پديد آورندگان :
ﻋﺰﯾﺰي، ﯾﻌﻘﻮب داﻧﺸﮕﺎه ﻋﻼﻣﻪ ﻃﺒﺎﻃﺒﺎﯾﯽ - داﻧﺸﮑﺪه رواﻧﺸﻨﺎﺳﯽ و ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ - ﮔﺮوه ﻣﻄﺎﻟﻌﺎت ﺑﺮﻧﺎﻣﻪ درﺳﯽ، ﺗﻬﺮان، اﯾﺮان , صادقي، عليرضا داﻧﺸﮕﺎه ﻋﻼﻣﻪ ﻃﺒﺎﻃﺒﺎﯾﯽ - داﻧﺸﮑﺪه رواﻧﺸﻨﺎﺳﯽ و ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ - ﮔﺮوه ﻣﻄﺎﻟﻌﺎت ﺑﺮﻧﺎﻣﻪ درﺳﯽ، ﺗﻬﺮان، اﯾﺮان , ﻋﺒﺪاﻟﻠﻬﯽ، ﺣﺴﯿﻦ داﻧﺸﮕﺎه ﻋﻼﻣﻪ ﻃﺒﺎﻃﺒﺎﯾﯽ - داﻧﺸﮑﺪه رواﻧﺸﻨﺎﺳﯽ و ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ - ﮔﺮوه مديريت آموزشي، ﺗﻬﺮان، اﯾﺮان
كليدواژه :
ﻧﯿﺎزﺳﻨﺠﯽ و اوﻟﻮﯾﺖ ﺑﻨﺪي , ﻋﻨﺎﺻﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ , دروس ﻋﻤﻮﻣﯽ , ﺑﺮﻧﺎﻣﻪ درﺳﯽ , آﻣﻮزش ﻋﺎﻟﯽ
چكيده فارسي :
اﯾﻦ ﭘﮋوﻫﺶ، ﺑﺎ ﻫﺪف ﺷﻨﺎﺳﺎﯾﯽ و اوﻟﻮﯾﺖ ﺑﻨﺪي ﻧﯿﺎزﻫﺎي داﻧﺸﺠﻮﯾﺎن در ﻋﻨﺎﺻﺮ ﺑﺮﻧﺎﻣﻪ درﺳﯽ دروس ﻋﻤﻮﻣﯽ داﻧﺸﮕﺎه ﻫﺎي ﺷﻬﺮ ﺗﻬﺮان اﻧﺠﺎم ﺷﺪه اﺳﺖ.ﮐﻪ ﭼﻬﺎر ﻋﻨﺼﺮ اﺻﻠﯽ ﺑﺮﻧﺎﻣﻪ درﺳﯽ ﺷﺎﻣﻞ )اﻫﺪاف، ﻣﺤﺘﻮا، روش ﺗﺪرﯾﺲ، ارزﺷﯿﺎﺑﯽ( دروس ﻋﻤﻮﻣﯽ ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار ﮔﺮﻓﺘﻪ اﻧﺪ. روش ﻣﻮرد اﺳﺘﻔﺎده در اﯾﻦ ﭘﮋوﻫﺶ ﮐﻤﯽ و از ﻧﻮع ﺗﻮﺻﯿﻔﯽ- ﭘﯿﻤﺎﯾﺸﯽ ﻣﯽ ﺑﺎﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎه ﻫﺎي ﺗﻬﺮان و اﺳﺎﺗﯿﺪ دروس ﻋﻤﻮﻣﯽ در اﯾﻦ داﻧﺸﮕﺎه ﻫﺎ ﻣﯽ ﺑﺎﺷﺪ. ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺷﺎﻣﻞ 20 ﻧﻔﺮ از اﺳﺎﺗﯿﺪ ﮐﻪ از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ و 384 ﻧﻔﺮ داﻧﺸﺠﻮ ﮐﻪ ﺑﺮ اﺳﺎس ﻣﺪل ﻣﻮرﮔﺎن اﻧﺘﺨﺎب ﺷﺪهاﻧﺪ، اﺑﺰار ﺟﻤﻊ آوري داده ﻫﺎ ﻧﯿﺰ ﺷﺎﻣﻞ ﺑﺮرﺳﯽ اﺳﻨﺎد، ﻣﺼﺎﺣﺒﻪ و ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﻣﯽ ﺑﺎﺷﺪ. در ﺗﺤﻠﯿﻞ داده ﻫﺎي ﺗﺤﻘﯿﻖ از دو روش آﻣﺎري ﺗﻮﺻﯿﻔﯽ و آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ ) آزﻣﻮن ﻓﺮﯾﺪﻣﻦ ﺑﺮاي اوﻟﻮﯾﺖ ﺑﻨﺪي ﻧﯿﺎزﻫﺎ( اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﯾﺎﻓﺘﻪ ﻫﺎي ﭘﮋوﻫﺶ، ﻣﻬﻢﺗﺮﯾﻦ ﻧﯿﺎز آﻣﻮزﺷﯽ داﻧﺸﺠﻮﯾﺎن را در ﭼﻬﺎر ﻋﻨﺼﺮ ﻫﺪف، ﻣﺤﺘﻮا، روش ﺗﺪرﯾﺲ و ارزﺷﯿﺎﺑﯽ ﺑﻪ ﺗﺮﺗﯿﺐ زﯾﺮ ﻧﺸﺎن ﻣﯽ دﻫﺪ: داﻧﺸﺠﻮﯾﺎن و اﺳﺎﺗﯿﺪ ﻣﻬﻢ-ﺗﺮﯾﻦ ﻧﯿﺎز ﺧﻮد را در ﺑﺨﺶ اﻫﺪاف دروس ﻋﻤﻮﻣﯽ ﻗﺎﺑﻠﯿﺖ اﻧﻌﻄﺎف ﺑﺎ ﻧﯿﺎزﻫﺎي درﺣﺎل ﺗﻐﯿﯿﺮ ﺟﺎﻣﻌﻪ در ﺑﺨﺶ ﻫﺎي ﻣﺨﺘﻠﻒ)اﻗﺘﺼﺎدي،ﻓﺮﻫﻨﮕﯽ،آﻣﻮزﺷﯽ و ﻏﯿﺮه(، و ﺗﻮﺟﻪ ﺑﻪ ﭘﺮورش ﺗﻮاﻧﺎﯾﯽ ﻫﺎي ﻣﻬﺎرﺗﯽ داﻧﺸﺠﻮﯾﺎن داﻧﺴﺘﻨﺪ، در ﻣﺤﺘﻮا، اراﺋﻪ ﻣﺤﺘﻮاي دروس ﻋﻤﻮﻣﯽ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ داﻧﺶ و اﻃﻼﻋﺎت ﺟﺪﯾﺪ و ﺑﻪ روز، ﺗﺎﮐﯿﺪ ﺑﺮ ﻣﺤﺘﻮاي دروس ﻋﻤﻮﻣﯽ ﺑﺮاي رﺷﺪ ﺑﯿﻨﺶ و ﻓﺮﻫﻨﮓ داﻧﺸﺠﻮﯾﺎن، ﻣﻬﻢﺗﺮﯾﻦ ﻧﯿﺎز داﻧﺴﺘﻪ ﺷﺪ، در روش ﺗﺪرﯾﺲ اﺳﺘﻔﺎده ازروش ﺗﺪرﯾﺴﯽ ﮐﻪ ﺑﻪ ﭘﺮورش ﻣﻬﺎرت ﻓﮑﺮي، ﻗﺪرت ﺧﻼﻗﯿﺖ و اﺑﺘﮑﺎر در داﻧﺸﺠﻮﯾﺎن ﺑﭙﺮدازد و ﻧﯿﺰ اﺳﺘﻔﺎده ازروش ﻫﺎي ﺗﺪرﯾﺲ ﻣﻮرد اﺳﺘﻔﺎده در دروس ﻋﻤﻮﻣﯽ ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻣﻮﺿﻮﻋﺎت ﻣﻮرد ﺗﺪرﯾﺲ، ﻣﻬﻤﺘﺮﯾﻦ ﻧﯿﺎز داﻧﺴﺘﻨﺪ، در روش ارزﺷﯿﺎﺑﯽ، اﺳﺘﻔﺎده اﺳﺎﺗﯿﺪ از روشﻫﺎي ارزﺷﯿﺎﺑﯽ ﺑﻪﻃﻮر ﻣﺴﺘﻤﺮ و ﻣﻨﺎﺳﺐ ﻋﻨﺎوﯾﻦ درﺳﯽ، ﺑﻪﻃﻮر ﻣﺸﺘﺮك ﻣﻬﻢﺗﺮﯾﻦ ﻧﯿﺎز داﻧﺴﺘﻪ ﺷﺪ. اﯾﻦ ﯾﺎﻓﺘﻪ ﻫﺎ ﻣﯽ ﺗﻮاﻧﺪ در ارﺗﻘﺎي ﮐﯿﻔﯿﺖ دروس ﻋﻤﻮﻣﯽ و اﻧﻄﺒﺎق آن ﺑﺎ ﻧﯿﺎزﻫﺎي داﻧﺸﺠﻮﯾﺎن اﺛﺮﺑﺨﺸﯽ ﺑﺎﻻﯾﯽ در ﺟﺎﻣﻌﻪ اﯾﺠﺎد ﮐﻨﺪ و اﻫﻤﯿﺖ و ارزش اﯾﻦ دروس را در ﻣﯿﺎن داﻧﺸﺠﻮﯾﺎن ﺑﺎﻻ ﺑﺒﺮد.
چكيده لاتين :
The aim of this study was to identify and prioritize the needs of students in the elements of the curriculum of general courses of universities in Tehran. In this study, the four main elements of the curriculum including (goals, content, teaching method, evaluation) of general courses have been analyzed. The method used in this research is quantitative and descriptive-survey type. The statistical population of this study includes all students of universities in Tehran and professors of general courses in the same universities. The sample included 20 professors and 384 students selected based on Morgan's Table, The data collection tool included reviewing documents, interviews, and a researcher-made questionnaire. For analyzing the data, descriptive and inferential statistics (Friedman test to prioritize needs) were utilized. The findings revealed the most important educational needs of students in the four elements of purpose, content, teaching method and evaluation in the following order: Students and professors believed that the most important need regarding the goals of general courses is its flexibility with the changing needs of society in various sections (economic, cultural, educational, etc.), and also, paying attention to cultivating students’ skills. Considering the content, enriching the content of general courses with new and up-to-date knowledge and information, emphasizing the content for flourishing students’ insight and culture, were deemed as the most important needs. Considering the teaching method, using teaching methods that develop students’ intellectual skills, creativity and innovation, as well as teaching methods appropriate for the topics taught, were mentioned as the most important needs. Finally, for evaluation, professors’ use of continuous and appropriate evaluation of course subjects was unanimously considered to be the most important need. The findings can contribute to improvement of general courses quality and their correspondence with students’ needs which will add to the worth and significance of them among students.
