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تحلیل برنامه درسی علوم تجربی پایه‌های چهارم، پنجم و ششم ابتدایی بر اساس سبک‌های یادگیری

چکیده

هدف: پژوهش با هدف تحلیل برنامه درسی علوم تجربی پایه­های چهارم، پنجم و ششم ابتدایی بر اساس سبک­های یادگیری وارک انجام پذیرفت. پژوهش توصیفی، از نوع تحلیل محتوا با بکارگیری روش آنتروپی شانون است.

مواد و روش‌ها: جامعه آماري شامل برنامه­های درسی(هدف، محتوا، روش و ارزشیابی) پایه­های چهارم، پنجم و ششم ابتدایی است. نمونه آماری برنامه­های درسی علوم تجربی می­باشد. برای تحلیل برنامه­های درسی موجود(قصد شده) با هر یک از سبک­های یادگیری ابتدا اهداف مندرج در کتاب­های درسی، سپس محتوا کتاب درسی و برای بررسی روش­های پیشنهادی به تحلیل کتاب راهنمای تدریس پرداخته شد. در بخش ارزشیابی، سوالات مطرح شده در کتاب­های درسی و راهنمای تدریس تحلیل گردید. ابزار پژوهش، چک لیست وارسی سبک­های یادگیری وارک(1998) بود که براساس پیشینه و پرسشنامه سبک ­های یادگیری وارک تدوین و به منظور حصول اطمینان از پایایی تحلیل­های به دست آمده، کدگذاری­های تحلیل را در اختیار سه پژوهشگر در رشته برنامه ریزی درسی قرار داده و درصد توافق آن­ها برابر 88/0 برآورد شد.

بحث و نتیجه‌گیری: نتایج نشان داد در برنامه درسی چهارم و ششم ابتدایی سبک دیداری در رتبه اول و سبک خواندن/ نوشتن در رتبه پنجم قرار دارد اما در برنامه درسی پنجم ابتدایی سبک شنیداری رتبه اول و سبک جنبشی دارای رتبه پنجم می باشد. بنابراین می توان نتیجه گرفت سبک ارجح در برنامه­های درسی علوم تجربی چهارم و ششم ابتدایی سبک دیداری و در برنامه درسی پنجم ابتدایی سبک شنیداری است.

واژگان کلیدی
تحلیل برنامه درسی، سبک‌های یادگیری و وارک

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