پیوندهای مفید
آمار
| تعداد نشریات | 24 |
| تعداد شماره‌ها | 457 |
| تعداد مقالات | 3,546 |
| تعداد مشاهده مقاله | 5,140,991 |
| تعداد دریافت فایل اصل مقاله | 2,326,235 |
مطالعه پدیدار شناختی موانع و مشکلات تدریس و یادگیری فارسی پایه اول دبستان و ارائه راهکار(مطالعه موردی آموزش و پرورش استان خراسان رضوی) | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 3، دوره 13، شماره 4 - شماره پیاپی 41، اسفند 1403، صفحه 41-58 اصل مقاله (806.17 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2024.14717.4224 | ||
| نویسندگان | ||
| سیدمحمد سجادی* 1؛ نسرین محمد تقی زاده2 | ||
| 1دانشجوی دکتری برنامه ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران | ||
| 2کارشناسی ارشد تحقیقات آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی، مشهد، ایران | ||
| چکیده | ||
| پیشینه و اهداف: پژوهش حاضر با هدف مطالعه پدیدار شناختی موانع و مشکلات تدریس و یادگیری فارسی پایه اول دبستان و ارائه راهکار آغاز شد. روش: روش این مطالعه کیفی پدیدارشناسی بود. میدان این پژوهش کلیه معلمان پایه اول دبستان استان خراسان رضوی بود. ابزار گردآوری اطلاعات، مصاحبه های نیمه ساختاریافته و روش تجزیه و تحلیل داده ها، تحلیل مضمون بود. یافته ها: مفاهیم در حوزه موانع و مشکلات تدریس و یادگیری نشانه ها شامل: عدم تناسب و تعادل بین رشدشناختی دانشآموزان و حجم کتاب، ناموزنی بافت کلاس به لحاظ سرعت یادگیری، ورود نادرست مربیان پیش دبستان به مبحث تدریس نشانه ها، کمبود وسایل کمک آموزشی، وجود اختلال یادگیری در برخی دانش آموزان، ایجاد تداخل یادگیری بین نشانه های دارای صدای مشابه؛ و در حوزه موانع و مشکلات تدریس و یادگیری صداها شامل: مشکلات شنیداری برخی دانش آموزان، مشکلات گفتاری و کلامی برخی دانش آموزان، ورود مربیان کم مهارت پیش دبستان ها به تدریس صداها، استفاده از آموزگاران کم تجربه یا دارای مهارت پایین در تدریس صداها، عدم یا کم بودن تمرین و تکرار صداها و تداخل تدریس آموزگار با آموزش های اشتباه والدین بود. در حیطه مضامین، موانع و مشکلات تدریس و یادگیری نشانه ها و صداها به ترتیب شامل 3 و 4 مورد همپوشان شد. در ادامه راهکارهای عملیاتی نیز به تفکیک ارائه گردید. نتیجه گیری: نتایج بیانگر رابطه تنگاتنگ و درهم تنیده فرآیندهای آموزش و یادگیری صداها و نشانه ها است. | ||
| کلیدواژه‌ها | ||
| فارسی؛ ابتدایی؛ پدیدارشناسی؛ صدا؛ نشانه | ||
| عنوان مقاله [English] | ||
| Studying the cognitive phenomenon of the obstacles and problems of teaching and learning Farsi in the first grade of elementary school and presenting a solution (a case study of Khorasan Razavi province education) | ||
| نویسندگان [English] | ||
| Seyed Mohamad Sajadi1؛ Nasrin Mohamad Taghi zade2 | ||
| 1Doctoral student of Curriculum, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran | ||
| 2Master of Educational Research, Faculty of Educational Sciences and Psychology, Ferdowsi University, Mashhad, Iran | ||
| چکیده [English] | ||
| The present research was started with the aim of studying the cognitive phenomenon of obstacles and problems in teaching and learning Persian in the first grade of elementary school and providing solutions. The method of this qualitative study was phenomenology. Concepts in the field of teaching and learning barriers and problems include: the disproportion and balance between the cognitive development of students and the volume of the book, the unevenness of the classroom context in terms of learning speed, the incorrect entry of preschool teachers into the teaching topic. signs, lack of educational aids, the existence of learning disorders in some students, creating learning interference between signs with similar sounds; And in the area of obstacles and problems in teaching and learning sounds, including: hearing problems of some students, speech and verbal problems of some students, the introduction of low-skilled preschool teachers to teach sounds, the use of teachers with little experience or with The low skill in teaching sounds, the lack or little practice and repetition of sounds, and the interference of the teacher's teaching with the parents' wrong training. The results show the close and intertwined relationship between the teaching and learning processes of sounds and signs. . | ||
| کلیدواژه‌ها [English] | ||
| Persian, elementary, phenomenology, sound, sign | ||
| مراجع | ||
|
Abumahbub, A. (2015). Construction of Persian Language. Tehran: Mitra. [In Persian]
Akbari Sheldare, F. (2014). Approaches and Methods in Teaching and Learning Persian Language in Iran. Curriculum Studies, 9(35), 5-22. https://dorl.net/dor/20.1001.1.17354986.1393.9.35.1.3 [In Persian]
Arabi, A., Azimi, E., Mehrmohammadi, M. (2021). A Comparative Study of the Language Learning Curriculum in Elementary Schools of Iran and Finland. Curriculum Studies, 16 )62(,7-46. https://dorl.net/dor/20.1001.1.17354986.1400.16.62.2.7 [In Persian]
Arefi, M., Fathivajargah, K., & Naderi, R. (2018). Academic and professional knowledge of primary school teachers about learning theories: Evidence from primary school teachers of Hamedan. Educational innovations, 8(30), 31-52. [In Persian]
Babaiemojarad, A. H., Fathabadi, J. (2020). Comparison of the effects of phonetics and whole language training on the writing literacy of male students First grade of elementary school. Journal of Research in Teaching, 7(4), 170-191. [In Persian]. https://doi.org/10.34785/J012.2019.870 [In Persian]
Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Paul H Brookes Publishing.
Dortaj, F. (2014). Comparing the effects of game-based and traditional teaching methods on students’ learning motivation and math. School Psychology, 2(6-24/4), 62-80. https://doi.org/d_2_92_12_18_4
Exceptional Education Organization (2023). Persian Teacher's Guidebook for Second, Third, Fourth, Fifth and Sixth Grade Students with Special Mental Needs. Tehran: Exceptional Education Organization of the Country. [In Persian]
Ghaffari, K., Heidari, H., Mohammadi, F., Davoodi, H., & Yasbalaghisharahi, B. (2019). The effectiveness of educational game on the academic progress of first grade elementary school students in Farsi. Educational psychology studies, 16(35), 211-242. https://doi.org/10.22111/jeps.2019.5073 [In Persian]
Griffith, P. L., Klesius, J. P., & Kromrey, J. D. (1992). The effect of phonemic awareness on the literacy development of first grade children in a traditional or a whole language classroom. Journal of Research in Childhood Education, 6(2), 85-92. https://doi.org/10.1080/02568549209594876
Hamidi, F., Ebrahim Damavandi, M., & Rostami, Y. (2013). Gender Differences in Language Skills among First Grade Students of Primary Schools. Woman in Culture and Arts, 5(2), 227-238. https://doi.org/10.22059/jwica.2013.35098 [In Persian]
Kutnick, P. (1994). Does preschool curriculum make a difference in primary school performance: Insights into the variety of preschool activities and their effects on school achievement and behaviour in the Caribbean Island of Trinidad; Cross sectional and longitudinal evidence. Early Child Development and Care, 103(1), 27-42. https://doi.org/10.1080/0300443941030103
Masen, P. H. (2021). Child growth and personality, Translated by Mahshid Yasaei. Tehran: Markaz. [In Persian]
Mirzaeian, V., & Maghsoudi, M. (2020). Meta-analysis of language learning through IT. Journal of Modern Educational Research, 6(23), 14-28. https://dorl.net/dor/20.1001.1.25884182.1399.6.23.2.5 [In Persian].
Naserpour, M., Dorrani, K., & Salehi, K. (2019). Factor Affecting Dictation Disruption in Primary School Students. Curriculum Studies, 14(54), 118-218. [In Persian]. https://dorl.net/dor/20.1001.1.17354986.1398.14.54.6.1 [In Persian]
O’Connor, C., Stagnitti, K. (2011). Play, behaviour, language and social skills: The comparison of a play and a non-play intervention within a specialist school setting. Research in Developmental Disabilities, 32(3), 1205-1211. https://doi.org/10.1016/j.ridd.2010.12.037
Organization of exceptional education and training. (2023). Persian teacher's manual for the second, third, fourth, fifth and sixth grades of students with special mental needs. Publishers: Exceptional Education Organization of the country.
Salari, P., & Tavan, A. (2019). Study professional needs of Graduated New teachers of Farhangian University in Farsi language education in elementary school. Psychological Science, 17(72), 945-950. https://dorl.net/dor/20.1001.1.17357462.1397.17.72.2.8 [In Persian]
Sebate, P. M. (2011). The role of teacher understanding in aligning assessment with teaching and learning in Setswana home language. [Doctoral dissertation], University of south Africa.
Shamisa, S. (2023). Prosodic and Rhyme. Tehran: Agah. [In Persian]
Shirazi, T., Nilipour, R., & Mehri, A. (2005). Examining the reading and spelling skills of normal first grade Persian students trained with a combined method. Education and training, 1(81), 102-119. [In Persian]
Shohoudi, A., Mofidi, F., & Alizadeh, H. (2013). A Comparison of Writing Skills among First Grade Elementary Students with and without Preschool Experience. Educational Psychology, 9(28), 2-14. [In Persian]
Spencer, E. J., Schuele, C. M., Guillot, K. M., & Lee, M. W. (2008). Phonemic awareness skill of speech-language pathologists and other educators. Language, Speech, and Hearing Services in Schools, 39(4), 12-20. https://doi.org/10.1044/0161-1461(2008/07-0080)
Yarveisi, M. (2003). Child language learning, Urmia: Yarveisi. [In Persian]
Zafarinejad, A., & Javadi, Y. (2004). Evaluation of writing skills (Let's read and write books) of first grade students in Yasuj schools in the academic year 2003-2004. Educational Sciences and Psychology (Kerman), 1(1), 145-159. [In Persian]. https://doi.org/10.22054/jep.2005.5957
Zandi, B. (2006). The method of teaching Persian in elementary school. Tehran: SAMT Publications. [In Persian]
Zandi, B. (2022). Principles and basics of curriculum planning for senior Persian language education. Tehran: Payam Noor Publications. [In Persian] | ||
|
آمار تعداد مشاهده مقاله: 205 تعداد دریافت فایل اصل مقاله: 123 |
||