نگاهی به تجربیات آموزشی در پیوستاری چندوجهی: چگونه برنامه درسی کسب‌شده را ارزشیابی کنیم؟
محورهای موضوعی : پژوهش در برنامه ریزی درسیسید علی خالقی نژاد 1 , اکبر هدایتی 2
1 - دکتری مطالعات برنامه درسی، سازمان پژوهش و برنامه‌ریزی آموزشی، پژوهشگاه مطالعات آموزش‌وپرورش، تهران، ایران.
2 - دکتری مطالعات برنامه درسی، دانشگاه فرهنگیان، قم، ایران.
کلید واژه: دورۀ کارشناسی, برنامه درسی کسب‌شده, تجربه‌های آموزشی, پیامدهای برنامه درسی. فراکلاسی,
چکیده مقاله :
شکاف بین انواع برنامه‌های درسی از مسائل غامض حوزۀ برنامه‌درسی به شمار می‌آید که بازاندیشی دربارۀ چارچوب‌های پنداشتی آنها را به یک ضرورت تبدیل کرده است. پژوهش حاضر با هدف واکاوی ارزشیابی برنامه درسی کسب‌شده، یکی از این چارچوب‌ها، با تکیه بر تجربیات و دیدگاه‌های ذینفعان برنامه‌های درسی دورۀ کارشناسی انجام شده است. با استفاده از روش پژوهش کیفی توصیفی تجارب و ادراکات 31 نفر (17 عضو هیئت‌علمی، 12 دانشجوی نیمسال آخر دورۀ کارشناسی و فارغ‌التحصیل، 2 کارشناس دفتر برنامه‌ریزی آموزش عالی) از دانشگاه‌های علامه طباطبائی، تهران و خوارزمی، دانشگاه علوم پزشکی ارتش و دفتر برنامه‌ریزی آموزش عالی با روش نمونه‌گیری هدفمند و از طریق مصاحبه نیمه‌ساختارمند گردآوری گردید. داده‌های احصاء شده از طریق کدگذاری باز، محوری و انتخابی تحلیل گردید. یافته‌های به‌دست‌آمده به شناسایی مقوله‌های پیامدهای کوتاه‌مدت و پیامدهای بلندمدت و خرده‌مقوله‌های دستیابی به پیامدهای مشخص‌شده، پیامدهای یادگیری نوپدید، تحول شخصیتی فارغ‌التحصیلان، اشتغال فارغ‌التحصیلان و ادامه تحصیل فارغ‌التحصیلان برای ارزشیابی برنامه درسی کسب‌شده منجر شد. پیام این پژوهش پیگیری پیامدهای مختلف تجربیات آموزشی دانشجویان دوره کارشناسی در ابعاد مختلف زندگی شغلی، شخصی و آموزشی و درنهایت جمع‌آوری شواهد مرتبط برای قضاوت‌های منطقی در خصوص نقاط مثبت و ضعف برنامه‌های درسی کنونی است.
Due to gap among the types of curriculum, a complex area of curriculum studies, rethinking on the imaginative framework of it becoming an important issue. This study aims at analyzing a phenomena of the attained curriculum according to experiences and perceptions of 31 participants (17 faculty members, 12 undergraduate students, 2 educational experts) from Allameh Tabataba'i, Karazmi, and Tehran universities, Aja University of Medical Science, and the office of higher education planning using qualitative descriptive (QD) research method. Data were gathered through semi-structured interviews by purposeful sampling. Analyzing the data using open, axial and selective coding lead to discovering two categories of “short-term outcomes” and “long-term outcomes” and subcategories of “achievement of the predetermined outcomes”, “outcomes of emerge learning”, “Graduates Character development”, “employment of graduates” and “continuing study of the graduates”. A message of research is generally tracking the outcomes of students’ educational experiences in a various dimension including occupational, personal, and educational life and gathering a relevant evidence for logical judgment on the positive and negative points of current undergraduate curriculum.
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