طراحی برنامه درسی ارتقاء خودکارآمدی دانشجویان در نظام آموزش عالی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - استادیار گروه برنامه ریزی درسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران
کلید واژه: طراحی برنامه درسی, خودکارآمدی, آموزش عالی.,
چکیده مقاله :
هدف از پژوهش حاضر، طراحی برنامه درسی خودکارآمدی برای آموزش عالی بود. روش پژوهش، روش کیفی رویکرد تحلیل محتوای نظام مقوله‌ای قیاسی بود. در این پژوهش، تجزیه و تحلیل داده‌ها با سه رویه کدگذاری باز، محوری و انتخابی انجام شد حوزه پژوهش در بخش تحلیل محتوا شامل کلیه مقالات و منابع علمی در دسترس چاپی دیجیتالی مرتبط با خودکارآمدی استفاده شده و روش نمونه گیری هدفمند ا.نتخاب شد. با استفاده از کدگذاری باز، مفاهیم عمومی را تشکیل دادند و در مرحله بعد مفاهیم به دست آمده سطح بندی شدند. نتایج یافته‌ها نشان دادند که اهداف شناسایی شده در راستای خودکارآمدی شامل5 مؤلفه اعتماد به نفس، جرأت مندی، مدیریت فردی، تعهد نسبت به اهداف و خودتنظیمی بودند. همچنین محتوای به دست آمده در برنامه درسی خودکارآمدی شامل5 مؤلفه توجه به محتوای مفاهیم تحریف شناختی، فراگیری نحوه‌ی اداره هیجان، آموزش مهارت‌های خودارزشمندی، آموزش مجموعه پاسخ‌های متقابل در موقعیت‌های استرس زا وکسب مهارت توانایی تحلیل عینی اطلاعات موجود نتایج همچنین در خصوص روش‌های تدریس شناسایی شده در راستای خودکارآمدی4 مؤلفه ایفای نقش، بارش فکری، روش فعال و روش یادگیری مشاهده‌ای و الگوبرداری به دست آوردند. در خصوص مؤلفه‌های شناسایی شده در رابطه با ارزشیابی در راستای خودکارآمدی، 7 ارزشیابی از رشد فردی، خودارزیابی کردن، ارزیابی از عملکردها و عکسالعمل‌ها، ارزیابی از نحوه‌ی قضاوت فردی، ارزیابی از راهبردهای فکری، ارزیابی از معیارهای مناسب عملکرد و پذیرش سنجش توسط دیگران را به دست آمد. با توجه به نتایج به دست آمده و اهمیت خودکارآمدی در زندگی تحصیلی، اجتماعی و شغلی، توجه به بعد خودکارآمدی در جهت ارتقاء و پرورش سرمایه روان شناختی در فراگیران آموزش عالی ضرورت دارد.
This research aimed to Curriculum development of self-efficancy for higher education. we used a qualitative method based on content analysis of a comparative category system. In this research, we analyzed data based on three procedures of open coding, axial coding and selective coding. All available printed and un-printed material related to psychological resources constituted our general concepts by using open coding and then, the obtained concepts were classified. The results showed that the identified targets for self-efficiency included 5. Self-confidence, Daring, Individual management, Commitment to goals, Self-regulatory. The obtained content in curriculum of included 5 components: Paying attention to the content of cognitive distortion concepts, learn how to manage emotion, Self-esteem skills training, Teaching a set of reciprocal responses in stressful situations, Acquisition of the ability to objectively analyze existing information. The results also identified 4 components for teaching methods of self-efficiency: Role play, active method, stable documents, observational learning, Brainstorming, and modeling. For evaluation of self-efficiency, we obtained 7 components: Assessment of individual growth, self assessment, Evaluation of performance and reactions, Evaluation of individual judgment, Evaluation of intellectual strategies, Evaluation of appropriate performance metrics, acceptance of measurement by others. According to the obtained results and the importance of self-efficiency in educational, occupational, and social life, focusing on "self-efficiency" is necessary in order to promote and develop the psychological resources in higher education's learners
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