بررسی ارتباط میان ادراک راهبردهای آموزشی معلمان با شکوفایی توانایی و از خودبیگانگی تحصیلی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

2 استادیار، گروه روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران

3 دانشیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

4 کارشناسی ارشد برنامه‌ریزی درسی، دانشگاه آزاد اسلامی، واحد اردبیل، اردبیل، ایران

چکیده

هدف: نظام‌­های تعلیم و تربیت در سراسر جهان در پی دستیابی به متغیرهای مثبت و انگیزه بخش هستند تا از طریق شناسایی توانمندی­‌های دانش‌­آموزان در راستای تأثیرگذاری بر انتشار و تولید آگاهی، ارتقاء توانایی یا افزایش نیکی در جهان بهره ببرند و درنتیجه، محصلان بتوانند معنای بزرگتری برای تحصیل خویش در جهان هستی بیابند. هدف پژوهش حاضر بررسی ارتباط میان ادراک از راهبردهای آموزشی معلمان با شکوفایی توانایی و از خودبیگانگی تحصیلی دانش‌آموزان بود.
روش­: روش پژوهش حاضر توصیفی از نوع همبستگی می‌باشد. جامعه آماری تحقیق حاضر دانش‌آموزان دختر متوسطه دوم شهر اردبیل بود که برابر 7750 نفر بود. برای تعیین حجم نمونه از جدول مورگان استفاده شد و تعداد نمونه برابر 367 نفر بدست آمد که با روش نمونه‌گیری تصادفی خوشه­‌ای انتخاب شدند. بری اندازه‌گیری متغیرها از پرسشنامه راهبردهای آموزشی معلمان توسط عظیم­‌پور (1393)، پرسشنامه شکوفایی توانایی توسط لفرانکویس و همکاران (1977) و پرسشنامه ازخودبیگانگی تحصیلی دیلون و گروات (1976) استفاده شد. داده­‌ها با استفاده از نرم­‌افزار SPSS-26 و ضریب رگرسیون تحلیل شدند.
یافته‌ها: یافته‌های تحقیق نشان داد که میان ادراک از راهبردهای آموزشی معلمان با شکوفایی توانایی دانش‌آموزان ارتباط مثبت معنی‌داری وجود دارد و محوریت دانش‌آموز 0/21، آموزش مبتنی بر گروه 0/17، ایجاد تمرکز و انگیزه 0/16، تدارک محیط بهینه 0/22 و آماده‌سازی 0/20 تغییرات شکوفایی توانایی دانش‌آموزان را پیش‌بینی می‌کند. همچنین میان راهبردهای آموزشی معلمان با ازخودبیگانگی تحصیلی دانش‌آموزان رابطه منفی و معنی‌داری دارد و محوریت دانش‌آموز 0/12-، آموزش مبتنی بر گروه 0/14-، تدارک محیط بهینه 0/13- و آماده سازی 0/18- تغییرات ازخودبیگانگی تحصیلی دانش‌آموزان را پیش‌بینی می‌کنند.
نتیجه‌گیری: براساس یافته‌­های پژوهش حاضر می­توان نتیجه گرفت ادراک از راهبردهای آموزشی معلمان می‌­تواند با شکوفایی توانایی دانش‌آموزان ارتباط داشته باشد و دانش‌­آموزان در سایه تلاش‌های معلم برای آموزش بهتر، یادگیری صحیح و در عین حال کیفیت آموزشی بالاتری انگیزه بالاتری خواهند داشت.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Investigating the Relationship Between Teachers' Perceptions of Educational Strategies with Ability Development and Academic Alienation of Students

نویسندگان [English]

  • Kamal Nosrati Heshi 1
  • Hamidreza Dehghan 2
  • Mohammad Azimi 3
  • Elnaz Kohinodeh 4
1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
2 Assistant Professor, Department of Psychology and Counselling, Farhangian University, Tehran, Iran
3 Associate Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran
4 MA in Curriculum Planning, Ardabil Branch, Islamic Azad University, Ardabil, Iran
چکیده [English]

Objective: Education systems around the world are seeking to achieve positive and motivating variables in order to benefit from identifying students' capabilities in order to influence the dissemination and production of knowledge, enhance ability, or increase goodness in the world, and as a result, students can find greater meaning for their education in the world. The aim of the present study was to examine the relationship between teachers' perceptions of educational strategies and ability development and academic alienation of students
Method: The present research method is descriptive of correlation type. The statistical population of the present research was female students of the second high school in Ardabil city, which was equal to 7750 people. Morgan's table was used to determine the sample size, and the sample size was 367 people, who were selected using cluster random sampling. To measure the variables, the questionnaire of teachers' educational strategies by Azimpour (2014), the questionnaire of ability development by Lefrançois & et al (1997) and the questionnaire of academic alienation by Dillon & Grout (1976) were used. The data were analyzed using SPSS-26 software and regression coefficient.
Results: The research findings showed that there is a significant positive relationship between the perception of teachers' educational strategies and the development of students' abilities. So that student-centeredness (0.21), group-based education (0.17), creating focus and motivation (0.16), providing an optimal environment (0.22), and preparation (0.20) predict changes in students' ability development. Teachers' educational strategies also have a negative and significant effect on students' academic alienation, and student-centeredness (-0.12), group-based education (-0.14), providing an optimal environment (-0.13), and preparation (-0.18) predict changes in students' academic alienation.
Conclusion: Based on the findings of the present study, it can be concluded that teachers' educational strategies can help students' abilities flourish, and students will be more motivated due to the teacher's efforts for better education, correct learning, and at the same time higher educational quality.

کلیدواژه‌ها [English]

  • ability development
  • academic alienation
  • educational strategies
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  • تاریخ دریافت: 27 بهمن 1403
  • تاریخ بازنگری: 08 اسفند 1403
  • تاریخ پذیرش: 11 اسفند 1403
  • تاریخ اولین انتشار: 01 تیر 1404
  • تاریخ انتشار: 01 تیر 1404