fa درس پژوهی در نگاه معلمان تک پایه و چندپایه: یک پژوهش ترکیبی تخصصي Special پژوهشي Research <strong><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">مقدمه و اهداف: </span></span></span></strong><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">درس</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پژوهی ابزار مهمی برای توسعهحرفه</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">ای است. لذا ضرورت دارد توجه ویژه</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">ای به</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">آن شود. ضمناً کلاس</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">های دبستان به دو دسته تک</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پایه و چندپایه تقسیم می</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">شود و به تبع آن شاهد دو گروه معلمان تک</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پایه و چندپایه هستیم. هدف بررسی نگرش و دانش معلمان تک</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پایه و چندپایه پیرامون درس</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پژوهی بود.</span></span></span><br> <strong><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">روش</span></span></span></strong><strong><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span></strong><strong><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">ها: </span></span></span></strong><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">نوع پژوهش ترکیبی بود. جامعه آماری شامل معلمان تک</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پایه و چندپایه لردگان بود. نمونه</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">گیری به روش</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">های تصادفی</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">ساده (فازکمی) و هدفمند (فاز کیفی) انجام شد. 226 نفر معلم تک</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پایه و 70 نفر معلم چندپایه در فاز کمی و 10 نفر معلم تک</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پایه و 7 نفر معلم چندپایه در فاز کیفی انتخاب شدند. داده</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">ها با پرسشنامه (فاز کمی) و مصاحبه (فاز کیفی) جمع</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">آوری و به</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">وسیله آزمون</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">های پارامتریک (فازکمی) و تحلیل</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">مضمون (فازکیفی) تحلیل شدند.</span></span></span><br> <strong><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">یافته</span></span></span></strong><strong><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span></strong><strong><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">ها: </span></span></span></strong><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">هردو گروه نگرش مناسبی در مورد درس</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پژوهی داشته و از نظر عنصر دانش در سطح مطلوبی قرار دارند. مضامین باور به نقش درس</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پژوهی در توسعه حرفه</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">ای، تولید دانش</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;"> حرفه</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">ای و بهبود مفروضات پژوهش</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">گروهی بین معلمان در مورد عنصر نگرش و مضامین آشنایی و تسلط به اهداف، ماهیت و روش درس</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پژوهی؛ ویژگی</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">های مسئله درس</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پژوهی و منابع تعیین آن؛ مهارت</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">های مورد نیاز درس</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پژوهان و کاربردهای درس</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پژوهی درمورد عنصر دانش از مصاحبه</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">های هردو گروه استخراج شد.</span></span></span><br> <strong><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">نتیجه</span></span></span></strong><strong><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span></strong><strong><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">گیری: </span></span></span></strong><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">نتایج این پژوهش نشان داد که معلمان تک</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پایه و چندپایه پیرامون درس</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پژوهی دانش و نگرش چندان متفاوتی ندارند. لذا در فرآیند درس</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">پژوهی هر دو گروه می</span></span></span><span dir="LTR"><span style="color: black;"><span style="font-family: calibri,sans-serif;"><span style="font-size: 13pt;">‌</span></span></span></span><span style="color: black;"><span style="font-family: gn lotus;"><span style="font-size: 13pt;">توانند همکاری داشته باشند.</span></span></span><br> &nbsp; <br> Introduction: Lesson study is an important tool for professional development, so paying attention to this<br> issue is necessary. In addition, elementary schools classes are divided into the monograde and multigrade.<br> Therefore, we see the monograde and multigrade teachers in the schools. The purpose of this study was to<br> examine both the attitude and knowledge of the monograde and multigrade teachers toward the lesson study.<br> Methods: This is a mixed method study. All the monograde and multigrade teachers included in this<br> study, in the Lordegan city. The methods of sampling were randomized and purposeful in the quantitative and<br> qualitative phases, respectively. The sample size was 226 monograde and 70 multigrade teachers, in the<br> quantitative phase. In the qualitative phase, the sample size was 10 and 7 for the monograde and multigrade<br> teachers, respectively. In the quantitative phase, data were collected with the questionnaire and analyzed<br> with the parametric tests. In the qualitative phase, the interviews interpreted with the content analysis method.<br> Findings: There were appropriate knowledge and attitude towards the lesson study between the groups.<br> In the attitude category, the beliefs about the lesson study in the professional development, the professional<br> knowledge production, were the main concepts in the interviews. In the knowledge category, goals&rsquo; mastery<br> and awareness, the study lesson essence and method, the determinants of the lesson study sources, the<br> needed skills of the teachers, and the application of the lesson study, were the main concepts.<br> Conclusion: The knowledge and attitude between both the monograde and multigrade teachers were not<br> different. The groups can cooperate in the process of the lesson study. درس پژوهی, معلمان تک پایه, معلمان چندپایه. Lesson Study, Monograde, Multigrade, Teachers. 25 41 http://nama.ajaums.ac.ir/browse.php?a_code=A-10-54-13&slc_lang=fa&sid=1 M Ghanbari مهدی قنبری 10031947532846001562 10031947532846001562 Yes Islamic Azad university, Researcher and elite club, Sharekord, Iran.