ارائه چارچوبی برای پاسخگویی به محیط در برنامه درسی آموزش عالی

محورهای موضوعی : آموزش و پرورش

جعفر ترک زاده ¹ , وارث پارسه ² , رحمت اله مرزوقی ³ , مهدی محمدی ⁴

1 - دانشیار بخش مدیریت و برنامه ریزی آموزشی دانشگاه شیراز.
2 - دانش آموخته دکتری دانشگاه شیراز
3 - استاد بخش مدیریت و برنامه ریزی آموزشی دانشگاه شیراز.
4 - دانشیار بخش مدیریت و برنامه ریزی آموزشی دانشگاه شیراز.

تاریخ دریافت : 1398/04/07 تاریخ پذیرش : 1399/10/08 تاریخ انتشار : 1399/09/01

کلید واژه: برنامه درسی, آموزش عالی, تحلیل مضمون, پاسخگویی به محیط,

چکیده مقاله :

   پژوهش حاضر با هدف تدوین چارچوب مفهومی برنامه درسی پاسخگو به محیط در آموزش عالی، با استفاده از دیدگاه متخصصان و صاحب نظران مجرّب و مرتبط با موضوع به روش تحقیق مطالعه موردی کیفی پرداخته است. مشارکت­کنندگان این پژوهش کیفی شامل یازده نفر از متخصصان و صاحب نظران برنامه­ریزی درسی می باشد. که انتخاب مشارکت کنندگان با استفاده از رویکرد هدفمند و با روش انتخاب صاحب نظران کلیدی و استفاده از معیار اشباع نظری و گردآوری اطلاعات با استفاده از مصاحبه نیمه ساختاریافته، انجام گردید. اطلاعات حاصل با استفاده از روش تحلیل مضمون و تشکیل شبکه مضامین تحلیل گردید و بر آن مبنا به احصای مضامین فراگیر، سازمان دهنده و پایه ای مربوط به چارچوب پاسخگویی برنامه درسی در آموزش عالی پرداخته شده که اعتبار یافته ها با استفاده از مجموعه ای از روش های اعتبارپذیری، اتکاپذیری ، تأییدپذیری و انتقال پذیری، روش همسو سازی و کنترل تأیید و تأمین گردید. در نتیجه این پژوهش یک چارچوب پاسخگویی به محیط در برنامه درسی آموزش عالی مشتمل بر 18 عنصر برنامه درسی با 111 مؤلفه و ویژگی مربوطه تدوین گردید. عناصر مذکور عبارتند از: منطق برنامه درسی، منابع تعیین و تدوین اهداف، نیازسن جی، راهبرد اولویت بندی، مفهوم آموزش، مفهوم یادگیری، نقش مربّی، نقش متربّی، محیط های یادگیری، مکان آموزش و یادگیری، زمان آموزش و یادگیری، محتوا و منابع آموزش و یادگیری، ارزشیابی آموزش و یادگیری، اعتبار بخشی برنامه درسی، نظام برنامه ریزی درسی، مدیریت و نظارت بر اجرای برنامه درسی،  اقتضاء اندیشی و اولویت بندی، آسیب شناسی موانع اجرای برنامه درسی، ارزشیابی برنامه و اصلاح، بازنگری و تغییر برنامه درسی.

چکیده انگلیسی:

Curriculum responsiveness is a new concept that can be re-created and utilized using existing scientific support that has been developed further in the fields of system and social-organizational science. Due to the of lack of necessary researches in this regard and vacuum of conceptual framework, and in order to comprehensively study the responsiveness of the curriculum, the present study aims to develop a conceptual framework of a responsive environment curriculum in higher education, qualitative case studies have been conducted by using the view of qualified and relevant experts. Potential participations were selected by using target approach, the method of selecting key experts, theoretical saturation criterion, and collecting information using semi-structured interviews. The data were analyzed using the method of thematic analysis and the formation of the themes network. Based on this, a comprehensive, organizing and basic themes of the framework of curriculum responsiveness in higher education was considered. The validity of the findings was determined and affirmed by using a collection of methods as credibility, dependability, conformability, transferability, triangulation and control. As a result of this study, As a result of this study, a framework of environmental responsiveness was developed in the curriculum of higher education consisting 18 elements with 111 components and related characteristics. The elements include: logic of curriculum, the sources of determining and compiling goals, Needs assessment, prioritization strategy, education concept, learning concept, role of a teacher, role of a student, learning environments, teaching- learning places, teaching- learning time, teaching – learning contents and resources, teaching – learning evaluation, curriculum validation, curriculum system, managing and controlling on curriculum performance, Deliberation and prioritization, Pathology Barriers of curriculum implementation, evaluation, correction, revision and change of the curriculum.

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