میزان رعایت اصول علمی در تدوین هدف‌های برنامه درسی تحصیلات تکمیلی مطالعه موردی: دانشگاه اصفهان
محورهای موضوعی : پژوهش در برنامه ریزی درسیمحمد رحمان پور 1 , میرقاسم حسینی 2 , احمد رضا نصر اصفهانی 3
1 - 2دانشجوی دکتری برنامه ریزی درسی دانشگاه اصفهان و مدرس دانشگاه پیام نور مراکز مریوان و سروآباد
2 - 1کارشناس ارشد علوم تربیتی
3 - 3استاد گروه علوم تربیتی دانشگاه اصفهان
کلید واژه: تحصیلات تکمیلی, آموزش عالی, برنامه درسی, هدف,
چکیده مقاله :
پژوهش حاضر با هدف بررسی میزان رعایت اصول علمی در تدوین هدف‌های برنامه درسی تحصیلات تکمیلی دانشگاه اصفهان انجام گرفت. این پژوهش از نوع کیفی و به صورت مطالعه موردی انجام شد. جامعه آماری پژوهش را کلیه اعضای هیأت علمی دانشگاه ا صفهان تشکیل می‌داد. از این میان 35 نفر با روش نمونه‌گیری هدفمند موارد مطلوب انتخاب گردیدند. ابزار پژوهش مصاحبه نیمه ساختاریافته بود. داده‌های حاصل از مصاحبه با استفاده از روش تجزیه و تحلیل مقوله بندی مورد تحلیل قرار گرفت. نتایج نشان داد که برای تدوین اهداف، نیازسنجی‌های علمی صورت نگرفته، و تأکید بیشتر بر نظر متخصصان (دانش) بود. همچنین به نیازهای جامعه، دانشجویان و دیگر ذینفعان آموزش عالی نیز توجه چندانی نشده است. هدف‌های برنامه درسی در سطح ارائه دانش تا حد زیادی رضایت بخش است ولی سهم تولید دانش در هدف‌ها کم بوده است. در مورد نشر دانش (ارائه خدمات) به دلیل مشخص نبودن دقیق نیازهای جامعه، تدوین اهداف در این حیطه از مطلوبیت چندانی برخوردار نیست. در سطح کارآفرینی نیز در هدف‌های برنامه درسی به زیرساخت‌ها و مهارت‌های لازم برای ایجاد ظرفیت‌های کارآفرینی در دانشجویان توجه چندانی نشده و در نتیجه در این حیطه عملکردها خیلی ضعیف بوده است.
The present study has been done with the aim of studying the amount of observance the scientific principles in codification the goals of curriculum in graduate studies at the Isfahan University. This qualitative study was conducted as a case study. Its statistical society is all the members of Isfahan University faculty. 35 people were chosen by purposive sampling method as desired cases. The Research tool was semi-structured interviews. Data from the interview was analyzed by using categorization analysis. The results showed that to codifying goals the needs assessment has not been done, but more emphasis was on specialists views (Knowledge) also community needs, students' and other stakeholders' needs in higher education has not received enough attention. The Goals of curriculam was largely satisfactory at the level of knowledge, but producting knowledge has been least. Knowledge distributing (provide services) in goals was not satisfactory because community needs are not specified exactly. Entrepreneurship level in goals of curriculum has not been enough attended especially about its infrastructure and skills which needed to create entrepreneurship capacity building among students so the functions were weak in this scop.
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