اعتبار سنجي برنامه درسي مبتني بر شايستگي عمومي براي دوره دوم متوسطه نظري

Validation of curriculum based on general competency for the second year of theoretical high school

ﻫﺪف: ﻫﺪف از اﯾﻦ ﺗﺤﻘﯿﻖ اﻋﺘﺒﺎر ﺳﻨﺠﯽ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻣﺒﺘﻨﯽ ﺑﺮ ﺷﺎﯾﺴﺘﮕﯽ ﻋﻤﻮﻣﯽ ﺑﺮاي دوره دوم ﻣﺘﻮﺳﻄﻪ ﻧﻈﺮي ﺑﻮد. روشﻫﺎ: روش ﺗﺤﻘﯿﻖ از ﻧﻮع آﻣﯿﺨﺘﻪ اﮐﺘﺸﺎﻓﯽ )ﮐﯿﻔﯽ-ﮐﻤﯽ( ﺑﻮده ﮐﻪ دادهﻫﺎي آن ﺑﻪ ﺷﯿﻮه ﻣﯿﺪاﻧﯽ و ﺑﺎ اﺳﺘﻔﺎده از ﭘﺮﺳﺸﻨﺎﻣﻪ ﺟﻤﻊآوري ﮔﺮدﯾﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﻣﺘﺨﺼﺼﺎن ﺑﺮﻧﺎﻣﻪرﯾﺰي درﺳﯽ و ﮐﻠﯿﻪ دﺑﯿﺮان و ﮐﺎرﺷﻨﺎﺳﺎن دوره ﻣﺘﻮﺳﻄﻪ ﻧﻈﺮي اﺳﺘﺎن ﻓﺎرس ﻣﯽﺑﺎﺷﺪ. ﻧﻤﻮﻧﻪ آﻣﺎري در ﺑﺨﺶ ﮐﻤﯽ در دو ﻣﺮﺣﻠﻪ اﻧﺘﺨﺎب ﮔﺮدﯾﺪ در اﺑﺘﺪا 10 ﻧﻔﺮ از ﻣﺘﺨﺼﺼﺎن ﺑﺮﻧﺎﻣﻪرﯾﺰي درﺳﯽ ﺑﻪﺻﻮرت ﻫﺪﻓﻤﻨﺪ اﻧﺘﺨﺎب و ﺳﭙﺲ از ﺑﯿﻦ ﮐﻠﯿﻪ دﺑﯿﺮان و ﮐﺎرﺷﻨﺎﺳﺎن دوره ﻣﺘﻮﺳﻄﻪ ﻧﻈﺮي اﺳﺘﺎن ﻓﺎرس ﮐﻪ در زﻣﯿﻨﻪ ﺑﺮﻧﺎﻣﻪرﯾﺰي درﺳﯽ ﺻﺎﺣﺐﻧﻈﺮ ﺑﻮدﻧﺪ 80 ﻧﻔﺮ ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ آﻣﺎري ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺳﺎده اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار اﻧﺪازهﮔﯿﺮي ﺑﺮاي ﺟﻤﻊآوري دادهﻫﺎي، در ﻣﺮﺣﻠﻪ ﮐﯿﻔﯽ ﺷﺎﻣﻞ ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﻗﯿﺎﺳﯽ و در ﻣﺮﺣﻠﻪ ﮐﻤﯽ ﭘﺮﺳﺸﻨﺎﻣﻪاي اﺳﺖ ﮐﻪ ﺑﺮاﺳﺎس ﯾﺎﻓﺘﻪﻫﺎي ﺑﺨﺶ ﮐﯿﻔﯽ ﺗﺪوﯾﻦ ﺷﺪه اﺳﺖ ﮐﻪ رواﯾﯽ ﺻﻮري ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﻮرد ﺗﺄﯾﯿﺪ 15 ﺗﻦ از اﺳﺎﺗﯿﺪ ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ ﻫﻤﭽﻨﯿﻦ ﭘﺎﯾﺎﻧﯽ آنﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﺑﺮاي ﮐﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ 0/92 ﻣﻮرد ﺗﺄﯾﯿﺪ ﻗﺮار ﮔﺮﻓﺖ. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﮐﯿﻔﯽ ﺑﺎ ﻧﻈﺎم ﻣﻘﻮﻟﻪﺑﻨﺪي ﻗﯿﺎﺳﯽ و روشﻫﺎي ﮐﻤﯽ ازﺟﻤﻠﻪ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ از ﻃﺮﯾﻖ ﻧﺮماﻓﺰار SPSS ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ وﯾﮋﮔﯽﻫﺎي ﻋﻨﺎﺻﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺷﺎﻣﻞ اﻫﺪاف، ﻣﺤﺘﻮا، روش و ارزﺷﯿﺎﺑﯽ ﻫﺴﺘﻨﺪ ﮐﻪ ﯾﺎﻓﺘﻪﻫﺎ ﻣﺮﺗﺒﻂ ﺑﺎ ﻋﻨﺎﺻﺮ اﺻﻠﯽ ﻫﺪف، ﻣﺤﺘﻮا، روش و ارزﺷﯿﺎﺑﯽ را ﻣﻮرد ﺗﺄﯾﯿﺪ ﻗﺮار داد. ﻫﻢﭼﻨﯿﻦ وﯾﮋﮔﯽﻫﺎي ﻋﻨﺎﺻﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻣﺒﺘﻨﯽ ﺑﺮ ﺷﺎﯾﺴﺘﮕﯽ ﻋﻤﻮﻣﯽ ﺑﺮاي دوره دوم ﻣﺘﻮﺳﻄﻪ ﻧﻈﺮي اﺳﺘﺨﺮاج و ﻃﺮاﺣﯽ ﺷﺪ. ﻫﻤﭽﻨﯿﻦ ﻣﯽﺗﻮان ﻧﺘﯿﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﻓﺮاﯾﻨﺪ، ﻣﺮاﺣﻞ و ﭼﮕﻮﻧﮕﯽ اراﺋﻪ اﻟﮕﻮي ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻣﺒﺘﻨﯽ ﺑﺮ ﺷﺎﯾﺴﺘﮕﯽ ﻋﻤﻮﻣﯽ ﺑﺮاي دوره دوم ﻣﺘﻮﺳﻄﻪ ﻧﻈﺮي، ﻣﻨﺘﺞ از ﭘﮋوﻫﺶﻫﺎي ﭘﯿﺸﯿﻦ در راﺑﻄﻪ ﺑﺎ ﻣﻮﺿﻮع ﺑﻮد. اﻟﮕﻮي ﻣﺬﮐﻮر ﭘﺲ از اﻋﺘﺒﺎرﯾﺎﺑﯽ ﺗﻮﺳﻂ ﻣﺘﺨﺼﺼﺎن و ﺻﺎﺣﺐﻧﻈﺮان و اﻋﻤﺎل ﺗﻌﺪﯾﻞﻫﺎ، ﻣﻮرد ﺗﺄﯾﯿﺪ ﻗﺮار ﮔﺮﻓﺖ. ﻧﺘﺎﯾﺞ اﯾﻦ ﭘﮋوﻫﺶ ﻣﯽﺗﻮاﻧﺪ در ﻃﺮاﺣﯽ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﻣﺒﺘﻨﯽ ﺑﺮ ﺷﺎﯾﺴﺘﮕﯽ ﻣﻮرداﺳﺘﻔﺎده ﻗﺮار ﮔﯿﺮد.

The aim of this study was to Validation of curriculum based on general competency for the second year of theoretical high school. Method The research method was exploratory (qualitative-quantitative) type and is done by Traversal- Field method by Using questionnaires were collected. The statistical population includes curriculum planning specialists and all teachers and experts of theoretical high school in Fars province who were experts in this field. The statistical sample was selected in a quantitative section in two stages Initially, 10 curriculum planning specialists were purposefully selected an‎d then from all the teachers and experts of the theoretical high school in Fars province who were experts in the field of curriculum planning 80 people were selected as a statistical sample by simple random sampling. Measurement tools in the study for gathering data was In the qualitative phase, including deductive content analysis and In the quantitative phase, it is a questionnaire that has been developed based on the findings of the qualitative section. that the content validity of the questionnaires confirmed by 15 Educational Science professors so questionnaire's reliability was approved respectively, α= 0/92 By Cronbach's alpha. Data Using Qualitative content analysis with deductive categorization analog an‎d quantitative methods including factor analysis via Software SPSS were analyzed. Result and Discusion: The results showed that the characteristics of curriculum elements include objectives, content, method and evaluation. Findings confirmed the main elements of purpose, content, method and evaluation. Also, features curriculum elements based on general competency for the second theoretical high school were extracted and designed. The pattern designed by experts and factor analysis were validated and approved. Results showed that curriculum based on general competency for the second year of theoretical high school in this study can be used in the new educational system. Based on this finding, it can be concluded that the curriculum based on general competence has been designed for the second theoretical high school in this research, can be used in the new educational system. It can also be concluded that Process, steps and how to present a general competency-based curriculum model for the second theoretical high school, It was the result of previous research on the subject. The model was approved by experts after the validation and adjustments were made. The results of this research can be used in designing a competency-based curriculum.