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طراحی و اعتبارسنجی الگوی تشویق دانشآموزان دوره ابتدایی | ||
| فناوری و دانش پژوهی در تعلیم و تربیت | ||
| مقاله 6، دوره 6، شماره 1 - شماره پیاپی 20، فروردین 1405، صفحه 9-29 اصل مقاله (1.48 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/t-edu.2024.72578.1210 | ||
| نویسندگان | ||
| مهران فرج اللهی1؛ رضا نوروززاده2؛ عطا ازنب* 3 | ||
| 1استاد گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران. | ||
| 2دانشیار گروه علوم تربیتی، موسسه پژوهش و برناهه ریزی در آموزش عالی، تهران، ایران. | ||
| 3دانش آموخته دکتری تخصصی فلسفه تعلیم و تربیت، دانشگاه پیام نور، تهران، ایران. | ||
| چکیده | ||
| هدف از انجام این پژوهش، طراحی و اعتبارسنجی الگوی تشویق دانشآموزان دوره ابتدایی بود که از نظر هدف کاربردی و با آمیختهای، از روشهای کیفی پدیدارنگاری و سنتزپژوهی و کمی با طراحی پرسشنامه، انجام شد. جامعه آماری ، عوامل آموزشی شهرستان مریوان(20نفر)، با مصاحبههای نیمه ساختاریافته و با تحلیل محتوای استقرایی؛ منابع معتبر و مرتبط (115مورد)، به صورت هدفمند و با ابزار چک لیست و روش استنتاج؛ و متخصصان حوزه علوم تربیتی(10 نفر)، با ابزار پرسشنامه و مصاحبه بود. در پایان، الگوی سه بعدی تشویق،عبارت از بعد اول،(چیستی)، شامل مقولات چهارگانه بازخوردواطلاع، آرامشواحترام، علاقهواشتیاق، و اعتمادوارتباط؛ بعد دوم(چرایی)، شامل مقولات استقلال، شایستگی، رضایت و ارتباط؛ بعد سوم(چگونگی)، شامل دو مقوله، نخست،طراحیآموزشی که خود مشتمل بر مقولات فرعی ششگانه بهبود انگیزه معلمان، رویکردهای نوین طراحیآموزشی، ایجاد شور و نشاط در کلاس، ارائه اهداف و انتظارات، استفاده از روشهای فعال و اکتشافی، و طراحی تکالیف هدفمند و چالشی؛ و دوم، شیوههای ارتباطی در دو بخش سلبی، مشتمل بر مقولات فرعی ششگانه بازخوردهای مبتنی بر قضاوت و انتقاد، تحسین و تمجید مبتنی بر کنترل و استعداد، جایزه و پاداش، مقایسه و رقابت، ترس و اضطراب، اسنادهای غیرقابل کنترل، و ایجابی شامل مقولات هفتگانه که در مقابل مقولات سلبی و جایگزین آنها، اسنادهای قابل کنترل، حق انتخاب، همکاری و رفاقت، مسئولیت یادگیری، تحسین و تمجید مبتنی بر تلاش و استدلال، بازخوردهای توصیفی مبتنی بر فرایند و القای لذت یادگیری طراحی شد. | ||
| کلیدواژهها | ||
| طراحی الگو؛ تشویق؛ دوره ابتدایی | ||
| عنوان مقاله [English] | ||
| Designing and Validation Student Encouragement Model in Elementary School | ||
| نویسندگان [English] | ||
| Mehran Farajollahi1؛ Reza Norouz Zadeh2؛ Ata Aznab3 | ||
| 1Full Professor. Department of Educational Sciences, Payame Noor University, Tehran, Iran. | ||
| 2Associate Professor Associate Professor, Department of Educational Sciences, Institute of Research and Planning in Higher Education, Iran . | ||
| 3PhD graduate in Philosophy of Education, Department of Educational Sciences, Payam Noor University, Tehran, Iran. | ||
| چکیده [English] | ||
| The purpose of this research was to design and validate the model of encouraging elementary school, which was in terms of method, a combination of qualitative methods of phenomenography and synthesis and quantitative method with the design of a questionnaire. the Tripartite Encouragement Model, consisting of the first dimension(What), includes the four categories of feedback and information, peace and respect, interest and enthusiasm, and trust and communication; The second dimension(Why) includes the categories of independence, competence, satisfaction and communication; The third dimension(How) includes two categories, first, educational design, which includes six subcategories of improving teachers' motivation, new approaches to educational design, creating enthusiasm in the classroom, presenting goals and expectations, using active and exploratory methods, and designing targeted and challenging assignments; and second, communication methods in two negative parts, including six subcategories of feedback based on judgment and criticism, praise and praise based on control and talent, reward and reward, comparison and competition, fear and anxiety, uncontrollable documents, and positive including seven categories that were designed in contrast to the negative categories and their substitutes, controllable documents, the right to choose, cooperation and friendship, learning responsibility, praise and praise based on effort and reasoning, descriptive feedback based on the process and inducing the joy of learning. | ||
| کلیدواژهها [English] | ||
| Designing a Model, Encouragement, Elementary School | ||
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