نظریه و عمل در برنامه درسی

نظریه و عمل در برنامه درسی

طراحی و اعتباریابی الگوی آموزش ترکیبی در مدارس سمپاد مهارتی: مطالعه ای آمیخته

نوع مقاله : مقاله پژوهشی

نویسندگان
1 برنامه ریزی درسی آموزش از دورگروه علوم تربیتی،دانشگاه پیام نور،ص پ 19395-4697، تهران ، ایران
2 علوم تربیتی، گروه علوم تربیتی،دانشگاه پیام نور،ص پ 19395-4697، تهران ، ایران
3 دانشیار گروه علوم تربیتی دانشگاه پیام نور،ص پ 19395-4697، تهران ، ایران
10.22034/cstp.2025.540810.1092
چکیده
مدارس سمپاد مهارتی با مأموریت پرورش استعدادهای برتر در حوزه‌های فنی-حرفه‌ای، نیازمند الگوهای آموزشی نوین جهت بهره‌گیری از مزایای آموزش ترکیبی هستند. این پژوهش با هدف طراحی و اعتباریابی الگوی آموزش ترکیبی ویژه دروس مهارتی این مدارس انجام شد. پژوهش حاضر از نوع آمیخته اکتشافی متوالی بود. در مرحله کیفی، با استفاده از مصاحبه نیمه‌ساختاریافته با 17 نفر از متخصصان آموزش از دور، هنرآموزان و کارشناسان فنی-حرفه‌ای سمپاد (تا حد اشباع نظری)، مؤلفه‌های الگو شناسایی شد. داده‌های کیفی با کدگذاری نظری (اشتراوس و کوربین، ۱۹۹۸) تحلیل گردید. در مرحله کمّی، پرسشنامه‌ای مبتنی بر یافته‌های کیفی طراحی و بین ۲۰۰ نفر از جامعه هدف (هنرآموزان و کارشناسان) توزیع شد. داده‌های کمّی با تحلیل عاملی تأییدی (CFA) و مدل‌سازی معادلات ساختاری (SEM) در نرم‌افزار Smart-PLS تحلیل شدند. الگوی نهایی شامل ۵ مؤلفه اصلی و ۱۶ زیرمؤلفه است: ۱. پداگوژیک (۴ زیرمؤلفه: طراحی مبتنی بر شایستگی، یادگیری فعال، انعطاف‌پذیری مسیر یادگیری، تلفیق نظریه‌های یادگیری). ۲. فناوری (۳ زیرمؤلفه: زیرساخت‌های پایدار، پلتفرم‌های تعاملی، دسترسی پذیری). ۳. طراحی رابط و محتوا (۴ زیرمؤلفه: سازماندهی بصری، چندرسانه‌ای بودن، تطابق با نیاز کارگاهی، استانداردهای تولید محتوا). ۴. ارزشیابی (۳ زیرمؤلفه: تکوینی مستمر، ترکیبی ، معتبرسازی مهارت‌های عملی). ۵. پشتیبانی و مدیریت (۲ زیرمؤلفه: پشتیبانی فنی-آموزشی، مدیریت منابع و زمان). الگو از برازش مطلوب (SRMR=0.048, NFI=0.92) و پایایی عالی (α>0.8 برای همه سازه‌ها) برخوردار بود. درنتیجه‌ الگوی طراحی‌شده، چارچوبی علمی و عملیاتی برای استقرار اثربخش آموزش ترکیبی در مدارس سمپاد مهارتی فراهم می‌کند. توجه همزمان به ابعاد فنی، پداگوژیک و پشتیبانی، کلید موفقیت این الگو است.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Design and Validation of a Blended Education Model in Skilled Vocational Schools: A Mixed-Use Study

نویسندگان English

Leila Almasi 1
Marjan Masoomi Fard 2
Mohammad Reza Sarmadi 2
Foruzan Zarabiyan 3
1 Department of Educational Sciences, Payame Noor University (PNU), P.O.Box 19395-4697, Tehran, Iran
2 Associate Professor, Department of Educational Sciences, Payame Noor University (PNU), P.O.Box 19395-4697, Tehran, Iran
3 Professor, Department of Educational Sciences, Payame Noor University (PNU), P.O.Box 19395-4697, Tehran, Iran
چکیده English

This study developed and validated a blended learning model for vocational courses in SAMPAD schools, which focus on nurturing technical-vocational talents. Using a sequential exploratory mixed-methods approach, the research first identified key components through semi-structured interviews with 17 experts (distance education specialists, instructors, and technical-vocational professionals). Qualitative data were analyzed via theoretical coding (Strauss & Corbin, 1998). In the quantitative phase, a questionnaire based on these findings was distributed to 200 instructors and specialists, with data analyzed using CFA and SEM in Smart-PLS.

The finalized model comprises five core dimensions:

Pedagogical (competency-based design, active learning, flexible pathways, integrated learning theories).

Technological (stable infrastructure, interactive platforms, accessibility).

Content Design (visual organization, multimedia, workshop alignment, production standards).

Assessment (formative, blended, practical skill validation).

Support & Management (technical-educational assistance, resource/time management).

The model showed strong validity (SRMR = 0.048, NFI = 0.92) and high reliability (α > 0.8). It provides a practical framework for implementing blended learning in vocational SAMPAD schools, emphasizing the integration of pedagogical, technological, and support elements for effective skill development.

کلیدواژه‌ها English

Keywords: Blended learning
SAMPAD Skilled Schools
Educational Model
Accreditation
Blended Method
Skilled Courses
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