تقویت مهارت‌های طراحی آموزشی معلمان ابتدایی به واسطه تدریس‌پژوهی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیات علمی دانشگاه فرهنگیان، تهران ، ایران

2 استادیار گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران

3 آموزش و پرورش نا حیه1 ، ساری، مازندارن

4 کاردرمانگر، آموزش و پرورش استثنایی، ساری مازندران

10.22080/eps.2026.30678.2390

چکیده

هدف: در این مطالعه تقویت مهارت‌های طراحی آموزشی معلمان ابتدایی از طریق تدریس پژوهی در فرایند عملی (مورد مطالعه مدارس ابتدایی شهر ساری) مورد بررسی قرار گرفته است.
روش‌شناسی: پژوهش با رویکرد آمیخته طراحی شد و در بخش کیفی، مشاهدات سیستماتیک پنج جلسه تدریس معلم با استفاده از متدولوژی تدریس‌پژوهی ثبت و با نرم‌افزار MAXQDA تحلیل شد. کدگذاری در سه مرحله انجام گرفت و از 1100 کد اولیه، پس از بازنگری، 1063 کد شامل 579 کد مرتبط با تدریس، 330 کد مرتبط با جلسات تدریس‌پژوهی و مابقی مرتبط با نقاط قوت و چالش‌های معلم استخراج شد. داده‌ها در دو بخش «فرآیند تدریس» و «تحلیل جلسات» سازماندهی و در مضامین کلیدی گروه‌بندی شدند. در بخش کمی، شاخص‌های آماری و آنتروپی شانون برای تحلیل داده‌ها به کار رفت.
یافته‌ها: تدریس‌پژوهی به وس کرده و تبادل تجربیات را تسهیل می‌کند. استفاده از روش‌های نوین تدریس، مدیریت بهینه زمان و ابزارهای آموزشی، کیفیت تدریس را بهبود بخشید. استراتژی‌های پرسش و پاسخ و فیادگیری» با 20.52% فراوانی، بیشترین فراوانی و «مدیریت بهینه سیستم‌های هوشمند آموزشی» با 2.89% کمترین فراوانی را داشت.
نتیجه‌گیری و پیشنهادها: تدریس‌پژوهی با ، مانند مدیریت زمان و طراحی فعالیت‌های متناسب با نیازهای دانش‌آموزان، کیفیت آموزش ابتدایی را ارتقا می‌بخشد و گنجاندن آن در برنامه‌های توسعه معلمان توصیه می‌شود.
نوآوری و اصالت: این مطالعه با ارائه تحلیل جامع از تأثیر تدریس‌پژوهی بر مهارت‌های طراحی آموزشی معلمان ابتدایی در بافت مدارس ساری، با تلفیق مشاهدات سیستماتیک، کدگذاری سه‌مرحله‌ای و تحلیل آمیخته آنتروپی شانون، رویکردی نوین در بررسی توسعه حرفه‌ای معلمان ابتدایی ارائه می‌دهد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Strengthening the Instructional Design Skills of Elementary Teachers through Lesson study

نویسندگان [English]

  • Alireza Badeleh 1
  • Neda Ebrahimmoghadam 2
  • Neda Amozad 3
  • Zeinab Esfandiyari Kolaee 4
1 Faculty Member, Farhangian University, Tehran, Iran
2 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
3 Education and Training District 1, Sari, Mazandaran
4 Occupational Therapist, Exceptional Education, Sari, Mazandaran
چکیده [English]

Aim: Lesson study is recognized as a novel and participatory approach that strengthens the instructional design skills of elementary school teachers and enhances the quality of learning in classrooms. This study examined the enhancement of instructional design skills of elementary school teachers through lesson study in the practical process of lesson study (case study: elementary schools in Sari city).
Methodology: This research was designed with a mixed-methods approach (qualitative-quantitative). In the qualitative section, systematic observations of five teaching sessions of the teacher were recorded using lesson study methodology and analyzed with MAXQDA software. Coding was performed in three stages: open, axial, and selective, and from 1100 initial codes, after review, 1063 codes—including 579 codes related to teaching, 330 codes related to lesson study sessions, and the rest related to the teacher's strengths and challenges—were extracted. Data were organized into two main sections, "teaching process" and "session analysis," and grouped into key themes. In the quantitative section, statistical indicators such as frequency, percentage frequency, and were used for data analysis
Results: strategies and practical activities strengthened students' learning. Time limitations and shortages .Quantitative analysis indicated that the category "effective management of the learning process" had the highest frequency at 20.52%, while "optimal management of intelligent educational systems" had the lowest at 2.89%.
Conclusions and suggestions: Lesson study enhances the quality of elementary education by strengthening teachers' individual skills, such as time management and designing activities appropriate to students' needs, and it is recommended to incorporate it into teachers' professional development programs.

کلیدواژه‌ها [English]

  • Elementary teachers
  • Instructional design
  • Lesson study
  • Mixed-methods approach

مراجع

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مطالعات برنامه ریزی آموزشی
دوره 14، شماره 28
اسفند 1404
صفحه 257-277

فایل ها

سابقه مقاله

  • تاریخ دریافت: 10 آذر 1404
  • تاریخ بازنگری: 03 دی 1404
  • تاریخ پذیرش: 17 دی 1404

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