بررسي عوامل موثر بر برنامه درسي نهادينه شده درس ا نديشه اسلامي دوره ي كارشناسي

Investigating the Factors Affecting the Institutionalized Curriculum of Islamic Studies in Bachelor's Courses

ﻫﺪف اﺻﻠﯽ اﯾﻦ ﭘﮋوﻫﺶ ﺑﺮرﺳﯽ ﻋﻮاﻣﻞ ﻣﺆﺛﺮ ﺑﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻧﻬﺎدﯾﻨﻪ ﺷﺪه درس اﻧﺪﯾﺸﻪ اﺳﻼﻣﯽ اﺳﻼﻣﯽ ﺑﻮد. روش ﺗﺤﻘﯿﻖ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﭘﯿﻤﺎﯾﺸﯽ و. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن دوره ﮐﺎرﺷﻨﺎﺳﯽ داﻧﺸﮕﺎه ﻋﻠﻮم اﻧﺘﻈﺎﻣﯽ ﺑﻮدﻧﺪ ﮐﻪ از ﻃﺮﯾﻖ آزﻣﻮن ﺳﺮاﺳﺮي ﺑﻪﺻﻮرت ﻧﯿﻤﻪ ﻣﺘﻤﺮﮐﺰ وارد داﻧﺸﮕﺎه ﺷﺪﻧﺪ. ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﻤﻮﻧﻪﮔﯿﺮي ﻃﺒﻘﻪاي ﻧﺴﺒﯽ ﺗﻌﺪاد 150 ﻧﻔﺮﺷﺎﻣﻞ 53 ﻧﻔﺮ از داﻧﺸﮑﺪه اﻧﺘﻈﺎﻣﯽ و 72 ﻧﻔﺮاز داﻧﺸﮑﺪه راﻫﻮر و 25 ﻧﻔﺮاز ﻣﺠﺘﻤﻊ ﮐﻮﺛﺮ از داﻧﺸﺠﻮﯾﺎﻧﯽ ﮐﻪ درس اﻧﺪﯾﺸﻪ اﺳﻼﻣﯽ 1 و 2 را ﮔﺬراﻧﺪه و ﺣﺪاﻗﻞ ﺳﻪ ﻣﺎه از اﻣﺘﺤﺎن ﭘﺎﯾﺎن ﻧﯿﻤﺴﺎل آﻧﺎن ﮔﺬﺷﺘﻪ ﺑﻮد. ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ آﻣﺎري اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار اﺻﻠﯽ ﺟﻤﻊآوري اﻃﻼﻋﺎت ﭘﺮﺳﺸﻨﺎﻣﻪ 64 ﮔﻮﯾﻪاي ﺳﻨﺠﺶ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻧﻬﺎدﯾﻨﻪ ﺷﺪه و ﻋﻮاﻣﻞ ﻣﺆﺛﺮ ﺑﺮ آن ﺑﻮد. ﺑﺮاي ﺳﻨﺠﺶ رواﯾﯽ اﺑﺰار از روش رواﯾﯽ ﻣﺤﺘﻮي اﺳﺘﻔﺎده ﺷﺪ و رواﯾﯽ اﺑﺰار از ﻣﻨﻈﺮ ﺻﺎﺣﺐﻧﻈﺮان ﻗﺎﺑﻞ ﻗﺒﻮل ﮔﺰارش ﺷﺪ و ﺑﺮاي ﺳﻨﺠﺶ ﭘﺎﯾﺎﯾﯽ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻧﻬﺎدﯾﺘﻪ ﺷﺪه و ﻋﻮاﻣﻞ ﻣﺆﺛﺮ ازروش آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ اﺳﺘﻔﺎده ﺷﺪ و ﻣﯿﺰان آنﻫﺎ ﺑﻪ ﺗﺮﺗﯿﺐ 0/74 و 0/79 ﻣﺠﺎﺳﺒﻪ ﮔﺮدﯾﺪ. ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎي از آزﻣﻮنﻫﺎي آﻣﺎري ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن، رﮔﺮﺳﯿﻮن ﺑﻪ ﺷﯿﻮة اﯾﻨﺘﺮ و ﺗﯽ ﻣﺴﺘﻘﻞ اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﺗﺄﺛﯿﺮ ﻋﻮاﻣﻞ آﻣﻮزﺷﯽ، ﻋﻮاﻣﻞ اﺟﺘﻤﺎﻋﯽ وﻋﻮاﻣﻞ ﻓﺮدي ﺑﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻧﻬﺎدﯾﻨﻪ اﻧﺪﯾﺸﻪ اﺳﻼﻣﯽ ﻣﻌﻨﯽ دار ﺑﻮده اﺳﺖ و ﻋﻮاﻣﻞ ﺟﻐﺮاﻓﯿﺎﯾﯽ راﺑﻄﻪ ﻣﻌﻨﯽ داري را ﻧﺸﺎن ﻧﺪادهاﻧﺪ. ﺑﺮاﯾﻦ اﺳﺎس ﻣﯽﺗﻮان ﮔﻔﺖ ﮐﻪ ﻋﻮاﻣﻞ آﻣﻮزﺷﯽ 29 درﺻﺪ و ﻋﻮاﻣﻞ اﺟﺘﻤﺎﻋﯽ 55 درﺻﺪ و ﻋﻮاﻣﻞ ﻓﺮدي 23 درﺻﺪ از ﺗﻐﯿﺮات ﻣﺘﻐﯿﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ درﯾﺎﻓﺖ ﺷﺪه درس اﻧﺪﯾﺸﻪ اﺳﻼﻣﯽ داﻧﺸﺠﻮﯾﺎن دوره ﮐﺎرﺷﻨﺎﺳﯽ را ﺗﺒﯿﯿﻦ و ﭘﯿﺶﺑﯿﻨﯽ ﻣﯽﮐﻨﻨﺪ

Abstract The purpose of this research is to study the factors affecting the institutionalized curriculum of Islamic Thought Course. The research is descriptive of a survey type. The statistical population consisted of students at the University of Police, manner. Using a relative classified sampling method, 150 individuals including 53 students from the police college and 72 ones from the Department of Traffic, and 25 ones from the Kosar college, who have gone through Islamic Thinking Courses 1 and 2 and three months have passed since their end of the semester period. They were selected as statistical samples. The main instrument for collecting data is a questionnaire of 64 items that is an indicator of the institutionalized curriculum and the factors that affect it. To assess the validity of the tool, content validity method was used. The tool was evaluated acceptable from the view of experts, and to assess the reliability of the curriculum and the effective factors, Cronbach's alpha was used and their values were 0.74 and 0.79, respectively. For analyzing the data, Pearson correlation coefficient and regression were used as inter and independent T-test. The results showed that the effect of educational factors, social factors and individual factors on the institutional curriculum of Islamic Thought was significant while geographical factors did not show a significant relationship. On this basis, it can be said that educational, social, and individual factors explained the variations of the curriculum for as much as 29%, 55% and 23% respectively