fa بازنمایی تجارب معلمان کلاس های شش پایه شهرستان سنندج تخصصي Special پژوهشي Research <b><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""><span style="color:#002060">زمینه و هدف:</span></span></span></span></b> <span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">کلاس</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های شش‌پایه در بین کلاس چندپایه بیشترین تعداد پایه و از لحاظ سن دانش</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آموزان بیشترین تنوع سنی را داراست. به همین دلیل در این پژوهش در صدد بازنمایی تجارب معلمانی هستیم که در سال تحصیلی 1401-1400 در کلاس</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های شش</span></span></span> <span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">پایه شهرستان سنندج مشغول تدریس بودند. <b><span style="color:#002060">روش پژوهش:</span></b> پژوهش کیفی و راهبرد آن پدیدارشناسانه است. معلمان به صورت هدفمند انتخاب شدند. برای گردآوری داده</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ها از مصاحبه نیمه ساختاریافته استفاده شده است. گردآوری داده</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ها و فرآِیند مصاحبه تا اشباع نظری ادامه یافت. پس از ضبط مصاحبه</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ها، متن آن</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ها تهیه شده و قبل از تحلیل، متن مصاحبه رویت مصاحبه-شونده رسیده است و سپس با استفاده از نرم افزار مکس کیودا، کدهای باز، مفاهیم و مضامین استخراج گردید. &nbsp;<b><span style="color:#002060">یافته‌ها:</span></b> یافته</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ها شامل سه مضمون اصلی و یازده مفهوم می</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">باشد که عبارت</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">است از:&nbsp; فرآیند آموزش (راهبردهای مدیریتی کلاس، فرصت</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ها، راهکارهای تسهیل تدریس و چالش</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ها)، معلم (موانع، قابلیت، موارد مطلوب و چندنقشی</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">بودن معلم) و دریافت</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">کنندگان آموزش (فراگیران، والدین، عوامل محیطی) می</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">باشد.&nbsp; <b><span style="color:#002060">نتیجه‌گیری:</span></b> نتایج پژوهش نشان داد با توجه شرایط ویژه و چند نقشی معلم و کم امکاناتی و دور بودن کلاس</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های شش پایه، لازم است توجه ویژه</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ای به این معلمان شده و مشوق</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های خاصی برایشان در نظر گرفته شود تا معلمان توانمند تدریس این کلاس</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های ویژه را در نظر گیرند و هم</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">چنین لازم است امکانات مدرسه افزایش یابد. تجدید نظر در محتوای مکتوب و اهداف آموزشی کلاس</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های چندپایه و علی</span></span></span><span style="font-size:11.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">الخصوص شش پایه از مواردی که باید به صورت جدی در دستور کار قرار گیرد.</span></span></span> <table align="center" class="LightShading-Accent11" dir="rtl" style="width:666px; border-collapse:collapse; border:none" width="666"> <tbody> <tr> <td style="border-bottom: 1px solid rgb(79, 129, 189); width: 487px; padding: 0in 7px; border-top: 1px solid rgb(46, 116, 181); border-right: none; border-left: none; text-align: justify;" valign="top"><span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="line-height:115%"><span style="unicode-bidi:embed"><span b="" nazanin="" style="font-family:"><span style="color:black"><b><span style="font-size:11.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#002060">Background and Aim: </span></span></span></span></b><span style="font-size:11.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The six-grade classes have the largest number of grades among the multi-grade classes and the most age diversity in terms of the age of the students. For this reason, in this research, we are trying to represent the experiences of teachers who were teaching in the sixth grade classes of Sanandaj city in the academic year of 2022-2021.</span></span></span> <b><span style="font-size:11.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#002060">Methods</span></span></span></span></b><b><span style="font-size:11.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">:</span></span></span></b><span style="font-size:11.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> Qualitative research and its strategy is phenomenological. The teachers were selected purposefully. A semi-structured interview was used to collect data. Data collection and interview process continued until theoretical saturation. After recording the interviews, their text was prepared and before analysis, the interview text was seen by the interviewee, and then open codes, concepts and themes were extracted using Max Kyuda software.</span></span></span> <b><span style="font-size:11.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#002060">Results</span></span></span></span></b><b><span style="font-size:11.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">:</span></span></span></b> <span style="font-size:11.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The findings include three main themes and eleven concepts, which are: the teaching process (classroom management strategies, opportunities, teaching facilitation strategies and challenges), the teacher (obstacles, capabilities, desirable and multi-role issues). being a teacher) and recipients of education (learners, parents, environmental factors).</span></span></span><b><span style="font-size:11.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#002060">Conclusion</span></span></span></span></b><b><span style="font-size:11.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">:</span></span></span></b><span style="font-size:11.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> The results of the research showed that considering the special conditions and multiple roles of the teacher and the lack of facilities and the remoteness of the sixth grade classes, it is necessary to pay special attention to these teachers and to consider special incentives for them, so that teachers capable of teaching this Consider special classes and it is also necessary to increase school facilities. Revising the written content and educational goals of multigrade classes, especially six grades, is one of the things that should be seriously put on the agenda.</span></span></span><b><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:115%"><span style="font-family:"B Zar""></span></span></span></b></span></span></span></span></span></span></td> </tr> </tbody> </table> شش پایه, چندپایه, تدریس, مدارس روستایی six grades, multiple grades, teaching, rural schools 27 47 http://jeche.ir/browse.php?a_code=A-10-133-1&slc_lang=fa&sid=1 zahed faraji زاهد فرجی zahedfaraji.74@gmail.com 10031947532846002586 10031947532846002586 Yes Farhangian University of Kurdistan Province دانشگاه فرهنگیان استان کردستان shahin nasri شاهین نصری 10031947532846002587 10031947532846002587 No Farhangian University of Kurdistan Province دانشگاه فرهنگیان استان کردستان