اثربخشی دوره‌های آموزش درس پژوهی بر دانش و مهارت تدریس معلمان دوره ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسینصراله عرفانی 1 , محمد شبیری 2 , سعید صحابت انور 3 , مصطفی مشایخی پور 4
1 - 1استادیارگروه روانشناسی دانشگاه پیام نور
2 - 2دانشیار گروه روانشناسی دانشگاه پیام نور
3 - 3کارشناسی ارشد تاریخ و فلسفه آموزش و پرورش
4 - 4مدرس مدعو دانشگاه پیام نور
کلید واژه: معلم, درسپژوهی, دانش, مهارت,
چکیده مقاله :
هدف از پژوهش حاضر تعیین اثربخشی دوره‌های آموزش درس پژوهی بر دانش و مهارت تدریس معلمان دوره ابتدایی بود. جامعه آماری پژوهش حاضر شامل کلیه معلمان دوره ابتدایی شهر همدان در سال تحصیلی 91-1390 بود، حجم نمونه توسط فرمول کوکران 468 نفر تغیین گردید که به روش نمونه گیری تصادفی (234 نفر معلمانی که دوره درس پژوهی را گذرانده و234 نفر معلمانی که این دوره را نگذرانده بودند) به عنوان گروه نمونه انتخاب شدند. برای هر دو گروه پرسشنامه‌های محقق ساخته آگاهی از نظریه‌های یادگیری، کاربرد نظریه‌های یادگیری، فراهم آوری فرصت‌های یادگیری، نگرش به نقش شیوه‌های صحیح ارزشیابی، نگرش به استفاده از وسایل آموزشی و کمک آموزشی و پرسشنامه‌های استاندارد انگیزه کاری معلمان، کار گروهی، مدیریت کلاس استفاده شد، ضریب پایایی آلفای کرونباخ آزمون‌ها بین 73/0 تا 96/0 بود. داده‌ها با استفاده از جدول توزیع فراوانی و درصد و شاخص‌های آمار توصیفی و نیز آزمون آماری من ویتنی یو به وسیله نرم افزار SPSS-19 تحلیل شد. نتایج نشان داد میانگین رتبه کاربرد نظریه‌های یادگیری، فراهم آوری فرصت‌های یادگیری، نگرش به نقش شیوه‌های صحیح ارزشیابی، نگرش به استفاده از وسایل آموزشی و کمک آموزشی، انگیزه‌های کاری معلمان، مدیریت کلاس معلمان درس پژوه از عادی بیشتر بود. بنابراین می‌توان نتیجه‌گیری نمود که دوره‌های آموزش درس پژوهی بر روی دانش و مهارت تدریس معلمان اثربخش بوده است.
The aim of present study is to identify the effectiveness of training courses of scholarship on the knowledge and teaching skill in Hamedan city elementary school teachers in 1390-91 school year, 468 teachers were selected randomly who passed scholarship period (234 person) and the same number of teachers who didn't pass this period were selected using Matching method. For both groups Researcher-made questionnaire of awareness of learning ideas, application of learning ideas, providing the learning opportunities and attitude to the role of proper evaluation methods were used. Data was analyzed using frequency distribution table and percentage and descriptive statistical tests using SPSS software. Results showed that the average rank of learning ideas application, providing learning opportunities, attitude to the role of proper evaluation method of scholarship teachers are higher but there is no meaningful difference between the average awareness rank of learning ideas of scholarship and ordinary teachers. In total, it can be concluded that training courses of scholarship has been effective on the knowledge and teaching skill of teachers. Therefore, it is recommended that instructional periods should be continuing in this area.
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