چکیده:
این پژوهش با هدف طراحی و اعتبارسنجی الگوی آموزش خواندن در فضای مجازی انجام‌شده است. جهت طراحی الگو از روش کیفی با مرور نظام‌مند ادبیات پژوهشی و جهت اعتبار سنجی از روش پیمایشی استفاده گردید. جامعه آماری این تحقیق جهت طراحی الگوی آموزشی شامل تمامی کتاب‌ها، مقالات پژوهشی، پایان‌نامه‌ها و منابع اطلاعاتی اینترنتی درزمینه آموزش خواندن با توجه به فضای مجازی و تعاملات معلم- دانش‌آموز و والد- کودک بود؛ جامعه آماری جهت اعتبارسنجی الگو، متخصصان رشته‌های روانشناسی تربیتی، برنامه‌ریزی درسی، فنّاوری آموزشی، و نیز مدرسان و معلمان آموزش خواندن بودند که 15 نفر به‌عنوان نمونه آماری انتخاب شدند. ابزار جمع‌آوری داده‌ها یک پرسشنامه 8 سؤالی در مقیاس لیکرت بود. بر اساس یافته‌های این مطالعه، الگوی مفهومی با چهار عنصر اصلی شامل برنامه درسی خواندن، راهبردهای آموزشی، فناوری و تعاملات انسانی جهت طراحی الگوی پیشنهادی آموزش خواندن تعیین شد. همچنین، طراحی الگوی روندی در هشت مرحله شامل 1) پیش‌خوانی 2) زوج خوانی 3) آموزش راهبردها 4) تمرین راهبردها 5) بازخوانی 6) مرور راهبردها 7) روان‌خوانی 8) ارزیابی صورت گرفت. یافته‌های اعتبار سنجی نشان داد که الگوی پیشنهادی آموزش خواندن ازنظر متخصصان و معلمان دارای اعتبار مناسب است. درنتیجه می‌توان بر اساس نظر متخصصان از این الگوی هشت مرحله‌ای آموزش خواندن برای طراحی و آموزش خواندن در فضای مجازی مبتنی بر تعامل معلم-دانش‌آموز و والد-کودک در دوره ابتدایی بهره گرفت.
Teaching reading learning skills is one of the important and prominent curriculum in schools, especially in elementary school. The goals of reading education include fluency, reading comprehension and word learning. Fluency is the ability to read text according to its content, read prose and poetry with appropriate tone and music. Reading comprehension is the ability to understand the explicit and implicit information of the text, to integrate and interpret the information of the text. Also, the purpose of vocabulary learning is to regularize students' basic words and expand children's vocabulary. Expanding students' vocabulary helps in reading and listening comprehension as well as speaking and writing (Sheldareh et al., 2017).The epidemic of the corona virus and the closure of schools forced the educational system, teachers and families into new conditions of education, i.e. virtual education. Mandatory virtual education and changing the location of education from school to home forced administrators and teachers to design and predict educational programs, teaching methods, and the activities and interactions of administrators, teachers, students, and parents virtually. The process of teaching and learning in the classroom is accompanied by human interactions. Teacher-student relationships are the main part of teaching and learning. It is obvious that students need their teachers in many learning environments (Reilly, 2009). Parental involvement is any interaction between a child and a parent that may contribute to the child's development with the parent's direct participation in the child's school affairs and make him/her interested in school (Dumont et al., 2014). In this research, parent-child interactions in academic matters, especially reading education, have been investigated in researches related to the role of parents regarding educational goals, monitoring learning and doing homework.The main goal of the current research is to design and validate a suitable model of teaching reading in virtual space based on parent-child and teacher-student interaction in the elementary school. To design and validate the proposed reading teaching model, two questions are answered. First question, what elements is the proposed model of reading education based on parent-child and teacher-student interaction in the virtual space designed? And the second question, is this proposed model of reading education valid from the point of view of experts and teachers?To design the model, a qualitative method was used with a systematic review of the research literature, and a survey method was used for validation. The statistical population of this research for the design of the educational model includes all books, research articles, dissertations and internet information sources in the field of reading education with regard to the virtual space and teacher-student and parent-child interactions, and the statistical population for the validation of the model is educational psychology specialists, Curriculum planning, educational technology and teachers of reading education were selected as a sample of 15 people. The data collection tool was a questionnaire and an 8-question questionnaire made by the researcher on a Likert scale.The findings of the research question about the main elements of the reading teaching model led to the formulation of a conceptual model of the main elements of the research model. Based on the findings of this study, a conceptual model with four main elements including reading curriculum, educational strategies, technology and human interactions was determined. Reading curriculum elements include objectives, content, assignments, and assessment. The main goals of the primary school Persian book in Farsi reading include vocabulary learning, fluent reading and comprehension. To increase reading skills, teachers use classroom and home assignments such as reading practice and vocabulary learning. Assessment is also an inseparable part of education that teachers use from the beginning to the end of education to measure the progress of reading learning. The element of human interactions, the teaching and learning process in the classroom and online classroom is associated with human interactions. These interactions include teacher-student and student-student. Teacher-student interactions include activities and strategies that teachers provide online and simultaneously to students in the classroom in the form of audio, video, and homework. Parent-child interaction includes activities that are done between parents and children to improve reading skills at home. In this model, parents use appropriate strategies to help their children complete reading assignments at home. In parent-child interaction, parents facilitate reading assignments by using the strategy of paired reading and providing feedback. Another important element of the proposed reading teaching model is technology. To implement the proposed model of reading education in virtual space, communication technologies including the Internet, smartphone or tablet, and applications are needed. Teachers, parents and students participate in the virtual teaching and learning process using the student education network (SHAD). According to the conceptual model of elements of reading education in virtual space, the proposed model of reading education is designed in 8 steps. These steps include 1. Pre-reading 2. Paired reading 3. Teaching strategies 4. Practicing strategies 5. Re-reading 6. Reviewing strategies 7. Reading fluency and 8. Evaluation. This model is based on teacher-student and parent-child interactions. In the design and implementation of this model, methods and activities have been used to increase the amount of online interactions between teachers and students while teaching and learning reading skills. Also, appropriate methods and activities have been selected for parent-child interactions so that parents participate in their children's learning to read and help their children's reading skills improve.This model is based on teacher-student and parent-child interactions. In the design of this model, methods and activities have been used to increase the amount of online interactions between teachers and students while teaching and learning reading skills. Also, appropriate methods and activities have been selected for parent-child interactions so that parents participate in their children's learning to read and help their children's reading skills improve.The findings of the second question showed that according to experts and teachers, the proposed model of reading education is valid. They evaluated the proposed research model as valid in terms of comprehensiveness, coherence, validity, applicability, acceptability and coordination with reading goals. In this template, the number of sessions for each lesson is 8 sessions of 45 minutes, and the role of the teacher, students and parents, educational activities, editing methods, activity presentation formats (video, audio, photo, written) and the type of virtual learning (simultaneous and asynchronous) are specified. Also, according to the goals of primary school reading education, word learning, fluency reading and reading comprehension have been discussed in this model.It is suggested that this model be used in the third and higher grades. Likewise, this model should be taught to teachers and educational designers and educational leaders to systematically design and implement the reading education program in virtual space. Research for the application of this model in various virtual applications and with semi-experimental methods should be done. As a result, according to the opinion of experts, this eight-step model of reading education can be used to design and teach reading in virtual space based on teacher-student and parent-child interaction in the elementary school.
خلاصه ماشینی:
جامعه آماري اين تحقيق جهت طراحي الگوي آموزشي شامل تمامي کتاب ها، مقالات پژوهشي، پايان نامه ها و منابع اطلاعاتي اينترنتي درزمينه آموزش خواندن با توجه به فضاي مجازي و تعاملات معلم - دانش آموز و والد- کودک بود؛ جامعه آماري جهت اعتبارسنجي الگو، متخصصان رشته هاي روانشناسي تربيتي، برنامه ريزي درسي، فناوري آموزشي، و نيز مدرسان و معلمان آموزش خواندن بودند که ١٥ نفر به عنوان نمونه آماري انتخاب شدند.
يافته ها سؤال اول ، الگوي پيشنهادي آموزش خواندن در فضاي مجازي مبتني بر تعامل معلم - دانش آموز و والد-کودک بر اساس چه عناصري طراحي ميشود؟ جهت پاسخگويي به سؤال پژوهش ، متون کتب ، منابع پژوهشي و کتب راهنماي تدريس موردمطالعه قرار گرفت و بر اساس انتظارات و سطح شايستگي مندرج در کتاب راهنماي معلم ارزشيابي توصيفي (٢٠١٩ ,kiamanesh et al) و اهداف آموزشي مقطع ابتدايي مورد تحليل قرار داده شد.
در طراحي اين الگو، روش ها و فعاليت هايي در نظر گرفته شده است که ميزان تعاملات آنلاين و هم زمان معلمان با دانش آموزان در حين آموزش و يادگيري مهارت هاي خواندن افزايش يابد.
از عناصر مهم الگوي آموزش خواندن اين پژوهش توجه به تعامل و مشارکت دانش آموزان در فرايند ياددهي و يادگيري مجازي است .
The issue of schools and educational centers in postIslamic Iran is important from several aspects.
As mentioned in the present research, Iran's educational centers were divided into three categories: mosques (MASAJED), schools (MADARES), and Elementary schools (MAKATEB) in the early Islamic centuries.
Keywords: School, Mosque, School, Iran, Educational Centers, Teaching Method.
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