طراحی مدل پارادایمی مدرسه زندگی: بر اساس نظریه داده بنیاد

پژوهش حاضر با هدف طراحی مدل پارادایمی مدرسه زندگی برای دوره ابتدایی صورت گرفته است. این پژوهش از نوع کیفی و به روش داده‌بنیاد (گراندد تئوری) بر اساس رویکرد استراوس کوربین است. جامعه آماری شامل کلیه پژوهش های پیشین در زمینه موضوع بین سال های 2021 -2000 می باشد. برای گردآوری داده‌ ها نشریه‌ های داخلی (مگ ایران، ایران داک، علم نت، نورمگز و سیویلیکا) و خارجی (ابسکو، اسپرینگر، ساینس دایرکت، اریک و گوگل اسکالر) جستجو شد. در این راستا کلیدواژه‌ های مرتبط با هدف پژوهش مورد جستجو قرار گرفت و با روش نمونه‌ گیری هدفمند مرتبط‌ ترین مطالعات به عنوان نمونه آماری انتخاب شد. 136 منبع مورد ارزیابی قرار گرفت و با تحلیل محتوای آن ها ابعاد و کدهای مربوط استخراج شد. از داده های خام اولیه 1052 نکته کلیدی و در کدگذاری باز 145 مفهوم استخراج شد و مفاهیم مذکور در قالب 32 مولفه و 7 مقوله اصلی دسته‌ بندی شد که هفت مقوله اصلی عبارتند از: صلاحیت مدیر، صلاحیت معلم، صدای دانش‌ آموز، معماری مدرسه، ساختار ارگانیک، فرهنگ مثبت اندیشی و یاددهی یادگیری اثربخش. در نهایت پس از طی گام های پژوهش، مدل پارادایمی مدرسه زندگی ارائه شد. نتایج پژوهش حاضر و الگوی ارائه شده در این پژوهش می تواند نقشه راه مناسبت در راستای ایجاد بستر مناسب برای استقرار اثربخش مدرسه زندگی باشد.

designing a paradigmatic model of the school of life: based on grounded theory

undoubtedly, one of the most important goals of education in any country is to prepare children for real life. therefore, compulsory education cannot establish a meaningful connection between the inner need and the outer experience of the child. although these teachings are carried out in the name of socializing and educating the child, it should be seen to what extent the child has a sense of attachment and belonging to the teachings presented, and to what extent the school education is consistent with the real needs of his life. traditional education methods are not sufficient for today’s learners, and this school of life is considered the most basic part of education. the discussion about the school of life is a new look at education and the fundamental transformation in education cannot continue without paying attention to the role of the school of life. the school of life is a dynamic institution that the elements considered in this school are far beyond the elements that are considered for common schools. in important schools, one of the main elements of the school of life is neglected and only a few of these elements are considered important. according to the above, identifying the effective factors in the school of life is an important and key discussion.school is an important part of students’ lives, so it needs to be related to their real life. considering that the goal of the school of life is to remove the walls between home and school in order to respond to all the needs and talents of students, it is necessary to pay attention to the factors, dimensions and components that are effective in its creation and establishment. therefore, the present research has been carried out in order to fulfill this necessity and with the aim of designing a paradigm model of the school of life for the elementary school. this research method is qualitative and has been conducted using the grounded theory based on strauss-corbin’s approach. the statistical population includes all previous researches in the field of the subject between 2000 - 2021. in order to collect the data of the current research, a total of ten databases were searched for domestic (magiran, irandoc, elmnet, noormags and civilica) and foreign (ebsco, springer, science direct, eric and google scholar) publications. in this regard, keywords related to the purpose of the research were searched and the most relevant studies were selected as a statistical sample using the purposeful sampling method. 136 sources were evaluated in the field of school of life and their codes and dimensions were extracted by their content analyzing.  from the primary raw data, 1052 key points and 145 concepts were extracted in open coding. and the mentioned concepts were categorized in the form of 32 components and 7 main categories. the seven main categories are: administrator competence, teacher competence, student voice, school architecture, organic structure, positive thinking culture and effective learning- teaching.