پديد آورندگان :
ﺻﺎﺑﺮ ﮐﺮﮔﺎﻧﯽ، اﻓﺴﺎﻧﻪ داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ واﺣﺪ اﺻﻔﻬﺎن , ﮐﺸﺘﯽ آراي، ﻧﺮﮔس داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ واﺣﺪ اﺻﻔﻬﺎن - داﻧﺸﮑﺪه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ و رواﻧﺸﻨﺎﺳﯽ , اﺑﻮاﻟﻤﻌﺎﻟﯽ، ﺧﺪﯾﺠﻪ داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ رودﻫﻦ - دانشكده رواﻧﺸﻨﺎﺳﯽ
كليدواژه :
برنامة درسي , سرمايه روانشناختي , اميد , آموزش عالي
چكيده فارسي :
ﻫﺪف: ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻃﺮاﺣﯽ ﺑﺮﻧﺎﻣﻪ درﺳﯽ اﻣﯿﺪ در اﺑﻌﺎد ﻫﺪف، ﻣﺤﺘﻮا، روشآﻣﻮزﺷﯽ، ارزﺷﯿﺎﺑﯽ ﺑﺮاي آﻣﻮزش ﻋﺎﻟﯽ اﯾﺮان اﺳﺖ. روش: روش ﺗﺤﻘﯿﻖ ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﮐﯿﻔﯽ ﻧﻈﺎم ﻣﻘﻮﻟﻪ اي ﻗﯿﺎﺳﯽ ﺑﻮد. ﺣﻮزه ﭘﮋوﻫﺶ درﺑﺮﮔﯿﺮﻧﺪة ﻣﻨﺎﺑﻊ، ﻣﻘﺎﻻت و ﮐﺘﺐ ﭼﺎﭘﯽ و دﯾﺠﯿﺘﺎﻟﯽ ﻣﺮﺗﺒﻂ ﺑﺎ اﻣﯿﺪ اﺳﺖ. روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ ﺑﻮد. ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ اﻃﻼﻋﺎت از ﮐﺪﮔﺬاري ﻣﻮﺿﻮﻋﯽ اﺳﺘﻔﺎده ﺷﺪ
ﯾﺎﻓﺘﻪ ﻫﺎ: ﺑﺮاﺳﺎس ﮐﺪﮔﺬاري ﻣﻮﺿﻮﻋﯽ 66 ﮐﺪ اﺳﺎﺳﯽ و 18 ﮐﺪ ﻧﻈﺮي در اﻣﯿﺪ ﺑﻪ دﺳﺖ آﻣﺪ. ﺟﻬﺖ اﻋﺘﺒﺎر ﺳﻨﺠﯽ ﻣﺪل ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺳﺮﻣﺎﯾﻪ رواﻧﺸﻨﺎﺧﺘﯽ از 10 ﻧﻔﺮ از اﺳﺎﺗﯿﺪ ﺧﺒﺮه ﺣﻮزه ﺑﺮﻧﺎﻣﻪ درﺳﯽ و رواﻧﺸﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ ﺑﺎ ﺑﮑﺎرﮔﯿﺮي ﺿﺮﯾﺐ ﺗﻮاﻓﻘﯽ ﻻوﺷﻪ اﺳﺘﻔﺎده ﮔﺮدﯾﺪ ﮐﻪ ﻣﻮﻟﻔﻪﻫﺎي داراي ﺿﺮﯾﺖ ﮐﻤﺘﺮ 62% ﯾﻌﻨﯽ 2 ﻣﺆﻟﻔﻪ در اﻣﯿﺪ ﺣﺬف ﺷﺪ.اﻫﺪاف ﺑﺮﻧﺎﻣﻪ درﺳﯽ اﻣﯿﺪ اﻫﺪاف واﻗﻊ ﺑﯿﻨﺎﻧﻪ، ﺧﻮد ﮐﻨﺘﺮﻟﯽ، ﺧﻮدآﮔﺎﻫﯽ، ﻣﻬﺎرت ﮐﻨﺘﺮل ﻫﯿﺠﺎﻧﺎت، ﺑﺮاﻧﮕﯿﺨﺘﮕﯽ ﻣﻄﻠﻮب، ﻣﺤﺘﻮاي ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻓﺮاﮔﯿﺮي ﺧﻮد ﻧﻈﻢ ﺟﻮﯾﯽ و ﻧﺤﻮة اداره ﺧﻮد، آﻣﻮزش ﺑﺮﻧﺎﻣﻪ رﯾﺰي و ﺑﺮاﻧﮕﯿﺨﺘﮕﯽ، ﭘﺮورش راه ﻫﺎي ﺧﻼﻗﺎﻧﻪ ﺟﻬﺖ دﺳﺘﯿﺎﺑﯽ ﺑﻪ اﻫﺪاف، روﯾﮑﺮدﻫﺎي آﻣﻮزﺷﯽ ﺗﺠﻮﯾﺰي راه ﻫﺎي ﻓﮑﺮﮐﺮدن، روش ﺗﺪرﯾﺲ، ﺷﯿﻮه ﺧﻮدﮔﺮداﻧﯽ، ﺣﻞ ﻣﺴﺄﻟﻪ، روش ﺣﻤﺎﯾﺖ آﻣﻮزﺷﯽ و ارزﺷﯿﺎﺑﯽ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ارزﯾﺎﺑﯽ از ﺗﺪوﯾﻦ و ﭘﯿﮕﯿﺮي اﻫﺪاف، ارزﯾﺎﺑﯽ از اراده و ﭘﺸﺘﮑﺎر، اﻣﮑﺎن ﺳﻨﺠﺶ ﺧﻼﻗﯿﺖ ﺑﺎ اﺑﺰارﻫﺎي ﻣﺨﺘﻠﻒ ﺑﻪ دﺳﺖ آﻣﺪه ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ﺑﻪ ﻋﻨﻮان ﯾﮏ ﻣﺪل ﻃﺮاﺣﯽ ﺑﺮﻧﺎﻣﮥ درﺳﯽ ﺳﺮﻣﺎﯾﻪ رواﻧﺸﻨﺎﺧﺘﯽ ﻣﺒﺘﻨﯽ ﺑﺮ اﻣﯿﺪ ﺑﺮاي ﺑﺮﻧﺎﻣﻪ رﯾﺰان و اﺳﺎﺗﯿﺪ آﻣﻮزش ﻋﺎﻟﯽ اﯾﺮان اﯾﻦ اﻣﮑﺎن را ﻓﺮاﻫﻢ ﻣﯽ ﮐﻨﺪ ﮐﻪ ﺑﺎ ﺷﻨﺎﺧﺖ و ﮐﺎرﺑﺮد ﻋﻨﺎﺻﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺑﻪ ﺗﻮﺳﻌﻪ ﺳﺮﻣﺎﯾﻪ رواﻧﺸﻨﺎﺧﺘﯽ در داﻧﺸﺠﻮﯾﺎن ﭘﺮداﺧﺖ.
چكيده لاتين :
Purpose:The purpose of this study was to design a psychological capital curriculum consist of hope for Iranian higher education.
Method:The research methodology was qualitative content analysis of deductive category system. The research domain consisted of all sources, articles, and printed and digital books related to psychological capital and a purposive sampling method was used. Instruments were the researcher made notes and tables used to record items, elements, and components of the psychological capital. For validity, the views of the supervisors, counselors and experts in the field of curriculum and educational psychology were used. Data analysis was conducted through subject coding.
Findings: The findings were derived from 66 conceptual codes
that were categorized into 18 components and according to
hope. To validate the model of psychological capital
curriculum, 10 experts from the field of curriculum and educational psychology contributed using Lawshe coefficient,
with components below 62%, 2 components were deleted. Research results: the results showed that the identified targets
for Hope included 5 components: realistic objectives, self-consciousness, self-control, emotion control skill, and optimal excitation ability. The obtained content in curriculum of
psychological resources related to Hope included 4 components: developing innovative ways toachieve goals ,self-discipline learning how to manage your own,Training and planning and excitement ,Approaches to the continuous
education of ways of thinking. The results also identified 4 components for teaching methods of Hope: educational support method, seif-reliance, problem solving methods. For
evaluation of Hope, we identified 3 components: Evaluation of establish and pursue the goals, Ability to measure creativity with different tools., Assessment of power and perseverance. The results obtained in each of the dimensions of the psychological capital were divided into the curriculum elements including goals, content, method and evaluation as a final model. The present study, as a model for designing a curriculum for psychological capital for Iranian scholars and planners of higher edrucation, allows understanding and applying the elements of the curriculum to develop psychological capital in students.
Keywords: Psychological capital
