طراحی الگوی جامع برنامه درسی مغز محور درآموزشهای سازمانی (آندروگوژی)

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای تخصصی روانشناسی تربیتی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران

2 دانشیار روانشناسی تربیتی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

3 دانشیار بازنشستۀ روانشناسی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

چکیده

دغدغه ها و نیازهای محوری سازمان ها جهت پاسخگویی به انتظارات فزآینده مشتریان(خدمات گیرندگان) و رقابت با رقبا باعث اصلاح برنامه درسی محیط کاربراساس توانمندی های مغز هر یک از سرمایه انسانی شد. بنابراین پژوهش حاضر با هدف بهبود فرآیندهای آموزش سازمانی با طراحی الگوی جامع برنامه درسی مبتنی بر نظریه یادگیری مغز محور تدوین شده است. به‌منظور دستیابی به‌هدف فوق، الگوی جامع برنامه درسی مبتنی برنظریه یادگیری مغز محور طراحی، ضمن اعتباردهی کلیه گزاره‌های مرتبط با آن توسط 50 نفز از صاحبنظران و کارشناسان موضوعی-تخصصی آشنا به حوزه برنامه درسی مغز محور با روش تمام شماری واصلاح و تایید نهایی الگوی جامع توسط آنها؛ جهت ساخت و تدوین عناصر برنامه درسی پرسشنامه محقق ساخته با ضریب اعتبارکرنباخ 96/0طراحی و در نمونه 120 نفری از دانشجویان کارشناسی ارشد و دکتری روان شناسی با گرایش ها ی تربیتی، عمومی و بالینی(60نفر) ومدیریت با گرایش های برنامه ریزی درسی، بازرگانی وکسب و کار(60نفر)با روش نمونه گیری در دسترس توزیع شد.پس از تحلیل پرسشنامه به روش های توصیفی و تحلیل عاملی تاییدی(مدل یابی معادلات ساختاری) با استفاده از نرم افزارهای "spss" و"pls"؛ الگوی جامع برنامه درسی مغز محور در آموزش های سازمانی با 5پایه(ارکان اعم از مبانی، نظریه ها، رویکردها، فرادیدگاهها، الگوی سازنده گرایی) وده عنصراساسی(تعیین ویژگی های فراگیران،محتوی، فعالیت‌های یادگیری ،اهداف آموزشی، راهبردهای تدریس،منابع و ابزار یادگیری، فضا و مکان، گروه‌بندی،زمان و روش‌های ارزشیابی آموزشی) و 88 ویژگی طراحی شد. ویژگی‌های الگوی برنامه‌درسی با عناصر مرتبط ؛ تدوین، پیاده‌سازی و استقرار آن را در نظام آموزش سازمانی امکان‌پذیر نموده است.

کلیدواژه‌ها


عنوان مقاله [English]

Designing a Comprehensive Brain Model Curriculum Based on Organizational Training

نویسندگان [English]

  • Saqqa Afrakhteh 1
  • Hasan Asadzadeh 2
  • Abolfazl Karami 3
1 PhD Student of Educational Psychology, Semnan Branch, Islamic Azad University, Semnan, Iran
2 Associate professor of Educational psychology,Faculty of psychology and educational sciences,Allameh Tabatabai
3 .the retired Associate professor of psychology,Faculty of psychology and educational sciences,Allameh Tabatabai university,Tehran, Iran
چکیده [English]

Organizations' core concerns and needs to respond to growing customer expectations (service recipients) and to compete with competitors have modified the curriculum based on the brains capabilities of each human capital. Therefore, the present study aimed to improve organizational learning processes by designing a comprehensive brain-based curriculum model. In order to achieve this goal, a comprehensive brain-based curriculum model was designed; all the related statements were modified by 50 experts and subject-specialist experts familiar with the brain-based curriculum through the comprehensive method, and the final approval of the comprehensive model was accredited by them. A researcher-made questionnaire with Cronbach's coefficient of 0.96 was designed to construct and formulate curriculum elements and was distributed in a sample of 120 postgraduate and PhD students of educational, general and clinical psychology (n = 60) and Curriculum and Business management  (60 people) using simple random sampling. After analyzing the questionnaire by descriptive methods and confirmatory factor analysis (structural equation modeling) using "spss" and "pls" software; comprehensive model of brain-was designed based curriculum in 5 basic organizational training (Foundations, theories, approaches, metaphors, constructivism model) and ten elements (identifying learner characteristics, content, learning activities, educational goals, teaching strategies, learning resources and tools, space and place, grouping, time and educational evaluation methods) and 88 properties. The characteristics of the curriculum model with related elements make it possible to formulate, implement and deploy it in the organizational learning system.In order to achieve this goal, a comprehensive curriculum model based on Brain Learning Theory has been designed,While validating All related terms by 50 experts familiar with the field-based curriculum through a full-scale method and the final improvement and confirmation of the comprehensive pattern by them; a researcher-made questionnaire, with a 0.96 coefficient, was distributed among 120 students of postgraduate students(MA and PHD) in educational, general and clinical psychology and curriculum, commercial and business management selected by an available sampling method to build and formulate curriculum elements.
After analyzing the questionnaire by descriptive and Confirmatory factor analysis method (structural equation model) through "spss" and "pls" softwares, a comprehensive curriculum model based on Brain including five bases (fundamentals, theories, approaches, post views and Constructivist model) and ten essential elements (determining the characteristics of learners, content, learning activities, learning objectives, teaching strategies, resources and learning tools, setting, grouping, time and methods of educational evaluation) and 88 features were designed. The features of the curriculum model with related elements have made it possible to formulate, implement, and deploy it in the organizational training system.

کلیدواژه‌ها [English]

  • organizational training
  • Curriculum
  • Brain-Based Learning
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