ارزیابی میزان کاربست مولفه های تدریس اثربخش توسط اعضای هیات علمی دانشگاه علوم پزشکی بر اساس رویکردِ ارزشیابی دانشجویان

اسلامیان, حسن

ارزیابی میزان کاربست مولفه های تدریس اثربخش توسط اعضای هیات علمی دانشگاه علوم پزشکی بر اساس رویکردِ ارزشیابی دانشجویان

نوع مقاله : مقاله پژوهشی

نویسنده

حسن اسلامیان

دانش آموخته دکتری برنامهریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

چکیده

زمینه و هدف: از مهمترین روشهای بررسی کیفیت آموزش در نظام آموزش عالی، ارزیابی عملکرد تدریس اثربخش اعضای هیئت علمی از طریق ارزشیابی دانشجویان است. پژوهش حاضر با هدف تعیین میزان کاربست مولفه های تدریس اثربخش توسط اعضای هیئت علمی دانشگاه علوم پزشکی، انجام گردید.
روش بررسی: پژوهش حاضر در نیمسال اول سال تحصیلی97-1396با روش توصیفی- مقطعی انجام شد. جامعه آماری پژوهش شامل کلیه دانشجویان دانشکده پرستاری و مامایی دانشگاه علوم پزشکی اصفهان بود که از بین آنها 291 نفر به عنوان نمونه آماری پژوهش تعیین شدند. ابزار مطالعه، پرسشنامه محقق ساخته تدریس اثربخش بود و تحلیل آماری داده ها با نرم افزار SPSS 20 در دو سطح آمار توصیفی و استنباطی انجام شد.
یافته ها: نتایج نشان داد اعضای هیات علمی از نظر کاربست هر شش مولفه تدریس اثربخش، در مجموع میانگین و انحراف معیار 02/13±82/83 را از مجموع 120 نمره کسب کردند. بر اساس جدول استاندارد مطلوبیتِ طراحی شده، عملکرد تدریس اثربخشِ اعضای هیئت علمی، در مجموع در حد نسبتاً مطلوبی بوده است و به تفکیک مولفه ها، در مولفه های طراحی تدریس، اجرای تدریس، مدیریت کلاس و ارزشیابی در حد نسبتاً مطلوب و در مولفه های روابط انسانی و ویژگیهای مطلوب شخصیتی، در حد مطلوب بوده است.
نتیجه گیری:در مجموع نتایج پژوهش حاضر بیانگر عدم مطلوبیتِ عملکرد کلیِ تدریس اثربخشِ اعضای هیات علمی بوده است که بیانگر وجود ضعف ها و مشکلات جدی در عملکرد تدریس اثربخش استادان است. بر همین اساس ضروری است مقوله توانمندسازی آموزشی اعضای هیئت علمی، مورد توجه بیشتری قرار گیرد.

کلیدواژه‌ها

موضوعات

سیستماتیک

عنوان مقاله [English]

Evaluation of application measure of effective teaching components by faculty members of Isfahan University of medical science based on the of " Students’ evaluation" Approach

نویسنده [English]

hassan eslamian

Ph.D. Curriculum Development, Department of Education, faculty of Education and Psychology, University of Isfahan, Isfahan, Iran.

چکیده [English]

Background and aim: The present study was conducted with the aim of determining the rate of application of effective teaching components by faculty members of the University of Medical Sciences.
Materials and Methods: The present study was conducted in the first semester of the academic year of 2007-2013 through a descriptive cross-sectional method. The statistical population of the study included all students of nursing and midwifery faculty of Isfahan University of Medical Sciences, among whom 291 were selected as the statistical sample. The research instrument was a researcher-made questionnaire, and the statistical analysis of the data was done using SPSS 20 software in two levels of descriptive and inferential statistics.
Results: The results showed that faculty members in terms of application of each of the six effective teaching components obtained a total average and standard deviation of 82.83 ± 13.02 from a total of 120 grades. According to the standard table of desirability, the effective teaching function of the faculty members was generally quite satisfactory, and by component differentiation, in the components of teaching design, teaching, classroom management, and evaluation at a rather favorable level and in components Human relationships and desirable personality characteristics have been at the optimum level.
Conclusion: Overall, the results of the present study indicate that the overall performance of faculty members is ineffective, which indicates that there are weaknesses and serious problems in the effective teaching performance of the professors. Accordingly, it is essential to consider the issue of faculty faculty empowerment.

کلیدواژه‌ها [English]

effective teaching
Faculty Members
evaluation
Students

مراجع

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