تبیین سطح مغفول برنامه درسی تجربه‌شده درس روش‌ها و فنون تدریس
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فائزه ناطقی
1
(استادیار برنامه‌ریزی درسی دانشگاه آزاد اسلامی واحد اراک)
یحیی معروفی
2
(دانشیار دانشگاه بوعلی سینای همدان)
شهریار حیدری
3
(دانشجوی دکتری برنامه‌ریزی درسی دانشگاه آزاد اسلامی واحد اراک)
کلید واژه: درس روش‌ها و فنون تدریس, برنامه درسی تجربه‌شده, سطح مغفول, برنامه درسی مورد انتظار,
چکیده مقاله :
هدف از انجام پژوهش حاضر، بررسی و تبیین سطح مغفول برنامه درسی تجربه شده (ادراکات و انتظارات) در درس روش‌ها و فنون تدریس و شناسایی عوامل مؤثر در شکل‌گیری این ادراکات و انتظارات در بین دانشجو معلمان پردیس شهید مدرس دانشگاه فرهنگیان سنندج است. در این پژوهش که با رویکرد آمیخته (کمی-کیفی) انجام شده، از روش تحقیق توصیفی از نوع پیمایشی در بخش کمی و از روش پدیدارشناسی برای بخش کیفی استفاده شده است. جامعة آماری پژوهش را تمامی دانشجو معلمان دبیری که درس روش‌ها و فنون تدریس را در نیمسال اول سال تحصیلی 95-94 پیش ثبت‌نام کرده بودند، تشکیل داده است (101 نفر). روش نمونه‌گیری در بخش کمی روش تمام شماری و در بخش کیفی هدفمند بوده است. برای جمع‌آوری اطلاعات در بخش کمی از پرسشنامه محقق ساخته و در بخش کیفی از مصاحبه نیمه ساختم‌اند استفاده شده است. روایی محتوایی ابزار بر اساس نظرات اساتید متخصص مورد تأیید قرار گرفت و پایایی آن بر اساس آلفای کرونباخ 89/. برآورد شد. اطلاعات جمع‌آوری شده در بخش کمی بر اساس شاخص‌های آمار توصیفی و در نرم‌افزار spss16و در بخش کیفی بر اساس روش تحلیل تفسیری مورد تجزیه‌وتحلیل قرار گرفت. یافته‌ها حاکی از آن است که دانشجو معلمان این درس را (78 درصد) جذاب، (77 درصد) نیازمند تلاش و (70 درصد) دشوار می‌دانند. بر اساس یافته‌های بخش کیفی سه مضمون اصلی شامل عوامل فردی، عوامل آموزشی و عوامل اجتماعی و بیرونی به‌عنوان عوامل مؤثر در شکل‌گیری ادراکات و انتظارات دانشجو معلمان نسبت به درس روش‌ها و فنون تدریس شناسایی شدند.
The aim of this study is to investigate the ignored level of the experienced curriculum (perceptions and expectations) in a course called teaching methods and techniques; and identify factors affecting such perceptions and expectations among Shahid Modares Campus of Farhangian University, Sanadaj. In this study, mixed method has been used. In the quantitative part, a descriptive method (survey type), and in the qualitative part, phonological method, have been used. The sample of the study consisted of 101 teacher students enrolled in the first semester of 2015-16. The sampling method was non-probability sampling in quantitative part, and it was purposful in qualitative part. A questionnaire created by the researcher was used for collecting data in the quantitative part, and semi-structured interview was employed in the qualitative part. The descriptive statistics and interpretive method were used for data analysis in quantitative and qualitative parts respectively. The results of the study indicated that 77 percent of the participants found the course interesting while 70 percent found it difficult, and about 78 percent of the students believed that they need to make more efforts in the course. The qualitative findings showed that three main factors - individual, educational, and social and external - were identified as the important factors in shaping the perceptions and expectations of the students in the course.
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