مقایسة الگوی مدیریت آموزش و الگوی اکتشافی تدریس بر اساس میزان شمولیت و ابعاد مشترک آن‌ها

پژوهش در برنامه ریزی درسی

مقاله 8، دوره 15، شماره 59، دی 1397، صفحه 166-181   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2018.545165

نویسندگان

محمدرضا بهرنگی¹؛ علیرضا دهقانی^{* 2}؛ فاطمه دارابی³

¹استاد گروه مدیریت آموزشی، دانشگاه خوارزمی، تهران، ایران.

²دانشجوی دکتری مدیریت آموزشی، دانشگاه خوارمی، تهران، ایران.

³کارشناس ارشد مدیریت آموزشی، دانشگاه خوارزمی، تهران، ایران.

چکیده

هدف از پژوهش حاضر مقایسة «الگوی مدیریت آموزش» و «الگوی اکتشافی تدریس» بود. روش پژوهش از نظر هدف کاربردی و از نظر گردآوری داده‌ها، توصیفی از نوع پیمایشی بود. جامعة آماری شامل دانشجویان دوره تحصیلات تکمیلی رشتة مدیریت آموزشی در دانشگاه‌های خوارزمی، دانشگاه آزاد اسلامی واحد علوم تحقیقات و واحد رودهن بود که تعداد آن‌ها برابر با 86 نفر بود. در پژوهش حاضر از روش سرشماری استفاده شده است. به‌منظور گردآوری داده‌ها از پرسشنامة محقق‌ساخته استفاده شد. روایی پرسشنامه با استفاده از روایی محتوایی و پایایی آن نیز با استفاده از ضریب آلفای کرونباخ (956/0) ارزیابی و مورد تأیید قرار گرفت. داده‌ها با استفاده از آمار توصیفی (فراوانی و درصد) و آمار استنباطی (آزمون‌های کولموگروف- اسمیرنف، همگنی ماتریس همبستگی، t وابسته و ویلکاسون) مورد تجزیه‌وتحلیل قرار گرفت. یافته حاکی از آن بود که دو الگوی مدیریت آموزش و الگوی اکتشافی تدریس قابلیت شمولیت و استفاده در مقاطع مختلف تحصیلی، دوره‌های آموزشی و دروس گوناگون را دارند و از ویژگی‌های مؤثر در فرایند یادگیری برخوردار می‌باشند. همچنین تفاوت معناداری به لحاظ آماری بین این دو در نزد جامعه مورد مطالعه مشاهده شد. بر اساس نتایج، الگوی مدیریت آموزش نسبت به الگوی اکتشافی تدریس هم از نظر ابعاد شمولیت و هم از نظر 7 ویژگی مشترک دارای قابلیت و توان بیشتری بود.

کلیدواژه‌ها

الگوهای تدریس؛ الگوی اکتشافی؛ الگوی مدیریت آموزش؛ اثربخشی تدریس

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