شاخص¬ها و مؤلفه¬های برنامه¬درسی تربیت دینی در دانشگاه: سنتزپژوهی پیشینه پژوهشی براساس رویکرد روبرتس
محورهای موضوعی : پژوهش در برنامه ریزی درسیمحمود زارع جعفری زواره 1 , حسین مؤمنی مهموئی 2 , مهدی زیرک 3 , احمد اکبری 4 , تورج فلاح مهنه 5
1 - گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاداسلامی، تربت حیدریه ، ایران.
2 - دانشیار، گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
3 - استادیارگروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
4 - استادیار، گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران
5 - گروه علوم تربیتی، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران
کلید واژه: الگوی برنامه¬درسی, تربیت دینی, سنتزپژوهی,
چکیده مقاله :
تربیت دینی بخش مهمی از برنامه¬های درسی دانشجویان را تشکیل می‌دهد این مهم علاوه بر نقشی که در تثبیت هویت دینی فراگیران دارد موجب تحقق سایر اهداف تربیتی در نظام آموزش عالی می¬شود. شناخت مولفه¬ها و شاخص¬های برنامه درسی تربیت دینی زمینه طراحی الگویی جامع در زمینه تربیت دینی را فراهم می¬آورد. لذا هدف پژوهش حاضر شناسایی ابعاد و مؤلفه¬های الگوی برنامه درسی تربیت دینی است. رویکرد پژوهش حاضر کیفی و روش آن سنتزپژوهی است. جامعه پژوهش کلیه مقالاتی می¬باشند (124articles) که از سال 2009 میلادی و 1385 شمسی تاکنون در مورد الگوی برنامه¬درسی تربیت دینی در پایگاه-های تخصصی و علمی ارائه شده¬اند. نمونه پژوهش 25 مقاله است که این تعداد بر اساس پایش موضوعی، اشباع نظری داده¬ها و به صورت هدفمند انتخاب شدند. داده¬های پژوهش از تحلیل کیفی اسناد مورد مطالعه، گردآوری شده¬اند. جهت تجزیه و تحلیل داده¬ها از تحلیل محتوا به شیوه مقوله‌بندی برمبنای الگوی سنتزپژوهی روبرتس استفاده شده است. جهت بررسی اعتبار یافته¬ها از کدگذاری مجدد یافته¬ها بر مبنای روش اسکات (2012) استفاده شده و ضریب توافق بین ارزشیابان 81 درصد محاسبه گردید. مؤلفه¬ها و شاخص¬های الگوی برنامه درسی تربیت دینی در 4 بُعد، 13 محور و 53 مقوله شامل مؤلفه¬های دانشی (مشتمل بر شاخص-هایی چون آگاهی به مفاهیم دینی، شناخت فرهنگی – اعتقادی و سواد رسانه¬ای)، مؤلفه¬های ساختاری (مشتمل بر مؤلفه¬هایی چون توجه به فرهنگ یادگیری دینی، ایجاد اجتماعات دینی و اخلاق محوری ساختاری)، مؤلفه‌های پداگوژیک (مشتمل بر محورهایی چون آموزش مشارکتی، استفاده از رویکردهای پژوهشی، ارزیابی و روش‌های تحلیلی و استدلال محور) و مؤلفه¬های برنامه¬ای- فرآیندی (مشتمل بر محورهایی چون به‌کارگیری مدیریت دانش در چرخه تربیت دینی دانشجویان و پشتیبانی و حمایت دانشگاه و توجه به ارزش‌های اجتماعی) است.
Religious education forms an important part of students' curricula, besides its role in establishing the religious identity of learners, this important role leads to the realization of other educational goals in the higher education system. Knowing the components and indicators of the religious education curriculum provides the basis for designing a comprehensive model in the field of religious education. Therefore, the aim of the current research is to identify the dimensions and components of the religious education curriculum model. The approach of the current research is qualitative and its method is synthesis research. The research community is all the articles (124 articles) that have been presented in specialized and scientific databases since 2009 and 2015 so far about the curriculum model of religious education. The sample of the research is 25 articles, which were selected based on thematic monitoring, theoretical saturation of data and purposefully. The research data were collected from the qualitative analysis of the studied documents. In order to analyze the data, content analysis was used in the method of categorization based on Roberts' synthesis research model. In order to check the validity of the findings, the recoding of the findings was used based on Scott's method (2012) and the agreement coefficient between the evaluators was calculated as 81%. The components and indicators of the religious education curriculum model in 4 dimensions, 13 axes and 53 categories including knowledge components (including indicators such as knowledge of religious concepts, cultural-belief knowledge and media literacy), Structural components (including components such as paying attention to the culture of religious learning, creating religious communities and structural-oriented ethics), pedagogical components (including components such as cooperative education, use of research approaches, evaluation and analytical and argument-oriented methods) and programmatic-process components (includes axes such as the application of knowledge management in the cycle of religious education of students and university support and attention to social values)
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