تبيين ويژگيهاي مطلوب عناصر برنامه درسي مطالعات اجتماعي به منظور ارايه الگويي براي ارتقاي مهارت هاي حل مسأله دانشآموزان دبستاني و ارزشيابي آن از ديدگاه متخصصان برنامه درسي و معلمان ذي ربط

Determine the Desirable Characteristics of the Elements of Social Studies Curriculum in order to Provide a Model for Improving Primary School Students' Problem Solving Skills and Its Evaluation from Curriculum Specialists and Related Teachers’ Viewpoint

ﻫﺪف: اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﻫﺪف ﺗﺒﯿﯿﻦ وﯾﮋﮔﯽﻫﺎي ﻣﻄﻠﻮب ﻋﻨﺎﺻﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻣﻄﺎﻟﻌﺎت اﺟﺘﻤﺎﻋﯽ ﺑﻪ ﻣﻨﻈﻮر اراﯾﻪ اﻟﮕﻮﯾﯽ ﺑﺮاي ارﺗﻘﺎي ﻣﻬﺎرت ﻫﺎي ﺣﻞ ﻣﺴﺄﻟﻪ داﻧﺶآﻣﻮزان دﺑﺴﺘﺎﻧﯽ و ارزﺷﯿﺎﺑﯽ آن از دﯾﺪﮔﺎه ﻣﺘﺨﺼﺼﺎن ﺑﺮﻧﺎﻣﻪ درﺳﯽ و ﻣﻌﻠﻤﺎن ذي رﺑﻂ اﻧﺠﺎم ﮔﺮﻓﺘﻪ اﺳﺖ. روش: ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺟﺰء ﺗﺤﻘﯿﻘﺎت ﮐﺎرﺑﺮدي ﺑﻮده ﮐﻪ ﺑﺎ روش ﺗﺤﻘﯿﻖ زﻣﯿﻨﻪاي اﻧﺠﺎم ﺷﺪه اﺳﺖ. از اﯾﻦرو، اﺑﺘﺪا ﻣﺒﺘﻨﯽ ﺑﺮ ﻣﺒﺎﻧﯽ ﻧﻈﺮي ﭘﯿﺮاﻣﻮن ﻣﻮﺿﻮع ﺗﺤﻘﯿﻖ، ﺑﻪ ﺷﻨﺎﺳﺎﯾﯽ وﯾﮋﮔﯽﻫﺎي ﻣﻄﻠﻮب ﭼﻬﺎر ﻋﻨﺼﺮ )ﻫﺪف، ﻣﺤﺘﻮا، راﻫﺒﺮدﻫﺎي ﯾﺎددﻫﯽ- ﯾﺎدﮔﯿﺮي و ارزﺷﯿﺎﺑﯽ( در ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻣﻄﺎﻟﻌﺎت اﺟﺘﻤﺎﻋﯽ و اراﯾﻪ اﻟﮕﻮ ﺑﺮاي ارﺗﻘﺎي ﻣﻬﺎرت ﻫﺎي ﺣﻞ ﻣﺴﺄﻟﻪ داﻧﺶآﻣﻮزان دﺑﺴﺘﺎﻧﯽ در اﯾﻦ درس ﭘﺮداﺧﺘﻪ ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ ﻣﺘﺨﺼﺼﺎن ﺑﺮﻧﺎﻣﻪ درﺳﯽ و ﻣﻌﻠﻤﺎن دوره اﺑﺘﺪاﯾﯽ اﺳﺘﺎن ﮔﯿﻼن )45 ﻣﺘﺨﺼﺺ و 8641 ﻣﻌﻠﻢ( در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1394-95 ﺑﻮد ﮐﻪ از اﯾﻦ ﻣﯿﺎن، ﮐﻠﯿﻪ ﻣﺘﺨﺼﺼﺎن ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺑﻪ ﺷﯿﻮه ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﻤﺎم ﺷﻤﺎري و 360 ﻣﻌﻠﻢ دوره اﺑﺘﺪاﯾﯽ ﺑﻪ ﺷﯿﻮه ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪ اي ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﺟﻤﻊ آوري داده ﻫﺎ، ﭘﺮﺳﺸﻨﺎﻣﻪ اي ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﺑﻮد ﮐﻪ رواﯾﯽ آن ﻃﺒﻖ ﻧﻈﺮ ﻣﺘﺨﺼﺼﺎن ﺑﺮﻧﺎﻣﻪ درﺳﯽ و ﻣﻌﻠﻤﺎن دوره اﺑﺘﺪاﯾﯽ و ﭘﺎﯾﺎﯾﯽ آن ﺑﻪ روش آزﻣﻮن آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ )0/98( ﻣﻮرد ﺗﺄﯾﯿﺪ ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ. داده ﻫﺎي ﺑﻪ دﺳﺖ آﻣﺪه ﺑﺎ اﺳﺘﻔﺎده از آﻣﺎر ﺗﻮﺻﯿﻔﯽ )ﺟﺪول ﻓﺮاواﻧﯽ و درﺻﺪ( و آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ )آزﻣﻮن ﺧﯽ دو( ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﯾﺎﻓﺘﻪ ﻫﺎ: ﯾﺎﻓﺘﻪ ﻫﺎ ﻧﺸﺎن داد ﮐﻪ اﻟﮕﻮي ﭘﯿﺸﻨﻬﺎدي ﺑﺮاي ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻣﻄﺎﻟﻌﺎت اﺟﺘﻤﺎﻋﯽ ﺟﻬﺖ ارﺗﻘﺎي ﻣﻬﺎرت ﻫﺎي ﺣﻞ ﻣﺴﺄﻟﻪ داﻧﺶ آﻣﻮزان دﺑﺴﺘﺎﻧﯽ از دﯾﺪﮔﺎه ﻣﺘﺨﺼﺼﺎن ﺑﺮﻧﺎﻣﻪ درﺳﯽ و ﻣﻌﻠﻤﺎن دوره اﺑﺘﺪاﯾﯽ ﻣﻄﻠﻮب ﺑﻮده اﺳﺖ. ﻫﻤﭽﻨﯿﻦ، ﺑﯿﻦ دﯾﺪﮔﺎه اﯾﻦ دو ﮔﺮوه در ﻣﻮرد ﻣﯿﺰان ﻣﻄﻠﻮب ﺑﻮدن اﻟﮕﻮي ﭘﯿﺸﻨﻬﺎدي ﺗﻔﺎوت ﻣﻌﻨﺎداري ﮔﺰارش ﻧﺸﺪه اﺳﺖ )0/05 >P(. ﺑﻨﺎﺑﺮاﯾﻦ، ﻣﯽﺗﻮان از اﯾﻦ اﻟﮕﻮ ﺑﺮاي ﭘﺮورش ﻣﻬﺎرت ﻫﺎي ﺣﻞ ﻣﺴﺄﻟﻪ داﻧﺶ آﻣﻮزان در درس ﻣﻄﺎﻟﻌﺎت اﺟﺘﻤﺎﻋﯽ دﺑﺴﺘﺎن اﺳﺘﻔﺎده ﻧﻤﻮد. ن

Purpose: The aim of this research was to determine the desirable characteristics of the elements of social studies curriculum in order to provide a model for improving primary school students' problem solving skills and its evaluation from curriculum specialists and related teachers’ viewpoint. Method: It was an applied research that it was done by field study research. First, based on the theoretical foundations of the subject, the desirable characteristics of four elements of social studies curriculum (objectives, content, teaching and learning methods and evaluation) were identified and a model for improving primary school students' problem solving skills in this course was presented. Statistical population involved all curriculum specialists and primary school teachers in Guilan province (45 specialists and 8641 teachers) in academic year 2015-2016 that among them, all curriculum specialists by census method and 360 primary school teachers by cluster random sampling method were selected as the sample. A researcher made questionnaire was used to collect data. Its validity was confirmed based on curriculum specialists and primary school teachers’ viewpoint and its reliability was confirmed by Cronbach's alpha (.98). The data was analyzed by descriptive statistics (frequency tables and percentage) and inferential statistics (chi-square test). Findings: The findings indicated that the proposed model for social studies curriculum in order to improving primary school students' problem solving skills was desirable from curriculum specialists and primary school teachers’ viewpoint. Also, there was not a significant difference between curriculum specialists and related teachers’ viewpoint about the desirability of the proposed model (P >.05). Therefore, we can use this model to develop students' problem solving skills in primary school social studies course.