نوع مقاله : مقاله پژوهشی
1 دانشجوی دکتری تکنولوژی آموزشی، دانشکده علوم تربیتی دانشگاه علامه طباطبائی، تهران، ایران. رئیس اداره دوره دوم ابتدایی آموزش
2 دانشیار تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
3 دانشیار تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.
4 استاد روش تحقیق و آمار، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.
عنوان مقاله [English]
Introduction and purpose: Teachers 'teaching methods play an irreplaceable role in students' learning process. Accordingly, the present study aims to determine the components and framework of teaching pattern of primary school based on the teaching content to develop the lesson study model and estimate its internal validity.
Material and Methods: The research method was mixed exploratory. In qualitative phase, the inductive content analysis was used to obtain the teaching pattern, and in the quantitative phase, the survey method was utilized for estimating internal validity. The statistical population of the qualitative phase comprised written resources and the teaching videos of selected projects of lesson study planning and the quantitative phase comprised experts and professors of lesson study and teaching method of primary school books. In both phases, samples were selected purposefully. In qualitative phase, 124 selected videos of teaching the lesson study project in a four year interval ( from 2015 to 2016 and from 2018 to 2019) were analyzed. In quantitative phase, 34 experts and professors of teaching method of textbooks and teaching method in universities were selected. The qualitative data were collected by analyzing the content of resources and selected videos and the quantitative data were collected by the research-made questionnaire.
Findings: The result of content analysis revealed seven types of content and the conceptual pattern was proposed and the videos were classified accordingly. Following content analysis and code extraction, components were extracted and presented in form of pattern of teaching steps appropriate for various content.
Conclusion: Results from internal validation revealed that the proposed teaching pattern has high internal validity and is appropriate for teaching primary school students.