نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

گونه شناسی تدریس باکیفیت در نظام آموزش عالی: مطالعه سنتزپژوهی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 کارشناسی ارشد برنامه ریزی درسی،دانشکده علوم تربیتی و روان شناسی،دانشگاه الزهرا ،تهران،ایران.
2 استاد مطالعات برامه درسی، دانشکده علوم تربیتی و روانشناسی دانشگاه الزهرا، تهران، ایران
3 دانشیارمطالعات برامه درسی، دانشکده علوم تربیتی و روانشناسی دانشگاه الزهرا، تهران، ایران
چکیده
تدریس در نظام آموزش عالی نقش اساسی دارد. این مطالعه با هدف بررسی و شناسایی مؤلفه‌ها و تعیین فراز و نشیب‌های تدریس باکیفیت در نظام آموزش عالی در بین مطالعات انجام شده، است. با توجه به  اهداف آموزش عالی در تأمین نیروی انسانی متخصص، نیاز به اصلاح در روش‌های تدریس باکیفیت در دانشگاه‌ها احساس می‌شود که هدف پژوهشگر در این مطالعه، بررسی مؤلفه‌ها (شاخص‌ها) و ارائه گونه‌هایی از تدریس باکیفیت در نظام آموزش عالی است. این مطالعه با رویکرد کیفی و با توجه به روش اجرا، مرور سیستماتیک تلقی می‌شود. جامعه آماری، پایگاه‌های مطالعاتی است که از جوانب مختلف به این موضوع در آموزش عالی در 24 سال اخیر پرداخته‌اند. بر اساس معیارهای ورودی، 30 مقاله فارسی و 28 مقاله انگلیسی، وارد مطالعه شدند که در نتیجه 18 مؤلفه از این مقالات بدست آمد. پس از تحلیل مؤلفه‌های تدریس باکیفیت در آموزش عالی، پدیدار شد که این مؤلفه‌ها در 3 دسته (گونه) کلان‌تر جا گرفته شده است که این گونه‌ها شامل: گونه‌های متمرکز بر کلاس، فراگیر و انسان منتقد برای تدریس باکیفیت در آموزش عالی است. با بررسی مطالعات داخلی و خارجی به فراز و نشیب‌های هر یک از گونه‌ها در طول زمان توجه شده است که نشان داد در مطالعات خارجی، مؤلفه‌های (مصادیق) گونه‌های تدریس باکیفیت در آموزش عالی از اهمیت یکسانی برخوردار هستند.  
کلیدواژه‌ها

عنوان مقاله English

A Comprehensive Typology of Quality Teaching in Higher Education: A Systematic Review Study

نویسندگان English

Sara Safari 1
Parvin Samadi 2
پروین ahmadi 3
1 Master's degree in Curriculum Planning, Faculty of Educational Sciences and Psychology, Al-Zahra University, Tehran, Iran.
2 Professor of Curriculum Studies, Faculty of Educational Sciences and Psychology, Alzahra University, Tehran, Iran
3 Associate Professor of Curriculum Studies, Faculty of Educational Sciences and Psychology, Alzahra University, Tehran, Iran
چکیده English

This study systematically reviews the components and typologies of quality teaching in higher education over 24 years, analyzing 58 articles (30 Persian, 28 English). Three key typologies emerged: Classroom-Centered (structured, teacher-led instruction), Learner-Centered (student needs, emotional engagement), and Critical Human-Centered (critical thinking, societal transformation). While international studies equally value all typologies, Iranian research predominantly emphasizes the Classroom-Centered approach, with limited attention to Critical Human-Centered methods until recent years. The findings highlight the necessity of integrating all three typologies to achieve effective teaching outcomes. Recommendations include faculty training, curriculum redesign, and policy reforms to foster balanced, transformative pedagogy.
 
 

کلیدواژه‌ها English

medical education
hidden curriculum
residents
clinical empathy
Internal Group
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