تبیین سازگاری و مسیر گذر چارچوب مطلوب عناصر برنامه درسی آموزش کارآفرینی در آموزش عالی از ایدئولوژی‌های برنامه درسی اسکایرو
محورهای موضوعی : پژوهش در برنامه ریزی درسیاحمد ملکی پور 1 , سید محمد علی میر جلیلی 2 , معصومه مقیمی فیروز آباد 3
1 - دکتری برنامه‌ریزی درسی دانشگاه تهران، تهران، ایران.
2 - استادیار دانشگاه فرهنگیان پردیس دکتر شریعتی، مازندران، ایران.
3 - عضو هیئت‌علمی مرکز نسیبه دانشگاه فرهنگیان، تهران، ایران.
کلید واژه: آموزش عالی, برنامه درسی, ایدئولوژی‌های برنامه درسی, آموزش کارآفرینی,
چکیده مقاله :
هدف این پژوهش، تبیین سازگاری و مسیر گذر چارچوب مطلوب عناصر برنامه درسی آموزش کارآفرینی در آموزش عالی از ایدئولوژی‌های برنامه درسی اسکایرو است. این تحقیق از نظر ماهیت آمیخته، از لحاظ هدف کاربردی و از نظر روش گردآوری اطلاعات توصیفی- استنتاجی و تحلیل محتوا به شمار می‌رود. ابزار جمع‌آوری اطلاعات چک‌لیست تحلیل محتوا برای انطباق با جداول شش‌گانه اسکایرو (2008) در کتاب نظریه‌های برنامه درسی: دیدگاه‌های متضاد و نگرانی‌های مداوم اثر است، در بخش کمی نیز از نمودار و فرم رتبه‌بندی اقتباس شده از اسکایرو (2008) برای تعیین مسیر برنامه درسی آموزش کارآفرینی در آموزش عالی استفاده شد. نتایج پژوهش نشان داد که مسیر گذر چارچوب مطلوب عناصر برنامه درسی آموزش کارآفرینی در آموزش عالی در عنصر هدف برنامه درسی از مسیر کارایی اجتماعی و عناصر دیگر برنامه درسی شامل؛ محتوا، روش تدریس، فراگیر، یادگیری و ارزشیابی نیز از مسیر یادگیرنده محور تبیین می‌گردد؛ بنابراین می‌توان نتیجه گرفت که اساتید، مؤلفان و طراحان برنامه درسی آموزش کارآفرینی برای دستیابی و کاربست چارچوب مطلوب عناصر برنامه درسی آموزش کارآفرینی در آموزش عالی باید دیدگاه خود را در عنصر هدف با ایدئولوژی برنامه درسی کارایی اجتماعی و در عناصر محتوا، روش تدریس، فراگیر، یادگیری و ارزشیابی با ایدئولوژی برنامه درسی یادگیرنده محور تطبیق دهند.
The objective of this research is to explain adaptability and pathway of optimal framework of curriculum elements of entrepreneurship education in the higher education based upon Schiro's curriculum ideologies. This is a synthetic (quantitative and qualitative) study that using In terms of target, the method of collecting information is descriptive-deductive and content analysis. Data gathering tools is Checklist for content analysis to adapt to six tables from Schiro (2008) in Curriculum Theory: Conflicting Visions and Enduring Concerns. The results illustrated that pathway of optimal framework of curriculum elements of entrepreneurship education in higher education are explained in goal element to Social Efficiency Ideology and Goal elements, content, teaching method, individual, learning and evaluation of Learner Centered pathway. Therefore, faculty, authors and designers of entrepreneurship education curriculum for achievement and application of optimal framework of curriculum elements of entrepreneurship education in higher education must be implemented considering their viewin goal element to Social Efficiency Ideology and in Goal elements, content, teaching method, individual, learning and evaluation to Learner Centered Ideology.
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