ORIGINAL_ARTICLE
ارزیابی جو سازمانی دانشگاه، کیفیت تجارب یادگیری و فرسودگی تحصیلی دانشجویان (برگزیدگان نخبه آزمونهای سراسری و المپیاد سازمان سنجش آموزش کشور)
هدف: هدف از این مطالعه ارزیابی جو سازمانی دانشگاه، کیفیت تجارب یادگیری و فرسودگی تحصیلی برگزیدگان نخبه آزمونهای سراسری و المپیاد سازمان سنجش آموزش کشور بود.
روش: پژوهش از جهت هدف، از نوع کاربردی و از جنبه گردآوری داده ها، توصیفی از نوع پیمایشی است. جامعه آماری پژوهش شامل برگزیدگان نخبه آزمونهای سراسری و برگزیدگان نخبه المپیادی سالهای 1391و 1392 که تعداد آن برابر با 10504 نفر بودند که از بین آنها 371 نفر با استفاده از روش نمونه گیری تصادفی طبقه ای بهعنوان نمونه آماری انتخاب شدند. جهت گردآوری داده ها از پرسشنامه های استاندارد شده کیفیت تجارب یادگیری، فرسودگی تحصیلی و پرسشنامه محققساخته جو سازمانی استفاده شد که روایی محتوایی پرسشنامه ها توسط متخصصان تأیید و پایایی آن نیز براساس روش آلفای کرونباخ برای پرسشنامه کیفیت تجارب یادگیری 86/0، برای پرسشنامه فرسودگی تحصیلی 86/0، و برای پرسشنامه جو سازمانی 93/0 برآورد شد. برای تجزیه و تحلیل دادههای پژوهش از آزمونt-test ، تحلیل واریانس یکراهه و t برای دو گروه مستقل استفاده شد.
یافته ها: یافته های پژوهش حاکی از آن است وضعیت متغیرهای کیفیت تجارب یادگیری، فرسودگی تحصیلی و جو سازمانی از وضعیت مطلوبی برخوردار هستند.
https://trj.uok.ac.ir/article_60812_bc7d17cabb712aae95cff3cfe3fdb750.pdf
2018-05-22
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جو سازمانی
کیفیت تجارب یادگیری
فرسودگی تحصیلی
آموزش عالی
محبوبه
عارفی
manoto136287@yahoo.com
1
دانشیار گروه آموزش عالی دانشگاه شهید بهشتی؛ تهران ، ابران
AUTHOR
رضا
محمدی
remohamadi@yahoo.ca
2
استادیار مرکز تحقیقات، ارزشیابی، اعتبارسنجی و تضمین کیفیت آموزش عالی سازمان سنجش آموزش کشور؛ تهران، ایران
LEAD_AUTHOR
اکبر
خرسندی یامچی
a.khorsandi1983@gmail.com
3
کارشناس امور پژوهشی مرکز تحقیقات، ارزشیابی، اعتبارسنجی و تضمین کیفیت آموزش عالی سازمان سنجش آموزش کشور، تهران، ایران
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ORIGINAL_ARTICLE
بررسی اصول طراحی راهبردهای ارزشیابی مطلوب در میان دانش آموزان استعداد درخشان شهر اصفهان: یک مطالعه ترکیبی
هدف: هدف از تحقیق حاضر بررسی راهبردهای ارزشیابی مطلوب در زمینه آموزش دانشآموزان استعداد درخشان در مقطع متوسطه دوم است. این پژوهش از نوع تحقیقات آمیخته اکتشافی است. جامعه تحقیق شامل کلیه دانشآموزان و معلمین استعداد درخشان شهر اصفهان است. روش: روش نمونهگیری در بخش کیفی بهصورت موارد نوعی و در بخش کمی بهصورت تصادفی ساده است. ابزار گردآوری دادهها در بخش کیفی مصاحبه نیمهساختار یافته و در بخش کمی پرسشنامه محققساخته استخراج شده از مصاحبهها است. روایی در بخش کیفی به روش چک کردن اعضا و در بخش کمی روایی و پایایی بهوسیله روایی محتوایی، تحلیل عاملی تأییدی و آلفای کرانباخ بررسی و تأیید شده است. برای تحلیل دادهها در بخش کیفی از روش تماتیک و در بخش کمی از آمار توصیفی و آزمون t تکگروهی استفاده شده است. یافتهها: نتایج بخش کیفی بیانگر این بود که اصول طراحی راهبردهای ارزشیابی مطلوب عبارتند از استفاده از آزمونهای مستمر و آزمونهای نهایی، ارزشیابی کاربردی، ارزشیابی پروژهای، تأکید بر خلاقیت، اصول فنیآزمونسازی و توجه به یادگیری عمیق. در بخش کمی نتایج بررسی این مؤلفهها بیانکننده این بوده که تمامی مؤلفهها به غیر از آزمون نهایی دارای میانگین بالاتر از میانه بودند و نمونه مورد بررسی معتقد به استفاده از این اصول در ارزشیابیهای خود بودند.
https://trj.uok.ac.ir/article_60813_3562af388c1a0b0bab7e85853c79ddbd.pdf
2018-06-20
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دانش آموزان استعداد درخشان شهر اصفهان
راهبردهای ارزشیابی مطلوب
مطالعه ترکیبی
مهدی
ابوالقاسمی
mah.abolghasemi@gmail.com
1
دانش آموخته دکتری برنامه درسی دانشگاه هرمزگان ، ایران
LEAD_AUTHOR
حسین
زین علی پور
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دانشیار گروه علوم تربیتی دانشگاه هرمزگان؛ ایران
AUTHOR
علی اکبر
شیخی
3
دانشیار گروه علوم تربیتی دانشگاه هرمزگان؛ ایران
AUTHOR
علیرضا
عصاره
alireza_assareh@yahoo.com
4
دانشیار دانشگاه تربیت دبیر شهید رجایی تهران، ایران
AUTHOR
Abolghasemi, M. (2017). designing Differentiated curriculum planning among gifted students of Esfahan. Phd dissertation of Hormozgan University, [in Persian].
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Ahmadi, M. (2002). Academic and educational problems of gifted students. MA dissertation. Tehran University, [in Persian].
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Naghdi vand, S. (2013). Comparative study of gifted student curriculum in Iran, England and japan. Master desertion, Rajaei university of Tehran, [in Persian].
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ORIGINAL_ARTICLE
بررسی پیشبینی موفقیت مهارتآموزان دانشگاه فرهنگیان در آزمون ارزیابی صلاحیت معلمی (اصلح) با استفاده از کدگذاری متغیرهای طبقهای
هدف: هدف پژوهش حاضر بررسی پیشبینیپذیری موفقیت مهارتآموزان دانشگاه فرهنگیان در آزمون اصلح متغیرهای طبقهای با استفاده از کدگذاری در رگرسیون چند متغیری میباشد.
روش: پژوهش حاضر از نظر هدف کاربردی و از حیث روش، از نوع همبستگی است. جامعه پژوهشی کلیه مهارتآموزان ماده 28 سال 94-95 دانشگاه فرهنگیان کشور است که تعداد آنها 2823 نفر میباشد. حجم نمونه 341 نفر تعیین شد. نمونه با استفاده از روش خوشهای انتخاب شد. دادههای این پژوهش نتایج حاصل از آزمون اصلح دانشگاه فرهنگیان در شهریور 1395 میباشد.
یافتهها: نتایج نشان داد که جنسیت، موفقیت مهارتآموزان در نمره کلی آزمون اصلح را پیشبینی میکند. بررسی خردهمقیاسها نشان داد که جنسیت موفقیت در خردهآزمونهای فرهنگی و عملکردی را بهطور معناداری پیش.بینی میکند و اما در پیشبینی نمرات خرده مقیاسهای علمی کتبی چهار گزینهای و تدریس خرد نقش معناداری ندارد. همچنین رشته تخصصی، موفقیت در آزمون اصلح را پیشبینی میکند. بررسی خردهمقیاسها نشان داد که رشته تخصصی، موفقیت در خردهآزمونهای علمی کتبی چهار گزینهای، عملکردی و تدریس خرد را بهطور معناداری پیشبینی میکند و اما در پیشبینی نمرات خردهمقیاس فرهنگی نقش معناداری ندارد. استان محل مهارتآموزی، موفقیت در آزمون اصلح را پیشبینی میکند. بررسی خردهمقیاسها نشان داد که استان محل مهارتآموزی، موفقیت در خرده آزمونهای علمی کتبی چهار گزینهای، عملکردی و فرهنگی را بهطور معناداری پیشبینی میکند اما در پیشبینی نمرات خردهمقیاس تدریس خرد نقش معناداری ندارد.
https://trj.uok.ac.ir/article_60814_ae790e809c01d04be384385d71f8ed92.pdf
2018-06-20
43
57
آزمون اصلح
ارزیابی صلاحیت معلم
رگرسیون
کدگذاری متغیرهای طبقهای
دانشگاه فرهنگیان
حسن
مشکاتی
hasanmeshkati@yahoo.com
1
دانشجوی دکتری سنجش و اندازهگیری دانشگاه علامه طباطبائی تهران و مدرس دانشگاه فرهنگیان ایرن، خراسان رضوی؛
AUTHOR
علی
دلاور
a.delavar@gmail.com
2
استاد گروه سنجش و اندازه گیری، دانشگاه علامه طباطبائی، تهران، ایران ( نویسنده مسئول)؛
LEAD_AUTHOR
نورعلی
فرخی
n.farokhi@atu.ac.ir
3
دانشیار گروه سنجش و اندازه گیری، دانشگاه علامه طباطبائی، تهران، ایران؛
AUTHOR
اصغر
مینایی
asghar.minaei@yahoo.com
4
استادیار گروه سنجش و اندازه گیری، دانشگاه علامه طباطبائی؛ تهران، ایران
AUTHOR
غلامرضا
کیانی
rezakiany@yahoo.com
5
دانشیار گروه زبان انگلیسی، دانشگاه تربیت مدرس، تهران، ایران
AUTHOR
Aghili, A. (2013). Teacher Competencies in Teacher Training Curriculum: Identify the degree of realization and the strengths and weaknesses From the perspective of professors, students and graduates. The master's thesis of curriculum planning at Ferdowsi University of Mashhad has not been published by Amin Khandaghi's Meaning and Consultation, Saeedi Rezvani, Mahmoud, [In Persian].
1
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10
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Glazerman, S., Goldhaber, D., Loeb, S., Raudenbush, S., Staiger, D. O. and Whitehurst, G. J. (2011). Passing muster: Evaluating evaluation systems. Washington, DC: Brown Center on Education Policy at Brookings.
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16
Kane, T. J., Staiger, D. O., McCaffrey, D., Cantrell, S., Archer, J., Buhayar, S. and Parker, D. (2012). Gathering feedback for teaching: Combining high quality observations with student surveys and achievement gains. Seattle, WA: Bill & Melinda Gates Foundation.
17
Khorram, N. (2015). Comparison of vocational qualifications of elementary school teachers, graduated from teacher training centers and recruitment through a test. Master's thesis, Allameh Tabataba'i University of Tehran, Supervisor: fariborz dortaj; Advisor: Farkhondeh Mofidi, [In Persian].
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27
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28
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34
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41
ORIGINAL_ARTICLE
بهبود درک دانش آموزان از چگونگی تفریق عددهای مخلوط (تجربه مبتنی بر درس پژوهی)
هدف: امروزه پژوهش عملی و کاربردی در به اجرا درآوردن برنامههای درسی بیش از پیش مورد توجه قرار گرفته است. یکی از دغدغههای کارگزاران و سیاست گزاران آموزشی و مجریان برنامههای درسی گسترش پژوهش به ویژه پژوهش مشارکتی درون مدرسه و کلاس درس است. «درس پژوهی» روشی برای اصلاح شیوه آموزش و الگویی عملی برای بازبینی مداوم الگوهای ذهنی و بازاندیشی مشارکتی عمل کارگزاران آموزشی است. پژوهش حاضر با هدف بهبود درک دانشآموزان پایه پنجم از چگونگی تفریق عددهای مخلوط انجام گرفت. روش: در پژوهش حاضر از روش درسپژوهی استفاده شد. جامعه مورد مطالعه دانش آموزان پایه پنجم (دو کلاس 14 و 24 نفره) دبستان دخترانه نورالهدی شهر بیرجند بودند. در این مطالعه از دو دسته داده های کیفی و کمی استفاده شد. داده های کیفی در این پژوهش، شامل مشاهده فعال دو کلاس درس ریاضی پایه پنجم ابتدایی در فرایند درس پژوهی، مصاحبه های روایتی با معلمان برای فهم تأثیر درسپژوهی در بهبود آموزش و غنیسازی یادگیری، بررسی طرح درسها، یادداشت های خود بازاندیشی معلمان، نظرات و یادداشت های ناظر بیرونی و نظرات دانش آموزان پایه پنجم در مورد تأثیر درسپژوهی بر میزان یادگیری و درک آنها از چگونگی تفریق عددهای مخلوط است و دادههای کمی مطالعه حاضر شامل نتایج آزمون ریاضی پایه پنجم قبل و بعد از اجرای فرایند درسپژوهی است. یافته ها: نتایج نشاندهنده تأثیر مثبت روش درسپژوهی بر یادگیری دانشآموزان میباشد. ایجاد فضای مناسب برای همفکری و استفاده از تجربیات همکاران در کلاسهای درسی می تواند به شکل گیری روشهای نوین در ارائه مطالب آموزشی کمک کرده و عمل آموزش و یادگیری را تسهیل سازد.
https://trj.uok.ac.ir/article_60815_607388be89c2720cc72b8fbbf4174d76.pdf
2018-06-20
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تفریق
عددهای مخلوط
درسپژوهی
طرح درس ریاضی
نیلوفر
فرج پور
niloufar.farajpour@birjand.ac.ir
1
دانشجوی دکتری برنامه ریزی درسی، دانشگاه بیرجند و آموزگار ابتدایی؛
LEAD_AUTHOR
هادی
پورشافعی
poorshafei@yahoo.com
2
استادیار گروه علوم تربیتی، دانشگاه بیرجند
AUTHOR
Bakhtiari, A., Mosadeghi Nik, K. (2016). Lesson study. Tehran: Avaye Noor, [In Persian]. Fernandez, M. L. (2010). Investigating how and what prospective teachers learn through microteaching lesson study. Teaching and Teacher Education, 26(2): 351-362.
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Lewis, C. C., Hurd, J. (2016). Lesson study, step by step: how teacher learning communities improve instruction. Tehran: Saz va Kar, [In Persian].
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11
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13
ORIGINAL_ARTICLE
تبیین شیوه ها و فنون یاددهی و یادگیری مطلوب در برنامه درسی زبان آموزی دوره ابتدایی مناطق دوزبانه از دیدگاه معلمان
هدف: هدف پژوهش تبیین ویژگیهای شیوه ها و فنون یاددهی و یادگیری مطلوب برنامه درسی زبان آموزی دوره ابتدایی در مناطق دوزبانه از دیدگاه معلمان استان چهارمحال و بختیاری بود.
روش: پژوهش حاضر از نظر نوع تحقیق، ترکیبی است. روایی پرسشنامه از طریق نظرات متخصصان و کارشناسان بررسی و پایایی آن از طریق ضریب آلفای کرونباخ محاسبه و 93/0 برآورد شده است. جامعه آماری در بخش کمی، مشتمل بر 968 نفر از معلمان ابتدایی استان چهارمحال و بختیاری در مناطق دوزبانه شهرستانهای شهرکرد، بِن، سامان و بخشهای بلداجی و جونقان بود و 275 نفر با روش نمونهگیری تصادفی خوشهای بهعنوان نمونه آماری انتخاب شدند. در بخش کیفی نیز نمونه آماری شامل 40 نفر از معلمان برتر استانی در دوره ابتدایی بود و از مصاحبه نیمهساختارمند برای گردآوری داده ها استفاده شد.
یافتهها: نتایج نشان داد که معلمان در تبیین ویژگیهای شیوهها و فنون یاددهی و یادگیری مطلوب برنامهدرسی زبانآموزی دوره ابتدایی در مناطق دوزبانه، بیشترین اولویت را به روشهای پرسش و پاسخ، بحث گروهی و ایفای نقش و کمترین اولویت را به روشهای آموزش برنامهای میدهند. همچنین، کمبود رسانههای آموزشی و دیداری شنیداری و عدمتنوع در بهکارگیری شیوهها و فنون یاددهی و یادگیری، از مهمترین علل ضعف شیوهها و فنون یاددهی و یادگیری از دیدگاه معلمان بود. از سوی دیگر، بهرهمندی از نرمافزارهای آموزشی در تدریس و تدوین کتاب راهنمای تدریس بهعنوان مهمترین دلایل قوت شیوهها و فنون یاددهی و یادگیری مطلوب از دیدگاه معلمان بود. همچنین بین دیدگاه های معلمان از لحاظ متغیرهای جمعیتشناختی (جنس، مدرک تحصیلی و میزان سابقه) تفاوتی وجود نداشت.
https://trj.uok.ac.ir/article_60816_51014f86123976831f7ee54843640458.pdf
2018-06-20
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98
برنامه درسی
زبان آموزی
دوزبانگی
دوره ابتدایی
احمد
عربی
1
کارشناس ارشد برنامهریزی درسی، دبیر آموزش و پرورش استان چهارمحال و بختیاری؛ ایران
AUTHOR
اصغر
سلطانی
asghar.soltani.k@gmil.com
2
استادیار برنامهدرسی، بخش علوم تربیتی، دانشگاه شهید باهنر کرمان، کرمان، ایران
LEAD_AUTHOR
Afshari, A., Sadeghi, N., Henareh, R. (2016). Effect of feedback in native and formal Language on advancing reading and writing of bilingual students. Journal of Education and Evaluation, 9 (24): 111-126. [In Persian].
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Bunaiasu, C. M. (2014). Strategic directions regarding trainers’ instruction in the field of European curriculum’s planning and implementation. Procedia-Social and Behavioral Sciences, 116: 1121-1126.
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Davari, A., Rezazadeh, A. (2014). Structural Equation Modeling Using PLS. Tehran: ACECR Publications. [In Persian].
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12
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ORIGINAL_ARTICLE
رابطه شایستگی های مدرسان با تجارب دوره و دستاوردهای تحصیلی دانشجویان دانشگاه فرهنگیان
هدف: یکی از مهمترین عناصر نظام آموزش عالی و دانشگاهها، اعضای هیأتعلمی هستند که نقش تعیینکننده و انکارناپذیری در تحقق اهداف و رسالتهای آموزش عالی ازنظر کمی و کیفی دارند، لذا بررسی عملکرد و شایستگیهای آنها در ابعاد مختلف بهویژه در حیطه تدریس و تأثیری که میتوانند برافزایش کیفیت یادگیری فراگیران و دستاوردهای آنان از تحصیل داشته باشند، بسیار ضروری است. بدین منظور مطالعهای باهدف بررسی رابطه بین شایستگیهای مدرسان با تجارب دوره و دستاوردهای تحصیلی دانشجویان دانشگاه فرهنگیان کردستان انجام گرفت. روش: روش پژوهش حاضر توصیفی از نوع همبستگی است. جهت انتخاب نمونههای موردنیاز از روش نمونهگیری خوشهای و تصادفی ساده با توجه به نوع رشته تحصیلی دانشجویان استفاده گردید. جامعه آماری پژوهش حاضر، شامل دانشجویان سال آخر دانشگاه فرهنگیان استان کردستان در سال 1395 در نظر گرفته شد که 720 نفر برآورد گردید و با استفاده از فرمول کوکران 250 نفر بهعنوان نمونه آماری انتخاب گردید. بهمنظور جمعآوری دادهها، سه پرسشنامه محققساخته مبتنی بر پرسشنامه استاندارد و استفاده از مقیاس 5 نقطهای لیکرت برای پاسخ به پرسشنامه استفاده گردید. روایی پرسشنامهها با صلاحدید استاد راهنما تأیید گردید. پایایی پرسشنامهها با استفاده از آزمون آلفای کرونباخ بهترتیب برای سه متغیر شایستگیهای حرفهای مدرسان، تجارب دوره تحصیلی دانشجویان و دستاوردهای تحصیلی آنان مقدار 920/0، 928/0 و 851/0 محاسبه شد. یافتهها: نتایج این مطالعه نشان داد که شایستگیهای مدرسان با تجارب دوره و دستاوردهای تحصیلی دانشجویان دانشگاه فرهنگیان کردستان رابطه مثبت و معناداری دارد.
https://trj.uok.ac.ir/article_60817_34ad65e6593ffee7db127063760f7a36.pdf
2018-06-20
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شایستگی های مدرسان
تجارب دوره تحصیلی
دستاوردهای تحصیلی دانشجویان
دانشگاه فرهنگیان کردستان
جعفر
ترک زاده
djt2891@gmail.com
1
هیأتعلمی دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز؛
AUTHOR
رحمت الله
مرزوقی
2
هیأتعلمی دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز؛ شیراز
AUTHOR
مهدی
محمدی
m48r52@gmail.com
3
هیأتعلمی دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز؛ شیراز
AUTHOR
ولی احمد
کرماج
4
دانشجوی دکتری برنامهریزی درسی دانشگاه شیراز و هیأت علمی دانشگاه فرهنگیان کردستان
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ORIGINAL_ARTICLE
ساخت و آزمون نرم افزار هندسۀ پویا مبتنی بر مهارتهای فضایی و مقایسۀ اثربخشی آن با اُریگامی بر تجسم فضایی و یادگیری درس ریاضی دانش آموزان پایۀ ششم ابتدایی
هدف: پژوهش حاضر با هدف ساخت و آزمون نرمافزار هندسۀ پویا مبتنی بر مهارتهای فضایی و مقایسۀ اثربخشی آن با اُریگامی بر تجسم فضایی و یادگیری درس ریاضی دانشآموزان انجام شد. روش: پژوهش از نوع نیمهآزمایشی با پیشآزمون و پسآزمون روی دو گروه آزمایش و یک گروه کنترل است. جامعۀ آماری پژوهش عبارت بود از کلیۀ دانشآموزان دختر پایۀ ششم ابتدایی شهرستان روهن که در سال تحصیلی 96-1395 مشغول بهتحصیل بودند. نمونۀ پژوهش شامل کلیۀ دانشآموزان حاضر در دو کلاس درس بود که بهصورت تصادفی خوشهای انتخاب شدند. سپس، 35 دانشآموز بهعنوان گروه آزمایش اُریگامی، 35 نفر بهعنوان گروه آزمایش نرمافزار هندسۀ پویا و 35 نفر بهعنوان گروه کنترل انتخاب شدند. گروههای آزمایش به مدت دوازده جلسۀ 40 دقیقهای تحت آموزش ریاضی بهکمک اُریگامی و نرمافزار هندسۀ پویا قرار گرفتند. ابزار گردآوری دادهها شامل الف) آزمون تجسم فضایی مینهسوتا، و ب) آزمون پیشرفت تحصیلی محققساخته بود. برای آزمون فرضیهها از آزمون t وابسته و مانوا استفاده شد. یافتهها: تحلیل آماری دادهها نشان داد که نرمافزار هندسۀ پویا مبتنی بر مهارتهای فضایی و اُریگامی بر تجسم فضایی و یادگیری درس ریاضیات دانشآموزان اثر دارند. میانگین نمرات پسآزمون نرمافزار هندسۀ پویا و پسآزمون اُریگامی تفاوت معنیداری با پیشآزمون آنها داشتند. از این یافتهها میتوان نتیجه گرفت که آموزش ریاضیات بهکمک نرمافزار هندسۀ و اُریگامی قادر است تجسم فضایی و یادگیری درس ریاضیات دانشآموزان را بهبود ببخشد.
https://trj.uok.ac.ir/article_60820_475533340e96d4b9cb49e00bb1bc3557.pdf
2018-06-20
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نرم افزار هندسۀ پویا
اُریگامی
تجسم فضایی
یادگیری درس ریاضیات
زهره
رباط سرپوشی
sarpooshi79@gmail.com
1
دانشجوی دکتری روانشناسی تربیتی، دانشگاه علامه طباطبائی، تهران، ایران؛
AUTHOR
حسن
اسدزاده
asadzadehd@yahoo.com
2
دانشیار روانشناسی تربیتی، دانشگاه علامه طباطبائی، تهران، ایران؛
LEAD_AUTHOR
فریبرز
درتاج
f_dortaj@yahoo.com
3
استاد روانشناسی تربیتی، دانشگاه علامه طباطبائی، تهران، ایران؛
AUTHOR
اسماعیل
سعدی پور
sadipour@gmail.com
4
دانشیار روانشناسی، دانشگاه علامه طباطبائی، تهران، ایران
AUTHOR
Alias, M., Black, T.R., & Gray, D.E. (2002). Effect of instructions on spatial Visualization ability in civil engineering students. International Education Journal, 3 (1), 1-12.
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ORIGINAL_ARTICLE
شیوههای تدریس معلمان با تأکید بر مهارتهای تفکرانتقادی
هدف: هدف از پژوهش بررسیشیوههای تدریس معلمان با تأکید بر رشد مهارتهای تفکرانتقادی در دروس هدیههای آسمان دوره ابتدایی است.
روش: روش تحقیق از نظر اهداف، کاربردی و به لحاظ شیوه جمعآوری اطلاعات، آمیخته (کمی – کیفی) میباشد. جامعهآماری، کلیه کلاسهای دروس هدیههای آسمان دوره ابتدایی استان قم در سال تحصیلی 1395بود. نمونه آماری شامل (50) کلاس (از هر پایه تحصیلی ده کلاس) که به شیوه تصادفی ساده انتخاب شد. ابزار پژوهش، چک لیست محققساخته مشاهده تدریس معلمان حاوی بیست مؤلفه بر مبنای مهارتهای تفکر انتقادی (تجزیه و تحلیل، ترکیب، ارزشیابی و توضیح) بود که روایی صوری آن توسط متخصصین مورد تأیید قرارگرفت و پایایی آن86/. براساس آلفای کرونباخ بهدست آمد. برای تجزیه و تحلیل دادهها، در بخش آمارتوصیفی، از جداول فراوانی درصد، نمودارهای مناسب، محاسبه شاخصهای مرکزی و پراکندگی استفاده شده و در بخش آمار استنباطی بهمنظور تحلیل دادهها از آزمون (T) تک گروهی بهره گرفته شد.
یافتهها: 1- میزان توجه به مهارت تجزیه و تحلیل در روشهای تدریس معلمان در کل پایههای دوره ابتدایی در دروس هدیههای آسمان کمتر از میانگین است. 2- مؤلفه مهارت ترکیب در شیوههای تدریس معلمان دوره ابتدایی در دروس هدیههای آسمان پایینتر از میانگین است. 3- میانگین مهارت ارزشیابی در روشهای تدریس معلمان در کل پایههای دوره ابتدایی در دروس هدیههای آسمان کمتر از میانگین است. 4- میانگین مهارت توضیح در شیوههای تدریس معلمان در کل پایههای دوره ابتدایی در دروس هدیههای آسمان گر چه نسبت به مؤلفههای دیگر در سطح بالاتری است ولی در مجموع پایینتر از میانگین است. 5- در کل توجه به مؤلفههای مهارتهای تفکرانتقادی در دروس هدیههای آسمان دوره ابتدایی توجه چندانی نگردیده است. نتیجه پژوهش نشان داد که؛ شکلگیری تفکر انتقادی در دانشآموزان مستلزم تغییر رویکرد معلمان در روشهای تدریس است.
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تفکر انتقادی
شیوههای تدریس
هدیههای آسمان
دوره ابتدایی
معلمان
حسین
کریمیان
hosein.karimian46@yahoo.com
1
استادیارگروه علوم تربیتی، واحد قم، دانشگاه آزاد اسلامی ، قم، ایران
LEAD_AUTHOR
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ORIGINAL_ARTICLE
فراتحلیل بررسی کیفیت تدریس معلمان
کیفیت یکی از مهمترین مسایلعصر حاضر است که نه تنها در صنعت بلکه در دنیای رقابتی امروزی در آموزشوپرورش بیشتر از آن مطرح است چرا که امروزه دیگر سرمایه ملی یک کشور، پول و زمین نیست بلکه دانش و نیروی انسانی آموزش دیده، مبتکر و خلاق میباشد. هدف: پژوهش حاضر بهمنظور مقایسه کیفیت تدریس معلمان با استفاده از شیوه فراتحلیل انجام شد. روش: تعداد 19 مطالعه از طریق جستجوی اینترنتی در بانکهای اطلاعاتی خارجی و نیز 3 مطالعه از طریق جستجوی دستی دانشگاههای داخل کشور شناسایی و اطلاعات مربوط به آنها کدگذاری گردید. یافتهها: نتایج یافتهها نشان داد که کیفیت تدریس در عنصر جنسیت دارای ضریب اثر 1.80 میباشد که از نظر شدت اثر دارای اثر بزرگتری میباشد. این اثر در سطح 0.05 p < معنادار میباشد. از بین عناصر کیفیت تدریس، بالاترین ضریب اثر مربوط به تعیین روش سبک تدریس با مقدار 1.32 میباشد و سپس روش تدریس و ارزیابی یادگیری دانشجو قرار دارند. نتایج روشهای بررسی تورش انتشار، حاکی از عدم تورش انتشار در نمونه فراتحلیلی بود. با توجه به ناهمگن بودن مطالعات، تحلیل تعدیلکننده برای متغیرهای سن و ابزار اندازهگیری صورت گرفت که بیانگر تأثیر تعدیلکننده متغیر سن در نتایج مطالعات بود. نتیجهگیری: توجه بیشتر به بحث کیفیت در آموزش بهخصوص کیفیت تدریس در دانشگاه و فراهم آوردن امکانات رفاهی و توجیه کیفیت در تدریس برای اساتید ضروری به نظر میرسد.
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کیفیت
تدریس
فراتحلیل
علی
خالقی خواه
alikhaleghi@gmail.com
1
دکترای فلسفه تعلیم و تربیت، دانشیار، دانشگاه محقق اردبیلی؛
AUTHOR
حبیبه
نجفی
h_najafi@uma.ac.ir
2
مدیریت آموزشی، دانشجوی دکتری، دانشگاه محقق اردبیلی؛
AUTHOR
عادل
زاهد بابلان
zahed@uma.ac.ir
3
دکترای مدیریت آموزشی، دانشیار، دانشگاه محقق اردبیلی.
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