پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 515 |
| تعداد مقالات | 4,033 |
| تعداد مشاهده مقاله | 6,264,633 |
| تعداد دریافت فایل اصل مقاله | 3,056,732 |
آسیبشناسی کلاسهای چندپایه در زیستبوم جدید و راهکارهای بهبود کیفیت آموزش آن: مطالعهای پدیدارشناسانه | ||
| مطالعات سیاست گذاری تربیت معلم | ||
| مقاله 1، دوره 7، شماره 1، خرداد 1404، صفحه 1-20 اصل مقاله (505.6 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/edup.2025.16845.1419 | ||
| نویسندگان | ||
| امیر مرادی* 1؛ محسن کردلو2؛ یونس امیراحمدی2 | ||
| 1استادیار گروه علوم تربیتی دانشگاه فرهنگیان | ||
| 2استادیار گروه آموزش علوم تربیتی دانشگاه فرهنگیان | ||
| چکیده | ||
| پژوهش حاضر با هدف آسیبشناسی کلاسهای چندپایه در زیستبوم جدید در دوران پاندمی کرونا و شناسایی راهکارهای بهبود کیفیت آموزش آن در دوران پساکرونا انجام شد. پژوهش از نظر هدف کاربردی و از لحاظ شیوه گردآوری دادهها کیفی است که با روش پدیدارشناسی انجام شد. دادهها با استفاده از روش نمونهگیری زنجیرهای یا گلولهبرفی و مصاحبه عمیق نیمهساختاریافته با چهارده نفر از آموزگاران سرآمد کلاسهای چندپایه گردآوری و بر اساس الگوی کلایزی تحلیل گردید. در یازدهمین مصاحبه، اشباع نظری دادهها حاصل شد، اما به منظور اعتباربخشی یافتهها، مصاحبه تا چهاردهمین نفر ادامه یافت. تحلیل دادهها منجر به شناسایی دو مقوله، شش مضمون اصلی و بیست مضمون فرعی گردید. آسیبهای شناسایی شده کلاسهای چندپایه در زیستبوم جدید شامل عدم امکان تدریس تلفیقی، فقدان فنون مدیریت کلاس الکترونیکی، تشدید نابرابری و بیعدالتی آموزشی، دشواری برنامهریزی درسی، دشواری مدیریت زمان (آسیبهای آموزشی)، غفلت از تفاوتهای فردی، مغفول ماندن دروس آزمایشگاهی و عملی، رشد اهمالکاری تحصیلی و تهدید سلامت روان (آسیبهای فردی)، کاهش مشارکت خانوادهها و بدبینی به زیستبوم جدید (آسیبهای خانوادگی) بود. راهکارهای بهبود کیفیت آموزش آن شامل بهرهگیری از یادگیری ترکیبی، توانمندسازی آموزگاران، تلفیق محتوا در دروس چندپایه، توجه به دروس آزمایشگاهی، عملی و تربیتی و راهاندازی و تجهیز کتابخانه کلاسی (راهکارهای آموزشی)، تدوین و توزیع بسته یادگیری خودآموز و ارتقای بهداشت روان (راهکارهای فردی)، تقویت سواد فناورانه خانوادهها و تعالی تعامل خانواده و مدرسه (راهکارهای خانوادگی) بود. نتیجهگیری پایانی نشان داد؛ آموزش الکترونیکی به عنوان مکمل آموزش حضوری امکانات و قابلیتهای کمنظیری برای بهبود کیفیت آموزش در کلاسهای چندپایه دارد | ||
| کلیدواژهها | ||
| کلاسهای چندپایه "؛ زیستبوم جدید "؛ آسیبشناسی "؛ بهبود کیفیت "؛ "؛ آموزش | ||
| عنوان مقاله [English] | ||
| Pathology of multi-level classes in the new ecosystem and its qualitative solutions: a phenomenological study | ||
| نویسندگان [English] | ||
| Amir Moradi1؛ Mohsen Kordlo2؛ Younes Amirahmadi2 | ||
| 1Assistant Professor of Educational Sciences Department of Farhangian University | ||
| 2Assistant Professor, Department of Educational Sciences, Farhangian University | ||
| چکیده [English] | ||
| The present study was conducted with the aim of diagnosing multi-level classes in the new ecosystem during the corona pandemic and identifying ways to improve the quality of its education. The research is applied in terms of purpose and qualitative in terms of data collection method, which was done with phenomenological method. The identified harms of multi-level classes in the new ecosystem included the impossibility of integrated teaching, lack of electronic classroom management techniques, the aggravation of educational inequality and injustice, the difficulty of lesson planning, the difficulty of time management , neglecting individual differences, neglecting laboratory and practical courses, increasing academic procrastination and threatening mental health , reducing family participation and pessimism towards the new environment. The strategies to improve the quality of its education included using blended learning, empowering teachers, combining content in multi-level courses, paying attention to laboratory, practical and training courses and setting up and equipping a classroom library , compilation and distribution of self-learning learning package and promotion of mental health , strengthening technological literacy of families and excellence family interaction. The final conclusion showed; electronic education as a supplement to face-to-face education has unique facilities to improve the quality of education in multi-grade classes. | ||
| کلیدواژهها [English] | ||
| Multilevel classes ", New ecosystem ", Pathology ", Improve Quality ", ", Tutorial | ||
| مراجع | ||
|
Akdas, Muhammed Safa; Kalman. Mahmut. (2021). Challenges Affecting Teaching-Learning Processes in Multi-Grade Classes: A Comparison of Pre-Pandemic and Peri-Pandemic Periods. https://digitalcommons.usf.edu/m3publishing/vol3/iss2021/17
Adibhajbagheri, M; Parvizi, S; & Salsali, M. (2011). Qualitative research methods. Qualitative research methods.
Altbach, P. G., & de Wit, H. (2020). Responding to COVID-19 with IT: A transformative moment? International Higher Education,103,3–4.
Amemado, D. (2020). COVID-19: An unexpected and unusual driver to online education. International Higher Education (Special Issue No. 102), 12–14.
Badakhshan targhi, S; Solimanpour omran, M; fazli, R. (2022). Identification of factors affecting quality improvement of multi-grade classes in Elementary Schools. Quarterly Journal of Educational Leadership & administration. Issue 4, Vol. 16, Winter; 147- 172.
Barbetta, G. p., Chuard-Keller, p., Sorrenti, G., & Turati, G. (2023). Good or bad? Understanding the effects over time of multigrading on child achievement. Economics of Education Review, Volume 96. Available at: www.elsevier.com/locate/econedurev
Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: Curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, August: 44, 1–15.
Chan, Joefrey R., Marasigan, Arlyne C., Santander, Neil T. (2021). Multigrade teachers’ experiences and learning assessments on modular remote teaching during the COVID-19 pandemic. International Journal of Research Studies in Education 2021 Volume 10 Number 6, 95-107.
Colaizzi, P. (1978). »Psychological research as a phenomenologist views it«. In: Valle, R. S. & King, M. (1978). Existential Phenomenological Alternatives for Psychology. Open University Press: New York.
Creswell, J. W & Miller, D. L. (2000). Determining Validity in Qualitative Inquiry, Theory In to Practice. 39:3, 124-130,
DOI: 10.1207/s15430421tip3903_2
Crowford, J., Butler- Henderson, K., Rudolph, J., Malkawi, B., Glowatz, Burton, R., … & Lam, S. (2020). COVID-19; 20 countries higher education intra-period digital pedagogy responses. Journal of Applied learning & Teaching, 31 (3), 15- 22.
Dwivedi, Y., Hughes, L., Coombs, C., Constantiou, I., Duan, Y., & Edwards, J. (2020). Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management. https://doi.org/10.1016/j.ijinfomgt.2020.102211.
Elahizadeh, M., Valafred, S. Z., & Ziafatinezhad, S. (1400). Multi-Grade Classes; Educational quality solutions. The 7th National Conference on New Researches in Humanities and Social Studies, Iran, Tehran. [in Persian].
Hall, T. Connolly, C., Ó Grádaigh, S., Burden, K., Kearney, M., Schuck, S., Bottema, J., Cazemier, G., Hustinx, W., Evens, M., Koenraad, T., Makridou, E. and Kosmas, P. (2020). Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic, Information and Learning Sciences, 121: 433-442.
Hamidizadeh, K. (2022). Analysis of Education in Multi-Grade Classes of COVID-19 Pandemic Conditions: A Case Study in Markazi Province. Journal of Research in Educational Systems (JRES). 15(55), Covid-19 Special Issue, January, Pages 120-132. [in Persian].
Doi: 20.1001.1.23831324.1400.15.55.10.8
Johnson, L., Levine, A., Smith, R. & Smythe, T. (2009). NMC Horizon Report: 2009 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved December 29, 2023 from https://www.learntechlib.org/p/182031/.
Kivunja, C., and M. Sims. (2015). Perceptions of multigrade teaching: a narrative inquiry into the voices of stakeholders in multigrade contexts in rural zambia.” Higher Education Studies, 5 (2), 10–20.
Kucita, T. & Maxwell, T.W. (2016). Multi-grade teaching in Bhutan: Congruency amongst policies, teacher education, and practices. Educational Innovational and practice, 1(1), 1-18. https://doi.org/10.1016/j.ijedudev.2012.05.009
Mohammadibalsini, Z. (2022). Examining the lived experiences of teachers in the virtual education of multigrade classes in the era of Corona. Master's thesis in the field of educational sciences, Payam Noor University. [in Persian].
Mohammadpour, S. (2014). Comparative study of multi-grade education in the Islamic Republic of Iran and India. Master's thesis in the field of comparative education, Faculty of Psychology and Educational Sciences. Allameh Tabatabaei University.
Manjula. V. (2006). Adapting the primary mathematics curriculum to the multigrade classroom in rural Sri Lanka. EDUCATION FOR ALL AND MULTIGRADE TEACHING: 127-153.
Mortazavizadeh, S. H., & Hassani, M. (2021). Analyze Novice Teachers' Experiences of Teaching Challenges in Multigrade Classrooms. journal of New Educational Approaches (NEA). Volume 16, Issue 1 - Serial Number 33, December, Pages 115-140. [in Persian]. Doi: 10.22108/NEA.2022.130682.1686
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA; Sage.
Mulaudzi, M. S. (2016). Challenges Experienced by Teachers of Multi-Grade Classes in Primary Schools at nzhelele East Circuit. MEd diss., University of South Africa, Pretoria.
Öztürk, M. Yilmaz, G. K. Akkan, Y. & Kaplan, A. (2015). Computer Applications with the Related Facts in Multi-Grade: Teachers Opinions. Journal of Education and Human Development, 4(2), 158-170.
Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education, 3(2), 70–85.
Shahrabadi, M. (2021). multigrade classes. Tehran: Educational Research and Planning Organization; Office of Publications and Educational Technology. [in Persian].
Toquero, C. M. (2020). C hallenges and Opportunities for Higher Education Amid the COVID-19 Pandemic: The Philipine Context. Pedagogical Research. 5 (4).
Vanderstoep, W. Scott, (2009). Research method for everyday life. Blending qualitative and quantitative approach, by john wiley & sons, inc.
Zeinalpoor, H., & Zeinalpoor, D. (2023). Pathology of training in multipage classes, exploring opportunities and threats (case study of Mako city). journal of survey in teaching humanities. Volume 8, Issue 29 - Serial Number 29, January, Pages 1-20. [in Persian]. Available at: https://humanities.cfu.ac.ir/article_2513.html. | ||
|
آمار تعداد مشاهده مقاله: 482 تعداد دریافت فایل اصل مقاله: 26 |
||