روﯾﮑﺮدﻫﺎي ﯾﺎددﻫﯽ - ﯾﺎدﮔﯿﺮي ﻣﻨﺎﺳﺐ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺑﯿﻦ اﻟﻤﻠﻠﯽ آﻣﻮزﺷﯽ ﻋﺎﻟﯽ

Approaches to teaching - learning international higher education curriculum

ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﯾﻨﮑﻪ ﻫﺰاره ﺳﻮم ﺑﺎ آواي اﻗﺘﺼﺎد ﺟﻬﺎﻧﯽ داﻧﺶ ﻣﺤﻮر و ﺗﺤﻮل ﺑﻨﯿﺎدي ﻋﻠﻮم و ﺗﮑﻨﻮﻟﻮژي ﻫﻤﭽﻮن راﯾﺎﻧﻪ ﻫﺎي ﺷﺨﺼﯽ، اﻧﺮژي ﻫﺎي ﺟﺎﯾﮕﺰﯾﻦ و ﻧﺎﻧﻮ ﺗﮑﻨﻮﻟﻮژي و ... ﻫﻤﺮاه ﺑﻮده اﺳﺖ. ﺑﻨﺎﺑﺮاﯾﻦ ﻫﻤﺮاه ﺑﺎ ﭘﺪﯾﺪه ﻫﺎي ﻣﺘﺤﻮل ﻗﺮن ﺣﺎﺿﺮ و ﻧﻘﺶ آﻧﻬﺎ در زﻧﺪﮔﯽ ﺑﺸﺮ اﻣﺮوزي، ﺿﺮورت ﺗﺤﻮل ﻧﻬﺎدﻫﺎي آﻣﻮزش ﻋﺎﻟﯽ و ﺗﺄﮐﯿﺪ ﺑﯿﺸﺘﺮ ﺑﺮ ﻫﻤﮑﺎري ﻫﺎي ﺑﯿﻦ اﻟﻤﻠﻠﯽ در ﺗﻤﺎم اﺑﻌﺎد ﺑﺮﻧﺎﻣﻪ درﺳﯽ در آﻣﻮزش ﻋﺎﻟﯽ ﺑﻪ ﻋﻨﻮان ﻣﺘﻮﻟﯽ اﯾﻦ ﻣﻬﻢ از ﺟﻤﻠﻪ ﺷﯿﻮه ﻫﺎي ﯾﺎددﻫﯽ- ﯾﺎدﮔﯿﺮي ﺑﯿﺶ از ﭘﯿﺶ اﺣﺴﺎس ﻣﯽ ﮔﺮدد، ﻟﺬا ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺗﻌﯿﯿﻦ روﯾﮑﺮدﻫﺎي ﯾﺎددﻫﯽ-ﯾﺎدﮔﯿﺮي ﻣﻨﺎﺳﺐ ﺑﺮﻧﺎﻣﻪ درﺳﯽ آﻣﻮزش ﻋﺎﻟﯽ ﻣﺒﺘﻨﯽ ﺑﺮ ﺑﯿﻦ اﻟﻤﻠﻠﯽ ﺳﺎزي ﺑﺎ اﺳﺘﻔﺎده از ﺷﯿﻮه ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﮐﯿﻔﯽ از ﻧﻮع ﻣﻘﻮﻟﻪ ﺑﻨﺪي ﻗﯿﺎﺳﯽ از دﯾﺪﮔﺎه اﺳﺎﺗﯿﺪ و ﺻﺎﺣﺐ ﻧﻈﺮان ﺑﺮﻧﺎﻣﻪ درﺳﯽ وﺑﺎ ﺷﯿﻮه ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ ﺑﻪ ﺻﻮرت ﻓﯿﺶ ﺑﺮداري از ﻣﺘﻮن اﻧﺠﺎم ﺷﺪه اﺳﺖ.در ﻓﺮاﯾﻨﺪ ﮐﺪ ﮔﺬاري ﻧﻈﺮات اراﯾﻪ ﺷﺪه ﺗﻮﺳﻂ ﻣﺘﺨﺼﺼﺎن وﺻﺎﺣﺐ ﻧﻈﺮان ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺑﻪ ﻣﻔﺎﻫﯿﻢ ﻣﺠﺰا ﺗﻔﮑﯿﮏ ﺷﺪﻧﺪ وﺳﭙﺲ ﻣﻔﺎﻫﯿﻢ ﻣﺸﺘﺮك ﻫﻢ دﺳﺘﻪ ﮔﺸﺘﻨﺪ ودر دﺳﺘﻪ ﻫﺎي ﻣﺠﺰا ﻗﺮار ﮔﺮﻓﺘﻨﺪ وﺳﻪ ﻣﻮﻟﻔﻪ اﻟﺰاﻣﺎت ﻓﺮﻫﻨﮕﯽ-اﺟﺘﻤﺎﻋﯽ،اﻟﺰاﻣﺎت ﺳﺎﺧﺘﺎري و روش ﻫﺎي ﯾﺎدﮔﯿﺮي ﺑﻪ ﻋﻨﻮان ﺗﻢ ﻫﺎي اﺻﻠﯽ ﺷﻨﺎﺳﺎﯾﯽ ﺷﺪﻧﺪ و اﯾﻦ ﺗﻢ ﻫﺎ ﺑﻪ ﻫﻤﺮاه ﺗﻢ ﻫﺎي ﻓﺮﻋﯽ ﻫﻢ دﺳﺘﻪ آﻧﻬﺎ در ﻣﺪل ﺗﺤﻠﯿﻠﯽ ﺑﻪ ﺻﻮرت ﻣﺠﺰا دﺳﺘﻪ ﺑﻨﺪي ﺷﺪه اﻧﺪ.

Given that the third millennium, with the voice of the global economy, knowledge - driven fundamental change science and technology such as PCs, alternative energy and nanotechnology and has been associated. So along with the changing phenomena of the present century and their role in human life today, The Need for Change higher education institutions and greater emphasis on international cooperation in all aspects of the curriculum in higher education as important as the custodian of the teaching-learning methods can be felt more than ever, This study aimed to determine the teaching-learning approaches based on the internationalization of higher education curriculum using qualitative content analysis method of categorization inductive Of teachers and curriculum experts with purposive sampling method for taking notes from texts is done. In the process of coding the comments powered by owner specialist curriculum experts were divided into separate concepts each category were then common concepts Categories were grouped in three components, social and cultural requirements, structural requirements and methods of learning were identified as the main themes This theme comes with a bunch of sub-themes have been classified separately in the model.