بررسي رابطه برنامه درسي پنهان با گسست نسل‌ها از منظر مديران، دبيران و مشاوران در مدارس متوسطه پسرانه

A Study of Relationship between the Hidden Curriculum and Gap of Generations, Viewpoint Counselors, Teachers and Managers in High Schools "Secondary Term" in Najaf Abad

در ﺟﻮاﻣﻊ اﻣﺮوزي، ﻣﻌﻤﻮﻻ ﻣﯿﺎن ﻧﺴﻞ ﻫﺎي ﺟﺪﯾﺪ و ﻗﺪﯾﻢ ﺷﮑﺎف ﻣﯽ اﻓﺘﺪ؛ ﮐﻪ اﯾﻦ ﺷﮑﺎف ﺑﻪ ﺗﻨﺎﺳﺐ ﺗﻐﯿﯿﺮات اﺟﺘﻨﺎب ﻧﺎﭘﺬﯾﺮ اﺟﺘﻤﺎﻋﯽ و ﻓﺮﻫﻨﮕﯽ، در ﻧﻮع ﺑﺎورﻫﺎ و ارزش ﻫﺎ اﯾﺠﺎد ﻣﯽ ﺷﻮد. ﯾﮑﯽ از ﻧﻬﺎدﻫﺎي ﻣﺆﺛﺮ در اﻧﺘﻘﺎل ارزش و ﻫﻨﺠﺎرﻫﺎ، آﻣﻮزش و ﭘﺮورش اﺳﺖ. ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ راﺑﻄﻪ ﺑﯿﻦ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﭘﻨﻬﺎن و ﮔﺴﺴﺖ ﻧﺴﻞ ﻫﺎ ﻣﯽ ﺑﺎﺷﺪ. روش اﻧﺠﺎم ﭘﮋوﻫﺶ، ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﭘﯿﻤﺎﯾﺸﯽ ﺑﻮده اﺳﺖ. ﺑﺪﯾﻦ ﻣﻨﻈﻮر ﺗﻌﺪاد 150 ﻧﻔﺮ از ﻣﺪﯾﺮان، دﺑﯿﺮان و ﻣﺸﺎوران ﻣﺪارس ﭘﺴﺮاﻧﻪ ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ ﻧﺠﻒ آﺑﺎد ﮐﻪ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 96- 1395ﻣﺸﻐﻮل ﺑﻪ ﮐﺎر ﺑﻮده اﻧﺪ، از ﺟﺎﻣﻌﻪ 258 ﻧﻔﺮي آﻧﺎن ﺑﺎ روش ﺗﺼﺎدﻓﯽ ﺳﺎده اﻧﺘﺨﺎب ﮔﺮدﯾﺪه و ﺑﻪ ﭘﺮﺳﺶ ﻧﺎﻣﻪ ي ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ »ﮔﺴﺴﺖ ﻧﺴﻞ ﻫﺎ و ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﭘﻨﻬﺎن« ﭘﺎﺳﺦ دادﻧﺪ. ﭘﺮﺳﺶ ﻧﺎﻣﻪ ﻣﺬﮐﻮر ﺑﺎ ﺿﺮﯾﺐ اﻋﺘﺒﺎر 89/0، ﺗﺄﺛﯿﺮ ﭼﻬﺎر ﻋﺎﻣﻞ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﭘﻨﻬﺎن ﺷﺎﻣﻞ ﻋﻮاﻣﻞ ﺷﻨﺎﺧﺘﯽ، اﺟﺘﻤﺎﻋﯽ، ﻓﯿﺰﯾﮑﯽ و ﺳﺎزﻣﺎﻧﯽ ﺑﺮ اﯾﺠﺎد ﮔﺴﺴﺖ ﻧﺴﻞ ﻫﺎ را ﻣﯽ ﺳﻨﺠﯿﺪ. ﻧﺘﺎﯾﺞ ﺗﺠﺰﯾﻪ وﺗﺤﻠﯿﻞ آﻣﺎري ﺑﻪ روش آزﻣﻮن t ﺗﮏ ﻧﻤﻮﻧﻪ اي ﻧﺸﺎن داد، ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﭘﻨﻬﺎن ﺑﺮﮔﺴﺴﺖ ﻧﺴﻞ ﻫﺎ ﺗﺄﺛﯿﺮ دارد. ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ آزﻣﻮن ﻓﺮﯾﺪﻣﻦ ﺣﺎﮐﯽ از آن اﺳﺖ ﮐﻪ ﮔﺴﺴﺖ ﻧﺴﻞ ﻫﺎ ﺑﻪ ﺗﺮﺗﯿﺐ ﻣﺘﺄﺛﺮاز ﻋﺎﻣﻞ ﺳﺎزﻣﺎﻧﯽ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﭘﻨﻬﺎن ﺑﺎ ﻣﯿﺎﻧﮕﯿﻦ رﺗﺒﻪ اي 5/3 ،و ﻋﻮاﻣﻞ ﺷﻨﺎﺧﺘﯽ 59/2، اﺟﺘﻤﺎﻋﯽ 50/2 و ﻓﯿﺰﯾﮑﯽ 87/1 ﺑﻮده اﺳﺖ. ﻃﺒﻖ ﺗﺠﺰﯾﻪ وﺗﺤﻠﯿﻞ داده ﻫﺎ در ﺳﻄﺢ ﺗﻮﺻﯿﻔﯽ، و ﺗﻮزﯾﻊ و درﺻﺪ ﻓﺮاواﻧﯽ ﺳﺆاﻻت ﻣﺮﺑﻮط ﺑﻪ ﻋﻮاﻣﻞ ﭼﻬﺎرﮔﺎﻧﻪ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﭘﻨﻬﺎن، ﻣﻬﻢ ﺗﺮﯾﻦ ﻋﻮاﻣﻞ ﻋﺒﺎرﺗﻨﺪ از:ﺳﺎزﻣﺎﻧﯽ: »ﺟﺬاب ﻧﺒﻮدن ﻣﺤﺘﻮاﻫﺎي آﻣﻮزﺷﯽ«، ﺷﻨﺎﺧﺘﯽ: »ﻋﺪم درك واﻗﻌﯿﺎت دوره ﺳﻨﯽ ﻧﻮﺟﻮاﻧﺎن از ﺳﻮي ﻋﻮاﻣﻞ آﻣﻮزﺷﯽ ﻣﺪرﺳﻪ«، اﺟﺘﻤﺎﻋﯽ: »ﻋﺪم وﺟﻮد ﺟﻮ ﺗﻌﺎﻣﻞ ﻣﯿﺎن واﻟﺪﯾﻦ و ﻣﺤﯿﻂ آﻣﻮزﺷﯽ« و ﻫﻤﭽﻨﯿﻦ »ﺑﺮﺧﻮردﻫﺎي ﻧﺎﻣﻨﺎﺳﺐ و ﺗﻨﺪ ﺑﺎ ﺧﻄﺎﻫﺎي داﻧﺶ آﻣﻮزان در ﻣﺪرﺳﻪ« و ﻓﯿﺰﯾﮑﯽ: »ﺷﮑﻞ ﻇﺎﻫﺮي و ﻣﺤﺘﻮاي ﮐﺘﺐ درﺳﯽ« ﺷﻨﺎﺧﺘﻪ ﺷﺪه اﻧﺪ.

In modern societies, there is usually a gap between the new and the older generations, which is created by the type of behaviors, beliefs and values appropriate to the inevitable social and cultural changes. One of the effective institutions in transferring values and norms is the institution of education. This study was conducted to examine the relationship between hidden curriculum and generational gap. The method of research was descriptive survey. For this purpose, the statistical population involves all the high school's managers, teachers and advisers in Najaf Abad in 2016-17. The number of population was 258. Through applying the random sampling, the statistical samples were assessed 150. They answer the questionnaire "Hidden curriculum and generational gap". Using Cronbach's alpha reliability coefficient of 0/89 were calculated and encompassed four factors of cognitive, social, physical and organizational. In order to analyze the data obtained from research, spss software and descriptive and inferential statistics were used. Results in statistical analysis in one-sample t test showed that hidden curriculum on generational gap values among high school students affected. The Friedman test results revealed that effect priority of hidden curriculum on generational gap, respectively, influenced by organization factor with an average rank of 3.05, recognition factor 2.59, social factors 2.50 and physical factor 1.87. According to descriptive statistics level and distribution and frequency of questions related to the four factors of hidden curriculum, The most important organizational factor for generation gap is: Not attractive content for education", the most important cognitive factor: «Lack of understanding of the realities of juvenile age by the school's educational factors", the most important social factor»: The lack of interactive between parent and educational environment" and «Inappropriate clashes with students' mistakes in school", and the most important physical factor is» Appearance and the content of the books".