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شناسایی شاخص های محتوای مطلوب برای دروس رشته های علوم انسانی دانشگاه ها و میزان توجه به آن ها

نوع مقاله : علمی- پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی در آموزش عالی، دانشگاه اصفهان، اصفهان، ایران

2 استاد ، دانشگاه اصفهان، اصفهان، ایران

3 استاد، دانشگاه فردوسی مشهد، مشهد، ایران.

چکیده

پژوهش حاضر با هدف شناسایی شاخص های محتوای مطلوب برای دروس رشته های علوم انسانی دانشگاه ها و میزان توجه به آن ها انجام شد. در پژوهش حاضر، از طرح ترکیبی و از نوع اکتشافی متوالی استفاده شد. در بخش کیفی با 20 نفر از متخصصان و اعضای هیئت‌علمی دانشگاه های کشور که در حوزه محتوای دروس اهل نظر هستند، مصاحبه نیمه ساختاریافته به عمل آمد. ابزار جمع‌آوری داده های پژوهش مصاحبه نیمه ساختاریافته و پرسشنامه محقق ساخته (12 سوالی) استخراج شده از بخش کیفی، بوده است. جامعه آماری بخش کمی دانشجویان کارشناسی دانشگاه ها بودند که به روش خوشه ای چندمرحله ای، تعداد 360 نفر به عنوان نمونه انتخاب شدند. تمامی پرسشنامه ها دریافت شده و مبنای تحلیل های کمی قرار گرفتند. در بخش کمی، از روش توصیفی – پیمایشی بهره گرفته شده است. برای تعیین روایی سؤال‌های مصاحبه و پرسشنامه از روایی صوری و محتوایی و برای برآورد پایایی پرسشنامه از ضریب آلفای کرونباخ استفاده شد. برای تحلیل داده های پژوهش در بخش کیفی از روش مقوله بندی باز و در بخش کمی از آمار توصیفی و استنباطی بهره گرفته شد. یافته های پژوهش حاکی از آن بود که دوازده شاخص از منظر مصاحبه‌شوندگان مهم‌ترین شاخص های محتوا یاددهی و یادگیری مطلوب بودند. یافته های کمی نشان داد میانگین عمل به شاخص های محتوای یادگیری برای دروس رشته های علوم انسانی دانشگاه ها نامطلوب بوده و نیاز به توجه بیشتری دارد.

کلیدواژه‌ها

عنوان مقاله [English]

Identification the indices of desirable content Regarding the Humanity Courses for Universities and the Extent of Attention Them

نویسندگان [English]

  • mostafa bagherian far 1
  • Ahmadreza Naser 2
  • mohammadreza ahanchian 3

1 Ph.D Student of Curriculum Studies in higher education, University of Isfahan, Isfahan, Iran.

2 Professor, University of Isfahan, Isfahan, Iran.

3 Professor, Ferdowsi University of Mashhad, Mashhad, Iran.

چکیده [English]

Identification the indices of desirable content Regarding the Humanity Courses for Universities and the Extent of Attention Them
1-Mostafa Bagherian far
*2-Ahmad Reza Nasr Esfahani
3- Mohamad Reza Ahanchian
1- Ph.D Candidate of Curriculum Studies in higher education, University of Isfahan, Faculty of Education and Psychology, Isfahan, Iran. m_bagherian@edu.ui.ac.ir
2- Professor, Department of Education, University of Isfahan, Faculty of Education and Psychology, Isfahan, Iran. (Corresponding Author) arnasr@edu.ui.ac.ir
3- Professor, Department of educational management and human resource development, Ferdowsi University of Mashhad, Faculty of Education and Psychology, Mashhad, Iran. ahanchi8@um.ac.ir
Aim: The present study is aimed towards identification the indices of desirable teaching and learning content in regard with the Humanity Courses for universities and the extent to which these indices are attention.
Method: In the present study, exploratory mixed-methods research was used. For the qualitative section, we underwent quasi-structured interviews with twenty distinguished and qualified experts and faculty members of universities having their expertise in teaching and learning content and curriculum design. Also, 360 of the students of universities comprised the quantitative statistical population and the questionnaire extracted from the qualitative section was distributed among them. All the questionnaires were received and are employed as the basis of qualitative analyses. In the quantitative section, a descriptive-survey method was employed. This number of participants was selected using multistage cluster sampling method. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed descriptive and inferential statistics to wage on analyzing the data.
Findings: The results indicated that the interviewees outlined twelve indices as the salient indices of teaching and learning content. The quantitative data also indicated that the range and degree of implementing and corresponding to the indices of teaching and learning content seem to be less than desirable. Therefore, it necessarily requires far more significant attention.
Discussion and Conclusion: In consequence, it can be argued that the recognized indices can be recruited to assess and revise the content of courses in different majors of the humanities. In order to enhance and promote the quality, then, particular heed has to be paid to student-centrism; in the sense that the development of the content for university curriculum and educational planning would be enriched with students' ideas and recommendations.
Key words: learning, teaching, , content; curriculum; the Humanity Courses in universities. . .

کلیدواژه‌ها [English]

  • content
  • curriculum
  • the Humanity Courses in universities
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علوم تربیتی
دوره 27، شماره 2
دی 1399
صفحه 225-252
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هم رسانی
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