ORIGINAL_ARTICLE
بررسی جایگاه نظام آموزش وپرورش رسمی ایران در بین کشورهای همسایه با توجه به نشانگرهای آموزشی
هدف از این مطالعه ، تطبیق جایگاه نظام آموزش رسمی جمهوری اسلامی ایران با جایگاه کشورهای همسایه است. جامعه آماری پژوهش در سطح مناطق/ قاره های جهان بر اساس مکعب بری و توماس و نمونه شامل ایران و 13 کشور همسایه می گردد. برای تعیین جایگاه کشورهای مورد مطالعه از شش گروه کلی نشانگرهای آموزشی تحت عنوان نشانگرهای دانش آموزی ، نیروی انسانی ، محیط و تجهیزات ، مالی ، برون دادی و کیفی با 20 خرده شاخص استفاده شد. اطلاعات لازم ازطریق تحلیل اسناد ، گزارش منابع رسمی از قبیل بانک های اطلاعاتی بین المللی ، وب سایت های رسمی وزارت آموزش و پرورش ، گزارش های دولتی و همچنین پژوهش های مؤسسات تحقیقاتی و رسانه های جمعی جمع آوری شده است. با توجه به درصد تحقق کلیه نشانگرهای آموزشی ، یافته های تحقیق نشان می دهند که ایران در بین کشورهای همسایه در رتبه هفتم قرار گرفته است. در بین هفت کشور عربی به جز عراق ، کشورهایی که در مرز جنوبی خلیج فارس قرار دارند رتبه های اول تا ششم را کسب و از ایران و سایر کشورهای همسایه پیشی گرفته اند. براساس سایر یافته های تحقیق ، ایران در مقایسه با 13 کشور همسایه در 7 نشانگر رتبه کمتر از 5 و در 11 نشانگر رتبه بین ششم تا دهم را کسب کرده است. ایران در نشانگر پوشش تحصیلی ظاهری حائز رتبه سوم ، در نشانگر پوشش تحصیلی واقعی رتبه اول و در نسبت دانش آموزان فنی و حرفه ای به کل دانش آموزان حائز رتبه دوم شد. همچنین از لحاظ تعداد معلمان دارای صلاحیت به کل معلمان با آذربایجان و امارات متحده عربی به طور مشترک حائز مقام اول ، از لحاظ سهم بودجه آموزش از بودجه عمومی در رده چهارم و از بعُد نشانگر میزان فارغ التحصیلی دانش آموزان دوره ابتدائی در بین کشورهای همسایه ، حائز رتبه پنجم شده است.
https://journal.cesir.ir/article_91862_ae9efb00fb5d18a5e031f6c5fc51605c.pdf
2019-08-09
1
35
10.22034/ijce.2019.194969.1031
نظام آموزشی رسمی
نشانگر های آموزشی
کشورهای همسایه
عباس
معدن دار آرانی
rie2000@gmail.com
1
استادیار دانشگاه لرستان
LEAD_AUTHOR
مهدی
نوید
2
استادیار دانشگاه رجایی
AUTHOR
مجید
رعنایی
3
دانشجوی دکتری، دانشگاه آزاد اسلامی واحد تهران مرکز
AUTHOR
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172
ORIGINAL_ARTICLE
بررسی تطبیقی فعالیت های فوق برنامه درتربیت معلم استرالیا ،آلمان و ایالات متحده امریکا: درس هائی برای ایران
هدف پژوهش حاضر مطالعه تجارب موجود در خصوص فعالیت های فوق برنامه در نظام تربیت معلم کشورهای استرالیا،آلمان و ایالات متحده آمریکا جهت ارائه پیشنهادهایی برای سیاست گزاران آموزشی و درسی نظام تربیت معلم ایران است. پژوهش حاضر از نظر ماهیت از نوع پژوهش های کیفی ، از نظر میزان کنترل متغیرها از نوع غیر آزمایشی ، از نظر هدف در زمره پژوهش های کاربردی و از جهت روش ، تطبیقی می باشد که با استفاده از رویکرد چهار مرحله ای جورج بردی و طراحی تشابه ها و تفاوت ها بر اساس روش توافق و تفاوت جان استوارت میل صورت پذیرفته است. تحقیق حاضر از لحاظ واحد مشاهده ، جزو پژوهش های کلان ، شیوه نمونه گیری آگاهانه وانتخابی با " n کوچک با متغیر محدود" واستراتژی انتخاب محقق، " استراتژی نظام های متفاوت ، نتایج یکسان " می باشد. یافته های تحقیق نشان می دهند که از لحاظ هدف کشورهای منتخب به اهداف فرهنگی و اجتماعی فعالیت های فوق برنامه توجه داشته اند. هم چنین کارکردهای گوناگون این فعالیت ها عمدتا متوجه اموری همچون هویت فرهنگی ، انسجام اجتماعی ، و توسعه حرفه ای است. از بعد گستره ، شباهت ها و تفاوت هایی بین کشورهای منتخب مشاهده می گردد. با توجه به یافته ها ، توجه برنامه ریزان آموزشی دانشگاه فرهنگیان و وزارت آموزش وپرورش باید به این نکته معطوف گردد که فعالیت های فوق برنامه یکی از بهترین ، جذاب ترین و غیرمستقیم ترین روش های پرورش تربیت نسل جوان معلمان است.
https://journal.cesir.ir/article_91863_8c194aa6b59a2aaa64b5c97cfba275e4.pdf
2018-11-01
36
60
10.22034/ijce.2019.191754.1018
فعالیت های فوق برنامه
تربیت معلم
تطبیق
استرالیا
آلمان
آمریکا
پری
مو سی پور میاندهی
dr_parimosapour@yahoo.com
1
علوم تربیتی،هیات علمی ،دانشگاه فرهنگیان،رشت،ایران
LEAD_AUTHOR
اشرف السادات
پیرو نذیری
dr.a.peyronaziri@gmail.com
2
علوم تربیتی،هیات علمی ،دانشگاه فرهنگیان،رشت،ایران
AUTHOR
خدیجه
گلین مقدم
galyanmoghaddam@gmail.com
3
دانشگاه فرهنگیان،تهران،ایران
AUTHOR
Ahmadi, G. A. ImamJomee, S. M. R. and Timurneya, M. 2013. A Comparative Study of School Extracurricular Activities in Iran , the United States, United Kingdom and Malaysia, Curriculum Research Journal, 3(1):65-91, [in Farsi]
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Baker. C, N. 2008: Under-represented College Students and Extracurricular Involvement: The Effects of Various Student Organizations on Academic Performance. Social Psychology of Education, 11(3): 273–298.
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Barnett, L. 2007. “Winners” and “losers”: The Effects of Being Allowed or Denied Entry into Competitive Extracurricular Activities. Journal of Leisure Research, 39:316-341.
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30
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31
ORIGINAL_ARTICLE
بررسی تطبیقی سازمانهای همتا با سازمان سنجش آموزش کشور : مؤسسه خدمات سنجش آموزشی (ETS)، مؤسسه مرکزی آزمونسازی هلند (CITO) و مؤسسه برنامهریزی درسی و ارزشیابی کره جنوبی (KICE)
مؤسسههای مختلفی در حوزه طراحی آزمونهای معتبر، روا وکارآمد به منظور سنجش ویژگیهای افراد در سطوح ملی و بینالمللی مشغول فعالیت هستند. بررسی و تحلیل عملکرد مؤسسههای آزمونسازی موفق و پیشرو الگویی جهت اصلاح و ارتقاء فعالیتهای سازمانهای همتا و مبنایی برای ارزیابی استراتژیک آنها ارائه میکند. هدف مقاله حاضر بررسی تطبیقی عملکرد مؤسسه خدمات سنجش آموزشی (ETS)، مؤسسه مرکزی آزمون سازی هلند (CITO) و مؤسسه برنامهریزی درسی و ارزشیابی کره جنوبی (KICE) با سازمان سنجش آموزش کشور به عنوان بزرگترین و معتبرترین مؤسسه آزمونسازی کشور بود. در این مطالعه با استفاده از روش مطالعه تطبیقی مؤسسههای مذکور از منظر ماموریتها، فعالیتها، خدمات سنجش آموزشی و ساختار تشکیلاتی با سازمان سنجش آموزش کشور مورد مقایسه قرار گرفتند و وجوه اشتراک و افتراق بین آنها در راستای ایجاد درک مناسب از نارساییهای موجود مورد بررسی قرار گرفت. یافتههای مطالعه بیانگر وجود نیروی انسانی متخصص و کارآمد و شرایط کاری مبتنی بر تشریک مساعی، تعامل و تبادل فکری، توجه ویژه به پژوهشهای مرتبط با مسایل نوین روانسنجی و آزمونسازی، جامعیت و گستردگی فعالیتهای سنجشی، طراحی طیف وسیعی از آزمونها متناسب با نیازهای مشتریان، طراحی آزمونهای استاندارد با هدف پایش پیشرفت فراگیران و توجه به فعالیتهای بینالملل و ارائه خدمات سنجش به کشورهای مختلف در مؤسسههای ETS، CITO و KICE بود. این یافته ها ضرورت برنامهریزی نهاد متولی سیاستگذاری و راهبری یعنی سازمان سنجش آموزش کشور را به منظور الگوبرداری و تحقق موارد مطلوب در چهارچوب آینده پژوهشی روشن ساخت.
https://journal.cesir.ir/article_91864_338b6703a10db5312171ddcdee1147ee.pdf
2019-08-09
61
82
10.22034/ijce.2019.189786.1008
سنجش
آزمونسازی
مؤسسه خدمات سنجش آموزشی
مؤسسه مرکزی آزمون سازی هلند
مؤسسه برنامهریزی درسی و ارزشیابی کره جنوبی
رضا
محمدی
remohamadi@yahoo.ca
1
رییس مرکز تحقیقات سازمان سنجش اموزش کشور
LEAD_AUTHOR
ابراهیم
خدایی
2
دانشیار دانشگاه تهران، رئیس سازمان آموزش سنجش کشور
AUTHOR
نگار
شریفی یگانه
3
پژوهشگر، سازمان سنجش آموزش کشور
AUTHOR
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ORIGINAL_ARTICLE
رویکردهای فرهنگی - اجتماعی معاصر در آموزش غیر رسمی: سه مثال از حوزه های ادبیات قرون وسطی ، تئاتر پوچ و سینمای مدرن
رویکردهای فرهنگی - اجتماعی معاصر در آموزش غیر رسمی یک حوزه جالب و جذاب برای تحقیقات جدید در زمینه آموزش ، فرهنگ و جامعه است. هنر ، ادبیات ، فن آوری های جدید ، فرهنگ پاپ ، تئاتر ، سینما و رسانه های جمعی از جمله عوامل / کنش گر های بسیار مهم آموزش غیر رسمی رسمی مدرن در سطح بین المللی محسوب می شوند. در این زمینه به شدت تأکید می شود که ادبیات ، نمایش های تئاتر و سینما می توانند نقش مهمی در رویکردهای فرهنگی - اجتماعی آموزش غیر رسمی معاصر ایفا کنند. با توجه به واقعیت اخیر ، مقاله حاضر نمونه هایی از هر سه زمینه فوق ارائه می دهد: مطالعه موردی ادبیات قرون وسطی ، شعر "سر گاوین و شوالیه سبز" با موضوع ضد فمینیسم ، مطالعه نمایشنامه "جشن تولد" هارولد پینتر و فیلم "غریزه اساسی" پاول ورهوون با هدف ارائه کلیشه های جنسیتی در حوزه سینما.
https://journal.cesir.ir/article_90521_885acf83cf0f85ad89cbb86880040cca.pdf
2019-08-09
83
93
10.22034/ijce.2019.192718.1024
ادبیات قرون وسطی
تئاتر پوچ
سینمای مدرن
پارسکووی
چورداکی
voulahourdaki@gmail.com
1
گروه آموزش ابتدایی ، دانشگاه آتن ، یونان
LEAD_AUTHOR
Andrews, D. 2006. “Sex Is Dangerous, so Satisfy your Wife: The Softcore Thriller in Its Contexts.” Cinema Journal, 45.3: 59-89
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Dukore, B. 1962. “The Theatre of Harold Pinter.” The Tulane Drama Review 6.3 (Mar.,): 43-54. JSTOR Website. 13 Nov. 2012
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Esslin, M. 1973. Pinter: A Study of His Plays. London: Eyre Methuen, Print.
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Jenkins ,P. 2003. Monster, [Video file], Media 8 Entertainment and New market Films. Number (1992): 117-139. JSTOR. Web. 08 December 2018.
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Karpman, B. 1929. “Impulsive Neuroses and Crime: A Critical Review.” Journal of the American Institute of Criminal Law and Criminology 19.4: 575-591. Available at:https://www.jstor.org/stable/1134618?seq=1#page_scan_tab_contents
12
Pinter, H. 1997. The Birthday Party, Sylvan Barnet, et. al. (Eds). Types of Drama: Plays and Contexts, New York: Longman
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Schechner, R. 1966. “Puzzling Pinter” The Tulane Drama Review 11 (2): 176 184. JSTOR. Web. 13 Nov. 2012
14
Scott, M. 1986. Harold Pinter: The Birthday Party, the Caretaker, the Homecoming: A Casebook. Basingstoke: Macmillan, Print
15
Silverstein, M. 1993. Harold Pinter and the Language of Cultural Power, Lewisburg [Pa.]: Bucknell University Press; London; Cranbury, NJ: Associated University Presses,
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17
Tasker, Y. 1993. Spectacular Bodies: Gender, Genre and the Action Cinema. London: Rutledge
18
Verhoeven, P and Caton-Jones, M. 1992. Basic Instinct. [Video file], British Board of Film Classification, Retrieved April 19, 2018
19
Whatling, C. 1997. Screen Dreams: Fantasizing Lesbians in Film. Manchester University Press
20
Williams, L, R. 2005. The Erotic Thriller in Contemporary Cinema, Edinburgh University Press,
21
ORIGINAL_ARTICLE
آموزش فلسفه به دانش آموزان؛ ضرورت ها، پیش نیازها و تجارب بین المللی
در جهان سرشار از تغییرات و پیشرفت های شتابان قرن بیست و یکم و انبوه داده ها و اطلاعات متنوع، آموزش فلسفه به دانش آموزان به معنای یاددهی شیوه های درست اندیشیدن،جمع آوری اطلاعات ، استدلال و تفکر ناقدانه و مبتنی بر ارزشیابی می تواند یکی از مهم ترین اولویت های نظام های آموزشی باشد. چرا که آموزش فلسفه به فراگیران از یک سو زمینه های لازم را برای رشد قوای فکری و شناختی آنان فراهم می سازد و از سوی دیگر حضور فلسفه در زندگی واقعی و عملی افراد و کاربرد آن در حل مسایل فردی و اجتماعی را امکان پذیر می سازد. نویسندگان مقاله حاضر با درک اهمیت و ضرورت آموزش فلسفه به دانش آموزان کوشیده اند تا کارکرد و مسئولیت نظام آموزشی را در این حوزه مورد توجه و تاکید قرار دهند تا از این طریق ، زمینه مناسب برای مشروعیت بخشی این آموزش ها در قالب برنامه های درسی مدارس فراهم گردد.
https://journal.cesir.ir/article_91866_39afaa6a6e949cf04aaec8646152d284.pdf
2019-08-09
94
111
10.22034/ijce.2019.186947.1000
فلسفه
آموزش فلسفه
دانش آموزان
برنامه درسی
تجارب بین المللی
محمد
امینی
amini@kashanu.ac.ir
1
گروه علوم تربیتی ، دانشگاه کاشان
LEAD_AUTHOR
علی
یزدخواستی
yazdkhasty@kashanu.ac.ir
2
گروه علوم تربیتی ، دانشگاه کاشان
AUTHOR
Abbasi, E.2001.Examining Effective Skills on Critical Thinking Development in the Sociology Curriculum in HighSchool, Unpublished PhD thesis, Tehran: Tarbiat Moallem University. [In Persian]
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Alipour, V. Naderi, E. Seif Naraghi, M. and Shariatmadari, A.2013. Reconsidering the Barriers to Critical Thinking in the Secondary School Curriculum, Journal on Research in Curriculum Planning, 2 (9): 1-15. [In Persian]
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44
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ORIGINAL_ARTICLE
مطالعه تطبیقی عوامل درونی و بیرونی موثر بر عملکرد کلاسی معلمان : بینش معلمان زبان انگلیسی در ایران
تدریس زبان های خارجی یکی از حرفه های پرمسئولیت در سراسر جهان است که چالش های زیادی را برای معلمان آن در پی دارد. با توجه به این که آگاهی معلم از حرفه خود و احساس لذت از عملکرد شغلی در افزایش توانایی تدریس موثر است، مطالعه حاضر عوامل درونی و بیرونی موثر بر عملکرد کلاسی را با هدف بررسی واکنش معلمان در تدریس و چالش هایی که در آموزش انگلیسی - به عنوان یک زبان خارجی - در ایران تجربه می کنند ، مورد بررسی قرار می دهد. روش تحقیق حاضر از نوع کیفی و داده ها با استفاده از مصاحبه نیمه ساختمند با 50 نفر از معلمان جمع اوری شدند. یافته های پژوهش نشان داد که آگاهی در مورد عواملی که عملکرد معلمان انگلیسی را تحت تأثیر قرار می دهد ، نیاز به تأمل و بررسی بیشتر دارد. در حقیقت ، آگاهی کامل از عملکرد می تواند شکل موثرتری از مفهوم " حرفه ای " را در اختیار معلمان قرار دهد. با توجه به نقش اساسی عوامل درونی و بیرونی ، تحقیق حاضر به درک بهتر چگونگی پیشرفت معلمان زبان خارجی کمک می کند.
https://journal.cesir.ir/article_91867_32235914beea22322d0db78b61076ea2.pdf
2019-08-09
112
135
10.22034/ijce.2019.188558.1007
حرفه تدریس
چالش های تدریس
عملکرد معلم
عوامل درونی و بیرونی
لیلا
انجم شعاع
leila_anjomshoa@yahoo.com
1
گروه زبان های خارجی ، دانشگاه آزاد اسلامی واحد کرمان ، کرمان
LEAD_AUTHOR
مهری
حداد نارافشان
mnarafshan@yahoo.com
2
گروه زبان های خارجی ، دانشگاه آزاد اسلامی واحد کرمان ، کرمان
AUTHOR
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