دوفصلنامه مطالعات برنامه درسی آموزش عالی

دوفصلنامه مطالعات برنامه درسی آموزش عالی

رویکرد تاریخی بر سیر تحولات برنامه ریزی درسی در آموزش عالی افغانستان

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی مقطع دکترای برنامه ریزی درسی، گروه علوم تربیتی دانشگاه شهید بهشتی
2 استاد برنامه ریزی درسی، گروه علوم تربیتی دانشگاه شهید بهشتی
3 استادیار گروه آموزش عالی و مدیر منابع انسانی دانشگاه شهید بهشتی.
4 استاد برنامه‎ریزی درسی، گروه علوم تربیتی دانشگاه هرمزگان، بندرعباس
10.22034/hecs.2025.360778.1790
چکیده
هدف پژوهش حاضر، بررسی سیر تحولات برنامه ریزی درسی درآموزش عالی افغانستان با استفاده از  روش کیفی و ازنوع تاریخی بوده است.به منظور گردآوری اطلاعات ابتدا منابع و مستندات شنایی شد وبراساس محتوا و روش نمونه گیری نظری، از منابع نوشتاری مرتبط استفاده گردید. سپس با مشارکت کنندگان پژوهش(معاون وزارت تحصیلات عالی، اساتید، رؤسا و معاونین دانشگاه ها)که دارای تجربه و تخصص بودند، با استفاده از رویکرد هدفمند  و  براساس الگوی مصاحبه های کیفی و اشباع نظری با 14 نفر  مصاحبه انجام شد. در نتیجه سیر تحول برنامه ریزی درسی  در پنج بعد: فرایند، نظام، رشته تحصیلی، حرفه و دانش؛ و در چهار دوره ی عمل گرایی، انزوا وانحصار، رکود و تحول با دیدگاهی تحلیلی شناسایی شد. یافته ها نشان داد که برنامه ریزی درسی از 1311-1400، جهت گیری های متفاوتی داشته است.در دوره عمل گرایی نظام برنامه ریزی درسی نسبتآ مستقل بود و برمبنای منافع ملی انجام می شد. در دوره انزوا و انحصار متآثیر از ایدیولوژی کمونیسم بود ونظام مترکز داشت. در دوره رکود برنامه ریزی درسی نظام مند نبود و بعضآ متآثیر از ایدیولوژی اسلامی بود. در دروه تحول، دانشگاه ها در امر برنامه ریزی درسی مشارکت داشتند و با نظرخواهی از اساتید انجام می شد.
کلیدواژه‌ها
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