بهرنگی, محمدرضا, دهقانی, علیرضا, دارابی, فاطمه. (1397). مقایسة الگوی مدیریت آموزش و الگوی اکتشافی تدریس بر اساس میزان شمولیت و ابعاد مشترک آن‌ها. پژوهش در برنامه ریزی درسی, 15(59), 166-181. doi: 10.30486/jsre.2018.545165
محمدرضا بهرنگی; علیرضا دهقانی; فاطمه دارابی. "مقایسة الگوی مدیریت آموزش و الگوی اکتشافی تدریس بر اساس میزان شمولیت و ابعاد مشترک آن‌ها". پژوهش در برنامه ریزی درسی, 15, 59, 1397, 166-181. doi: 10.30486/jsre.2018.545165
بهرنگی, محمدرضا, دهقانی, علیرضا, دارابی, فاطمه. (1397). 'مقایسة الگوی مدیریت آموزش و الگوی اکتشافی تدریس بر اساس میزان شمولیت و ابعاد مشترک آن‌ها', پژوهش در برنامه ریزی درسی, 15(59), pp. 166-181. doi: 10.30486/jsre.2018.545165
بهرنگی, محمدرضا, دهقانی, علیرضا, دارابی, فاطمه. مقایسة الگوی مدیریت آموزش و الگوی اکتشافی تدریس بر اساس میزان شمولیت و ابعاد مشترک آن‌ها. پژوهش در برنامه ریزی درسی, 1397; 15(59): 166-181. doi: 10.30486/jsre.2018.545165
مقایسة الگوی مدیریت آموزش و الگوی اکتشافی تدریس بر اساس میزان شمولیت و ابعاد مشترک آن‌ها
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.
1Education management, University of Kharazmi, Tehran, Iran.
2Ph.d student of Education management, University of Kharazmi, Tehran, Iran.
3Education management, University of Kharazmi, Tehran, Iran.
چکیده [English]
The purpose of this study was to Comparing Education Management Model and Discovery Model of Teaching Based on their overhauling & common dimensions. With regard to purpose this study is of the applied type and in case of data collection, it Was descriptive- Survey Research. The Population of this study consisted of higher education students in the educational administration field in Kharazmi University, Islamic Azad University, Science And Research Branch Islamic Azad University and Roudehen Branch (N=86). In this study, a census method used. data were collected through, A researcher-made questionnaire. The Content validity of questionnaire was obtained through experts of educational administration field and Their reliability was estimated through Cronbach’s alpha coefficient (0.956). Using descriptive statistics (frequency and percentage) and inferential statistics (Kolmogorov-Smirnov, homogeneous matrix of correlations, t-dependent and Wilcoxon test) the data was analyzed. The results of the study indicated that: there are Education Management Model and Discovery Model of Teaching overhauling and applying ability in different levels of education, courses and lessons and they have an effective feature in the learning process. Also, statistically significant difference was observed between the two. The results showed significant upper effects of Education Management Model in the three comprehension dimensions and seven common characteristics (creativity was the same) than Discovery Model of Teaching.
کلیدواژه‌ها [English]
Education Management Model, Discovery Model of Teaching, Models of teaching, Teaching effectiveness
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