پديد آورندگان :
مومني, حسن داﻧﺸﮕﺎه ﺗﻬﺮان - داﻧﺸﮑﺪه ﻋﻠﻮم اﺟﺘﻤﺎﻋﯽ , سپيدنامه، بهروز داﻧﺸﮕﺎه اﯾﻼم - گروه ﻋﻠﻮم اﺟﺘﻤﺎﻋﯽ , حسن پور امنيه, زهرا داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ واﺣﺪ ﻧﺠﻒ آﺑﺎد
چكيده فارسي :
روش تحقيق حاضر توصيفي و از نوع همبستگي و از نظر نوع تحقيق نيز، كاربردي بود. جامعه آماري اين پژوهش شامل 4800 معلم در سال 98-1397 با حجم نمونه 320 نفر و روش نمونه گيري نيز خوشه اي چند مرحله بود. ابزار اصلي جمع آوري داده ها پرسشنامه محقق ساخته بود كه اعتبار آن مورد بررسي قرار گرفت و ميزان پايايي (آلفاي كرونباخ) آن برابر 0/84 حاصل شد. براي تجزيه و تحليل داده ها از آزمون هاي همبستگي، تحليل واريانس يك طرفه و رگرسيون چندگانه استفاده شد.
يافته ها
ﻫﺎ: ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ ﻧﺸﺎن دادﻧﺪ ﺳﻦ )0/000=P و 0/55-R=(، ﺳﻄﺢ ﺗﺤﺼﯿﻼت )0/000=P و 0/47- R= و ﺳﻨﻮات ﺧﺪﻣﺖ )0/000=P و 0/45-R=( ﺑﺎ ﺑﻪ ﮐﺎرﮔﯿﺮي روش ﻫﺎي ﻧﻮﯾﻦ ﺗﺪرﯾﺲ راﺑﻄﻪ ﻣﻌﻨﺎدار اﻣﺎ ﻣﻨﻔﯽ دارﻧﺪ. ﻫﻤﭽﻨﯿﻦ ﻣﺘﻐﯿﺮﻫﺎي ﻣﺴﺌﻮﻟﯿﺖ اﺟﺘﻤﺎﻋﯽ )0/000=P و R=0/48( و ﻧﮕﺮش )0/000=P و R=0/71( ﺑﺎ ﺑﻪ ﮐﺎرﮔﯿﺮي روش ﻫﺎي ﻧﻮﯾﻦ ﺗﺪرﯾﺲ راﺑﻄﻪ ﻣﻌﻨﺎدار و ﻣﺜﺒﺖ دارﻧﺪ. آزﻣﻮن ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﯾﮏ ﻃﺮﻓﻪ ﻧﯿﺰ ﻧﺸﺎن داد ﺑﯿﻦ دوره ﺗﺪرﯾﺲ ﻣﻌﻠّﻤﺎن و ﺑﻪ ﮐﺎرﮔﯿﺮي روش ﻫﺎي ﻧﻮﯾﻦ ﺗﺪرﯾﺲ راﺑﻄﻪ ﻣﻌﻨﺎداري وﺟﻮد دارد. ﺑﺪﯾﻦ ﺷﮑﻞ ﮐﻪ ﻣﻌﻠّﻤﺎن اﺑﺘﺪاﯾﯽ ﻧﺴﺒﺖ ﺑﻪ ﻣﺘﻮﺳﻄﻪ ﺑﯿﺸﺘﺮ از روش ﻫﺎي ﻧﻮﯾﻦ ﺗﺪرﯾﺲ اﺳﺘﻔﺎده ﮐﺮده اﻧﺪ. ﺗﻨﻬﺎ دوره ﻫﺎي ﺿﻤﻦ ﺧﺪﻣﺖ )0/133=P و R=0/10( ﺑﺎ ﻣﺘﻐﯿﺮ واﺑﺴﺘﻪ ﻓﺎﻗﺪ راﺑﻄﻪ ﺑﻮد. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﻧﯿﺰ ﺣﺎﮐﯽ از اﯾﻦ ﺑﻮد ﭼﻬﺎر ﻣﺘﻐﯿﺮ ﺑﺎﻗﯿﻤﺎﻧﺪه در ﻣﺪل ﯾﻌﻨﯽ ﻧﮕﺮش، ﺳﻦ، دوره ﺗﺪرﯾﺲ و ﺳﻄﺢ ﺗﺤﺼﯿﻼت ﺗﻮاﻧﺴﺘﻨﺪ )ﺿﺮﯾﺐ ﺗﻌﯿﯿﻦ R2 =0/60( ﺣﺪود 0/60 وارﯾﺎﻧﺲ ﻣﺘﻐﯿﺮ واﺑﺴﺘﻪ را ﺗﺒﯿﯿﻦ ﮐﻨﻨﺪ.
نتيجه گيري
با عنايت به اينكه مشخص شد نگرش معلمان بالاترين نقش در پيشي بيني به كارگيري روش هاي نوين تدريس دارد لذا متوليان نظام آموزش و پرورش بايد در جهت تغيير نگرش معلمان نسبت به روش هاي نوين تدريس گام بردارند.
چكيده لاتين :
The purpose of the present paper was to study factors affecting the application of modern teaching methods by female teachers of Ilam Province.
Methodology: The research is being conducted descriptively and is of a correlational type and an applied one. The statistical population includes about 4800 teachers, out of which 320 (sample size) were selected through cluster sampling. The main tool for collecting data was questionnaire which was validated and its reliability (Cronbach‟s alpha) was 0.84. The statistical tests including correlation test, one-way analysis of variance, and multiple regression were used to analyze the data.
Findings: The results indicated that age (P= 0.000, R= - 0.55), level of education (P= 0.000, R= - 0.47), and length of service (P= 0.000, R= - 0.45) have significant, negative relationship with application of modern teaching methods. Variables of social responsibility (P= 0.000, R= 0.48) and attitude (P= 0.000, R= 0.71) have significant, positive relationship with application of modern teaching methods. One-way analysis of variance showed that there is a significant relationship between teachers‟ teaching level and the application of modern teaching methods, such that elementary-school teachers used modern teaching methods more than high-school teachers. In-service training course (P= 0.133, R= 0.10) was the only variable having no relationship with the dependent variable. The results of regression analysis showed that the four remaining variables of the model, i.e. attitude, age, teaching level, and level of education, could explain about 0.60 of variance of the dependent variable.
Conclusion: Considering the fact that teachers‟ attitude plays the greatest part in prediction of application of modern teaching methods, the Education System authorities should take measures to change teachers‟ attitude towards modern teaching methods.
