تحلیل مطالبات والدین و دانش‌آموزان از برنامه درسی تاریخ دوره دوم متوسطه

پژوهش حاضر با هدف تبیین و کشف مطالبات والدین و دانش آموزان از برنامه درسی تاریخ دوره دوم متوسطه در سال 96-1395 انجام شده است. این پژوهش از منظر طرح در زمره پژوهش های کیفی و روش آن پدیدارشناسی توصیفی است. مشارکت کنندگان بالقوۀ پژوهش شامل کلیه والدین و دانش آموزان منطقه 7 شهر کرج بود که با استفاده از رویکرد نمونه گیری هدفمند و روش نمونه گیری با حداکثر تنوع و از طریق مصاحبه نیمه ساختاریافته با20 نفر از والدین و 20 نفر از دانش آموزان منطقه 7 شهرکرج انجام گرفت. مکالمات ضبط و سپس دست نویسی شد و با استفاده از روش درون مایه ای براون و کلارک و به صورت تحلیل مضمون تجزیه وتحلیل شد. داده ها شامل، دیدگاه ها و تجارب والدین و دانش آموزان پیرامون درس تاریخ و موارد مربوط به آن شامل محتوا و روش تدریس تاریخ بود. یافته های حاصل از مطالبات والدین و دانش آموزان در پنج کد باز شامل: «فهم و تربیت تاریخ»، «وفاداری به حوادث تاریخی»، «دافعه درس تاریخ»، «معلم و درس تاریخ»، و «ساختار و سازمان دهی محتوا» و یازده کد محوری شناسایی شد. در مجموع یافته ها حاکی از آن است که از مهم ترین مطالبات والدین و دانش آموزان در تدریس تاریخ، توجه خاص به محتوا و شیوه تدریس در درس تاریخ است. همچنین انتظار داشتند متن تاریخ به صورت وفادارنه به حوادث تاریخی عنوان شود. دانش آموزان نیز بر نقش معلم و شیوه های تدریس تاکید ویژه داشتند و از مهم ترین مطالبات شان استفاده از روش های فعال تدریس به جهت فعالیت دانش آموزان در کلاس درس بود. در واقع در عصر اطلاعات، انتقال اطلاعات نباید هدف باشد بلکه تحلیل و پردازش اطلاعات هدف است و این نیز ضمن استفاده از روش‌های نوین تدریس، و بهره مندی از محتوای مناسب امکان پذیر خواهد بود. در نهایت باید گفت که دانش آموزان به عنوان گسترده ترین و اصلی ترین  مخاطبان درس تاریخ انتظاردارند کتاب درسی تاریخ ضمن ارائه تصویری درست ازگذشته،آنهاراجهت جستجووکنکاش در موضوعات تاریخی به تکاپوبیندازد تادرکشف گذشته تاریخی ورمزورازهای آن باوی همراه باشد.

Analysis of Parents’ and Students’ Demands from the Secondary School History Curriculum

IntroductionThe main objectives of this study were to understand and discover the demands of parents and students from the secondary school history curriculum over the academic year 20162017 and to take a critical look at history curriculum courses in this regard. Research questions1 What are the demands and expectations of parents from the history curriculum? 2 What are the demands and expectations of students from the history curriculum? MethodsThe present researchers have adopted a qualitative approach to research, and more specifically a descriptive phenomenological method of research for conducting this study. The study population consisted of all parents and students in District 7 of Karaj. Purposive sampling strategy and maximum variation sampling were used to semistructurally interview 20 parents and 20 student in the District 7 of Karaj . The interviewees talked about their views about and experiences of history courses.  The interviews were recorded and then transcribed. Data analysis was, then, carried out through using Brown and Clarks’ (2006) sixstep thematic analysis procedures.  FindingsBased on the findings, 5 open codes, namely understanding and studying history, loyalty to historical events, repetitive history lessons, teacher and methods of teaching history, and  content structure and organization, and 11 central codes were identified. The overall findings revealed that one of the most important demands of parents and students was paying particular attention to the content and method of teaching of school history curriculum. Additionally, parents believed the history course can be very useful in their children’s lives.They believed that history courses play a key role in creating national cohesion and solidarity, can help create a spirit of cooperation amongst individuals, and can increase the level of commitment to current governments. Therefore, the accuracy, caution and obsession with which authors compile the content of history textbooks are very important. However, participants believed that the foundation of history textbooks are based on  narration of past events which caused teaching of history to be limited to the preservation of historical events. In other words, participants stated that the content of history textbooks was often about political and military events, and this made the course boring for them. In fact, social, cultural and economic aspects of history had been neglected in teaching history, and thus the concept of the science of history was limited to description of lives of those in power and  political and military elites. Therefore, the history textbooks did not seem to be authentic and were not attractive to students. Students also emphasized the role of teacher and  teaching methods and their major demands were to use practical teaching methods and to engage students in classroom affairs. In other words, the most important expectations of parents and students from the school history curriculum was that special attention be paid to adopting efficient methods for teaching history. Based on what they stated, history was mainly taught using traditional methods of teaching, the textbooks were the main source of information, and teachers only transmitted information from the textbooks to their students.  This way students became passive in their learning process and the only task which they needed to do was retaining historical information in their head. All of these made students bored and incited their hatred against the course. The interviewees also believed that in order to increase students’ power of thinking, questioning, and information processing, and the history classroom should not be textbook centered and limited to transmission of historical information. Rather, teachers must benefits from the use of new effective methods for teaching history. In other words, in the information age, information transfer should not be the goal of education. Rather, attention should be paid to analysis and processing of information. And this will be only possible through using new teaching methods, and appropriate textbook contents. Finally, it should be said that students, as the target  audience of history courses, expected that their history textbooks present a true picture of the past, and make them search and explore historical issues. Considering parents’ and students’ expectations, history should be taught with regard to its different aspects, conditions for teaching this course should be improved, and history textbooks should be revised. All of these can help making the history course interesting for students. Overall, the findings of this study can explain why paying attention to the demands of parents and students from the school history curriculum can improve the conditions for teaching this course.