نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار تکنولوژی آموزشی، گروه علوم تربیتی، دانشکدۀ ادبیات و علوم انسانی دانشگاه ملایر، ملایر، ایران
2 کارشناس ارشد برنامهریزی درسی، گروه علوم تربیتی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، آموزگار ابتدایی ناحیهی
3 استادیار برنامهریزی درسی، گروه علوم تربیتی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه ملایر، ملایر، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The whole Language approach to language learning, emphasizing diverse teaching methods, active student participation, and attention to individual differences, provides valuable educational opportunities, and its combination with a phonetic approach leads to the acquisition of reading and writing skills and a deeper understanding of texts. The pilot implementation of this approach in the form of preparing and using language learning packages in some regions of the country has recently begun. The aim of the present study was to identify the experiences of first grade elementary school teachers in using the whole Language approach in Persian language teaching. The present study was conducted with a qualitative approach among the statistical population of teachers and educational leaders implementing language learning packages with a whole Language approach, who were working in the education system of Markazi Province in the academic year 1403-1404. 22 participants were selected using purposive sampling and information was collected through semi-structured interviews (until theoretical saturation was reached). The results of the contextual method identified central themes including: human factors, package content, and implementation management, as well as 53 open codes. Challenges such as teachers' negative attitudes; lack of attention to students' prerequisites; parents' lack of justification for the features of a whole Language approach; implementation problems, and financial constraints were revealed. To address these challenges, we need careful planning, changing the attitudes of teachers and parents, reviewing educational content, paying attention to school conditions and students' needs, improving implementation measures, and securing financial resources.
کلیدواژهها [English]
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