طراحي الگوي مطلوب برنامه درسي ارتقاي مهارت‌هاي زندگي دانش آموزان دوره ابتدايي

Designing an optimal curriculum model for improving the life skills of elementary school students

مقاله حاضر به طراحي الگوي مطلوب ارتقاي مهارت‌هاي زندگي دانش‌آموزان دوره ابتدايي پرداخته است. روش تحقيق كيفي و از نوع پديدارشناسي است. شركت­كنندگان را 15 نفر از صاحب‌نظران آموزش ابتدايي تشكيل مي‌دهند. ابزار پژوهش، مصاحبه نيمه ساختاريافته بود، براي تحليل داده‌ها، از تحليل محتواي كيفي از نوع تفسيري استفاده شد. يافته‌ها نشان داد كه آموزش مهارت‌هاي زندگي به دانش‌آموزان ابتدايي، در قالب سه زمينه كلي دانش، نگرش و توانش، و توسط چهار عنصر هدف، محتوا، روش و ارزشيابي انجام مي‌گيرد. بر اين اساس، دانش، نگرش و توانش در يك ارتباط متقابل با يكديگر قرار دارند و همچنين عناصر اشاره شده برنامه درسي مهارت‌هاي زندگي در يك ارتباط چرخه‌اي قرار دارند كه از هدف شروع شده و به ارزشيابي ختم مي‌شوند و نتايج حاصل از ارزشيابي به صورت بازخورد به تدوين و بازنگري اهداف مي‌انجامد. همچنين الگوي طراحي شده نشان مي‌دهد كه دوره ابتدايي، دوره پايه‌ريزي ساختار -شخصيتي، شكل گيري رشد عقلاني، اجتماعي و عاطفي و شخصيت آدمي و توسعه مهارت‌هاي بنيادي و حركتي است، بنابراين لازم است به برنامه درسي مهارت‌هاي زندگي، ابعاد دانش، نگرش و مهارت به موازات هم و به طور يكسان مورد توجه قرار گيرند.

The present study seeks to design an optimal model for improving the life skills of elementary school students. This research was qualitative and phenomenological regarding the method. The participants in the present study were experts in the field of primary education, who were selected through purposive sampling. The interviews were conducted with 15 people until theoretical saturation was obtained in the data. The instrument used in the research was s semi-structured interview and data analysis was performed using qualitative content analysis of interpretive type. The findings indicated that life skills training to elementary students is done in the form of three general areas of knowledge, attitude and skills, and by four elements of purpose, content, method and evaluation. In addition, the findings showed that knowledge, attitude and ability have mutual relationships with each other. It was also mentioned that the elements of life skills curriculum are in a cyclical relationship that starts from the goal and ends with the content and then with the method and finally with the evaluation and the results. The result of the evaluation in the form of feedback leads to the formulation and revision of goals. Overall, the research findings showed that in teaching life skills to elementary school students. The designed model also indicated that the elementary school stage is the period of developing foundation for personality-structure, and formation of intellectual, social and emotional development and human personality and development of basic and motor skills, so it is necessary to curriculum life skills, knowledge dimensions, attitude and skills should be considered in parallel and equally.