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طراحی الگوی برنامهدرسی تربیت اعتقادی دانشآموزان مقطع ابتدایی از منظر نهجالبلاغه | ||
| پژوهش در مسائل تعلیم و تربیت اسلامی | ||
| مقاله 6، دوره 34، شماره 70، اردیبهشت 1405، صفحه 171-193 اصل مقاله (1.18 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| مهسا حسینی* 1؛ حسینعلی جاهد2؛ محمد نیرو3 | ||
| 1دانشجوی دکتری، گروه مطالعات تربیتی و برنامهریزی درسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران | ||
| 2دانشیار، گروه مدیریت آموزشی، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران | ||
| 3استادیار، گروه مطالعات تربیتی و برنامهریزی درسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران. | ||
| تاریخ دریافت: 04 شهریور 1404، تاریخ بازنگری: 06 مهر 1404، تاریخ پذیرش: 11 آبان 1404 | ||
| چکیده | ||
| این پژوهش با هدف طراحی الگوی برنامهدرسی تربیت اعتقادی دانشآموزان ابتدایی بر اساس نهجالبلاغه انجام شد. تحقیق از نوع کاربردی و با رویکرد آمیخته (کیفی-کمی) صورت گرفت. در بخش کیفی، با استفاده از تحلیل مضمون، مفاهیم تربیت اعتقادی از نهجالبلاغه (خطبهها، نامهها و حکمتها) استخراج شد. جامعه آماری شامل متن کامل نهجالبلاغه و دو تفسیر معتبر بود و دادهها از طریق مطالعه عمیق متون گردآوری شد. دادههای کیفی با روش کدگذاری تحلیل شد و روایی آن از طریق بازبینی متخصصان و پایایی آن با اشباع مفهومی تأیید گردید. همچنین، از روش تحلیلی-استنتاجی برای تبیین الگوی برنامه درسی استفاده شد. در بخش کمی، الگوی استخراجشده با مدلسازی معادلات ساختاری (PLS) اعتبارسنجی شد. جامعه آماری این بخش شامل ۱۴۵۶ معلم مقطع ابتدایی شهر کرمان بود که ۳۰۵ نفر با روش نمونهگیری خوشهای-تصادفی انتخاب شدند. ابزار گردآوری دادهها، پرسشنامهای محققساخته مبتنی بر مضامین کیفی بود که روایی آن با میانگین واریانس استخراجشده (AVE>0.5) و پایایی آن با آلفای کرونباخ (α>0.7) و پایایی ترکیبی (CR>0.7) تأیید شد. همچنین، برای افزایش اعتبار پژوهش، روش دلفی در دو مرحله با مشارکت ۲۰ متخصص در حوزه علوم قرآنی و تعلیم و تربیت اجرا شد که روایی آن با اجماع متخصصان و پایایی آن با ضریب کندال تأیید گردید. نتایج نشان داد که مدل برنامهدرسی مبتنی بر نهجالبلاغه شامل هشت مؤلفه اصلی است: اهداف (غایی و واسطهای)، محتوا (آموزههای دینی، احادیث، علوم و مهارتها)، راهبردهای آموزشی (روشهای فعال، الگویی و تمثیلی)، نقش معلم (الگو و راهنما بودن)، زمان (تناسب سنی و فوقبرنامه)، فضا (محیط حمایتی، معنوی و خانوادگی)، منابع آموزشی (احادیث و ابزارهای چندرسانهای) و ارزشیابی (آغازین، تکوینی و خودارزیابی). تحلیل دادههای کمی نیز نشان داد که این مدل در شرایط واقعی از برازش مناسبی برخوردار است و مورد تایید قرار گرفت. | ||
| کلیدواژهها | ||
| الگوی برنامهدرسی؛ تربیت اعتقادی؛ نهجالبلاغه؛ دانشآموزان ابتدایی | ||
| عنوان مقاله [English] | ||
| Designing a curriculum model for the belief education of elementary school students from the perspective of Nahj al-Balagheh | ||
| نویسندگان [English] | ||
| Mahsa Hosseini1؛ Hosseinali Jahed2؛ Mohammad Niroo3 | ||
| 1PhD Student, Department of Educational Studies and Curriculum Planning, Science and Research Branch, Islamic Azad University, Tehran, Iran. | ||
| 2Associate Professor, Department of Educational Management, West Tehran Branch, Islamic Azad University, Tehran, Iran. | ||
| 3Assistant Professor, Department of Educational Studies and Curriculum Planning, Science and Research Branch, Islamic Azad University, Tehran, Iran. | ||
| چکیده [English] | ||
| This research was conducted with the aim of designing a curriculum model for the belief education of elementary school students based on Nahj al-Balagha. The research was applied and conducted with a mixed approach (qualitative-quantitative). In the qualitative part, using content analysis, concepts of belief education were extracted from Nahj al-Balagha (sermons, letters, and wisdoms). The statistical population included the full text of Nahj al-Balagha and two authoritative commentaries, and data were collected through in-depth study of the texts. Qualitative data were analyzed using the coding method, and its validity was confirmed through expert review and its reliability was confirmed through conceptual saturation. Also, the analytical-deductive method was used to explain the curriculum model. In the quantitative part, the extracted model was validated using structural equation modeling (PLS). The statistical population of this section included 1456 elementary school teachers in Kerman city, 305 of whom were selected by cluster-random sampling method. The data collection tool was a researcher-made questionnaire based on qualitative themes, whose validity was confirmed by the average variance extracted (AVE>0.5) and its reliability by Cronbach's alpha (α>0.7) and composite reliability (CR>0.7). Also, to increase the validity of the research, the Delphi method was implemented in two stages with the participation of 20 experts in the field of Quranic sciences and education, whose validity was confirmed by the consensus of experts and its reliability by the Kendall coefficient. The results showed that the curriculum model based on Nahj al-Balagha includes eight main components: goals (ultimate and intermediate), content (religious teachings, hadiths, sciences and skills), educational strategies (active, model and allegorical methods), teacher role . time (age appropriateness and extracurricular), space , educational resources (hadiths and multimedia tools) and evaluation. Quantitative data analysis also showed that this model has a good fit in real conditions and was approved. | ||
| کلیدواژهها [English] | ||
| Curriculum model, faith education, Nahj al-Balagha, elementary students | ||
| مراجع | ||
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