چکیده:
چکیدهیکی از روش های طراحی مدل برنامه درسی، استفاده از شاخص های ارزیابی کیفیت و اعتبارسنجی از برنامه های موجود است. در پژوهش حاضر، با استفاده از تحلیل میانجی بر اساس شاخصهای فوق مدلی برای برنامة درسی دورة کارشناسی رشتة علوم تربیتی در دانشگاه فرهنگیان خراسان شمالی تبیین و طراحی شده است. رویکرد پژوهش حاضر اکتشافی است و در زمره تحقیقات کاربردی طبقه بندی می شود و از روش ترکیبی (کمّی-کیفی) بهره گرفته است. همه اساتید مشغول به تدریس در رشته مذکور به عنوان جامعه آماری، طور تمام شمار انتخاب شده و با آنها مصاحبه انجام گرفت و در ادامه به پرسشنامه پاسخ دادند. اعتبار پرسشنامه مذکور توسط 8 تن از اساتید متخصص تأیید شد و ضریب پایایی آن برابر با 987/0 به دست آمد. داده های حاصل از پرسشنامه از طریق آزمون T یک نمونهای مورد بررسی قرار گرفت و در نهایت مدل برنامة درسی و مدل تحلیل میانجی از طریق نرم افزار آموس طراحی شد. یافتههای این تحقیق عبارتند از: تدوین و استانداردسازی 12 عامل، 33 ملاک و 211 نشانگر، طراحی مدل دوازده عاملی برنامه درسی، مشخص نمودن متغییرهای میانجی و نهایتا طراحی مدل تحلیل میانجی.
So far, various curriculum models have been presented, the most famous of which is the Ecker model. However, the appropriate curriculum model in each society varies depending on its circumstances. Accordingly, in this study, by add-ing two new elements (i.e. welfare services and management) to the Ecker mod-el, a new model has been designed for the undergraduate curriculum in the field of educational sciences at Farhangian University of North Khorasan. The statisti-cal population of the study includes 77 university lecturers who teach in the field of educational sciences. The process of extracting and validating the proposed curriculum model is done in two qualitative and quantitative stages as follows. In the qualitative stage, first, 8 members of the statistical population, including ex-perienced and expert university lecturers with Ph. D degrees in educational sci-ences, were purposefully selected for semi-structured interviews. Afterwards, by applying the five-step method of Renata Tash interpretive analysis on the result-ed content of the interview, the concepts related to the curriculum were extracted and a preliminary model was proposed for it. This model was then provided to 17 purposefully-selected other members of the statistical community to review and apply additional comments. Finally, the proposed curriculum model consisting of 12 elements, 33 criteria and 211 indicators was developed and after presenting and approving it by all interviewees, a researcher-made questionnaire with Likert scale was prepared. In the quantitative stage, first the content validity of the ques-tionnaire was confirmed by 8 expert lecturers from the statistical community. The final questionnaire with a reliability coefficient of 0.987 (based on Cronbach's test) was given to all members of the statistical community and the results were confirmed by a one-sample T-test. Moreover, in order to better evaluate the pro-posed model, a series of mediator analysis models were also designed and finally, all the designed models were analyzed by Amos software. The results, including the twelve-element model of the curriculum and its intermediate elements (edu-cational objectives, welfare services, teaching materials, evaluation and logic and reason) can be a practical guide for the planners of Farhangian University of North Khorasan and similar institutes.