اخبار و اعلانات
آمار
| تعداد نشریات | 19 |
| تعداد شماره‌ها | 380 |
| تعداد مقالات | 3,132 |
| تعداد مشاهده مقاله | 4,252,884 |
| تعداد دریافت فایل اصل مقاله | 2,847,307 |
بررسی تأثیر روش یاددهی- یادگیری معکوس بر پیشرفت مهارت خواندن و نوشتن فارسی آموزان غیرفارسی زبان | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 14، دوره 8، شماره 2 - شماره پیاپی 18، مهر 1398، صفحه 251-266 اصل مقاله (483.83 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2019.11116.1448 | ||
| نویسنده | ||
| محبوبه نعمتی سرخی* | ||
| نویسنده ی مسئول، مدرس مدعو دانشگاه پیام نور پاکدشت و دانشجوی دکتری آموزش زبان فارسی به غیرفارسی زبانان، دانشگاه علامه طباطبایی | ||
| تاریخ دریافت: 24 تیر 1398، تاریخ بازنگری: 03 مهر 1398، تاریخ پذیرش: 29 مرداد 1398 | ||
| چکیده | ||
| هدف پژوهش حاضر بررسی تأثیر روش یاددهی-یادگیری معکوس بر پیشرفت مهارت خواندن و نوشتن فارسیآموزان غیرفارسیزبان در بافت زبان دوم است. جامعهی آماری این پژوهش را 58 نفر از زبانآموزان پایهی هشتم، بین سنین 14 الی 15سال از مدرسهی بینالمللی دختران در تهران، تشکیل دادند. با استفاده از نتایج آزمون تعیین سطح استاندارد، زبانآموزان سطح میانه بهصورت نمونهگیری در دسترس انتخاب شدند و بهصورت تصادفی به دو گروه کنترل (29 نفر) و آزمایش (29 نفر) تقسیم گردیدند. گروه آزمایش طی10 جلسه، هر جلسه 75 دقیقه تحت روش آموزش معکوس قرار گرفتند. روش پژوهش شبه آزمایشی و ابزار اصلی پژوهش پیشآزمون و پسآزمون است. تجزیه و تحلیل دادهها با استفاده از تحلیل کوواریانس یکطرفه صورت گرفت و برای مشخصکردن نرمال بودن دادهها از آزمون کولموگرافاسمیرنوف استفاده شد و پایایی آزمون از طریق آلفای کرونباخ 91 درصد محاسبه شد. یافتههای حاصل از آزمون کوواریانس با توجه به مطالب آموزشی الکترونیکی تهیه شده توسط محقق و کتاب گویا که محور اصلی فرایند یادگیری زبانآموزان در کلاس معکوس بود، یادگیری عمیق و پایدار و مشارکت 95 درصد زبانآموزان را چنانچه شواهد عینی معلم نیز مؤید آن است، بههمراه داشت. این نوع یادگیری تحت تأثیر عواملی مانند راهبردهای فرایند یادگیری اکتشافی، یادگیری مستقل و عمیق با مدیریت زمان مناسب منجر به درک، کاربرد و تحلیل مفاهیم درسی شد. در راستای پژوهشهای آتی، محتوا و نوع مطالب تولید شدهی الکترونیکی در این پژوهش میتواند برای پژوهشگران حوزهی تولید محتوا، آموزش مجازی، روشهای تدریس، آزمونسازی و برنامهریزیآموزشی، کاربردها و راهکارهای عملی فراوانی داشته باشد. | ||
| کلیدواژه‌ها | ||
| آموزش معکوس؛ زبان فارسی؛ یادگیری عمیق؛ فعال شدن زبان آموزان | ||
| عنوان مقاله [English] | ||
| Investigating the Effect of Flipped Teaching-Learning Method on Persian Language Learners' Reading and Writing Skills | ||
| نویسندگان [English] | ||
| Mahboobeh Nemati | ||
| Corresponding author, Visiting Professor at Payame Noor University of Pakdasht and PHD Candidate in Teaching Persian to Non-Persian Learners, Allameh tabataba’i University, Tehran, Iran. | ||
| چکیده [English] | ||
| The purpose of the study was to investigate the effect of flipped teaching-learning method on Persian-language learners' reading and writing skills in the context of the second language acquisition. The statistical population consisted of 58 eighth grade Persian language learners aged 14-15 of the International girls' school in Tehran. Using standardized placement test results, the intermediate language learners were selected by convenience sampling and were randomly assigned into control (29 students) and experimental (29 students) groups. The experimental group was exposed to flipped instruction throughout 10 75-minute sessions. The study adopted quasi-experimental design. The main research instrument was pre-test and post-test. Data analysis was performed using one-way covariance analysis and Kolmogorov-Smirnov test was used to determine the normality of the data. Reliability index (Cronbach’s Alpha) was 0.91. The results of the covariance (ANCOVA), based on the e-learning materials provided by the researcher and the audio book which formed the main learning process for flipped instruction group, showed that deep and stable learning and participation of 95% of learners in the classroom was achieved. This type of learning was influenced by factors such as strategies of exploratory learning process, independent and deep learning with appropriate time management leading to understanding, application, and analysis of lesson concepts. In future research, the content and type of electronic content produced in this research can have many practical applications for researchers of material development, virtual education, teaching methods, testing and educational planning. Extended Abstract The purpose of this study was to investigate the effect of flipped teaching-learning method on the development of reading and writing skills of Persian to non-Persian language learners. The statistical population consisted of 58 language learners aged 14 to 15 years at the International Girls' School in Tehran. Using standardized test results, the intermediate language learners were selected by convenience sampling and were randomly divided into control (n = 29) and experimental (n = 29) groups. The experimental group underwent the training method for 10 sessions, each session for 75 minutes. The research instrument was pre-test and post-test. As the pre-test and post-test the two groups of control and experiment are studied in reading and writing skills and the method is quasi-experimental, using one-way analysis of covariance(ANCOVA). The data were analyzed using Kolmogorov-Smirnov test. The results of the covariance test, based on the e-learning materials provided by the researcher and the book as central to the process of flipped language learners in the classroom, provided a deep and sustained learning and participation of 95% of learners as confirmed by the teacher's observation. The content and type of the electronic materials prepared for this research and the other findings in the field of flipped learning, as a new teaching method, can provide many different usages and practical solutions for researchers of content generation, virtual education, teaching techniques, test construction, and instructional planning. 1. Introduction Flipped instruction or flipped classroom is an advanced form of "reverse instruction"; a term which was first proposed in an article by Lage et al. (2000). This concept gradually became established through the publication of various articles at the end of the first decade of the 21st century. The concept of flipped instruction was conceived about one decade and a half and it has been discussed in scientific circles since its inception. Google trends do not show any decrease in interest in this concept; the tendency for the issue even increased in 2013. 2. Theoretical foundations The advancement of new technologies has led to learning-teaching activities to change from passive to active blended learning. Today, learners can follow the learning process by using e-tools like cell phones, laptops, tablets, and other related tools, and this way they play an active role in learning. One type of active learning techniques is the flipped classroom. Lage et al. (2000, 32) provide the simplest definition of the flipped classroom. According to the events that were traditionally placed inside the classroom, are now taken place outside the classroom and vice versa; in fact, the flipped classroom is based on learner-centered activities and active learning. Therefore, the traditional classroom is usually teacher-based, where the teacher manages all discussions and conversations taking place, while the flipped classroom is student-centered and is interactively managed by the teacher and learners. 3. Data Collection Method The statistical sample used in this study included 58 eighth grade female students at the International School in Tehran. A simple random sampling was used in this research, using available participants that were divided into experimental and control groups. The main purpose of this study was to evaluate and compare the learning achievement of the students' reading and writing skills using the two educational methods, namely flipped learning and lecturing as the independent variables. First, the learners took a reading pre-test. The experimental group was asked to study the course content before the class and were given the file of audio book containing reading texts and the film of stories. They could watch the film as many times as they needed. In the class, the learners worked on comprehension exercises and asked questions. They were instructed how to draw the mind map of the lesson content, how to classify the subjects in their minds, and how to organize their ideas and answers. The learners also answered the comprehension questions in groups of two, and their language mistakes were explained and fixed by the teacher. After a course of 10 sessions instruction, the experimental group with the flipped classroom and the control group with the traditional method, i.e., lecturing, took a post-test and a statistical data analysis was performed by ANCOVA. 4. Data Analysis The present research was a quasi-experimental study that investigated the effect of flipped learning and lecturing, as the independent variables, on the language students' learning achievement, as the dependent variable. The two groups performed similarly before the intervention of the independent variable. In the post-test, the experimental group had a better and more effective performance than the control group. Therefore, there was a significant difference between the mean scores of the experimental and control groups' reading and writing skills in post-test. Thus, the mean score of the experimental group on the post-test was greater than that of the control group which confirms the effect of the flipped learning method on the language learners’ reading and writing skills improvement. 5. Discussion and Conclusion The present study sought to find the answer to this question that to what extent the flipped learning method affects language learners' reading and writing skills. The results of the study showed a significant difference between the pre-test and post-test mean scores of the two groups which means that the experimental group performed significantly better than the control group on the reading test as a post-test. The experimental group which was instructed through the independent variable of flipped instruction was more active and engaged compared with the control group which was taught the reading skill via the lecture method. With the flipped instruction method, learners found that learning is not just repeating the teacher's notes. The method specifically creates a dynamic classroom environment. Results showed that by using active methods and flipped learning strategies; the teacher can activate learners and reinforce the students' collaborative spirit. | ||
| کلیدواژه‌ها [English] | ||
| flipped instruction, Persian language, deep learning, language learners' activation | ||
| مراجع | ||
|
اسماعیلیفر، محمدصادق، تقوایی یزدی، مریم و نیازآذری، کیومرث. (1394). تأثیر رویکرد کلاس معکوس بر احساس تعلق به مدرسهی دانشآموزان دورهی ابتدایی. کنفرانس ملی مطالعات هنر و پژوهشهای علوم انسانی. تهران. رنجبری، فهیمه، ملک پور، مختار و فرامرزی، سالار. (1394).اثربخشی آموزش مبتنی بر هوشهای چندگانه گاردنر بر میزان خطاهای املای دانشآموزان با ناتوانی یادگیری .مجله ناتوانی های یادگیری.دوره 2، شماره 4، صص:60-45. شکرباغانی، اشرفالسادات و صدرالاشرفی، مسعود. (1391). آموزش فیزیک (راهبردها، شیوهها و مهارتها). تهران: مؤسسهی فرهنگی برهان، انتشارات مدرسه. فضلعلی، فاطمه، علوی، سیدمحمد و کیوانپناه، شیوا. (1396). تأثیر یادگیری معکوس بر توسعهی حرفهای نومعلمان زبان انگلیسی: میزان مشغول بودن و نگرش آنها. پژوهشهای زبانشناختی در زبانهای خارجی. دورهی 7، شمارهی 2، صص:471-496. کاویانی، الهام، مصطفایی، سیدمحمدرضا و خاکره، فتانه. (1394). بررسی تأثیر رویکرد کلاس معکوس بر پیشرفت تحصیلی، خودتنظیمی، تعامل گروهی و انگیزش تحصیلی دانشآموزان. پژوهش در آموزش. دورهی 5، شمارهی 5، صص: 5-6. کاویانی، حسن، لیاقتدار، محمدجواد، زمانی، بی‌بی‌عشرت و عابدینی، یاسمین. (1396). فرایند یادگیری در کلاس معکوس: بازنمایی از برنامه درسی تجربه شده در آموزش عالی. فصلنامه مطالعات برنامهی درسی آموزش عالی. سال 8، شمارهی بهار و تابستان، صص: 214 ـ 179. گلزاری، زینب و عطاران، محمد. (1395). تدریس به روش معکوس در آموزش عالی: روایتهای یک مدرس دانشگاه. دو فصلنامهی نظریه و عمل در برنامهی درسی، سال چهارم، شمارهی 7، صص: 81- 86. مبصر ملکی, سمیه، رستگارپور، حسن و کیان، مرجان.(1394). روش آموزش معکوس بر یادگیری عملی درس کار و فناوری، همایش ملی روانشناسی اجتماعی و علوم تربیتی. تهران. صص:14-1. References: Abdelshaheed, B. S. (2017). Using flipped learning model in teaching English language among female English majors in Majmaah University. English Language Teaching, 10 (11), 96-110. Anderson, T. (2008). Towards a theory of online learning. In T. Anderson, & F. Elloumi (Eds.), Theory and practice of online learning.21-36. Edmonton AB: Athabasca University. Bergmann, J. & Sams, A. (2012). Flip your classroom: reach every student in everyclass every day.Washington, DC: International Society for Technology in Education Bethany, B. (2010). “Flip your classroom to Increase Active Learning and Student Engagement”. 28Th Annual Conference on Distance Teaching & Learning, University of missoury- columbia. Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and Information Technologies, (April 2015): 1465–1482. http://doi.org/10.1007/s10639-015-9393-5. Butt, A. (2014). "Student views on the use of a flipped classroom approach": Evidence From Australia. Business Education & Accreditation, 6(1), 33-43. Connor, k.A., Newman, D.L.(2013). Self-Regulated Learning and Blended Technology Instruction in a Flipped Classroom. 120Th ASEE Annual Conference & Exposition.FRANKLY. Esmaeilifar, M. S., Taghvai Yazdi, M., & Niyaz Azari, K. (2015). The Impact of the Reverse Classroom Approach on the Feelings of Elementary School Students. National Conference on Arts Studies and Humanities Research. Tehran. [In Persian] Fazlali, F., Alavi, M., & Keyvanpanah, Sh. (2017).The Impact of Reverse Learning on the Career Development of English Language Teachers: Their Occupation and Attitude. Linguistic research in foreign languages. Volume 7, Number 2, (471-496) [In Persian] Golzari, Z & Attaran, M. (2016). Teaching Reverse Method in Higher Education: The Stories of a University Lecturer. Quarterly Journal of Theory and Practice in Curriculum,Year 4, (7), 81-86. [In Persian] Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learningmodel: A white paper based on the literature review titled: A Review of FlippedLearning, Flip. Learn. Network. Han, Y. (2015). "Successfully Flipping.The ESL Classroom for Learner Autonomy".NYS TESOL Journal. Vol 2, (1),1-14. Ismaili-Far, M., Taghvai Yazdi, M., & Niaz Azari, K. (2015). The Effect of the Reverse Classroom Approach on the Student's Attitude to Primary School Students. National Conference on Arts Studies and Humanities Research.Tehran.Iran. [In Persian] Kaviani, E., Mostafaei, M., & Khakere, F. (2015). Investigating the Effect of Flipped Approach on Educational Achievement, Self-regulation, Group Interaction and Students' Educational Motivation. Research in Education..Vol 5, 5-6. [In Persian] Kaviani, H. Liaghtdar, M. J., Zamani, B. & Abedini, Y. (2017). Flipped classroom learning process: Representation of the curriculum experienced in higher education. Journal of Higher Education Curriculum Studies. Spring and Summer, Issues. (179 - 214). [In Persian] King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1): 30-35. doi: 10.1080/87567555.1993.9926781. Lage, M. J., & Platt, G. (2000). "The internet and the inverted classroom". The Journal of Economic Education,31(1), 11-11 Lage, M. J., Glenn, J., & Michael T. (2000). inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education 31 (1): 30–43. Little, C. (2015). The flipped classroom in further education: literature review and case study. Research in Post-CompulsoryEducation, 20 (3),46-81. Maleki, S., Rastegarpour., H., & kiyan, M. (2013). Flipped teaching method on learning Karo-fnavry. National Conference on Social Psychology and Educational Sciences.Tehran. Iran. Ranjbari, F., Malekpour, M., & Faramarzi. S. (2013). Gardner's multiple intelligences basedon spelling errors in students with learning disabilities. Journal of learning disabilities. Second Period. 45-60/4. Roach, T. (2014). "Student Perceptions toward Flipped Learning: New Methods to Increase Interaction and Active Learning in Economics”. International Review of Economics Education 17 :74–84. doi:10.1016/j.iree. 2014. Rosenberg ,T. (2013). Turning education upside down. New York Times, 11 October.Availableat:http://opinionator.blogs.nytimes.com/2013/10/09/turning-educationupside-down/?_r=0. Shekarbaghani, A. & Sadrol-AShrafi, M. (2012). Teaching Physics (strategies, Methodsand skills). Tehran: Borhan Cultural Institute, School Publication. [In Persian] | ||
|
آمار تعداد مشاهده مقاله: 3,058 تعداد دریافت فایل اصل مقاله: 1,122 |
||