كليدواژه :
ﭘﺪﯾﺪار ﺷﻨﺎﺳﯽ و اﻟﮕﻮﭘﺬﯾﺮي , ﭼﻨﺪ ﻣﻠﯿﺘﯽ , اﺧﻼق , داﻧﺶآﻣﻮزان ﭼﻨﺪ ﻣﻠﯿﺖ در ﺷﻬﺮ ﻣﺸﻬﺪ , پديدار شناسي عدم الگوپذيري اخلاقي , معلم و دانش آموز
چكيده فارسي :
ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ، دﻧﺒﺎل ﺷﻨﺎﺳﺎﯾﯽ ﻣﻮاﻧﻊ اﻟﮕﻮﭘﺬﯾﺮي اﺧﻼﻗﯽ در رواﺑﻂ ﻣﯿﺎن ﻣﻌﻠﻢ و داﻧﺶآﻣﻮز ﺑﻮده اﺳﺖ. ﺑﺮاي ﭘﺎﺳﺦ ﺑﻪ ﺳﺆاﻻت ﺗﺤﻘﯿﻖ از ﭘﺪﯾﺪارﺷﻨﺎﺳﯽ ﺗﻮﺻﯿﻔﯽ اﺳﺘﻔﺎده ﺷﺪه ﮐﻪ در آن ﻣﺼﺎﺣﺒﻪ اي ﺑﺎ 14 داﻧﺶآﻣﻮز از ﻣﻠﯿﺖﻫﺎي ﻣﺨﺘﻠﻔﯽ ﮐﻪ در ﺷﻬﺮ ﻣﺸﻬﺪ اﻗﺎﻣﺖ دارﻧﺪ اﻧﺠﺎم ﺷﺪه اﺳﺖ. ﻣﺸﺎرﮐﺖ ﮐﻨﻨﺪﮔﺎن از 8ﻣﻠﯿﺖ )ﻫﻨﺪوﺳﺘﺎن، اﻓﻐﺎﻧﺴﺘﺎن، ﭼﯿﻦ، ﭘﺎﮐﺴﺘﺎن، ﻧﯿﺠﺮﯾﻪ، ﮔﺎﻣﺒﯿﺎ، ﻟﺒﻨﺎن و ﮔﯿﻨﻪ( ﻫﺴﺘﻨﺪ و از ﺑﯿﻦ آﻧﻬﺎ، 7داﻧﺶآﻣﻮز ﭘﺴﺮ و 7دﺧﺘﺮ و ﺳﻦ آنﻫﺎ ﺑﯿﻦ 12ﺗﺎ 17 ﺳﺎل )و ﻣﯿﺎﻧﮕﯿﻦ 13.6( اﺳﺖ. در اﯾﻦ ﭘﮋوﻫﺶ اﻋﺘﺒﺎر ﺑﺨﺸﯽ دﺳﺖ آوردﻫﺎ ﻃﺒﻖ دﯾﺪﮔﺎه ﻣﮕﻮﺋﯿﺮ ﺻﻮرت ﮔﺮﻓﺘﻪ و ﺑﺎ ﮐﻤﮏ ﻓﺮدي داراي ﺗﺠﺮﺑﻪ ﺗﺤﻘﯿﻖ ﮐﯿﻔﯽ ﺑﻪ ﻋﻨﻮان ﻧﺎﻇﺮ در ﮐﻠﯿﻪ ﻣﺮاﺣﻞ ﺗﺤﻘﯿﻖ و ﻫﻤﭽﻨﯿﻦ ﻣﻀﺎﻣﯿﻦ و زﯾﺮ ﻣﻀﺎﻣﯿﻦ ﺑﻪ دﺳﺖ آﻣﺪه ﺑﻪ ﺷﺮﮐﺖﮐﻨﻨﺪﮔﺎن اراﺋﻪ ﺷﺪه و ﻧﻈﺮات آن ﻫﺎ اﻋﻤﺎلﺷﺪه اﺳﺖ وﮔﺰارش ﻧﻬﺎﺋﯽ، ﻫﻤﺮاه ﺑﺎ ذﮐﺮ ﻧﻘﻞ ﻗﻮﻟﯽ از ﺷﺮﮐﺖ ﮐﻨﻨﺪﮔﺎن آورده ﺷﺪه اﺳﺖ. ﭘﺲ از ﺗﺤﻠﯿﻞ دادهﻫﺎ، ﭼﻬﺎر ﻣﻀﻤﻮن و دوازده زﯾﺮ ﻣﻀﻤﻮن ﺑﻪ دﺳﺖآﻣﺪه و ﻣﻮاردي از ﻗﺒﯿﻞ ﻧﮕﺮشﻫﺎي داﻧﺶآﻣﻮز ﻧﺴﺒﺖ ﺑﻪ ﻣﻌﻠﻢ، ادراك داﻧﺶآﻣﻮز ﻧﺴﺒﺖ ﺑﻪ راﺑﻄﻪ ﻣﻌﻠﻢ-داﻧﺶآﻣﻮز، ﻧﮕﺮش داﻧﺶآﻣﻮز ﻧﺴﺒﺖ ﺑﻪ ﺧﻮد و ﺗﺄﺛﯿﺮ دﯾﮕﺮان ازﺟﻤﻠﻪ ﻋﻮاﻣﻠﯽ ﻣﻌﺮﻓﯽ ﺷﺪﻧﺪ ﮐﻪ در اﻟﮕﻮﭘﺬﯾﺮي داﻧﺶآﻣﻮز از ﻣﻌﻠﻢ، ﻧﻘﺶ و ﺗﺄﺛﯿﺮ دارﻧﺪ. ﻣﺠﻤﻮع ﻧﮕﺮﺷﻬﺎي ﻣﺮﺑﻮط ﺑﻪ ﻣﻮارد، در ﺻﻮرت ﻣﻨﻔﯽ ﺑﻮدن، ﻧﻘﺶ ﻗﺎﺑﻞ ﺗﻮﺟﻬﯽ در اﻟﮕﻮﭘﺬﯾﺮي داﻧﺶ آﻣﻮز از ﻣﻌﻠﻢ ﺑﺎزي ﻣﯽﮐﻨﻨﺪ. ﯾﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ ﺑﺎ ﻧﻈﺮﯾﻪ ﺷﻨﺎﺧﺘﯽ اﺟﺘﻤﺎﻋﯽ ﺑﻨﺪورا و ﺑﺨﺸﯽ از ﻧﻈﺮﯾﻪ ﺗﺤﻮﻟﯽ-ﺗﻔﺎوﺗﻬﺎي ﻓﺮدي ﻣﺒﺘﻨﯽ ﺑﺮ ارﺗﺒﺎط و ﻧﻈﺮﯾﻪ ﻫﺎي اﻧﮕﯿﺰش دروﻧﯽ ﻫﻤﺴﻮ ﺑﻮده و ﻃﺒﻖ دﺳﺖ آوردﻫﺎي ﭘﮋوﻫﺸﯽ، ﭘﯿﺸﻨﻬﺎد ﻣﯽﺷﻮد ﮐﻪ ﺗﻌﺎﻣﻞ ﻣﺜﺒﺖ، اراﺋﻪ ﻓﻌﺎﻟﯿﺘﻬﺎﯾﯽ ﻫﻤﺮاه ﺑﺎ ﻫﯿﺠﺎﻧﺎت ﻣﺜﺒﺖ و ﻫﻤﭽﻨﯿﻦ راﻫﻨﻤﺎﯾﯽ داﻧﺶ آﻣﻮزان ﺑﺮاي ﻫﻤﻨﺸﯿﻨﯽ ﺑﺎ دوﺳﺘﺎن ﻣﻨﺎﺳﺐ، ﻣﻮرد ﺗﺎﮐﯿﺪ ﻗﺮار ﺑﮕﯿﺮد.
چكيده لاتين :
The current research has sought to identify the obstacles of ethical modeling in the relationship between teachers and students. To answer the research questions, descriptive phenomenology was used, in which an interview was conducted with 14 students of different nationalities who reside in Mashhad. The participants are from 8 nationalities (India, Afghanistan, China, Pakistan, Nigeria, Gambia, Lebanon and Guinea) and among them, 7 male and 7 female students and their age is between 12 and 17 years (and the average is 13.6). In this research, the validation of the achievements was done according to Maguire's point of view and with the help of a person with qualitative research experience as an observer in all stages of the research, as well as the themes and sub-themes obtained were presented to the participants and their opinions were applied, and the final report, along with Quotations from the participants are given. After analyzing the data, four themes and twelve sub-themes were obtained and items such as student's attitudes towards the teacher, student's perception towards the teacher-student relationship, student's attitude towards himself and the influence of others were introduced as factors that influence the student's imitation of the teacher. They have a role and influence. The sum of the attitudes related to the cases, if negative, play a significant role in the student's imitation of the teacher. The research findings were supported by bandura’s social cognitive theory, Greenspan’s developmental, individual differences and relationship-based model (DIR) and intrinsic motivational theories. Research findings have suggested emphasis on maintaining positive relationship between teacher and student, underlying positive emotional experiences in educational process and guiding student to choose appropriate peers in order to have effective moral educational process.
