causes that have an active role in applied research curriculum and if these factors are not prepared, the applied research curriculum is not realized. Also It should have been providing research-focused students encourages and connect students with scientific resources as strategies and support for school principals, designing school structures based on research activities and trained instructors as facilitators and motivators, attitudes and values of acceptors, and also developing research skills as a infrastructure. The reliability of the findings was confirmed by long-term participation methods and continuous observation in the research field, review of colleagues and confirmation of participants.Aim: The researcher's purpose in the present study is to design a pattern of the applied research curriculum for Elementary Students.Method: This research has a qualitative approach and the research Grounded Theory has been used as research method. The study area included all experts and professors in the field of curriculum, primary education and educational management who were semi-structured and exploratory interviewed by purposeful sampling method, professors who had the desired conditions that with the theoretical saturation of findings, the number of research samples reached 15. To analyze data from the interview, three-step coding methods (open, pivotal, and selective) of Strauss and Corbin (1992) were used and finally applied research curriculum pattern was designed for primary school students.Results: The results of study of presented model showed that among available categories, the content of applied research, teaching method and evaluation method are considered as causes that have an active role in applied research curriculum and if these factors are not prepared, the applied research curriculum is not realized. Also It should have been providing research-focused students encourages and connect students with scientific resources as strategies and support for school principals, designing school structures based on research activities and trained instructors as facilitators and motivators, attitudes and values of acceptors, and also developing research skills as a infrastructure. The reliability of the findings was confirmed by long-term participation methods and continuous observation in the research field, review of colleagues and confirmation of participants.Aim: The researcher's purpose in the present study is to design a pattern of the applied research curriculum for Elementary Students.Method: This research has a qualitative approach and the research Grounded Theory has been used as research method. The study area included all experts and professors in the field of curriculum, primary education and educational management who were semi-structured and exploratory interviewed by purposeful sampling method, professors who had the desired conditions that with the theoretical saturation of findings, the number of research samples reached 15. To analyze data from the interview, three-step coding methods (open, pivotal, and selective) of Strauss and Corbin (1992) were used and finally applied research curriculum pattern was designed for primary school students.Results: The results of study of presented model showed that among available categories, the content of applied research, teaching method and evaluation method are considered as causes that have an active role in applied research curriculum and if these factors are not prepared, the applied research curriculum is not realized. Also It should have been providing research-focused students encourages and connect students with scientific resources as strategies and support for school principals, designing school structures based on research activities and trained instructors as facilitators and motivators, attitudes and values of acceptors, and also developing research skills as a infrastructure. The reliability of the findings was confirmed by long-term participation methods and continuous observation in the research field, review of colleagues and confirmation of participants.Aim: The researcher's purpose in the present study is to design a pattern of the applied research curriculum for Elementary Students.Method: This research has a qualitative approach and the research Grounded Theory has been used as research method. The study area included all experts and professors in the field of curriculum, primary education and educational management who were semi-structured and exploratory interviewed by purposeful sampling method, professors who had the desired conditions that with the theoretical saturation of findings, the number of research samples reached 15. To analyze data from the interview, three-step coding methods (open, pivotal, and selective) of Strauss and Corbin (1992) were used and finally applied research curriculum pattern was designed for primary school students..
ملخص الجهاز:
) Javdani, Foulad Chang and ٢٠١٩( Marzoughi طي تحقيقي اثر تامين نيازهاي پنج گانه دانش آموزان يعني نياز به بقاء، عشق و تعلق ، قدرت ، آزادي و شادي بر بهبود عملکرد تحصيلي دانش آموزان دوره ابتدايي را مورد بررسي قرار داده و اينچنين نتيجه گرفته اند که توجه به تامين نيازهاي اساسي دانش آموزان در طراحي برنامه درسي مبتني بر مديريت فرايندهاي ياددهي – يادگيري، علاوه بر اينکه ميتواند زمينه توسعه توانمندي ها و تقويت مهارت هاي اساسي دانش آموزان براي تبديل شدن به شهرونداني متعهد، فعال ، مسئوليت پذير، مشارکت جو، خلاق ، مساله گشا، اهل تفکر و تامل ، داراي روحيه تفکر انتقادي و مهارت هاي فراشناخت شود، بلکه ميتواند باعث انگيزش دروني و افزايش سطح درگيري و مشارکت فراگيران در فرايند ياددهي – يادگيري و در نتيجه بهبود عملکرد تحصيلي آنها نيز شود.
از ديگر سو، "کتاب هاي درسي همواره نقش اساسي در فرايند تعليم و تربيت دارند و مهمترين مرجع يادگيري بشمار ميآيند")٢٠١٠ ,Dibaei, Jafari Sani and Rashidi( و با عنايت به اينکه "اتخاذ يک استراتژي کارآمد جهت حصول نتيجه در امر آموزش ، مستلزم طراحي الگويي متناسب با عناصر برنامه درسي ميباشد")٢٠١٥ ,Hashemi(، برهمين اساس در پژوهش حاضر تلاش شده تا الگوي پيشنهادي برنامه درسي «پژوهش کاربردي براي دانش آموزان دوره ابتدايي» بعنوان الگويي جهت بهره برداري در مدارس دوره ابتدايي به منظور توانمند سازي ايشان و همچنين متناسب با سن عقلي دانش آموزان دوره ابتدايي، با مطالعه و بررسي متون مختلف در باب موضوع پژوهش و همچنين با استفاده از نظرات برخي از صاحب نظران و اساتيد دانشگاه فرهنگيان و پژوهشگاه مطالعات وزارت آموزش و پرورش طراحي گردد.