طراحي اهداف برنامه درسي مهارت هاي زندگي براي دانشجويان دوره كارشناسي مراكز آموزش عالي ايران

Designing the Curriculum Scopes of Life Skills for Iranian Higher Education Students

مقدمه: سلامتي افراد محور توسعه جامعه است و دانشجويان بخش اعظمي از جامعه جوان ما را تشكيل ميدهند. آنان به لحاظ مشكلات و استرس هاي متنوعي كه در اين دورَان متحمل ميشوند، در معرض ابتلا به بسياري از مشكلات رواني _ اجتماعي قرار دارند براي جلوگيري از اين آسيب ها بايد مهارت هاي زندگي در قالب برنامه درسي در آموزش عالي گنجانده شود. هدف از اين مطالعه طراحياهداف برنامه درسي مهارت هاي زندگي را براي دانشجويان دوره كارشناسي مراكز آموزش عالي ايران بود. روش كار: اين مطالعه با رويكرد كيفي و روش تحليل محتوا انجام شد. مشاركت كنندگان را 15 نفر صاحب نظر در زمينه مهارت هاي زندگي و 15 سند مكتوب شامل مي شد. براي انتخاب افراد ازروش نمونه گيري هدفمند استفاده شد. داده ها از طريق مصاحبه هاي نيمه ساختار تا مرحله اشباع گردآوري و با نرم افزار MAXQDA طي سه مرحله كد گذاري باز ،محوري وگزينشي ،تجزيه و تحليل شدند. نتايج: يافته هاي حاصل از اين پژوهش شامل شامل 157كد اوليه بوده كه در نهايت با ادغام كدهاي اوليه 57 كد مفهومي، 8 كد محوري و در 5كد گزينشي ارائه گرديد؛ كد هاي گزينشي « توسعه اجتماعي،توسعه اقتصادي،تقويت مهارت هاي مربوط به زندگي پيشرفته،بهزيستي رواني،خودشكوفايي» براي عتصر هدف استخراج شد. نتيجه گيري: يافته ها نشان داد اهداف برنامه درسي مهارت هاي زندگي بايد زمينه هاي اجتماعي ،اقتصادي ورواني را در بر گيرد.

Introduction: It is obvious that the health of people in each community lead to development of society and the students are the main parts of society. They are faced to many problems and have to tolerated stress and anxiety in their study course. They are exposed to many psychological and social problems. To prevent these injuries, life skills should be included in the curriculum in higher education. The aim of this research was to design the curriculum scopes of life skills for Iranian higher education students. Methods: This study was done by qualitative approach and content analysis method. Participants included 15 life skills supervisors and 15 written documents. Targeted sampling was used to select individuals. Data were collected through semi-structured interviewers up to the saturation stage and analyzed with the MAXQDA software in three stages: open, axial and selective coding. Results: The findings of this study included 157 initial codes, which were finally combined with the initial codes of 57 conceptual codes, 8 axial codes and 5 selective codes. Selection codes “social development, economic development, strengthening advanced life skills, mental welfare, and self-sufficiency” were extracted for the target element. Conclusions: The findings showed that the objectives of life skills curriculum should be include social, economic and psychological contexts. Results: The results of data analysis showed that both methods of work-oriented with a significant level (p <0.01) resulted from the traditional grammatical-translational method. Comparing the two methods of work-centered interaction, the interactivecollaborative method of the conventional method was better in relation to self-efficacy (p <0.01) but in the case of attitudinal barrier, despite the difference in the mean of the two groups in the mean of the two groups in favor of the method Interactiveparticipatory approach to positive attitude did not show statistically significant difference (p> 0.26). Conclusion: Considering the effectiveness of the interactive-participatory teaching-jobbased teaching method, it is suggested that self-efficacy and positive attitude be increased to improve students' academic status.