شاخص¬ها و مؤلفه¬های برنامه¬درسی تربیت دینی در دانشگاه: سنتزپژوهی پیشینه پژوهشی براساس رویکرد روبرتس
محورهای موضوعی : پژوهش در برنامه ریزی درسی
محمود زارع جعفری زواره
1
(گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاداسلامی، تربت حیدریه ، ایران.)
حسین مؤمنی مهموئی
2
(دانشیار، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران)
مهدی زیرک
3
(استادیارگروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران)
احمد اکبری
4
(استادیار، گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران)
تورج فلاح مهنه
5
(گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران)
کلید واژه: الگوی برنامه¬درسی, تربیت دینی, سنتزپژوهی,
چکیده مقاله :
تربیت دینی بخش مهمی از برنامه¬های درسی دانشجویان را تشکیل می‌دهد این مهم علاوه بر نقشی که در تثبیت هویت دینی فراگیران دارد موجب تحقق سایر اهداف تربیتی در نظام آموزش عالی می¬شود. شناخت مولفه¬ها و شاخص¬های برنامه درسی تربیت دینی زمینه طراحی الگویی جامع در زمینه تربیت دینی را فراهم می¬آورد. لذا هدف پژوهش حاضر شناسایی ابعاد و مؤلفه¬های الگوی برنامه درسی تربیت دینی است. رویکرد پژوهش حاضر کیفی و روش آن سنتزپژوهی است. جامعه پژوهش کلیه مقالاتی می¬باشند (124articles) که از سال 2009 میلادی و 1385 شمسی تاکنون در مورد الگوی برنامه¬درسی تربیت دینی در پایگاه-های تخصصی و علمی ارائه شده¬اند. نمونه پژوهش 25 مقاله است که این تعداد بر اساس پایش موضوعی، اشباع نظری داده¬ها و به صورت هدفمند انتخاب شدند. داده¬های پژوهش از تحلیل کیفی اسناد مورد مطالعه، گردآوری شده¬اند. جهت تجزیه و تحلیل داده¬ها از تحلیل محتوا به شیوه مقوله‌بندی برمبنای الگوی سنتزپژوهی روبرتس استفاده شده است. جهت بررسی اعتبار یافته¬ها از کدگذاری مجدد یافته¬ها بر مبنای روش اسکات (2012) استفاده شده و ضریب توافق بین ارزشیابان 81 درصد محاسبه گردید. مؤلفه¬ها و شاخص¬های الگوی برنامه درسی تربیت دینی در 4 بُعد، 13 محور و 53 مقوله شامل مؤلفه¬های دانشی (مشتمل بر شاخص-هایی چون آگاهی به مفاهیم دینی، شناخت فرهنگی – اعتقادی و سواد رسانه¬ای)، مؤلفه¬های ساختاری (مشتمل بر مؤلفه¬هایی چون توجه به فرهنگ یادگیری دینی، ایجاد اجتماعات دینی و اخلاق محوری ساختاری)، مؤلفه‌های پداگوژیک (مشتمل بر محورهایی چون آموزش مشارکتی، استفاده از رویکردهای پژوهشی، ارزیابی و روش‌های تحلیلی و استدلال محور) و مؤلفه¬های برنامه¬ای- فرآیندی (مشتمل بر محورهایی چون به‌کارگیری مدیریت دانش در چرخه تربیت دینی دانشجویان و پشتیبانی و حمایت دانشگاه و توجه به ارزش‌های اجتماعی) است.
Religious education forms an important part of students' curricula, besides its role in establishing the religious identity of learners, this important role leads to the realization of other educational goals in the higher education system. Knowing the components and indicators of the religious education curriculum provides the basis for designing a comprehensive model in the field of religious education. Therefore, the aim of the current research is to identify the dimensions and components of the religious education curriculum model. The approach of the current research is qualitative and its method is synthesis research. The research community is all the articles (124 articles) that have been presented in specialized and scientific databases since 2009 and 2015 so far about the curriculum model of religious education. The sample of the research is 25 articles, which were selected based on thematic monitoring, theoretical saturation of data and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on Scott's method (2012) and the agreement coefficient between the evaluators was calculated as 81%. The components and indicators of the religious education curriculum model in 4 dimensions, 13 axes and 53 categories including knowledge components (including indicators such as knowledge of religious concepts, cultural-belief knowledge and media literacy), Structural components (including components such as paying attention to the culture of religious learning, creating religious communities and structural-oriented ethics), pedagogical components (including components such as cooperative education, use of research approaches, evaluation and analytical and argument-oriented methods) and programmatic-process components (includes axes such as the application of knowledge management in the cycle of religious education of students and university support and attention to social values)
Asadi, Mahbubeh, Asadi, Maleeha and Asadi, Mahdia (2013). Autobiography of the hidden curriculum related to religious education in Iran's higher education. National Conference of the Philosophy of Education Association of Iran. (Persian)
Aiti, Mohsen, Qurani Sirjani, Sima and Gholampour, Maitham (2018). Explanation of the elements of the curriculum of moral education of elementary students based on humanistic psychology. Bioethics, 9(31), 47-61. (Persian)
Bagheri, Khosrow (1388). A new look at Islamic education. Volume 2, Tehran: Madrasah Publications. (Persian)
Bakhtiari, Lotfali (1400). The model of religious and revolutionary education of students and the basic and executive measures of its implementation (Study case: Amin University of Police Sciences). Quarterly Research in Islamic Education Issues, 29(51), 1-34. (Persian)
Pak Sarasht, Mohammad (2017). Examining the position of religious education in the curriculum of religion and life in the second year of high school and its pathology, Journal of Sociology of Education, 9 (1), 49-66. (Persian)
Hosseinpour, Reza (2014). Indicators of religious education required in the educational programs of adult learners, the second national conference on sustainable development in educational sciences and psychology, social and cultural studies, Tehran (Persian)
Hosseinzadeh, Omid Ali and Mashrafe, Hashem (2009). Factor analysis of the harmful factors of religious education of students of Islamic Azad University (case study of students of Islamic Azad University, Ahar branch). Women and Family Studies, 2(7), 41-60. (Persian)
Hossein Zadeh, Omid Ali and Mashrafe, Hashem (2009). Factor analysis of harmful factors of religious education of students of Islamic Azad University (case study of students of Islamic Azad University, Ahar branch). Women and Family Quarterly, 2(7), 41-60. (Persian)
Heydari, Nahid; Beheshti, Saeed; Delavar and Imani, Mohsen (1400). Compilation of a comprehensive model of child religious education based on Ibn Sina's educational thought, Islam and Educational Research Journal, 12 (2), 25-48. (Persian)
Rahmanpour, Mohammad, Mirshah Jafari, Seyed Ibrahim. (2015). Harms of religious education and providing suitable solutions from the point of view of experts with curriculum planning approach. Quarterly Research in Islamic Education Issues, 24(32), 31-52. (Persian)
Sultan Ahmadi, Zainab Ashrafi; Kahan, Javad; Maleki Avarsin, Sadegh; Yari, Jahangir (1400). Designing the ideal model of the curriculum of religious education in the preschool period, Journal of Applied Islamic Education and Training, 6 (18), 7-30. (Persian)
Shamshiri, Babak and Nowzari, Marzieh (2012). Harms of religious education of preschool children from the point of view of experts in educational sciences, psychology, religious sciences, children's literature and preschool teachers. Islamic Education, 6(12), 51-73. (Persian)
Alam Al-Hadi, Jamila; Rezaei Dige Saraei, Mahbube; Yari, Babak (2017). The effect of hidden curriculum components on the religious education of secondary school girls, Journal of Qualitative Curriculum Research, 2 (7), 121-90. (Persian)
Isapour, Ali Asghar (2013). Review and criticism of religious education in the fundamental transformation of education. Qom: International Congress of Culture and Religious Thought. (Persian)
Ghazali, Saeed, Ismaili, Zohra, Rezaei, Mohammad Hashem, Faraj Elahi, Mehran (2019). Pathology of religious education of students of Payam Noor University with emphasis on the school of Imam Hossein (AS). Education in Law Enforcement Sciences, 7(25), 359-377. (Persian)
Kiaei, Tahereh, Mouszadeh, Zohra. (2017). Opportunities and threats in the field of religious and moral education of the philosophy program for children. Scientific Quarterly of Islamic Education, 13(26), 115-97. (Persian)
Mahroubakhtiari, Hojatullah, Rashidi, Mohammad Mahdi and Ali Mohammadi, Masoumeh (2017). The components and indicators of Islamic education from the perspective of the Holy Quran, Marfat, 27(254), 42-61. (Persian)
Mohebi, Ali, Karimi Khoigani, Ruhollah (2013). Investigating social factors affecting the religious education of students of the University of Police Sciences. Islamic Insight and Education Quarterly, 27(4), 65-77. (Persian)
Mohebi, Ali, Karimi Khoigani, Ruhollah. (2012). Investigating social factors affecting the religious education of students of the University of Police Sciences. Scientific Quarterly, Insight and Islamic Education, 10(27), 65-77. (Persian)
Mohammadvand, Farhanaz, Sajjadi, Sayed Mahdi, Mehrmohammadi, Mahmoud, Sadeghzadeh Qomsari, Alireza (2014). Explaining and examining the goals and principles of religious education from the perspective of the religious experience approach and its criticism based on Islamic teachings, Epistemological Studies in Islamic University, 19(1), 41-52. (Persian)
Marzooqi, Rahmat Elah, Jahani, Jafar, Sheikh Al-Islami, Razia and Dehghani, Yaser (2018). Construction and validation of the religious education evaluation scale of the second year of high school based on the theory of religious education in the local-global space. Islamic Education, 14(30), 81-104. (Persian)
Mehromhammadi, Mahmoud et al. (2018). Curriculum of viewpoints and perspectives. Tehran: To publish (Persian)
Niromand, Zainab, Mohebi, Ali and Vakili, Najmeh (2019). Examining the goals of religious education of teenagers, with an uplifting approach. Research in Islamic education issues, 28 (49), 155-179. (Persian)
Vodjani, Fatemeh and Heydari, Samira (1400). A reflection on the necessity of using "self-evaluation" in the curriculum of religious education. Scientific Quarterly of Islamic Education 16(38), 75-89. (Persian)
Waqari Zamhrir, Zahra, Amin Khandaghi, Maqsood, Saeedi Rizvani, Mahmoud and Mohadi Mozal Toosi, Marzieh (2015). Explaining the curriculum of religious education based on task-oriented approach. Research Journal of Basics of Education and Psychology (Educational and Psychological Studies of Mashhad), 6(2 (consecutive 12)), 82-106. (Persian)
Yazdi-Khasati, Ali, Babaei Fard, Esdallah and Kayani, Azam (2017). Investigating the effective factors on the religious education of Kashan University students. Applied issues of Islamic education and training, 4(9), 129-152. (Persian)
Anwar, C. (2016). The Effectiveness of problem based learning integrated with Islamic values based on ICT on higher order thinking skill and students’ character. Al-Ta Lim Journal, 23(3), 224-231.
Anwar, C., Saregar, A., Hasanah, U., & Widayanti, W. (2018). The effectiveness of islamic religious education in the universities: The effects on the students' characters in the era of industry 4.0. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(1),77-87.
Assa’idi, S.A. (2021). Religious Education Curriculum in Indonesian Islamic University in the Digital Age:Incepting Thematic Alquran of Fadlur Rahman, Journal of Social Studies Education Research, 12 (3), 294- 311.
Ayres, J. R. (2020). Embracing Vulnerability: Religious Education, Embodiment, and the Ecological Affections. Religious Education, 115(1), 15-26.
Bier, M. C. & Berkowitz, M. W. (2015). What works in character education: A research-driven guide for educators. Character Education Partnership.
Bowman, N. A., & Toms Smedley, C. (2013). The forgotten minority: Examining religious affiliation and university satisfaction. Higher Education, 65, 745-760.
Esau, O. (2021). Towards the decolonisation of religion education in a pre-service education classroom. British Journal of religious education, 43(1), 58-67.
Franken, L., & Loobuyck, P. (2017). Neutrality and impartiality in RE: an impossible aim?. British Journal of Religious Education, 39(1), 1-6.
GENÇ M.F. (2018). Values Education or Religious Education? AnAlternative View of Religious Education in theSecular Age, the Case of Turkey, Educ, 8(220), 24-41.
Heijstek-Hofman, A., van Dijk-Groeneboer, M. C., & van Amelsvoort, M. A. (2020). Religious education based on the Bible in the university. Religious Education, 113(2), 203-215.
Jackson, R., & Everington, J. (2017). Teaching inclusive religious education impartially: An English perspective. British Journal of Religious Education, 39(1), 7-24.
Jafralie, S., Zaver, A. (2019). Teaching Religious Education: The Ethics and Religious Culture Program as Case Study, Forum for International Research in Education, 5(1), 89-106.
Kane, M. N., & Jacobs, R. J. (2010). Predictors of the importance of spiritual and religious beliefs among university students. Journal of Religion & Spirituality in Social Work: Social Thought, 29(1), 49-70.
Lin, H. C., Jarvie, D. S., Purcell, J. A., Larke, P. J., & Perkins, L. L. (2009). A Cultural Study of American Religious Education in America. Online Submission.
McNair, J. (2010). Inclusive religious education: Making it happen. Journal of Religion, Disability & Health, 14(3), 310-315.
Rustan, F., Hanifah, N., Kanro, B. (2018). De-radicalization in the Implementation of IslamicEducation Curriculum in SMA Masamba South Sulawesi, DINAMIKA ILMU, 1(2), 141-162.
Skeie, G. (2017). Impartial teachers in religious education–a perspective from a Norwegian context. British Journal of Religious Education, 39(1), 25-39.
Winslow, M. W., Staver, J. R., & Scharmann, L. C. (2011). Evolution and personal religious belief: Christian university biology‐related majors' search for reconciliation. Journal of Research in Science Teaching,48(9), 1026-1049.
Yaacov, J. K (2012). Religious Education and Spirituality: Complementary or Contradictory Concepts? European Affective Education Conference on Promoting the Social Emotional Aspects of Education, A multi-faceted Priority Ljubljana, 4(7), 26-30.