تأثیر اجرای برنامه درسی با رویکرد وارونه بر یادگیری خودراهبر فراگیران | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 7، دوره 13، شماره 1، 1399، صفحه 195-224 اصل مقاله (1.42 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.29252/mpes.13.1.195 | ||
| نویسندگان | ||
| محمد نوریان* 1؛ مرجان افشاری2؛ امینه احمدی1؛ داریوش نوروزی3 | ||
| 1دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران. | ||
| 2دانش آموخته‌ی دکتری برنامه‌ریزی درسی، گروه علوم تربیتی دانشگاه آزاد اسلامی، واحد تهران جنوب، تهران، ایران. | ||
| 3دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی دانشگاه علامه طباطبایی، تهران، ایران. | ||
| چکیده | ||
| هدف: امروزه نظام‌های آموزشی دنیا با برنامه درسی مبتنی بر محتوا با توجه به تغییرات وسیعی که در جوامع بشری روی می‌دهد، کارایی مطلوبی ندارند. زیرا قادر به توسعه انگیزش، شایستگی‌ها و مهارت‌های مرتبط با یادگیری خودراهبر نیستند. زیرا قادر به ایجاد فرصت‌هایی برای تلفیق دانش و مهارت‌ها و برخوردار نمودن فراگیران از تجربه لازم برای برقراری ارتباط با محیط اطراف خود نمی‌باشند. پس باید متناسب با تحولات سریع دنیای امروز از برنامه درسی بهره گرفت که زمینه رشد مهم‌ترین نیاز جامعه امروز یعنی یادگیری خودراهبر را مهیا نماید. به همین جهت پژوهش حاضر با هدف تأثیر اجرای برنامه درسی با رویکرد وارونه بر یادگیری خودراهبر فراگیران صورت گرفته است. مواد روش‌ها: طرح تحقیق مورد استفاده در این پژوهش آزمایشی پیش آزمون و پس آزمون با دو گروه گواه و آزمایش بود. ابزار مورد استفاده برای گردآوری داده‌ها پرسشنامه سنجش آمادگی برای خودراهبری در یادگیری فیشر، کینگ و تاگو می‌باشد و جامعه آماری پژوهش، دانش‌آموزان دختر پایه دهم منطقه 3 آموزش و پرورش تهران بودند که از بین آن‌ها 70 نفر به روش نمونه‌گیری در دسترس به‌عنوان نمونه انتخاب و سپس در دو گروه آزمایش و گواه تقسیم شدند. گروه آزمایش توسط برنامه درسی وارونه و گروه گواه از طریق برنامه درسی سنتی طی 10جلسه تحت آموزش قرار گرفتند. آماره‌های توصیفی راجع به مقیاس کلی آمادگی برای خودراهبری در یادگیری و خرده مقیاس‌های سه‌گانه آن (خودمدیریتی، خودکنترلی و رغبت برای یادگیری) به تفکیک دو گروه کنترل و آزمایش در دو سطح اندازه‌گیری (پیش‌آزمون و پس‌آزمون) ارائه شده تا زمینه‌ای برای ارائه و درک بهتر نتایج تحلیلی باشند. در بخش یافته‌های تحلیلی (استنباطی) به کمک آزمون تحلیل کوواریانس تک‌متغیره (ANCOVA) به بررسی تأثیر برنامه درسی با رویکرد وارونه بر آمادگی برای خودراهبری در یادگیری و خرده مقیاس‌های سه‌گانه آن پرداخته شده است. قبل از اجرای این آزمون ابتدا از برقرار بودن پیش‌فرض‌های این آزمون (نرمال بودن توزیع داده‌ها، همگنی واریانس‌ها و برابری شیب رگرسیونی) اطمینان حاصل شد. یافته‌های پژوهش حاضر مبین آن است که برنامه درسی وارونه میزان یادگیری خودراهبر فراگیران و مؤلفه‌های آن (خودمدیریتی، خودکنترلی و رغبت برای یادگیری) را در گروه آزمایش نسبت به گروه گواه را افزایش داده است. بحث و نتیجه‌گیری: نتایج حاصل از آزمون تحلیل کوواریانس تک‌متغیره نشان داد که تأثیر برنامه درسی وارونه بر یادگیری خودراهبر و خرده مقیاس‌های آن دانش‌آموزان مورد تأیید قرار گرفت و با توجه به اینکه میانگین گروه آزمایش در مرحله پس‌آزمون ارتقاء یافت، می‌توان گفت برنامه درسی وارونه باعث افزایش آمادگی بر خودراهبری در یادگیری دانش‌آموزان شده است. به عبارتی می‌توان اذعان داشت که برنامه درسی وارونه می‌تواند راهی مؤثر برای تحقق خودراهبری فراگیران را در یادگیری و خرده مقیاس‌های آن باشد و تلاش برای دستیابی به مهارت یادگیری خودراهبر باعث افزایش مسؤولیت‌پذیری نسبت به فعالیت‌های خود و دیگران، پیشرفت تحصیلی، آمادگی برای حضور در محیط کار، حل مسایل، استقلال، ابتکار عمل، اعتمادبه نفس، بهبود مهارت‌های ارتباطی و خودارزیابی می‌شود. هم‌چنین فراگیران با برخورداری از ویژگی خودمدیریتی در فرایند یادگیری، قادر به تشخیص نیازها، ایجاد اهداف، کنترل زمان و انرژی خود می‌گردند یادگیرندگان خودراهبر با دستیابی به خودکنترلی مسئول سـاخت ذهنـی خـود می‌شـوند و می‌توانند خود اقدام به تجزیه و تحلیل، برنامه‌ریزی، اجرا و ارزیابی فعالیت‌های یادگیری‌شان به شکل مستقل نمایند و هم‌چنین با کسب انگیزه و رغبت به یادگیری به‌منظور نیل به بهترین نتایج یادگیری، از منابع یادگیری موجود و راهبردهای عملی یادگیری برای غلبه بر مشکلاتی که در فرایند یادگیری روی می‌دهد می‌توانند بهترین بهره ببرند. | ||
| کلیدواژه‌ها | ||
| برنامه درسی وارونه؛ پیامدهای خودراهبر نمودن فراگیران در یادگیری؛ مؤلفه‌های یادگیری خودراهبر؛ یادگیری خودراهبر | ||
| عنوان مقاله [English] | ||
| The Effect of Upside down approach curriculum on learners' self-directed learning | ||
| نویسندگان [English] | ||
| Mohammad Nourian1؛ Marjan Afshari2؛ Amineh Ahmadi1؛ Daryosh Nourozi3 | ||
| 1Associate professor, Department of Education, Education faculty, Islamic Azad University, South Tehran Branch, Tehran, Iran. | ||
| 2Graduated of Ph.D in Curriculum planning, Department of Education, Islamic Azad University, South Tehran Branch, Tehran, Iran. | ||
| 3Associate professor, Department of Education, Education faculty, Allameh Tabatabaei University, Tehran, Iran. | ||
| چکیده [English] | ||
| Objective Today's educational systems in the world with a content-based curriculum do not perform well with the wide-ranging changes that occur in human societies. Because they are unable to develop the motivation, competencies, and skills associated with self-directed learning. Because they are not able to create opportunities to integrate knowledge and skills and provide learners with the experience needed to interact with their surroundings. So, in line with the fast-paced developments of today's world, a curriculum should be used to provide the basis for the growth of today's most important need for self-directed learning. Therefore, this study aimed to investigate the effect of the upside down approach curriculum on learners' self-directed learning. Materials and methods: The research design used in this study was pre-test and post-test with two groups of control and experiment. Data were collected using Fisher, King and Tago self-directed learning readiness questionnaire. The statistical population of the study consisted of 10th-grade female students in Tehran District 3, of which 70 were selected through convenience sampling. The sample was selected and then divided into experimental and control groups. The experimental group received ten sessions of training through the upside down curriculum and the control group through the traditional curriculum. Descriptive statistics on overall self-directed learning readiness scale and its three subscales (self-management, self-control, and willingness to learn) were presented in two control and experimental groups at two measurement levels (pre-test and post-test) to provide a better understanding. The results are analyzed. In the section of analytical findings, one-way analysis of covariance (ANOVA) examines the effect of curriculum with upside down approach on self-directed learning readiness and its three subscales (self-management, self-control and willingness to learn) Before running this test, the assumptions of the test (normality of data distribution, homogeneity of variances, and regression slope equality) were assured. The findings of the present study indicate that the reversed curriculum increased learners' self-directed learning and its components (self-management, self-control, and willingness to learn) in the experimental group compared to the control group. Results and discussion: The results of univariate analysis of covariance showed that the effect of a well-designed syllabus on students' self-directed learning was confirmed and considering that the mean of the experimental group was improved in the post-test phase. It can be said that the inverted curriculum increased readiness for self-directed learning. In some ways, it can be acknowledged that an inverted curriculum can be an effective way of realizing learners' self-direction in learning and its subscales. Trying to gain self-directed learning skills increases responsibility for one's own and others' activities, academic achievement, readiness to be present in the workplace, problem-solving, independence, initiative, self-esteem, improved communication, and self-assessment skills. Learners are also able to identify their needs, create goals, control their time and energy with self-management in the learning process. Self-directed learners are responsible for self-management by achieving self-control and can analyse, plan, implement and evaluate their learning activities independently, and can also make the most of their learning resources and practical learning strategies to overcome the problems that occur in the learning process by motivating them and learning to achieve the best learning outcomes. | ||
| کلیدواژه‌ها [English] | ||
| self-directed learning, Consequences of self-directed learning in learning, self-directed learning components, upside down curriculum | ||
| مراجع | ||
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