طراحی مدل آموزشی مبتنی بر توسعه هویت با رویکرد ایرانی- اسلامی دانش‌آموزان مقطع ابتدایی

هدف پژوهش حاضر طراحی مدل آموزشی مبتنی بر توسعه هویت با رویکرد ایرانی- اسلامی دانش‌آموزان مقطع ابتدایی می‌باشد. روش پژوهش با توجه به هدف آن، کاربردی و از حیث شیوه اجرا، آمیخته (کیفی-کمی) می‌باشد. جامعه آماری در بخش کیفی شامل 20 نفر از خبرگان‌ جامعه‌ علمی‌ دانشگاهی‌ و متخصصان‌ بررسی‌ عملکرد دانش آموزان و جامعه آماری بخش کمی شامل 217 نفر از مدیران، معاونین، معلمان و کارکنان مدارس مقطع ابتدایی منطقه پنج شهر تهران می‌باشد. گرد‌آوری داده‌ها در بخش کیفی با استفاده از مصاحبه‌های نیمه ساختاریافته از اعضای جامعه آماری و با روش نمونه‌گیری هدفمند از طریق‌ رویکرد گلوله‌ برفی‌ و گرد‌آوری داده‌ها در بخش کمی طی پرسشنامه محقق ساخته از بین اعضای جامعه آماری که با روش نمونه‌گیری تصادفی انتخاب شده بودند، صورت گرفت. در تجزیه‌وتحلیل داده‌های بخش کیفی از کدگذاری باز و محوری و انتخابی و از نرم‌افزار maxqda2020 و در بخش کمی از نرم افزار spss 16 و smart pls استفاده شد و همچنین در تحلیل استنباطی به روش تحلیل عاملی، به تجزیه و تحلیل داده‌ها پرداخته شد. عوامل شناسایی شده در قالب 9 بعد و 61 مولفه استخراج شد. ابعاد مدل آموزشی‌ مبتنی‌ بر توسعه‌ هویت‌ با رویکرد ایرانی‌- اسلامی‌ دانش‌ آموزان‌ شامل اهداف و محتوای آموزشی، روش‌های یاددهی و یادگیری آموزشی، مربیان و معلمان، عوامل فرهنگی، عوامل اجتماعی، عوامل روانی، رسانه‌ها، عوامل تربیتی و عوامل خانوادگی می‌باشد. بر اساس نتایج تحلیل کمی، تمامی ابعاد و مولفه‌های مدل دارای اعتبار بودند و مدل از برازش مناسب برخوردار است

designing an educational model based on identity development with an iranian-islamic approach for primary school students.

abstractthe aim of the current research is to design an educational model based on identity development with an iranian-islamic approach for elementary school students in district five of tehran. according to its purpose, the research method is applicable, and in terms of its implementation, it is mixed (qualitative-quantitative). the statistical population in the qualitative section includes 20 experts from the academic community and students’ performance evaluation specialists, and in the quantitative section, it includes principals, assistants, teachers and staff of elementary schools in district five of tehran. collecting data in the qualitative part carried out by means of semi-structured interviews with members of the statistical population and using a purposeful sampling method through the snowball approach, and collecting data in the quantitative part through a researcher-made questionnaire with 217 members of the statistical population who were selected by random sampling. the open, axial and selective coding and maxqda software was used in the data analysis of the qualitative part, and spss 16 and smart pls software were used in the quantitative part, and the data was analyzed in the inferential analysis using the factor analysis method. the identified factors were extracted in the form of 9 dimensions and 61 components. the dimensions of the educational model based on the identity development of students with the iranian-islamic approach include educational goals and content, teaching and learning methods, instructors and teachers, cultural factors, social factors, psychological factors, media, educational factors, and family factors. based on the results of quantitative analysis, all dimensions and components of the model were valid and the model has a good fit.extended abstractintroductionthe recognition and credibility of each person is due to his identity and includes spiritual and material ties, which play a fundamental role in various national, religious, economic, social and cultural aspects of the people of a country (akbari, 2020). acquiring an individual’s identity begins at birth and throughout human life and includes an inner feeling that creates integrity and continues in a person in such a way that he can communicate with his past with the help of it. identification of people starts from adolescence and youth and continues until adulthood (haghighat, 2018).islam has made the base of nature as the basis of its identity for humans; in the sense that man defines his identity in harmony with what is naturally entrusted to him; in islam, according to the principle of nature, a human being is born in the beginning, while he actually has no understanding, no imagination, no recognition, and no human tendency; at the same time, he comes into the world with existential dimensions in addition to animal dimensions, which are the basis of second understanding. these are the dimensions that are gradually a series of abstract ideas and confirmations and in logical and philosophical terms are the main human thinking, and any logical thinking is impossible without them, and a series of alevi tendencies arise in humans, and these are the dimensions that considers the main basis of identity and personality in human (ghalamkarian et al, 2022).based on this, the researcher answers the main question that what the educational model based on the development of identity with the iranian-islamic approach for elementary school students in district five of tehran is.theoretical frameworkidentity means who to be and comes from the natural human need to be recognized and introduced to something or somewhere. this sense of belonging has an inherent foundation in human existence. the fulfillment of this need causes individual self-awareness in humans, and the satisfaction of the sense of belonging among a human group determines the collective and common self-awareness or the native or national identity of that human group. therefore, identity can be defined in individual and national terms.the basis of human and national identity means having a common awareness and feeling of belonging to the land of literature, language, religion, past achievements and heritage (mehrabi koshki et al, 2016). in building national identity and changing its layers, endogenous political developments such as ideology, culture, thought, crisis and national security play a role in the identity of the iranian people and the ruling system of the world. due to its geographical location, the historical land of iran has been the center of various cultures and civilizations, and this situation has become the basis for identity diversity in our country (farzbod et al, 2018).tokoz goktepe kunt (2021) investigated the barriers to creating a teacher’s normative identity: a case study in turkey. this study provides insight into the formation of a new teacher’s professional identity when working in a conflict zone.