واکاوی تدوین برنامه درسی در آموزش عالی ایران

نویسنده

استادیار گروه نوآوری آموزشی و درسی، مؤسسه پژوهش و برنامه ریزی آموزش عالی

چکیده

گام اصلی در تهیه یک سند راهبردی جامع برای تدوین برنامه درسی اثرگذار، شناخت برنامه درسی در آموزش عالی ایران از تمام زوایای آن برای موفقیت دانشگاه­ ها، پیرو اختیار تفویض شده درباره تدوین برنامه­های درسی، است. پژوهش حاضر با هدف واکاوی تدوین برنامه درسی در آموزش عالی ایران با رویکرد نظریه داده­ بنیاد و گروه کانونی انجام شد. برای این منظور، با 31 نفر از صاحبنظران به شیوه نمونه­ گیری هدفمند با رویکرد زنجیره­ای و همچنین در اجرای پنل گروه کانونی به­ منظور مصاحبه گروهی نیمه­ ساختار یافته با 14 (58N=) نفر مصاحبه فردی عمیق نیمه­ ساختارمند صورت گرفت. مبتنی بر مدل پارادایمی، مهم­ ترین عوامل علّی شامل توسعه و بلوغ دانشگاه ­ها، ضعف عملکرد در ساختار تدوین، دانشگاه و کمیته ­های برنامه ­ریزی، ضعف فرایند تدوین و بازنگری و آیین­نامه­ ها بود؛ مطابق با شرایط زمینه­ ای، وضعیت موجود گواه ضعف عملکرد دانشگاه­ ها، نبود انگیزه کافی در دانشجویان، استادمحور بودن برنامه ­های درسی و نبود چارچوب مناسب و کاربردی تدوین است؛ عوامل مداخله­ گر مانند نوع اقتصاد حاکم بر جامعه، وضعیت دانش ­آموختگان آن و بازار کار، در این تفویض اختیار نقش مؤثری داشته ­اند. درنهایت، تحت تأثیر این شرایط و عوامل، خبرگان راهبردهای مؤثری را که به پیامدهای مثبتی در سطح خرد و کلان آموزش عالی منجر خواهند شد، پیشنهاد کردند.

کلیدواژه‌ها

عنوان مقاله [English]

The Analysis of Curriculum Development in Iran’s Higher Education

نویسنده [English]

  • Seyedeh Maryam Hosseini Largani

Assistant Professor at Department of Educational Innovation and Training, Institute for Research and Planning in Higher Education, Tehran, Iran.

چکیده [English]

The main step in preparing a comprehensive strategic document for the development of an effective curriculum is to recognize the curriculum in Iranian higher education from all its angles for the success of universities, according to the delegated authority regarding the development of curricula. The present study was conducted with the aim of explore the development of curriculum in Iran's higher education by means of the grounded theory and the focus group approach. For this purpose, in-depth semi-structured individual interviews with 31 experts were used by purposive sampling with a chain approach. In the focus group panel, in-depth semi-structured group interviews were conducted with 14(N=58) individuals. Based on the paradigm model, the most important causal factors included the development and growth of universities, poor performance in the developing structure, universities and planning committees, weak developing and revision process, and regulations. According to the contextual conditions, the current situation proved the poor performance of universities, lack of sufficient motivation in students, faculty-centered curricula and lack of appropriate and practical framework for development. Interfering factors such as the type of economy that governs society, the situation of its graduates and the labor market, have played an effective role in this delegation. Finally, under the influence of these conditions and factors, effective strategies that will lead to positive consequences at the micro and macro levels of higher education were suggested by experts.

کلیدواژه‌ها [English]

  • curriculum development
  • Delegation
  • Higher Education
  • grounded theory
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