ارزيابي ميزان دستيابي به مولفه هاي آموزش مادام العمر در برنامه درسي اجرا شده از ديدگاه دانشجويان تحصيلات تكميلي دانشگاه شيراز

Assessing the achievement of lifelong education components in the Implemented curriculum from the viewpoint of graduate students of Shiraz university

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ارزﯾﺎﺑﯽ ﻣﯿﺰان دﺳﺘﯿﺎﺑﯽ ﺑﻪ ﻣﻮﻟﻔﻪ ﻫﺎي آﻣﻮزش ﻣﺎدام اﻟﻌﻤﺮ در ﻋﻨﺎﺻﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ اﺟﺮا ﺷﺪه ي دوره ﻫﺎي ﺗﺤﺼﯿﻼت ﺗﮑﻤﯿﻠﯽ داﻧﺸﮕﺎه ﺷﯿﺮاز ﺑﻮد. روش ﭘﮋوﻫﺶ، ﺗﻮﺻﯿﻔﯽ ﭘﯿﻤﺎﯾﺸﯽ و ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﻫﻤﻪ داﻧﺸﺠﻮﯾﺎن دوره ﺗﺤﺼﯿﻼت ﺗﮑﻤﯿﻠﯽ داﻧﺸﮕﺎه ﺷﯿﺮاز ﺑﻮد ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪ اي ﻧﺴﺒﺘﯽ ﺗﻌﺪاد 344 داﻧﺸﺠﻮ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﭘﮋوﻫﺶ، ﻣﻘﯿﺎس ﺑﺮﻧﺎﻣﻪ درﺳﯽ آﻣﻮزش ﻣﺎدام اﻟﻌﻤﺮ)ﻣﺤﻤﺪي و ﻫﻤﮑﺎران، 1395(، ﺑﻮد. و رواﯾﯽ آن ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﯿﻞ ﮔﻮﯾﻪ و ﺗﺤﻠﯿﻞ ﻋﺎﻣﻞ ﺗﺎﯾﯿﺪي اﻧﺠﺎم ﺷﺪ. ﭘﺎﯾﺎﯾﯽ آن ﻧﯿﺰ ﺑﺎ اﺳﺘﻔﺎده از آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﺗﺎﯾﯿﺪ ﺷﺪ. ﺟﻬﺖ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ از آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ اﻧﺪازه ﮔﯿﺮي ﻣﮑﺮر، آزﻣﻮن ﺗﻌﻘﯿﺒﯽ ﺑﻮﻧﻔﺮوﻧﯽ. آزﻣﻮن ﺗﯽ ﺗﮏ ﻧﻤﻮﻧﻪ اي، و از ﻧﺮم اﻓﺰارﻫﺎي 21 SPSS و 8.8 LISREL اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ از دﯾﺪﮔﺎه داﻧﺸﺠﻮﯾﺎن ﺑﯿﻦ ﺟﻬﺖ ﮔﯿﺮي و ﻣﺎﻫﯿﺖ ﻋﻨﺎﺻﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ در ﻣﻮرد ﮔﺮاﯾﺶ ﺑﻪ ﻣﺎدام اﻟﻌﻤﺮ ﺑﻮدن ارزﺷﯿﺎﺑﯽ، ﺗﻔﺎوت ﻣﻌﻨﺎداري وﺟﻮد دارد. ﺑﯿﻦ ﻣﯿﺰان ﮔﺮاﯾﺶ ﺑﻪ ﻣﺎدام اﻟﻌﻤﺮﺑﻮدن ﻋﻨﺼﺮ ﻫﺪف، ﻣﺤﺘﻮا و راﻫﺒﺮد ﯾﺎددﻫﯽ- ﯾﺎدﮔﯿﺮي ﺑﺎ ﺑﺮﺧﯽ از ﻋﻨﺎﺻﺮ، ﺗﻔﺎوت ﻣﻌﻨﺎدار وﺟﻮد دارد. در ﻣﻮرد ﻣﯿﺰان ﮔﺮاﯾﺶ ﺑﻪ ﻣﺎدام اﻟﻌﻤﺮ ﺑﻮدن ﺑﺮﻧﺎﻣﻪ درﺳﯽ دوره ﻫﺎي دﮐﺘﺮي و ﮐﺎرﺷﻨﺎﺳﯽ ارﺷﺪ ﺗﻔﺎوت ﻣﻌﻨﺎداري وﺟﻮد ﻧﺪارد. ﻫﻤﭽﻨﯿﻦ در ﻣﻮرد ﻣﯿﺰان ﮔﺮاﯾﺶ ﺑﻪ ﻣﺎدام اﻟﻌﻤﺮ ﺑﻮدن ﺑﺮﻧﺎﻣﻪ ﻫﺎي درﺳﯽ، ﺗﻔﺎوت ﻣﻌﻨﺎداري وﺟﻮد ﻧﺪارد و در ﻣﻮرد ﻣﯿﺰان ﮔﺮاﯾﺶ ﺑﻪ ﻣﺎدام اﻟﻌﻤﺮ ﺑﻮدن ﻋﻨﺎﺻﺮ ﻧﻪ ﮔﺎﻧﻪ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺗﻔﺎوت ﻣﻌﻨﺎداري وﺟﻮد دارد.

Assessing the achievement of the component of lifelong education in the elements of the implemented curriculum at the Shiraz University.In this study, descriptive-survey method has been used. The study populations included were all the students of supplementary education course of Shiraz University. Stratified random sampling method have been used that 345 college students were selected. The research instrument, scale curriculum lifelong education (Mohammadi et al., 2016), and its validity using item analysis and confirmatory factor analysis was performed. Its reliability using Cranach’s alpha was confirmed. For data analysis, inferential statistics analysis of variance with repeated measures, Bonferroni post hoc test. One-sample t-test, and SPSS 21 and LISREL 8.8 software was used. The results showed that: Students of art and architecture group have allocated the most mean of being life-long to goal element and the lowest mean to content element. The results showed that there is a significant difference between students' viewpoints and the nature of curriculum elements about the tendency towards lifelong evaluation. There is a significant difference between the amount of tendency toward the lifespan of the target element, the content and the teaching strategy-learning with some elements. There is no meaningful difference in the degree of trend towards lifelong learning in the curriculum of Ph.D. and Masters. There is also no significant difference in the rate of lifelong learning of the curriculum and there is a significant difference in the rate of lifelong learning of the nine elements of the curriculum.