طراحی و تدوین الگوی آموزش انشانویسی: پژوهشی کیفی با رویکرد فراترکیب
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فاطمه بهرامی
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مرتضی بدری
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1 - استادیار گروه علوم تربیتی و روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران
2 - دکتری مدیریت آموزشی،دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی تهران ،تهران،ایران
کلید واژه: انشا, توسعه انشانویسی, مهارت¬های نوشتاری, نگرش نوشتاری دانش¬آموزان, نوشتن,
چکیده مقاله :
پژوهش حاضر باهدف ترکیب ادبیات پراکنده در مورد آموزش انشانویسی صورت گرفت تا چارچوب جامع و یکپارچه‌ای از آموزش انشانویسی را ارائه نماید. این پژوهش کاربردی با روش کیفی فراترکیب انجام‌شده است. جامعه آماری، کلیه مطالعات انجام‌شده در بازه زمانی 2015 تا 2022 می‌باشد. در این راستا مطالعات فراوانی در زمینه موضوع مورد نظر ارزیابی و درنهایت 74 مقاله به‌صورت هدفمند انتخاب گردید و با تحلیل محتوا و ترکیب ادبیات مربوطه با روش تحلیل مضمون مورد بررسی قرار گرفت. درنتیجهی بررسی، تحلیل و سنتز یافتههای 74 مطالعه منتخب، الگوی آموزش انشانویسی به عنوان مضمون فراگیر در قالب 248 مضمون پایه، 16 مضمون سازنده سطح دوم و 5 مضمون سازنده سطح اول (پیشایندهای راهبردی انشانویسی، پیشایندهای عملیاتی انشانویسی، عوامل موثر بر انشانویسی، آموزش انشانویسی و ارزشیابی درس انشا) شناسایی شدند. نتایج این پژوهش فراترکیب و اتفاقنظر صاحبنظران در ادبیات نشان داد که توجه به چگونگی و فرآیند انشانویسی و همافزایی لازم بین عوامل معرفیشده، زمینهها و شرایط مناسب برای انشانویسی فراهم و تقویت میشود.
The current research aims to combine scattered literature on essay writing education to provide a comprehensive and integrated framework of essay writing education. This practical research was done with the qualitative method of metacomposition. The statistical population is all the studies conducted in the period from 2015 to 2022. In this regard, many studies in the field of the subject were evaluated and finally 74 articles were selected purposefully and analyzed by content analysis and the combination of relevant literature with thematic analysis method. As a result of reviewing, analyzing and synthesizing the findings of 74 selected studies, the model of teaching essay writing as a comprehensive theme in the form of 248 basic themes, 16 second-level constructive themes and 5 first-level constructive themes (strategic antecedents of essay writing, operational antecedents of essay writing, effective factors on essay writing, essay writing training and essay course evaluation) were identified. The results of this metacomposition research and the consensus of experts in the literature showed that paying attention to the manner and process of essay writing and the necessary synergy between the introduced factors provides and strengthens the appropriate contexts and conditions for essay writing.
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