طراحی و تبیین الگوی برنامه درسی شهروند جهانی در آموزش عالی ایران؛ رویکرد میان‌رشته‌ای
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - استادیار گروه نوآوری آموزشی و درسی، مؤسسۀ پژوهش و برنامه‌ریزی آموزش عالی، تهران، ایران.
کلید واژه: میان‌رشته‌ای, شهروند جهانی, الگو برنامه درسی, آموزش عالی,
چکیده مقاله :
پژوهش حاضر با مرور وضعیت کنونی برنامه درسی عمومی دانشگاهی که از بعد هدف تربیت شهروند مسئول را بر عهده دارد به ارائه الگویی جهت طراحی برنامه درسی میان‌رشته‌ای در این حوزه پرداخته است. پژوهش در پارادایم آمیخته اکتشافی با رویکرد (کیفی-کمی) انجام شد. در بخش کیفی، مطالعه و شناسایی زمینه‌های تربیت شهروند جهانی در برنامه درسی دانشگاهی در ایران مدنظر بود. از روش تحلیل محتوای کیفی از نوع تحلیل تماتیک (موضوعی) در دو سطح اسناد انتخابی و سرفصل‌های مصوب شورای عالی انقلاب فرهنگی استفاده شد. ابزار جمع‌آوری اطلاعات، تحلیل محتوا، فیش‌برداری و چک‌لیست بود. برای تحلیل داده‌ها از روش تحلیل اسنادی استفاده شد. در بخش کمی، از روش تحقیق توصیفی از نوع پیمایشی استفاده و جامعۀ آماری، متخصصان حوزۀ علوم تربیتی دارای مدرک دکتری به‌عنوان اعضای هیئت‌علمی دانشگاه‌های (سراسری دولتی و آزاد اسلامی) شهر تهران به تعداد 145 نفر بود. ابزار گردآوری داده‌ها، پرسشنامه محقق ساخته با پایایی به ضریب آلفای کرونباخ 91/0 و روایی محتوا، سازه است. برای تجزیه‌وتحلیل داده‌ها از آزمون خی‌دو و فریدمن استفاده شد. بر اساس یافته‌ها در بخش کیفی سیستم برنامه‌درسی عمومی، متمرکز و نوع سازمان‌دهی آن نیز مبتنی بر رویکرد هنجاری دیسیپلین محوری است. اکثر مطالب مرتبط با مؤلفه‌های جهانی‌شدن، اغلب ارتباط غیرمستقیم دارند و از وجوه ایجابی، خنثی و سلبی، وجه خنثی غالب است. ازاین‌رو، الگوی برنامه درسی شهروند جهانی مبتنی بر رویکرد میان‌رشته‌ای در پنج گام اصلی که مشتمل بر عناصر اصلی برنامه درسی (اهداف، محتوا، روش‌های تدریس و ارزشیابی) بر اساس سه مؤلفه دانش، مهارت و نگرش در دو سطح کلان و خرد طراحی شد. در سطح کلان، رویکرد برنامه درسی تلفیقی (ادغام) و در سطح خرد رویکردهای (عمودی، وسیع و آموزشی) استفاده شد.
The present study, by reviewing the current state of the university's general curriculum, which aims to educate responsible citizens, has provided a model for interdisciplinary curriculum design. The research was conducted in a heuristic (qualitative-quantitative) mixed paradigm. In the qualitative part, studying and identifying the areas of global citizenship education in the academic curriculum in Iran were considered. Thematic analysis was used on two levels of electoral documents and headings approved by the Supreme Council of the Cultural Revolution. Data were collected through content analysis, checklist and checklist. Document analysis was used to analyze the data. In the quantitative section, a descriptive survey method was used and the statistical population of the program was 145 people. The researcher-made questionnaire was designed with Cronbach's alpha coefficient of 0.91 and content validity. Chi-square and Friedman tests were used for data analysis. According to the findings in the qualitative part of the general curriculum system, its focus and organization is based on the discipline-based normative approach. Most of the content related to the components of globalization is often indirectly related and is dominated by positive, neutral and negative aspects. Therefore, the Global Citizen Curriculum Model is based on an interdisciplinary approach in five key steps that include the key elements of the program. The course (Goals, Content, Teaching and Evaluation Methods) was designed based on three components of knowledge, skills, and attitudes at both macro and micro levels. At macro level, the integrated curriculum approach (integration) and at the micro level (vertical, broad and educational) used.
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