小学校园教学计划实施的评价:现象学方法

F. Indriani, Holisah Holisah
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引用次数: 0

摘要

本研究旨在利用Stufflebeam的情境、输入、过程和产品(CIPP)评估模型来评估教学校园计划的实施情况。本研究采用现象学方法的定性方法。通过访谈、观察和文献技术收集数据。通过风格和来源的三角剖分来确定数据的有效性。Miles和Huberman的技术用于数据分析:数据收集、数据简化、数据呈现和结论。举报人包括校长、教师、学生和作为教学校园计划实施者的学生。结果表明,小学校园教学计划的实施在CIPP方面进行得很好,对教育质量产生了积极的影响,特别是在计划目标方面,即算术,识字,技术和管理。该项目的成功离不开优秀的人力资源(学生和导师)、地方教育厅负责人的开放、合作学校等多方面的支持。抑制因素包括学校对该项目缺乏社会化,因此在给学生布置作业时存在误解。另一方面,教学校园项目经常会出现错误,所以活动的报告并不顺利,学生们经常因为忙于讲课而迟到填写日志。组织者可以考虑本研究的结果,以提高教学质量的校园计划的实施,以达到最佳运行。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Evaluation of the implementation of the Teaching Campus program in elementary school: A phenomenological approach
This study aims to evaluate the implementation of the teaching campus program using an evaluation model from Stufflebeam consisting of Context, Input, Process, and Product (CIPP). The research used a qualitative method with a phenomenological approach. Data were collected by interview, observation, and documentation techniques. The data validity was done by triangulation of styles and sources. Miles and Huberman's techniques were used in data analysis: data collection, data reduction, data presentation, and conclusion. The informants include principals, teachers, students, and students as implementers of the Teaching Campus program. The results show that the implementation of the teaching campus program in elementary schools has been carried out properly in the aspects of CIPP and has a positive impact on the quality of education, especially on the program targets, namely numeracy, literacy, technology, and administration. The program's success is inseparable from various supports such as competent human resources (students and supervisors), the openness of the head of the local education office, and the cooperative school. The inhibiting factors include a lack of socialization about the program in the school, so there is a misunderstanding in giving assignments to students. On the other hand, the Teaching Campus program often accounts for errors, so the reporting of activities is not smooth, and students are often late filling out the log book because they are busy with lectures. The organizers can consider the results of this study to improve the quality of the implementation of the teaching campus program to run optimally.
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