روش‌های تدریس مبتنی بر توسعة آینده‌پژوهی در آموزش عالی ایران: مطالعة کیفی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
مهدی کشاورزی
1
(دانشجوی دکتری، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه آزاد اسلامی اصفهان (خوراسگان)، اصفهان، ایران.)
محمد حسین یارمحمدیان
2
(استاد، مرکز تحقیقات مدیریت و اقتصاد سلامت، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران.)
محمد علی نادی خوراسگانی
3
(دانشیار، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.)
کلید واژه: روش تدریس, برنامه درسی, آموزش عالی, آینده‌پژوهی,
چکیده مقاله :
یکی از وظایف دانشگاه‌ها، توانمندسازی دانشجویان در عرصه‌های مختلف از جمله شناخت آینده یا آینده‌پژوهی است. رشد توانایی آینده‌پژوهی دانشجویان می‌تواند از طریق آموزش در طی سال‌های تحصیل بهبود یابد؛ بنابراین می‌توان ادعا نمود که یکی از متغیرهای مهم که می‌تواند بر رشد توانایی آینده‌پژوهی دانشجویان تأثیرگذار باشد، کیفیت روش‌های تدریس و یادگیری آنان است. هدف این پژوهش طراحی روش‌های تدریس مبتنی بر توسعه آینده‌پژوهی در آموزش عالی بود که با شیوه پژوهشی کیفی و با استفاده از راهبرد مبتنی بر نظریه داده بنیاد انجام شد. در این راستا با استفاده از رویکرد هدفمند و به‌کارگیری معیار اشباع نظری، مصاحبه‌هایی نیمه‌ساختاریافته با 14 نفر از اساتید صاحب‌نظران حوزه برنامه درسی و آینده‌پژوهی در دانشگاه‌های استان فارس انجام شد، برای به دست آوردن اعتبار و روایی داده‌ها از دو روش بازبینی مشارکت‌کنندگان و مرور خبرگان غیر شرکت‌کننده در پژوهش استفاده شد. نتایج تحلیل داده‌ها در طی سه مرحله، کدگذاری باز، کدگذاری نظری و کدگذاری انتخابی با کمک نرم‌افزار MAXQDA12 به مفاهیم مجزا تفکیک شدند و 16 مقولة کلی به دست آمد. این مقاله یافته‌های مطالعه را در چارچوب مدل پارادایمی شامل: شرایط علی (4 مقوله)، پدیده محوری (آینده‌پژوهی به‌عنوان یک رویکرد کلی در تدریس)، راهبردها (3 مقوله)، زمینه (4 مقوله)، شرایط مداخله‌گر (2 مقوله) و پیامدها (2 مقوله) تحلیل کرده است.
One of the duties of universities is the empowerment of students in various fields, including the recognition of the future or future studies. The increased ability of student futures can be improved through education during the years of study, so one can claim that one of the important variables that can be the ability of future student studies to influence students is the quality of teaching and learning methods. The purpose of this study was to design teaching methods based on the development of future studies in higher education, which was conducted using qualitative research methodology and using a strategy based on the data theory of the foundation. In this regard, semi-structured interviews with 14 faculty members in the field of curriculum and futures studies in universities of Fars province were carried out using purposeful approach and application of theoretical saturation criterion. To obtain the reliability and validity of the data from two Participants review method and review of non-participating experts in the research were used. The results of the data analysis were separated into separate concepts through three stages, open source coding, theoretical coding and selective coding with the aid of MAXQDA12 software, and 16 general categories were obtained. This article presents the findings of the study in the framework of the paradigmatic model including: causal conditions (4 categories), pivotal phenomenon (futures studies as a general approach to teaching), strategies (3 categories), fields (4 categories), interventional conditions (2 categories) and outcomes (2 categories).
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