وﯾﮋﮔﯽﻫﺎي ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺳﻮاد اﻧﺘﻘﺎدي ﺑﺎ روﯾﮑﺮد روﯾﯿﺪﻧﯽ ﺑﺮاي داﻧﺶ آﻣﻮزان ﻣﺘﻮﺳﻄﻪ

Characteristics of Critical Literacy Curriculum with Emergent Approach for the High School Students

ﻫﺪف از اﯾﻦ ﭘﮋوﻫﺶ، ﺑﺮرﺳﯽ وﯾﮋﮔﯽﻫﺎي ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺳﻮاد اﻧﺘﻘﺎدي ﺑﺎ روﯾﮑﺮد روﯾﯿﺪﻧﯽ، از دﯾﺪﮔﺎه ﻣﺘﺨﺼﺼﺎن ﺑﺮﻧﺎﻣﻪ درﺳﯽ اﺳﺖ. روش اﻧﺠﺎم اﯾﻦ ﭘﮋوﻫﺶ، ﺑﺎ روﯾﮑﺮد ﮐﯿﻔﯽ ﺑﻪ روش ﮔﺮاﻧﺪدي اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ، ﻣﺘﺨﺼﺼﯿﻦ رﺷﺘﻪ ﻣﻄﺎﻟﻌﺎت ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ از ﺑﯿﻦ اﺳﺎﺗﯿﺪ ﻫﯿﺄت ﻋﻠﻤﯽ داﻧﺸﮕﺎهﻫﺎي دوﻟﺘﯽ، آزاد و ﻓﺮﻫﻨﮕﯿﺎن در داﻧﺸﮕﺎهﻫﺎي ﺗﻬﺮان ﺑﻮدﻧﺪ. روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ ﺑﻮد ﺗﺎ رﺳﯿﺪن ﺑﻪ اﺷﺒﺎع ﻧﻈﺮي اداﻣﻪ ﯾﺎﻓﺖ و ﺗﻌﺪاد 13 ﻧﻔﺮ ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ در اﯾﻦ ﭘﮋوﻫﺶ ﻣﺸﺎرﮐﺖ داﺷﺘﻨﺪ. اﺑﺰار ﭘﮋوﻫﺶ ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ ﺑﻮد. روش ﺗﺤﻠﯿﻞ دادهﻫﺎي آن ﺑﺮ ﻣﺒﻨﺎي ﮐﺪ ﮔﺬاري ﺳﻪ ﻣﺮﺣﻠﻪاي ﺑﺎز، ﻣﺤﻮري و ﮔﺰﯾﻨﺸﯽ اﺷﺘﺮاوس و ﮐﻮرﺑﯿﻦ ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ. ﯾﺎﻓﺘﻪﻫﺎ دﻻﻟﺖ ﺑﺮ اﻧﻄﺒﺎق وﯾﮋﮔﯽﻫﺎي روﯾﮑﺮد روﯾﯿﺪﻧﯽ ﻣﺎﻧﻨﺪ ﻏﯿﺮ ﺧﻄﯽ ﺑﻮدن، ﻫﻤﺒﺴﺘﻪ ﺑﺎ زﻧﺪﮔﯽ، آﮔﺎﻫﺎﻧﻪ و ﺧﻼﻗﯿﺖﭘﺮور، ﮐﺎرﺑﺮدي و ﻓﻌﺎل ﺑﻮدن ﺑﺎ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺳﻮاد اﻧﺘﻘﺎدي داﺷﺖ. ﻃﺒﻖ ﻧﺘﺎﯾﺞ: ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺳﻮاد اﻧﺘﻘﺎدي ﺑﺮآﻣﺪه از ﺗﻌﺎﻣﻼت ﻓﮑﺮي ﻣﻌﻠﻢ و ﺷﺎﮔﺮدان، روﯾﮑﺮدي ﺳﺎزﻧﺪه ﺑﺮاي ﺷﺮﮐﺖ دادن آﻧﺎن در ﺗﺼﻤﯿﻢ-ﮔﯿﺮيﻫﺎي ﻣﺮﺑﻮط ﺑﻪ ﺗﺤﻠﯿﻞ رواﺑﻂ ﻧﺎﻋﺎدﻻﻧﻪ اﻗﺘﺼﺎدي، ﺳﯿﺎﺳﯽ، اﺟﺘﻤﺎﻋﯽ و ﻓﺮﻫﻨﮕﯽ در ﺳﺎﺧﺘﺎرﻫﺎ ﺑﺮاي اﺻﻼح ﻣﻮﻗﻌﯿﺖ اﺳﺖ. ﺑﻪﻃﻮري ﮐﻪ از ﻟﺤﺎظ ﻓﺮدي ﺑﺮاي آﻧﺎن ﻣﻮﺟﺐ ﺳﺎزﻧﺪﮔﯽ روﺣﯽ ﺑﺎ ﺗﻘﻮﯾﺖ ﻧﻘﺪﭘﺬﯾﺮي و ﺧﻮد ارزﯾﺎﺑﯽﻫﺎ، و از ﻧﻈﺮ اﺟﺘﻤﺎﻋﯽ، اﻧﺘﻘﺎل ارزشﻫﺎي ﻓﺮﻫﻨﮕﯽ و ﻣﻠﯽ ﺧﻮدي ﺑﺎ ﭘﺬﯾﺮش و ﺣﺮﻣﺖﮔﺬاري ﺗﻔﺎوتﻫﺎي ﻋﻘﯿﺪﺗﯽ، ﻗﻮﻣﯽ و ﻧﮋادي دﯾﮕﺮ ﻣﻠﺖﻫﺎ، ﺻﻠﺢ و ﻫﻤﺰﯾﺴﺘﯽ ﻣﺴﺎﻟﻤﺖآﻣﯿﺰ را درﺑﺮ داﺷﺘﻪ ﺑﺎﺷﺪ.

The aim of this research is to review of the characteristics of critical literacy curriculum within the approach of emergent curriculum for high school students from curriculum experts’ point of view. The research method was qualitative based on grounded theory. The research population consisted of curriculum experts who were faculty members at state and private universities in Tehran. The sampling was purposeful which continued until theoretical saturation was achieved. A total of 13 individuals participated in this study. The research instrument was a semi-structured interview. The data analysis was based on open, axial and selective coding as prescribed by Strauss and Corbin. Findings indicated that the characteristics of the emergent approach like being non-linear, life-related, conscious and creative, practical and active corresponded with the critical literacy curriculum. As a result, the critical literacy curriculum based on the intellectual interactions of teachers and students, is a constructive approach to involve them in making decisions related to analysis of unfair power relations in economic, political, social and cultural structures for reform, so that it brings about spiritual construction by strengthening criticism and self-evaluation, and socially, transmission of cultural and national values by accepting and respecting the ideological, ethnic and racial differences of other nations, including peaceful coexistence