بررسی ویژگی های عناصر برنامۀ درسی تربیت شهروند جهانی برای کودکان 7 تا 12 ساله (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف پژوهش حاضر بررسی عناصر برنامه درسی تربیت شهروند جهانی براساس الگوی اکر می باشد.به منظور دستیابی به این هدف از سنت پژوهی کیفی ،روش تحلیل تماتیک استفاده شده مشارکت کنندگان متخصصان برنامه ریزی درسی، فلسفه تعلیم وتربیت ، علوم اجتماعی دانشگاههای تبریز و ارومیه بودند. نمونه گیری هدفمند ، مصاحبه نیمه ساختار تا اشباع نظری ، ابزار جمع آوری داده ها، ، کدگذاری به شیوه کد اولیه، مضمون وزیر مضمون،.یافته ها نشان داد عناصر برنامه درسی تربیت شهروند جهانی ، بخش هدف ، اهداف برنامه درسی 15مولفه، ویژگی 10 مولفه، مبانی 7 مولفه، محتوا ، محتوا 3 مولفه، مبانی 9 مولفه ، ویژگی محتوا 3 مولفه. وسایل ،تناسب وسایل 4 مولفه ، مجازی 6 مولفه ، سنتی 11 مولفه. روشهای تدریس ، فعال 4 مولفه، تلفیقی 3 مولفه . زمان، مبانی 3 مولفه ، مدت زمان 3 مولفه. مکان ، ویژگیها3مولفه ، فضای روانی- اجتماعی 5 مولفه ، مجازی 3 مولفه. گروهبندی، ویژگیها 4 مولفه ، مبانی 4 مولفه. معلم، ویژگیها 4 مولفه ، مهارتها 4 مولفه . ارزشیابی، مشاهده مستقیم معلم 6 مولفه ، والدین 1 مولفه، ابزارها 3 مولفه . منطق وچرایی ، چرایی ناشی از وضع موجود 2 مولفه ، آرمانها 7 مولفهInvestigating the characteristics of the curriculum elements of global citizenship education for children aged 7to 12 years
The aim of the current research is to examine the elements of the global citizenship education curriculum based on the Akker pattern., qualitative research tradition , research method, thematic analysis, have been used. The participants of the research included specialists in the fields of curriculum planning, philosophy of education , social sciences of Tabriz and Urmia universities. Purposive sampling method was selected based on the theoretical saturation of the findings, the data collection tool was a semi-structured interview . the coding was done in the manner of primary code, main-theme and sub-theme. findings of the research showed based on the Akker pattern , Objective, objective 15, the features 10 , and basics7. The Content, content is 3, basics 9, 1Ph.D.Studen of Curriculum Planning, Department of Educational Sciences ,Tabriz Branch , Islamic Azad University, Tabriz, Iran. r.ghahvechi@gmail.com. 09148531145 2 Associate Professor, Department of Educational Sciences ,Azarbaijan Shahid Madani University,Tabriz, Iran. (Corresponding Author) isabarqi@yahoo.com09141904108 3Assistant Professor, Department of Educational Adminstration, Farhangian University,Tehran, Iran. s_yazdani@cfu.ac.ir. 09141014575 4 Assistant Professor, Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran. btalebi19721@gmail.com 09142526231 5Associate Professor, Department of Educational Sciences, Urmia Branch, Islamic Azad University. Urmia, Iran. m.sheikhzadehur@gmail.com 09144401882 features 3 . Tools , suitability 4, virtual 6, traditional 11. Teaching methods , active 4 , integrated 3. Time , basics 3, duration time 3 . Place characteristics 3, psycho-social 5 , virtual space 3.Grouping, features 4, and grouping basics 4. The role of the teacher, the individual characteristics 4 and the skills 4. Evaluation includes , direct observation by the teacher 6, the parents1, the evaluation tools3. Logic and reasoning ,why due to the Exsisting situation 2, ideals 7. Keywords: Curriculum,Global, Citizenship ,Childern, 7 to 12 years Introduction In current research to investigate the elements of the global citizenship education curriculum based on the Akker pattern ,for children aged 7-12. Materials & Methods In This research of the qualitative research tradition, and the thematic analysis method have been used. The participants were specialists in curriculum planning, philosophy of education and social sciences from Tabriz and Urmia universities. Purposive sampling, semi-structured interviews until theoretical saturation were obtained after interviewing 22 experts. Discussion & Result The objectives ,includes, familiarizing students with the global citizenship education program, learning the skills necessary to become a global citizenship, flexibility in accordance with the acceptance of valid cultures of the world, diversity in attention to the curriculum with emphasis on the horizontal aspect of curriculum organization, integration Curriculum adapted to global issues. feature, the concepts of appropriateness with the age and psychological needs of students, in line with the specific general goals of the UNESCO organization, appropriateness with the general goals of Iran's education and training, assessing the needs of families, appropriate to the world culture, in the cultural, ethnic frameworks of people and climates. different Iran, realizing the feature of a global citizenship, strengthening multiple skills and intelligences, critical thinking, promoting empathy and believing that I am a human being and treat humans as human beings. basics, concepts of global goals, based on upstream documents, related to the global citizenship on a local basis, based on agreed global principles, based on respect for divine religions, paying attention to the 2030 document in case of compliance with the laws of the Islamic Republic, based on the Quran and Nahj Al-Balagheh (Islamic principles), based on the opinions and writings of
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