سنجش جهت گیری برنامه ی درسی اساتید: مطالعه موردی اساتید دانشگاه کردستان
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - استادیار برنامه درسی گروه علوم تربیتی دانشگاه کردستان
2 - کارشناس ارشد علوم تربیتی دانشگاه کردستان
کلید واژه: برنامه ریزی درسی- جهت گیری های برنامه درسی- اعضای هیات علمی,
چکیده مقاله :
هدف از پژوهش حاضرسنجش باورهای اساتید دانشگاه کردستان برای پی بردن به جهت گیری غالب برنامه ی درسی آنان است. پژوهش از لحاظ هدف، کاربردی و از لحاظ شیوه گردآوری داده‌ها، توصیفیِ پیمایشی است. جامعه آماری شامل کلیه اعضای هیات علمی دانشگاه کردستان است که در سال تحصیلی 94-93 مشغول به تدریس بودند . با توجه به محدود بودن حجم جامعه، نه از روش نمونه‌گیری بلکه از روش سرشماری کامل استفاده شد. ابزار گردآوری داده‌ها پرسشنامه جهت گیری های برنامه ی درسی(COI) است. روایی و پایایی این پرسش نامه در تحقیقات قبل اثبات شده بود اما برای اطمینان و لزوم انطباق با جامعه ما، روایی پرسشنامه با استناد به نظر اساتید علوم تربیتی و پایایی آن با استناد به ضریب آلفای کرونباخ (820 .) مورد بررسی مجدد قرار گرفت. نتایج نشان دادکه ابتدا جهت گیری برنامه ی درسی فرایندهای شناختی، و بعد از آن جهت گیری برنامه ی درسی عقل گرایی آکادمیک جهت گیری غالب اساتید بود. نکته دیگری عدم پیروی از یک جهت گیری در مواجه با عناصر برنامه درسی توسط اساتید بود. همچنین نتایج نشان داد که میان جهت گیری برنامه ی درسی اساتید و حوزه تخصص آن ها ارتباط وجود دارد.
The purpose of the present study is measuring the dominant orientation of the Kurdistan University Professors curriculum. This study is practical, in terms of purpose, and is descriptive survey, in terms of data collection methods. The target population is consists of all Kurdistan University faculty members who were teaching in 94-93 the academic year. Not sampling method but a complete census was used, due to the limited population size. Data collection tools are Mahlios standard questionnaire which measures dominant orientation of professors. Validity of this questionnaire reviewed and approved according to curriculum field professors and experts' opinion and its reliability reviewed and approved according to Cronbach's alpha coefficients (820). The results showed that first, the curriculum orientation of cognitive processes and then the curriculum orientation of academic rationalism was professors dominant orientation. The results also showed that there is relationship between the professors' curriculum orientation and their expertise.
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