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آسیب‌شناسی برنامه درسی رشته آموزش زبان و ادبیات فارسی دانشگاه فرهنگیان | ||
| آموزش پژوهی نوین | ||
| دوره 12، شماره 45، خرداد 1405، صفحه 20-37 اصل مقاله (420.61 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| هدایت الله تقی زاده* 1؛ محمدرضا پاشایی2؛ عبدالحسین نیسی3 | ||
| 1دانشیار گروه آموزش زبان و ادبیات عرب، دانشگاه فرهنگیان، صندوق پستی889 -14665 تهران،ایران | ||
| 2دانشیار گروه آموزش زبان و ادبیات فارسی، دانشگاه فرهنگیان، صندوق پستی889 -14665 تهران،ایران، | ||
| 3دانشجوی کارشناسی ارشد، زبان و ادبیات فارسی، پردیس شهید مفتح، دانشگاه فرهنگیان، تهران، ایران. | ||
| چکیده | ||
| پژوهش حاضر با هدف بررسی و شناسایی چالش‌های برنامه‌ی درسی رشته‌ی زبان و ادبیات فارسی در دانشگاه فرهنگیان انجام شده است. داده‌های این مطالعه به روش ترکیبی (کیفی و کمی) و با رویکرد توصیفی-تحلیلی گردآوری شده‌اند. برای تحلیل اطلاعات از روش تحلیل محتوای کیفی و ابزار پرسشنامه استفاده شد. تجزیه و تحلیل آماری با استفاده از SPSS و آزمون فریدمن برای اولویت‌بندی انجام شد. جامعه آماری پژوهش متشکل از دانشجومعلمان، استادان و برنامه‌ریزان درسی دانشگاه فرهنگیان است که به روش نمونه‌گیری تصادفی انجام گرفت. بدین منظور حجم جامعه آماری تعداد استادان تخصصی رشته آموزش زبان فارسی(مورد نظر در این پژوهش) 15 نفر و تعداد دانشجویان رشته آموزش زبان فارسی 125 دانشجو و برنامه‌ریزان درسی به صورت کل شمار 5 نفر تعیین و انتخاب گردید. یافته‌های پژوهش نشان داد که برنامه درسی فعلی با میانگین تحقق اهداف 54.76% و ضریب اهمیت 16.98 از 25، در سطح متوسطی قرار دارد. همچنین عملکرد مطلوب 55% اهداف و نیاز به بهبود 45% مؤلفه‌ها ضروری است. شاخص‌های بحرانی برنامه درسی عبارتند از: انگیزش یادگیری (11.91) با کمترین امتیاز، بیشترین شکاف: 10.91 واحد بین بهترین و بدترین مؤلفه و بالاترین پراکندگی و انحراف معیار 8.67 در عنصر تدریس است. همچنین برنامه فعلی با میانگین 55% عملکرد، نیازمند تحول در امور زیر است: عدالت آموزشی با کاهش شکاف 10.91 واحدی بین مؤلفه‌ها، عملگرایی با افزایش سهم مهارت‌های عملی از 46% به 65%3 و انعطاف‌پذیری در توسعه روش‌های ارزشیابی و تدریس که این تحولات می‌تواند کارایی برنامه را تا 25% افزایش داده و به تربیت معلمان منجر شود. | ||
| کلیدواژه‌ها | ||
| آسیب‌شناسی برنامه درسی؛ دانشگاه فرهنگیان؛ آموزش زبان و ادبیات فارسی؛ آموزش زبان؛ پژوهش آمیخته | ||
| عنوان مقاله [English] | ||
| Pathological Analysis of the Curriculum in the Persian Language and Literature Education Program at Farhangian University | ||
| نویسندگان [English] | ||
| Hedayatallah Taghizadeh1؛ Mohammadreza Pashaei2؛ Abdul Hossein Nisi3 | ||
| 1Department of Arabic Language and Literature, Farhangian University, P.O. Box 889-14665, Tehran, Iran | ||
| 2Department of Persian Language and Literature, Farhangian University, P.O. Box 889-14665, Tehran, Iran | ||
| 3Master's student, Persian Language and Literature, Shahid Mofateh Campus, Farhangian University, Tehran, Iran. | ||
| چکیده [English] | ||
| Extended Abstract Pathological Analysis of the Curriculum in the Persian Language and Literature Education Program at Farhangian University Introduction: The primary objective of this study is to identify, analyze, and investigate the challenges and pathologies inherent in the curriculum of the Persian Language and Literature Education program at Farhangian University. The study aims to establish a foundational framework for the necessary revision and improvement of pedagogical programs to ensure the training of highly competent teachers. Methods and Data: This research is classified as “applied” in nature and employs a “mixed-methods” (qualitative and quantitative) methodological approach. Qualitative Phase: A descriptive-analytical approach was utilized, involving library research and interviews to identify systemic pathologies. Quantitative Phase: Data were collected via a researcher-developed questionnaire from a multi-stakeholder sample, including 15 specialized faculty members, 125 student-teachers, and 5 curriculum planners. Data analysis was conducted using SPSS, employing the Friedman test to prioritize the identified deficiencies. Findings: The results indicate significant structural discrepancies within the current curriculum: Goal Achievement: The average achievement rate of curriculum goals was found to be only 54.76%, revealing a substantial gap (approximately 45%) between intended and realized educational outcomes. Critical Deficiencies: The lowest score was recorded in the “learning motivation” component, while the “teaching” element exhibited the highest degree of variance. Transformational Needs: The findings underscore an urgent need to increase the proportion of practical skills from 46% to approximately 65%, alongside enhancing flexibility in instructional and assessment methodologies and fostering creative thinking. Pathological Domains: The identified pathologies are prioritized across five key domains: instructional strategies, objectives, content, assessment, and implementation. Discussion and Conclusion: The current curriculum is predominantly traditional and subject-centered, lacking sufficient emphasis on cognitive skills, individual differences, and critical thinking. The study concludes that a fundamental curricular overhaul could enhance educational efficiency by up to 25%. It is imperative to bridge the gap between university-level academic instruction and the practical pedagogical requirements of the classroom through structural and content-based revisions. | ||
| کلیدواژه‌ها [English] | ||
| Curriculum Pathology, Farhangian University, Persian Language and Literature Education, Language Teaching, Mixed-Methods Research | ||
| مراجع | ||
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Alawi Langroodi, Seyed Kazem, Khademi, Mohsen, Marzooghi, Rahmatullah (2018). "A Comparative Study of the Implemented and Desirable Curriculum of Educational Management Internship from the Perspective of Faculty Members of the Educational Management and Planning Major at State Universities of the Country". Journal of Education and Learning Studies, Volume 1, Issue 1, pp. 192-167.
Bakan, Samira; Alipour, Vahideh; Saei-Arsi, Iraj (2016). “Pathology of the Secondary English Language Curriculum”, Applied Research in Behavioral Sciences 6(21), 50-37.
Fathi Vajargah, Kourosh (2016). "Dissecting the Experienced Curriculum", Proceedings of the Fourth Conference of the Iranian Curriculum Planning Association (Curriculum Area in Iran), Tehran: Samt.
Fazeli, Mahboud and Agham Ali Ardebili, Leila (2014). "Pathology of Teaching Persian Language and Literature in the Education System (With Emphasis on Secondary 1)". Persian Language and Literature Teaching Conference.
Mahmoudi Bordzardi (2017). "Designing a Question-and-Answer-Based Educational Model for Social Studies Lessons and Investigating Its Effectiveness on Students' Understanding of Concepts and Critical Thinking", Qualitative Research in Curriculum.
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Momeni Mahmoui, Hossein, Kazempour, Esmaeil, Tafreshi, Mohammad (2011). Competency-Based Curriculum Planning, a Desirable Strategy for Developing Basic Competencies.
Nowruzzadeh, Reza, Fathi Vajargah, Kourosh and Noeh Ebrahim, Abdolrahim (2018). "The Status of Universities' Participation in the Revision of Curricula Approved by the Supreme Planning Council". Research and Planning in Higher Education, 12 (42), 71-93.
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Rajaei, Seyed Mehdi (2019). “Investigating the Strengths and Weaknesses of the New Curriculum of Biology Education at Farhangian University Compared to the Previous Curriculum. Research in Biology Education”, 1(1), 5-14.
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Sadeghi, Ali and Mirsepasi, Zohreh (2019). "Pathology of the Method of Implementing the Curriculum of the "Geography Education" Major at Farhangian University. Curriculum Studies", 15(56), 65-88.
Taghizadeh, Hedayatollah (2014). “Pathology of the Curriculum of “Arabic Language Teaching”: Case Study: Farhangian University.
Yadgarzadeh, Gholamreza, Fathi Vajargah, Kourosh, Mehrmohammadi, Mahmoud, Arefi, Mahboobeh (2013). Analysis of Job Roles and Professional Activities of Curriculum Specialists, Iranian Journal of Curriculum Studies. | ||
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