تعداد نشریات | 11 |
تعداد شمارهها | 210 |
تعداد مقالات | 2,098 |
تعداد مشاهده مقاله | 2,878,051 |
تعداد دریافت فایل اصل مقاله | 2,085,898 |
ارائه مدلی برای تحقیق در کلاس درس ریاضی | ||
فناوری آموزش | ||
مقاله 5، دوره 6، شماره 3 - شماره پیاپی 23، تیر 1391، صفحه 199-209 اصل مقاله (719.04 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22061/tej.2012.203 | ||
نویسنده | ||
ابوالفضل رفیع پور* | ||
مرکز پژوهشی ریاضی ماهانی ، دانشگاه شهید باهنر کرمان،کرمان،ایران | ||
تاریخ دریافت: 16 مرداد 1390، تاریخ بازنگری: 05 آذر 1390، تاریخ پذیرش: 05 دی 1390 | ||
چکیده | ||
آموزش معلمان در دورههای پیش از خدمت و ضمنخدمت، یکی از دغدغههای اصلی نظامهای آموزشی بوده و هست. در این مقاله با تمرکز روی آموزشهای ضمنخدمت معلمان ریاضی، یک «مدل نظری» برای کم کردن شکاف بین نظریه و عمل (تحقیق و تدریس) ارائه شده است. برای رسیدن به این منظور، ابتدا ضرورت توجه به دورههای ضمنخدمت معلمان بیان گردیده است. سپس با ذکر کاستیهای موجود در دورههای آموزش ضمنخدمت برای معلمان ریاضی ایرانی، و با استفاده از ادبیات پژوهشی موجود در حوزههای اقدامپژوهی و درسپژوهی، یک مدل نظری برای آموزش ضمنخدمت معلمان ریاضی در ایران ارائه شده است. این مدل نظری در یک دوره ضمنخدمت برای معلمان دوره راهنمایی در شهر کرمان مورد استفاده قرار گرفت. نتایج حاصل از اجرای این مدل نظری نشان داد که به کارگیری این مدل نظری برای کاهش فاصله بین نظریه و عمل میتواند مؤثر باشد. البته محدودیتهایی نیز در این زمینه وجود داشت، که از جمله میتوان به کمبود دانش بومی در حوزه آموزش ریاضی اشاره کرد و این نکته ضرورت توجه بیشتر به راهاندازی و تقویت دورههای تحصیلات تکمیلی در رشته آموزش ریاضی را نمایان میسازد. | ||
کلیدواژهها | ||
آموزش معلمان؛ ضمنخدمت؛ اقدامپژوهی؛ درسپژوهی | ||
موضوعات | ||
شایستگی حرفه ای معلمان | ||
عنوان مقاله [English] | ||
Introducing a Model for Mathematics Classroom Inquiry | ||
نویسندگان [English] | ||
A. Rafeepour | ||
Mahani Mathematical Research Center, Shahid Bahonar University of Kerman, Kerman, Iran | ||
چکیده [English] | ||
Teacher education in both in-service and pre-service was a main concern of every educational system. In this paper with concentration on in-service teacher education for teacher of mathematics, we introduce a theoretical model of classroom inquiry for decreasing the gap between theory and action (research and teaching). For this concern, we initially maintain necessity of in-service teacher education. Then shortage of current in-service teacher education courses for teachers of mathematics in Iran will be discussed. After that, upon literature related to action research and lesson study, we design a theoretical model in format of flowchart. Then we report results of implication of this theoretical model within an in-service junior secondary mathematics teachers’ education. With this real data, we can examine effectiveness of the theoretical model in action. Results of this study show that this model for classroom inquiry had effective impact on filling the gap between theory and action. For example junior secondary mathematics teachers connect some papers about square root to their students’ difficulties in the learning of this concept. Undoubtedly, there are some limitations in this regard. For example shortage of local research in mathematics education and in Persian language was an important limitation for teachers. This reveals necessity of developing mathematics education program in the post graduate at the university level. Finally, we explain strength and weakness of the theoretical model in the future in-service teacher education program. | ||
کلیدواژهها [English] | ||
Mathematics Teacher Education, In-service Education, Action Research, Lesson Study | ||
مراجع | ||
[1] Mirkamali S.M., In-service education as an important factor for reform in organisation, Quarterly journal of management in Education, Vol.5, 1998. [2] Jervis P., Adults Education and long life Education, in: Sarmad G., (Ed.), Tehran, SAMT, 2008. [3] Chaichi P., Gooya Z., Mehrabani N. and Saki K., Investigating Action Research Goals in Iran, Journal of Education, Vol.85, 2006, pp.107-123. [4] Kiamanesh A. and Faghihi F., Islamic Republic of Iran -Educational System, in: Robitaille D.F. (Ed.), National Contexts for mathematics and Science Education: An Encyclopaedia of the Education Systems Participating in TIMSS, Vancouver, Ca. Pacific Educational Press, 1997, pp.189-196. [5] Hawson J. and Wilson B., School Mathematics in 1990s, in: Maleki N., (Ed.), Tehran, Nashr Markaz, 1989. [6] Reyhani E. and Saleh Sedghpour B., Identifying the Factors that are important in Bachelor of Teaching Mathematics in Iran and investigate on relation between these factors, Quarterly Journal of Curriculum Studies, Vol.2, 2011, pp.141-161. [7] Shulman L., Those who understand: Knowledge growth in teaching, Educational Researcher, Vol.15, No.2, 1986, pp.4-14. [8] Archambault L., and Crippen K., Examining TPACK among K-12 online distance educators in the United States, Contemporary Issues in Technology and Teacher Education, Vol.9, No.1, 2009, pp.71-88. [9] Gooya Z., History of Action Research and Application of that on Education, Journal of Education, Vol.3, 4, No.35, 36, 1993. [10] Kemmis S. and McTaggart R., the action research planner (3rd Ed.), Geelong, Australia, Deakin University Press, 1988. [11] Gooya Z., History of Action Research and Application of that on Education, in: Saki R., (Ed.), Action Research: An Approach for improving Teaching and Instruction, Tehran, Ministry of Education Research Centre, 2004. [12] Mehr mohammadi M., Introduction: Action Research and Artistic Concept, in: Saki R., (Ed.) Action Research: An Approach for improving Teaching and Instruction, Tehran, Ministry of Education Research Centre, 2004. [13] Yoshida M., Lesson Study: A Case Study of a Japanese Approach to Improving Instruction through School-Based Teacher Development, Unpublished doctoral dissertation, The University of Chicago, 1999. ارائه مدلی برای تحقیق در ... نشریه علمی پژوهشی فناوری آموزش، سال ششم، جلد 6 ،شماره 3 ،تابستان 3313 902 [14] Stigler J.W. and Hiebert J., the Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom, New York, Free Press, 1999. [15] Sanders P., Lesson Study: An Effective SchoolBased Teacher Professional Learning Model for Teachers of Mathematics, in: Hunter R., Bicknell B. and Burgess T., (Eds.), Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia, Vol.2, Palmerston North, NZ: MERGA, 2009. [16] Taylor A.R., Anderson S., Meyer K., Wagner M. K. and West C., Lesson study: A professional development model for mathematics reform, The Rural Educator, Vol.26, No.2, 2005, pp.17-23. [17] Taylor A., from lesson study to action research: Possibilities and perils, Paper presented to 25th Annual International Conference of the Collaborative Action Research Network, England, 2001. [18] Gooya Z., Mathematics teachers’ beliefs about the new reform in high school geometry in Iran, Educational studies in mathematics, Vol.68, 2007, pp.331-347. [19] Krainer K., Teacher Education as Research – A Trend in European Mathematics Teacher Education, Lecture at ICME 9, WGA 7, Tokyo, 2000. [20] Strauss A.L. and Corbin J.M., Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd edition), Newbury Park, CA: Sage, 1998. [21] Piaget J., Psychology and Education, in: Kardan A., (Ed.), Tehran, SAMT, 1988. [22] Mehr mohammadi M., Peruse of Teaching and Learning Process & Teacher Education, Tehran, Nashr Madreseh, 2000. [23] Khakbaz A., Fadaie M. and Mosapour N., Impact of lesson Study in Mathematics Teachers professional Knowledge, Journal of Education, No.94, 2008. | ||
آمار تعداد مشاهده مقاله: 2,543 تعداد دریافت فایل اصل مقاله: 1,314 |