بررسی تحلیلی روش گروه بندی تمام وقت دانش آموزان مدارس استعداد درخشان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری ، گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه اصفهان، اصفهان، ایران

2 داﻧﺸﯿﺎر داﻧﺸﮑﺪه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ و رواﻧﺸﻨﺎﺳﯽ. داﻧﺸﮕﺎه اﺻﻔﻬﺎن

3 دانشیار گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

4 دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه اصفهان، اصفهان، ایران

چکیده

هدف این پژوهش بررسی تحلیلی روش گروه‌بندی تمام‌وقت دانش ­آموزان مدارس استعدادهای ­درخشان بود که برای این ‌منظور از روش تحقیق کیفی استفاده شد. جامعه آماری شامل دانش ­آموختگان، والدین، معلمین، مدیران و متخصصین آموزش تیزهوشان بود. جامعه نمونه شامل 48 نفر از جامعه آماری بود که به صورت هدفمند انتخاب، و با آن­ها مصاحبه باز و عمیق انجام گرفت. پس از اشباع نظرات، جهت تحلیل داده ­ها، گزاره‌های استخراج‌شده کدگذاری، ترکیب و مقوله‌بندی شدند. یافته‌های پژوهش، 13 مقوله بود، شامل: "برداشت ناقص از مفهوم استعداد درخشان در عمل، عدم ‌جامعیت شیوه‌ شناسایی تیزهوشان، آسیب روش ­گروه‌بندی ­تمام‌وقت­ تیزهوشان، چالش تفکیک جایگاه استعداد درخشان در ساختار سازمانی آموزش ‌و پرورش، همسویی کم با عدالت ­آموزشی، کم‌توجهی به برنامه‌های ­پرورشی، عدم تطابق برنامه‌های­ آموزشی ­و ­درسی با ویژگی‌های­ فردی ­تیزهوشان، انتظارات بیش ‌از حد والدین، نقص‌های مدیریت ­آموزشی، کمبود معلمان متخصص آموزش تیزهوشان، انتظارات متقابل و بیش ‌از حد جامعه و استعدادهای­ درخشان، عدم توجه به وضعیت پس از دانش ­آموختگی و نداشتن برنامه نگه­داشت استعدادهای­ درخشان". یافته­ های پژوهش به چهار دسته مبانی نظری تیزهوشی، روش اجرا، و عوامل درون ­سازمانی و برون ­سازمانی آموزش ­و ­پرورش تقسیم شدند. بر این اساس، نتیجه می­ شود، اجرای روش گروه‌بندی تمام‌وقت بهتر است به حداقل خود برسد و برنامه ­ریزی همه ­جانبه برای رفع نواقص آموزشی ­و ­پرورشی دانش­ آموزان تیزهوش انجام گیرد.

کلیدواژه‌ها


عنوان مقاله [English]

Analytical review of full-time grouping student of Estedadhaye Derakhshan schools

نویسندگان [English]

  • Mohsen Hajkazemian 1
  • Reza Hoveida 2
  • Ahmad Abedi 3
  • Saeid Rajaipour 4
1 Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
3 Department of Psychology and Educational of children with Special Needs, faculty of Educational and Psychology, University of Isfahan, Isfahan, Iran
4 Department of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran
چکیده [English]

This study aimed to analyze the full-time grouping approach in Estedad Derakhshan schools. For this purpose, the qualitative method was used. The population included graduates, parents, educators, managers and specialist of G/Tstudents. The sample consisted of 48 people selected with purposive sampling, who were deeply interviewed. After saturation of opinions, for analyzing data, statements were extracted, coded, composed and categorized. The findings included 13 categories: incomplete impression of the concept of G/Tstudent, incomplete G/Tstudent identification, damage of Full-time grouping method, the challenge of G/T position separation in education structure, low alignment with educational justice, lack of attention to instructive programs, mismatch of curriculum with G/T individual characteristics, parents' impossible expectation, educational management defects, the shortage of professional teachers, mutual excessive expectations of society and G/Tstudent, low attention after graduation and the absence of retention schedule for G/Tstudent. Based on the findings, which are divided to four categories: Theories about Giftedness, performance approach, internal and external organizational factors of education, it follows that the implementation of full-time grouping should be minimized and comprehensive planning must be done to eliminate the educational defects of G/Tstudents.

کلیدواژه‌ها [English]

  • Gifted and Talented Student (G/Tstudent)
  • Gifted and Talented Education (GATE)
  • Full-Time Grouping Method

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