ارزیابی میزان دستیابی به مولفه های آموزش مادام العمر در برنامه درسی اجرا شده از دیدگاه دانشجویان تحصیلات تکمیلی دانشگاه شیراز

محورهای موضوعی : آموزش و پرورش

سیروس حدادنیا ¹ , مهدی محمدی ² , رحمت اله مرزوقی ³ , جعفر ترک زاده ⁴ , قاسم سلیمی ⁵

1 - گروه علوم تربیتی، واحد نورآباد ممسنی، دانشگاه آزاد اسلامی، نورآباد ممسنی، ایران.
2 - دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز
3 - استاد دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز،
4 - دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز،
5 - استادیار دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز،

تاریخ دریافت : 1396/07/29 تاریخ پذیرش : 1399/02/30 تاریخ انتشار : 1399/02/01

کلید واژه: آموزش عالی, آموزش مادام العمر, برنامه درسی اجرا شده,

چکیده مقاله :

هدف پژوهش حاضر، ارزیابی میزان دستیابی به مولفه های آموزش مادام العمر در عناصر برنامه درسی اجرا شده ی دوره های تحصیلات تکمیلی دانشگاهشیراز بود. روش پژوهش، توصیفی - پیمایشی و جامعه آماری شامل همه دانشجویان دوره تحصیلات تکمیلی دانشگاه شیراز بود که با استفاده از روش نمونه گیری تصادفی طبقه ای نسبتی تعداد 344 دانشجو انتخاب شدند. ابزار پژوهش، مقیاس برنامه درسی آموزش مادام العمر(محمدی و همکاران، 1395)، بود. و روایی آن با استفاده از روش تحلیل گویه و تحلیل عامل تاییدی انجام شد. پایایی آن نیز با استفاده از آلفای کرونباخ تایید شد. جهت تجزیه و تحلیل داده ها از آمار استنباطی تحلیل واریانس اندازه گیری مکرر، آزمون تعقیبی بونفرونی. آزمون تی تک نمونه ای، و از نرم افزارهای SPSS 21 و LISREL 8.8 استفاده شد. نتایج نشان داد که از دیدگاه دانشجویان بین جهت گیری و ماهیت عناصر برنامه درسی در مورد گرایش به مادام العمر بودن ارزشیابی، تفاوت معناداری وجود دارد. بین میزان گرایش به مادام العمربودن عنصر هدف، محتوا و راهبرد یاددهی- یادگیری با برخی از عناصر، تفاوت معنادار وجود دارد. در مورد میزان گرایش به مادام العمر بودن برنامه درسی دوره های دکتری و کارشناسی ارشد تفاوت معناداری وجود ندارد. همچنین در مورد میزان گرایش به مادام العمر بودن برنامه های درسی، تفاوت معناداری وجود ندارد و در مورد میزان گرایش به مادام العمر بودن عناصر نه گانه برنامه درسی تفاوت معناداری وجود دارد.

چکیده انگلیسی:

Assessing the achievement of the component of lifelong education in the elements of the implemented curriculum at the Shiraz University.In this study, descriptive-survey method has been used. The study populations included were all the students of supplementary education course of Shiraz University. Stratified random sampling method have been used that 345 college students were selected. The research instrument, scale curriculum lifelong education (Mohammadi et al., 2016), and its validity using item analysis and confirmatory factor analysis was performed. Its reliability using Cranach’s alpha was confirmed. For data analysis, inferential statistics analysis of variance with repeated measures, Bonferroni post hoc test. One-sample t-test, and SPSS 21 and LISREL 8.8 software was used. The results showed that: Students of art and architecture group have allocated the most mean of being life-long to goal element and the lowest mean to content element. The results showed that there is a significant difference between students' viewpoints and the nature of curriculum elements about the tendency towards lifelong evaluation. There is a significant difference between the amount of tendency toward the lifespan of the target element, the content and the teaching strategy-learning with some elements. There is no meaningful difference in the degree of trend towards lifelong learning in the curriculum of Ph.D. and Masters. There is also no significant difference in the rate of lifelong learning of the curriculum and there is a significant difference in the rate of lifelong learning of the nine elements of the curriculum.

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