مروری بر روش‌های تدریس و نقش آنها در توسعه مهارت‌های فراشناختی در آموزش عالی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار دانشکدة روان‌شناسی و علوم تربیتی دانشگاه اصفهان

2 استادیار دانشگاه پیام نور استان اصفهان

3 دانشجوی دکتری برنامه‌ریزی درسی دانشگاه اصفهان setarehmousavi@gmail.com

چکیده

مدل‌های آموزشی که بر مهارت‌های فراشناخت تأکید دارند، در رشد فرایندهای حل مسأله و خودتنظیمی تأثیر معناداری دارند. در پژوهش حاضر، تأثیر روش‌های تدریس (حل مسأله، بحث گروهی، پرسش و پاسخ)، بر مهارت‌های فراشناختی مورد بررسی قرار گرفته است. پژوهش حاضر، کاربردی و از نوع توصیفی پیمایشی است. جامعة آماری پژوهش مشتمل بر تمام دانشجویان تحصیلات تکمیلی دانشگاه اصفهان است که شامل 4167 نفر بوده و نمونة آماری با استفاده از فرمول کوکران 305 نفر برآورده شده است. ابزار گردآوری اطلاعات، پرسشنامة محقق‌ساخته‌ بود و روایی محتوایی آن با بهره‌گیری از نظر متخصصان و پایایی آن با استفاده از ضریب آلفای کرونباخ 94/0 محاسبه گردید. نتایج نشان داده است که از دید دانشجویان، نقش روش‌های تدریس حل مسأله، بحث گروهی و پرسش و پاسخ بر رشد مهارت‌های فراشناخت، بالاتر از سطح متوسط است و آموزش مهارت‌های فراشناخت، مستلزم مربیانی است که متعهد به یادگیری مستمر و خودتنظیمی باشند. در واقع، به منظور هدایت نمودن مهارت‌های فراشناخت دانشجویان، باید روش‌های تدریس مناسبی را به کارگرفت. در مطالعة حاضر، نویسندگان، روش‌های تدریس چون حل مسأله، بحث گروهی و پرسش و پاسخ را مورد بحث قرار دادند که مهارت‌های فراشناخت را رشد می‌دهند. 

کلیدواژه‌ها


عنوان مقاله [English]

Overview of Teaching Methods and their Role in Developing Meta Cognitive Skills in Higher Education

نویسندگان [English]

  • Yasamin Abedini 1
  • Reza Homaei 2
  • setare Mousavi 3
چکیده [English]

Pedagogical models   that have stressed on meta cognitive strategies have shown meaningful influxes   in increasing problem solving, and self-regulatory processes.  This study examined the impact of Teaching Methods (problem solving, group discussions question and cross training) on meta cognitive skills. This study was applied one and the research method was descriptive –survey. Statistical population included all supplementary students at Isfahan University which is the number of 4167 people by Using Cochran formula, 305 subjects. To collect data a researcher-made questionnaire was used which its content validity was confirmed by experts, and its reliability was estimated 0.94 using Coronbach`s Alpha method. Findings showed that the amount of effect of teaching methods (problem solving, group discussions question and cross training) on maturating meta cognition skills from the perspective of supplementary students resulting that larger than average assumption and meta cognitive skills education requires the educators to be committed to continuous learning and self-reflection. In fact, in order to guide meta cognitive skills students should be taught the suitable strategies. In this study, authors discussed  a series of Teaching Methods as problem solving, group discussions question and cross training which could develop meta cognitive skills.
 

کلیدواژه‌ها [English]

  • Teaching Methods
  • cognitive skills
  • Curriculum

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