سنتزپژوهی مؤلفه¬های الگوی چابک سازی برنامه¬های درسی آموزش عالی
محورهای موضوعی : پژوهش در برنامه ریزی درسیمریم سالاری 1 , حسین مؤمنی مهموئی 2 , احمد اکبری 3 , مهدی زیرک 4
1 - دانشجو دکتری برنامه‌ریزی درسی، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
2 - دانشیار مطالعات برنامه‌ریزی درسی، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
3 - استادیار گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران
4 - استادیار گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران.
کلید واژه: بازنگری برنامه درسی, برنامه درسی آموزش عالی, چابکی برنامه درسی,
چکیده مقاله :
پژوهش حاضر باهدف شناسایی مؤلفههای چابکسازی برنامههای درسی آموزش عالی صورت گرفته است. رویکرد پژوهش حاضر کیفی و روش آن سنتز پژوهی است. حوزه پژوهش کلیه مقالات و منابع علمی در زمینه چابک سازی برنامههای درسی در آموزش عالی بود. نمونه پژوهش شامل 46 اثر علمی در این زمینه بود. که این تعداد بر اساس پایش موضوعی، اشباع نظری دادهها و به‌صورت هدفمند انتخاب‌شده‌اند. دادههای پژوهش از تحلیل کیفی اسناد موردمطالعه، گردآوری‌شده‌اند. مؤلفههای الگوی چابک سازی برنامههای درسی آموزش عالی دارای 11 مولفه است که شامل: تدوین برنامه درسی بر اساس نیاز ذینفعان، دستیابی به عدالت آموزشی، بازنگری محتوا، علم و فناوری، کیفی سازی برنامه درسی بر اساس شغل آینده، عدالت اجتماعی، توسعه مشارکت و توسعه پایدار است. نتایج این تحلیل و سپس ترکیب آن‌ها، چارچوب مفهومی را در این حوزه از طریق برنامههای هم‌راستا، اهمیت بر نقش تأثیر سازگاری منابع انسانی (دانشجویان) ، توجه به نقش‌آفرینی دانشگاه و توجه به چارچوب انتظارات اجتماعی و نیازهای دانشجویان و تأثیر آن بر ماندگاری و موفقیت تحصیلی آنان در نظام آموزشی کشور، اصلاح کارکردهای دانشگاه و اینکه عدالت اجتماعی و برنامه‌ریزی توسعه مشارکتی در برنامههای آموزشی دانشگاه بروز و ظهور دارد مورد شناسایی قرار گرفت.
The present study was conducted with the aim of identifying the components of streamlining higher education curricula. The approach of the present study is qualitative and its method is synthesis research. The scope of the study was all articles and scientific resources in the field of streamlining curricula in higher education. The research sample included 46 scientific works in this field. This number was selected based on thematic monitoring, theoretical saturation of data and purposefully. The research data were collected from qualitative analysis of the documents studied. The components of the streamlining model of higher education curricula have 11 components, which include: developing a curriculum based on the needs of stakeholders, achieving educational justice, reviewing content, science and technology, streamlining the curriculum based on future jobs, social justice, developing participation and sustainable development. The results of this analysis and then their combination identified a conceptual framework in this area through aligned programs, the importance of the role of human resources (students) adaptation, attention to the role of the university, and attention to the framework of social expectations and students' needs and its impact on their persistence and academic success in the country's educational system, reforming university functions, and the emergence of social justice and participatory development planning in university educational programs.
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