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مدل یاددهی- یادگیری در آموزش مجازی دوره ابتدایی: یک پژوهش ترکیبی | ||
| تدریس پژوهی | ||
| مقاله 4، دوره 13، شماره 3 - شماره پیاپی 41، مهر 1404، صفحه 84-117 اصل مقاله (1.39 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/trj.2025.143448.2168 | ||
| نویسندگان | ||
| حسین اسکندری* 1؛ هادی عباسی2؛ حمیدرضا مقامی3 | ||
| 1دانشیار گروه علوم تربیتی و مشاوره، دانشگاه بجنورد، بجنورد ایران. | ||
| 2استادیار گروه علوم تربیتی و مشاوره، دانشگاه بجنورد، بجنورد، ایران. | ||
| 3دانشیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران. | ||
| چکیده | ||
| هدف از این پژوهش ارائه مدلی برای آموزش مجازی دوره ابتدایی با استفاده از روش پژوهش ترکیبی بود. جامعه پژوهش شامل معلمان شاغل مقطع ابتدایی بود. در مرحله کیفی،20 نفر با روش نمونهگیری هدفمند انتخاب شدند و در بخش کمّی 367 نفر در پژوهش شرکت کردند. ابزار پژوهش مصاحبه نیمهساختاریافته و پرسشنامه بود. تحلیل مصاحبهها با استفاده از روش استراس- کوربین و آزمون مدل، از طریق مدلیابی معادلات ساختاری انجام شد. عوامل علّی مدل عبارت هستند از: خلاء تئوریک، فقدان شایستگیهای دیجیتال، وابستگی به الگوهای رایج. و عوامل مداخلهگر: مشکلات زیرساختی، سختافزاری و فنی، ساختار سنتی نظام آموزشی و پشتیبانی مدیران از معلمان. عوامل زمینهای: همکاری، همفکری و همافزایی بین معلمان، تدریس در کلاس شیشهای، تدریس در مقابل آئینه، فضای آموزشی پرفشار و پرکار، تداخل کار و خانواده، فراخنای توجه شاگردان در فضای مجازی و نقش چندگانه والدین. راهبردها: تأکید بر محتوای معلمساخته، دسترسی بیشتر به معلم و محتوا، عدالت توجه، سبکسازی تدریس، برپایی نمایشگاه دائمی و همگانی فعالیتها، زیباسازی فضای آموزش مجازی، گروهبندی، مدیریت اقتضایی فضای آموزشی مجازی. پیامدها: کاهش کیفیت فرایند یاددهی- یادگیری، کاهش اقتدار معلم، کاهش اعتبار ارزشیابی، کاهش روابط عاطفی- اجتماعی، کاهش اعتماد بهنفس و افزایش وابستگی شاگردان، خستگی از آموزش مجازی، افزایش دانش و مهارت دیجیتال، تقویت مهارت تدریس توضیحی و افزایش فعالیتهای عملی. «بازتولید راهبرد آموزشی مستقیم» بهعنوان پدیده مرکزی انتخاب شد. همچنین تحلیل کمّی نشان داد که مدل از برازش مناسب و قابل قبول با دادهها برخوردار است. عمدهترین پیشنهاد تأکید بر «رویکرد تلفیقی کماثر» با شرایط خاص نظام آموزشی ایران است. | ||
| کلیدواژهها | ||
| الگوی یاددهی- یادگیری؛ راهبردهای یاددهی- یادگیری؛ آموزش مجازی؛ دوره ابتدایی | ||
| مراجع | ||
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