fa طراحی و اعتباریابی ابزاری برای سنجش کیفیت برنامه درسی دانشگاه‌های کشور رویکردهای جدید در طراحی برنامه درسی New Approaches to Curriculum Design پژوهشی اصيل Original Research <div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">مقدمه:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> در حوزه آموزش عالی، برنامه درسی نقش اساسی در آموزش مؤثر و تغییر آموزشی بازی می‌کند. پژوهش حاضر، با هدف &quot;طراحی و اعتباریابی یک ابزار اندازه‌گیری برای سنجش وضعیت کیفیت برنامه درسی دانشگاه‌های کشور&quot; انجام شد. </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">روش کار:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> برای انجام این پژوهش، از روش تحقیق ترکیبی با طرح اکتشافی</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span majalla="" sakkal="" style="font-family:">&ndash;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">مدل توسعه ابزار</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> ا</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">ستفاده شد. ابتدا در بخش کیفی پژوهش با استفاده از روش نظریه زمینه‌ای و مصاحبه با 25 نفر از خبرگان آموزش عالی، پرسشنامه‌ای با 14 مقیاس و 107 خرده-مقیاس طراحی شد. سپس، در بخش کمی، </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">پرسشنامه طراحی‌شده در اختیار 180 نفر از خبرگان آموزش عالی کشور قرار </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">گرفت</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">. </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">اعتبار پرسشنامه توسط صاحب</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">‌</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">نظران تأیید؛ و پایایی آن به وسیله آلفای کرونباخ</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> (994/0) </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">محاسبه شد. در بخش کیفی پژوهش از روش نمونه‌گیری هدفمند غیراحتمالی و در بخش کمی از روش نمونه‌گیری طبقه‌ای تصادفی استفاده شد. برای آزمون این ابزار، از تحلیل تحلیل عاملی تأییدی </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">استفاده شد. </span></span></span><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Nazanin""></span></span></span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">نتایج:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> با انجام تحلیل عاملی مرتبه اول، ابزار مزبور با 14 مقیاس و 107 خرده-مقیاس تأئید شد. نتایج تحلیل عاملی تأییدی</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> مرتبه دوم نیز</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> نشان داد که</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">مقیاس‌های احصاءشده دارای بار </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">عاملی کافی جهت پیش</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">‌</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">بینی ابزار اندازه‌گیری</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> کیفیت برنامه درسی نظام آموزش عالی ایران است. </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">همچنین، تمام شاخص‌های برازش، تأئید شد.</span></span></span><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Nazanin""></span></span></span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">نتیجه‌گیری:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> نتایج آزمون‌های آماری نشان می‌دهد، مقیاس طراحی‌شده برای </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">سنجش</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:"> کیفیت برنامه درسی دانشگاه‌های ایران از برازش بسیار مطلوبی برخوردار است.</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span></div> <br> <span dir="LTR"></span> <span style="font-size:11pt"><span style="line-height:normal"><span style="text-autospace:none"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Introduction:</span></span></b> <span style="font-size:10.5pt"><span advot1ef757c0="" style="font-family:">Curriculum plays a central role in e</span></span><span style="font-size:10.5pt"><span style="font-family:AdvOT1ef757c0+fb">ff</span></span><span style="font-size:10.5pt"><span advot1ef757c0="" style="font-family:">ective teaching and educational change in higher education</span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">. The present study was conducted to design and validate a tool for assessing the </span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">curriculum quality of universities in Iran</span></span><b><span dir="RTL" lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">.</span></span></b><span style="font-size:12.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Methods:</span></span></span></b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""> This study was performed using a mixed method of explorative plan-tool development model. First, in qualitative part of this study, questionnaire consisted of 14 scales and 107 sub-scale</span></span></span><b><span dir="RTL" lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">‌</span></span></span></b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">s were designed by using the method of Grounded Theory and interview with 25 experts. Then, in the quantitative section, designed questionnaires were conducted on 180 experts in different cities of Iran. The validity of the questionnaire was confirmed by experts and its reliability was calculated by Cronbach&#39;s alpha which was equal to (0/944). Non-probability purposive sampling method was used in the qualitative part of the study whereas random classified sampling method was applied in the quantitative part. In addition, analysis of Confirmatory Factor Analysis was used for testing mentioned tool.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Results:</span></span></span></b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""> By doing</span></span></span> <span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">first-order confirmatory factor analysis, mentioned tool were confirmed with 14 scales and 107 sub-scale</span></span></span><b><span dir="RTL" lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">‌</span></span></span></b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">s. Results of second-order confirmatory factor analysis, also showed that 14 extracted scales are sufficient factor leading to prediction scale related to curriculum quality of high education systems in Iran.</span></span></span> <span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">In addition, all goodness of fit indices were confirmed. </span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:150%"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times="">Conclusion:</span></span></span></b><span style="font-size:12.0pt"><span style="line-height:150%"><span new="" roman="" style="font-family:" times=""> The results of statistical tests displayed that the designed tool enjoys very favorable fitness for the curriculum quality assessment of Universities of Iran</span></span></span><b><span dir="RTL" lang="FA" style="font-size:12.0pt"><span style="line-height:150%"><span b="" nazanin="" style="font-family:">. </span></span></span></b><span style="font-size:12.0pt"><span style="line-height:150%"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span><br> <br> &nbsp; آموزش عالی, کیفیت برنامه درسی, نظریه زمینه‌ای High education, curriculum quality, Grounded theory, Structural equation modeling. 323 334 http://edcbmj.ir/browse.php?a_code=A-10-1220-3&slc_lang=fa&sid=1 mohammad mojtabazadeh محمد مجتبی زاده m.mojtabazadeh@yahoo.com 100319475328460040627 100319475328460040627 Yes Islamic Azad University, Khodabandeh Branch دانشگاه آزاد اسلامی واحد خدابنده