واکاوی ادراک معلمان از روش‌های فعال تدریس؛ تجربه‌ای از کلاس‌های درس دوره دوم ابتدایی

نوع مقاله : مقاله پژوهشی

نویسنده

دانشجوی دکتری رشته برنامه‌ریزی درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

10.48310/jcdr.2026.20946.1233

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.

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