کاربست نشانگرهای تدریس اثربخش درس ریاضی در دبیرستان‌های شهر اصفهان
الموضوعات : پژوهش در برنامه ریزی درسیمحمد جواد لیاقتدار 1 , مصطفی مهدیان 2 , نرجس امینی 3
1 - استاد برنامه‌ریزی درسی، دانشگاه اصفهان، ایران
2 - دانش‌آموخته برنامه‌ریزی درسی، دانشگاه اصفهان، ایران
3 - دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه اصفهان، ایران
الکلمات المفتاحية: مدارس غیرانتفاعی, مدارس دولتی, تدریس اثربخش, آموزش ریاضی,
ملخص المقالة :
هدف پژوهش حاضر بررسی میزان کاربست نشانگرهای تدریس اثربخش درس ریاضی در دبیرستان‌های دولتی و غیرانتفاعی شهر اصفهان از منظر دانش‌آموزان بوده است. تحقیق حاضر از نوع توصیفی - پیمایشی بوده است. جامعة آماری پژوهش شامل دانش‌آموزان دوره پیش‌دانشگاهی مقطع دبیرستان است که با روش نمونه‌گیری هدفمند، تعداد 150 نفر دانش‌آموز به‌صورت تصادفی خوشه‌ای به‌عنوان نمونة آماری انتخاب شدند. ابزار اصلی جمع‌آوری داده‌ها پرسشنامه ارزشیابی تدریس (2008 Course Evaluation Quessionnaire, بوده است. داده‌های گردآوری شده با شاخص‌های آمار توصیفی (درصد) و آمار استنباطی (آزمون t تک متغیره، t مستقل، u من ویتنی) تحت نرم‌افزار SPSS15 مورد تحلیل قرار گرفت. نتایج نشان داد که دانش‌آموزان مدارس غیرانتفاعی میزان به‌کارگیری نشانگرهای تدریس اثربخش توسط دبیران ریاضی را در حد بالاتر از متوسط برآورد نموده‌اند و دانش‌آموزان مدارس دولتی میزان به‌کارگیری نشانگرهای تدریس اثربخش توسط دبیران ریاضی را در حد کمتر از متوسط برآورد نموده‌اند. برای همه دانش‌آموزان صرف‌نظر از جنسیت و نوع مدرسه اعم از غیرانتفاعی و دولتی بهترین ویژگی تدریس اثربخش ریاضی، مؤلفه "تضارب افکار" بوده است. در پایان برای بهبود کیفیت آموزش ریاضی گسترش علوم بین رشته‌ای جدید "آموزش ریاضی" با پژوهش‌های مورد نیاز آن در زمینه‌های تربیتی و تلفیق متناسب علوم تربیتی با دانش ریاضی پیشنهاد شده است.
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