چالشها و مزایای روانشناختی-اجتماعی طرح جدید سنجش و پذیرش دانشجو در ورود به دانشگاه | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 9، دوره 18، شماره 2 - شماره پیاپی 35، مهر 1404، صفحه 229-260 اصل مقاله (1.08 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2025.238728.1555 | ||
| نویسندگان | ||
| ژیلا کاردان حلوایی* 1؛ بهبود یاری قلی2 | ||
| 1استادیار گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران | ||
| 2دانشیار گروه علوم تربیتی دانشگاه شهید مدنی آذربایجان، تبریز، ایران | ||
| چکیده | ||
| هدف: دغدغه مهم داوطلبان و خانوادهها طی دوران مدرسه آمادگی برای حضور در آزمون سراسری و موفقیت در این آزمون است. کنکور علاوه بر اینکه میتواند آینده شغلی و وضعیت مالی متقاضیان را شکل دهد، میتواند بهطور قابل توجهی بر موقعیت اجتماعی و زندگی شخصی آنها نیز تأثیر بگذارد. چالشها و آسیبهای طرح قبلی سنجش و پذیرش دانشجو در قالب کنکور، شورای عالی انقلاب فرهنگی را بر آن داشت تا براساس مصوبه «سیاستها و ضوابط ساماندهی سنجش و پذیرش متقاضیان ورود به آموزش عالی»، اصلاح نظام سنجش و پذیرش دانشجو را در دستور کار قرار دهد. تغییرات طرح جدید سنجش و پذیرش دانشجو به دلیل نوپا بودن این طرح، قطعاً مزایا و چالشهایی به دنبال خواهد داشت که میتواند بر موفقیت تحصیلی و زندگی آینده دانشآموزان تأثیر بگذارد. بر این اساس، این پژوهش با هدف تبیین چالشها و مزایای روانشناختی-اجتماعی طرح جدید سنجش و پذیرش دانشجو و تأثیر سوابق تحصیلی بر ورود به دانشگاه انجام شد. مواد و روشها: در پژوهش حاضر از رویکرد کیفی و از روش تحلیل محتوای عرفی استفاده شد. مشارکتکنندگان در این پژوهش، 22 نفر از دبیران، مشاوران تحصیلی، دانشآموزان و والدین بودند که به روش نمونهگیری هدفمند ملاکمدار انتخاب شدند. معیارهای ورود به پژوهش، دبیران و مشاوران تحصیلی بودند که در دوره متوسطه دوم فعالیت دارند، والدین و دانشآموزانی که در کنکور 1403 و 1404 شرکت میکنند. برای جمعآوری دادههای مورد نیاز، مصاحبههای عمیق نیمهساختاریافته و با طرح پرسش باز در بازهی زمانی 40 تا 60 دقیقه انجام شد. مصاحبه با یک سؤال کلی دربارة چالشها و تأثیرات طرح جدید سنجش و پذیرش دانشجو شروع و سؤالات بعدی با توجه به توصیفات ارائه شده توسط شرکتکنندگان در طول مصاحبه، برای دستیابی به اطلاعات عمیقتر پرسیده شد. فرایند انجام مصاحبه و جمعآوری دادهها تا زمان اشباع دادهها ادامه یافت. برای تجزیه و تحلیل دادهها از روش هفت مرحلهای کلایزی استفاده شد. به این منظور، بعد از پایان هر مصاحبه، محتوای آنها به صورت کامل تایپ و کدگذاری باز (اولیه) دادهها بهمنظور استخراج مفاهیم اولیه (زیرمقولهها) انجام شد. پس از انجام همه مصاحبهها و استخراج کدهای اولیه، اقدام به کدگذاری محوری و استخراج مفاهیم و سپس ترکیب مفاهیم، مقولهبندی و انتخاب تم شد. بحث و نتیجهگیری: با توجه به تحلیل مصاحبههای انجام شده، چهار تم شامل آسیبشناسی طرح پیشین پذیرش، چالشهای فرایندی تحقق اهداف تعیین شده در طرح جدید، مزایای پیادهسازی طرح جدید و ملاحظات پیشنهادی بهبود وضعیت موجود در قالب 18 مقوله شناسایی شد. تغییر طرح قبلی سنجش و پذیرش کنکور به طرح جدید، تأثیرات مطلوبی بر آموزش دانشآموزان در جهت یادگیری عمیق و فعال، بهبود کیفیت آموزش معلمان، دستیابی به اهداف یادگیری، ارتقای سطح کیفی و کسب مهارتهای لازم دارد. اصلاحات در سیستم آموزشی اجتنابناپذیر است و باید اطمینان حاصل شود که همه دانشآموزان مشتاق، از فرصتهای برابر برای یادگیری برخوردار هستند. به عبارت دیگر، دانشآموزان نباید به دلیل نابرابریهای مالی، اقتصادی، جنسیتی و اجتماعی کنار گذاشته شوند. بر همین اساس، فراهمسازی شرایط و بستر اجرای موفق مصوبه، به نظر از ضروریترین اقداماتی است که باید مورد توجه مسئولین آموزشی قرار گیرد. با توجه به نوپا بودن طرح جدید سنجش و پذیرش دانشجو ضروری است زیرساختهای لازم جهت اجرای طرح جدید همچون طراحی سؤالات استاندارد، برگزاری آزمونهای داخلی استاندارد در مدارس، رفع چالشهای برگزاری آزمونهای نهایی، نظارت بر فرایند اصلاح اوراق، ضرورت بازنگری در فرایند محاسبه تراز و اختصاص اعتبارات لازم مورد توجه قرار گیرد. جهت تسهیل شرایط تحقق اهداف مصوبه جدید، هماهنگی بین معلمان جهت اتخاذ روشهای نوین تدریس و آموزش اصولی میتواند راهگشا باشد که این امر از طریق برگزاری دورههای توانمندسازی معلمان و تربیت مشاوران خبره در حوزه هدایت تحصیلی و کنکور امکانپذیر است. با توجه به برخی چالشهای فرهنگی و اقتصادی والدین و سردرگمی اکثر داوطلبان، بهتر است معلمان شیوههای انگیزشی مناسبی جهت حمایت دانشآموزان اتخاذ کنند. برنامههای آموزش و آگاهسازی والدین از طریق فراهم کردن اطلاعات مناسب درباره شرایط دانشآموزان و نحوه رفتار با آنها و آموزش روشهای مدیریت استرس به دانشآموزان جهت کسب توانایی رویارویی با شرایط جدید و تابآوری بالا به دانشآموزان نیز مورد توجه قرار گیرد. | ||
| کلیدواژهها | ||
| آزمون سراسری؛ آموزش عالی؛ سنجش و پذیرش دانشجو؛ سوابق تحصیلی | ||
| عنوان مقاله [English] | ||
| Psychological-Social Challenges and Benefits of the New Student Assessment and Admission Plan on Entering the University | ||
| نویسندگان [English] | ||
| Zhila Kardan Halvaee1؛ Behboud Yarigholi2 | ||
| 1Assistant professor, Department of Educational Sciences, Farhangian University, Tehran, Iran | ||
| 2Associate Professor, Department of Educational Sciences, Azarbijan Shahid Madani University, Tabriz, Iran | ||
| چکیده [English] | ||
| Objective: The main concern of candidates and families during their studies is to prepare for and succeed in the national exam. In addition to shaping the career future and financial status of applicants, the entrance exam can also significantly affect their social status and personal life. The challenges and disadvantages of the previous plan for assessing and admitting students through the entrance exam prompted the Supreme Council of the Cultural Revolution to put the reform of the student assessment and admission system on the agenda, based on the resolution of "Policies and Criteria for Organizing the Assessment and Admission of Applicants for Entry to Higher Education. Changes to the new student assessment and admission plan, due to the new nature of this plan, would certainly bring benefits and challenges that could affect students' academic success and future lives. Accordingly, this research was conducted with the aim of explaining the psychological-social challenges and benefits of the new student assessment and admission plan and the effect of academic records on entering the university. Materials and Methods: In the current research, a qualitative approach and conventional content analysis method were used. The participants in this research were 22 teachers, academic advisors, students and parents, who were selected by the criterion-based purposeful sampling method. The inclusion criteria for the study were teachers and academic advisors working in the second year of secondary education, parents, and students taking the 2024 and 2025 college entrance exams. To collect the required data, semi-structured in-depth interviews with open-ended questions were conducted over a period of 40 to 60 minutes. The interview began with a general question about the challenges and impacts of the new student assessment and admission plan, and subsequent questions were asked based on the descriptions provided by the participants during the interview to obtain more in-depth information. The process of interviewing and data collection continued until data saturation. The seven-step Colaizzi method was used to analyze the data. For this purpose, after the end of each interview, their content was fully typed and open (initial) coding of the data was performed in order to extract initial concepts (subcategories). After conducting all interviews and extracting initial codes, axial coding was performed and concepts were extracted, and then concepts were combined, categorized, and themes were selected. Discussion and Conclusion: According to the analysis of the interviews conducted, four themes were identified, including the pathology of the previous admission plan, the process challenges of achieving the goals set in the new plan, the benefits of implementing the new plan, and the proposed considerations for improving the current situation in the form of 18 categories. Changing the previous plan of assessment and admission to the entrance exam to the new plan has favorable effects on educating students in the direction of deep and active learning, improving the quality of teacher education, achieving learning goals, improving the quality level, and acquiring the necessary skills. Reforms in the education system are inevitable and it must be ensured that all eager students have equal opportunities to learn. In other words, students should not be left out due to financial, economic, gender, and social inequalities. Accordingly, providing the conditions and platform for the successful implementation of the resolution seems to be one of the most necessary measures that should be considered by educational authorities. Given the new student assessment and admission plan's nascent nature, it is essential to consider the necessary infrastructures for implementing the new plan, such as designing standard questions, holding standard internal exams in schools, addressing challenges in holding final exams, monitoring the process of correcting papers, and the need to review the process of calculating the balance and allocating the necessary credits. To facilitate the conditions for achieving the goals of the new resolution, coordination between teachers to adopt new teaching methods and basic education can be a solution, which is possible through holding teacher empowerment courses and training expert consultants in the field of academic guidance and entrance exams. Given some cultural and economic challenges faced by parents and the confusion of most candidates, it is better for teachers to adopt appropriate motivational methods to support students. Parent education and awareness programs should also be considered by providing appropriate information about students' conditions and how to treat them, and teaching students stress management methods to help them acquire the ability to face new conditions and high resilience. | ||
| کلیدواژهها [English] | ||
| National Exam, Higher Education, Assessment and Admission of Students, Academic Records | ||
| مراجع | ||
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