پژوهش در مسائل تعلیم و تربیت اسلامی

پژوهش در مسائل تعلیم و تربیت اسلامی

بررسی میزان توافق برنامه های درسی قصد شده با برنامه‌های درسی تربیت دینی فطرت محور در دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری برنامه ریزی درسی، دانشگاه آزاد واحد تحقیقات، تهران، ایران
2 استاد گروه برنامه ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی
3 دانشیار گروه برنامه ریزی درسی، پژوهشکده تحقیق و توسعه علوم انسانی سمت
4 استاد گروه برنامه ریزی درسی، دانشکده علوم انسانی ، دانشگاه تربیت دبیر شهید رجایی
چکیده
پژوهش حاضر با هدف بررسی میزان توافق برنامه‌های درسی قصد شده با برنامه‌های درسی تربیت دینی فطرت محور در دوره ابتدایی انجام پذیرفت. پژوهش توصیفی، از نوع تحلیل محتوا با بکارگیری روش آنتروپی شانون است. جامعه آماری شامل کلیه متن، تصویر، خودآزمایی و فعالیتها کتاب هدیه‌های آسمانی پایه دوم تا ششم ابتدایی است. لذا نمونه آماری شامل عناصر برنامه‌های درسی هدیه آسمانی دوره ابتدایی از جمله اهداف، محتوی، روش- سازماندهی و ارزشیابی و با استفاده از روش کل شماری بود. بر این اساس ابتدا اهداف مندرج در کتاب‌ درسی، سپس محتوا کتابهای هدیه آسمانی و برای بررسی روش‌های پیشنهادی به تحلیل کتاب راهنمای تدریس پرداخته شد در نهایت در بخش ارزشیابی سوالات مطرح شده در کتاب‌های درسی که در آخر هر درس یا در داخل همان درس قرار دارند با استفاده از چک لیست که براساس عناصر برنامه درسی تایلر(1396) تهیه و مورد تحلیل قرار گرفتند. نتایج نشان داد که در پایه دوم محتوی با ضریب اهمیت(338/0) رتبه اول بیشترین توجه و هدف با ضریب اهمیت(039/0) و رتبه چهارم کمترین توجه به آن شده است. همچنین در پایه سوم محتوی با ضریب اهمیت(339/0) رتبه اول(بیشترین توجه) و ارزشیابی با ضریب اهمیت(083/0) با رتبه چهارم کمترین توجه به آن شده است. و پایه چهارم نیز محتوی با ضریب اهمیت(330/0) رتبه اول(بیشترین توجه) و هدف با ضریب اهمیت(098/0) با رتبه چهارم کمترین توجه به آن شده است. در پایه پنجم نیز محتوی با ضریب اهمیت(225/0) رتبه اول(بیشترین توجه) و ارزشیابی با ضریب اهمیت(121/0) و رتبه چهارم کمترین توجه به آن شده است و در نهایت در پایه ششم نیز محتوی با ضریب اهمیت(328/0) رتبه اول(بیشترین توجه) و ارزشیابی با ضریب اهمیت(103/0) و رتبه چهارم کمترین توجه به آن شده است.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Examining the Alignment of Intended Curricula with Fitrat-Based Religious Education Curricula in Primary Education

نویسندگان English

rojina ahmadpour 1
Hasan Maleki 2
Mohamad Armand 3
ََAlireza Assareh 4
1 Doctoral student of Curriculum Planning, Azad University, Research Unit, Tehran, Iran
2 Professor, Department of Curriculum Planning, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University
3 Associate Professor, Curriculum Planning Department, Humanities Research and Development Institute, Position
4 Professor, Department of Curriculum Planning, Faculty of Humanities, Shahid Rajaee Teacher Training University
چکیده English

The present study was conducted to examine the degree of alignment between the intended curricula and the Fitrat-based religious education curricula in primary education. This research is descriptive in nature and applies content analysis using the Shannon Entropy method. The statistical population includes all texts, images, self-assessments, and activities in the Heavenly Gifts (Hadiyeha-ye Asemani) textbooks from the second to the sixth grades of primary school. Accordingly, the statistical sample consists of the curriculum elements of the Heavenly Gifts series, including objectives, content, organization methods, and evaluation, using the complete enumeration approach. First, the objectives listed in the textbooks were analyzed, followed by the content of the Heavenly Gifts books. To examine the suggested instructional methods, the teacher’s guidebooks were analyzed. Finally, in the evaluation section, the questions presented in the textbooks—either at the end of each lesson or within the lessons—were analyzed using a checklist prepared based on Tyler’s (2017) curriculum elements. The results showed that in the second grade, content ranked first in terms of attention with an importance coefficient of 0.338, while objectives ranked fourth with 0.039 (least attention). In the third grade, content ranked first (highest attention) with 0.339, while evaluation ranked fourth with 0.083. In the fourth grade, content ranked first (highest attention) with 0.330, while objectives ranked fourth with 0.098. In the fifth grade, content also ranked first (highest attention) with 0.225, while evaluation ranked fourth with 0.121. Finally, in the sixth grade, content ranked first (highest attention) with 0.328, while evaluation ranked fourth with 0.103.

کلیدواژه‌ها English

Intended curricula
Religious education curricula
Fitrat-based
Primary education

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دوره 34، شماره 71 - شماره پیاپی 71
تابستان 1405
تابستان 1405
صفحه 69-92

  • تاریخ دریافت 26 دی 1403
  • تاریخ بازنگری 31 شهریور 1404
  • تاریخ پذیرش 05 مهر 1404
  • تاریخ انتشار 01 مرداد 1405