ﺮﺑﺨﺸﯽ دوره ﻫﺎي آﻣﻮزش درس ﭘﮋوﻫﯽ ﺑﺮ داﻧﺶ و ﻣﻬﺎرت ﺗﺪرﯾﺲ ﻣﻌﻠﻤﺎن دوره اﺑﺘﺪاﯾﯽ

Effectiveness of the training lesson study course of knowledge and teaching skills in elementary teachers

ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﻌﯿﯿﻦ اﺛﺮﺑﺨﺸﯽ دوره ﻫﺎي آﻣﻮزش درس ﭘﮋوﻫﯽ ﺑﺮ داﻧﺶ و ﻣﻬﺎرت ﺗﺪرﯾﺲ ﻣﻌﻠﻤﺎن دوره اﺑﺘﺪاﯾﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺷﺎﻣﻞ ﮐﻠﯿﻪ ﻣﻌﻠﻤﺎن دوره اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﻫﻤﺪان در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1390-91 ﺑﻮد، ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺗﻮﺳﻂ ﻓﺮﻣﻮل ﮐﻮﮐﺮان 468 ﻧﻔﺮ ﺗﻐﯿﯿﻦ ﮔﺮدﯾﺪ ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ )234 ﻧﻔﺮ ﻣﻌﻠﻤﺎﻧﯽ ﮐﻪ دوره درس ﭘﮋوﻫﯽ را ﮔﺬراﻧﺪه و234 ﻧﻔﺮ ﻣﻌﻠﻤﺎﻧﯽ ﮐﻪ اﯾﻦ دوره را ﻧﮕﺬراﻧﺪه ﺑﻮدﻧﺪ( ﺑﻪ ﻋﻨﻮان ﮔﺮوه ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺑﺮاي ﻫﺮ دو ﮔﺮوه ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎي ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ آﮔﺎﻫﯽ از ﻧﻈﺮﯾﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي، ﮐﺎرﺑﺮد ﻧﻈﺮﯾﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي، ﻓﺮاﻫﻢ آوري ﻓﺮﺻﺖ ﻫﺎي ﯾﺎدﮔﯿﺮي، ﻧﮕﺮش ﺑﻪ ﻧﻘﺶ ﺷﯿﻮه ﻫﺎي ﺻﺤﯿﺢ ارزﺷﯿﺎﺑﯽ، ﻧﮕﺮش ﺑﻪ اﺳﺘﻔﺎده از وﺳﺎﯾﻞ آﻣﻮزﺷﯽ و ﮐﻤﮏ آﻣﻮزﺷﯽ و ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎي اﺳﺘﺎﻧﺪارد اﻧﮕﯿﺰه ﮐﺎري ﻣﻌﻠﻤﺎن، ﮐﺎر ﮔﺮوﻫﯽ، ﻣﺪﯾﺮﯾﺖ ﮐﻼس اﺳﺘﻔﺎده ﺷﺪ، ﺿﺮﯾﺐ ﭘﺎﯾﺎﯾﯽ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ آزﻣﻮن ﻫﺎ ﺑﯿﻦ 0/73 ﺗﺎ 0/96 ﺑﻮد. داده ﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺟﺪول ﺗﻮزﯾﻊ ﻓﺮاواﻧﯽ و درﺻﺪ و ﺷﺎﺧﺺ ﻫﺎي آﻣﺎر ﺗﻮﺻﯿﻔﯽ و ﻧﯿﺰ آزﻣﻮن آﻣﺎري ﻣﻦ وﯾﺘﻨﯽ ﯾﻮ ﺑﻪ وﺳﯿﻠﻪ ﻧﺮم اﻓﺰار ﺗﺤﻠﯿﻞ ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﻣﯿﺎﻧﮕﯿﻦ رﺗﺒﻪ ﮐﺎرﺑﺮد ﻧﻈﺮﯾﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي، ﻓﺮاﻫﻢ آوري ﻓﺮﺻﺖ ﻫﺎي ﯾﺎدﮔﯿﺮي، ﻧﮕﺮش ﺑﻪ ﻧﻘﺶ ﺷﯿﻮه ﻫﺎي ﺻﺤﯿﺢ ارزﺷﯿﺎﺑﯽ، ﻧﮕﺮش ﺑﻪ اﺳﺘﻔﺎده از وﺳﺎﯾﻞ آﻣﻮزﺷﯽ و ﮐﻤﮏ آﻣﻮزﺷﯽ، اﻧﮕﯿﺰه ﻫﺎي ﮐﺎري ﻣﻌﻠﻤﺎن، ﻣﺪﯾﺮﯾﺖ ﮐﻼس ﻣﻌﻠﻤﺎن درس ﭘﮋوه از ﻋﺎدي ﺑﯿﺸﺘﺮ ﺑﻮد. ﺑﻨﺎﺑﺮاﯾﻦ ﻣﯽ ﺗﻮان ﻧﺘﯿﺠﻪ ﮔﯿﺮي ﻧﻤﻮد ﮐﻪ دوره ﻫﺎي آﻣﻮزش درس ﭘﮋوﻫﯽ ﺑﺮ روي داﻧﺶ و ﻣﻬﺎرت ﺗﺪرﯾﺲ ﻌﻠﻤﺎن اﺛﺮﺑﺨﺶ ﺑﻮده اﺳﺖ.

The aim of present study is to identify the effectiveness of training courses of scholarship on the knowledge and teaching skill in Hamedan city elementary school teachers in 1390-91 school year, 468 teachers were selected randomly who passed scholarship period (234 person) and the same number of teachers who didn't pass this period were selected using Matching method. For both groups Researcher-made questionnaire of awareness of learning ideas, application of learning ideas, providing the learning opportunities and attitude to the role of proper evaluation methods were used. Data was analyzed using frequency distribution table and percentage and descriptive statistical tests using SPSS software. Results showed that the average rank of learning ideas application, providing learning opportunities, attitude to the role of proper evaluation method of scholarship teachers are higher but there is no meaningful difference between the average awareness rank of learning ideas of scholarship and ordinary teachers. In total, it can be concluded that training courses of scholarship has been effective on the knowledge and teaching skill of teachers. Therefore, it is recommended that instructional periods should be continuing in this area.