پديد آورندگان :
رضايي، يوسف دانشگاه آزاد اسلامي واحد نيشابور - گروه مديريت آموزشي، خراسان رضوي، ايران , معقول، علي دانشگاه آزاد اسلامي واحد نيشابور - گروه مديريت آموزشي، خراسان رضوي، ايران , اكبري، احمد دانشگاه آزاد اسلامي واحد بردسكن - گروه مديريت آموزشي، خراسان رضوي، ايران , چرابين، مسلم دانشگاه آزاد اسلامي واحد نيشابور - گروه مديريت آموزشي، خراسان رضوي، ايران
كليدواژه :
مدل برنامة درسي , رشته علوم تربيتي , دانشگاه فرهنگيان خراسان شمالي , مدل تحليل ميانجي , مدل اِكِر
چكيده فارسي :
يكي از روش هاي طراحي مدل برنامه درسي، استفاده از شاخص هاي ارزيابي كيفيت و اعتبارسنجي از برنامه هاي موجود است. در پژوهش حاضر، با استفاده از تحليل ميانجي بر اساس شاخص‌هاي فوق مدلي براي برنامة درسي دورة كارشناسي رشتة علوم تربيتي در دانشگاه فرهنگيان خراسان شمالي تبيين و طراحي شده است. رويكرد پژوهش حاضر اكتشافي است و در زمره تحقيقات كاربردي طبقه بندي مي شود و از روش تركيبي (كمّي-كيفي) بهره گرفته است. همه اساتيد مشغول به تدريس در رشته مذكور به عنوان جامعه آماري، طور تمام شمار انتخاب شده و با آنها مصاحبه انجام گرفت و در ادامه به پرسشنامه پاسخ دادند. اعتبار پرسشنامه مذكور توسط 8 تن از اساتيد متخصص تأييد شد و ضريب پايايي آن برابر با 987/0 به دست آمد. داده هاي حاصل از پرسشنامه از طريق آزمون T يك نمونه‌اي مورد بررسي قرار گرفت و در نهايت مدل برنامة درسي و مدل تحليل ميانجي از طريق نرم افزار آموس طراحي شد. يافته‌هاي اين تحقيق عبارتند از: تدوين و استانداردسازي 12 عامل، 33 ملاك و 211 نشانگر، طراحي مدل دوازده عاملي برنامه درسي، مشخص نمودن متغييرهاي ميانجي و نهايتا طراحي مدل تحليل ميانجي.
چكيده لاتين :
So far, various curriculum models have been presented, the most famous of which is the Ecker model. However, the appropriate curriculum model in each society varies depending on its circumstances. Accordingly, in this study, by add-ing two new elements (i.e. welfare services and management) to the Ecker mod-el, a new model has been designed for the undergraduate curriculum in the field of educational sciences at Farhangian University of North Khorasan. The statisti-cal population of the study includes 77 university lecturers who teach in the field of educational sciences. The process of extracting and validating the proposed curriculum model is done in two qualitative and quantitative stages as follows. In the qualitative stage, first, 8 members of the statistical population, including ex-perienced and expert university lecturers with Ph. D degrees in educational sci-ences, were purposefully selected for semi-structured interviews. Afterwards, by applying the five-step method of Renata Tash interpretive analysis on the result-ed content of the interview, the concepts related to the curriculum were extracted and a preliminary model was proposed for it. This model was then provided to 17 purposefully-selected other members of the statistical community to review and apply additional comments. Finally, the proposed curriculum model consisting of 12 elements, 33 criteria and 211 indicators was developed and after presenting and approving it by all interviewees, a researcher-made questionnaire with Likert scale was prepared. In the quantitative stage, first the content validity of the ques-tionnaire was confirmed by 8 expert lecturers from the statistical community. The final questionnaire with a reliability coefficient of 0.987 (based on Cronbach's test) was given to all members of the statistical community and the results were confirmed by a one-sample T-test. Moreover, in order to better evaluate the pro-posed model, a series of mediator analysis models were also designed and finally, all the designed models were analyzed by Amos software. The results, including the twelve-element model of the curriculum and its intermediate elements (edu-cational objectives, welfare services, teaching materials, evaluation and logic and reason) can be a practical guide for the planners of Farhangian University of North Khorasan and similar institutes.
