ارزشیابی برنامه درسی عمومی دوره کارشناسی: یک پژوهش کیفی از دیدگاه دانشجویان و اعضای هیئت علمی

نویسندگان
حجت پیرزادی 1
سید علی خالقی نژاد 2
1 استادیار، گروه روانشناسی و آموزش کودکان استثنایی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران.
2 استادیار گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی. دانشگاه یزد، یزد، ایران.
10.61838/KMAN.IRPHE.32.2.5
چکیده
این پژوهش با هدف ارزشیابی برنامه درسی قصدشده دروس عمومی دوره کارشناسی در کشور ایران از دیدگاه دانشجویان و اعضای هیئت علمی و با رویکرد ارزشیابی کیفی برنامه انجام شد. بدین منظور، تعداد 11 نفر از استادان برنامه درسی عمومی و تعداد 31 نفر از دانشجویان دوره کارشناسی در رشته ­های مختلف دانشگاهی در سطح دانشگاه‌های شهر تهران با روش نمونه ­گیری هدفمند انتخاب شدند. داده ­ها با روش مصاحبه نیمه­ ساختاریافته جمع ­آوری و با روش تحلیل مضمون با رویکرد قیاسی تحلیل شد. تحلیل برنامه درسی عمومی قصدشده بر اساس شاخص‌های واقع­ بینانه بودن، پیشرفته بودن، سازگار بودن و اعتبار علمی نشان داد که نبود پیامدهای یادگیری دسترس ­پذیر، پوشش محتوایی نامتناسب، نبود انگیزه و اشتیاق در دانشجویان، ایجاد نشدن ظرفیت یادگیری مستقل و مادام ­العمر، ناهماهنگی میان پیامدهای یادگیری با نیازها و انتظارات ذینفعان آموزش، ضعف در سازماندهی منابع زیرساختی و به­ روز نبودن پیامدهای یادگیری از مهم­ ترین مسائل کنونی هستند. درمجموع، بازنگری برنامه درسی عمومی آموزش عالی ایران برای پاسخگویی به نیازهای متنوع علمی و فرهنگی دانشجویان در جهت رشد شخصی و اجتماعی می ­تواند به­ عنوان راهکاری برای ارتقای کیفیت آموزش از سوی سیاستگذاران و برنامه ­ریزان استفاده شود.
کلیدواژه‌ها
آموزش عالی
ارزشیابی
برنامه درسی عمومی
برنامه درسی قصدشده
موضوعات

عنوان مقاله English

Evaluation of the Intended General Education Curriculum in Undergraduate Higher Education: A Qualitative Study from the Perspectives of Students and faculty members

نویسندگان English

Hojat Pirzadi 1
Khaleghinezhad Seyed Ali 2
1 , Assistant Professor, Department of Psychology and Education of Exceptional Children, Faculty of Education and Psychology, Shiraz University, Iran
2 Assistant Professor, Department of Educational Sciences, Faculty of Psychology & Educational Sciences, Yazd University, Yazd. Iran
چکیده English

This study aimed to evaluate the intended general education curriculum in undergraduate education in Iran from the perspectives of students and faculty members. The research employed a qualitative program evaluation approach. A total of 11 faculty members specializing in general education curriculum and 31 undergraduate students from various academic disciplines at universities in Tehran were selected using purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis with a deductive approach. The evaluation of the intended general education curriculum based on the criteria of realism, advancement, adaptability, and scientific credibility revealed several key challenges, including the lack of accessible learning outcomes, inadequate content coverage, low student motivation and engagement, failure to foster independent and lifelong learning, misalignment between learning outcomes and stakeholder expectations, weak organization of infrastructural resources, and outdated learning objectives. Overall, revising the general education curriculum in Iranian higher education to address students' diverse academic and cultural needs and support their personal and social development could serve as a strategy for improving the quality of education, as recommended for policymakers and curriculum planners.

کلیدواژه‌ها English

Higher education
evaluation
general education curriculum
intended curriculum
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  • تاریخ دریافت 10 اسفند 1403
  • تاریخ بازنگری 09 فروردین 1404
  • تاریخ پذیرش 17 فروردین 1404
  • تاریخ انتشار 10 تیر 1405