چگونه برنامه درسی اجرا شده را ارزشیابی کنیم؟

نوع مقاله: مقاله پژوهشی

نویسنده

دکتری مطالعات برنامه درسی، سازمان پژوهش و برنامه‌ریزی آموزشی، پژوهشگاه مطالعات آموزش‌وپرورش

چکیده

پژوهش حاضر با هدف ارائه چهارچوبی برای ارزشیابی از برنامه درسی اجرا شده دوره کارشناسی انجام گرفته است. با استفاده از روش پژوهش کیفی توصیفی، تجارب و ادراکات 31 نفر (17 عضو هیئت علمی، 12 دانشجوی دوره کارشناسی، 2 کارشناس دفتر برنامه‌ریزی آموزش عالی) از دانشگاه‌های علامه طباطبایی، تهران و خوارزمی، دانشگاه علوم پزشکی ارتش و دفتر برنامه‌ریزی آموزش عالی با روش نمونه‌گیری هدفمند و از طریق مصاحبه نیمه ساختارمند گردآوری شد. تحلیل داده‌ها با تکیه بر رویکرد نظریه زمینهای سیستماتیک و با استفاده از کدگذاری باز، محوری و انتخابی به ترتیب انجام گرفت. از یافته‌های به دست آمده، مقوله‌های «طراحی نقشه تدریس»، «اجرای تدریس و نظارت بر آن» و خرده مقوله‌های «انتخاب رویکرد تدریس»، «انتخاب روش تدریس»، «برنامه‌ریزی برای اجرای تدریس»، «ایجاد فضای عاطفی مثبت»، «تدریس»، «تعاملات بعد از کلاس»، «نظارت بر برنامه درسی تدریس شده» شناسایی شد. به‌طور کلی چهارچوب شناسایی شده برای ارزشیابی برنامه درسی اجرا شده، زیست-بوم این نوع از برنامه ‌درسی را به فراسوی کلاس‌های درس گسترش داده و زمینه نگاه عمیق‌تری به کیفیت فرایندهای یادگیری-تدریس را فراهم کرده است.

کلیدواژه‌ها


عنوان مقاله [English]

How to Evaluate Enacted Curriculum?

نویسنده [English]

  • Seyed Ali Khaleghinezhad
چکیده [English]

This study aimed at providing an evaluation framework of the undergraduate enacted curriculum. Having used the descriptive qualitative research method, it was attempted to collect the experiences and perceptions of 31 participants (17 faculty members, 12 undergraduate students and 2 experts of the Office of Higher Education Planning) from Allameh Tabatabai University, Kharazmi University, University of Tehran, Aja University of Medical Sciences and Office of Higher Education Planning using purposeful sampling method and semi-structured interviews. Given the data analysis process, it was tried to focus on systematic grounded theory approach through open, axial and selective coding methods. The findings led to identification of the following categories and subcategories: "designing a teaching map", “teaching and evaluating it", "selection of teaching approach", "selection of teaching method", "planning for teaching", "creating a positively affective space", "teaching"," interactions after classroom" and "monitoring the taught curriculum". Generally, the discovered framework for evaluating the enacted curriculum expanded the ecology of enacted curriculum to out-of-class areas. Besides, it provided a platform for a deep view to secure the quality of learning-teaching processes.

کلیدواژه‌ها [English]

  • Context of instruction
  • curriculum evaluation
  • enacted curriculum
  • undergraduate education
  • out-of-classroom interactions

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