دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نوع مقاله : مقاله پژوهشی (کمی)

نویسندگان

1 دانشجوی دکتری تخصصی، گروه علوم تربیتی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی تهران، ایران.

2 استادیار، گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران.

3 استادیار، گروه روانشناسی، دانشکده علوم انسانی، واحد بویین زهرا، دانشگاه آزاد اسلامی تهران، ایران.

10.22034/ijes.2024.2017646.1514

چکیده

هدف: شناسایی عناصر برنامه‌درسی بازی‌محور در دوره پیش‌دبستانی به بهبود این برنامه‌ها کمک می‌کند. در نتیجه، هدف این مطالعه، شناسایی ابعاد و مولفه‌های برنامه‌درسی بازی‌محور در دوره پیش‌دبستانی بر مبنای نظریه مونته‌سوری بود.
 
 
روش: مطالعه حاضر بر اساس هدف یک پژوهش کاربردی و از نظر شیوه اجرا یک پژوهش کیفی بود. جامعه پژوهش اعضای هیأت‌علمی خبره و آشنا به حیطه پژوهش بودند که با روش‌های نمونه‌گیری هدفمند و گلوله‌برفی تا رسیدن به اشباع نظری یعنی 6 نفر انتخاب شدند. ابزار این مطالعه، مصاحبه نیمه‌ساختاریافته با خبرگان بود که روایی آن بر اساس انتخاب نمونه هدفمند و پرمایگی اطلاعات تایید و پایایی آن با روش ضریب هولستی 71/0 برآورد شد. داده‌های پژوهش حاضر با روش تحلیل مضمون در نرم‌افزار Maxqda تحلیل شدند.
 
 
یافته‌ها: طبق یافته‌های پژوهش حاضر برنامه‌درسی بازی‌محور در دوره پیش‌دبستانی بر مبنای نظریه مونته‌سوری دارای 68 مولفه در 9 بعد اهداف مطلوب برنامه‌درسی، محتوای مناسب برنامه‌درسی، مواد آموزشی مناسب، فعالیت‌های یادگیری مناسب، زمان مناسب، طراحی فضا و زمان مناسب، استراتژی یادگیری مناسب، گروه‌بندی مناسب و روش‌های ارزشیابی مناسب بود. بنابراین، الگوی ابعاد برنامه‌درسی بازی‌محور در دوره پیش‌دبستانی بر مبنای نظریه مونته‌سوری رسم شد.
 
 
نتیجه‌گیری: یکی از زمینه‌های بهبود برنامه‌درسی در دوره پیش‌دبستانی، ارتقای برنامه‌درسی بازی‌محور است که برای این منظور می‌توان از ابعاد و مولفه‌های شناسایی‌شده برنامه‌درسی بازی‌محور در دوره پیش‌دبستانی بر مبنای نظریه مونته‌سوری در این مطالعه استفاده کرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Identifying the Dimensions and Components of the Play-Based Curriculum in the Preschool Period based on the Montessori Theory

نویسندگان [English]

  • Hamideh Mirshamsi 1
  • Naser Mohammadi Ahmad Abadi 2
  • Afsaneh Alizadeh Asli 3

1 PhD student, Department of Educational Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran.

2 Assistant Professor, Department of Psychology and Educational Sciences, Payam Noor University, Tehran, Iran.

3 Assistant Professor, Department of Psychology, Faculty of Human Sciences, Boyin Zahra Branch, Islamic Azad University, Tehran, Iran.

چکیده [English]

Purpose: Identifying play-based curriculum elements in the preschool period helps to improve these programs. As a result, the aim of this study was to identifying the dimensions and components of the play-based curriculum in the preschool period based on the Montessori theory.
 
 
Methodology: The present study in terms of purpose was applied research and in terms of the implementation method was a qualitative research. The research population was expert faculty member’s familiar with the research field, who were selected by purposeful and snowball sampling methods until reaching theoretical saturation, i.e. 6 people. The tool of this study was a semi-structured interview with experts, which its validity was estimated based on the selection of a purposeful sample and information richness, and its reliability was estimated with using the Holsti coefficient method 0.71. The data of the present study were analyzed by thematic analysis method in Maxqda software.
 
 
Findings: According to the findings of the present research, the play-based curriculum in the preschool period based on the Montessori theory has 68 components in 9 dimensions of curriculum desirable goals, curriculum suitable content, suitable teaching materials, suitable learning activities, suitable time, suitable space and time design, suitable learning strategy, suitable grouping and suitable evaluation methods were suitable. Therefore, the pattern of dimensions and components of the play-based curriculum in the preschool period based on the Montessori theory was drawn.
 
 
Conclusion: One of the fields of curriculum improvement in the preschool period is the promotion of play-based curriculum, which for this purpose can be used the identified dimensions and components of play-based curriculum in the preschool period based on the Montessori theory in this study.

کلیدواژه‌ها [English]

  • Curriculum
  • Play-Based
  • Preschool
  • Suitable Teaching Materials
  • Suitable Evaluation Methods
  • Montessori Theory
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