مطالعۀ کیفی وضعیت آموزش مناطق محروم با تأکید بر مقطع ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه علوم تربیتی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران.

2 استادیار گروه علوم تربیتی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران.

چکیده

هدف: این تحقیق با هدف مطالعۀ کیفی وضعیت آموزش مناطق محروم با تأکید بر مقطع ابتدایی انجام شده است.
روش­شناسی: روش تحقیق از نظر هدف، کاربردی است و با شیوه‌های توصیفی- کیفی، اعم از مطالعۀ کتاب­خانه‌ای و سندکاوی و نیز مصاحبۀ کیفی، داده‌های لازم گردآوری شده و مورد بررسی قرار گرفته است.
یافته­‌ها: به­‌طورکلی، نتایج مربوط به عوامل دروندادی عبارت بود از سیاست‌ها و برنامه‌های متمرکز، ضعف تخصص و تجربه، کمبود امکانات فیزیکی و منابع مالی. عوامل فرآیندی شامل مواردی از قبیل آموزش یکنواخت، روش‌های منسوخ آموزش و یادگیری و عدم مشارکت و تعامل سازنده بین ذی­نفعان بوده است. بروندادها عبارت بود از عملکرد نامطلوب تحصیلی، سواد غیرکاربردی، ضعف آگاهی و اطلاعات عمومی و عوامل محیطی نیز شامل مواردی همچون عدم اولویت آموزش، فقر و دورافتادگی و پراکندگی بود.
نتیجه‌­گیری و پیشنهادات: در کل، می‌توان گفت مشکلات آموزش و پرورش با مواردی نظیر نیروی انسانی، برنامه‌ها و امکانات آموزش و پرورش، آموزش یکنواخت، شرایط جغرافیایی، فقر و سبک زندگی در ارتباط است. در پایان، پیشنهاداتی نظیر ضرورت برنامه‌ریزی منطقه‌ای و توزیع عادلانه امکانات، کاربردی ساختن آموزش‌ها، استقرار سازوکارهای تشویقی، ایجاد مجمتع‌های آموزشی مجهز، آموزش نیازمحور، طراحی و اجرای برنامه‌های فرهنگی و هوشمندسازی مدارس ارائه شد.
نوآوری و اصالت: انتظار می‌رود که مطالعه و ترسیم وضعیت آموزش در مناطق محروم، شناخت وضع موجود و ارائۀ راهکارهای بهبود وضعیت آموزش را در این مناطق در پی داشته باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

A Qualitative Study of the Education Status of Deprived Areas with an Emphasis on Primary Schools

نویسندگان [English]

  • javad shirkarami 1
  • alireza faghihi 2
  • mojgan mohammadi naeeni 1
1 Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.
2 Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran.
چکیده [English]

Objective: This study aims to qualitatively examine education status in deprived areas, emphasizing elementary schools.
Method: The research method is practical in terms of the purpose, and the necessary data was collected and analyzed with descriptive-qualitative methods, including library study, document analysis, and qualitative interviews.
Findings: In general, the results of input factors included centralized policies and programs, lack of experience, and lack of physical facilities and financial resources. Process factors included uniform training and lack of participation and constructive interaction between stakeholders. Outputs included poor academic performance, impractical literacy, and poor public awareness and information. Environmental factors have also included a lack of priority for education, poverty, remoteness, and dispersion.
Conclusions and suggestions: In general, it can be said that education problems are related to human resources, education programs and facilities, uniform education, geographical conditions, poverty and lifestyle. Finally, suggestions are provided on the need for regional planning and equitable distribution of facilities, the use of applied vocational training, the creation of incentive mechanisms, the establishment of equipped educational complexes, need-based education, and the design and implementation of cultural programs and smart schools.
Innovation and originality: Studying and mapping the education situation in disadvantaged areas is expected to identify the current situation and provide solutions to improve the education situation in these areas.

کلیدواژه‌ها [English]

  • Education
  • Deprived Areas
  • Primary Schools
  • Systematic View
  • Qualitative Study
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