Document Type : Original Article
Authors
1
Department of Arabic Language and Literature, Farhangian University, P.O. Box 889-14665, Tehran, Iran
2
Department of Persian Language and Literature, Farhangian University, P.O. Box 889-14665, Tehran, Iran
3
Master's student, Persian Language and Literature, Shahid Mofateh Campus, Farhangian University, Tehran, Iran.
Abstract
The present study was conducted with the aim of investigating and identifying the challenges of the curriculum of Persian Language and Literature at Farhangian University. The data of this study were collected using a mixed method (qualitative and quantitative) and a descriptive-analytical approach. Qualitative content analysis and questionnaire tools were used to analyze the information. Statistical analysis was performed using SPSS and Friedman test for prioritization. The statistical population of the study included student teachers, professors and curriculum planners at Farhangian University, which was conducted using random sampling. For this purpose, the size of the statistical population was determined and selected as 15 specialized professors in the field of Persian language education, 125 students in the field of Persian language education, and a total of 5 curriculum planners. The research findings show that the current curriculum is at an average level with an average achievement of goals of 54.76% and an importance coefficient of 16.98 out of 25. Also, the desired performance of 55% of the goals and the need to improve 45% of the components are essential. The critical indicators of the curriculum are: learning motivation (11.91) with the lowest score, the largest gap: 10.91 units between the best and worst component, and the highest dispersion and standard deviation of 8.67 is in the teaching element.
Also, the current program, with an average performance of 55%, requires changes in the following areas: educational equity by reducing the 10.91-point gap between components, pragmatism by increasing the share of practical skills from 46% to 65%3, and flexibility in developing evaluation and teaching methods. These changes can increase the program's efficiency by up to 25% and lead to the training of more efficient teachers. Also, from the perspective of the three target groups, the most important elements of the curriculum include teaching strategies, objectives, content, evaluation, and implementation, which are considered among the most important disadvantages of implementing the Persian language and literature curriculum.
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