شناسایی روشها و مؤلفه‌های تدریس و تدوین الگوی تفسیری آن بر مبنای تجارب زیستۀ معلمان در کشف استعداد علوم تجربی دانش‌آموزان ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
محمدرضا نظریان
1
,
علی مهداد
2
,
احمد عابدی
3
,
محمد علی نادی
4
1 - دانشجوی دکتری روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد اصفهان ( خوراسگان)، اصفهان ، ایران،
2 - دانشیار گروه روانشناسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان ، ایران،
3 - دانشیارگروه روانشناسی،دانشگاه اصفهان، اصفهان ، ایران،
4 - دانشیار گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان ، ایران،
کلید واژه: الگوی تدریس, تجارب زیسته, استعداد علوم تجربی, پدیدارشناسی, ابتدایی,
چکیده مقاله :
هدف پژوهش، شناسایی روشها و مؤلفه‌های تدریس و تدوین الگوی تفسیری آن بر مبنای تجارب زیستۀ معلمان در کشف استعداد علوم تجربی دانش‌آموزان ابتدایی شهر اصفهان در سال تحصیلی 99-98 بود. روش تحقیق، کیفی از نوع پدیدارشناسی و جامعۀ آماری شامل کلیۀ معلمان پایۀ چهارم ابتدایی شهر اصفهان و نمونه شامل 68 نفر بودکه با روش نمونه‌گیری هدفمند و تا مرحلۀ اشباع از بین معلمان مجرب، خوش‌ذوق و توانمند در زمینۀ شناسایی و استعدادیابی دانش‌آموزان و با معرفی ادارات نواحی ششگانۀ آموزش و پرورش انتخاب شدند. ابزار پژوهش، مصاحبۀ نیمه ساختاریافته بود. در این روش تحلیل داده‌ها بر اساس هفت مرحلۀ کلایزی انجام شد. برای سنجش روایی یافته‌ها، از روایی محتوایی و برای سنجش پایایی، از روش پنل متخصصان استفاده شد؛ بدین روش که از تعداد5 نفر از استادان مجرب و متخصص در حوزۀ استعدادیابی تحصیلی، پس از بررسی کارشناسی، فرایند رفت و برگشتی، بازبینی و انجام اصلاحات ، تأیید نهایی اخذ گردید. اعتباربخشی این الگو با ارجاع به هر نمونه و پرسیدن دربارۀ یافته‌ها انجام شد. به طور کلی نتایجشان داد؛ الگوی تدریس پیشنهادی شامل 4 روش (روشهای فراشناخت، کارگاهی، کاوشگری و آزمایشگاهی) و16مؤلفه (دریافت، پردازش، نگهداری، انتقال اطلاعات، نمونه‌سازی، توصیف، استقرا، قیاس، پژوهش، ارائه، فعالیت و کار، مشارکت، طبیعت، تخیل، مشاهده و کنجکاوی) است. با شناسایی ابعاد و مؤلفه‌های الگوی تدریس ارائه شده، می‌توان معلمان را در ارائۀ روشهای فعال تدریس متناسب با شیوه‌های شناسایی استعداد دانش‌آموزان، توانمند نمود.
The purpose of current study was to identify the methods and components of teaching and to develop an interpretive model based on the lived experiences of teachers in order to discover the talent of experimental sciences of elementary students in Isfahanin 98-99 academic year.Method of research is qualitatively phenomenological and statistical population was all primary school teachers in fourth grade and sample included 68 of themby purposeful sampling method and up to saturation stage among experienced, tasteful and capable teachers in the field of identifying and identifying students and by introducing the departments of the six districts of Isfahan were chosen.Research tool was a semi-structured interview and data analysis was performed based on seven Collaizzi’ steps.To assess the validity of research findings, content validity was used and to assess its reliability, the expert panel method was used. In this way, final approval was obtained from 5 experienced and knowledgeable professors.Validation of this model was done by referring to each sample and asking about the findings.In general, the research results showed; Proposed teaching model tailored to identify the talents of experimental sciences including 4 methods (metacognitive methods, workshop, exploration and laboratory) and 16 components analogy, research, presentation, activity and work , Participation, nature, imagination, observation and curiosity). By identifying the dimensions and components of teaching model, teachers can be empowered to provide active teaching methods appropriate to the methods of identifying students' talents.
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