شناسایی سبک‌های ارتباط رسانه‌ای معلمان و دانش‌آموزان در جهت اجرای برنامه درسی مقطع ابتدایی: مطالعه پدیدارشناسی

Introduction:One of the curriculum areas is curriculum implementation.Curriculum implementation is the most important and difficult stage of the curriculum planning process.The reason is that the final destination of anycurriculum (be it a school,university or educational organization) is a classroom that involves students, teachers, administrators and society.The sensitivity and importance of the implementation phase in curriculum planning is due to the fact that all plans and programs in audio succeed in creating desirable changes that are successfully implemented in the implementation phase. named Curriculum implementation is dependent on establishing educational connections between curriculum elements.Educational communication is one of the most basic interpersonal interactions in school. Educational communication is a type of communication that takes place in educational spaces and environments and is specific to educational activities and efforts that are used in order to form systematic and helpful learning. Therefore, educational communication is the process of message travel or information transfer that permeates the arena or events of education.The learning process requires educational communication, educational communication has an important and strategic role in the process of teaching and learning. In general, educational communication can be called interpersonal interactions in space and educational environments in educational and educational arenas and events, which play a fundamental and effective role in the formation of the teaching-learning process and lead to the formation of regular learning. Educational communication takes place in different levels of communication such as teacher-student communication, teacher-parent communication etc. in order to implement the curriculum.Teacher-student communication is one of the most important levels of educational communication in order to implement the curriculum. Teacher-student communication is critical to the success of teaching and learning. Communication between teachers and students is one of the important factors known in the academic progress and scientific output of students. The media communication between teachers and students became more prominent with the introduction of information and communication technology in education and the conditions of Corona, and in this media communication, teachers and students use many communication styles.
Literature Review: Teachers use different communication strategies while teaching and in the classroom. Some teachers may be friendly with their students, while others are more distant. Different strategies used by different teachers create different patterns of relationships between teachers and students. Salimi (2014) presented six styles of educational interactions, information provider and provider, teaching and training, learning facilitator, participatory and guiding presence, educational consultation (supervisor and guide) and thoughtful enlighteners. Teachers act in six different ways in their communication. in which teachers experience educational affairs in relation to students; that put them in the descriptive classes of skills trainers, providers and information providers; learning facilitator; Participatory and guiding presence; Coaching (supervisor) and intellectual enlightenment are classified. The role of teachers in a continuum starting from "transmitting knowledge" and with "thoughtful enlightenment" in which teachers appear as special persons in the lives of students whose influence extends beyond the walls of the classroom and in the years of schooling, in their entire social life. Also, each of these interactive styles has specific characteristics related to the role of teacher, learner, classroom, curriculum, etc. (Salimi, 2014). Teacher-student interaction in classrooms can be defined as caring interactions, categorized as managerial, collaborative, destructive and social engineering (Bahadri, Niknam, Musapour and Bagheri Noveparast, 1402).
Methodology:In this research, a qualitative method of phenomenology was used. The study of phenomenology considers the lived meaning of a concept or phenomenon by many people. The scope of the research was made up of teachers and students of the elementary level of Birjand city. The research sample of 15 teachers and 10 students were selected using purposive sampling and several criteria were considered in their selection, including teachers and students who communicated with each other for more than 2 hours a day on virtual platforms, as well as teachers who, along with face-to-face training, had educational intervention from the virtual platform, were selected. The data collection method of the study was based on semi-structured interviews. The seven-step strategy of Collaizi (2002) was used to analyze the data. In order to evaluate the results of this qualitative research, Guba and Lincoln (1985) criteria were used
Results: Findings from the lived experiences of teachers and students in seven styles of media communication 1- Notification and coordination 2- Exchange and sharing 3- Counseling and therapeutic 4- Participatory and supportive 5- Monitoring and evaluation 6- Demanding and critical 7- Warning and complaining Classification became.
Discussion: In general, it can be concluded that the media communication styles of teachers and students are placed in the spectrum of communication that in sensitive, necessary and dire situations, teachers and students communicate with each other in a warning and complaint style and in normal and normal conditions and situations, they communicate with each other in an announcement and coordination style. They communicate. Between the two media communication styles of warning. Based on the findings of the research, it is suggested that due to the fact that it is one of the communication styles of monitoring and evaluation, it is better to familiarize teachers with various types of monitoring methods, especially with different models of monitoring and evaluation in virtual space, so that they can have the best and most effective monitoring. have Considering the demanding, critical, warning and complaining style, it is better to design and compile a training course for teachers who can make the best decisions in this style of communication with students in special circumstances.Also, in the counseling and therapy style, teachers should be taught counseling methods in virtual space and media.In general, it can be concluded that the media communication styles of teachers and students are placed in the spectrum of communication that in sensitive, necessary and dire situations, teachers and students communicate with each other in a warning and complaint style and in normal and normal conditions and situations, they communicate with each other in an announcement and coordination style.They communicate.Between the two media communication styles of warning. Based on the findings of the research, it is suggested that due to the fact that it is one of the communication styles of monitoring and evaluation, it is better to familiarize teachers with various types of monitoring methods, especially with different models of monitoring and evaluation in virtual space, so that they can have the best and most effective monitoring. have Considering the demanding, critical, warning and complaining style, it is better to design and compile a training course for teachers who can make the best decisions in this style of communication with students in special circumstances. Also, in the counseling and therapy style, teachers should be taught counseling methods in virtual space and media