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شناسایی مؤلفه های برنامه درسی مبتنی بر آموزش ترکیبی در دوره ابتدایی | ||
| تدریس پژوهی | ||
| مقاله 2، دوره 13، شماره 2 - شماره پیاپی 40، تیر 1404، صفحه 28-55 اصل مقاله (1.12 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/trj.2025.142147.2066 | ||
| نویسندگان | ||
| خیرقدم صبوری1؛ پروین احمدی* 2؛ پروین صمدی3؛ مریم سادات قریشی خوراسگانی4 | ||
| 1دانشجوی دکتری برنامه درسی، گروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا(س)، تهران، ایران | ||
| 2دانشیارگروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا(س)، تهران، ایران | ||
| 3استاد گروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا(س)، تهران، ایران | ||
| 4دانشیار گروه مدیریت و برنامه ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهراء، تهران، ایران | ||
| چکیده | ||
| پژوهش حاضر به لحاظ رویکرد مورد استفاده کیفی و روش تحلیل مضمون میباشد. جامعه پژوهش، معلمان شاغل در دوره ابتدایی و روش جمع آوری اطلاعات، میدانی و ابزار مصاحبه نیمه ساختارمند و عمیق بود که 15 نفر به روش نمونهگیری هدفمند(از نوع گلوله برفی) انتخاب شد. جهت بررسی اعتبار و روایی پژوهش نیز، از چهار معیار باورپذیری، وابستگی، انتقال پذیری و اعتمادپذیری استفاده شد. متن مصاحبهها به روش پیشنهادی اترید استرلینگ طی سه مرحله در قالب شبکه مضامین پایه، سازمان دهنده و فراگیر دستهبندی و سازماندهی شد. پس از تحلیل و کدگذاری، 6 مضمون فراگیر و 15 مضمون سازماندهنده شناسایی شد که ویژگیهای آنها توصیف و تبیین شد: 1. اهداف سه گانه(یادگیرنده محوری، معلم به مثابه یادگیرنده مادام العمر، نظام آموزشی بهروز)، 2. محتوای ساختارشکن(ترکیب محتوای مکتوب و غیرمکتوب، اصول طراحی و سازماندهی محتوای ترکیبی)، 3. فضا(فضاسازی منعطف، توجه به تنوع فضاهای آموزشی)، 4. ارزشیابی عوامل دخیل در فرایند یادگیری(ارزشیابی دانش آموز، ارزشیابی فنی، ارزشیابی نیروی انسانی)، 5. راهبردهای آموزشی مبتنی بر خبرگی(معلم فرصت ساز، تدریس باکیفیت، ایجاد فرصتهای یادگیری)، 6. زمینههای اجتماعی پشتیبانی کننده(دسترسی باز و آسان به منابع، حمایت مالی و اداری). | ||
| کلیدواژهها | ||
| برنامه درسی ترکیبی؛ آموزش ترکیبی؛ آموزش مجازی؛ آموزش حضوری؛ دوره ابتدایی | ||
| مراجع | ||
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