شاخص¬ها و مؤلفه¬های برنامه¬درسی تربیت دینی در دانشگاه: سنتزپژوهی پیشینه پژوهشی براساس رویکرد روبرتس
الموضوعات : پژوهش در برنامه ریزی درسیمحمود زارع جعفری زواره 1 , حسین مؤمنی مهموئی 2 , مهدی زیرک 3 , احمد اکبری 4 , تورج فلاح مهنه 5
1 - گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاداسلامی، تربت حیدریه ، ایران.
2 - دانشیار، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
3 - استادیارگروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
4 - استادیار، گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران
5 - گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
الکلمات المفتاحية: الگوی برنامه¬درسی, تربیت دینی, سنتزپژوهی,
ملخص المقالة :
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.
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