ارائه الگوی برنامه‌درسی روییدنی پیش دبستانی با رویکرد رجیو امیلیا

نوع مقاله : مقاله پژوهشی

نویسنده

دانشجو دکترای برنامه ریزی درسی، دانشگاه آزاد، واحد تهران جنوب

چکیده

هدف پژوهش حاضر ارائه الگوی برنامه درسی روییدنی پیش دبستانی با رویکرد رجیو امیلیا بود.به این منظور از رویکرد کیفی و تفسیری استفاده شد. در پژوهش حاضر جهت گرد آوری اطلاعات از ابزار مصاحبه ی باز و ساختار نیافته با صاحب نظران استفاده می شود. بدیهی است استفاده از اسناد و مدارک موجود در رابطه با موضوع تحقیق نیز مورد استفاده شده است پس از عملیاتی کردن مجموع 15 مصاحبه با اساتیدی که تجربه خوبی در زمینه مورد نظر داشتند و مطالعه چندین باره آنها چهار مضمون اصلی و 15زیرمضمون شامل انعطاف پذیری در اهداف، مشارکت در اهداف،تاکید بر عدم اهداف از پیش تعیین شده،تمرکز بر علایق کودک،ماهیت غیرتجویزی محتوا ،تسهیل گری محتوا،کاربردی بودن محتوا، استفاده از بازی، دیالکتیک،آموزش در لحظه،جوامع یادگیری،بارش مغزی و عمل محوری،فرایند محوری و پروژه محوری در ارزشیابی شناسایی شد.این 15 زیرمضمون در دسته‌بندی موضوع‌های اصلی قرار گرفت و به این ترتیب از آنها چهار مضمون اصلی شامل هدف،محتوا،روش و ارزشیابی به دست آمد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Presenting a model of preschool growth curriculum with Reggio Emilia approach

نویسنده [English]

  • soraya Baghershahi
PhD Student in Curriculum Planning, Azad University, South Tehran Branch
چکیده [English]

The aim of this study was to present a model of preschool growth curriculum with Reggio Emilia's approach. For this purpose, a qualitative and interpretive approach was used. In the present study, open and unstructured interview tools with experts are used to collect information. Obviously, the use of existing documents related to the research topic has also been used after conducting a total of 15 interviews with professors who had good experience in the field and studying them several times, four main topics and 15 sub-topics including flexibility in objectives. , Participation in goals, Emphasis on non-predetermined goals, Focus on child interests, Unauthorized nature of content, Content facilitation, Content usability, Game use, Dialectics, Instant education, Learning communities, Brainstorming and action-oriented, Process-oriented and project-centric were identified in the evaluation. These 15 sub-themes were categorized into main topics, thus obtaining four main themes including purpose, content, method and evaluation , method and evaluation

کلیدواژه‌ها [English]

  • Vegetable Curriculum
  • Reggio Emilia
  • Preschool

مراجع

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[2] UNESCO Global Education Monitoring Report. Education for people and planet: creating sustainable futures for all. Retrieved from: http://unesdoc.unesco. org/images/0024/002457/245752e.pdf. 2016
[3] Fathi Vajargah K. Basic principles and concepts of curriculum planning. Master of Science Publications. 2016.
[4] Khosravi R. Growing curriculum. iranian encyclopedia curriculum. 2018.
[5] Fathi Vajargah K, Arefi M, Targhijah A. Study of how to form a successful curriculum inspired by Reggio Emilia's approach for children aged 6 to 8 years. Journal of Educational Studies and Psychology, 2009; (3):64-41.
[6] Gandini L. Foundations of the Reggio Emilia approach. In J. Hendrick (Ed.) Next steps toward teaching the Reggio way: Accepting the challenge to change (2nd ed., pp. 13-26). Upper Saddle River, N.J.:Pearson/Merrill/Prentice Hall. 2004.
[7] Rankin B. Curriculum development in Reggio Emilia: A long-term curriculum project about dinosaurs. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundredlanguages of children: The Reggio Emilia approach-Advanced reflections (2nd ed., pp. 215-237). Greenwich, CT. 1998
[8] Metin Aslan Ö. From an Academician's Preschool Diary: Emergent Curriculum and Its Practices ina Qualified Example of Laboratory Preschool. Journal of Curriculum and Teaching, 2018;7(1): 97-110.
[9] Jones E, Reynolds G. The Play’s the Thing: Teachers’ Roles in Children’s Play. New York: Teachers College Press. 1992.
[10] Jones E, Nimmo J. Emergent curriculum. Washington, DC: National Association for the Education of Young Children. 1994.
[11] Bredekamp S, Copple C. Developmentally appropriate practice in early childhood programs (revised edition). Washington, DC: National Association for the Education of Young Children. 1997.
[12]  Booth C. The fiber project: One teacher's adventure toward emergent curriculum. Young Children, 1997; 79-85.
 [13] Abbasi A. Designing an optimal curriculum model for kindergarten, review of this course in comparison with that model, PhD thesis, Faculty of Humanities, Tarbiat Modares University. 2003.

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سابقه مقاله

  • تاریخ دریافت: 26 اسفند 1399
  • تاریخ بازنگری: 29 فروردین 1400
  • تاریخ پذیرش: 06 اردیبهشت 1400
  • تاریخ اولین انتشار: 06 اردیبهشت 1400

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