سنجش وضعيت موجود مؤلفه‌هاي تدريس اثربخش از ديدگاه دبيران مدارس متوسطه اول

Assessment the current situation of Effective Teaching from the point of view of primary school teachers

ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ، ﺳﻨﺠﺶ وﺿﻌﯿﺖ ﻣﻮﺟﻮد ﻣﺆﻟﻔـﻪ ﻫـﺎي ﺗـﺪرﯾﺲ اﺛـﺮﺑﺨﺶ از دﯾـﺪﮔﺎه دﺑﯿـﺮان ﻣـﺪارس ﻣﺘﻮﺳﻄﻪ اول ﺑﻮد. روش ﭘﮋوﻫﺶ، ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﭘﯿﻤﺎﯾﺸﯽ ﺑﻮده اﺳﺖ. ﺑﺮاي ﺗﻌﯿﯿﻦ ﺣﺠﻢ ﻧﻤﻮﻧﻪ از ﺟﺎﻣﻌـﮥ 185 ﻧﻔﺮي دﺑﯿﺮان ﻣﺪارس ﻣﺘﻮﺳﻄﻪ دوره اول ﺳﯿﻠﻮاﻧﺎ ﺑﺎ ﮐﻤﮏ ﺟﺪول ﻣﻮرﮔﺎن وﮐﺮﺟﺴـﯽ ، 118 ﻧﻔـﺮ ﺑـﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪ اي ﻣﺘﻨﺎﺳﺐ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺑﺮاي ﺟﻤﻊ آوري داده ﻫﺎ، از ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘـﻖ ﺳﺎﺧﺘﻪ ﺗﺪرﯾﺲ اﺛﺮﺑﺨﺶ ﺑﺎ ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ 0/74 اﺳﺘﻔﺎده ﺷﺪ. رواﯾﯽ ﺻﻮري و ﻣﺤﺘﻮاﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻧﯿﺰ ﺑﻪ ﺗﺄﯾﯿﺪ ﻣﺘﺨﺼﺼﺎن ﮔﺮوه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ و اﺳﺘﺎد راﻫﻨﻤﺎ رﺳﯿﺪ. ﺟﻬﺖ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ از آزﻣﻮن ﺗﯽ ﺗﮏ ﻧﻤﻮﻧﻪ اي و ﻣﻘﺎﯾﺴﻪ ﻧﻤﺮه ﻣﯿﺎﻧﮕﯿﻦ ﻫﺎ ﺟﻬﺖ رﺗﺒﻪ ﺑﻨﺪي اﺳﺘﻔﺎده ﮔﺮدﯾﺪ. ﯾﺎﻓﺘﻪ ﻫﺎي ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ وﺿﻌﯿﺖ ﻣﻌﯿﺎرﻫﺎي ﻣﺮﺑﻮط ﺑﻪ ﻃﺮاﺣﯽ ﺑﺮﻧﺎﻣﻪ درﺳﯽ، وﯾﮋﮔﯽ ﻫﺎي ﺷﺨﺼﯿﺘﯽ، رواﺑﻂ اﻧﺴـﺎﻧﯽ، ﺗﻮﺟـﻪ ﺑـﻪ ﻣﺤﯿﻂ ﯾﺎدﮔﯿﺮي و روش ﺗﺪرﯾﺲ ﺑﺎﻻﺗﺮ از ﻣﺘﻮﺳﻂ ﻧﻈﺮي و وﺿﻌﯿﺖ ارزﺷﯿﺎﺑﯽ ﻣﺆﺛﺮ و ﺑﻪ ﻫﻨﮕﺎم ﭘﺎﯾﯿﻦ ﺗـﺮ از ﻣﺘﻮﺳﻂ ﻧﻈﺮي ﺑﻮد. ﻫﻤﭽﻨﯿﻦ ﻧﺘﯿﺠﻪ ﻣﻘﺎﯾﺴﻪ ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮه ﻣﻌﯿﺎرﻫـﺎي ﺗـﺪرﯾﺲ اﺛـﺮﺑﺨﺶ، ﻧﺸـﺎن دادﮐـﻪ ﺑﯿﺸﺘﺮﯾﻦ ﻣﯿﺎﻧﮕﯿﻦ ﻣﺮﺑﻮط ﺑﻪ رواﺑﻂ اﻧﺴﺎﻧﯽ)4/02( و ﮐﻤﺘﺮﯾﻦ ﻣﯿﺎﻧﮕﯿﻦ ﻣﺮﺑـﻮط ﺑـﻪ ارزﺷـﯿﺎﺑﯽ ﻣـﺆﺛﺮ و ﺑـﻪ ﻫﻨﮕﺎم)2/78( ﺑﻮد. ﻧﺘﯿﺠﻪ ﮐﻠﯽ اﯾﻨﮑﻪ ﺳﻨﺠﺶ وﺿﻌﯿﺖ ﻣﻮﺟﻮد ﻣﺆﻟﻔـﻪ ﻫـﺎي ﺗـﺪرﯾﺲ اﺛـﺮﺑﺨﺶ از دﯾـﺪﮔﺎه دﺑﯿﺮان ﻣﺪارس ﻣﺘﻮﺳﻄﻪ اول، ﺑﯿﺎﻧﮕﺮ ﺳﻄﺢ ﻧﺴﺒﺘﺎً ﻣﻄﻠﻮب ﻣﻌﯿﺎرﻫﺎي ﻣﺮﺑـﻮط ﺑـﻪ ﻃﺮاﺣـﯽ ﺑﺮﻧﺎﻣـﻪ درﺳـﯽ، وﯾﮋﮔﯽ ﻫﺎي ﺷﺨﺼﯿﺘﯽ، رواﺑﻂ اﻧﺴﺎﻧﯽ، ﺗﻮﺟﻪ ﺑﻪ ﻣﺤﯿﻂ ﯾﺎدﮔﯿﺮي و روش ﺗﺪرﯾﺲ و ﺳﻄﺢ ﻧـﺎﻣﻄﻠﻮب ﻣﻌﯿـﺎر ﻣﺮﺑﻮط ﺑﻪ ارزﺷﯿﺎﺑﯽ ﻣﺆﺛﺮ و ﺑﻪ ﻫﻨﮕﺎم ﺑﻮد؛ ﺑﻨﺎﺑﺮاﯾﻦ ﻻزم اﺳﺖ ﺑﺮﻧﺎﻣﻪ رﯾﺰي ﻫﺎ در راﺳﺘﺎي رﺳﯿﺪن ﺑـﻪ ﺳـﻄﺢ ﻣﻄﻠﻮب در زﻣﯿﻨﻪ ارزﺷﯿﺎﺑﯽ ﻣﺆﺛﺮ و ﺑﻪ ﻫﻨﮕﺎم، ﺻﻮرت ﮔﯿﺮد.

The aim of this study was to assess the current situation of effective teaching components from the perspective of high school teachers. The research method was descriptive survey. To determine the sample size of the 185-member community of Silvana's high school, with the help of Morgan and Krejcie's table, 118 people were selected by stratified random sampling. To collect the data, a researcher-made questionnaire with effective Cronbach's alpha coefficient of 0.74 was used. The formal and content validity of the questionnaire was also confirmed by the experts of the Department of Educational Sciences and the Supervisor. To analyze the data, t-sample test and comparison of mean scores were used for ranking. The research findings showed that the status of the curriculum design criteria, personality traits, human relationships, attention to the learning environment and teaching method were higher than the theoretical average and the evaluation status was effective and lower than the theoretical average. Also, the comparison of the average score of effective teaching criteria showed that the highest average was related to human relations (4.02) and the lowest average was related to effective and timely evaluation (2.78). The overall conclusion is that assessing the current status of effective teaching components from the perspective of high school teachers, reflects the relatively favorable level of criteria for curriculum design, personality traits, human relations, attention to the learning environment and teaching method, and the negative level of effective evaluation criteria. It was time Therefore, it is necessary to make plans in order to reach the desired level in the field of effective and timely evaluation.