بررسي رابطه بين ذهنيت فلسفي و جهت گيري‌هاي برنامه درسي دبيران مدارس متوسطه شهر زاهدان در سال تحصيلي 92-1391

Survey the relationship between philosophical mindedness and curriculum orientations of high schools' teachers of Zahedan city in 2013-2014

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ راﺑﻄﻪ ﺑﯿﻦ ذﻫﻨﯿﺖ ﻓﻠﺴﻔﯽ و ﺟﻬﺖ ﮔﯿﺮي ﻫﺎي ﺑﺮﻧﺎﻣﻪ درﺳﯽ دﺑﯿﺮان ﻣﺪارس ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ زاﻫﺪان اﻧﺠﺎم ﺷﺪه اﺳﺖ. اﯾﻦ ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ، از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ و ﺟﺎﻣﻌﻪ آﻣﺎري آن 894 ﻧﻔﺮ دﺑﯿﺮ ﮐﻠﯿﻪ ﻣﺪارس ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ زاﻫﺪان در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 91-92 ﺑﻮده ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺧﻮﺷﻪ اي ﭼﻨﺪﻣﺮﺣﻠﻪ اي و از ﻃﺮﯾﻖ ﻓﺮﻣﻮل ﺗﻌﯿﯿﻦ ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﮐﻮﮐﺮان در ﻧﻬﺎﯾﺖ ﺗﻌﺪاد 270 دﺑﯿﺮ ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﮔﺮدﯾﺪ. اﺑﺰار ﺟﻤﻊ آوري داده ﻫﺎ ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ ذﻫﻨﯿﺖ ﻓﻠﺴﻔﯽ ﺳﻠﻄﺎﻧﯽ و ﻫﻤﮑﺎران )1996( ﺑﺎ 60 ﮔﻮﯾﻪ و ﭘﺮﺳﺸﻨﺎﻣﻪ ﺟﻬﺖ ﮔﯿﺮي ﻫﺎي ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﭼﺎﻧﮓ و ووﻧﮓ )2002( ﺑﺎ 30 ﮔﻮﯾﻪ ﺑﻮد ﮐﻪ ﺿﺮﯾﺐ ﭘﺎﯾﺎﯾﯽ ﺑﺎ اﺳﺘﻔﺎده از ﻓﺮﻣﻮل آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ، 0/72 ﺑﺮاي ﭘﺮﺳﺸﻨﺎﻣﻪ ذﻫﻨﯿﺖ ﻓﻠﺴﻔﯽ و 0/86 ﺑﺮاي ﭘﺮﺳﺸﻨﺎﻣﻪ ﺟﻬﺖ ﮔﯿﺮي ﻫﺎي ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺑﻪ دﺳﺖ آﻣﺪ. ﻧﺘﺎﯾﺞ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ ذﻫﻨﯿﺖ ﻓﻠﺴﻔﯽ دﺑﯿﺮان و ﺟﻬﺖ ﮔﯿﺮي ﻫﺎي ﺑﺮﻧﺎﻣﻪ درﺳﯽ آﻧﺎن راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎدار وﺟﻮد دارد و اﺑﻌﺎد ﺟﺎﻣﻌﯿﺖ و ﺗﻌﻤﻖ ﺗﻮاﻧﺎﯾﯽ ﭘﯿﺶ ﺑﯿﻨﯽ ﺟﻬﺖ ﮔﯿﺮي ﻫﺎي ﺑﺮﻧﺎﻣﻪ درﺳﯽ را داﺷﺘﻨﺪ. ﺑﺮاﺳﺎس ﻧﺘﺎﯾﺞ ﺑﻪ دﺳﺖ آﻣﺪه، ﺑﯿﻦ ذﻫﻨﯿﺖ ﻓﻠﺴﻔﯽ دﺑﯿﺮان از ﻧﻈﺮ ﺟﻨﺴﯿﺖ ﺗﻔﺎوت ﻣﻌﻨﺎداري وﺟﻮد داﺷﺖ، اﻣﺎ اﯾﻦ ﺗﻔﺎوت در ﺟﻬﺖ ﮔﯿﺮي ﻫﺎي ﺮﻧﺎﻣﻪ درﺳﯽ دﺑﯿﺮان ﻣﺸﺎﻫﺪه ﻧﺸﺪ.

Current study was conducted to investigate the relationship between teachers' Philosophical mindedness and curriculum orientation in high school level in Zahedan. This study is descriptive and correlational and its statistical population includes 894 high school teachers of city of Zahedan in 1391-92 academic years and finally 270 teacher of this statistical population were selected through multi-stage cluster sampling as statistical sample. Our data collection tools were included Philosophical mindedness questionnaire with 60 question and Cheung & Wong 's curriculum orientation questionnaire with 30 question that reliability coefficient through Cronbach's alpha was 0/72 for Philosophical mindedness questionnaire and 0/86 for curriculum orientation questionnaire. The results of data analysis shows that there is positive and meaningful relationship between teachers' Philosophical mindedness and curriculum orientation and also Depths & Comprehensiveness are able to predict the teachers' curriculum orientation. Through data collected, there was a statistical meaningful difference between teachers' Philosophical mindedness in terms of gender, age and academic degree but this relationship in teachers' curriculum orientation wasn't meaningful.