ﺑﺮرﺳﯽ روﯾﮑﺮد ﺗﻔﮑﺮ ﻣﺤﻮري در ﺑﺮﻧﺎﻣﻪ درﺳﯽ اﯾﺮان ازدﯾﺪﮔﺎه ﻣﺪرﺳﻪ زﻧﺪﮔﯽ

Study of Thought-oriented Approach in Iran’s Curriculum from Life School Perspective

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ازﻧﻮع ﮐﯿﻔﯽ ﺑﺎ روﯾﮑﺮد ﻧﻈﺮﯾﻪ زﻣﯿﻨﻪاي اﺳﺖ. ﺑﺮاي رﺳﯿﺪن ﺑﻪ درك ﻋﻤﯿﻖﺗﺮ، از اﺳﺘﺮاﺗﮋي ﭘﺪﯾﺪارﻧﮕﺎري ﮐﻤﮏ ﮔﺮﻓﺘﻪ ﺷﺪه اﺳﺖ. ﻣﺸﺎرﮐﺖ ﮐﻨﻨﺪﮔﺎن اﯾﻦ ﭘﮋوﻫﺶ 15 ﻧﻔﺮ از ﻣﻌﻠﻤﺎﻧﯽ ﺑﻮدﻧﺪ ﮐﻪ از ﻟﺤﺎظ ﻋﻠﻤﯽ واﺟﺮاﯾﯽ در راﺳﺘﺎي ﻫﺪف ﭘﮋوﻫﺶ، ﻣﻄﺎﻟﻌﺎت ﺑﻪ روز داﺷﺘﻨﺪ ﮐﻪ ﺑﻪ ﺷﯿﻮة ﻧﻤﻮﻧﻪﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ ﺗﺎ ﻣﺮز اﺷﺒﺎع ﻧﻈﺮي اﻧﺘﺨﺎب و ﻣﻮرد ﻣﺼﺎﺣﺒﻪ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. اﺑﺰار ﮔﺮدآوري داده ﻫﺎ، ﻣﺼﺎﺣﺒﻪ ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ ﺑﻮد. در اﻧﺘﺨﺎب اﻓﺮاد ﻧﮕﺎه ﻣﺘﻔﺎوت آنﻫﺎ ﺑﻪ ﭘﺪﯾﺪه ﻣﻮرد ﺑﺮرﺳﯽ و ﻋﻼﻗﻪﻣﻨﺪي آﻧﺎن ﺑﻪ ﻣﺼﺎﺣﺒﻪ در اوﻟﻮﯾﺖ ﻗﺮار داﺷﺖ. اﻧﺘﺨﺎب دادهﻫﺎي ﺣﺎﺻﻞ از ﻣﺼﺎﺣﺒﻪﻫﺎ ﺑﻪ ﺻﻮرت ﻣﺴﺘﻘﻞ و اﮐﺘﺸﺎﻓﯽ ﺑﻮده و ﻧﺘﺎﯾﺞ آن ﺑﺪون دﺳﺘﮑﺎري ذﻫﻨﯽ اراﺋﻪ ﺷﺪه اﺳﺖ. درﭘﺎﯾﺎن ﭘﺲ از ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮا ي ﻣﺼﺎﺣﺒﻪ، ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ ﻃﯽ ﺳﻪ ﻣﺮﺣﻠﻪ ﮐﺪ ﮔﺬاري ﺑﺎز )اوﻟﯿﻪ(، ﻣﺤﻮري و ﮔﺰﯾﻨﺸﯽ )اﻧﺘﺨﺎﺑﯽ( ﺗﻬﯿﻪ ﺷﺪ. ﮐﺪﻫﺎي ﺑﺎز ﺷﺎﻣﻞ 23 ﻣﻔﻬﻮم و ﮐﺪﻫﺎي ﻣﺤﻮري ﺷﺎﻣﻞ ﭼﻬﺎر ﻣﻘﻮﻟﻪ ﺧﻮدﺷﻨﺎﺳﯽ، ﺧﺪاﺷﻨﺎﺳﯽ، ﺧﻠﻘﺖ ﺧﺪا و ﺧﻠﻖ ﺧﺪا اﺳﺘﺨﺮاج ﮔﺮدﯾﺪ. ﻫﺮ ﯾﮏ از اﯾﻦ ﮐﺪﻫﺎ، در ﺑﺮدارﻧﺪه ﻧﺸﺎﻧﮕﺮﻫﺎﯾﯽ اﺳﺖ ﮐﻪ در ﭘﮋوﻫﺶ ﺑﻪ ﺗﻔﺼﯿﻞ ﺑﻪ آﻧﻬﺎ ﭘﺮداﺧﺘﻪ ﺷﺪه اﺳﺖ

The present study is qualitative with grounded theory approach. In order to reach a deeper understanding, a phenomenological approach was adopted. Participants included 15 teachers who suited the aims of the study and were up-to-date. They were recruited by using purposive sampling and were then interviewed until theoretical saturation was achieved. The instrument of data collection was semi-structured interview. Individual participant’s attitudes about the phenomenon of interest and their willingness to take part in interviews were determining factors in selecting them. Selection of the interview data was done as independent and exploratory without mental manipulation. Finally, after analysis of the data, results were prepared via three stages of open, axial and selective coding. The open codes included 23 concepts and axial codes were four categories of self-identification, God-identification, God’s creation, and God’s people. Each code contains signals that are thoroughly discussed.