طراحی و اعتبارسنجی الگوی برنامه درسی دوره ابتدایی با تاکید بر هوش هیجانی

این پژوهش با هدف طراحی و اعتبارسنجی الگوی برنامه درسی هوش هیجانی در دو مرحله انجام شد. در مرحله اول که طراحی الگو بود از دو روش استفاده شد. روش اول سنتز پژوهی و روش دوم از پدیدارشناسی استفاده شد و اطلاعات آن  از طریق مصاحبه نیمه ساختاریافته با متخصصان هوش هیجانی که با روش نمونه‌گیری گلوله برفی انتخاب شدند به دست آمد. داده‌های بدست آمده از دو روش با رهیافت کدگذاری نظام‌مند تحلیل و الگوی مورد نظر استخراج شد، نتایج نشان داد در کلی‌ترین سطح با دو دلیل می‌توان از ضرورت پرورش هوش هیجانی دانش‌آموزان دفاع کرد: تاثیر هوش هیجانی بر سلامت روانی و تاثیر هوش هیجانی بر پیشرفت تحصیلی دانش‌آموزان. همچنین این نتیجه حاصل شد که بهترین رویکرد برنامه درسی مبتنی بر هوش هیجانی رویکرد جامع، چندبعدی، کل‌نگر و تلفیقی است. در پایان الگویی ارائه شد که دارای سه بعد برنامه درسی موضوعی یا منظم، برنامه درسی تلفیقی و محیط و فضای مدرسه (خارج از کلاس درس) می‌باشد. دو بعد اول این الگو مربوط به کلاس درس می‌باشد و مخاطب اصلی آن دانش‌آموزان می‌باشند. بعد سوم آن مربوط به محیط فیزیکی و روانی مدرسه و خارج از کلاس درس می‌باشد که مخاطب اصلی آن را کارکنان مدرسه تشکیل می‌دهند. در مرحله دوم که بررسی اعتبار الگو با استفاده از روش دلفی بود  میزان توافق متخصصان برنامه‌ریزی درسی  و هوش هیجانی  که با روش نمونه‌گیری گلوله برفی انتخاب شدند  91.16 درصد برآورد شد.

designing and validating the curriculum model of the elementary school with an emphasis on emotional intelligence

this research was conducted with the aim of designing and validating the emotional intelligence curriculum model in two stages.in the first stage, two methods of research synthesis and phenomenology have been used. in the phenomenological method, the information was obtained through semi-structured interviews with experts in emotional intelligence who were selected by snowball sampling. the results showed that at the most general level, the necessity of developing students’ emotional intelligence can be defended with two reasons: the effect of emotional intelligence on mental health and the effect of emotional intelligence on academic progress of students because the increase in emotional intelligence improves the mental health of students and the increase in emotional intelligence causes the academic progress of students. it was also concluded that the best curriculum approach based on emotional intelligence is a comprehensive, multidimensional, holistic and integrated approach. at the end, a model was presented that has three dimensions of subject curriculum, integrated curriculum, environment and school space (outside the classroom). the first two dimensions of this model are related to the classroom and the main audience are the students. in this research, the elements of klein’s curriculum (goal, content, learning activities, teaching-learning process, learning materials and resources, grouping, space, time, etc.) have been used as a theoretical basis for the subject curriculum model.in the section on the goals of self-awareness, self-management, social awareness and social management of students, we chose the four main goals of the emotional intelligence curriculum for elementary students.in the content section, the content should be presented in multiple formats and should not be used only in its written form. based on this, in teaching emotional intelligence, it is necessary to use other content formats such as photos and images, as well as learning activities as a form of content. in the teaching-learning process, collaborative learning, role-playing, brainstorming, storytelling, group games, and integrated methods should be used.in the learning opportunities section, there should be many and diverse learning opportunities based on the ability, needs and interests of students, activities should be designed for home and family, activities should cause cooperation and participation of parents in planning, compiling and implementing education.in the grouping section, the grouping should be based on the interests of the students and the teachers should be flexible in the layout of the class. depending on the situational requirements, different group strategies, small groups, two-person groups and individual groups should be used. and the combination of groups as well. it should vary depending on the goals of the activity and the skill level of the students.