چکیده:
هدف: هدف پژوهش حاضر، توصیف تجارب زیسته معلمان از تدریس در کلاسهای چند پایه دوره ابتدایی در مناطق روستایی است. روش: متناسب با هدف، روش پژوهش کیفی و از نوع پدیدارشناسی بوده و جامعه پژوهش شامل کلیه معلمان چند پایه دوره ابتدایی مناطق روستایی شهرستان ماکو بوده که از بین آنها نمونه پژوهش به تعداد 15 نفر با روش نمونهگیری هدفمند ملاک محور، انتخاب شدند. دادهها با استفاده از مصاحبه کیفی نیمه ساختاریافته گردآوری شد و به روش هفت مرحلهای کلایزی، مورد تجزیه و تحلیل قرار گرفت. جهت اعتباریابی دادهها، از نظرات اساتید متخصص، کارشناسان و معلمانی که سالها در مدارس و کلاسهای چندپایه مناطق روستایی شهرستان ماکو خدمت نمودهاند استفاده گردید.یافتهها: تحلیل عمیق تجارب معلمان، به شناسایی و دستهبندی 6 مضمون اصلی: روشهای تدریس و کلاسداری، مشکلات کلاسهای چند پایه، مسائل برنامه درسی، مسائل مالی معلمان و مدارس، تقویت کلاسهای چند پایه و محاسن کلاسهای چند پایه، و 13 زیر مضمون: روشهای تدریس، کلاسداری، مشکلات دانشآموزان کلاسهای چند پایه، مشکلات معلمان کلاسهای چند پایه، مشکلات خانوادههای دانش آموزان کلاسهای چند پایه، محتوای برنامه درسی، اجرای برنامه درسی، دستمزد معلمان، هزینه مدارس، کاستن از مشکلات کلاسهای چند پایه، بهبود و افزایش بهرهوری کلاسهای چند پایه، محاسن مربوط به معلمان و محاسن مربوط به دانشآموزان منتج شد.واژههای کلیدی: تجارب زیسته معلمان، کلاسهای چند پایه، آموزش ابتدایی
AbstractObjective: The purpose of this study is to describe the life experience of teachers of teaching multi-grade primary classes in rural areas.Method: in accordance with the objective, the study is qualitative and phenomenological research. Research population includes all multi-grade teachers of primary schools in rural areas of Mako city, among them, research sample of 15 people was selected by criterion-based purposive sampling. The data was collected by qualitative semi-structured interview and analyzed by Collaizi’s seven-step method. To validate the data, the opinions of expert professors, experts and teachers who have served for many years in multi-grade schools and classrooms in rural areas of Mako County; was used.Findings: In-depth analysis of teachers’ experiences resulted in identification and categorization of 6 main topics: teaching methods and class control, problems of multi-grade classes, curriculum issues, financial issues of teachers and schools, strengthening multi-grade classes, and advantages of multi-grade classes; and 13 sub-themes: teaching methods, class control, problems of students in multi-grade classes, problems of teachers in multi-grade classes, problems of students’ families in multi-grade classes, curriculum content, curriculum implementation, teacher’s salaries, school’s fees, reducing problems of multi-grade classes, improving and increasing productivity of multi-grade classes, advantages of teachers and advantages of students.Keywords: lived experience of teachers, multi-grade classes, primary educationAbstractObjective: The purpose of this study is to describe the life experience of teachers of teaching multi-grade primary classes in rural areas.Method: in accordance with the objective, the study is qualitative and phenomenological research. Research population includes all multi-grade teachers of primary schools in rural areas of Mako city, among them, Research sample of 15 people was selected by criterion-based purposive sampling. The data was collected by qualitative semi-structured interview and analyzed by Collaizi’s seven-step method. To validate the data, the opinions of expert professors, experts and teachers who have served for many years in multi-grade schools and classrooms in rural areas of Mako County; was used.Findings: In-depth analysis of teachers’ experiences in identification and categorization of 6 main topics: teaching methods and class control, problems of multi-grade classes, curriculum issues, financial issues of teachers and schools, strengthening multi-grade classes, and advantages of multi-grade classes; and 13 sub-themes: teaching methods, class control, problems of students in multi-grade classes, problems of teachers in multi-grade classes, problems of students’ families in multi-grade classes, curriculum content, curriculum implementation, teacher’s salaries, school’s fees, reducing problems of multi-grade classes, improving and increasing productivity of multi-grade classes, advantages of teachers and advantages of students.Keywords: lived experience of teachers, multi-grade classes, primary educationAbstractObjective: The purpose of this study is to describe the life experience of teachers of teaching multi-grade primary classes in rural areas.Method: in accordance with the objective, the study is qualitative and phenomenological research. Research population includes all multi-grade teachers of primary schools in rural areas of Mako city, among them, Research sample of 15 people was selected by criterion-based purposive sampling. The data was collected by qualitative semi-structured interview and analyzed by Collaizi’s seven-step method. To validate the data, the opinions of expert professors, experts and teachers who have served for many years in multi-grade schools and classrooms in rural areas of Mako County; was used.Findings: In-depth analysis of teachers’ experiences in identification and categorization of 6 main topics: teaching methods and class control, problems of multi-grade classes, curriculum issues, financial issues of teachers and schools, strengthening multi-grade classes, and advantages of multi-grade classes; and 13 sub-themes: teaching methods, class control, problems of students in multi-grade classes, problems of teachers in multi-grade classes, problems of students’ families in multi-grade classes, curriculum content, curriculum implementation, teacher’s salaries, school’s fees, reducing problems of multi-grade classes, improving and increasing productivity of multi-grade classes, advantages of teachers and advantages of students.Keywords: lived experience of teachers, multi-grade classes, primary educationAbstractObjective: The purpose of this study is to describe the life experience of teachers of teaching multi-grade primary classes in rural areas.Method: in accordance with the objective, the study is qualitative and phenomenological research. Research population includes all multi-grade teachers of primary schools in rural areas of Mako city, among them, Research sample of 15 people was selected by criterion-based purposive sampling. The data was collected by qualitative semi-structured interview and analyzed by Collaizi’s seven-step method. To validate the data, the opinions of expert professors, experts and teachers who have served for many years in multi-grade schools and classrooms in rural areas of Mako County; was used.Findings: In-depth analysis of teachers’ experiences in identification and categorization of 6 main topics: teaching methods and class control, problems of multi-grade classes, curriculum issues, financial issues of teachers and schools, strengthening multi-grade classes, and advantages of multi-grade classes; and 13 sub-themes: teaching methods, class control, problems of students in multi-grade classes, problems of teachers in multi-grade classes, problems of students’ families in multi-grade classes, curriculum content, curriculum implementation, teacher’s salaries, school’s fees, reducing problems of multi-grade classes, improving and increasing productivity of multi-grade classes, advantages of teachers and advantages of students.Keywords: lived experience of teachers, multi-grade classes, primary educationAbstractObjective: The purpose of this study is to describe the life experience of teachers of teaching multi-grade primary classes in rural areas.Method: in accordance with the objective, the study is qualitative and phenomenological research. Research population includes all multi-grade teachers of primary schools in rural areas of Mako city, among them, Research sample of 15 people was selected by criterion-based purposive sampling. The data was collected by qualitative semi-structured interview and analyzed by Collaizi’s seven-step method. To validate the data, the opinions of expert professors, experts and teachers who have served for many years in multi-grade schools and classrooms in rural areas of Mako County; was used.Findings: In-depth analysis of teachers’ experiences in identification and categorization of 6 main topics: teaching methods and class control, problems of multi-grade classes, curriculum issues, financial issues of teachers and schools, strengthening multi-grade classes, and advantages of multi-grade classes; and 13 sub-themes: teaching methods, class control, problems of students in multi-grade classes, problems of teachers in multi-grade classes, problems of students’ families in multi-grade classes, curriculum content, curriculum implementation, teacher’s salaries, school’s fees, reducing problems of multi-grade classes, improving and increasing productivity of multi-grade classes, advantages of teachers and advantages of students.Keywords: lived experience of teachers, multi-grade classes, primary education
خلاصه ماشینی:
(Ghiyas, Andrew and Khalili, 2016 ازآنجاييکه کشور ما جزء کشورهايي است که پراکندگي روستاهاي آن موجب پايين آمدن جمعيت دانشآموزان شده است، بنابراين براي ارائه خدمات آموزش و پرورش به آنها کلسهاي درس به صورت چند پايه برگزار ميشود (٢٠١٠ ,Dehbandi).
بنابراين با توجه به ضرورتهاي مطرح شده و به دليل برخوردار بودن موضوع از اهميت خاص در سازمان آموزش و پرورش سؤال کلي و محوري تحقيق اين است که تجارب زيسته معلمان از تدريس در کلس هاي چند پايه چگونه است؟ نياز به انجام اين پژوهش و پژوهشهايي در اين زمينه با توجه به سرعت رو به رشد کلسهاي چندپايه امري کامل ضروري به نظر ميرسد و از فوايد کوتاهمدت نتايج اين تحقيق استفاده معلمين کم تجربه و تازهکار کل سهاي چند پايه براي بال بردن کيفيت آموزش و يادگيري و از فوايد بلندمدت آن اينکه نتايج اين تحقيق ميتواند مورد استفاده برنامهريزان سازمان آموزش و پرورش قرار گيرد تا برنامهاي متفاوت و ويژهاي براي اين کلسها در نظر بگيرند.
در مورد ديگر، (٢٠١٧ ,Kohandel) در پژوهشي تحت عنوان "معلمان در کلسهاي چند پايه چگونه تدريس ميکنند؟" ابتدا به بيان مدل شبه تک پايهاي پرداخته و استفاده از اين مدل در کلسهاي چندپايه را به دليل معلم محور بودن آن رد کرده و به روشهايي که در آنها دانشآموزان خود در فرايند ياددهي–يادگيري درگير شده و به مشارکت فعال ميپردازند اشاره نموده است.
The Relationship between Co operation Factors, Teaching Methods and Educational Facilities with Academic Achievement of Students in Multi- Level Classrooms from the Viewpoints of Elementary Teachers in Ilam Province.