شناسایی و تحلیل روندهای پژوهش برنامه درسی در آموزش عالی ایران

محورهای موضوعی : پژوهش در برنامه ریزی درسی

بتول سعیدی ¹ (گروه علوم تربیتی، دانشگاه ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان، کرمان، ایران.)
اصغر سلطانی ² (دانشیار برنامه درسی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان، کرمان، ایران)

تاریخ دریافت : 1401/12/22 تاریخ پذیرش : 1402/04/13 تاریخ انتشار : 1402/03/01

کلید واژه: روند پژوهش, آموزش عالی, برنامه درسی,

چکیده مقاله :

هدف پژوهش حاضر شناسایی و تحلیل روندهای پژوهش برنامه‌درسی در آموزش عالی ایران بود. روش پژوهش، تحلیل محتوای اسنادی از طریق تحلیل مضمون، و ابزار پژوهش نیز چک‌لیست محقق‌ساخته تحلیل مضمون بود. در این پژوهش همه مقالات حوزه برنامه‌درسی آموزش عالی در نشریات علوم تربیتی از سال 1390 تا ابتدای سال 1400، بررسی و با نمونه‌گیری هدفمند، تعداد 1321 مقاله برای مطالعه انتخاب گردید. روش پژوهش در بخش کیفی تحلیل مضمون بود که طی آن مضامین پایه، سازمان دهنده و فراگیر استخراج شدند. به منظور تحلیل مضامین استخراج شده به شکل کمی، از آماره‌های فراوانی و درصد استفاده شد. روایی ابزار از بُعد محتوایی توسط متخصصان برنامه درسی تایید شد. پایایی ابزار نیز با روش ضریب پایایی هولستی (Holsti's reliability index) برآورد گردید. نتایج نشان داد که مضامین یاددهی - یادگیری، محتواهای موضوعی و حوزه های محتوایی برنامه درسی، روش های تدریس و آموزش الکترونیک، بیشترین نمود را در روند‌های پژوهش در برنامه‌درسی آموزش عالی داشتند. از میان عناصر برنامه ‌درسی، عنصر اجرای برنامه ‌درسی مورد توجه بیشتری بود. روش پژوهش کیفی، روش غالب مورد استفاده در پژوهش‌ها بود، دانشجویان عمده‌ترین مشارکت‌کنندگان در پژوهش‌های مورد بررسی بودند و قلمرو مکانی بیشتر پژوهش‌ها، منطقه‌ای بود. به طور کلی این نتیجه حاصل شد که روند پژوهش‌ها در حوزه آموزش عالی از بُعد مولفه‌های مورد بررسی در این پژوهش از توازن مناسبی برخوردار نیستند. بر این اساس، پیشنهاد می شود که نشریات با مشخص‌کردن خلأ ها و نیازها، در فراخوان‌های خود به جذب مقالات تخصصی و ویژه در راستای نیازهای موضوعی پیشنهاد شده در این پژوهش اقدام نمایند.

چکیده انگلیسی:

The purpose of the current research was to identify and analyze trends in curriculum research in Iran's higher education. The research method was document content analysis through thematic analysis, and the research instrument was a researcher-made checklist of thematic analysis. All articles in the field of higher education curriculum in educational science journals from 2011 to the beginning of 2021 were reviewed and 1321 articles were selected by purposeful sampling. The research method in the qualitative part was theme analysis, during which the basic, organizing and global themes were extracted. for quantitatively analyze the extracted topics, frequency and percentage statistics were used. Content validity of the instrument was confirmed by curriculum experts. The reliability of the instrument was also estimated by Holsti's reliability index method. Results revealed that the themes of teaching-learning, thematic contents and content areas of the curriculum, teaching methods and e-learning were most prominent in the research trends of higher education. Among the elements of the curriculum, the element of curriculum implementation was the most important. Qualitative research method was the dominant method used in the researches, students were the most participants in the studied researches, and the geographical scope of most of the researches was regional. It was concluded that the research trends in the field of higher education did not have a proper balance in terms of the investigated components. Based on this, it is suggested that the journals call for specialized and special articles in line with the subject needs proposed in this research.

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