مقدادی, مازیار, اسماعیلی, محمدرضا, غفوری, فرزاد. (1398). اولویت بندی رویکردها و روشهای آموزش المپیزم در مدارس با استفاده از روش دلفی فازی و تاپسیس. پژوهش در ورزش تربیتی, 7(17), 305-328. doi: 10.22089/res.2019.7318.1660
مازیار مقدادی; محمدرضا اسماعیلی; فرزاد غفوری. "اولویت بندی رویکردها و روشهای آموزش المپیزم در مدارس با استفاده از روش دلفی فازی و تاپسیس". پژوهش در ورزش تربیتی, 7, 17, 1398, 305-328. doi: 10.22089/res.2019.7318.1660
مقدادی, مازیار, اسماعیلی, محمدرضا, غفوری, فرزاد. (1398). 'اولویت بندی رویکردها و روشهای آموزش المپیزم در مدارس با استفاده از روش دلفی فازی و تاپسیس', پژوهش در ورزش تربیتی, 7(17), pp. 305-328. doi: 10.22089/res.2019.7318.1660
مقدادی, مازیار, اسماعیلی, محمدرضا, غفوری, فرزاد. اولویت بندی رویکردها و روشهای آموزش المپیزم در مدارس با استفاده از روش دلفی فازی و تاپسیس. پژوهش در ورزش تربیتی, 1398; 7(17): 305-328. doi: 10.22089/res.2019.7318.1660
اولویت بندی رویکردها و روشهای آموزش المپیزم در مدارس با استفاده از روش دلفی فازی و تاپسیس
1دانشجوی دکتری مدیریت ورزشی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه آزاد اسلامی تهران مرکزی، تهران، ایران.
2دانشیار گروه مدیریت ورزشی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه آزاد اسلامی تهران مرکزی، تهران، ایران.
3دانشیار گروه مدیریت ورزشی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه علامه طباطبایی، تهران، ایران.
چکیده
هدف از این پژوهش اولویت بندی رویکردها و روشهای آموزش المپیزم با توجه به معیارهای فرهنگی و آموزشی کشور است. در ابتدا جهت مشخص نمودن معیارهای مورد مطالعه از روش دلفی فازی و سپس برای وزندهی به نظر دبیران تربیت بدنی به رویکردها و روشهای آموزشی از روش تاپسیس استفاده شد. نمونه آماری تحقیق متشکل از دو گروه بود؛ گروه اول 15 نفر از متخصصین حوزه تربیت بدنی که در زمینه المپیزم سابقه پژوهش داشتند و گروه دوم 300 نفر از دبیران تربیت بدنی فعال در آموزش و پرورش بودند. پنج معیار منابع دانش، عوامل فرهنگی، منابع مالی، اثربخشی و امکانات سخت افزاری بعنوان معیارهای تأثیرگذار توسط متخصصین انتخاب شدند. با در نظر گرفتن این پنج معیار، رویکرد زندگی محور با ضریب نزدیکی 0/804 از بالاترین اولویت و رویکرد مبتنی بر تجربه با ضریب نزدیکی 0/733 از پایینترین اولویت بعنوان رویکردهای آموزش المپیزم در مدارس برخوردار بودند. در میان روشهای آموزش، ترکیب ارزشها با چالشهای اجتماعی روز دانش آموزان و آموزش مسائل اجتماعی با استفاده از تجربیات قهرمانان ورزشی در رتبه های اول و دوم قرار گرفتند. با توجه به نو بودن آموزش المپیک در حوزه آموزشی، منابع دانش جزء مهمترین معیارها در انتخاب رویکردها و روشها میباشند. همچنین انتخاب رویکرد زندگی محور بیانگر نیاز سیستمهای آموزشی به جدا شدن از رویکردهای سنتی آموزش و همراه شدن با سیستمهای آموزشی روز دنیا است. علاوه بر این موارد، تلفیق زندگی اجتماعی با آموزه های المپیزم و تربیت بدنی دامنۀ تأثیرگذاریِ روشهای آموزشی را بسیار گسترده میسازد.
1PhD Candidate in Sports Management, Faculty of physical education and Sport science, Islamic Azad University, Central Tehran Branch, Tehran, Iran.
2Associate Professor in Sport Management, Islamic Azad University, Central Tehran Branch, Tehran, Iran
3Associate Professor in Sport Management, Allameh Tabatabaei University, Tehran, Iran
چکیده [English]
Objective of present study is prioritizing Olympism education approaches regarding cultural and educational criteria of our country. Regarding method, this study is descriptive-analytical and regarding purpose, is practical study. First of all; for determining the criteria of study, fuzzy Delphi method and then the TOPSIS method were used to weighting teachers' opinion. The study population included two groups: 15 physical education experts that have research experience on Olympic, and 300 physical education teachers. Five criteria included knowledge resources, cultural factor, financial resource, efficiency and hardware equipment selected by experts as important criteria. And regarding these criteria's, life based approach that weighted 0/804 was the most important approach and experience based approach that weighted 0/733 was less important than other approach. Between educational methods, combination of values with social challenge of students and educating social issues by using athletes' experiences had higher priority. Regarding that Olympic education is a new issue in the world, knowledge resources was the most important criteria to choose educational approaches and method. Life based approach was first priority that show the great need to change traditional education system and become more relevant with modern education systems. Also combination of social life with Olympism education and physical education make the educational method more efficient.
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