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واکاوی ادراک معلمان از روشهای فعال تدریس؛ تجربهای از کلاسهای درس دوره دوم ابتدایی | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 15 دی 1404 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2026.20946.1233 | ||
| نویسنده | ||
| وحید پوراصفهانی* | ||
| دانشجوی دکتری رشته برنامهریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: روشهای فعال تدریس در نظامهای آموزشی نوین جایگزین رویکردهای سنتی شده و نقش مهمی در ارتقای دانش شناختی و مهارتی دانشآموزان دارند. از آنجا که اجرای این روشها؛ وابسته به نگرش و ادراک معلمان است، بررسی رویکرد آنان میتواند شکاف میان سیاستهای آموزشی و واقعیت کلاس درس را آشکار سازد. بر این اساس، هدف پژوهش حاضر، واکاوی ادراک معلمان دوره دوم ابتدایی از اجرای روشهای فعال تدریس در کلاسهای درس است. روشها: این پژوهش با رویکرد کیفی و به روش پدیدارشناسی توصیفی انجام شد. مشارکتکنندگان شامل تمامی معلمان دوره دوم ابتدایی استان قم در سال تحصیلی ۱۴۰۳–۱۴۰۲ بودند. میدان پژوهش به صورت هدفمند انتخاب شد و با ۳۵ نفر از معلمان، تا رسیدن به اشباع نظری، مصاحبههای نیمهساختاریافته صورت پذیرفت. دادهها با روش تحلیل محتوای مضمونی بر اساس روش کلایزی (۱۹۷۸) بررسی شد و اعتمادپذیری یافتهها با معیارهای گوبا و لینکلن (۱۹۸۵) تأیید شد. یافتهها: یافتههای پژوهش نشان داد؛ ادراک معلمان از اجرای روشهای فعال تدریس شامل چهار مضمون اصلی است؛ تقویت مهارتهای تحصیلی، اجتماعی، پرورشی و روانشناختی دانشآموزان. همچنین، در تحلیل معنای اجرای این روشها، سه مضمون اصلی شناسایی شد: ارتقای توانمندیهای تحصیلی دانشآموزان، ارتقای توانمندیهای حرفهای معلمان و ارتقای شایستگیهای روانشناختی دانشآموزان. نتیجهگیری: اجرای روشهای فعال تدریس در کلاسهای دوره دوم ابتدایی موجب تقویت مهارتهای تحصیلی، اجتماعی، پرورشی و روانشناختی دانشآموزان و ارتقای توانمندیهای حرفهای و تخصصی معلمان میشود. نتیجه نهایی این پژوهش؛ اهمیت استفاده از روشهای فعال در فرآیند آموزش، و ضرورت فراهم کردن حمایتهای مؤثر برای معلمان جهت اجرای موفق این روشها را نشان میدهد. | ||
| کلیدواژهها | ||
| واکاوی؛ ادراک؛ معلمان؛ روشهای فعال تدریس؛ کلاسهای درس؛ دورهی دوم ابتدایی | ||
| عنوان مقاله [English] | ||
| Exploring Teachers’ Perceptions of Active Teaching Methods: Insights from Upper Primary Classrooms | ||
| نویسندگان [English] | ||
| Vahid Pouresfahani | ||
| PhD student in Curriculum devehopment, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objectives: Active teaching methods have increasingly replaced traditional approaches in modern educational systems and play a crucial role in enhancing students’ cognitive and skill-based competencies. Since the successful implementation of these methods largely depends on teachers’ perceptions and attitudes, examining their viewpoints can reveal the gap between educational policies and classroom practices. Therefore, this study aimed to explore primary school teachers’ perceptions of implementing active teaching methods in second-grade classrooms. Methods: This qualitative study employed a descriptive phenomenological approach. Participants included all second-grade teachers in Qom Province during the 2022–2023 academic year. Purposive sampling was used, and semi-structured interviews were conducted with 35 teachers until data saturation was reached. Data were analyzed using thematic content analysis based on Colaizzi’s method (1978), and the trustworthiness of findings was confirmed according to Guba and Lincoln’s criteria (1985). Findings: Results indicated that teachers’ perceptions of implementing active teaching methods encompassed four main areas: enhancement of students’ academic, social, moral, and psychological skills. Furthermore, three overarching themes emerged regarding the meaning of implementing these methods: improvement of students’ academic competencies, enhancement of teachers’ professional capacities, and development of students’ psychological competencies. Conclusion: Implementing active teaching methods in second-grade classrooms strengthens students’ academic, social, moral, and psychological skills while enhancing teachers’ professional and specialized competencies. The final outcome of this study highlights the importance of using active teaching methods in the educational process and emphasizes the need to provide effective support for teachers to successfully implement these methods. | ||
| کلیدواژهها [English] | ||
| Exploring, Perception, Teachers, Active Teaching Methods, Classrooms, Upper Primary School | ||
| مراجع | ||
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