22024

22024

بررسي ميزان سواد معلمان زبان دوره دوم دبيرستان از ارزشيابي به شيوه ارتباطي و ميزان كاربرد اين شيوه ارزشيابي توسط آن

كاذشناسي ارشد

آموزش زبان انگليسي

1398

1398/11/30

دكتر تقي زاده

دكتر اميني فارساني

زبان

با توجه به تغيير شيوه آموزش زبان انگليسي (استفاده از رويكرد ارتباطي در تدريس) نياز به تغيير در نحوه ارزشيابي يادگيري زبان خارجي دانش آموزان نيز پررنگتر شد زيرا در اين شيوه معلم مي بايستي ميزان توانايي دانش آموز در استفاده از زبان را مورد بررسي قرار دهد نه ميزان دانشي كه دانش آموز از زبان خارجي دارد؛ در واقع كاربرد زبان در موقعيت هاي واقعي زندگي هدف زبان اموزي است پس ميزان دستيابي يا عدم دستيابي به اين هدف نيز بايد ارزشيابي شود. بدين منظور با استفاده از داده هاي بدست آمده از پنج پرسشنامه ميزان سواد، باور، كاربرد و چالش هايي را كه معلمان دوره دوم دبيرستان هاي سراسر كشور با آن روبرو هستند به همراه ديدگاه هاي آنان نسبت به سري كتاب هاي vision جمع آموري شد. نتيجه اين مطالعه نشان داد كه هر چند دبيران دوره دوم دبيرستانهاي كشور از دانش و باور قابل قبولي درباره رويكرد ارتباطي و ارزشيابي به اين شيوه برخوردار هستند اما در عمل به خاطر برخي چالش ها (عدم آموزش مداوم و كافي از طرف آموزش و پرورش - عوامل فيزيكي- كنكور و...) توانايي اجرا و ارايه اين نوع ارزشيابي را در كلاس هاي درس خود ندارند..

1399/04/10

Investigating In-Service Senior High School Teachers’ Communicative Testing Literacy and Practice

2/18/2021 12:00:00 AM

In 2012, Ministry of education of Iran adopted communicative approach to teaching foreign languages, including English, which has entailed great changes in instructional and testing realms. With regard to this reform, in-service high school teachers need to implement their teaching and testing practices based on the principles of communicative language testing (CLT). The purposes of this study were to investigate (a) in-service senior high school teachers' communicative literacy and practices of CLT, (b) the relationship among teachers’ knowledge, belief, challenges, and practice, and (c) the contribution of teachers’ knowledge, belief, and challenges to teachers’ communicative testing practices. To this end, 91 teachers across the country participated in this study and answered the five questionnaires and four open-ended questions. The results showed that (a) in-service senior high school teachers had acceptable knowledge and belief about the characteristics and implementation of communicative testing; however, they could not design CLT tests successfully, because they suffered from different challenges of top-down policy and lack of training programs. In addition, the largest positive correlation was found between knowledge and belief, while the lowest negative one was found between practice and challenges. The results also showed that the most contribution was related to that of belief to practice, while the lowest one was related to teachers’ challenges to the practice. In order to empower in-service senior high school teachers to develop their knowledge and practices of communicative testing, teacher educators and policy makers are recommended to hold workshops and training courses on CLT for in-service high school teachers.