ارزيابي برنامه درسي رشته آموزش زبان آلماني در مقطع كارشناسي ارشد در دانشگاه آزاد اسلامي

برنامه ي آموزشي مانند نقشه اي، مسير حركت دانشجو را در طول دوره ي آموزش نشان مي دهد و كيفيت علمي هر رشته و موفقيت دانشجو در دوره ي تحصيل وابسته به نحوه ي تدوين و محتواي آن مي باشد. اگر برنامه ي آموزشي تدوين شده مبتني بر شرايط و امكانات موجود بوده و آخرين پيشرفت ها و دستاوردهاي علمي در آن لحاظ نشود، باعث افت نظام آموزشي مي شود. هدف از انجام پژوهش حاضر بررسي و ارزيابي دوره كارشناسي ارشد رشته آموزش زبان آلماني مي باشد كه با وجود گذشت حدود بيست سال از تشكيل آن، هنوز هيچ نوع ارزيابي و يا بازنگري درباره اين رشته انجام نشده است. در اين پژوهش به تجزيه و تحليل و نقد و بررسي برنامه ي درسي رشته ي آموزش زبان آلماني در مقطع كارشناسي ارشد در دانشگاه آزاد اسلامي واحد علوم تحقيقات تهران پرداخته شده و نقاط ضعف و قوت آن مطرح مي شود. در انتها نيز يافته ها و نتايج حاصل از اين تحقيق در قالب پيشنهادات و راهكارهايي براي بهبود و ارتقاي سطح كيفي وكمي اين رشته ارائه مي شود.

Introduction: Curriculum is a pre-regulated document that includes the general learning goals, the goals for any of the provided subjects, teaching activities, and evaluating methods, and the success of the education sys tem depends on the quality of the prepared curriculum. Nowadays, by the increase in the number of foreign language s tudents, teaching language has gained considerable importance and a great number of these s tudents s tudy the language through their university education. Hence, an integrative curriculum could meet the needs of the s tudents and the education sys tem. The curriculum of teaching German language major in mas ter’s program in Islamic Azad University has been prepared around 20 years ago to train qualified people for teaching this language in the universities and higher education ins titutes to meet the needs of the society by providing the professional human resources in the field of research in teaching language. This curriculum could not meet all the needs of the current s tudents of German language teaching major in the master’s program and it is not able to train the s tudents with adequate skills for teaching the German language. This research tries to s tudy the current curriculum and provides solutions to improve it. Background of S tudy: Considering the significance of curriculum, various researches have been conducted around the s tudying and analysis of the curriculum for teaching different languages in Iran. Salary et al. s tudied the curriculum of English translation major in the bachelor’s program with a focus on the needs of the translation market in Iran. In another s tudy, Rezvani considered the English translation major curriculum inappropriate, since it could not meet the needs and expectations of the s tudents, while he believes a revision of the curriculum is required. Birjandi et al. s tudied the English translation major curriculum and came to this conclusion that the current curriculum could not meet the primary objective of this teaching course, which is to train professional translators in humanities, social sciences, etc. for the needs of the society. In a s tudy entitled “Teaching Translation: Learning Language or Translation”, Haqqani s tudied the previous curriculum of German translation major in bachelor’s program in 2004, and by s tudying its various aspects, he came to this conclusion that a reconsideration of the curriculum is required. This s tudy led to a revision in the previous curriculum of German translation major in bachelor’s program and a new curriculum was used from the beginning of the 2003-2004 academic year. In another research in this regard, he s tudied the new curriculum and described its outlines and specifications. In 2013, Dus tizade et al. s tudied the curriculum of German translation major in bachelor’s program in Tehran IAU and proposed sugges tions, recommendations, and solutions to improve the qualitative and quantitative levels of this major in IAU. Methodology: In the methodology of the research, it has to be mentioned that this s tudy is generally originated from library s tudies including articles, thesis, and books related to teaching. Also, in the field s tudy, the s tatis tical research was carried out by s tudying 20 s tudents of German language teaching in the mas ter’s program of IAU Science and Research Branch, Tehran. Initially, the prerequisites and main subjects provided in this curriculum were s tudied and the objectives, weaknesses, and s trengths of this curriculum are considered. Subsequently, the s tudents’ opinions were analyzed and ultimately, a set of recommendations are provided to improve the curriculum through considering the carried-out s tudies on the curriculum of German language teaching in the mas ter’s program of IAU Science and Research Branch, Tehran, and the carried-out survey summary. Conclusion: It could be generally claimed that the teaching units provided in German language teaching major is theoretical and the lack of practical experiences are considerably felt among the graduates of this major. Additionally, due to the curriculum being outdated, a need for updating and revising the curriculum, considering the lates t research in the field of teaching, seems necessary. Because further education for the s tudents of all majors related to the German language in Ph.D., in the s tate universities and IAU, is only possible in German language teaching major, the new curriculum should be designed so that it could provide the basis for the further education while meeting the specific needs in this course.