نیازهای دانش آموزان دوره اول متوسطه(مورد مطالعه: شهر مشهد) (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
شناخت نیازهای دانش آموزان از گام های مهم و پیش نیاز تنظیم برنامه های آموزشی و تربیتی و تدوین محتوای فعالیت های درسی است. ازاین رو ضروری است این برنامه ها با نیازهای واقعی دانش آموزان متناسب و متحول گردد زیرا دانش آموزان از کلاسی لذت می برند که نیازهای آنان را برآورده سازد و به علایقشان توجه کند. علی رغم شناسایی نیازهای دانش آموزان در نظام متمرکز برنامه ریزی آموزشی ایران، شواهد و مطالعات انجام شده نشان می دهد که آماده سازی دانش آموزان برای زندگی و رویارویی با مشکلات روزمره در نظام تعلیم و تربیت به میزان کافی موردتوجه قرار نگرفته است و دانش آموزان دوره متوسطه وضعیت موجود برنامه آموزشی را پاسخگوی نیازهای خود نمی دانند. ازاین رو بی توجهی به این موضوع در نظام برنامه ریزی آموزشی منجر به بی علاقگی دانش آموزان نسبت به درس و تحصیل می شود. با عنایت به این مهم، تعیین نیازهای دانش آموزان دوره اول متوسطه شهر مشهد موضوع این پژوهش قرار گرفته است. مطالعه حاضر از منظر هدف کاربردی و از جنبه شیوه گردآوری پیمایش اجتماعی با بهره گیری از پرسش نامه نیمه ساختاریافته است. جامعه آماری تمامی دانش آموزان دوره اول متوسطه شهر مشهد به تعداد 79000 نفر بودند که از این تعداد نمونه ای به تعداد 384 نفر به پرسش نامه محقق ساخته پاسخ دادند. برای تجزیه وتحلیل داده های پژوهش از آمار توصیفی، آزمون خی دو تک نمونه ای و آزمون فریدمن استفاده شد. نتایج نشان داد که دانش آموزان دوره اول متوسطه از بین دسته بندی کلان نیازها به دودسته نیازهای علمی و آموزشی و دینی و اخلاقی بیشتر احساس نیاز می کنند. سه دسته نیاز به مهارت های روحی و روانی، اجتماعی و فرهنگی، اقتصادی، شغلی و حرفه ای با فاصله زیاد در مراتب بعدی سلسله نیازهای دانش آموزان قرار گرفته اند. این در حالی است که به چهار گروه تفریح و سرگرمی، ادبی و هنری، تندرستی، سلامت و ایمنی و سیاسی دانش آموزان کمتر احساس نیاز کرده اند.متن
A Stuyd on Needs of Junior High School Students in Mashhad
Introduction Recognizing and addressing students’ needs is a crucial step in designing effective educational programs (Levi, ۲۰۱۰, p. ۸۸). To engage students and meet their requirements, curricula should be adaptable and evolve to align with their interests (Smith, ۲۰۰۹, p. ۹). However, Iran's current centralized curriculum system is not adequately preparing students for real-life challenges (Ramzaninejad, Hemtinejad, & Benar, ۲۰۰۳, p. ۱۰۷), as numerous studies have shown (Javanmard & Pour Garhami, ۲۰۱۴, p. ۳۱; Aminon et al., ۲۰۱۵, p. ۱۰۲۱; Bagheri & Rahimian, ۲۰۱۶, p. ۲۵۹; Al-Ahmadi & Sharfi Abqa, ۲۰۱۵, p. ۱۱۱). High school students believe the current program does not meet their needs (Haj Hosseini, Shabeiri, & Farajollahi, ۲۰۱۵, p. ۲۳۱۵; Sarmadi, Ghanbari, & Talebian Sharif, ۲۰۱۸, p. ۵۶۴), indicating a disconnect between the curriculum and students' and society's needs (Perrota & Keese, ۲۰۲۴, p. ۲). Despite this, educational documents emphasize the importance of students being active, influential, and creative individuals who take ownership of their learning (National Curriculum Document, paragraphs ۱۲, ۴-۳, and ۱۲-۸; Education Reform Document, paragraph ۱-۱۶). To enhance the education system's effectiveness, it is essential to create content that resonates with students' genuine needs, promote educational equity, and ensure equal access to resources (National Curriculum Document, ۲۰۱۱, p. ۱; Education Reform Document, ۲۰۱۱, p. ۱). This approach fosters lifelong learning, collaborative education, and a more inclusive environment. By designing flexible frameworks that transcend traditional boundaries, education can overcome time and place constraints, enabling conscious, voluntary, and engaging lifelong learning. Given the significance of understanding students' needs, this study aims to identify these needs and determine what students should be learning. Specifically, this research will evaluate the needs of junior high school students in Mashhad.Research Method This study employs a survey methodology, utilizing a semi-structured questionnaire to gather data. The statistical population consisted of ۷۹,۰۰۰ junior high school students in Mashhad. The sample size was calculated using the Cochran formula to be ۳۸۴ students. To select the sample group, four districts of Mashhad were chosen (east District ۵, north District ۶, west District ۴, and south District ۳), and then two boys' schools and two girls' schools were selected from each district. Students were randomly selected from these schools to participate in the sample group. A researcher-made questionnaire was designed to determine the basic needs of the junior high school students. The questionnaire consisted of general, demographic, and main questions based on theoretical foundations and research objectives. To establish the reliability of the instrument, ۳۰ junior high school students were initially selected and asked to respond to the questionnaire twice, with a one-month interval. The reliability was then calculated using the correlation between the questions, which was ۰.۷, indicating suitable reliability. For data analysis, descriptive statistics, one-sample chi-square test, and Friedman test were employed. FindingsThe research findings identified the top ten needs of junior high school students as follows:Introduction to cinema and music (۲۹۳ responses)Methods for recognizing and analyzing political and social issues (۲۶۶)Introduction to academic fields and entrance examinations (۲۴۲)Introduction to famous stories and novels (۲۳۴)Curricular and extracurricular materials (۲۱۶)Teaching strategies for dealing with social issues (۲۰۷)Teaching the art of storytelling (۱۹۱)Developing problem-solving skills (۱۸۸)Introducing methods for happiness and vitality (۱۷۸)Introducing applied sciences, technical, and professional skills (۱۷۶)In contrast, the least important needs, as perceived by students, were:Education on citizenship rights and duties (۷۷ responses)Moral education (۷۴)Addressing religious questions and doubts (۷۲)Group education and decision-making (۷۰)When categorized, the average ratings of high school students’ needs showed that Scientific and educational materials ranked highest with an average of ۵.۰۳, while political materials ranked ninth with an average of ۱.۴۵۹. The remaining needs, in order of importance, were:Religious and moral content with an average of ۴.۱۰Spiritual and psychological needs with an average of ۲.۷۶Social and cultural needs with an average of ۲.۳۵Economic, job, and professional skills with an average of ۱.۹۲Recreation and entertainment with an average of ۱.۹۷Wellness, health, and safety with an average of ۱.۹۰Artistic and literary materials with an average of ۱.۱۸The results of the Friedman test indicate a chi-square value of ۵۳۸.۲۴۷, significant at a level of less than ۰.۰۵ (p < ۰.۰۵), demonstrating differences in the importance students attribute to various types of needs (۰.۰۰۱ > p, ۵ degrees of freedom, ۵۳۸.۲۴۷ = chi-square value). Discussion and ConclusionThe findings indicate that students prioritize scientific and educational needs, followed closely by religious and moral content. The three categories of spiritual and psychological skills, as well as social, cultural, economic, and professional needs, are also important to students. However, entertainment, literary and artistic, health, safety, and political needs are less of a concern for students. The research findings of this study are in line with the research results of Diba Vajari, Hosseinian, and Qaedi (۲۰۱۱), Hamidi (۲۰۰۵), Akbari and Sharifi (۲۰۰۸), and Salimi (۲۰۰۳). The results can be explained by considering the significant impact of media, cultural-social changes, virtual interactions, and the evolving needs, attitudes, lifestyle, and cultural consumption of students. The fluidity and change that occur every three years in the lives of junior high school students necessitate continuous audience analysis for this age group. To cater to the diverse and varied needs of these students, it is essential to address the increasing trend of social harms that affect them at a younger age and extend into adolescence. The sensitivity and importance of the adolescent period, identity issues, independence-seeking, and conflicting attractions and interests during this period make education on topics related to mental and psychological counseling, strengthening resilience and life skills, marriage, and family formation crucial. Curriculum planners and educational content producers should seriously consider these essential needs. Furthermore, given the highly politicized society and the surge of political news and events, students are naturally drawn to these subjects. Developing a suitable program for political education, scientific understanding of issues, and systematic analysis of political matters is a necessity.
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