نوع مقاله : مقاله پژوهشی

نویسنده

استادیار گروه نوآوری آموزشی و درسی، مؤسسۀ پژوهش و برنامه‌ریزی آموزش عالی، تهران، ایران.

چکیده

پژوهش حاضر با مرور وضعیت کنونی برنامه درسی عمومی دانشگاهی که از بعد هدف تربیت شهروند مسئول را بر عهده دارد به ارائه الگویی جهت طراحی برنامه درسی میان‌رشته‌ای در این حوزه پرداخته است. پژوهش در پارادایم آمیخته اکتشافی با رویکرد (کیفی-کمی) انجام شد. در بخش کیفی، مطالعه و شناسایی زمینه‌های تربیت شهروند جهانی در برنامه درسی دانشگاهی در ایران مدنظر بود. از روش تحلیل محتوای کیفی از نوع تحلیل تماتیک (موضوعی) در دو سطح اسناد انتخابی و سرفصل‌های مصوب شورای عالی انقلاب فرهنگی استفاده شد. ابزار جمع‌آوری اطلاعات، تحلیل محتوا، فیش‌برداری و چک‌لیست بود. برای تحلیل داده‌ها از روش تحلیل اسنادی استفاده شد. در بخش کمی، از روش تحقیق توصیفی از نوع پیمایشی استفاده و جامعۀ آماری، متخصصان حوزۀ علوم تربیتی دارای مدرک دکتری به‌عنوان اعضای هیئت‌علمی دانشگاه‌های (سراسری دولتی و آزاد اسلامی) شهر تهران به تعداد 145 نفر بود. ابزار گردآوری داده‌ها، پرسشنامه محقق ساخته با پایایی به ضریب آلفای کرونباخ 91/0 و روایی محتوا، سازه است. برای تجزیه‌وتحلیل داده‌ها از آزمون خی‌دو و فریدمن استفاده شد. بر اساس یافته‌ها در بخش کیفی سیستم برنامه‌درسی عمومی، متمرکز و نوع سازمان‌دهی آن نیز مبتنی بر رویکرد هنجاری دیسیپلین محوری است. اکثر مطالب مرتبط با مؤلفه‌های جهانی‌شدن، اغلب ارتباط غیرمستقیم دارند و از وجوه ایجابی، خنثی و سلبی، وجه خنثی غالب است. ازاین‌رو، الگوی برنامه درسی شهروند جهانی مبتنی بر رویکرد میان‌رشته‌ای در پنج گام اصلی که مشتمل بر عناصر اصلی برنامه درسی (اهداف، محتوا، روش‌های تدریس و ارزشیابی) بر اساس سه مؤلفه دانش، مهارت و نگرش در دو سطح کلان و خرد طراحی شد. در سطح کلان، رویکرد برنامه درسی تلفیقی (ادغام) و در سطح خرد رویکردهای (عمودی، وسیع و آموزشی) استفاده شد.

کلیدواژه‌ها

عنوان مقاله [English]

Designing And Explaining The Pattern Of A Global Citizen Curriculum In Iranian Higher Education; Interdisciplinary Approach

نویسنده [English]

  • Zahra rashidi

Assistant Professor of the Department of Educational innovation and Training institute for Research and Planning in higher Education, Tehran, Iran.

چکیده [English]

The present study, by reviewing the current state of the university's general curriculum, which aims to educate responsible citizens, has provided a model for interdisciplinary curriculum design. The research was conducted in a heuristic (qualitative-quantitative) mixed paradigm. In the qualitative part, studying and identifying the areas of global citizenship education in the academic curriculum in Iran were considered. Thematic analysis was used on two levels of electoral documents and headings approved by the Supreme Council of the Cultural Revolution. Data were collected through content analysis, checklist and checklist. Document analysis was used to analyze the data. In the quantitative section, a descriptive survey method was used and the statistical population of the program was 145 people. The researcher-made questionnaire was designed with Cronbach's alpha coefficient of 0.91 and content validity. Chi-square and Friedman tests were used for data analysis. According to the findings in the qualitative part of the general curriculum system, its focus and organization is based on the discipline-based normative approach. Most of the content related to the components of globalization is often indirectly related and is dominated by positive, neutral and negative aspects. Therefore, the Global Citizen Curriculum Model is based on an interdisciplinary approach in five key steps that include the key elements of the program. The course (Goals, Content, Teaching and Evaluation Methods) was designed based on three components of knowledge, skills, and attitudes at both macro and micro levels. At macro level, the integrated curriculum approach (integration) and at the micro level (vertical, broad and educational) used.

کلیدواژه‌ها [English]

  • curriculum Pattern
  • Global citizen
  • Interdisciplinary
  • Higher Education
Agha Golzadeh, F., & Davari, H. (2015). Globalization and expansion of English language (necessity and requirements of using a critical approach in dealing with English language in Iran). Culture Strategy, 25,203-179. [in Persian]
Alavi, S., Solymani, Z., Liyaghatdar, M., Mousavi, S., Babri, H. (2013). A Study of the Level of Attention Given to Citizenship Education in the Components of Atmosphere, Organization, Teacher-students Interactions. Journal of New Approaches in Educational Administration, 4(vol 4/ No 14/ 2014), 137-154. [in Persian]
Alvani, S. M., Rahmani, M., & Mohammadnezhad, A. A. (2012). Designing An Improvement Pattern For Social Capital Level Of Citizens In The Era Of Globalization.Journal Strategic Studies Of Public Policy,3(6),1-22. [in Persian]
Farasatkhah, M. (2016). Qualitative research method in social sciences with emphasis on "theory based" (Grounded Theory of GTM), Tehran, Informative Publishing. [in Persian]
Fathi Vajargah, K., VahedChokdeh, S. (2006). Identifying the wet damage of citizenship in the hidden curriculum: A theoretical secondary education system from the perspective of female teachers in Tehran and providing solutions to improve its situation. Educational Innovations, 5 (3), 93-132. [in Persian]
 
Gavazi, A. (2008). Comparative, analytical study of the method of selecting and organizing the content of the curriculum of social studies and citizenship education in the primary education of Iran and Sweden. Educational Innovation Quarterly, 7 (25), 48-11. [in Persian]
GHeltash, A., Salehi, M., MohammadJani, S. (2013). An Investigation in to the Detection of Rate Citizenship Skills in Third Grade student Girls Secondary School. Quarterly Journal of Women and Society, 4(vol 4/ no 3), 107-124. [in Persian]
Gordon, D. R. (2014). Curriculum integration versus educating for global citizenship: A (disciplinary) view from the international relations classroom. Frontiers: The Interdisciplinary Journal of Study Abroad24, 59-72.
Hadizadeh, M., khosravibabadi, A., Assareh, A., Norouzzadeh, R. (2020). Designing a Competency-Based Curriculum in Higher VET Education (Case Study: University of Applied Sciences). Research in Curriculum Planning, 17(66), 1-21. doi: 10.30486/jsre.2020.1900348.1650 [in Persian]
Hakimzade, R. (2012). Globalization, Internationalization of higher Education and Interdisciplinary Curricula. Interdisciplinary Studies in the Humanities, 2(4), 1-17. doi: 10.7508/isih.2010.08.001[in Persian]
Hakimzadeh, R. (2010). Globalization, internationalization of higher education and interdisciplinary curricula. [in Persian]
Hamdi, K., Razziq Shirsavar, H. (2012). Evaluating the performance of universities in improving citizenship education in the country's metropolises (Case study: universities located in Tehran). Cultural Management Quarterly, 5 (13), 72-59. [in Persian]
Hilburn, J., & Maguth, B. M. (2015). Spatial citizenship education: Civic teachers׳ instructional priorities and approaches. The Journal of Social Studies Research39(2), 107-118.
Howe, E. (2014). Global Citizenship Education from Across the Pacific: A Narrative Inquiry of Transcultural Teacher Education in Japan. Cultural and Pedagogical Inquiry6(1).
Hughes, A. S., Print, M., & Sears, A. (2010). Curriculum capacity and citizenship education: a comparative analysis of four democracies. Compare40(3), 293-309
Jamali tazehkand, M., talebzadeh nobarian, M., abolghasemi, M. (2013). Analyzing the Status of Citizenship Education Components in Social Science Curriculum Content of Secondary School. Research in Curriculum Planning, 10(37), 1-19. [in Persian]
Jarrar, A. G. (2012). Global citizenship education in Jordanian universities. Procedia-Social and Behavioral Sciences47, 1922-1926.
Kazempor, E., KHalkhali, A., Janalipor, R. (2012). The Effect of a Peace Education Program on Training Global Citizens. Journal of New Approaches in Educational Administration, 3(11), 49-62. [in Persian]
Kerr, D. (1999). Citizenship education: An international comparison (pp. 1-31). London: Qualifications and Curriculum Authority.
Khaghani Zadeh, M.& Fathi Vajargah, K. (2009). University Curriculum Patterns. Journal of Educational Strategies in Medical Sciences, 1 (2), 10-18. [in Persian]
Klein, J. T. (2005). Interdisciplinary teamwork: The dynamics of collaboration and integration. Interdisciplinary collaboration: An emerging cognitive science, 23-50.
Lee, S. H., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., & Little, T. D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education42(2), 91-107.
Mackey, J. L., Wentworth, J., & Sebberson, D. (2001). Another approach to interdisciplinary studies. Issues in Interdisciplinary Studies.
Matin,A& Bahiraei,I. (2018). Citizenship and Higher Education. Research Institute of Cultural and Social Studies.Tehran.
McNaughton, M. J. (2014). From acting to action: Developing global citizenship through global storylines drama. The Journal of Environmental Education45(1), 16-36.
Mohammadpur,A. (2013).Qualitative Research Method Counter Method1. Publications Sociologists [in Persian]
Rapoport, A. (2013). Global citizenship themes in the social studies classroom: Teaching devices and teachers’ attitudes. In the Educational Forum (Vol. 77, No. 4, pp. 407-420). Taylor & Francis Group.
Rashidi, Z. (2017). Conceptualization of global citizenship according to Iranian higher education experts' point of views: a grounded theory approach. Quarterly Journal of Research and Planning in Higher Education23(2), 93-114. [in Persian]
Rashidi,Z. (2020). Designing and validating a global citizen curriculum model based on an interdisciplinary approach (Case study; Tehran University of Science and Research). Research project of Tehran University of Science and Research. [in Persian]
Repko, A. F. (2008). Interdisciplinary research: Process and theory. Sage.
Repko, A. F., Szostak, R., & Buchberger, M. P. (2019). Introduction to interdisciplinary studies. SAGE Publications, Incorporated.
Richardson, S. (2015). Cosmopolitan Learning for a Global Era: Higher education in an interconnected world. Routledge.
Rosic, I. (2007). Dual citizenship in the context of globalization, identity and belonging debate. Theses and dissertations.
Rouhani, S., Rashidi, Z., Fereidouni, S. (2019). Developing a Conceptual Framework for Implementing Big Data in Higher Education Policy-Making. Higher Education Letter, 12(45), 121-146. [in Persian]
sabbaghi, N., saadatmand, Z. (2013). Effectiveness Rate of the Components of Citizenship Values in the Primary School Curriculum. Research in Curriculum Planning, 10(37), 154-165. [in Persian]
Salimi, J. (2015). Designing Interdisciplinary Curriculum Applied Model in Higher Education. Higher Education Letter, 7(27), 49-75. [in Persian]
Salimi, J., Maleki, H. (2012). Interdisciplinary Curriculum Designing in Higher Education. Interdisciplinary Studies in the Humanities, 2(4), 39-68. doi: 10.7508/isih.2010.08.003 [in Persian]
Salimi, J., Maleki, H. (2016). Interdisciplinary curriculum in higher education (basics, principles, approaches and patterns). Tehran. Samt. [in Persian]
Salimi, J., Maleki, H., & MehrMohammadi, M. (2012). Providing a Model of Interdisciplinary Curriculum Design in Under-graduate Social Sciences. Journal of Curriculum Research1(2), 105-130. [in Persian]
Stoner, L., Perry, L., Wadsworth, D., Stoner, K. R., & Tarrant, M. A. (2014). Global citizenship is key to securing global health: The role of higher education. Preventive medicine64, 126-128.
Takkac, M., & Akdemir, A. S. (2012). Training future members of the world with an understanding of global citizenship. Procedia-Social and Behavioral Sciences47, 881-885.
Yavari, Z., Keshti Aray, N., Ahmadi, G. (2013). Defining Secondary Education Curriculum Goals with an Emphasis on Citizenship Education. Journal of New Approaches in Educational Administration, 4(Vol 4/ No 13/ 2014), 147-166. [in Persian]