ORIGINAL_ARTICLE
بررسی مقایسه ای تدریس بر اساس شیوه ی نوشتاری پیوسته تاملینسون و شیوه ی ژانر پروسه بر روی مهارت نوشتاری زبان آموزان ایرانی
هدف: هدف از انجام این تحقیق اندازهگیری میزان تأثیر شیوه تدریس براساس رویکرد تاملینسون بر روی توانایی نوشتاری زبانآموزان ایرانی (EFL) بود است.
روش: برای رسیدن به این هدف در یک پژوهش شبه آزمایشی کمی از میان 70 نفر زبانآموز یک موسسه آموزش زبان کرمانشاه یک نمونة 45 نفره از زبانآموزان سطح زبانی متوسط به بالا انتخاب شدند و به سه گروه 15 نفره آزمایش و گواه تقسیم شدند. به گروههای آزمایشی در طول ترم مهارت نوشتاری براساس شیوة" مدل پیوستة تاملینسون" و "ژانر پروسه" تدریس شد و به گروه کنترل براساس شیوة سنتی که اغلب توسط معلمان زبان انگلیسی در ایران به کار گرفته میشود آموزش داده شد. از آزمون تحلیل واریانس و آزمون همبستگی پیرسون و همچنین تحلیل رگرسیون برای تحلیل دادهها استفاده شد.
یافتهها: نتایج بهدستآمده نشان دادند که عملکرد گروه تاملینسون و ژانر پروسه در فعالیتهای نوشتاری پسآزمون از گروه کنترل بهتر بوده و از لحاظ آماری تفاوتها بهصورت مثبت معنادار بودند؛ بنابراین، شیوه تاملینسون و ژانر پروسه تأثیر معنادار مثبتی در توانایی نوشتاری زبانآموزان داشتهاند.
https://trj.uok.ac.ir/article_60913_d1b39509f212021475d3e883df2e646d.pdf
2018-09-23
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تاملینسون –ژانر پروسه
شیوههای نوشتاری – مهارت نوشتن
زبانآموزان ایرانی
حبیب
سلیمانی
h181352@gmail.com
1
هیئت علمی
LEAD_AUTHOR
نوشین
خردمند
n.kheradmand5@gmail.com
2
دبیر زبان انگلیسی گروه زبان انگلیسی: ناحیه یک آموزش و پرورش کرمانشاه
AUTHOR
Arteaga-Lara, H. M. (2017). Using the process-genre approach to improve fourth-grade EFL learners’ paragraph writing. Latin American Journal of Content and Language IntegratedLearning, 10(2): 217-244. doi: 10.5294/laclil.2017.10.2.3
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Badger, R. & White, G. (2000). Product, process and genre: Approaches to writing in EAP. ELT Journal, 54(2):153-160
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Badiaa, A. (2016). The role of the process approach to improve EFL learners’ writing
3
Britton, J. (1983). Shaping at the point of utterance. In A. Freedman, I. Pringle, and J. Yalden (eds). Learning to write: First language/ second language. London, United Kingdom: Longman.
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Brown, H. D. (1994). Principles of language learning and teaching.3rd edition. Englewood Cliffs, NJ: Prentice Hall Regents.
5
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy.2nd edition. New York: Longman.
6
Bueno, Y. A. (2016). Thinking, crafting, and commenting: An approach to improving paragraph structure writing (Master’s thesis). Retrieved October 2018 from http:// intellectum.unisabana.edu.co/handle/10818/24231
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Celce- Murcia, M., McIntosh, L., (eds). (1979). Teaching English as a second or foreign language. Newbury House Publishers, Inc.
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Chastain, K. (1988). Developing second language skills: Theory and practice.3rd Edition. Harcourt Brace Javanovich, Inc.
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Chaudron, C. (1987). Analysis of products and instructional approaches in writing: Two articles on the state of the art. TESOL, 21-4.
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Fernández, R. F., Gunashekar, P. (2009). A socio-psycholinguistic model for English for specific purposes writing skill formation diagnosis. Revista Cubana de Información en Ciencias de la Salud (ACIMED), 20(6): 141-160.
11
Forteza Fernández, R., & Gunashekar, P. (2009). A Socio-Psycholinguistic Model for English for Specific PurposesWriting Skill Formation Diagnosis. Acimed, 20(6): 141-160
12
Freedman, A. Pringle, I., Yalden, J. (Eds.). (1983). Learning to write: First language/second language. London, United Kingdom: Longman.
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Gashout, M. (2014). Incorporating the facilitative feedback strategies together with the process approach to improve students’ writing. International Journal of Education and Research, 2(10): 637-646. Retrieved
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Grabe W., Kaplan RB. Reading in a Second Language: Moving from Theory to Practice. New York: Cambridge University Press, 2009.
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Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Ernst Klett Sprachen.
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Graves, D. (1989). The reading/writing teacher’s companion: Experiment with fiction. Portsmouch, NH: Heinemann.
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Hedge, T. (2001). Teaching and Learning in the Language Classroom. United Kingdom: Oxford University Pres.
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Jacobs et al., (1981). Testing ESL composition: a practical approach. Newbury House, Rowley, MA.
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Kane, S. Thomas (2000). The Oxford Essential Guide to Writing: New York: Berke Book.
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Kane, S. Thomas (2000). The Oxford Essential Guide to Writing: New York: Berkey Book.
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Lee, Y. J. (2006). The process-oriented ESL writing assessment: Promises and challenges. Journal of Second Language Writing, 15, 307-330.
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skill: The case of first year master students of English at Biskra University(Master’s thesis). Retrieved from http://dspace.univ-biskra. October 2018.
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Tomlinson, B. (1983). An approach to the teaching of continues writing in ESL classes. ELT Journal V. 37/1.
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Tribble, C. (1996). Writing. Oxford: Oxford University Press.
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Weir, C. J. (2005). Language testing and validation. Hampshire: Palgrave McMillan.
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Zamel, V. (1987). Recent research on writing pedagogy. TESOL, 21: 697-715.
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ORIGINAL_ARTICLE
شناسائی و اکتشاف عوامل مؤثر بر کیفیت آموزش های فنی و حرفه ای: مطالعه ای با رویکرد آمیخته
هدف: پژوهش حاضر با هدف شناسایی عوامل مؤثر بر کیفیت آموزشهای فنی و حرفهای انجام شد. روش پژوهش از نوع آمیخته با رویکرد اکتشافی متوالی بود. بخش کیفی مبتنی بر نظریه برخاسته از دادهها (طرح نظاممند) بود. در این بخش از پژوهش 18 نفر بهعنوان مشارکتکننده بهصورت هدفمند و تا رسیدن به اشباع نظری جهت مصاحبه نیمه ساختاریافته انتخاب شدند. در بخش کمّی، جامعه آماری شامل کلیه مدیران، کارشناسان و مربیان دورههای آموزش غیررسمی وابسته به سازمان آموزش فنی و حرفهای کشور در استانهای کردستان، کرمانشاه و همدان بودند که تعداد آنها 1268 نفر و با استفاده از فرمول کوکران 297 نفر آنها از طریق روش نمونهگیری در دسترس بهعنوان نمونه انتخاب شدند. جهت گردآوری دادهها در بخش کمّی از یک پرسشنامه محقق ساخته استفاده شد. پایایی پرسشنامه از طریق آلفای کرونباخ (0.94) محاسبه و روایی سازه آن از طریق تحلیل عاملی تأیید شد. نتایج حاصل از پژوهش نشان داد که بهترتیب اهمیت سه عامل کلی مدیریتی، آموزشی و شایستگیهای حرفهای مربیان که در مجموع از شانزده مؤلفه تشکیل شدهاند، جزء عوامل مؤثر بر کیفیت آموزشهای فنی و حرفهای محسوب میشوند. نتایج حاصل از این پژوهش میتواند بهعنوان یک چارچوب در فرایند برنامهریزی آموزشی سازمان آموزش فنی و حرفهای کشور مورد استفاده قرار گیرد.
https://trj.uok.ac.ir/article_60912_410d01f01ec3678f9b63058ce0d3419d.pdf
2018-09-23
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آموزش فنی و حرفهای
کیفیتبخشی آموزش
رویکرد آمیخته
شایستگیهای حرفهای مربیان
علی اکبر
امین بیدختی
a.aminbeidokhti@semnan.ac.ir
1
گروه مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران
AUTHOR
محمود
نجفی
m_najafi@semnan.ac.ir
2
گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی ، دانشگاه سمنان، سمنان، ایران
AUTHOR
فرهاد
شریعتی
farhad.shariati@gmail.com
3
گروه مدیریت آموزشی، دانشکده روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران
LEAD_AUTHOR
Abdollahi, H. (2015), Evaluation of the Experienced Mechanisms of linked between technical and vocational trining and the Labor Market in Iran, Quarterly Journal of Research in Curriculum Planning, No. 22, pp. 167-152, [Persian].
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ORIGINAL_ARTICLE
بررسی جامعه شناختی پدیده رمزگردانی دو زبانه های کردی کلهری- فارسی در دانش آموزان
هدف: هدف از انجام این پژوهش بررسی جامعهشناسی پدیده رمزگردانی دوزبانههای کردی فارسی بود. روش: این پژوهش از نظر روش گردآوری دادهها جزء پژوهشهای توصیفی از نوع همبستگی است؛ و براساس ماهیت جزء پژوهشهای کاربردی محسوب میگردد. جامعه آماری شامل کل دانشآموزان مقطع متوسطه دوم شهرستان سرپلذهاب در سال تحصیلی 97- 1396 است. با توجه به اینکه حجم کل جامعه آماری 3896 نفر بود؛ با استفاده از جدول مورگان 400 نفر (200 دختر؛ 200 پسر) در مقطع اول، دوم و سطح پیشدانشگاهی در بین دانشآموزان پسر و دختر بهعنوان حجم نمونه در نظر گرفته شد. از شیوه نمونهای طبقهای نسبتی بر حسب جنسیت استفاده شده است. ابزار گردآوری دادهها پرسشنامه الگوی پژوهشی پاراشر (1980) بود. برای تجزیهوتحلیل دادهها از شاخصهای آمار توصیفی شامل میانگین و انحراف معیار و در بخش آمار استنباطی از آزمون t دو نمونه وابسته، آزمون t دو نمونه مستقل و تحلیل واریانس استفاده شد. یافتهها: نتایج نشان داد کاربرد زبان فارسی در حوزههای خانواده، دوستی، همسایگی، اداری بهطور محسوسی از زبان کردی کلهری بیشتر بود (00/0= p) اما کاربرد زبان فارسی در حوزه مدرسه بهطور محسوسی از زبان کردی کلهری بیشتر بود (01/0= p). همچنین کاربرد زبان فارسی در تمام سطوح مختلف تحصیلی، دانشآموزان دارای سطح تحصیلات پیشدانشگاهی بیش از بقیه و افراد پایه اول کمتر از دیگر سطوح تحصیلی از زبان فارسی استفاده میکنند. همچنین افراد پایه اول بیشتر از دیگر گروهها و افراد دارای سطح تحصیلات پیشدانشگاهی کمتر از بقیه گروههای تحصیلی از زبان کلهری استفاده مینمایند (209/4 =F، 000/0=p). همچنین بین کاربران زبان کلهری در دو گروه جنسی در کل حوزههای اجتماعی کاربرد زبان فارسی بین دختران بیشتر از پسران است و پسران نیز بیشتر از دختران به استفاده از زبان کلهری تمایل دارند و نتایج آماری تفاوت معنیدار بین دو جنس را تأیید میکند (002/0= P).
https://trj.uok.ac.ir/article_60934_ce7c176edd358ccb7b94c781269d196b.pdf
2018-09-23
39
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رمزگردانی
دوزبانه
جامعه شناسی
زبان کردی
زبان فارسی
کیوان
عزیزی
roz.maghaleh@yahoo.com
1
دانشگاه علوم پزشکی ایلام دانشکده پزشکی گروه آموزش زبان انگلیسی
AUTHOR
اکبر
عزیزی فر
azizi_k1394@yahoo.com
2
دانشگاه علوم پزشکی ایلام
LEAD_AUTHOR
حبیب
گوهری
h_gowhary@yahoo.com
3
استادیار دانشگاه آزاد ایلام
AUTHOR
شهرام
ولیدی
maghale.32@yahoo.com
4
دانشگاه آزاد اسلامی واحد ایلام
AUTHOR
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McKenzie, M. R. (2010), The Social Psychology of English as a GlobalLanguage; Attitudes, Awareness and Identity in the Japanese context, Heidelberg,Germany, Springer.
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Saadat, M., Mehrpour, S. and H. Weisi. (2008). "Bilinguality vs. Monolingualismamong Kalhuri Kurdish Speakers: Gender, Social Class and English LanguageAchievement". The Journal of Teaching Language Skills (JTLS). 5(3): 27-50.
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Salimi.S(2008). Bilingualism study of Persian and Turkish among high school students in Bojnourd. Master's Thesis. Tehran: Faculty of Farsi and Foreign Languages, Allameh Tabataba'i University.
28
Spolsky, B. (1998). Sociolinguistics. Oxford: Oxford University Press.
29
Wardhaugh, D. (2004). An Introduction to Sociolinguistics.Oxford: Blackwell: 4th ed
30
Wardhaugh, R- (1986), An introduction to sociolinguistics, Oxford, Basil Blackwell.
31
Wei, L. (2002). "The Bilingual Mental Lexicon and Speech Production. Process". Brain and Language. 81. pp. 691-707.
32
Weinreich U. a. and W. Labov and M. Herzog (1968), Empirical Foundations for a Theory of Language Change, Directions for Historical Linguistics: A Symposium, Eds.by Winfred Lehmann and Yakov Malkiel, Austin, University of Texas Press, pp. 95-189.
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34
Xia, N- (1992), “Maintenance of the Chinese language in the United States”,The Bilingual Review, 17(3): 195-209.
35
ORIGINAL_ARTICLE
تبیین ابعاد صلاحیتهای تدریس دبیران برگزیده دوره دوم متوسطه شهر همدان
هدف: معلمان در حین تدریس و اجرای برنامهدرسی، عوامل متعددی را هماهنگ یا دستکاری میکنند تا محیط یادگیری اثربخش را برای دانشآموزان تدارک ببینند. این شرایط در کلاسهای درس با وجود تشابهات دارای اختصاصات و ویژگیهای خاص بومی است. هدف این پژوهش درک تجارب دبیران برگزیده، از تدریس در دوره دوم متوسطه شهر همدان است. روش: این پژوهش با استفاده از روش کیفی و رویکرد پدیدارشناسانه از نوع توصیفی انجام شده است. مشارکتکنندگان در این پژوهش 18 نفر از دبیران دوره دوم متوسطه شهر همدان بودند که از سال 90 تا 95 حداقل یکبار در سطح استان همدان بهعنوان معلم نمونه انتخاب شده بودند. این افراد در مصاحبه نیمهساختار یافته 45 تا 50 دقیقهای شرکت کردند. تعداد مشارکتکنندگان بر اساس منطق اشباع نظری تعیین و دادههای مصاحبهها با استفاده از روش هفت مرحلهای کلایزی تحلیل و 86 کد اولیه شناسایی و در 18 مضمون فرعی طبقه بندی شد. جهت افزایش دقت و استحکام دادهها از روش ارجاع به مشارکتکنندگان استفاده شد. یافتهها: این مفاهیم حول چهار مضمون اصلی شامل؛ تسلط علمی، ویژگیهای شخصیتی و روحیه معلمی، تدریس و کلاس داری و صلاحیت در تلفیق فناوری طبقهبندی گردید. با توجه به ویژگیهای بومی و تجارب مشارکتکنندگان، میتوان بر اساس این یافتهها، پیشنهادهایی را برای تربیتمعلم اثربخش ارائه نمود.
https://trj.uok.ac.ir/article_60935_a94588e1f3126a6658c4b071c44a4da4.pdf
2018-09-23
64
82
دبیران برگزیده
تجربه زیسته
تدریس
معلم اثربخش
فرهاد
سراجی
fseraji@gmail.com
1
علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان
LEAD_AUTHOR
حمزه
پریدار
hamzah.paridar@yahoo.com
2
برنامه ریزی درسی، علوم تربیتی ، دانشگاه بوعلی سینا
AUTHOR
عظیمه سادات
خاکباز
azimehkhakbaz@ymail.com
3
همدان، خیابان استادان، مجتمع اساتید دانشگاه بوعلی، بلوک 6 واحد 3
AUTHOR
Abdollahi, B., Dadkhoie Tavakkoli, E and Useliani, Gh. (2014). Identification and accreditation of expertise teachers competences. Journal of innovations in education, 13(1): 25-45, [in Persian].
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Berg, L. (2013). Developmental psychology( from From teenagers to the end of life). Translated by Yahya seid mohammadi. 26th . Tehran: arasbaran, [in persian].
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Callaghan, N., Bower, M. (2012). Learning through social networking sites–the critical role of the teacher. Educational Media International, 49(1): 1-17.
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Flick, U(2015). Introduction to qualitative research. Translated by H. Jalili, 8th edition. Tehran: nie, [in persian].
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Huang, Y. C., Lin, S. H. (2014). Assessment of Charisma as a Factor in Effective Teaching. Educational Technology and Society, 17(2): 284-295.
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Huntly, H. (2008). Teachers Work: Beginning Teachers Conceptions of Competence. The Australian Educational Researcher, 35 (1): 125145.
6
Karimi. F. (2008). Professional qualifications of elementary and jouniore high school teachers. Journal of educational leadership and adminastration, 2(4): 164-178, [in persian].
7
Klassen, R. M., Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12: 59-76.
8
Koehler, M. J., Mishra, P. (2009 ). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2): 123-149.
9
Laiagatdar, M., Mahdian, M and Amini, N(2017). Appling effective teaching indicators in mathamatics in Isfahan. Jounal of research in curriculum planing, 14(2): 24-38.
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Lam,C. (2014). 11 Habits of an Effective Teacher. Retrieved from http://www.edutopia.org/discussion/11-habits-effective-teacher
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Muijs, D., Reynolds, D. (2017). Effective teaching: Evidence and practice. Sage.
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Shulte, D. P. Slate, J. R., Onwuegbuzie, A. J. (2008). Effective high school teachers: A mixed investigation. International Journal of Educational Research, 47(6): 351-361.
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Sobhaninezhad, M., Zamanimanesh, H. (2012). Identifing effective teachers demensions and validition of its elements by Secondary school teachers of yasooj. Journal of research in curriculum planing, 5(2): 68-81, [in persian].
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Soltani, A and Shafiepooremotllag, F(2016). Persenting a model for evaulating effective factors that impact on perceived taching. Journal of Curriculum studies, 11(4): 153-174, [in persian].
16
Stronge , J. H. (2007). Quality of effective teachers (2nd edition). Alexandria, VA: Association for Supervision and Curriculum Development.
17
Talaie, E., Gandomi, F. (2015). Look at to internship pattern of teacher training in Oxford and persenting implications of iranian teacher training system. Journal of education, 31(4): 24-38, [in persian].
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W alker, R. J. (2008). Twelve characteristics of an effective teacher: A longitudinal, qualitative, quasi-research study on in-service and pre-service teachers’ opinions. Educ Horizon, 87(1): 61-68.
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Zari, J., Emamjomeh. M and Ahmadi, G(2017). Persenting a model for effective teacher and studing its fitness with upper police making document implications. Journal of research in curriculum planing, 14(1): 2-28, [in persian].
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ORIGINAL_ARTICLE
تأثیرتدریس واژگان زبان انگلیسی با کارتون آموزشی به همراه ترجمه بینازبانی شفاهی بر میزان فراگیری زبان آموزان ایرانی
هدف پژوهش حاضر بررسی تأتیر تدریس واژگان زبان انگلیسی با کارتون آموزشی Gogo به همراه ترجمۀ بینازبانیشفاهی و توضیحات متعاملی معلم و زبانآموزان بر میزان فراگیری زبان آموزان زبانسرای دیلماج زنجان بود. جامعه آماری مشتمل بر کلیۀ زبانآموزان زبانسرای دیلماج زنجان (138 نفر) بود که از میان آنها 40 نفر به عنوان نمونه و با روش نمونه گیری تصادفی ساده انتخاب شد و در دو کلاس20 نفری (گروه کنترل و آزمایش) مورد بررسی قرار گرفت. ابتدا پیش آزمون دانش واژگان از هر دو گروه کنترل و آزمایش به عمل آمد و سپس گروه آزمایش به مدت یک ترم (14 جلسه) با کارتون آموزشی Gogo به همراه ترجمۀ بینازبانی و توضیحات متعاملی معلم و زبانآموزان و گروه کنترل با همان کارتون ولی بدون ترجمه بینازبانی شفاهی معلم در معرض آموزش واژگان و عبارات مربوطه قرار گرفتند. در پایان ترم از هر دو گروه کنترل و آزمایش پس آزمون به عمل آمد. نتایج حاصله بیانگر این بود که استفاده از کارتون های آموزشی استانداردی همچون Gogo به همراه ترجمه بینازبانی شفاهی و توضیحات متعاملی معلم و زبانآموزان میتواند درونداد قابل فهم تر فراهم نماید و درنتیجه در فراگیری بهتر زبانآموزان مؤثر واقع گردد.
https://trj.uok.ac.ir/article_60954_7d067b589ed67f327edd1379c09dcf62.pdf
2018-09-23
83
94
ترجمه بینازبانی
فرضیه درونداد
کرشن (Krashen؛ 1981)
کارتون آموزشی Gogo
رسول
مرادی جز
moradijoz@gmail.com
1
استاد مدعو دانشگاه ها و مراکز آموزش عالی زنجان، دبیر زبان خارجه آموزش و پرورش
LEAD_AUTHOR
سعید
کتابی
ketabi@fgn.ui.ac.ir
2
استاد دانشگاه
AUTHOR
منصور
توکلی
mr.tavakoli14@gmail.com
3
استاد دانشگاه
AUTHOR
Baltova, I. (1999). Multisensory language teaching in a multidimensional curriculum: The use of authentic bimodal video in core French. The Canadian Modern Language Review, 56(1), pp. 32-48.
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Butzkamm, W. (2001). Learning the Language of Loved Ones: On the Generative Principle and the Technique of Mirroring. English Language Teaching Journal 55(2), pp. 149–54.
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Clark, C. (2000). Innovative strategy: Concept cartoons. Instructional and learning strategies, 12, pp. 34-45.
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Cook, G. (2000), Language Play, Language Learning, Oxford, Oxford University Press.
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Cook, G. (2001). The philosopher pulled the lower jaw of the hen: Ludicrous invented sentences in language teaching. Applied Linguistics, 22(3): pp. 366–87.
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Cook, G. (2007). A Thing of the Future: Translation in Language Learning. International Journal of Applied Linguistics, 17(3), pp. 396-401.
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Cook, G. (2oo9a). Translation in English Language Teaching. Oxford, Oxford University Press.
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Cook, G. (2oo9b). Foreign language teaching. Routledge encyclopedia of translation studies, M. Baker (ed.), London, Routledge, pp. 112-115.
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Danan, M. (2004). Captioning and subtitling: undervalued language learning strategies. Meta: Translators' Journal, 49(1), pp. 67-77.
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Duff, A. (1989). Translation. Oxford, Oxford University Press.
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Ellis, R. (2008). The study of second language acquisition (2nd ed). Oxford, Oxford
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Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24(3), pp. 239-258.
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Howatt, A. P. R. and Widdowson H. G. (2004). A History of English Language Teaching (2nd ed.). Oxford, Oxford University Press.
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Krashen, S. (1981). Second language acquisition and second language learning. Oxford, Pergamon Press.
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Markham, P. L. (1993). Captioned television videotapes: Effects of visual support on second language comprehension. Journal of Educational Technology Systems, 21(3), pp. 183-91.
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Mohammadi Hassanabadi, F. and Heidari, M. (2014). The effect of intersemiotic translation on vocabulary learning. Procedia - Social and Behavioral Sciences, 98, pp. 1165 – 1173.
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Nation, I. S. P. (1990). Teaching and Learning Vocabulary. Boston, Heinle & Heinle.
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Perez, M. M., van Noortgate, W., and Desmet, D. P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System 41 (3), pp. 720-739.
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Perez, M. M. Elke, P., and Desmet, P. (2018). Vocabulary learning through viewing video: the effect of two enhancement techniques. Computer Assisted Language Learning, 31 (1), pp. 1–26.
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Sun, Y. and Dong, Q. (2004). An experiment on supporting children’s English vocabulary learning in multimedia context. Computer Assisted Language Learning, 17(2), pp. 131- 47.
29
Syndorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning & Technology, 14(2), pp. 50-73.
30
ORIGINAL_ARTICLE
واکاوی و تبیین تربیت معنوی و نگاهی اجمالی به عناصر برنامه درسی در آن ساحت
هدف: هدف این پژوهش، مطالعه عمیق و تشریح مفاهیم کیفی "معنویت" و "تربیت معنوی" از زاویه نگاه برنامه درسی بود. برای رسیدن به پاسخ این پرسش که آیا معنویت و پرورش آن در ساحت نظام آموزشی، قابل تعریف و تبدیل به یک طرح برنامه درسی قابل دفاع و قابل اجرا است یا خیر؟
روش: روش انجام پژوهش، پژوهش فلسفی از نوع تحلیل مفهومی بود. از سطوح سه گانه پژوهش فلسفی-تحلیلی، دو سطح آغازین آن یعنی 1- تفسیر مفهوم 2- تدوین مفهوم (مفهوم پردازی) مورد استفاده قرار گرفت.
یافتهها: نتیجه تعمقات و تاملات محقق، رسیدن به یک چارچوب نظری-عملی برنامه درسی برای پرورش معنویت بوده است. در فرایند مفهوم نوردی و مفهوم پردازی معنویت، این یافته های حاصل آمد: تعریف معنویت و تربیت معنوی؛ تبیین جایگاه و ضرورت وجود تربیت معنوی؛ تشخیص ابعاد تربیت معنوی (دینی، غیر دینی، دینی-غیردینی)؛ تشریح عناصر برنامه درسی (مقاصد، مضامین آموزشی، محیط آموزش، رویکردهای تدریس).
https://trj.uok.ac.ir/article_61035_e60ff0be037643e78886af354e4096d3.pdf
2018-09-23
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122
معنویت
تربیت معنوی
طراحی برنامه درسی
آموزش
علی
حسینی خواه
h.ali.tmu@gmail.com
1
استادیار گروه مطالعات برنامه درسی خوارزمی
LEAD_AUTHOR
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ORIGINAL_ARTICLE
بررسی و تحلیل اهداف تعلیم و تربیت عشایر با تکیه بر دیدگاههای تربیتی بهمن بیگی: تحلیل محتوای کیفی
پژوهش حاضر با هدف بررسی و تحلیل اهداف تعلیم و تربیت عشایر با تکیه بر دیدگاه بهمن بیگی با روش تحلیل محتوای کیفی انجام شده است. بررسی اهداف نظامهای آموزشی موفق میتواند دست آورد خوبی برای دست اندر کاران نظامهای آموزشی و دانشجویان رشتههای علوم تربیتی به ارمغان آورد یکی از این نظامها که در زمان بروز و ظهور خود توجه زیادی از اندیشمندان و مسئولین اجرایی در سطح کشور و حتی نهادهای بین المللی را بخود جلب کرد تعلیمات عشایری به رهبری بهمن بیگی بود. این پژوهش با توجه به هدف خود که در صدر مطلب بیان شد با تحلیل محتوای کیفی بجا مانده از مرحوم بهمن بیگی و مصاحبههایی که از دست اندر کاران این نظام صورت گرفت و با ترسیم شبکه مضامین به 9 هدف (مفهوم) سازمان دهنده و 94 مضمون پایه (اهداف جزیی) دست یافت در بررسی اولویت ها مشخص شدکه بعد از سواد آموزی اهداف تقویت کیفیت علمی، کاهش فاصله طبقاتی ترویج زبان فارسی، تقویت و ترویج روحیه شهامت و شجاعت، تکریم جایگاه زن در جامعه عشایری، در این نظام آموزشی از اولویت بیشتری برخوردار بودهاند و اهداف سیاسی و اعتقادی از اولویت کمتری برخوردار بودهاند.
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تعلیمات
آموزش و پرورش عشایر
بهمن بیگی
اهداف تربیتی
اسدالله
عباسی
a.abbasi1388@gmail.com
1
گروه علوم تربیتی دانشگاه پیام نور مرکز تهران جنوب
LEAD_AUTHOR
Abdoli, Mostafa (2015). The challenge of nomadic tribes and nomadic schools two sessions of theory and practice in the curriculum, third year, 5th, spring and summer 1394 pp. 22-5[in Persian]
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34
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40
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42
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ORIGINAL_ARTICLE
شناسایی و اعتباریابی شاخصهای توسعهیافتگی آموزشی دانشگاههای دولتی
هدف: هدف پژوهش حاضر شناسایی و اعتباریابی شاخصهای توسعهیافتگی آموزشی دانشگاههای دولتی شهر تهران بود.
روش: این پژوهش یک پژوهش توسعهای و کاربردی است. جامعه آماری پژوهش، کلیه اعضای هیئتعلمی دانشگاههای دولتی شهر تهران در سال تحصیلی 96-95 تشکیل دادند. برای انتخاب نمونه پژوهش با توجه به حجم جامعه آماری، براساس جدول مورگان، تعداد 400 نفر از اعضای هیئتعلمی این دانشگاهها با روش نمونهگیری طبقهای بهعنوان نمونه پژوهش انتخاب شدند. تجزیهوتحلیل دادهها با آزمون تحلیل عاملی اکتشافی و تأییدی انجام شد.
یافتهها:شاخصها عبارتاند از: شاخص اعضای هیئتعلمی دانشگاه با مؤلفههای فعالیت آموزشی اعضای هیئتعلمی، فعالیت پژوهشی اعضای هیئتعلمی و توانمندیهای حرفهای اعضای هیئتعلمی با 17 نشانگر، شاخص دانشجویان دانشگاه با مؤلفههای امکانات آموزشی دانشجویان، وضعیت تحصیلی دانشجویان و وضعیت پژوهشی دانشجویان با 20 نشانگر و شاخص فرآیند آموزشی دانشگاه با مؤلفههای امکانات آموزشی و پژوهشی دانشگاه و وضعیت درآمدی دانشگاه با 20 نشانگر.
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شاخصها
اعتباریابی
توسعهیافتگی آموزشی
دانشگاههای دولتی
مهدی
آندش
andesh.mehdi@yahoo.com
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دانشجوی دکترای دانشگاه خوارزمی
LEAD_AUTHOR
عبدالرحیم
نوه ابراهیم
naveh1954@yahoo.com
2
استاد گروه آموزشی مدیریت آموزشی دانشکده مدیریت دانشگاه خوارزمی
AUTHOR
حمیدرضا
آراسته
heplanning@yahoo.com
3
استاد گروه آموزشی مدیریت آموزشی دانشکده مدیریت دانشگاه خوارزمی
AUTHOR
حسن رضا
زین آبادی
hzeinabadi@yahoo.com
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دانشیار گروه آموزشی مدیریت آموزشی دانشکده مدیریت دانشگاه خوارزمی
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ORIGINAL_ARTICLE
بررسی رابطه یادگیری مشارکتی و انفرادی با میزان مهارتهای اجتماعی دانش آموزان رشته علوم انسانی
هدف: تحقیق حاضر با هدف بررسی رابطه یادگیری مشارکتی و انفرادی با میزان مهارتهای اجتماعی دانشآموزان سال سوم رشته علوم انسانی شهر ماهدشت به روش توصیفی – تحلیلی صورت گرفته است. جامعه آماری در این پژوهش، 479 نفر از دانشآموزان سال سوم رشته علوم انسانی شهر ماهدشت بودند که به روش نمونهگیری خوشهای چندمرحلهای طبق جدول مورگان 214 نفر انتخاب شدند. جهت جمعآوری دادههای مربوط به یادگیری مشارکتی از پرسشنامه مقیمی و رمضان (1392)، برای یادگیری انفرادی از پرسشنامه محقق ساخته و مهارت اجتماعی از پرسشنامه گرشام و الیوت (1999) استفاده گردید و پایایی آنها از طریق ضریب آلفای کرونباخ بهترتیب 80 /.، 81/. و 84/. بهدست آمد. جهت تحلیل دادهها از آزمونهای همبستگی پیرسون استفاده گردید. نتایج آزمون همبستگی پیرسون حاکی از آن است که بین یادگیری مشارکتی و یادگیری انفرادی با میزان رشد مهارتهای اجتماعی دانشآموزان رابطه مثبت و معناداری وجود دارد. این بدان معنی است که هر چه یادگیری مشارکتی و انفرادی در سطح بالاتری باشد، میزان مهارتهای اجتماعی دانشآموزان و متغیرهای آن نیز بالاتر خواهد بود.
https://trj.uok.ac.ir/article_60933_11ae4ee11c6720569d2bd573d0bbdd6c.pdf
2018-09-23
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یادگیری مشارکتی
یادگیری انفرادی
مهارتهای اجتماعی
بتول
فقیه آرام
faghiharam1388@gmail.com
1
گروه علوم تربیتی، واحد اسلامشهر، دانشگاه آزاد اسلامی، اسلامشهر، ایران
LEAD_AUTHOR
رضا
فتحی
2
استادیار گروه علوم تربیتی، دانشگاه میبد، یزد، ایران
AUTHOR
Abbasi Asl, R., Saadipour, E., Asadzadeh, H. (2016). Comparison of the effectiveness of three participatory learning methods on social skills of female girl students. Journal of Educational Approaches, 11:105-124. [In Persian]
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Behnam Moghadam, M., Mousavipour, S. (2016). The Effectiveness of Educational Multimedia Multimedia on Academic Achievement and Development of Social Skills of Mentally Retarded Students. Information and Communication Technology in Educational Sciences, 7(1): 91-106. [In Persian]
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Pawattana, A, Prasarnpanich, S. and Attanawong, R. (2014). Enhancing Primary School Students’ Social Skills Using Cooperative Learning in Mathematics. Procedia-Social and Behavioral Sciences, 112: 656-661.
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Rahimimand, M., Abbaspour., A. (2016). The relationship between teaching methods (group discussion, question and answer, scientific presentation and lecture), the motivator of progress in students. Quarterly Journal of Educational Psychology, 12(39):2-24. [In Persian]
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ORIGINAL_ARTICLE
نقش عوامل فردی، ساختاری و فراساختاری در پیش بینی "دانشگاه گریزی" مطالعه موردی دانشجویان دانشگاه بوعلی سینا
هدف: این پژوهش بهمنظور مطالعه نقش عوامل فردی، ساختاری و فراساختاری در دانشگاه گریزی (غیبت و تمایل به غیبت) دانشجویان از کلاسهای درسی در دانشگاه بوعلی سینا طراحی و اجرا شده است.
روششناسی: روش پژوهش از نوع توصیفی و طرح پژوهش از نوع طرحهای همبستگی چند متغیری است. جامعه آماری پژوهش شامل کلیه دانشجویان دانشگاه بوعلی سینا همدان است. حجم نمونه پژوهش برای جمعآوری دادهها با استفاده از فرمول تعیین حجم نمونه کوکران تعداد 375 نفر محاسبه شده است که به روش طبقهای تصادفی انتخاب گردیدهاند. ابزار جمعآوری اطلاعات شامل پرسشنامه محققساخته بود که در طیف لیکرت طراحی گردید. روایی ابزار پژوهش با استفاده از تحلیل عامل مورد تأیید قرار گرفته و پایایی پرسشنامه و خرده مقیاسهای آن با استفاده از ضریب آلفای کرونباخ محاسبه گردید.
یافتهها: بر اساس نتایج پژوهش بین عوامل فردی، ساختاری و فراساختاری و دانشگاه گریزی دانشجویان از کلاسهای درسی رابطه معناداری وجود دارد و عوامل فردی مهمترین پیشبینی کننده غیبت دانشجویان از کلاسهای درسی است.
https://trj.uok.ac.ir/article_60995_3270734debe56c1518ad24711d70a8b7.pdf
2018-09-23
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دانشگاه گریزی
عوامل فردی
عوامل ساختاری
عوامل فراساختاری
عدم تمایل به شرکت در کلاس
عباس
خاکپور
khakpour@malayeru.ac.ir
1
دانشگاه ملایر
LEAD_AUTHOR
هدایت الله
اعتمادی زاده
etemad.hedayat@malayeru.ac.ir
2
عضو هیات علمی دانشگاه ملایر
AUTHOR
مرضیه
محمدیان
m.mohamadiyan2810@yahoo.com
3
دانش آموخته دانشگاه ملایر
AUTHOR
Abdulghani, H. M., Al-Drees, A. A., Khalil, M. S., Ahmad, F., Ponnamperuma, G. G., & Amin, Z. (2014). What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study. Medical teacher, 36(sup1), S43-S48.
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Doyle, L., O’Brien, F., Timmins, F., Tobin, G., O’Rourke, F., & Doherty, L. (2008). An evaluation of an attendance monitoring system for undergraduate nursing students. Nurse education in practice, 8(2), 129-139.
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Fjortoft, N. (2005). Students' motivations for class attendance. American Journal of Pharmaceutical Education, 69(1), 15.
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Gump, S.E. (2004). Keep students coming by keeping them interested: Motivators for class attendance; College Student Journal, 38(1), 157–160
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Hamamcı, Z., & Hamamcı, E. (2017). class attendance and student performance in an EFL context: is there a relationship?. Journal of Educational & Instructional Studies in the World, 7(2).
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Hughes, S. J. (2005). Student attendance during college-based lectures: a pilot study. Nursing Standard, 19(47), 41-49.
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Isaacs, G. (1992). Ends and means: What learning goals are served by what methods? research and Development in Higher Education, 15, 205-212.
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Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
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López-Bonilla, J. M., & López-Bonilla, L. M. (2015). The multidimensional structure of university absenteeism: an exploratory study. Innovations in Education and Teaching International, 52(2), 185-195.
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Louis, W. R., Bastian, B., McKimmie, B., & Lee, A. J. (2016). Teaching psychology in Australia: Does class attendance matter for performance?. Australian Journal of Psychology, 68(1), 47-51.
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Marburger, D. R. (2006). Does mandatory attendance improve student performance?. The Journal of Economic Education, 37(2), 148-155.
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Massingham, P., & Herrington, T. (2006). Does attendance matter? An examination of student attitudes, participation, performance and attendance. Journal of University Teaching and learning practice, 3(2), 82-103.
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Millis, R. M., Dyson, S., & Cannon, D. (2009). Association of classroom participation and examination performance in a first-year medical school course. Advances in physiology education, 33(3), 139-143.
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Rao, B. T., Valleswary, K., Nayak, M. S. D. P., & Rao, N. L. (2016). Reasons for Absenteeism among the Undergraduate Medical Students Attending for Theory Classes in Rajiv Gandhi Institute of Medical Sciences (RIMS) Ongole, Prakasam District of Andhra Pradesh: A Self Review. IOSR Journal of Research & Method in Education (IOSR-JRME), 6, 11-19.
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Sleigh, M. J., & Ritzer, D. R. (2001). Encouraging student attendance. APS observer, 14(9), 19-20.
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Subramaniam, B. S., Hande, S., & Komattil, R. (2013). Attendance and achievement in medicine: Investigating the impact of attendance policies on academic performance of medical students. Annals of medical and health sciences research, 3(2), 202.
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Teixeira, A. A. (2016). The impact of class absenteeism on undergraduates’ academic performance: evidence from an elite Economics school in Portugal. Innovations in Education and Teaching International, 53(2), 230-242.
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Wadesango, N., & Machingambi, S. (2011). Causes and structural effects of student absenteeism: a case study of three South African Universities. J Soc Sci, 26(2), 89-97.
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ORIGINAL_ARTICLE
مقایسه مؤلفههای تدریس اثربخش اعضای هیات علمی و مدرسان مدعو از دیدگاه دانشجویان دانشگاه مازندران
هدف: با توجه به اهمیت پرداختن به اثربخشی تدریس، این پژوهش به ارزیابی و مقایسه اثربخشی تدریس می پردازد. روش: روش پژوهش توصیفی-پیمایشی است.جامعه آماری 684 دانشجوی ترم شش به بالای هشت رشته تحصیلی در چهار دانشکده علوم پایه، علوم انسانی، هنر و معماری و الهیات دانشگاه مازندران در سال تحصیلی 97-96 بود. حجم نمونه 242 نفر بر اساس جدول کرجسی و مورگان (1987) با روش نمونه گیری خوشه ای انتخاب شد. ابزار گردآوری داده ها یک پرسشنامه محقق ساخته با پایایی 74/0 بود و روایی محتوایی تحت نظر متخصصین مورد تایید و بررسی قرار گرفت. از آزمون های تی مستقل، آنووا و آزمون تعقیبی دانکن جهت پاسخ به سوالات پژوهش استفاده شد. یافته ها: نتایج نشان دهنده مشابهت و تفاوت در برخی از ابعاد اثربخشی تدریس بین اعضای هیات علمی و مدرسان مدعو در رشته های مختلف تحصیلی است. کمترین اثربخشی متعلق به رشته تحصیلی زیست شناسی و علوم تربیتی و بیشترین اثربخشی متعلق به رشته فیزیک بوده است. برای اینکه بتوان اثربخشی تدریس را افزایش داد باید به نقاط قوت و ضعف اثربخشی تدریس اعضای هیات علمی و مدرسان مدعو توجه کرد.
https://trj.uok.ac.ir/article_60941_7c2cbc520126d422c833eb54963f8e93.pdf
2018-09-23
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تدریس اثربخش
اعضای هیات علمی
مدرسان مدعو
دانشجویان دانشگاه مازندران
رضا
میرعرب رضی
reza.mirarab@gmail.com
1
علوم تربیتی، علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر
LEAD_AUTHOR
محسن
حاجی تبار
hajitabar62@gmail.com
2
دانشگاه مازندران
AUTHOR
فاطمه
جعفری
fatemehjafari@gmail.com
3
دانشجو
AUTHOR
Bowen, B. D. (2013). Measuring teacher effectiveness when comparing alternatively and traditionally Licensed high school technology education teachers in North Carolina. Journal of Technology Education, 25 (1): 80-98.
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ORIGINAL_ARTICLE
بررسی تناسب محتوا و شیوههای آموزش حسابداری (کارشناسی ارشد) با مهارتهای مورد نیاز بازارکار: از دیدگاه دانشجویان، اساتید دانشگاه و اعضای جامعه حسابداران رسمی ایران
هدف: هدف کلی این پژوهش بررسی تناسب محتوا و شیوههای آموزش حسابداری در مقطع کارشناسی ارشد با مهارتهای موردنیاز در بازار کار است.
روش: جامعه آماری پژوهش حاضر شامل اساتید دانشگاه، دانشجویان مقطع دکترای حسابداری و اعضای جامعه حسابداران رسمی ایران در سال 96-1395 است. پژوهش حاضر از لحاظ نوع و ماهیت تحقیق، از نوع توصیفی و پیمایشی است. دادههای این پژوهش با استفاده از روش نمونهگیری تصادفی طبقهای متناسب با حجم هر طبقه 658 نفر بهعنوان نمونه انتخاب گردید و در نهایت 458 پرسشنامه جمعآوری شده است. در این پژوهش برای گردآوری اطلاعات از پرسشنامه استفاده شده است. دادههای پژوهش پس از جمعآوری با استفاده از نرمافزار آماری spss تحلیل شدند. درنتیجه برای تجزیهوتحلیل اختلاف ناشی از دیدگاههای طیف جامعه آماری از آزمون آنالیز واریانس یکطرفه استفاده شده است. روایی این ابزار با توجه به نظرات گروهی از اساتید و صاحبنظران، پس از اعمال نقطهنظرات اصلاحی آنان، به اثبات رسید و در ارزیابی پایایی پرسشنامه، از آزمون آلفای کرونباخ (0.76) استفاده شده است.
یافتهها: نتایج پژوهش نشان میدهد که محتوای آموزشی برنامه حسابداری جهت آمادهسازی فارغالتحصیلان برای انجام وظایف ابتدایی حسابداری شرکتها مناسب است. لیکن این محتوا در آمادهسازی دانشجویان برای انجام وظایفی با مهارتهایی در سطوح بالاتر مانند حسابرسی، طراحی سیستم و تصمیمگیری کافی و مناسب ناست.
https://trj.uok.ac.ir/article_60997_710a56379b0e158dafeee968510ca18a.pdf
2018-09-23
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محتوای آموزشی
شیوههای آموزشی
بازار کار
رضا
جامعی
r.jamei@uok.ac.ir
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مدیرگروه و عضو هیات علمی دانشگاه کردستان
LEAD_AUTHOR
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