علوم تربیتی

ارزیابی برنامه درسی کودکان بی‌سرپرست و بدسرپرست و عوامل مؤثر بر اجرای آن از دیدگاه معلمان

10.22055/edus.2025.49446.3744
دوره 33، شماره 2
شهریور 1405
صفحه 49-62
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

محسن حاجی تبار 1
شهربانو آرایی درونکلایی 2
صمد ایزدی 3

1 دانشیار گروه علوم تربیتی، دانشگاه مازندران، مازندران، ایران.

2 دانشجوی کارشناسی ارشد برنامه درسی دانشگاه مازندران، مازندران، ایران.

3 استاد گروه علوم تربیتی، دانشگاه مازندران، مازندران، ایران.

چکیده
هدف پژوهش حاضر‌، ارزیابی برنامه‌درسی کودکان بی‌سرپرست و بدسرپرست و عوامل مؤثر بر اجرای آن از دیدگاه معلمان می‎باشد. روش پژوهش پیمایشی بوده است. جامعه آماری، کلیه مربیان خانه نگهداری و معلمان آموزش‌وپرورش در استان مازندران بوده‏اند که با استفاده از شیوه نمونه‏گیری در دسترس 60 نفر به عنوان نمونه انتخاب شده‌اند. جهت گردآوری داده‌ها، از پرسشنامه محقق ساخته ارزیابی برنامه درسی کودکان بی سرپرست و بدسرپرست و عوامل مؤثر بر اجرا آن استفاده شد. برای تجزیه و تحلیل اطّلاعات از آزمون t تک نمونه‌ای و آزمون فریدمن استفاده شد. نتایج بررسی‌ها نشان داد که در برنامه درسی کودکان بی‌سرپرست و بدسرپرست، به ترتیب عوامل مربوط به معلم، محیط یادگیری، برنامه‌ریزی، روش تدریس و ارزشیابی وضعیت بهتری دارند. اما به محتوای درسی توجه کافی نشده است. از بین همه این عوامل، معلم بهترین وضعیت را دارد و محتوا ضعیف‌ترین است. هم‏چنین، معلمان معتقدند که نظارت و پیگیری، و محیط مدرسه بیشترین تأثیر را در آموزش این کودکان دارند، در حالی که راهبردها و عملکردهای محرومیت کمترین تأثیر را دارند. بنابراین، پیشنهاد می‌شود که آموزش و پرورش به محتوای مناسب و ارزشیابی در برنامه درسی این کودکان بیشتر توجه کند. هم‏چنین، نظارت و پیگیری در مدارس باید جدی‌تر گرفته شود.

کلیدواژه‌ها

ارزیابی
برنامه درسی
کودکان بی‌سرپرست و بدسرپرست

عنوان مقاله English

Evaluation of the Curriculum for Orphaned and Abused Children and Factors Affecting its Implementation from the Perspective of Teachers

نویسندگان English

mohsen hajitabar 1
s a d 2
s .izadi 3
1 Associate Professor, Department of Educational Sciences, University of Mazandaran, Mazandaran, Iran.
2 Master's Student, Curriculum, University of Mazandaran, Mazandaran, Iran.
3 Professor, Department of Educational Sciences, University of Mazandaran, Mazandaran, Iran.
چکیده English

The aim of the present study is to evaluate the curriculum of orphaned and maltreated children and the factors affecting its implementation from the perspective of teachers. The research method was a survey. The statistical population was all care home educators and education teachers in Mazandaran province, who were selected using the convenience sampling method of 60 people. To collect data, a researcher-made questionnaire was used to evaluate the curriculum of orphaned and maltreated children and the factors affecting its implementation. The one-sample t-test and Friedman test were used to analyze the data. The results showed that in the curriculum of these children, the factors related to the teacher, learning environment, planning, teaching method, and evaluation were in a better position, respectively. And among all these factors, the teacher has the best position and the content is the weakest. Also, teachers believe that supervision and follow-up, and the school environment have the greatest impact on the education of these children, while the strategies and practices of deprivation have the least impact. Therefore, it is suggested that education and training pay more attention to appropriate content and assessment in the curriculum of these children. Also, monitoring and follow-up in schools should be taken more seriously.

کلیدواژه‌ها English

  • Evaluation
  • Curriculum
  • Unaccompanied and Abused Children
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