واکاوی و تبیین الگوهای برنامه درسی آموزش عالی در ایران
محورهای موضوعی : پژوهش در برنامه ریزی درسی
محمد جوادی پور
1
,
سمیه رحیمی
2
,
مریم بنی عامریان
3
,
هستی فرخ پور
4
1 - دانشیار گروه روش¬ها و برنامه¬ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
2 - گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران
3 - دکتری برنامه‌ریزی درسی، گروه روش¬ها و برنامه‌ریزی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
4 - 4دانشجوی کارشناسی ارشد تحقیقات آموزشی، گروه روش¬ها و برنامه‌ریزی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.
کلید واژه: آموزش عالی, الگو, ایران, برنامه درسی.,
چکیده مقاله :
طراحی برنامه‌های درسی یکی از چالش‌های مهم اساتید دانشگاه‌ها است، چرا که چیدمان عناصر برنامه درسی به گونه‌ای که منجر به یادگیری شود کار دشواری است. به همین دلیل وجود الگوهای برنامه درسی می‌توانند اساتید و برنامه‌ریزان درسی دانشگاهی را در طراحی و تدوین برنامه‌های درسی به نوعی همراهی و در تصمیم گیری یاری نمایند. الگو در تدوین برنامه‌های درسی دانشگاهی به مثابه نقشه دقیق برای رسیدن به هدف تعبیر می‌شود. به همین منظور، پژوهش حاضر، با هدف بررسی الگوهای برنامه درسی آموزش عالی در ایران انجام شده است. پژوهش فوق با مرور نظام‌مند ادبیات و تکنیک تحلیل محتوای کیفی (تحلیل مضمون) در میان منابع و اسناد گردآوری شده از پایگاه‌های علمی معتبر، در نهایت تعداد 11 مقاله را بررسی کرده است. نتایج پژوهش نشان می‌دهد تمرکز پژوهشگران در ارائه الگوها بیشتر روی عناصر چهارگانه تایلر و با تعداد کمتر روی عناصر نه‌گانه و ده‌گانه برنامه درسی بوده است و ابعاد کلان برنامه درسی در آموزش عالی مورد غفلت قرارگرفته است. طراحی الگوهای پیشنهادی (ارائه چارچوب) جزو فعالیت‌های مهم برنامه‌ریزان و تصمیم‌گیرندگان برنامه درسی است و آموزش‌های دانشگاهی نیز ناگزیر به طراحی و اجرای الگوهای پیشنهادی (چارچوب‌های تعیین شده) برنامه درسی هستند. اما محور مورد توجه که باید پژوهشگران به آن دقت بیشتری داشته باشند وسعت توجه به ابعاد کلان‌تر برنامه درسی و نه عناصر و محتوای برنامه درسی است.
Curriculum design is one of the important challenges of university professors, because arranging curriculum elements in a way that leads to learning is a difficult task. For this reason, the existence of curriculum templates can help university professors and curriculum planners in designing and compiling curricula in a way and in making decisions. The model in the development of university curricula is interpreted as a detailed plan to achieve the goal. For this purpose, the present research has been conducted with the aim of examining the curriculum patterns of higher education in Iran. The above research has been done with a systematic literature review and qualitative content analysis technique (theme analysis) among sources and documents collected from scientific databases. The results of the research show that the focus of the researchers in providing models was mostly on Tyler's four elements and less on the nine and ten elements of the curriculum, and the macro dimensions of the curriculum in higher education have been neglected. Designing the proposed models (providing the framework) is one of the important activities of curriculum planners and decision makers, and university educations are also forced to design and implement the proposed models (determined frameworks) of the curriculum. But the focus of attention that researchers should pay more attention to is the extent of attention to the larger dimensions of the curriculum and not the elements and content of the curriculum.
Ajam, A. A., Jafari Suny, H., & Akbary Boorng, M. (2017). Design of Curriculum Pattern Based on the Blended Learning approach for higher education. Research in Curriculum Planning, 14(53), 1-16.
Aliyari, Sh., Maleki, H., Pazargadi, M., & Abbaspour, A. (2012). Compilation and standardization of quality evaluation and validation indices of continuous course of nursing degree in medical sciences universities of the country. Journal of Army University of Medical Sciences of the Islamic Republic of Iran, 10 (1), 50-61(in Persian).
Andrade, M. S. (2018). A responsive higher education curriculum: Change and disruptive innovation. Innovations in higher education-cases on transforming and advancing practice, 1-10.
Bahram Beigi, M. (2012). Desirable features in the compilation of university course headings with a critique on French language course headings. Research and writing academic books, 16(25), 44-58.
Bazargan, Simin; Mehrmohammadi, Mahmoud; Zandi, Bahman; Ebrahimzadeh, Eisa, & Sarmadi, Mohammadreza. (2011). Explaining the strategic curriculum model of higher education from a phenomenological perspective. Higher Education Curriculum Studies, 4(2), 7-30.
Bovill, C., & Bulley, C. J. (2011). A model of active student participation in curriculum design: exploring desirability and possibility.
Carnell, B., & Fung, D. (Eds.). (2017). Developing the Higher Education Curriculum: Research-Based Education in Practice. UCL Press.
Chávez, A. F. (2011). Curriculum development in higher education: faculty-driven processes and practices. The Review of Higher Education, 34(2), 337-339.
Chenari, M., Arefi, M., & Fathi Vajargah, K. (2019). Designing a model for General Foreign Language Curriculum at Higher Education Level. The Journal of New Thoughts on Education, 15(1), 27-52. doi: 10.22051/jontoe.2019.23546.2460
Christensen, C. M., & Eyring, H. J. (2011). The innovative university: Changing the DNA of higher education from the inside out. John Wiley & Sons.
Cunningham, T., Gannon, J., Kavanagh, M., Greene, J., Reddy, L., & Whitson, L. (2007). Theories of learning and curriculum design: Key positionalities and their relationships. Level 3, 5 (1), 6.
Dehghani, Marzieh; Amin Khandaghi, Maqsood; Jafari Thani, Hossein, and Noghani, Mohsen. (2011). Analyzing the conceptual model in the field of curriculum: a critique of the researches conducted with the approach of designing a model in the curriculum. Research Paper on Basics of Education and Psychology (Educational and Psychological Studies of Mashhad), 1(1), 126-99. SID. https://sid.ir/paper/218471/fa
Diba Vajari, Talaat; Yemeni Dozi Sorkhabi, M; Arefi, M; & Fardanesh, Hashem. (2011). Conceptualization of higher education curriculum planning patterns: (experiences and achievements). Research in curriculum planning, 8(30), 48-62.
Diba Wajari, Talaat; Yamuni Dozi Sorkhabi, Mohammad; Arafi, Mahbubeh; & Tomorrow, Hashem. (2011). Conceptualization of Curriculum Development Models in Higher Education. Research in Curriculum Planning, 8(30), 48-62.
Dressel, P. L., & Marcus, D. (1982). On Teaching and Learning in College. Reemphasizing the Roles of Learners and the Disciplines. The Jossey-Base Series in Higher Education. Jossey-Bass Inc., 433 California St., San Francisco, CA 94104.
Eghdampour, R., Keshtiaray, N., & Esmaili, R. (2020). Designing a social responsibility curriculum model for the higher education system based on the Akker Model. Quarterly Journal of Research and Planning in Higher Education, 26(1), 23-49.
Ehlers, C., Wiesener, N., Teichgräber, U., & Guntinas-Lichius, O. (2019). Reformed conventional curriculum promoting the professional interest orientation of students of medicine: JENOS. GMS Journal for Medical Education, 36(5).
Fathi Vajargah, K. (2006). A model of experimental curriculum in higher education. Sothern Cross University.
Fung, D. (2017). A connected curriculum for higher education (p. 182). Ucl Press.
Fink A. Conducting Research Literature Reviews: From the Internet to Paper (2nd ed.). 2005. California: Sage Publications.
Gaff, J. G., & Ratcliff, J. L. (1997). Handbook of the Undergraduate Curriculum: A Comprehensive Guide to the Purposes, Structures, Practices, and Change. Jossey-Bass Higher and Adult Education Series. Jossey-Bass Publishers, 350 Sansome St., San Francisco, CA 94104.
Gaff, J. G., & Ratcliff, J. L. (1997). Handbook of the Undergraduate Curriculum: A Comprehensive Guide to the Purposes, Structures, Practices, and Change. Jossey-Bass Higher and Adult Education Series. Jossey-Bass Publishers, 350 Sansome St., San Francisco, CA 94104.
Hafezi, A., Abbasi, E., Niknami, S., & Naveh Ebrahim, A. (2016). The innovative design of Baccalaureate school health curriculum, JNKUMS, 8 (2), 271-287 (in Persian).
Hamilton, D., McFarland, D., & Mirchandani, D. (2000). A decision model for integration across the business curriculum in the 21st century. Journal of Management Education, 24(1), 102-126.
Hosseini Largani, Seyedah Maryam, & Yadgarzardeh, G. (2021). A review of various models of university curriculum design and development in higher education: presenting a proposed model for Iran's higher education. Bi-Quarterly Journal of Higher Education Curriculum Studies, 11(22), 49-88.
Karimi, Siddiqa; Nasr, Ahmad Reza; & Sharif, Mustafa. (2013). The requirements and challenges of the higher education curriculum with the approach of the learning community. Bi-Quarterly Journal of Higher Education Curriculum Studies, 4(8), 89-126.
Khaghani zadeh, Morteza and Fathi Vajargah, Koresh. (2009). University curriculum templates. Bimonthly Scientific-Research Education Strategies in Medical Sciences, 1 (2): 10-18.
Kırkgöz, Y. (2009). The challenge of developing and maintaining curriculum innovation at higher education. Procedia-Social and Behavioral Sciences, 1(1), 73-78.
Mansouri, Abbas; Hashemi, Seyyed Ahmad; Qaltash, Abbas; & Ranjbar, Mukhtar. (2018). Designing a Media Literacy Curriculum Model at Farhangian University. Journal of Curriculum Development and Educational Planning Research, 7(2), 65-80.
Mohammadi, M., Marzoughi, R., Torkzadeh, J., Salimi, G., & Hadadnia, S. (2016). Higher Education Curriculum Based on Lifelong Education Approach – Qualitative Approach. Journal of higher education curriculum studies, 7(13), 37-77.
Monavarifard, F., Movahed Mohammadi, s.h., & REZVANFAR, A. (2019). Analyzing effects of curriculum components on entrepreneurial sprit of students, case study: Higher Education Applied Science centers in Alborz province. ENTREPRENEURIAL RESEARCH APPROACHES TO AGRICULTURE, 2 (6), 1-14. SID. https://sid.ir/paper/269122/en
Mousa Chamani, A., Ghaffari, S., Ziaee, S., & Mousavi Chelek, A. (2022). Analysis of Knowledge Management Components in Higher Education Resources and Curricula (Using Meta-Synthesis Method). Library and Information Sciences, 24(4), 178-204. doi: 10.30481/lis.2021.301471.1869
Nourooz –zadeh, R; Mahmoodi, R; Fathi Vajargah, K; & Nave Ebrahim, A–R. (2007). The Universities Participation Status in Revising the Curricula Approved by the Higher Council for Planning. IRPHE, 12 (4), 71-92.
Oliver, S. L., & Hyun, E. (2011). Comprehensive curriculum reform in higher education: Collaborative engagement of faculty and administrators. Journal of case studies in education, 2.
O'Neill, G. (2015). Curriculum design in higher education: Theory to practice. http://www.ucd.ie/t4cms/UCDTLP0068.pdf
Rahimi, B; & Dehghani, M. (2020). Analyzing the nature of the elements of the society-oriented curriculum model in the higher education system based on the meta combination approach. Bi-Quarterly Journal of Higher Education Curriculum Studies, 11(21), 163-200.
Rashidi, Zahra. (2020). Designing and explaining the global citizen curriculum model in Iran's higher education; Interdisciplinary approach. Research in curriculum planning, 67(17), 52-71.
Ratcliffe G., undergraduate course syllabus, translated by Babak Nasiri (1376), selected articles of encyclopedia of higher Education-Volume 1. Tehran: Higher Education Research and Planning Institute (pp. 225-253).
Rebollo, F. V., & Ivars Baidal, J. A. (2004). Sustainability indicators in Spanish tourism. Plicy, University of Alicante.
Salimi, J. (2015). Designing Interdisciplinary Curriculum Applied Model in Higher Education. Higher Education Letter, 7(27), 49-75.
Sarmad, Zohra and Waziri, Mojdeh. (1998). Curriculum quality indicators in higher education. Al-Zahra University Humanities Quarterly (S), 7 and 8 (24 and 25).
Scott, D. (2016). New perspectives on curriculum, learning and assessment. Cham, Switzerland: Springer.
Scott, Pand; & Watson, D. (2004). Managing the curriculum. Buckingham: SRHE and open University press.
Selsabili, Nader. (2010). Providing a guide model for the application of curriculum perspectives. Education Quarterly, 68, 7-43.
Shafiee, Masood; Rahman Pure, Mohammad; & Bahadri, Morteza. (2018). Examining the barriers and solutions of industry-university communication (case study: Big Tehran Power Distribution Company). Innovation and Value Creation Quarterly, 1,1-14.
Stanley, J., & McCoshen, A. (2012). Curriculum reform in Europe: The impact of learning outcomes. European Centre for the Development of Vocational Training. Luxembourg: Publications Office of the European Union. In.
Stark, Y; and Luttuca, S. (1997). Shaping college Curriculum. Simon & Schuster Publishing Company.
Taghizadeh M, Nistani M R, Sharifian F. (2022). Elements and components of practice -based curriculum model in higher education (Case study of educational sciences). Journal of theory and practice in the curriculum, 10(19), 119-162.
Toohey, S. (1999). Designing courses for higher education. McGraw-Hill education (UK).
Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago press.
Walker, D. (1990). Fundamentals of curriculum. New York: Harcourt Brace Jovanovich.
Wolf, P., & Christensen Hughes, J. (2007). Curriculum development in higher education: Faculty-driven processes and practices. http://eduq.info/xmlui/handle/11515/17959
Zamanifar, M., Mohammadi, R., & Sadeghi Mandi, F. (2017). Internal evaluation and quality of improvement of the curriculum in engineering departments. Iranian Journal of Engineering Education, 18(72), 45-67 (in Persian).
Zarei, Mohammad Hossein. (2018). Presenting the appropriate framework of the spiritualist curriculum from the point of view of experts and students of educational sciences and psychology at Shiraz University. Higher Education Curriculum Studies, 21, 227-249.