پيش‌بيني سبك تدريس فعال بر اساس سبك‌هاي تفكر معلمان مدارس ابتدايي شهرستان آمل

Predicting the Active Teaching Style Based on the Thinking Styles of Elementary school teachers in Amol city

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﭘﯿﺶﺑﯿﻨﯽ ﺳﺒﮏ ﺗﺪرﯾﺲ ﻓﻌﺎل ﺑﺮ اﺳﺎس ﺳﺒﮏﻫﺎي ﺗﻔﮑﺮ ﻣﻌﻠﻤﺎن ﻣﺪارس اﺑﺘﺪاﯾﯽ ﺷﻬﺮﺳﺘﺎن آﻣﻞ در ﺳﺎل 1397-98 اﻧﺠﺎم ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ را ﺗﻤﺎﻣﯽ ﻣﻌﻠﻤﺎن دوره اﺑﺘﺪاﯾﯽ ﺷﻬﺮﺳﺘﺎن آﻣﻞ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1397-98، ﺗﺸﮑﯿﻞ داد. ﺗﻌﺪاد 120 ﻧﻔﺮ ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ ﻣﻮرد ﻧﻈﺮ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي در دﺳﺘﺮس ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﭘﺲ از اﻧﺘﺨﺎب ﻧﻤﻮﻧﻪﻫﺎي ﻣﻮردﻧﻈﺮ، از ﻣﻌﻠﻤﺎن ﺧﻮاﺳﺘﻪ ﺷﺪ ﺗﺎ ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺳﺒﮏﻫﺎي ﺗﻔﮑﺮ اﺳﺘﺮﻧﺒﺮگ و ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﺮﺟﯿﺢ ﺳﺒﮏ ﺗﺪرﯾﺲ ﭘﺎﺳﺦ دﻫﻨﺪ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻫﺪف ﭘﮋوﻫﺶ، ﭘﺲ از ﺗﺤﻠﯿﻞ ﻧﺘﺎﯾﺞ اوﻟﯿﻪ، ﻧﺘﺎﯾﺞ ﻣﺮﺑﻮط ﺑﻪ 80 ﻧﻔﺮ از ﻣﻌﻠﻤﺎن ﮐﻪ از ﺳﺒﮏ ﺗﺪرﯾﺲ ﻓﻌﺎل ﺑﺮﺧﻮردار ﺑﻮدﻧﺪ ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ، در ﺑﺨﺶ آﻣﺎرﺗﻮﺻﯿﻔﯽ )ﻣﯿﺎﻧﯿﮕﯿﻦ و اﻧﺤﺮاف ﻣﻌﯿﺎر( و در ﺑﺨﺶ آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ از آزﻣﻮن ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن و رﮔﺮﺳﯿﻮن در ﺳﻄﺢ ﻣﻌﻨﯽداري 0/05 ﺑﻬﺮه ﮔﺮﻓﺘﻪ ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﺑﯿﻦ ﺳﺒﮏ ﺗﺪرﯾﺲ ﻓﻌﺎل ﺑﺎ ﺳﺒﮏ ﺗﻔﮑﺮ آزاداﻧﺪﯾﺶ راﺑﻄﻪ ﻣﺜﺒﺖ ﻣﻌﻨﯽدار وﺟﻮد دارد. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ ﺑﺎ روش ﻫﻤﺰﻣﺎن ﻧﺸﺎن داد ﮐﻪ از ﺑﯿﻦ ﻣﺘﻐﯿﺮﻫﺎي ﭘﯿﺶﺑﯿﻦ، ﺳﺒﮏ ﺗﻔﮑﺮ آزاداﻧﺪﯾﺶ ﺗﻮاﻧﺴﺖ ﺳﺒﮏ ﺗﺪرﯾﺲ ﻓﻌﺎل را ﺗﺒﯿﯿﻦ ﮐﻨﺪ. ﺑﻨﺎﺑﺮاﯾﻦ ﺑﺎ 95 درﺻﺪ اﻃﻤﯿﻨﺎن ﻣﯽﺗﻮان ﮔﻔﺖ ﺑﯿﻦ ﺳﺒﮏ ﺗﺪرﯾﺲ ﻓﻌﺎل ﻣﻌﻠﻤﺎن ﺑﺎ ﺳﺒﮏﻫﺎي ﺗﻔﮑﺮ آﻧﻬﺎ ارﺗﺒﺎط ﻣﻌﻨﯽدار وﺟﻮد دارد. در واﻗﻊ ﻣﯽﺗﻮان از ﻧﻮع ﺳﺒﮏﻫﺎي ﺗﻔﮑﺮ ﻣﻌﻠﻤﺎن ﭘﯽ ﺑﻪ ﺳﺒﮏ ﺗﺪرﯾﺲ آﻧﻬﺎ ﺑﺮد، ﮐﻪ از اﯾﻦ اﻃﻼﻋﺎت ﻣﯽﺗﻮان در ﮔﺰﯾﻨﺶ ﻣﻌﻠﻤﺎن اﺳﺘﻔﺎد ﮐﺮد.

The purpose of this study was to predict the active teaching style based on the thinking styles of elementary school teachers in Amol city in the years 1397-98. The statistical population of this study consisted of all elementary school teachers in Amol city in the academic year of 1398-98. a total of 120 subjects were selected using available sampling method. After selecting the samples, teachers were asked to answer the Sternberg Thinking Styles Questionnaire and the Teaching Style Preference Questionnaire. According to the purpose of the study, after analyzing the initial results, were studied the results of 80 teachers with active teaching style. To analyze the data, in the descriptive statistics section (mean and standard deviation) and in the inferential statistics section, was used Pearson correlation coefficient and regression at the significant level 0/05. The results showed that there is a significant positive relationship between active teaching style and free thinking style. The results of multiple regression analysis with concurrent method showed that among the predictor variables, open thinking style was able to explain active teaching style. Therefore, with 95% confidence, it can be said that there is a significant relationship between teachers' active teaching style and their thinking styles. In fact, it is possible to find out the type of teaching style of teachers according to their thinking styles, which can be used in selecting teachers.