بررسی نگرش معلمان زبان انگلیسی درباره کاربرد مدل آموزش معکوس در مدارس ایران

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی. دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

2 دانشیار گروه روش‌ها و برنامه‌های آموزشی و درسی. دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

3 استادیار گروه روش‌ها و برنامه‌های آموزشی و درسی. دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

4 دانشیار گروه زبان انگلیسی. سازمان پژوهش و برنامه‌ریزی آموزشی

چکیده

معلمان تلاش می کنند تا استانداردهای آموزش را به کمک تکنولوژی بهبود بخشیده، الگوها و راهبردهای جدید یاددهی-یادگیری خلق کنند. یکی از این مدل­ها که توجه بسیاری از معلمان را به خود جلب کرده است و به­خوبی از تکنولوژی در آموزش بهره می­برد، مدل کلاس درس معکوس است. تحقیق حاضر با هدف بررسی نگرش معلمان زبان انگلیسی درباره مدل کلاس درس معکوس در مدارس ایران انجام شده است. نمونه تحقیق 72 نفر از معلمان زبان انگلیسی منطقه 9 آموزش و پرورش تهران، شرکت کننده در دوره آموزش ضمن خدمت تحت عنوان طراحی کلاس معکوس برای درس زبان انگلیسی بودند. نتایج کمی نشان داد که میانگین کلی پاسخ­های معلمان (3. 85) بود که نشان از موافقت بالای معلمان درباره کاربرد این روش داشت. از نظر آماری نیز تفاوت معناداری بین نگرش معلمان با توجه به جنسیت، مدرک تحصیلی و سابقه تدریس درباره موافقت با این مدل مشاهده نشد. نتایج کیفی سه موضوع را درباره نگرش معلمان نسبت کلاس درس معکوس نمایان ساخت و معلمان را به دو گروه تقسیم نمود. گروه اول طرفدار استفاده مدل کلاس معکوس برای دانش آموزان مقاطع بالاتر به شرط فراهم کردن ابزارهای مناسب برای دانش آموزان بودند. گروه دوم با استفاده از مدل کلاس معکوس موافق نبودند، چون باعث تحمیل کار اضافه و مسئولیت بیشتر بر معلمان پرمشغله می­شد و از طرفی تمرکز دانش آموزان را نیز به هم می­ریخت. همچنین با توجه به نتایج تحقیق پیشنهاداتی ارائه شد. 

کلیدواژه‌ها


عنوان مقاله [English]

Investigating the perceptions of EFL teachers about the flipped classroom model in Iranian schools

نویسندگان [English]

  • Mostafa Bahmani 1
  • Mohammad Javadipour 2
  • Rezvan Hakimzade 2
  • Keivan Salehi 3
  • Sayed Behnam Alavi Moghadam 4
2 Assistant
چکیده [English]

Teachers everywhere are constantly working hard to invest in technological innovations to improve the educational standards and create new models and strategies of teaching and learning. One of these models that seem to rely heavily on technology is the “flipped learning” or “flipped classroom model”. The present study aimed at investigating the perceptions of EFL teachers about the flipped classroom model in the Iranian schools. Sample of the research were 72 teachers from 9 educational districts participating in an in service training course named "designing flipped classroom for English course". The quantitative results showed that the total degree of teachers' responses was (3.85) which suggested a moderate level of perceptions and there were no statistical significant differences at (α =0.05) on the total degree of perceptions between teachers due to gender, qualification and experience. On the other hand, the qualitative results revealed three major themes with regard to teachers’ perceptions and that teachers were somehow divided into two groups. The first group was in favor of using the flipped learning model but with mature students and after providing the required infrastructure. The second group was not in favor of using the flipped learning model because it might add more responsibilities and tasks to the overloaded teachers and it might distract students as well. In light of the results of the present study, the researchers offered some recommendations.

کلیدواژه‌ها [English]

  • Flipped learning
  • Flipped classroom model
  • English course
  • Teachers' perception
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