آسیب شناسی بکارگیری فاوا در فرآیند یاددهی – یادگیری دانش آموزان دوره متوسطه شهرستان رشت در دوران پساکرونا

Our era is the era of transition from the real world to the era of living in a two-world space. Although virtual institutions and organizations have not been formed yet, we feel the emergence of a new world called the virtual world around us. The virtual world drastically changes the identity of the teacher and the learner and creates new tasks and roles for them.With the spread of the Corona virus all over the world, including Iran, they sought to find suitable and alternative solutions during the quarantine period and the lack of physical presence of students in the school and educational system. In Iran, the Ministry of Education tried to make it possible to continue the education process by launching the students' social network (Shad), and of course, it encountered serious ups and downs and criticisms and shortcomings at the beginning of the journey. Failure to foresee critical conditions in the fundamental transformation document and failure to prepare the necessary platform and mechanism for creating virtual and electronic space led to irreparable damages. Each country, in accordance with its natural, cultural, and social conditions, can have the necessary forecast in its upstream documents before the occurrence of an accident and obtain the necessary credit in this field. In countries where natural hazards such as floods and earthquakes occur more often, managers can reduce damages and injuries after the accident with the expenses they make in the forecast.

Of course, the occurrence of this pandemic suddenly gave a big shock to all the countries of the world, but the countries that had the proper infrastructure in creating an electronic teaching-learning environment have been able to put order to the situation at a higher speed.

The current research seeks to study the pathology of the teaching-learning process based on Fava during the corona and post-corona among middle school students of Rasht city. Paralleling the implementation of this research with the post-corona era provided new opportunities for study. In this research, a researcher-made questionnaire was used, and the questionnaire questions were based on interviews with experts and changes in similar research questionnaires, localization and necessary changes were included in it.In this regard, interviews with experts such as decision-making ministerial colleagues and managers and experts in the field of education and information technology in the province (during the outbreak of Corona) and managers and teachers of special and normal schools in Rasht and the deputy secretary of rural areas who directly deal with the problems of education in the space They were dealing with virtual (in the era of Corona), it came true.

Considering that the research method in this research was quantitative-qualitative, in the first stage of data collection, they were dedicated to the qualitative part of the research, in which the purposeful sampling method was used. In this sampling method, the samples were selected in such a way that they were expected to fulfill the purpose of the research.

Questionnaires were completed by 400 secondary school students of Rasht city and analyzed using SPSS 21.0 and LISREL 10.0 software with first-order confirmatory factor analysis.

The findings of the research showed that in the ranking of the factors influencing the teaching-learning process based on FAVA during the Corona era, technological, personal, satisfaction, pedagogical and managerial factors were ranked first to fifth. At the end, practical solutions for the post-corona era were presented.According to the results of the research, the issue that is important in virtual education is that virtual education and skill acquisition in virtual space has become more widespread with technology and the speed of education has increased a lot, but the question is whether the speed of technology is the same as the speed of our cultural changes. Has it been coordinated or not? It seems that the literacy of using tools in our country is behind the literacy of technology.

In order to achieve the goals of the education system, policy makers and managers of the education system at the macro level and school managers and officials at the micro level should provide a suitable platform for the effectiveness of the electronic education method.

One of the important tasks that the educational systems of the world are looking for is the promotion of media literacy. Regardless of the language and conceptual games that are going on in this regard, what is important and clear is that students should have the necessary knowledge and skills regarding technology.



. We may be faced with many and sometimes ambiguous concepts in this field, but the task of educational systems is clear. The important point is that the educational system must have a kind of continuous review in its educational programs and strategies because if they do not learn from their past performance and cannot apply the right solutions and measures correctly and on time, they will be forced to Stay confused with previous challenges in the field of work

Comparing the results of this research with other similar domestic and foreign research shows that the results of the research are in line with the results of other researches and of course there are differences in the impact of each factor. Some results consider the individual or pedagogical factor to be more effective in improving the performance of the teaching-learning process, and in some researches, technological and infrastructural factors play the first role in increasing the efficiency of Fava-based education.

During the corona era, due to the shock that suddenly hit the education system in all countries, in the period of time, the countries that did not have the necessary infrastructure faced a temporary crisis, and after a short period of time, they were able to create an educational environment with their native knowledge. Control and direct the Fava based.

But this was not and is not the end of the road, and educational policymakers for the post-Corona era should use this threat as an opportunity and provide reasons for improving the educational performance based on Fava in order to increase the provision of quality educational services, which requires the improvement of the infrastructure. It is the empowerment of teachers and... Below are some of the internal and external background in line with the research topic.