عوامل بازدارنده و راهبردهای به کارگیری شبکه اجتماعی برای تدریس و یادگیری مؤثر در آموزش
محورهای موضوعی : پژوهش در برنامه ریزی درسی
حسن صائمی
1
(1دانشجوی دکتری برنامه ریزی درسی،گروه علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران)
کوروش فتحی واجارگاه
2
(2استاد گروه علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران)
محمد عطاران
3
(3دانشیار گروه علوم تربیتی، دانشگاه خوارزمی، تهران، ایران)
احمد علی فروغی ابری
4
(4دانشیار گروه علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران)
کلید واژه: آموزش, برنامه درسی, یادگیری مؤثر, راهبردهای شبکه اجتماعی,
چکیده مقاله :
هدف از این پژوهش، شناخت مهمترین موانع و تدوین راهبردهای برنامه درسی برای استفاده اساتید از شبکه اجتماعی درامر آموزش و یادگیری است. در این مطالعه از روش کیفی و شیوه تحلیل داده‌های کیفی مبتنی بر نظریه زمینه‌ای استفاده شد. نظریه زمینه‌ای سه عنصر اصلی دارد که عبارتند از مفاهیم، مضامین و مقولات و محور اصلی روش نظریه زمینه‌ای به شمار می‌رود. در این پژوهش 54 سند با استفاده از روش نمونه‌گیری هدفمند به دقت مورد مطالعه و بررسی قرار گرفت و نکات کلیدی آنها یادداشت برداری شد. سپس بر اساس تشابهات، کدهایی به موارد مشابه اختصاص پیدا کرد و کدهای اختصاص داده شده در کشف مقوله‌های استنتاج شده استفاده گردید. با اتکا به منابع و اسناد، مقوله محوری تعیین و از طریق برقراری ارتباط میان مقوله محوری و مقوله‌های فرعی و مفاهیم مرتبط نظریه زمینه‌ای تدوین و طراحی شد. بر مبنای نظریه که از اسناد و منابع نظری به دست آمد، مهمترین موانع به ترتیب اهمیت، نبود امکانات فنی مناسب، عدم زیر ساخت‌های آموزشی و شناخت ناکافی اساتید به دست آمد و مبتنی بر آن راهبردهای سه گانه‌ای تدوین شد که از میان این راهبردها کسب مهارت‌های فنی مهمترین راهبرد و برقراری تعامل پویا در تدریس و مهارت‌های شناختی مرتبط با شبکه اجتماعی در اولویت دوم و سوم قرار داشت. در پرتو شناسایی موانع و راهبردهای به کار گیری شبکه اجتماعی در آموزش می‌توان به بهبود مهارت‌های تدریس و یادگیری دست یافت.
Considering the social networks, recognizing the most important obstacles in front of the teachers as well as achieving some strategies for using them in education were the chief aim of this study. The qualitative and the analysis of qualitative data methods, based on the grounded theory, have been used in this study. This theory is consisted of three main elements as: concepts, contents, and issues. Using purposive sampling, 54documents were studied carefully and their significant points were noted down. According to the similarities, some codes were assigned to the similar cases. These codes, then, were used to discover the extracted issues. Depended on the sources and the documents, the primary category was determined. Establishing the relationship between the primary and the secondary category with related concepts, the grounded theory has been designed. According to the theory obtained from the theoretical documents and the resources, some of the most important obstacles recognized as: lack of suitable technical facilities, lack of educational infrastructures, and inadequate knowledge of the teachers. Three strategies have been designed among which acquiring the technical skills is the most important strategy and establishing dynamics interaction in teaching and cognitive skills related to the social networks are the second and the third ones, respectively. In the light of recognizing the obstacles and introducing the needed strategies, social networks can have a great impact on both teaching skills and learning.
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