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بررسی نقاط قوت و ضعف ارزشیابی توصیفی در آموزش مجازی از دیدگاه معلمان ابتدایی استان مازندران | ||
تدریس پژوهی | ||
مقاله 3، دوره 11، شماره 4 - شماره پیاپی 33، دی 1402، صفحه 83-52 اصل مقاله (1.8 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22034/trj.2023.62904 | ||
نویسندگان | ||
راضیه بابانسب احمد کلایی1؛ مصطفی عزیزی* 2؛ میمنت عابدینی بلترک3 | ||
1کارشناسی ارشد، رشته مطالعات برنامهدرسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران | ||
2استادیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران | ||
3دانشیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران. | ||
چکیده | ||
هدف اصلی این پژوهش، بررسی نقاط قوت و ضعف ارزشیابی توصیفی در آموزش مجازی از دیدگاه معلمان ابتدایی استان مازندران بوده است. طرح پژوهش حاضر بهصورت ترکیبی (اکتشافی-متوالی) و از دو روش پدیدارشناسی و توصیفی پیمایشی استفاده شده است. مشارکتکنندگان بخش کیفی شامل مدرسان ارزشیابی توصیفی، راهبران، سرگروههای آموزشی و معلمان ابتدایی بودند، جمعآوری دادهها بهوسیله مصاحبه نیمه ساختاریافته با 16 تن از آنها به اشباع نظری رسید. روش تجزیهوتحلیل در بخش کیفی، تحلیل مضمون (فراگیر، سازمان دهنده و پایه) بود. در بخش کیفی نتایج در ﻗﺎﻟﺐ دو مضمون فراگیر، 6 مضمون سازمان دهنده و 44 مضمون ﭘﺎﯾﻪ شناسایی و دﺳﺘﻪﺑﻨﺪی گردید. در بخش کمی جامعه آماری شامل کلیه معلمان ابتدایی استان مازندران به تعداد 9464 نفر بود. نمونه آماری با استفاده از جدول مورگان 370 نفر برآورد شد. برای گردآوری دادهها از پرسشنامه محققساخته استفاده شد و با بهرهگیری از تحلیل عاملی اکتشافی به کمک نرمافزار spss تحلیل گردید. در بخش کمی، نقاط قوت شامل: افزایش سرمایه روانشناختی و تشریکمساعی (10 گویه) و بهبود جریان یادگیری (7 گویه) و نقاط ضعف شامل: ضعف تعامل (10 گویه)، ضعف ساختاری (6 گویه)، ضعف آموزشی (7 گویه)، ضعف جمعآوری داده و ارزشیابی (4 گویه) شناسایی گردید. نتایج نشان میدهد که، ارزشیابی توصیفی در محیط مجـازی علاوه بر نقاط قوت، دارای ضعفهای قابل توجهی میباشد. که غفلت از آنها، موجب پیدایش آسیبهای جدی در نظام آموزش ابتدایی خواهد شد. | ||
کلیدواژهها | ||
ارزشیابی توصیفی؛ نقاط قوت؛ نقاط ضعف؛ آموزش مجازی؛ معلمان ابتدایی | ||
مراجع | ||
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