نگاهی به تجربیات آموزشی در پیوستاری چندوجهی: چگونه برنامه درسی کسب‌شده را ارزشیابی کنیم؟

پژوهش در برنامه ریزی درسی

دوره 17، شماره 67، اسفند 1399، صفحه 130-146   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2020.1877092.1448

نویسندگان

سید علی خالقی نژاد^{* 1}؛ اکبر هدایتی²

¹دکتری مطالعات برنامه درسی، سازمان پژوهش و برنامه‌ریزی آموزشی، پژوهشگاه مطالعات آموزش‌وپرورش، تهران، ایران.

²دکتری مطالعات برنامه درسی، دانشگاه فرهنگیان، قم، ایران.

چکیده

شکاف بین انواع برنامه‌های درسی از مسائل غامض حوزۀ برنامه‌درسی به شمار می‌آید که بازاندیشی دربارۀ چارچوب‌های پنداشتی آنها را به یک ضرورت تبدیل کرده است. پژوهش حاضر با هدف واکاوی ارزشیابی برنامه درسی کسب‌شده، یکی از این چارچوب‌ها، با تکیه بر تجربیات و دیدگاه‌های ذینفعان برنامه‌های درسی دورۀ کارشناسی انجام شده است. با استفاده از روش پژوهش کیفی توصیفی تجارب و ادراکات 31 نفر (17 عضو هیئت‌علمی، 12 دانشجوی نیمسال آخر دورۀ کارشناسی و فارغ‌التحصیل، 2 کارشناس دفتر برنامه‌ریزی آموزش عالی) از دانشگاه‌های علامه طباطبائی، تهران و خوارزمی، دانشگاه علوم پزشکی ارتش و دفتر برنامه‌ریزی آموزش عالی با روش نمونه‌گیری هدفمند و از طریق مصاحبه نیمه‌ساختارمند گردآوری گردید. داده‌های احصاء شده از طریق کدگذاری باز، محوری و انتخابی تحلیل گردید. یافته‌های به‌دست‌آمده به شناسایی مقوله‌های «پیامدهای کوتاه‌مدت» و «پیامدهای بلندمدت» و خرده‌مقوله‌های «دستیابی به پیامدهای مشخص‌شده»، «پیامدهای یادگیری نوپدید»، «تحول شخصیتی فارغ‌التحصیلان»، «اشتغال فارغ‌التحصیلان» و «ادامه تحصیل فارغ‌التحصیلان» برای ارزشیابی برنامه درسی کسب‌شده منجر شد. پیام این پژوهش پیگیری پیامدهای مختلف تجربیات آموزشی دانشجویان دوره کارشناسی در ابعاد مختلف زندگی شغلی، شخصی و آموزشی و درنهایت جمع‌آوری شواهد مرتبط برای قضاوت‌های منطقی در خصوص نقاط مثبت و ضعف برنامه‌های درسی کنونی است.

کلیدواژه‌ها

برنامه درسی کسب‌شده؛ تجربه‌های آموزشی؛ دورۀ کارشناسی؛ پیامدهای برنامه درسی. فراکلاسی

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