ارزﺷﯿﺎﺑﯽ ﺑﺮﻧﺎﻣﻪدرﺳﯽ ﻋﻠﻮمﺗﺠﺮﺑﯽ ﭘﺎﯾﻪﻫﺎي ﭼﻬﺎرم، ﭘﻨﺠﻢ و ﺷﺸﻢ اﺑﺘﺪاﯾﯽ ﻣﺒﺘﻨﯽ ﺑﺮ اﺳﻨﺎد ﺑﺎﻻدستي

Evaluation of the Experimental Sciences Curriculum of the Fourth, Fifth and Sixth Grades of Primary School Based on Upstream Documents

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ارزﺷﯿﺎﺑﯽ وﺿﻌﯿﺖ ﻣﻮﺟﻮد ﺑﺮﻧﺎﻣﻪدرﺳﯽ ﻋﻠﻮمﺗﺠﺮﺑﯽ ﭘﺎﯾﻪﻫﺎي ﭼﻬﺎرم، ﭘﻨﺠﻢ و ﺷﺸﻢ اﺑﺘﺪاﯾﯽ ﺑﺮ اﺳﺎس اﺳﻨﺎد ﺑﺎﻻدﺳﺘﯽ ﺻﻮرت ﭘﺬﯾﺮﻓﺘﻪ اﺳﺖ. روش ﺗﺤﻘﯿﻖ، ﺗﺮﮐﯿﺒﯽ و اﮐﺘﺸﺎﻓﯽ ﻣﺘﻮاﻟﯽ اﺳﺖ. ﻧﻤﻮﻧﻪﮐﯿﻔﯽ ﭘﮋوﻫﺶ در ﺑﺨﺶ اﺳﻨﺎد ﺷﺎﻣﻞ ﮐﻠﯿﻪ اﺳﻨﺎد ﺑﺎﻻدﺳﺘﯽِ آﻣﻮزش و ﭘﺮورش درﺑﺎرة درس ﻋﻠﻮمﺗﺠﺮﺑﯽ اﺑﺘﺪاﯾﯽ ﺑﻮد و در ﺑﺨﺶ اﻓﺮاد ﺷﺎﻣﻞ ﮐﻠﯿﻪ ﻣﺘﺨﺼﺼﺎن ﺣﻮزه ﻣﺤﺘﻮا و آﻣﻮزش ﻋﻠﻮمﺗﺠﺮﺑﯽ و ﮐﺎرﺷﻨﺎﺳﺎن ﺧﺒﺮه ﻣﻄﻠﻊ از اﺳﻨﺎد ﺑﺎﻻدﺳﺘﯽ؛ ﻧﻤﻮﻧﻪ ﮐﻤﯽ ﻧﯿﺰ ﺷﺎﻣﻞ ﮐﻠﯿﻪ اﻋﻀﺎي ﮔﺮوهﻫﺎي آﻣﻮزﺷﯽ ﻣﻌﻠﻤﺎن ﻋﻠﻮمﺗﺠﺮﺑﯽ دوره اﺑﺘﺪاﯾﯽ در ﺳﻄﺢ ﻣﻨﺎﻃﻖ ﺷﻬﺮ ﺗﻬﺮان ﺑﻮد. در ﺑﺨﺶ ﺗﺤﻠﯿﻞ اﺳﻨﺎد، ﻣﻼكﻫﺎ و ﻣﺆﻟﻔﻪﻫﺎﯾﯽ ﮐﻪ ﺑﺮﻧﺎﻣﻪ و ﮐﺘﺎبﻫﺎي درﺳﯽ ﻋﻠﻮمﺗﺠﺮﺑﯽ اﺑﺘﺪاﯾﯽ ﺑﺮ اﺳﺎس آنﻫﺎ ﻃﺮاﺣﯽ و ﺗﺪوﯾﻦ ﺷﺪه اﺳﺖ ﺷﻨﺎﺳﺎﯾﯽ و دﺳﺘﻪﺑﻨﺪي ﮔﺮدﯾﺪ و ﭘﻨﺞ ﻣﻘﻮﻟﻪ ﺗﻮﺟﻪ ﺑﻪ اﻟﮕﻮي ﻫﺪفﮔﺬاري ﻣﺒﺘﻨﯽ ﺑﺮ ﺷﺎﯾﺴﺘﮕﯽﻫﺎي ﭘﺎﯾﻪ، ﺗﻮﺟﻪ ﺑﻪ ﺳﻮادﻋﻠﻤﯽ ﻓﻨﺎوراﻧﻪ، ﺗﻮﺟﻪ ﺑﻪ روﯾﮑﺮد زﻣﯿﻨﻪﻣﺤﻮر، ﺗﻮﺟﻪ ﺑﻪ اﺻﻞ ﻧﻘﺶ ﻓﻌﺎل ﯾﺎدﮔﯿﺮﻧﺪه، ﺗﻮﺟﻪ ﺑﻪ اﺻﻞ اﻋﺘﺒﺎر و ﻧﻘﺶ ﻣﺮﺟﻌﯿﺖ ﻣﻌﻠﻢ در ﺑﺮﻧﺎﻣﻪدرﺳﯽ ﻋﻠﻮمﺗﺠﺮﺑﯽ ﺑﻪﺻﻮرت ﻫﺪفﻣﻨﺪ اﻧﺘﺨﺎب ﺷﺪ و ﺑﻪ ﻣﻨﻈﻮر ﺷﻨﺎﺳﺎﯾﯽ زﯾﺮ ﻣﻘﻮﻟﻪﻫﺎي ﻣﺮﺑﻮط ﺑﻪ ﻫﺮﯾﮏ از ﻣﻘﻮﻟﻪﻫﺎي ﺑﻪ دﺳﺖ آﻣﺪه از اﺳﻨﺎد ﺑﺎﻻدﺳﺘﯽ، ﺑﺎ ﮔﺮوهﻫﺎ و ﮐﺎرﺷﻨﺎﺳﺎن ﻋﻀﻮ ﺷﻮراي ﺑﺮﻧﺎﻣﻪرﯾﺰي درﺳﯽ ﻣﺮﺑﻮط، ﻣﺘﺨﺼﺼﺎن ﺣﻮزه ﻣﺤﺘﻮاﯾﯽ در آﻣﻮزش ﻋﻠﻮمﺗﺠﺮﺑﯽ دوره دوم، ﻣﺘﺨﺼﺼﺎن و دﺳﺖاﻧﺪرﮐﺎران ﻣﺮﺗﺒﻂ ﺑﺎ ﻃﺮاﺣﯽ و ﺗﺪوﯾﻦ ﺳﻨﺪ ﺑﺮﻧﺎﻣﻪدرﺳﯽ ﻣﻠﯽ ﻣﺼﺎﺣﺒﻪﻫﺎي ﻧﯿﻤﻪﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ ﺑﻪ ﻋﻤﻞ آﻣﺪ و ﻓﺮمﻫﺎي ﺗﺤﻠﯿﻞﻣﺤﺘﻮا و ﭘﺮﺳﺶﻧﺎﻣﻪ ﺗﺪوﯾﻦ ﮔﺮدﯾﺪ. ﺟﻬﺖ ﺗﻌﯿﯿﻦ رواﯾﯽ از روشﻫﺎي ﺗﻌﯿﯿﻦ ﻗﺎﺑﻠﯿﺖاﻋﺘﺒﺎر، ﻗﺎﺑﻠﯿﺖ اﻧﺘﻘﺎل و ﻗﺎﺑﻠﯿﺖ ﺗﺄﯾﯿﺪ، و ﭘﺎﯾﺎﯾﯽ ﻓﺮمﻫﺎي ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮا ﺑﻪ روش وﯾﻠﯿﺎم اﺳﮑﺎت6 ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار ﮔﺮﻓﺖ. ﯾﺎﻓﺘﻪﻫﺎي ﺗﺤﻘﯿﻖ ﻧﺸﺎن داد ﮐﻪ ﮐﻢﺗﺮﯾﻦ ﺗﻮﺟﻪ ﺑﺮﻧﺎﻣﻪدرﺳﯽ ﻋﻠﻮمﺗﺠﺮﺑﯽ ﺑﻪ ﺳﻮاد ﻓﻨﺎوراﻧﻪ و ﺑﯿﺶﺗﺮﯾﻦ ﺗﻮﺟﻪ ﺑﻪ اﺻﻞ ﺷﺎﯾﺴﺘﮕﯽﻫﺎي ﭘﺎﯾﻪ ﻣﯽﺑﺎﺷﺪ و ﻣﺤﺘﻮاي اﯾﻦ ﺑﺮﻧﺎﻣﻪ درﺳﯽ در ﺑﺮﺧﯽ از زﯾﺮﻣﻘﻮﻟﻪﻫﺎ از ﺟﻤﻠﻪ، ﺗﻮﺟﻪ ﺑﻪ ﺗﻔﮑﺮاﻧﺘﻘﺎدي، ﮐﺎرآﻓﺮﯾﻨﯽ، ﻧﻘﺶ ﺗﻮﻟﯿﺪ داﻧﺶ، ﺧﻮدارزﺷﯿﺎﺑﯽ و ﻧﻘﺎدي و ﺗﻔﮑﺮ ﻣﻨﻄﻘﯽ ﻧﯿﺎز ﺑﻪ ﺑﺎزﻧﮕﺮي و ﺗﻮﺟﻪ ﺑﯿﺶﺗﺮي دارﻧﺪ.

The purpose of this study was to evaluate the existing status of the curriculum of the second grade primary science books based on upstream documents. The research method is a combination of consecutive exploration. The qualitative research sample in the Documentation section included all of the Upstream Documentary Education in the Elementary Secondary Science Course, and the Subjects included all Elementary Content and Education Experts in the Elementary Education and expert Experts in the Upstream Documentation. A small sample of all teachers was a member of the Unit of Experimental Science Curriculum Unit in Tehran. In the Document Analysis section, the criteria and components underlying the Secondary Education Experimental Curriculum were identified and categorized, and five categories of attention to basic competency-based targeting model, attention to technological literacy, were identified and categorized. , Attention to context-based approach, attention to the principle of active learner role, attention to the principle of credibility, and the role of teacher reference in the empirical science curriculum were purposefully selected and identified for subcategories related to each of the categories obtained from the upper hand documents. , With groups and experts in the relevant Curriculum Council Experts in the field of content in Science Education II, experts and practitioners associated with the design and formulation of the National Curriculum Document semi-structured interviews and questionnaires were developed to act Amdo Thlyl‌Mhtva forms. The findings of the study showed that the least attention to the empirical sciences curriculum is to technological literacy and the most attention to the principles of basic competencies. Self-evaluation, criticism, and rational thinking need more consideration and attention