واکاوی ابعاد و کیفیت تعاملات والدین در فرایندآموزش و یادگیری مجازی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
رحمت اله خسروی
1
(استادیار گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران.)
مینا نظامی
2
(دانشجوی دکترای روان شناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.)
کلید واژه: دوره ابتدایی, تعامل والد-فرزند و تعامل والد-معلم, آموزش و یادگیری مجازی,
چکیده مقاله :
پژوهش حاضر با هدف شناسایی ابعاد تعاملات والدین با فرزندان و معلمان دوره ابتدایی در فرایند آموزش و یادگیری مجازی طراحی و اجرا شد. این پژوهش با رویکرد کیفی و به روش پدیدارشناسانه با نمونه گیری هدفمند صورت پذیرفته است. جامعه پژوهش، مادران دانش آموزان دختر و پسر ابتدایی شهر ابهر بودندکه 14 نفر از آن ها در فرایند تحقیق شرکت کردند. ابزار گردآوری داده ها، مصاحبة عمیق نیمه ساختاریافته بود. متن مصاحبه ها با روش تحلیل مضمون تجزیه و تحلیل شدند و مصاحبه ها تا حد اشباع داده ها ادامه یافت. بررسی روایی با استفاده از دو روش درگیری بلندمدت و پرسش از همکاران و بررسی پایایی از طریق روش بازبینی مشارکت کننده انجام شد. یافته های پژوهش نشان دادند که والدین از طریق اعتمادسازی، توجه به وضیت عاطفی- روانی فرزندانشان، ایجاد روش های خلاقانه برای افزایش مشارکت آنها، افزایش سواد فن آوری، یافتن کانال های موثر ارتباط با معلم و همکاری با معلم در فرایند یادگیری-یاددهی می توانند اثر گذاری آموزش های مجازی برای یادگیری فرزندانشان را بیشتر کنند. در این پژوهش، تعامل والد-فرزند، کیفیت سازنده و فعال و تعامل والد-معلم در سطح متوسطی قرار داشت.
The current research was designed and implemented with the aim of identifying the dimensions of parents' interactions with children and primary school teachers in the process of virtual teaching and learning. This research was conducted qualitatively and in a phenomenological way with a purposeful sampling method. The studied participants were 14 mothers of male and female elementary school students in Abhar city who were subjected to virtual education in the academic year of 2020-2021. The data collection tool was a semi-structured in-depth interview. The text of the interviews were reviewed and analyzed using the theme analysis method and the interviews were continued until the saturation of the data. Validity check was done using two methods of long-term engagement and asking colleagues and reliability check was done through participant review method. The findings of the research showed that parents, through building trust, paying attention to the emotional-psychological condition of their children, creating creative methods to increase their participation, increasing technological literacy, finding effective communication channels with the teacher and cooperating with the teacher in the learning-teaching process. They can increase the effectiveness of virtual education for their children's learning. In this research, parent-child interaction, constructive and active quality, and parent-teacher interaction were at an average level.
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