نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه برنامه ریزی درسی، گروه علوم تربیتی، واحد اراک، دانشگاه ازاد اسلامی، اراک، ایران.

2 عضو هیات علمی، گروه علوم تربیتی، واحد اراک، دانشگاه ازاد اسلامی، اراک، ایران

3 عضو هیات علمی، گروه علوم تربیتی، واحد اراک،دانشگاه ازاد اسلامی، اراک، ایران.

چکیده

هدف از این پژوهش بررسی وضعیت موجود عناصر برنامه درسی مبتنی بر رویکرد فرایند شناختی در مدارس هوشمند دوره ابتدایی بود. روش پژوهش توصیفی تحلیلی و نوع پژوهش کاربردی – توسعه ای بوده است. جامعه پژوهش شامل کلیه معلمان مدارس هوشمند شهر کرمانشاه که 700 نفر بودند. حجم نمونه 248نفر بود که روش تصادفی خوشه ای انتخاب شدند. ابزار جمع آوری داده ها پرسشنامه 47 سوالی محقق ساخته بود. پرسشنامه ها به صورت حضوری توزیع و پرسشنامه های تکمیل شده جمع آوری گردید. داده ها با استفاده از نرم افزار spss و شاخص های میانگین و انحراف معیار و همچنین آزمون ها، t –تک نمونه ای و فریدمن انجام شده است. نتایج حاکی از آن است که وضعیت موجود عناصر برنامه درسی مبتنی بر رویکرد فرایند شناختی در مدارس هوشمند دوره ابتدایی در سطح بالاتر از متوسط و کمتر از مطلوب قرار دارند. همچنین تجزیه و تحلیل داده ها نشان داد که وضعیت موجود میزان حاکمیت دیدگاه فرایند شناختی در اهداف، در محتوا و سازماندهی آن، فعالیت‌های یاددهی و یادگیری و در روش‌های ارزشیابی در مدارس هوشمند دوره ابتدایی از نظر معلمان بالاتر از متوسط ارزیابی شد.

کلیدواژه‌ها

عنوان مقاله [English]

Examining the current status of curriculum elements based on a cognitive process approach in smart elementary schools

نویسندگان [English]

  • Sattar Aghaei 1
  • Mahnaz Jalalvandi 2
  • Faezeh Nateghi 3

1 PhD student, Department of Curriculum Planning, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran

2 Faculty member, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.

3 Faculty member, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.

چکیده [English]

The purpose of this study was to investigate the current status of curriculum elements in smart primary schools based on the cognitive process approach. The research method was descriptive-analytical and the design of research was applied-developmental. The study population included all 700 teachers of smart schools in Kermanshah. The sample size was 248 people who were selected by cluster random sampling method. The data collection tool was a 47-item researcher-made questionnaire. Questionnaires were distributed in person and the completed questionnaires were then collected. Data were analyzed with mean and standard deviation, as well as t-sample and Friedman test using SPSS software. The results indicate that the current situation of curriculum elements in smart primary schools based on the cognitive process approach is at a level just above average and less than desirable. Data analysis also showed that the current situation of the dominance of cognitive process views in goals, content and organization, teaching and learning activities, and evaluation methods in smart primary schools was assessed by teachers to be above average.

کلیدواژه‌ها [English]

  • Curriculum elements
  • Cognitive process approach
  • Smart schools
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