جایگاه تفویض استانی در الگوی مطلوب سیاست گذاری برنامه درسی در نظام آموزش‌و‌پرورش ایران (یک مطالعه کیفی)

نوع مقاله : پژوهشی

نویسنده

دکتری برنامه ریزی درسی دانشکده علوم تربیتی و روانشناسی دانشگاه شهید بهشتی تهران ، ایران

چکیده

سیاست‌گذاری برنامه درسی روند انتخاب و جایگذاری ارزش‌های جامعه در برنامه ‌درسی و هم‌چنین پالایش این ارزش‌ها به‌منظور حضور یا عدم حضور در برنامه ‌درسی است. هدف این پژوهش طراحی الگوی تفویض استانی سیاست‌گذاری برنامه ­درسی برای نظام آموزش ­و پرورش ایران است. این پژوهش از گروه پژوهش‌های کیفی و از شیوه تحلیل ‌محتوای ­کیفی با رویکرد اشتراوس و کوربین است. داده ­ها از شیوه تحلیل اسناد­ و مصاحبه نیمه­ساختاریافته با 11 نفر از سیاست­گذاران برنامه ­درسی در سال تحصیلی 1399 ـ 1398 جمع­ آوری شد. جامعه ­آماری شامل دو گروه متخصصان دانشگاهی، دارای تجربه سیاست­گذاری و اسناد سیاست­گذاری برنامه ­درسی ایران و مقالات مرتبط با حوزه سیاست­گذاری برنامه ‌درسی ­بود. شیوه انتخاب مشارکت ­کنندگان از میان متخصصان، نمونه­ گیری گلوله ­برفی بود. شش سند اصلی سیاست­گذاری برنامه­ درسی ایران­ به‌عنوان نمونه اسناد داخلی و با جستجوی عبارت‌های سیاست برنامه درسی و سیاست‌گذاری برنامه درسی (curriculumpolicy & curriculum policy making) در پایگاه‌های اطلاعاتی (ERIC, Google Scholar, SAGE, WIELY, TAYLOR & FRANCIES) به‌دست آمد. باتوجه به ارتباط با بحث سیاست برنامه درسی در نظام آموزش‌ و پرورش، 120 مقاله مورد بررسی قرار گرفت. ابزار پژوهش، مصاحبه نیمه‌ساختاریافته بر اساس شیوه 5w1h و فرم تحلیل اسناد بود. روایی محتوایی مصاحبه با ­استفاده از نظر پنج نفر از متخصصان تعلیم و تربیت تأیید شد. داده­ ها طی فرایند شناسه‌گذاری، نام‌گذاری، مقوله­ بندی و تحلیل شد. به‌منظور تحلیل ­اولیه داده­های کیفی از نرم‌افزار 2018 Maxqda استفاده شد. اعتبار ­یافته­ها با استفاده از روش ارزیابی لینکلن و گوبا تأیید شد. الگوی سیاست­گذاری برنامه ­درسی برای  نظام آموزش­ و پرورش ایران با اولویت تصمیم‌سازی استانی در سه بعد رسمی، فنی و محتاطانه و سه ­سطح supra، macro و micro طراحی شد. نتایج نشان داد تفویض استانی سیاست­گذاری برنامه ‌درسی در نظام آموزش‌ و ‌پرورش ایران چهار مؤلفۀ سیاست­گذاری در زمینۀ اهداف برنامه ‌درسی، فرصت‌های یاددهی و یادگیری، محتوای سیاست­ها و ارزشیابی سیاست ­ها دارد. با‌توجه به یافته ­ها برای اصلاح سیاست­های برنامه ­های درسی، ایجاد چرخه فعال با هدف پایش و بهسازی چرخه نیاز است. این یافته ­ها با تبیین فرایند سیاست­گذاری برنامه ­درسی در نظام آموزش و ‌پرورش ایران به‌منظور تحقق سیاست بوم‌شناختی برنامه ‌درسی در ایران می‌تواند مورد استفاده قرار گیرد.

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