نقش فرهنگ معلمي در مواجهه با تغييرات برنامۀدرسي رياضيات پايۀ هفتم

The Role of Teachers’ Culture Confronting with Curriculum Changes Of 7th Grade Math

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ درﺻﺪد ﮐﺸﻒ ﻧﻘﺶ ﻓﺮﻫﻨﮓ ﻣﻌﻠﻤﯽ در ﻧﻮع ﻣﻮاﺟﻬﻪ ﻣﻌﻠﻤﺎن ﻧﺴﺒﺖ ﺑﻪ اﺻﻼﺣﺎت ﺑﺮﻧﺎﻣﮥدرﺳـ ﯽ رﯾﺎﺿﯽ دورة ﻣﺘﻮﺳﻄﻪ اول در ﺷﻬﺮﺳﺘﺎن ﻗﺎﺋﻤﺸﻬﺮ اﺳﺖ. ﯾﺎﻓﺘﻪ ﻫﺎي ﭘﮋوﻫﺶ ﮐﯿﻔﯽ ﺑﺎ روش ﭘﮋوﻫﺶ ﭘﺪﯾﺪارﺷﻨﺎﺳﯽ ﻧﺸﺎن داد ﮐﻪ ﺑﺎورﻫﺎي ﻣﻌﻠﻤﺎن ﻧﺴﺒﺖ ﺑﻪ ﺗﻐﯿﯿﺮات ﮐﺘـﺎب درﺳﯽ رﯾﺎﺿﯽ ﭘﺎﯾﮥ ﻫﻔﺘﻢ ﺑﻪ دو دﺳﺘﻪ ﺗﻘﺴﯿﻢ ﻣﯽ ﺷـﻮﻧﺪ ﻧﮕﺎه ﻣﺜﺒﺖ ﺑﻪ ﺗﻐﯿﯿﺮات ﮐﺘﺎب درﺳﯽ رﯾﺎﺿﯽ ﭘﺎﯾﮥ ﻫﻔﺘﻢ و ﻧﮕﺎه ﻣﻨﺘﻘﺪاﻧﻪ ﺑﻪ ﺗﻐﯿﯿﺮات ﮐﺘـﺎب درﺳـ ﯽ رﯾﺎﺿـ ﯽ ﭘﺎﯾـﮥ ﻫﻔﺘﻢ. ﻫﻤﭽﻨﯿﻦ آﻧﺎن دو ﻃﯿﻒ از رﻓﺘﺎر را در ﻣﻮاﺟﻬﻪ ﺑـﺎ ﺗﻐﯿﯿﺮات ﮐﺘﺎب درﺳﯽ رﯾﺎﺿﯿﺎت ﭘﺎﯾﮥ ﻫﻔﺘﻢ ﺑـﻪ ﻧﻤـﺎ ﯾﺶ ﮔﺬارده اﻧﺪ: ﭘﺬﯾﺮش ﮐﺎﻣـﻞ، ﻣﻘﺎوﻣـﺖ و ﻋـﺪم ﭘـﺬ ﯾﺮش. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﻧﺸﺎن داد، درك ﻓﺮﻫﻨﮓ ﻣﻌﻠﻤـ ﯽ ﻋـﺎﻣﻠ ﯽ ﺿﺮوري ﺑﺮاي آﻏﺎز ﻫﺮﮔﻮﻧﻪ اﺻﻼح اﺳﺖ؛ زﯾﺮا ﻧﮕـﺮش ﻣﺜﺒﺖ ﻣﻌﻠﻢ ﺑﻪ ﺗﻐﯿﯿﺮ، ﺗﻤﺎﯾﻞ او ﺑﺮاي ﭘﯿﺸﺒﺮد ﺑﺮﻧﺎﻣﻪ ﻫـﺎ ي درﺳﯽ ﺟﺪﯾﺪ را ﺳﺒﺐ ﻣﯽ ﺷﻮد. وﻗﺘﯽ ﻣﻌﻠّﻤﺎن، ﺗﻐﯿﯿـ ﺮ را ﻣﻔﯿﺪ و ﺿﺮوري ﺑﺪاﻧﻨـﺪ ﺑـﺎ ﺗﻌﻬـﺪ و ﭘﺎ ﯾﺒﻨـﺪ ي ﺑﯿﺸـﺘﺮ ي ﻧﺴﺒﺖ ﺑﻪ اﺟﺮاي آن اﻗﺪام ﻣﯽﮐﻨﻨﺪ. اﻃﻼع رﺳـﺎ ﻧﯽ ﺑـﻪ ﻣﻌﻠّﻤﺎن، اﺳﺘﻔﺎده از ﺗﺠﺎرب دﺑﯿﺮان ﺑﺎﺗﺠﺮﺑﻪ، ﭘﺮﺑـﺎرﮐﺮدن دوره ﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ از ﺟﻤﻠﻪ روش ﻫﺎﯾﯽ ﻫﺴﺘﻨﺪ ﮐﻪ ﺑﻬﺒﻮد و اﺻـﻼح ﻧﮕـﺮش ﻣﻌﻠّﻤـﺎن ﻧﺴـﺒﺖ ﺑـﻪ ﺗﻐﯿﯿـﺮ و ﺑﺮﻧﺎﻣﻪ ﻫﺎي درﺳﯽ ﺟﺪﯾﺪ را درﭘﯽ داﺷﺘﻪ اﻧﺪ.

This paper wants to discover the role of teaching culture and teachers’ kinds of encounter to Math Changes of first grade of high school (7th grade) in Qaemshahr. Findings of qualitative research by methodology of phenomenology showed that teachers’ belief towards changes of math textbook of 7th grade can be divide into two different perspectives; positive and critical. Also they have showed two types of behavior encountering with Math changes: acceptance, resistance and rejection. The results showed that understanding the culture of teachers is an essential factor to initiate any reform in curricula. Thus, by improvement of attitude toward change, teachers’ tendencies will be more positive towards implementing the new curricula; it means, if teachers being informed that change is useful and necessary, they will do the changes with more commitment and fidelity. So, raising teachers understanding, using the expert-teachers’ experiences, holding on-the-job-training programs, compiling booklets and pamphlets on change issues, are useful factors in improving and modifying teachers’ attitude towards change and new curricula.