طراحی مدل برنامه درسی مدارس مجازی در دوره دوم متوسطه شهرستان خواف

هدف این پژوهش طراحی مدل برنامه درسی مدارس مجازی در دوره دوم متوسطه شهرستان خواف می‌باشد. پژوهش حاضر به لحاظ هدف، کاربردی و از نظر روش اجرای پژوهش, پیمایشی؛ و به طور مشخص مبتنی بر مدل‌یابی معادلات ساختاری می‌باشد. جامعه آماری را کل دبیران مشغول در مدارس متوسطه دوم شهرستان خواف (خراسان رضوی)، به تعداد 260 نفر, تشکیل داد که براساس جدول مورگان-کرسجی تعداد 152 نفر به عنوان نمونه انتخاب شدند؛ باتوجه به در دسترس داشتن اسامی پاسخگویان، روش نمونه‎گیری تصادفی ساده می‎باشد. ابزار گردآوری در تحقیق حاضر پرسشنامه ساخته محقق می‎باشد. برای تجزیه و تحلیل داده‌ها از نرم افزار spss؛ و به منظور طراحی مدل نهایی پژوهش از نرم‌افزار pls استفاده شد. نتایج نشان داد که طراحی برنامه درسی مدارس شامل 6 مولفه اهداف برنامه درسی، محتوای برنامه درسی، ارزشیابی برنامه درسی، جریان‌های یادگیری– یاددهی برنامه درسی، راهبردهای برنامه درسی، درجه تناسب برنامه درسی می‌باشد و نتایج حاصل از آماره‌‌‌های برازش مدل نشان می‌‌دهد مقادیر به دست آمده در مورد هر یک از شاخص‌ها نشان دهنده برازش بسیار مناسب مدل می‌باشد.

designing the curriculum model of virtual schools in the second period of high school in khaf city

the purpose of this research is to design the curriculum model of virtual schools in the second period of high school in khaf city. the current research is applicable in terms of its purpose; and survey in terms of the research implementation method; and it is specifically based on structural equation modeling. the statistical population was made up of all the teachers working in the second period of high schools of khaf city (razavi khorasan), numbering 260 people, of which 152 people were selected as a sample based on the morgan-kresji table; the sampling method is simple random due to having the names of the respondents available. the collection tool in this research is a researcher-made questionnaire. spss software was used to analyze data; and pls software was used to design the final research model. the results showed that school curriculum design includes 6 components of curriculum goals, curriculum content, curriculum evaluation, curriculum learning-teaching flows, curriculum strategies, degree of curriculum fitness; and the results of model fit statistics show that the values obtained for each of the indicators suggest a very good fit of the model.extended abstractintroductionthe main concern in today’s education is not access to more information. in fact, one of the challenges of the students is to give meaning to the amount of content they are faced with and to absorb all the information in a targeted manner. due to the explosion of information and the accompanying developments in communication, we need new approaches (movahed nasr jalili, 2018). in the classroom, teachers try to participate and interact with students and create an interactive environment with activities such as question and answer, encouraging students to think, feedback information to students, research and individual and group projects, creating an environment for discussion and exchange of opinions, seminars, and so forth. in the e-learning environment, there is also a need to create an interactive environment between students and teachers, and this will not be achieved unless social network services are used in the e-learning management system of schools. these services will effectively increase the interaction between students, teachers and administrators of schools across the country (ahn et al, 2011; ali et al, 2012).therefore, the researcher is trying to answer the main question: what is the design of the curriculum model of virtual schools in the second period of high school in khaf city?theoretical frameworkvirtual education is an education sector that has allocated the most growth in the education industry today. meanwhile, with the increasing use of new communication technologies, the importance of attention and discussion regarding the quality of educational services also increases. although virtual education has created tremendous changes in the field of education, the nature of virtual education is such that it leads to the creation of new issues in the field of educational service quality (samadi ashori, 2019).