نوع مقاله : مقاله پژوهشی
1 دانشجوی دکتری برنامه ریزی درسی واحد اراک دانشگاه آزاد اسلامی واحد اراک .ایران
2 دانشیار گروه علوم تربیتی واحد مرودشت دانشگاه آزاد اسلامی مرودشت
3 دانشیار گروه علوم تربیتی واحد اراک دانشگاه آزاد اسلامی واحد اراک ایران
عنوان مقاله [English]
Objective: Competency-based curriculum, in terms of its unique characteristics, has received special attention in recent years in most of the world's educational systems. According to experts, the strengths of this approach have led to an increase in its use (Parson and et al., 2018). The competency-based curriculum is based on the identification and determination of competencies. The required knowledge and skills are also determined according to the determined competencies (Dochy and Nickmans, 2005). To achieve this, attention to competency-based education and, consequently, competency-based curriculum has expanded more rapidly in the last ten years (Koenen, Dochy and Berghmans, 2015). Also, the process, steps and how to provide a competency-based curriculum model were the result of previous research on the subject. The model was approved after validation by experts and adjustments. The results of this research can be used in designing a competency-based curriculum. Competency-based curriculum, in terms of its unique characteristics, has received special attention in recent years in most of the world's educational systems. . According to experts, the strengths of this approach have led to an increase in its use (Dilmore and et al., 2011). The competency-based curriculum is based on the identification and determination of competencies. The aim of this study was to Validation of curriculum based on general competency for the second year of theoretical high school.
Method: The research method was exploratory (qualitative-quantitative) type and is done by Traversal- Field method by using questionnaires were collected. The statistical population includes curriculum planning specialists and all teachers and experts of theoretical high school in Fars province who were experts in this field. The statistical sample was selected in a quantitative section in two stages initially, 10 curriculum planning specialists were purposefully selected And then from all the teachers and experts of the theoretical high school in Fars province who were experts in the field of curriculum planning 80 people were selected as a statistical sample by simple random sampling. Measurement tools in the study for gathering data was in the qualitative phase, including deductive content analysis. In the qualitative part, since the theoretical basis of the research existed to some extent, the method of deductive content analysis was used. In the method of deductive content analysis, the theoretical basis of the research is considered as the basis for extracting the components. And by studying them, the concepts, classes, themes and elements of the program are extracted and explained. In other words, to validate the curriculum, this section consisted of two steps: The first stage, after compiling the components, framework and curriculum developed based on models, sources and valid texts, was provided to 10 curriculum planning specialists with the degree of assistant professor and above, and their specialized opinions were reviewed and analyzed. In the second stage, a questionnaire was extracted based on the identified elements and features and was provided to experts and specialists in curriculum planning. After final approval, the questionnaire was developed. And In the quantitative phase, it is a questionnaire that has been developed based on the findings of the qualitative section. That the content validity of the questionnaires confirmed by 15 Educational Science professors so questionnaire's reliability was approved respectively, α= 0/92 By Cronbach's alpha.The questionnaire was also used to determine the validity of the questionnaire using heuristic factor analysis. The results of exploratory analysis test showed that the validity of the questionnaire (construct validity) was significant at the level of 0.001 and its kmo value was estimated to be 0.861. Data Using Qualitative content analysis with deductive categorization analog and quantitative methods including factor analysis via Software SPSS were analyzed.
Result and Discusion: The results showed that the characteristics of curriculum elements include objectives, content, method and evaluation. Findings confirmed the main elements of purpose, content, method and evaluation. In the present study for the target element, Characteristics such as integrated intellectual, faith, practical and moral education; Strengthening faith, insight and religious insight, belief in Islamic values along with cultivating the spirit of practical adherence to Islamic rules and customs; Critical reasoning and thinking in solving individual and group problems, lead to the realization of competencies (traits, abilities and life skills) And along with teaching culture, art, customs, traditions and life skills to achieve general competencies Also, clarity in the expression of goals, clarity of standards and levels of goals, comprehensiveness in terms of including the dimensions of knowledge, skills and attitudes, measurability and realism were obtained. Findings on the content element and curriculum activities based on general competence, characteristics such as attractive, appropriate to learners' abilities, needs and interests; In the field of learning activities in the competency-based program, features such as student activism, integration of activities, attention to individual and group activities of students, communication with the world of work, facilitating the link between opinion and action and participation The existence of activities was obtained In the field of method element, unlike other elements, there is not much multiplicity in features. Finally, for the evaluation element in the present study, features such as special attention to the set standards, consideration of feedback mechanisms, attention to the types of assessment and evaluation, and comprehensiveness in evaluation were considered. Also, features curriculum elements based on general competency for the second theoretical high school were extracted and designed. The pattern designed by experts and factor analysis were validated and approved. Results showed that curriculum based on general competency for the second year of theoretical high school in this study can be used in the new educational system. Based on this finding, it can be concluded that the curriculum based on general competence has been designed for the second theoretical high school in this research, can be used in the new educational system. It can also be concluded that Process, steps and how to present a general competency-based curriculum model for the second theoretical high school, it was the result of previous research on the subject. The model was approved by experts after the validation and adjustments were made. The results of this research can be used in designing a competency-based curriculum.