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چالش‌های کلاس‌های چندپایه از منظر برنامه‌ریزی آموزشی: شناسایی ابعاد و برازش الگو | ||
| مطالعات برنامه ریزی آموزشی | ||
| دوره 13، شماره 25، شهریور 1403، صفحه 133-158 اصل مقاله (941.81 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22080/eps.2024.27587.2271 | ||
| نویسندگان | ||
| مهدی نامداری پژمان* ؛ خسرو نظری | ||
| گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران | ||
| تاریخ دریافت: 23 خرداد 1403، تاریخ بازنگری: 19 مرداد 1403، تاریخ پذیرش: 01 شهریور 1403 | ||
| چکیده | ||
| هدف: کلاس‌های چندپایه ازجمله راهبردهای اجتناب‌ناپذیر در نظام‌های آموزشی است که به علل مختلف مورد استفاده قرار می‌گیرند. از منظر برنامه‌ریزی آموزشی، این نوع از آموزش مبتنی بر بازسازماندهی و مدیریت کلاس درس تعریف کرد. هدف اصلی این پژوهش، واکاوی چالش‌های کلاس‌های چندپایه مدارس از منظر برنامه‌ریزی آموزشی بود. روش‌شناسی: روش پژوهش بر اساس هدف، کاربردی و براساس نوع داده‌ها، آمیخته (کیفی-کمی) است. جامعه آماری شامل کلیه معلمان کلاس‌های چندپایه کشور بود، که در بخش کیفی با روش نمونهگیری هدف‌مند، 15 نفر و در بخش کمی با روش نمونهگیری خوشه‌ای تصادفی 430 نفر از آنان انتخاب شدند. داده‌های بخش کیفی از طریق مصاحبه نیمه‌ساختاریافته جمع‌آوری شد. پس از شناسایی چالش‌های اصلی، پرسشنامه‌ای مشتمل بر 87 گویه طراحی و در گروه کانونی اعتباربخشی شد. در بخش کمی از طریق اجرای تحلیل عاملی تأییدی، الگوی به‌دست آمده مورد بررسی قرار گرفت. یافته‌ها: نتایج حاکی از آن هستند که در مجموع هشت چالش اساسی انگیزشی (0.99=β)، سازمانی (0.98=β)، کالبدی و امکاناتی (0.97=β)، منابع حمایتی و اطلاع‌یابی (0.93=β)، عملیاتی (0.90=β)، روش‌شناختی و پداگوژیکی (0.88=β)، آموزشی و بهسازی (0.82=β) و تربیت و توسعه معلم (0.81=β) شناسایی شدند. براین اساس، اولویت‌بندی چالش‌ها مشخص شد (چالش انگیزشی دارای اولویت اول). در تحلیل عاملی تأییدی دو شاخص نشان دهنده خطا یعنی شاخص RMSEA، با مقدار 0.02 و RMR با مقدار 0.04 حاکی از پایین بودن خطای مدل است. سه شاخص نیکویی هم به‌ترتیب برای شاخص GFI، 0.96، شاخص تعدیل شده GFI یعنی AGFI، برابر 0.91 و برای شاخص NFI، برابر 0.99 انطباق خوب مدل با داده‌های مشاهده‌شده را نشان می‌دهد. نتیجه‌گیری و پیشنهادها: مدارس چندپایه، بخش مهمی از نظام آموزش‌وپرورش هستند و بایستی ضمن شناسایی چالش‌ها و مسائل برنامه‌ریزی آموزشی آن، نسبت به اصلاح اقدام کرد. نتایج این پژوهش ضمن شناسایی این موارد، نسبت به ارائه پیشنهادهایی دال بر آموزش پیش از خدمت و حین خدمت و نیز تقویت محتوایی پرداخته است. نوآوری و اصالت: براساس چالش‌های شناسایی شده، راهبردها و سیاست‌هایی توصیه شده است که حداقل 700 هزار دانش‌آموز و بیش از 50 معلم را در برمی‌گیرد. | ||
| کلیدواژه‌ها | ||
| کلاس چندپایه؛ مدیریت کلاس چندپایه؛ برنامه‌ریزی آموزشی؛ سازماندهی محتوا؛ حرفه‌ای‌گری معلم | ||
| عنوان مقاله [English] | ||
| Challenges of Multigrade classes from Viewpoint of Educational Planning: Identifying Dimensions and Fitting the Model | ||
| نویسندگان [English] | ||
| Mahdi Namdari Pejman؛ Khosro Nazari | ||
| Department of Educational Administration, Farhangian University, Tehran, Iran | ||
| چکیده [English] | ||
| Aim: Multi-grade classes are among the inevitable strategies in educational systems that are used for various reasons. From the point of view of educational planning, this type of education is defined based on reorganization and classroom management. The main goal of this research was to analyze the challenges of multi-grade classes in schools from the point of view of educational planning. Methodology: The research method based on the purpose is applied and mixed based on the type of data. The statistical population included all the teachers of multi-grade classes in the country, 15 people were selected in the qualitative section using the purposeful sampling method and 430 people were selected in the quantitative section using the random cluster sampling method. Qualitative part data was collected through semi-structured interview. After identifying the main challenges, a questionnaire consisting of 87 items was designed and validated in the focus group. In the quantitative section, the obtained pattern was examined through the implementation of confirmatory factor analysis. Results: The results indicate that there are eight basic challenges: motivational (β=0.99), organizational (β=0.98), physical and facilities (β=0.97), support and information resources (β=0.93), operational (β=0.93). β=0.90), methodological and pedagogical (β=0.88), educational and improvement (β=0.82) and teacher training and development (β=0.81) were identified. Based on this, the prioritization of challenges was determined (motivational challenge with first priority). In the confirmatory factor analysis, two error indicators, namely, the RMSEA index with a value of 0.02 and RMR with a value of 0.04, indicate that the model error is low. The three goodness-of-fit indices are 0.96 for the GFI index, 0.91 for the adjusted GFI index, AGFI, and 0.99 for the NFI index, showing the good fit of the model. Conclusions and suggestions: Multi-grade schools are an important part of the education system, and while identifying its challenges and issues, planning for improvement should be done. The results of this research, while identifying these cases, provided suggestions for pre-service and in-service training as well as content enhancement. Innovation and originality: Based on the identified challenges, strategies and policies have been recommended, which include at least 700,000 students and more than 50 teachers | ||
| کلیدواژه‌ها [English] | ||
| Multi-Grade Class, Multi-Grade Classroom Management, Educational Planning, Content Organization, Teacher Professionalism | ||
| مراجع | ||
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