e-yadgiri

‫‪www.ParsBook.org‬‬

‫ﭼﻜﻴﺪﻩ‪:‬‬ ‫ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻦ ﺁﻭﺭﻱ ﻫﺎﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺭﺍﻳﺎﻧﻪ ﺑﺮﺍﻱ ﺍﻳﺠﺎﺩ ﺗﺠﺮﺑﻪ ﻫﺎﻱ ﻳﺎﺩﮔﻴﺮﻱ ﺍﺳﺖ‪ ،‬ﺑﺮ ﺍﺳﺎﺱ ﺍﻳﻦ‬ ‫ﺗﻌﺮﻳﻒ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭﺑﺮﮔﻴﺮﻧﺪﻩ ﻃﻴﻒ ﻣﺘﻨﻮﻋﻲ ﺍﺯ ﺍﺑﺰﺍﺭﻫﺎﻱ ﻓﻦ ﺁﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺍﺳﺖ ﻭ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺭﺷﺪ ﻛﻤﻲ ﻭ‬ ‫ﻛﻴﻔﻲ ﻭ ﺍﻓﺰﺍﻳﺶ ﻗﺎﺑﻠﻴﺖ ﻫﺎﻱ ﺍﻳﻨﺘﺮﻧﺖ ﺩﺭ ﺳﺎﻝ ﻫﺎﻱ ﺍﺧﻴﺮ‪ ،‬ﺍﻣﺮﻭﺯﻩ ﺍﻳﻦ ﻧﻮﻉ ﻳﺎﺩﮔﻴﺮﻱ ﺗﻘﺮﻳﺒﺎ ﺑﺎ ﻳﺎﺩﮔﻴﺮﻱ ﺍﺯ ﻃﺮﻳﻖ ﺍﻳﻨﺘﺮﻧﺖ ﺷﻨﺎﺧﺘﻪ‬ ‫ﻣﻲ ﺷﻮﺩ‪.‬ﺍﻳﻦ ﻧﻮﻉ ﻳﺎﺩﮔﻴﺮﻱ ﺧﻮﺩ ﺩﺍﺭﺍﻱ ﻣﺰﺍﻳﺎ ﻭ ﻣﺸﻜﻼﺗﻲ ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺑﺎﻳﺪ ﮔﻔﺖ ﻛﻪ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﻫﻤﺮﺍﻩ ﺑﺎ‬ ‫ﻣﺸﻜﻼﺗﻲ ﺍﺳﺖ ﻭ ﻣﻌﻤﻮﻻ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﻧﺮﻡ ﺍﻓﺰﺍﺭ ﻭ ﺭﺍﻳﺎﻧﻪ ﺑﻪ ﺍﻳﻦ ﺣﻮﺯﻩ ﻭﺍﺭﺩ ﺷﺪﻩ ﺍﻧﺪ ﻭ ﺍﺯ ﺳﻮﻳﻲ ﻧﻘﺶ ﻃﺮﺍﺣﺎﻥ ﺁﻣﻮﺯﺷﻲ ﻛﻢ‬ ‫ﺭﻧﮓ ﺍﺳﺖ؛ ﻣﻮﺿﻮﻉ ﻣﻬﻢ ﺗﺮ ﺍﻳﻨﻜﻪ ﺑﺮﺧﻲ ﺍﺯﻣﻌﻠﻤﺎﻥ ﺑﺎ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺁﺷﻨﺎﻳﻲ ﻧﺪﺍﺭﻧﺪ ﻭ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﻛﻪ ﻓﺮﻫﻨﮓ‬ ‫ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻧﺴﺒﺖ ﺑﻪ ﺳﺎﻝ ﻫﺎﻱ ﮔﺬﺷﺘﻪ ﭘﻴﺸﺮﻓﺖ ﺩﺍﺷﺘﻪ ﻭﻟﻲ ﻫﻨﻮﺯ ﺩﺭ ﺳﻄﺢ ﺟﺎﻣﻌﻪ ﺟﺎ ﻧﻴﻔﺘﺎﺩﻩ ﺍﺳﺖ ﻭ ﭘﻬﻨﺎﻱ ﺑﺎﻧﺪ ﻧﻴﺰ‬ ‫ﺩﺭ ﺍﻳﻦ ﺭﺍﺑﻄﻪ ﻣﺸﻜﻞ ﺍﺳﺎﺳﻲ ﺍﺳﺖ‪.‬ﺍﮔﺮﭼﻪ ﺳﺎﺯﻣﺎﻥ ﻫﺎﻱ ﻣﺘﻌﺪﺩ ﻧﻴﺰ ﺍﺯ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﻛﻨﻨﺪ ﺍﻣﺎ ﺭﺷﺪﻱ ﻛﻪ‬ ‫ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﻫﺎ ﺩﺍﺷﺘﻪ ﺍﺳﺖ ﺑﻪ ﻣﺮﺍﺗﺐ ﺑﻴﺶ ﺍﺯ ﺭﺷﺪ ﺁﻥ ﺩﺭ ﻛﺎﺭﺑﺮﺩﻫﺎﻱ ﺳﺎﺯﻣﺎﻧﻲ ﺍﺳﺖ؛ ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﺑﺎﺯﺍﺭ‬ ‫ﺟﻬﺎﻧﻲ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﮔﺴﺘﺮﺩﻩ ﺗﺮ ﺍﺳﺖ ﻭ ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ﺩﺭ ﺩﻧﻴﺎ ﺑﻪ ﺍﺳﺘﻔﺎﺩﻩ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ‬ ‫ﺳﺎﺯﻣﺎﻥ ﻫﺎ ﺑﻴﺶ ﺗﺮ ﺗﻮﺟﻪ ﻣﻲ ﺷﻮﺩ‪.‬ﺳﺎﺯﻣﺎﻥ ﻫﺎ ﺑﻪ ﺩﻻﻳﻞ ﻣﺘﻔﺎﻭﺗﻲ ﺍﺯ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﻛﻨﻨﺪ؛ ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ﻣﻲ‬ ‫ﺗﻮﺍﻥ ﺑﻪ ﻛﺎﻫﺶ ﻫﺰﻳﻨﻪ‪ ،‬ﻣﻌﺮﻓﻲ ﺳﺮﻳﻊ ﻣﺤﺼﻮﻻﺕ ﻭ ﺧﺪﻣﺎﺕ ﺟﺪﻳﺪ ﺑﻪ ﺑﺎﺯﺍﺭ‪ ،‬ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﺳﺮﻳﻊ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻭ‬ ‫ﻓﺮﺍﻳﻨﺪﻫﺎﻱ ﺗﺠﺎﺭﻱ ﺟﺪﻳﺪ‪ ،‬ﺍﺳﺘﻔﺎﺩﻩ ﻛﺎﺭﺁﻣﺪ ﺍﺯ ﻛﺎﺭﻛﻨﺎﻥ ﺗﺎﺯﻩ ﺍﺳﺘﺨﺪﺍﻡ ﺷﺪﻩ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﻳﻜﭙﺎﺭﭼﻪ ﻛﺮﺩﻥ ﻛﺎﺭﻣﻨﺪﺍﻥ ﺩﺭ ﺳﻄﺢ‬ ‫ﻣﻠﻲ ﻭ ﺟﻬﺎﻧﻲ ﻭ ﺍﻳﺠﺎﺩ ﻓﺮﻫﻨﮓ ﻛﺎﺭﻱ ﻗﺪﺭﺗﻤﻨﺪ ﺍﺷﺎﺭﻩ ﻛﺮﺩ‪.‬‬ ‫ﻫﻤﭽﻨﻴﻦ‪ ،‬ﻛﻤﺒﻮﺩ ﺳﺨﺖ ﺍﻓﺰﺍﺭ‪ ،‬ﺗﻮﺟﻪ ﻧﻜﺮﺩﻥ ﺑﻪ ﻣﺴﺎﻟﻪ ﻓﺮﻫﻨﮓ ﺳﺎﺯﻱ‪ ،‬ﻋﺪﻡ ﺁﻣﺎﺩﮔﻲ ﻛﺎﺭﺑﺮﺍﻥ‪ ،‬ﻋﺪﻡ ﺁﻣﺎﺩﮔﻲ ﺳﺎﺧﺘﺎﺭ ﻳﺎﺩﮔﻴﺮﻱ‬ ‫ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻧﺎﻡ ﺑﺮﺩ‪ .‬ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﻧﻈﺮﻳﻪ ﻫﺎ ﺍﺯ ﺟﻤﻠﻪ ﻧﻈﺮﻱ ﻫﻬﺎﻱ ﻣﺮﺑﻮﻁ ﺑﻪ ﺷﻨﺎﺧﺖ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﺗﻼﺵ ﻣﻲ ﻛﻨﻨﺪ ﺗﺎ ﻣﺘﻨﺎﺳﺐ ﺑﺎ‬ ‫ﻣﺤﻴﻄﻬﺎ ﻭ ﻓﻀﺎﻫﺎﻳﻲ ﻛﻪ ﺩﺍﺋﻤﺎً ﺩﺭ ﺣﺎﻝ ﺗﻐﻴﻴﺮ ﺍﺳﺖ ﺧﻮﺩ ﺭﺍ ﻣﻮﺭﺩ ﺑﺎﺯﺑﻴﻨﻲ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﻭ ﺑﺎ ﺁﻥ ﺳﺎﺯﮔﺎﺭ ﺷﻮﻧﺪ‪ .‬ﺍﻣﺎ ﺩﺭ ﺑﺮﺧﻲ ﻣﻮﺍﺭﺩ‪،‬‬ ‫ﺑﻪ ﺧﺎﻃﺮ ﺑﺎﺯﺑﻴﻨﻲ ﻫﺎﻱ ﻣﺪﺍﻭﻡ‪ ،‬ﻧﻈﺮﻳﻪ ﻫﺎ ﭘﺎﺭﮔﻲ ﻭ ﭘﻴﭽﻴﺪﮔﻲ ﺯﻳﺎﺩﻱ ﺭﺍ ﻣﺘﺤﻤﻞ ﻣﻲ ﺷﻮﻧﺪ ﺑﻪ ﻃﻮﺭﻱ ﻛﻪ ﻣﻤﻜﻦ ﺍﺳﺖ ﻧﺘﻮﺍﻧﻨﺪ‬ ‫ﺑﺎﺯﮔﻮﻛﻨﻨﺪﻩ ﻣﻮﺿﻮﻋﻲ ﺑﺎﺷﻨﺪ ﻛﻪ ﺑﺮﺍﻱ ﺗﻌﺮﻳﻒ ﻭ ﺗﺒﻴﻴﻦ ﺁﻥ ﺑﻮﺟﻮﺩ ﺁﻣﺪﻩ ﺍﻧﺪ‪.‬‬

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‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫ﻣﻘﺪﻣﻪ ‪:‬‬ ‫ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺑﺮ ﺟﻨﺒﻪ ﻫﺎﻱ ﻣﺘﻌﺪﺩ ﺯﻧﺪﮔﻲ ﺑﺸﺮ ﺍﺯ ﺟﻤﻠﻪ ﺁﻣﻮﺯﺵ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﺗﺎﺛﻴﺮ‬ ‫ﮔﺬﺍﺭﺩﻩ ﺍﺳﺖ ‪ .‬ﺑﺎ ﮔﺴﺘﺮﺩﻩ ﺷﺪﻥ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﻧﻔﻮﺫ ﻭﺳﺎﻳﻞ ﺍﺭﺗﺒﺎﻁ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ ﺑﻪ ﻋﻤﻖ ﺟﺎﻣﻌﻪ ‪ ،‬ﺍﺑﺰﺍﺭ ﻫﺎ ﻭ ﺭﻭﺵ ﻫﺎﻱ ﺁﻣﻮﺯﺵ‬ ‫ﻧﻴﺰ ﺩﭼﺎﺭ ﺗﺤﻮﻝ ﺷﺪﻧﺪ‪ .‬ﺗﺤﻮﻝ ﺍﻳﻦ ﺍﺑﺰﺍﺭ ﻫﺎ ﻭ ﺭﻭﺵ ﻫﺎ ﺩﺭ ﺟﻬﺘﻲ ﺍﺳﺖ ﻛﻪ ﻫﺮ ﻓﺮﺩ ﺩﺭ ﻫﺮ ﺯﻣﺎﻥ ﻭ ﻫﺮ ﻣﻜﺎﻥ ﺑﺘﻮﺍﻧﺪ ﺑﺎ ﺍﻣﻜﺎﻧﺎﺕ ﺧﻮﺩﺵ‬ ‫ﻭ ﺩﺭ ﺑﺎﺯﻩ ﺯﻣﺎﻧﻲ ﻛﻪ ﺧﻮﺩﺵ ﻣﺸﺨﺺ ﻣﻲ ﻛﻨﺪ ﻣﺸﻐﻮﻝ ﻳﺎﺩﮔﻴﺮﻱ ﺷﻮﺩ‪.‬‬ ‫ﺩﺭ ﺍﻳﻦ ﻣﻘﺎﻟﻪ ﻣﻔﻬﻮﻡ ‪ ،‬ﺩﻳﺪﮔﺎﻩ ﻫﺎ ﻭ ﺍﺻﻮﻝ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻳﻜﻲ ﻭ ﻋﻮﺍﻣﻞ ﻣﻮﺛﺮ ﺑﺮ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺷﺮﺡ ﺩﺍﺩﻩ ﺷﺪﻩ‬ ‫ﺍﺳﺖ ﺩﺭ ﺳﺎﻝ ﻫﺎﻱ ﻧﻪ ﭼﻨﺪﺍﻥ ﺩﻭﺭ ﺁﻣﻮﺯﺵ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ ﻣﻄﺮﺡ ﺷﺪ‪ .‬ﺍﻳﻦ ﻧﻮﻉ ﺁﻣﻮﺯﺵ ﻭﻳﮋﮔﻲ ﻫﺎﻱ ﺧﻮﺩﺵ ﺭﻭ ﺩﺍﺭﺩ ﻭ ﺩﺍﺭﺍﻱ ﻣﺰﺍﻳﺎ ﻭ‬ ‫ﻣﻌﺎﻳﺒﻲ ﺍﺳﺖ‪ .‬ﺍﺑﺘﺪﺍ ﺁﻣﻮﺯﺵ ﺑﻪ ﺻﻮﺭﺕ ﻣﻜﺎﺗﺒﻪ ﺍﻱ ﺑﻮﺩ ﻭ ﺗﻨﻬﺎ ﺭﺍﻩ ﺍﺭﺗﺒﺎﻁ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻧﺎﻣﻪ ﺑﻮﺩ‪ .‬ﺑﺎ ﭘﻴﺸﺮﻓﺖ ﺗﻜﻨﻮﻟﻮژﻱ ﻭ ﺍﺯ ﻫﻤﻪ ﻣﻬﻤﺘﺮ‬ ‫ﺍﺭﺯﺍﻥ ﺗﺮ ﺷﺪﻥ ﻫﺰﻳﻨﻪ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺗﻜﻨﻮﻟﻮژﻱ‪ ،‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﺑﺰﺍﺭ ﻫﺎﻱ ﺟﺪﻳﺪ ﺗﺮ ﺑﺮﺍﻱ ﺍﻧﺘﻘﺎﻝ ﺩﺍﻧﺶ ﻣﻄﺮﺡ ﺷﺪ‪ .‬ﺑﺎ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻥ ﻭ‬ ‫ﮔﺴﺘﺮﺵ ﺍﻳﻨﺘﺮﻧﺖ ﺍﻳﻦ ﭘﺪﻳﺪﻩ ﺟﺪﻱ ﺗﺮ ﺩﻧﺒﺎﻝ ﺷﺪ ﻭ ﺍﺑﺰﺍﺭ ﻫﺎ ﻭ ﺭﻭﺵ ﻫﺎ ﻭ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﻫﺎﻳﻲ ﺑﺮﺍﻱ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ﻣﻄﺮﺡ ﺷﺪ ﻭ ﻫﺮ‬ ‫ﺭﻭﺯ ﺍﺻﻼﺣﺎﺕ ﺟﺪﻳﺪﺗﺮﻱ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺍﻧﺠﺎﻡ ﻣﻲ ﺷﻮﺩ‪.‬ﺩﺭ ﻭﺍﻗﻊ ﻣﻲ ﺷﻮﺩ ﮔﻔﺖ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﺑﺰﺍﺭ ﻫﺎﻱ ﺍﻧﺘﻘﺎﻝ‬ ‫ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﺻﻮﺭﺕ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ )ﻣﺜﻞ ﺍﻳﻨﺘﺮﻧﺖ( ﺑﺮﺍﻱ ﺍﻧﺘﻘﺎﻝ ﺍﻃﻼﻋﺎﺕ ﻭ ﺩﺍﻧﺶ ﺍﺳﺖ‪.‬ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﻮﻧﻴﻜﻲ ﻛﻪ ﺑﺎ ﻧﺎﻡ‬ ‫ﻫﺎﻱ ﺩﻳﮕﺮﻱ ﭼﻮﻥ ﺁﻣﻮﺯﺵ ﻣﺠﺎﺯﻱ ‪،‬ﺁﻣﻮﺯﺵ ﺁﻧﻼﻳﻦ ﻭ‪ ...‬ﻳﺎﺩ ﻣﻲ ﺷﻮﺩ ﺑﻪ ﺁﻣﻮﺯﺵ ﻫﺎﻱ ﻣﺒﺘﻨﻲ ﺑﻪ ﻛﺎﻣﭙﻴﻮﺗﺮ ﻭ ﺍﻳﻨﺘﺮﻧﺖ ﻣﺮﺑﻮﻁ ﻣﻲ‬ ‫ﮔﺮﺩﺩ‪ ،‬ﻛﻪ ﺩﺭ ﺍﻳﻨﻤﻘﺎﻟﻪ ﺩﺭ ﻣﻮﺭﺩ ﺁﻥ ﺑﻪ ﻃﻮﺭ ﻣﻔﺼﻞ ﺑﺤﺚ ﺧﻮﺍﻫﻴﻢ ﻛﺮﺩ‪.‬‬ ‫ﺗﺎﺭﻳﺨﭽﺔ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ‪:‬‬ ‫‪ ‬ﺟﻬﺎﻥ‬ ‫ﺁﻣﻮﺯﺵ ﻣﻜﺎﺗﺒﻪ ﺍﻱ ﻛﻪ ﺑﺎ ﻧﺎﻣﻪ ﻧﮕﺎﺭﻱ ﺗﻮﺳﻂ ﻣﺪﺭﺳﻪ ﻳﺎ ﻣﺆﺳﺴﻪ ﻫﺎﻱ ﻭﺍﺟﺪ ﺷﺮﻳﻂ ﺍﺩﺍﺭﻩ ﻣﻲ ﺷﺪ ﻭ ﺑﻴﻦ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻭ ﺍﺳﺘﺎﺩﺍﻥ ﺍﺯ‬ ‫ﻃﺮﻳﻖ ﻧﺎﻣﻪ ﻧﮕﺎﺭﻱ ﺍﺭﺗﺒﺎﻁ ﺑﺮﻗﺮﺍﺭ ﻣﻲ ﮔﺮﺩﻳﺪ‪ ،‬ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻭ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺑﻮﺩ‪ .‬ﻫﻤﺰﻣﺎﻥ ﺑﺎ ﺍﻳﺎﻟﺖ ﻣﺘﺤﺪﻩ ﺁﻣﺮﻳﻜﺎ ﻛﻪ‬ ‫ﺩﺭ ﺯﻣﻴﻨﻪ ﺁﻣﻮﺯﺵ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ ﻓﻌﺎﻟﻴﺖ ﺩﺍﺷﺖ‪ ،‬ﻛﺸﻮﺭﻫﺎﻱ ﺍﺭﻭﭘﺎﻳﻲ ﺩﻭﺭﻩ ﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺭﺍ ﻗﺒﻞ ﺍﺯ ﺳﺎﻝ ‪ 1840‬ﺑﻪ ﺻﻮﺭﺕ ﺟﺰﻭﻩ‬ ‫ﻫﺎﻱ ﺧﻼﺻﻪ ﺷﺪﻩ ﺁﻏﺎﺯ ﻛﺮﺩﻩ ﺑﻮﺩﻧﺪ‪ .‬ﺍﻭﻟﻴﻦ ﺩﻭﺭﻩ ﺁﻣﻮﺯﺷﻲ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ ﺩﺍﻧﺸﮕﺎﻫﻲ ﻛﻪ ﺩﺭ ﺳﺎﻝ ‪ 1892‬ﺗﺄﺳﻴﺲ ﺷﺪ‪ ،‬ﻣﺘﻜﻲ ﺑﺮ‬ ‫ﺍﺩﺍﺭﻩ ﭘﺴﺖ ﺍﺩﺍﺭﻩ ﻣﻲ ﺷﺪ‪ .‬ﺭﻭﺷﻬﺎﻱ ﺑﻬﺮﻩ ﮔﻴﺮﻱ ﺍﺯ ﺁﻣﻮﺯﺵ ﻏﻴﺮﺣﻀﻮﺭﻱ ﻣﺒﺘﻨﻲ ﺑﺮ ﻓﻨﺎﻭﺭﻱ ﺑﻪ ﺍﻭﺍﻳﻞ ﺩﻫﻪ ‪ 1900‬ﻣﻴﻼﺩﻱ ﺑﺎﺯ ﻣﻲ‬ ‫ﮔﺮﺩﺩ‪ .‬ﺩﺭ ﺍﻭﺍﺳﻂ ﻗﺮﻥ ﺑﻴﺴﺘﻢ ﺑﺮﻧﺎﻣﻪ ﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻣﺘﻨﻮﻋﻲ ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺷﺖ ﻭ ﻣﺠﻮﺯﺍﻭﻟﻴﻦ ﺭﺍﺩﻳﻮﻱ ﺁﻣﻮﺯﺷﻲ ﺩﺍﻧﺸﮕﺎﻫﻲ ﺩﺭ‬ ‫ﺳﺎﻝ ‪ 1921‬ﺻﺎﺩﺭ ﺷﺪ‪ ،‬ﻛﻪ ﺍﻭﻟﻴﻦ ﭘﺎﻳﻪ ﺷﻜﻞ ﮔﻴﺮﻱ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻣﺤﺴﻮﺏ ﻣﻲ ﮔﺮﺩﺩ‪ .‬ﺩﺭ ﺳﺎﻝ ‪1960‬ﺑﺎ ﺗﻜﺎﻣﻞ ﻭ‬ ‫ﭘﻴﺸﺮﻓﺖ ﺭﺳﺎﻧﻪ ﻫﺎ‪ ،‬ﺗﻜﻨﻮﻟﻮژﻱ ﺁﻣﻮﺯﺵ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ ﻧﻴﺰ ﺩﭼﺎﺭ ﺗﻐﻴﻴﺮﺷﺪ ﻭ ﺑﻪ ﺟﺎﻱ ﺗﻜﻴﻪ ﺑﺮ ﺳﻴﺴﺘﻢ ﭘﺴﺘﻲ ‪ ،‬ﺩﺍﻧﺸﮕﺎﻩ ﻫﺎ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ‬ ‫ﺗﺮﻛﻴﺒﻲ ﺍﺯ ﺍﺑﺰﺍﺭ ﭼﻨﺪ ﺭﺳﺎﻧﻪ ﺍﻱ ﻣﺎﻟﺘﻲ ﻣﺪﻳﺎ‪ ،‬ﺟﻬﺖ ﭘﺸﺘﻴﺒﺎﻧﻲ ﺁﻣﻮﺯﺷﻲ ﺍﺯ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺛﺒﺖ ﻧﺎﻡ ﻣﻲ ﻧﻤﻮﺩﻧﺪ ﺑﻪ ﻧﺤﻮﻱ ﻛﻪ ﻋﻼﻭﻩ ﺑﺮ‬ ‫ﺍﻧﮕﻠﺴﺘﺎﻥ ﻭ ﺁﻣﺮﻳﻜﺎ ﺩﺭ ﺳﺎﻳﺮ ﻛﺸﻮﺭ ﻫﺎﻱ ﺍﺭﻭﭘﺎﻳﻲ ﻭ ﺁﺳﻴﺎﻳﻲ ﻣﺆﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺗﻮﺳﻌﻪ ﻳﺎﻓﺖ‪ .‬ﺍﻣﺮﻭﺯﻩ ﺁﻣﻮﺯﺵ‬ ‫‪۲‬‬

‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫)ﻳﺎﺩﮔﻴﺮﻱ( ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯﺗﻜﻨﻮﻟﻮژﻳﻬﺎﻱ ﺟﺪﻳﺪ‪ ،‬ﺍﺑﺰﺍﺭﻱ ﺍﺳﺖ ﺑﺮﺍﻱ ﺍﻧﺘﻘﺎﻝ ﺩﺍﻧﺶ ﺭﻭﺯ ﻛﻪ ﻣﻲ ﺗﻮﺍﻧﺪ ﺍﻧﻮﺍﻉ‬ ‫ﺗﺨﺼﺺ ﻭ ﻣﻬﺎﺭﺕ ﺩﺭ ﺭﺷﺘﻪ ﻫﺎﻱ ﻣﺘﻔﺎﻭﺕ ﺭﺍ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺩﺍﻧﺶ ﭘﮋﻭﻫﺎﻥ ﻗﺮﺍﺭ ﺩﻫﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ" ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺛﺎﺑﺖ ﻛﺮﺩﻩ‬ ‫ﺍﺳﺖ ﻛﻪ ‪ 20‬ﺗﺎ ‪ 25‬ﺩﺭﺻﺪ ﻳﺎﺩﮔﻴﺮﻱ ﺭﺍ ﻧﺴﺒﺖ ﺑﻪ ﻛﻼﺳﻬﺎﻱ ﺩﺭﺱ ﺳﻨﺘﻲ ﺍﻓﺰﺍﻳﺶ ﻣﻲﺩﻫﺪ‪.‬‬ ‫‪ ‬ﺍﻳﺮﺍﻥ‬ ‫ﺗﺤﻘﻴﻖ ﺩﻗﻴﻖ ﻭﻣﺪﻭﻧﻲ ﺍﺯﺗﺎﺭﻳﺨﭽﺔ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﺍﻧﺠﺎﻡ ﻧﺸﺪﻩ ﺍﺳﺖ‪ ،‬ﺍﻣﺎ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﻛﻪ ﻳﺎﺩﮔﻴﺮﻱ‬ ‫ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﻪ ﺯﻣﺎﻥ ﺑﻬﺮﻩ ﮔﻴﺮﻱ ﺍﺯ ﺍﺑﺰﺍﺭﻫﺎﻱ ﻛﻤﻚ ﺁﻣﻮﺯﺷﻲ ﺳﻤﻌﻲ‪ ،‬ﺑﺼﺮﻱ ﺷﺎﻣﻞ ﻧﻤﺎﻳﺶ ﺍﺳﻼﻳﺪ ﻭ ﻓﻴﻠﻢ ﻫﺎﻱ‬ ‫ﺁﻣﻮﺯﺷﻲ ﺩﺭ ﻛﻼﺱ ﺩﺭﺱ ﺑﺎﺯ ﻣﻲ ﮔﺮﺩﺩ‪.‬‬ ‫ﺩﺭ ﺳﺎﻝ ‪ 1367‬ﺩﺍﻧﺸﮕﺎﻩ ﭘﻴﺎﻡ ﻧﻮﺭ ﺗﺄ ﺳﻴﺲ ﺷﺪ ﻭ ﺩﺭ ﭘﺎﻳﺎﻥ ﺩﻫﻪ ﻫﻔﺘﺎﺩ ﺁﻣﻮﺯﺵ ﻣﺠﺎﺯﻱ ﺩﺭ ﺩﺳﺘﻮﺭ ﻛﺎﺭ ﺩﺍﻧﺸﮕﺎﻩ ﺗﻬﺮﺍﻥ ﻗﺮﺍﺭ ﮔﺮﻓﺖ‬ ‫ﻭ ﭘﺮﻭژﻩ ﻫﺎﻱ ﺗﺤﺖ ﺍﻳﻦ ﻋﻨﻮﺍﻥ ﺁﻏﺎﺯ ﺷﺪ‪ .‬ﺩﺭ ﺳﺎﻝ ‪ 1380‬ﺳﺎﻳﺖ ﺁﻣﻮﺯﺵ ﻣﺠﺎﺯﻱ ﺩﺍﻧﺸﮕﺎﻩ ﺗﻬﺮﺍﻥ ﺑﺎ ﺍﺭﺍﺋﻪ ﻧﻪ ﺩﺭﺱ ﺑﺮﺍﻱ‬ ‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺭﻭﺯﺍﻧﻪ ﺩﺍﻧﺸﮕﺎﻩ ﺭﺍﻩ ﺍﻧﺪﺍﺯﻱ ﺷﺪ‪.‬‬

‫ﺗﻌﺮﻳﻒ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‪:‬‬ ‫ﺗﻌﺎﺭﻳﻒ ﻣﺘﻌﺪﺩﻱ ﺩﺭﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻛﻪ ﺑﻪ ﭼﻨﺪ ﻣﻮﺭﺩ ﺍﺯ ﺁﻥ ﺍﺷﺎﺭﻩ ﻣﻲ ﺷﻮﺩ ‪:‬‬ ‫◄‬

‫ﻫﺮ ﻧﻮﻉ ﻳﺎﺩﮔﻴﺮﻱ‪ ،‬ﺁﻣﻮﺯﺵ ﻳﺎ ﭘﺮﻭﺭﺵ ﻛﻪ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﻛﺎﻣﭙﻴﻮﺗﺮﻱ ﺷﻨﺎﺧﺘﻪ ﺷﺪﻩ ﺑﻪ ﺧﺼﻮﺹ ﻓﻨﺎﻭﺭﻱ‬

‫ﻫﺎﻱ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﺒﻜﻪ ﺍﻳﻨﺘﺮﻧﺖ ﺍﺭﺍﺋﻪ ﻣﻲ ﮔﺮﺩﺩ‪).‬ﺑﺎﻗﺮﻱ ‪ ،1383‬ﺹ ‪(26‬‬ ‫◄‬

‫ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺑﻪ ﻣﺠﻤﻮﻋﻪ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺍﻃﻼﻕ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﺑﺰﺍﺭﻫﺎﻱ‬

‫ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺍﻋﻢ ﺍﺯ ﺻﻮﺗﻲ‪ ،‬ﺗﺼﻮﻳﺮﻱ ‪ ،‬ﺭﺍﻳﺎﻧﻪ ﺍﻱ ‪ ،‬ﺷﺒﻜﻪ ﻫﺎﻱ ﻣﺠﺎﺯﻱ ﺻﻮﺭﺕ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺑﻪ ﻋﺒﺎﺭﺕ ﺩﻳﮕﺮ ﻛﻠﻴﻪ ﺑﺮﻧﺎﻣﻪ ﻫﺎﻳﻲ ﺭﺍ‬ ‫ﻛﻪ ﺍﺯ ﻃﺮﻳﻖ ﺷﺒﻜﻪ ﻫﺎﻱ ﺭﺍﻳﺎﻧﻪ ﺍﻱ ﺑﻪ ﻭﻳﮋﻩ ﺍﻳﻨﺘﺮﻧﺖ‪ ،‬ﻣﻨﺠﺮ ﺑﻪ ﻳﺎﺩﮔﻴﺮﻱ ﻣﻲ ﺷﻮﺩ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻣﻲ ﻧﺎﻣﻨﺪ‪.‬‬ ‫◄‬

‫ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ﺍﺻﻄﻼﺣﻲ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﻃﻮﺭ ﻣﺘﺪﺍﻭﻝ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺍﻣﺎ ﺑﺮﺍﻱ ﻳﺎﺩﮔﻴﺮﻱ‬

‫ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺗﻌﺮﻳﻒ ﻣﺸﺘﺮﻛﻲ ﺍﺭﺍﺋﻪ ﻧﺸﺪﻩ ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﺑﻴﺸﺘﺮ ﻣﻮﺍﻗﻊ‪ ،‬ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﻛﻪ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ﺑﻴﺸﺘﺮ ﺑﺮﺍﻱ ﺍﺷﺎﺭﻩ ﺑﻪ ﺁﻣﻮﺯﺵ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ ﻣﺒﺘﻨﻲ ﺑﺮ ﺷﺒﻜﻪ ﮔﺴﺘﺮﺩﻩ ﺟﻬﺎﻧﻲ‬ ‫ﻫﻤﺮﺍﻩ ﺑﺎ ﺗﻌﺎﻣﻠﻲ ﻛﻪ ﺑﻪ ﺻﻮﺭﺕ ﭼﻬﺮﻩ ﺑﻪ ﭼﻬﺮﻩ ﻧﻴﺴﺖ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺗﻌﺎﺭﻳﻒ ﺩﻳﮕﺮﻱ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻣﻲ‬ ‫ﺗﻮﺍﻧﻨﺪ ﻭﺟﻮﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ ﻛﻪ ﻣﺤﺪﻭﺩﻩ ﮔﺴﺘﺮﺩﻩ ﺗﺮﻱ ﺩﺍﺭﻧﺪ‪ .‬ﺑﺮﺍﻱ ﻣﺜﺎﻝ‪ ،‬ﺁﻥ ﻣﻤﻜﻦ ﺍﺳﺖ ﺷﺎﻣﻞ ﻫﺮ ﻧﻮﻉ ﺗﻜﻨﻮﻟﻮژﻱ ﺍﻱ ﺑﺎﺷﺪ ﻛﻪ‬ ‫ﻳﺎﺩﮔﻴﺮﻱ ﺭﺍ ﺑﻬﺒﻮﺩ ﻣﻲ ﺑﺨﺸﺪ‪ ،‬ﺟﺎﻳﻲ ﻛﻪ ﺗﻜﻨﻮﻟﻮژﻱ ﺑﻪ ﻣﻨﻈﻮﺭ ﺣﻤﺎﻳﺖ ﺍﺯ ﻓﺮﺍﻳﻨﺪ ﻳﺎﺩﮔﻴﺮﻱ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺍﮔﺮ ﭼﻪ‬ ‫ﻋﻠﻮﻡ ﺗﺮﺑﻴﺘﻲ ﺑﻪ ﻋﻨﻮﺍﻥ ﺑﺨﺸﻲ ﺍﺯ ﺍﻳﻦ ﺗﻌﺮﻳﻒ ﺑﻪ ﺣﺴﺎﺏ ﻧﻤﻲ ﺁﻳﺪ‪ ،‬ﺍﻣﺎ ﺗﻌﺮﻳﻒ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺍﺯ ﻃﺮﻑ ﺑﻌﻀﻲ ﺍﺯ ﻧﻮﻳﺴﻨﺪﮔﺎﻥ ﺁﻥ ﺭﺍ ﻧﻴﺰ‬ ‫ﺷﺎﻣﻞ ﻣﻲ ﺷﻮﺩ‪ .‬ﻣﺎﻧﻨﺪ ﺍﻳﻦ ﺗﻌﺮﻳﻒ ﻛﻪ ﮔﻔﺘﻪ ﺍﺳﺖ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ﻳﻚ ﻋﻠﻢ ﺗﺮﺑﻴﺘﻲ ﺍﻱ ﺍﺳﺖ ﻛﻪ ﺗﻜﻨﻮﻟﻮژﻱ ﺩﻳﺠﻴﺘﺎﻟﻲ‬ ‫)ﻛﺎﻣﭙﻴﻮﺗﺮﻱ( ﺭﺍ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﺪ‪ .‬ﻣﺴﺎﻟﻪ ﺍﻱ ﻛﻪ ﺩﺍﺭﺍﻱ ﺍﻫﻤﻴﺖ ﺍﺳﺖ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﺑﺪﺍﻧﻴﻢ ﻛﻪ ﻛﻪ ﺍﺻﻄﻼﺡ‬ ‫‪۳‬‬

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‫‪www.ParsBook.org‬‬

‫)‪ (e-learning‬ﻣﺒﻬﻢ ﻭ ﺩﻭ ﭘﻬﻠﻮ ﺍﺳﺖ‪ .‬ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﻛﻪ ﺗﻘﺮﻳﺒﺎ ﺍﻳﻦ ﺍﻣﻜﺎﻥ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ ﻛﻪ ﺩﺭ ﻣﻮﺭﺩ ﭼﮕﻮﻧﮕﻲ ﺁﻥ ﺑﺘﻮﺍﻧﻴﻢ‬ ‫ﺗﻌﺮﻳﻔﻲ ﺍﺭﺍﺋﻪ ﺩﻫﻴﻢ‪ ،‬ﺯﻳﺮﺍ ﺁﻥ ﺍﺯ ﻧﻈﺮ ﻣﺮﺩﻡ ﮔﻮﻧﺎﮔﻮﻥ ﻣﻌﻨﺎﻱ ﻣﺘﻔﺎﻭﺗﻲ ﺩﺍﺭﺩ‪ .‬ﺍﺯ ﺍﻳﻦ ﮔﺬﺷﺘﻪ‪ ،‬ﺁﻥ ﺍﻏﻠﺐ ﺑﻪ ﺟﺎﻱ ﺩﻳﮕﺮ ﺍﺻﻄﻼﺣﺎﺕ‬ ‫ﻣﺮﺗﺒﻂ ﺍﺯ ﻗﺒﻴﻞ ﻳﺎﺩﮔﻴﺮﻱ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ‪ ،‬ﻳﺎﺩﮔﻴﺮﻱ ﻓﺎﺻﻠﻪ ﺩﺍﺭ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺑﻪ ﻛﺎﺭ ﻣﻲ ﺭﻭﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺍﻳﻦ ﻃﻮﺭ ﺑﻪ ﻧﻈﺮ ﻣﻲ‬ ‫ﺭﺳﺪ ﻛﻪ ﻣﻌﻨﺎﻱ ﺍﻳﻦ ﻭﺍژﻩ ﺑﺴﺘﮕﻲ ﺑﻪ ﺯﻣﻴﻨﻪ ﺍﻱ ﺩﺍﺭﺩ ﻛﻪ ﺩﺭ ﺁﻥ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ‪ .‬ﺩﺭ ﺷﺮﻛﺖ ﻫﺎ‪ ،‬ﺍﻏﻠﺐ ﺍﻳﻦ ﻭﺍژﻩ ﺍﺷﺎﺭﻩ‬ ‫ﺑﻪ ﺭﺍﻫﺒﺮﺩ ﻫﺎﻳﻲ ﻣﻲ ﻛﻨﺪ ﻛﻪ ﺷﺒﻜﻪ ﺷﺮﻛﺖ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻲ ﺩﻫﺪ ﺗﺎ ﺩﻭﺭﻩ ﻫﺎﻱ ﻛﺎﺭ ﺁﻣﻮﺯﻱ ﺭﺍ ﺑﻪ ﻛﺎﺭﻣﻨﺪﺍﻥ ﺷﺮﻛﺖ ﻣﻨﺘﻘﻞ‬ ‫ﻛﻨﺪ‪ .‬ﺑﻪ ﺗﺎﺯﮔﻲ‪ ،‬ﺩﺭ ﺑﻴﺸﺘﺮ ﺩﺍﻧﺸﮕﺎﻩ ﻫﺎ‪ ،‬ﻭﺍژﻩ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ﺑﺮﺍﻱ ﺗﻌﺮﻳﻒ ﺍﻟﮕﻮﻳﻲ ﻭﻳﮋﻩ ﺑﺮﺍﻱ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻗﺮﺍﺭ ﺩﺍﺩﻥ ﻳﻚ‬ ‫ﺩﻭﺭﻩ ﻳﺎ ﺑﺮﻧﺎﻣﻪ ﻣﻄﺎﻟﻌﺎﺗﻲ ﻛﻪ ﺩﺭ ﺁﻥ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻳﺎ ﺑﺴﻴﺎﺭ ﻛﻢ ﻭ ﻳﺎ ﺍﺻﻼ ﺑﺮﺧﻮﺭﺩ ﻫﺎﻱ ﺭﻭ ﺩﺭ ﺭﻭ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﻧﺪﺍﺭﻧﺪ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ‬ ‫ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ‪.‬‬ ‫ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺑﺮ ﺟﻨﺒﻪ ﻫﺎﻱ ﻣﺘﻌﺪﺩ ﺯﻧﺪﮔﻲ ﺑﺸﺮ ﺍﺯ ﺟﻤﻠﻪ ﺁﻣﻮﺯﺵ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﺗﺎﺛﻴﺮ‬ ‫ﮔﺬﺍﺭﺩﻩ ﺍﺳﺖ ‪ .‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﻣﺤﻴﻂ ﻫﺎﻱ ﻳﺎﺩﮔﻴﺮﻱ ﻣﻔﻬﻮﻡ ﻧﻮﻱ ﺭﺍ ﭘﺪﻳﺪ ﺁﻭﺭﺩﻩ ﺍﺳﺖ ﻛﻪ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻳﻜﻲ‬ ‫ﻧﺎﻡ ﺩﺍﺭﺩ ‪.‬ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﻫﺎﻱ ﺟﺪﻳﺪ ﺍﻃﻼﻋﺎﺗﻲ ﻭ ﺍﺭﺗﺒﺎﻃﻲ ﻣﺎﻧﻨﺪ ﺍﻳﻨﺘﺮﻧﺖ ﻭ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﭼﻨﺪ ﺭﺳﺎﻧﻪ ﺍﻱ ﺑﻪ ﻣﻨﺰﻟﻪ ﻱ ﺍﺑﺰﺍﺭﻫﺎﻳﻲ‬ ‫ﺑﺮﺍﻱ ﺑﻬﺒﻮﺩ ﻛﻴﻔﻴﺖ ﺁﻣﻮﺯﺵ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﺍﺯ ﻃﺮﻳﻖ ﺍﺭﺍﺋﻪ ﺗﺴﻬﻴﻼﺗﻲ ﺑﺮﺍﻱ ﺩﺳﺘﺮﺳﻲ ﺁﺳﺎﻥ ﺑﻪ ﻣﻨﺎﺑﻊ ﻭ ﺧﺪﻣﺎﺕ ﺁﻣﻮﺯﺷﻲ ﻭ ﻧﻴﺰ‬ ‫ﻓﺮﺍﻫﻢ ﺁﻭﺭﺩﻥ ﺳﺎﺯ ﻭ ﻛﺎﺭﻫﺎﻳﻲ ﭼﻮﻥ ﺗﻌﺎﻣﻞ ﻭ ﻫﻤﻜﺎﺭﻱ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ ﻛﻪ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻧﻴﻜﻲ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﻮﺩ ‪،‬ﺳﻴﺴﺘﻢ ﻫﺎﻱ‬ ‫ﺁﻣﻮﺯﺷﻲ ﺭﺍ ﺗﻮﺍﻧﺎ ﻛﺮﺩﻩ ﺗﺎ ﺑﺘﻮﺍﻧﻨﺪ ﺁﻣﻮﺯﺵ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﮔﺴﺘﺮﻩ ﻱ ﻭﺳﻴﻊ ﺗﺮﻱ ﺍﺭﺍﺋﻪ ﺩﻫﻨﺪ ‪ .‬ﻳﺎﺩﮔﻴﺮﻱ ﻳﺎ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻛﻪ‬ ‫ﻣﺤﺼﻮﻝ ﺑﻪ ﻛﺎﺭﮔﻴﺮﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺩﺭ ﺣﻮﺯﻩ ﺁﻣﻮﺯﺵ ﺍﺳﺖ ‪ ،‬ﻧﻮﻉ ﺟﺪﻳﺪﻱ ﺍﺯ ﺁﻣﻮﺯﺵ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺁﻥ‬ ‫ﻧﻴﺎﺯﻱ ﺑﻪ ﺣﻀﻮﺭ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﻭ ﻛﺎﺭﺁﻣﻮﺯﺍﻥ ﺩﺭ ﻛﻼﺳﻬﺎﻱ ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰﻱ ﺷﺪﻩ ﻧﻴﺴﺖ ‪).‬ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺭﺍ ﻣﻲ‬ ‫ﺗﻮﺍﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻧﻈﺎﻡ ﻣﻨﺪ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺩﺭ ﺗﺪﺭﻳﺲ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﺩﺍﻧﺴﺖ ‪ (.‬ﺑﻪ ﻃﻮﺭ ﻛﻠﻲ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‬ ‫ﻣﻔﻬﻮﻣﻲ ﺍﺳﺖ ﻛﻪ ﺑﻴﺎﻧﮕﺮ ﺑﻪ ﻛﺎﺭﮔﻴﺮﻱ ﻓﻨﺎﻭﺭﻱ ﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻭ ﺍﺭﺗﺒﺎﻃﻲ ﻣﺎﻧﻨﺪ ﺍﻳﻨﺘﺮﻧﺖ ﻭ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﭼﻨﺪ ﺭﺳﺎﻧﻪ ﺍﻱ ﺑﻪ ﻣﺜﺎﺑﻪ‬ ‫ﺍﺑﺰﺍﺭﻫﺎﻳﻲ ﺑﺮﺍﻱ ﺑﻬﺒﻮﺩ ﻛﻴﻔﻴﺖ ﻳﺎﺩﮔﻴﺮﻱ ﺍﺯ ﻃﺮﻳﻖ ﺍﺭﺍﺋﻪ ﻱ ﺗﺴﻬﻴﻼﺗﻲ ﺑﺮﺍﻱ ﺩﺳﺘﺮﺳﻲ ﺁﺳﺎﻥ ﺑﻪ ﻣﻨﺎﺑﻊ ﻭ ﺧﺪﻣﺎﺕ ﺁﻣﻮﺯﺷﻲ ﻭ ﻓﺮﺍﻫﻢ‬ ‫ﻛﺮﺩﻥ ﺳﺎﺯ ﻭ ﻛﺎﺭﻫﺎﻳﻲ ﭼﻮﻥ ﺗﻌﺎﻣﻞ ﻭ ﻫﻤﻜﺎﺭﻱ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ ﺍﺳﺖ ‪ .‬ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﺑﺎ ﺑﻬﺮﮔﻴﺮﻱ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﻫﺎ ﻭ ﺭﺳﺎﻧﻪ ﻫﺎﻱ‬ ‫ﺩﻳﺠﻴﺘﺎﻟﻲ ﺑﺮﺍﻱ ﺍﺭﺍﺋﻪ ﺣﻤﺎﻳﺖ ﻭ ﺑﻬﻴﻨﻪ ﺳﺎﺯﻱ ﺗﺪﺭﻳﺲ ‪ ،‬ﻳﺎﺩﮔﻴﺮﻱ ‪ ،‬ﺳﻨﺠﺶ ﻭ ﺍﺭﺯﺷﻴﺎﺑﻲ ﻣﺤﻴﻂ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﭘﺪﻳﺪ ﻣﻲ‬ ‫ﺁﻳﺪ ﻛﻪ ﺍﺯ ﻣﺤﻴﻂ ﻫﺎﻱ ﻳﺎﺩﮔﻴﺮﻱ ﺳﻨﺘﻲ ﻣﺘﻤﺎﻳﺰ ﺍﺳﺖ ‪.‬ﺑﺮﺍﻱ ﺁﻧﻜﻪ ﻣﻔﻬﻮﻡ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻭ ﺣﻮﺯﻩ ﻫﺎﻳﻲ ﻛﻪ ﺯﻳﺮ ﭘﻮﺷﺶ ﺁﻥ‬ ‫ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﺩ ﺑﻬﺘﺮ ﻣﺸﺨﺺ ﺷﻮﺩ ‪ ،‬ﺫﻛﺮ ﭼﻨﺪ ﻣﺜﺎﻝ ﻣﻔﻴﺪ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ‪:‬‬ ‫‪ -1‬ﭘﮋﻭﻫﺶ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺷﺒﻜﻪ ﻱ ﺟﻬﺎﻧﻲ ﻭﺏ ‪ ،‬ﻛﺘﺎﺑﺨﺎﻧﻪ ﻫﺎﻱ ﺩﻳﺠﻴﺘﺎﻟﻲ ﻭ ﭘﺎﻳﮕﺎﻩ ﻫﺎﻱ ﺍﻃﻼﻋﺎﺗﻲ‬ ‫‪ -2‬ﺑﻬﺮﻩ ﮔﻴﺮﻱ ﺍﺯ ﻣﻮﺍﺩ ﻳﺎﺩﮔﻴﺮﻱ ﺗﻌﺎﻣﻠﻲ ) ﺑﻌﻀﻲ ﺍﻭﻗﺎﺕ ﭼﻨﺪ ﺭﺳﺎﻧﻪ ﺍﻱ (‬ ‫‪ -3‬ﻛﺎﺭ ﮔﺮﻭﻫﻲ ﺍﺯ ﻃﺮﻳﻖ ﺍﻣﻜﺎﻧﺎﺗﻲ ﭼﻮﻥ ﻛﻨﻔﺮﺍﻧﺲ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻭ ﮔﻮﺕ ﻭ ﮔﻮﻱ ﺍﻳﻨﺘﺮﻧﺘﻲ‬ ‫‪۴‬‬

‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫‪ -4‬ﺳﺨﻨﺮﺍﻧﻲ ﻳﺎ ﺑﺤﺚ ﮔﺮﻭﻫﻲ ﺍﺯ ﻃﺮﻳﻖ ﻛﻨﻔﺮﺍﻧﺲ ﻫﺎﻱ ﻭﻳﺪﻳﻮﻱ‬ ‫ﺩﺭ ﻣﺪﻳﺮﻳﺖ ﺩﻭﺭﻩ ﻫﺎﻱ ﺍﻟﻜﺘﺮﻳﻜﻲ ﻣﻤﻜﻦ ﺍﺳﺖ ﺍﻳﻦ ﺳﺌﻮﺍﻝ ﺑﻪ ﺫﻫﻦ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺍﻓﺮﺍﺩ ﺑﺮﺳﺪ ﻛﻪ ﺑﺎ ﻭﺟﻮﺩ ﺷﻴﻮﻩ ﻫﺎﻱ ﺭﺍﻳﺞ‬ ‫ﻳﺎﺩﮔﻴﺮﻱ ﺩﺭﺁﻣﻮﺯﺵ ‪ ،‬ﭼﻪ ﻟﺰﻭﻣﻲ ﺩﺍﺭﺩ ﻛﻪ ﺑﻪ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﻮﻧﻴﻜﻲ ﺑﭙﺮﺩﺍﺯﻳﻢ ؟ﺑﺮﺍﻱ ﭘﺎﺳﺦ ﺑﻪ ﺍﻳﻦ ﺳﺌﻮﺍﻝ ﻣﻲ ﺗﻮﺍﻥ ﭼﻨﺪ ﻋﺎﻣﻞ‬ ‫ﺍﺷﺎﺭﻩ ﻛﺮﺩ ﻛﻪ ﺑﻬﺮﻩ ﮔﻴﺮﻱ ﺍﺯ ﺗﻮﺍﻧﺎﻳﻲ ﻭ ﻗﺎﺑﻠﻴﺖ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺭﺍ ﺳﺒﺐ ﻣﻲ ﺷﻮﺩ ‪.‬‬

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‫‪ -1‬ﻋﻮﺍﻣﻞ ﻣﻠﻲ ‪:‬‬ ‫ﻋﻮﺍﻣﻠﻲ ﭼﻮﻥ ﺍﻓﺰﺍﻳﺶ ﺭﻭﺯ ﺍﻓﺰﻭﻥ ﺗﻌﺪﺍﺩ ﺩﺍﻭﻃﻠﺒﺎﻥ ﻭﺭﻭﺩ ﺑﻪ ﻣﻮﺳﺴﺎﺕ ﺁﻣﻮﺯﺵ ﻋﺎﻟﻲ ‪ ،‬ﭘﺮﺍﻛﻨﺪﮔﻲ ﺍﻓﺮﺍﺩ ﻭ ﻧﺎﻣﺘﺠﺎﻧﺲ ﺑﻮﺩﻥ ﺁﻥ‬ ‫ﻫﺎ ‪ ،‬ﻧﻴﺎﺯ ﺑﻪ ﺁﻣﻮﺯﺵ ﺿﻤﻦ ﺧﺪﻣﺖ ﻭ … ﺳﺒﺐ ﻣﻲ ﺷﻮﻧﺪ ﻛﻪ ﻧﻴﺎﺯ ﺑﻪ ﺍﻟﮕﻮﻱ ﺁﻣﻮﺯﺷﻲ ﺟﺪﻳﺪ ﺑﺮﺍﻱ ﻳﺎﺩﮔﻴﺮﻱ ﺍﺣﺴﺎﺱ ﺷﻮﺩ ‪.‬‬ ‫‪ -2‬ﻋﻮﺍﻣﻞ ﺳﺎﺧﺘﺎﺭﻱ ‪:‬‬ ‫ﺑﺨﺸﻲ ﺍﺯ ﻋﻮﺍﻣﻞ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺑﻪ ﻭﻳﮋﮔﻲ ﻫﺎﻱ ﺍﻳﻦ ﻧﻮﻉ ﺁﻣﻮﺯﺵ ﻣﺮﺑﻮﻁ ﻣﻲ ﺷﻮﺩ ﺑﺮﺧﻲ ﺍﺯ‬ ‫ﻋﻮﺍﻣﻞ ﺳﺎﺧﺘﺎﺭﻱ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ ‪:‬‬ ‫• ﺍﻧﻌﻄﺎﻑ ﭘﺬﻳﺮﻱ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ ﻣﻘﺎﺑﻞ ﻧﻴﺎﺯ ﻳﺎﺩﮔﻴﺮﻧﺪﮔﺎﻥ ﻭ ﺍﻣﻜﺎﻥ ﺩﺳﺘﺮﺳﻲ ﻫﺮ ﭼﻪ ﺑﻴﺸﺘﺮ ﻳﺎﺩﮔﻴﺮﻧﺪﻩ ﺑﻪ‬ ‫ﻣﻨﺎﺑﻊ ﻭﻣﻮﺍﺩ ﺁﻣﻮﺯﺷﻲ ‪.‬‬ ‫•‬

‫ﻛﺎﺭﺍﻳﻲ ﺯﻳﺎﺩ ﺳﻴﺴﺘﻢ ﻫﺎﻱ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺑﺮﺍﻱ ﻣﺪﻳﺮﻳﺖ ﺗﻌﺪﺍﺩ ﺯﻳﺎﺩﻱ ﺍﺯ ﻳﺎﺩﮔﻴﺮﻧﺪﮔﺎﻥ ﻭ ﻛﺎﻫﺶ ﻫﺰﻳﻨﻪ ﻫﺎﻱ‬ ‫ﺁﻣﻮﺯﺷﻲ ‪.‬‬

‫•‬

‫ﺍﻳﺠﺎﺩ ﻓﺮﺻﺖ ﻫﺎﻱ ﺁﻣﻮﺯﺵ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﺍﺯ ﻃﺮﻳﻖ ﺁﻣﻮﺯﺵ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ ‪.‬‬

‫• ﺑﻬﺒﻮﺩ ﻛﻴﻔﻴﺖ ﻳﺎﺩﮔﻴﺮﻱ ﻭ ﺗﺪﺭﻳﺲ ﺑﺎ ﺑﻬﺮﻩ ﮔﻴﺮﻱ ﺍﺯ ﺍﻣﻜﺎﻧﺎﺕ ﻣﺘﻨﻮﻉ ﻭ ﺭﻭﺵ ﻫﺎﻱ ﺧﻼﻕ ﻭ ﻣﻮﺛﺮ‬ ‫ﺍﺻﻮﻝ ﺍﺳﺎﺳﻲ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻓﺮﺻﺖ ﻫﺎﻳﻲ ﻛﻪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺑﺮﺍﻱ ﺁﻣﻮﺯﺵ ﺑﻪ ﻭﺟﻮﺩ ﻣﻲ ﺁﻭﺭﺩ ‪،‬‬ ‫ﻣﺘﺨﺼﺼﺎﻥ ﺁﻣﻮﺯﺵ ﺭﺍ ﺑﻪ ﺑﺎﺯ ﺍﻧﺪﻳﺸﻲ ﻣﺎﻫﻴﺖ ﻳﺎﺩﮔﻴﺮﻱ ﻭ ﺑﺎﺯ ﻣﻬﻨﺪﺳﻲ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻭﺍﺩﺍﺭ ﻣﻲ ﻛﻨﺪ ‪ .‬ﻣﺤﺼﻮﻝ ﺍﻳﻦ ﺑﺎﺯ‬ ‫ﻣﻬﻨﺪﺳﻲ ﺗﻐﻴﻴﺮ ﻧﻘﺶ ﻣﻌﻠﻤﻠﻦ ﺍﺯ) ﺍﺭﺍﺋﻪ ﻛﻨﻨﺪﻩ ﻱ ﺍﻃﻼﻋﺎﺕ ( ﺑﻪ) ﺗﺴﻬﻴﻞ ﻛﻨﻨﺪﻩ ﻱ ﻳﺎﺩﮔﻴﺮﻱ ( ﺩﺭ ﺧﻼﻝ ﺭﻭﻳﻜﺮﺩ ﻳﺎﺩﮔﻴﺮﻧﺪﻩ‬ ‫ﻣﺤﻮﺭﻱ ﺩﺭ ﺁﻣﻮﺯﺵ ﺍﺳﺖ ‪ .‬ﻳﺎﺩﮔﻴﺮﻧﺪﻩ ﻣﺤﻮﺭﻱ ﻭ ﻓﻌﺎﻝ ﺑﻮﺩﻥ ﻳﺎﺩﮔﻴﺮﻧﺪﻩ ﺍﺯ ﺟﻤﻠﻪ ﺍﺻﻮﻟﻲ ﺑﻪ ﺷﻤﺎﺭ ﻣﻲ ﺁﻳﻨﺪ ﻛﻪ ﺩﺭ ﻳﺎﺩﮔﻴﺮﻱ‬ ‫ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻧﻴﺎﺯﻣﻨﺪ ﺗﻮﺟﻪ ﺍﻧﺪ ‪.‬‬ ‫‪8‬‬

‫ﻳﺎﺩﮔﻴﺮﻧﺪﻩ ﻣﺤﻮﺭ ﺑﻮﺩﻥ ‪ ،‬ﻣﻔﻬﻮﻡ ﻛﻠﻴﺪﻱ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺍﺳﺖ ﻭ ﻓﻌﺎﻝ ﺑﻮﺩﻥ ﻳﺎﺩﮔﻴﺮﻧﺪﻩ ﺭﺍ ﻧﻴﺰ ﺷﺎﻣﻞ ﻣﻲ ﺷﻮﺩ ‪.‬‬ ‫ﺳﻪ ﺩﻳﺪﮔﺎﻩ ﺑﺮﺍﻱ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ‪:‬‬ ‫‪ (1‬ﺩﻳﺪ ﮔﺎﻩ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‪:‬‬

‫ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺍﺭﺍﺋﻪ ﻱ ﻣﺤﺘﻮﺍ ﺍﺯ ﻃﺮﻳﻖ ﺍﻳﻨﺘﺮﻧﺖ – ﻧﻮﺍﺭ ﻭﻳﺪﺋﻮﻳﻲ – ﻣﺎﻫﻮﺍﺭﻩ – ﺗﻠﻮﺯﻳﻮﻥ – ﺩﻳﺴﻚ ﻓﺸﺮﺩﻩ ﻭ ‪ ..‬ﺍﺳﺖ ‪.‬‬

‫‪۵‬‬

‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫‪ (2‬ﺩﻳﺪﮔﺎﻩ ﺩﻭﻡ ﺩﻳﺪﮔﺎﻩ ﺍﻳﻨﺘﺮﻧﺘﻲ‪:‬‬ ‫ﺗﻨﻬﺎ ﺑﻪ ﻋﺎﻣﻞ ﺍﻃﻼﻋﺎﺗﻲ ﺟﻬﺎﻧﻲ ﻳﻌﻨﻲ ﺍﻳﻨﺘﺮﻧﺖ ﺗﻮﺟﻪ ﻣﻲ ﺷﻮﺩ ‪.‬‬ ‫‪(3‬‬

‫ﺩﻳﺪﮔﺎﻩ ‪ ،‬ﺩﻳﺪﮔﺎﻩ ﺍﻓﺴﺎﻧﻪ ﺍﻱ ﻙ‬

‫ﺑﻪ ﺍﻋﺘﻘﺎﺩ ﺑﺮﺧﻲ ﺍﻓﺮﺍﺩ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ) ﺁﻣﻮﺯﺵ ﺑﺪﻭﻥ ﺯﻣﺎﻥ ﺧﺎﺹ ﻭ ﻣﺪﺍﻭﻡ ﺍﺳﺖ ﻛﻪ ﺩﺍﺭﺍﻱ ﺳﺮﻋﺖ ﻓﻮﻕ ﺍﻟﻌﺎﺩﻩ ﺯﻳﺎﺩﻱ‬ ‫ﺍﺳﺖ ‪.‬‬

‫ﻣﺸﻜﻼﺕ ﻳﺎﺩﮔﻴﺮﻯ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﺩﺭ ﺍﻳﺮﺍﻥ‬ ‫ﻳﺎﺩﮔﻴﺮﻯ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻦ ﺁﻭﺭﻯ ﻫﺎﻯ ﺍﻃﻼﻋﺎﺕ ﻭ ﺭﺍﻳﺎﻧﻪ ﺑﺮﺍﻯ ﺍﻳﺠﺎﺩ ﺗﺠﺮﺑﻪ ﻫﺎﻯ ﻳﺎﺩﮔﻴﺮﻯ ﺍﺳﺖ‪ ،‬ﺑﺮ ﺍﺳﺎﺱ ﺍﻳﻦ‬ ‫ﺗﻌﺮﻳﻒ ﻳﺎﺩﮔﻴﺮﻯ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﺩﺭﺑﺮﮔﻴﺮﻧﺪﻩ ﻃﻴﻒ ﻣﺘﻨﻮﻋﻰ ﺍﺯ ﺍﺑﺰﺍﺭﻫﺎﻯ ﻓﻦ ﺁﻭﺭﻯ ﺍﻃﻼﻋﺎﺕ ﺍﺳﺖ ﻭ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺭﺷﺪ ﻛﻤﻰ ﻭ‬ ‫ﻛﻴﻔﻰ ﻭ ﺍﻓﺰﺍﻳﺶ ﻗﺎﺑﻠﻴﺖ ﻫﺎﻯ ﺍﻳﻨﺘﺮﻧﺖ ﺩﺭ ﺳﺎﻝ ﻫﺎﻯ ﺍﺧﻴﺮ‪ ،‬ﺍﻣﺮﻭﺯﻩ ﺍﻳﻦ ﻧﻮﻉ ﻳﺎﺩﮔﻴﺮﻯ ﺗﻘﺮﻳﺒﺎ ﺑﺎ ﻳﺎﺩﮔﻴﺮﻯ ﺍﺯ ﻃﺮﻳﻖ ﺍﻳﻨﺘﺮﻧﺖ‬ ‫ﺷﻨﺎﺧﺘﻪ ﻣﻰ ﺷﻮﺩ‪ .‬ﻣﻮﺿﻮﻉ ﻣﻬﻢ ﺗﺮ ﺍﻳﻨﻜﻪ ﺑﺮﺧﻰ ﺍﺯ ﺍﺳﺎﺗﻴﺪ ﺑﺎ ﻳﺎﺩﮔﻴﺮﻯ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﺁﺷﻨﺎﻳﻰ ﻧﺪﺍﺭﻧﺪ ﻭ ﻣﻰ ﺗﻮﺍﻥ ﮔﻔﺖ ﻛﻪ‬ ‫ﻓﺮﻫﻨﮓ ﻳﺎﺩﮔﻴﺮﻯ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﻧﺴﺒﺖ ﺑﻪ ﺳﺎﻝ ﻫﺎﻯ ﮔﺬﺷﺘﻪ ﭘﻴﺸﺮﻓﺖ ﺩﺍﺷﺘﻪ ﻭﻟﻰ ﻫﻨﻮﺯ ﺩﺭ ﺳﻄﺢ ﺟﺎﻣﻌﻪ ﺟﺎ ﻧﻴﻔﺘﺎﺩﻩ ﺍﺳﺖ ﻭ ﭘﻬﻨﺎﻯ‬ ‫ﺑﺎﻧﺪ ﻧﻴﺰ ﺩﺭ ﺍﻳﻦ ﺭﺍﺑﻄﻪ ﻣﺸﻜﻞ ﺍﺳﺎﺳﻰ ﺍﺳﺖ‪.‬ﺍﮔﺮﭼﻪ ﺳﺎﺯﻣﺎﻥ ﻫﺎﻯ ﻣﺘﻌﺪﺩ ﻧﻴﺰ ﺍﺯ ﻳﺎﺩﮔﻴﺮﻯ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﻛﻨﻨﺪ ﺍﻣﺎ‬ ‫ﺭﺷﺪﻯ ﻛﻪ ﻳﺎﺩﮔﻴﺮﻯ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﻫﺎ ﺩﺍﺷﺘﻪ ﺍﺳﺖ ﺑﻪ ﻣﺮﺍﺗﺐ ﺑﻴﺶ ﺍﺯ ﺭﺷﺪ ﺁﻥ ﺩﺭ ﻛﺎﺭﺑﺮﺩﻫﺎﻯ ﺳﺎﺯﻣﺎﻧﻰ ﺍﺳﺖ؛ ﺩﺭ‬ ‫ﺣﺎﻟﻰ ﻛﻪ ﺑﺎﺯﺍﺭ ﺟﻬﺎﻧﻰ ﻳﺎﺩﮔﻴﺮﻯ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﮔﺴﺘﺮﺩﻩ ﺗﺮ ﺍﺳﺖ ﻭ ﺑﻪ ﻃﻮﺭ ﻛﻠﻰ ﺩﺭ ﺩﻧﻴﺎ ﺑﻪ ﺍﺳﺘﻔﺎﺩﻩ ﻳﺎﺩﮔﻴﺮﻯ‬ ‫ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﺩﺭ ﺳﺎﺯﻣﺎﻥ ﻫﺎ ﺑﻴﺶ ﺗﺮ ﺗﻮﺟﻪ ﻣﻰ ﺷﻮﺩ‪.‬ﺳﺎﺯﻣﺎﻥ ﻫﺎ ﺑﻪ ﺩﻻﻳﻞ ﻣﺘﻔﺎﻭﺗﻰ ﺍﺯ ﻳﺎﺩﮔﻴﺮﻯ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﻛﻨﻨﺪ؛‬ ‫ﺑﻪ ﻃﻮﺭ ﻛﻠﻰ ﻣﻰ ﺗﻮﺍﻥ ﺑﻪ ﻛﺎﻫﺶ ﻫﺰﻳﻨﻪ‪ ،‬ﻣﻌﺮﻓﻰ ﺳﺮﻳﻊ ﻣﺤﺼﻮﻻﺕ ﻭ ﺧﺪﻣﺎﺕ ﺟﺪﻳﺪ ﺑﻪ ﺑﺎﺯﺍﺭ‪ ،‬ﭘﻴﺎﺩﻩ ﺳﺎﺯﻯ ﺳﺮﻳﻊ ﺳﻴﺴﺘﻢ ﻫﺎﻯ‬ ‫ﺍﻃﻼﻋﺎﺗﻰ ﻭ ﻓﺮﺍﻳﻨﺪﻫﺎﻯ ﺗﺠﺎﺭﻯ ﺟﺪﻳﺪ‪ ،‬ﺍﺳﺘﻔﺎﺩﻩ ﻛﺎﺭﺁﻣﺪ ﺍﺯ ﻛﺎﺭﻛﻨﺎﻥ ﺗﺎﺯﻩ ﺍﺳﺘﺨﺪﺍﻡ ﺷﺪﻩ ﺩﺭ ﺳﺎﺯﻣﺎﻥ‪ ،‬ﻳﻜﭙﺎﺭﭼﻪ ﻛﺮﺩﻥ ﻛﺎﺭﻣﻨﺪﺍﻥ‬ ‫ﺩﺭ ﺳﻄﺢ ﻣﻠﻰ ﻭ ﺟﻬﺎﻧﻰ ﻭ ﺍﻳﺠﺎﺩ ﻓﺮﻫﻨﮓ ﻛﺎﺭﻯ ﻗﺪﺭﺗﻤﻨﺪ ﺍﺷﺎﺭﻩ ﻛﺮﺩ‪.‬‬ ‫ﻫﻤﭽﻨﻴﻦ‪ ،‬ﻛﻤﺒﻮﺩ ﺳﺨﺖ ﺍﻓﺰﺍﺭ‪ ،‬ﺗﻮﺟﻪ ﻧﻜﺮﺩﻥ ﺑﻪ ﻣﺴﺎﻟﻪ ﻓﺮﻫﻨﮓ ﺳﺎﺯﻯ‪ ،‬ﻋﺪﻡ ﺁﻣﺎﺩﮔﻰ ﻛﺎﺭﺑﺮﺍﻥ‪ ،‬ﻋﺪﻡ ﺁﻣﺎﺩﮔﻰ ﺳﺎﺧﺘﺎﺭ ﻭﺍﺣﺪ‬ ‫ﺁﻣﻮﺯﺵ‪ ،‬ﻭﺟﻮﺩ ﻧﺪﺍﺷﺘﻦ ﻣﺤﺘﻮﺍﻯ ﺧﺎﻡ ﻣﻨﺎﺳﺐ ﺭﺍ ﻣﻰ ﺗﻮﺍﻥ ﺍﺯ ﺩﻳﮕﺮ ﺍﻫﺪﺍﻑ ﻛﻠﻰ ﺳﺎﺯﻣﺎﻥ ﻫﺎﻯ ﺑﺮﺍﻯ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻳﺎﺩﮔﻴﺮﻯ‬ ‫ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻰ ﻧﺎﻡ ﺑﺮﺩ‪.‬‬

‫ﺗﻔﺎﻭﺕ ﺁﻣﻮﺯﺵ ﺳﻨﺘﻲ ﻭﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ)ﻣﺪﺭﻥ(‪:‬‬ ‫ﺩﺭ ﺯﻳﺮ ﺩﺭ ﺳﻪ ﺣﻴﻄﻪ ﺗﻔﺎﻭﺕ ﺍﻟﮕﻮﻱ ﻳﺎﺩﮔﻴﺮﻱ ﻣﺪﺭﻧﻴﺘﻪ ﺑﺎﺍﻟﮕﻮﻱ ﻳﺎﺩﮔﻴﺮﻱ ﺳﻨﺘﻲ ﺑﺮﺭﺳﻲ ﺷﺪﻩﺍﺳﺖ‪.‬‬

‫‪۶‬‬

‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫‪ ‬ﻓﺮﺁﻳﻨﺪ ﺁﻣﻮﺯﺵ‬ ‫ ﺭﻭﻳﻜﺮﺩ ﺳﻨﺘﻲ‪ :‬ﻳﻚ ﺭﻭﺵ ﻭ ﻣﺤﺘﻮﻱ ﺁﻣﻮﺯﺷﻲ ﺑﺮﺍﻱ ﻫﻤﻪ‪.‬‬‫ ﺭﻭﻳﻜﺮﺩ ﻣﺪﺭﻥ‪ :‬ﺭﻭﺵ ﻭ ﻣﺤﺘﻮﻱ ﺁﻣﻮﺯﺷﻲ ﺳﻔﺎﺭﺷﻲ ﺷﺪﻩ ﺑﺮﺍﻱ ﻫﺮ ﺁﻣﻮﺯﺵ‪.‬‬‫‪ ‬ﺯﻣﺎﻥ ﺁﻣﻮﺯﺵ‬ ‫ ﺭﻭﻳﻜﺮﺩ ﺳﻨﺘﻲ ‪ :‬ﻳﻚ ﺑﺎﺯﻩ ﺯﻣﺎﻧﻲ ﺑﺮﺍﻱ ﻫﻤﻪ‪.‬‬‫ ﺭﻭﻳﻜﺮﺩ ﻣﺪﺭﻥ ‪ :‬ﺑﺎﺯﻩ ﺯﻣﺎﻧﻲ ﻛﻪ ﺗﻮﺳﻂ ﺁﻣﻮﺯﺵ ﮔﻴﺮﻧﺪﻩ ﺗﻌﻴﻴﻦ ﻣﻲ ﺷﻮﺩ‪.‬‬‫‪ ‬ﻣﺤﻞ ﺁﻣﻮﺯﺷﻲ‬ ‫ ﺭﻭﻳﻜﺮﺩ ﺳﻨﺘﻲ ‪ :‬ﻳﻚ ﻣﻜﺎﻥ ﺧﺎﺹ ﺑﺮﺍﻱ ﻫﻤﻪ‪.‬‬‫ ﺭﻭﻳﻜﺮﺩ ﻣﺪﺭﻥ ‪ :‬ﻫﺮ ﻣﻜﺎﻧﻲ ﻛﻪ ﺁﻣﻮﺯﺵ ﮔﻴﺮﻧﺪﻩ ﺑﺘﻮﺍﻧﺪ ﺑﻪ ﻣﻄﺎﻟﺐ ﺁﻣﻮﺯﺷﻲ ﺩﺳﺘﺮﺳﻲ ﭘﻴﺪﺍ ﻛﻨﺪ‪.‬‬‫ﺍﻣﺎ ﭼﻨﺪ ﺩﻟﻴﻞ ﺑﺮﺍﻱ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻣﻌﺮﻓﻲ ﺗﻜﻨﻮﻟﻮژﻱ ﻫﺎﻱ ﺟﺪﻳﺪ ﺑﻪ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﻭ ﺁﻣﻮﺯﺵ ﭼﮕﻮﻧﮕﻲ ﺩﺳﺖ‬ ‫ﻳﺎﺑﻲ ﺑﻪ ﺗﻜﻨﻮﻟﻮژﻱ ﻫﺎﻱ ﺟﺪﻳﺪ‪.‬‬ ‫‪ (1‬ﺗﺸﻮﻳﻖ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺑﺮﺍﻱ ﺑﺪﺳﺖ ﺁﻭﺭﺩﻥ ﺍﻃﻼﻋﺎﺕ ﺍﺯ ﻃﺮﻳﻖ ﺗﻜﻨﻮﻟﻮژﻱ ﻫﺎﻱ ﺟﺪﻳﺪ‪.‬‬ ‫‪(2‬ﺣﻀﻮﺭ ﺩﺭ ﺍﻃﺎﻕ ﻫﺎﻱ ﺑﺤﺚ ﻭ ﮔﻔﺘﮕﻮ ﺑﺮﺍﻱ ﺗﺒﺎﺩﻝ ﻧﻈﺮ ﺩﺭ ﻣﻮﺭﺩ ﻣﻄﺎﻟﺐ ﻛﻪ ﻣﻨﺠﺮ ﺑﻪ ﺗﻮﻟﻴﺪ ﺩﺍﻧﺶ ﻣﻲ ﺷﻮﺩ‬ ‫‪(3‬ﺑﺮﻗﺮﺍﻱ ﺍﺭﺗﺒﺎﻁ ﺑﺎ ﻣﺪﻳﺮ ﻗﺴﻤﺖ ﺁﻣﻮﺯﺷﻲ ﺩﺭ ﻫﺮ ﺯﻣﺎﻥ‪.‬‬ ‫‪(4‬ﻛﺴﺎﻧﻲ ﻛﻪ ﺑﻪ ﻋﻠﺖ ﺩﺍﺷﺘﻦ ﻛﺎﺭ ﻳﺎ ﻣﻌﻠﻮﻟﻴﺖ ﻭ ﻋﻮﺍﻣﻞ ﺩﻳﮕﺮ ﻗﺎﺩﺭ ﺑﻪ ﺣﻀﻮﺭ ﺩﺭ ﻛﻼﺱ ﺩﺭﺱ ﻓﺰﻳﻜﻲ ﻧﻤﻲ ﺑﺎﺷﻨﺪ ﻣﻲ‬ ‫ﺗﻮﺍﻧﻨﺪ ﺑﻪ ﺭﺍﺣﺘﻲ ﻭ ﺑﺪﻭﻥ ﻣﺸﻜﻞ ﺍﺯ ﺍﻳﻦ ﺭﻭﺵ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﻨﺪ‪.‬‬ ‫‪ (5‬ﺑﺮﺍﻱ ﺍﻓﺮﺍﺩﻱ ﻛﻪ ﺍﻣﻜﺎﻥ ﺧﺮﻭﺝ ﺍﺯ ﻛﺸﻮﺭﺷﺎﻥ ﺭﺍ ﺑﺮﺍﻱ ﺍﺩﺍﻣﻪ ﺗﺤﺼﻴﻞ ﻧﺪﺍﺭﻧﺪ‪.‬‬ ‫‪ (6‬ﺩﺳﺘﻴﺎﺑﻲ ﺑﻪ ﺟﺪﻳﺪ ﺗﺮﻳﻦ ﺍﻃﻼﻋﺎﺕ ﺭﻭﺯ ﺩﻧﻴﺎ ﺩﺭ ﺭﺷﺘﻪ ﻣﻮﺭﺩ ﻧﻈﺮ‪.‬‬

‫ﺩﺳﺘﻪ ﺑﻨﺪﻱ ﻧﻮﻉ ﻳﺎﺩﮔﻴﺮﻱ ﻭﻣﺰﻳﺖ ﻫﺎﻱ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‬ ‫ﻛﻼ ﻧﻮﻉ ﻳﺎﺩﮔﻴﺮﻱ ﺭﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺳﻪ ﺩﺳﺘﻪ ﺗﻘﺴﻴﻢ ﻛﺮﺩ‪:‬‬ ‫‪ .1‬ﻳﺎﺩﮔﻴﺮﻱ ﺷﺨﺼﻲ‬ ‫‪ .2‬ﻳﺎﺩﮔﻴﺮﻱ ﺟﻤﻌﻲ‬ ‫‪ .3‬ﻛﻼﺱ ﻫﺎﻱ ﻣﺠﺎﺯﻱ‬ ‫‪ .1‬ﻳﺎﺩﮔﻴﺮﻱ ﺷﺨﺼﻲ ‪:‬‬ ‫ﺩﺭ ﺍﻳﻦ ﺩﺳﺘﻪ ﻓﺮﺩ ﺭﺷﺘﻪ ﻣﻮﺭﺩ ﻋﻼﻗﻪ ﺧﻮﺩ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﻣﻲ ﻛﻨﺪ ﻭ ﺩﺭ ﻣﺤﻴﻂ ﺍﻃﺮﺍﻑ ﺧﻮﺩ ﻣﺨﺼﻮﺻﺎ ﺍﻳﻨﺘﺮﻧﺖ ﺑﻪ ﺩﻧﺒﺎﻝ‬ ‫ﺍﻃﻼﻋﺎﺕ ﻣﺮﺗﺒﻂ ﺑﺎ ﺁﻥ ﻣﻲ ﮔﺮﺩﺩ ﻭ ﺩﺭ ﺁﻥ ﺯﻣﻴﻨﻪ ﺗﺤﻘﻴﻖ ﻣﻲ ﻛﻨﺪ ﺳﭙﺲ ﺳﻮﺍﻻﺕ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺍﺳﺎﺗﻴﺪ ﺁﻥ ﺭﺷﺘﻪ ﺑﻪ ﺻﻮﺭﺕ‬ ‫‪۷‬‬

‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫‪ online‬ﻣﻲ ﭘﺮﺳﺪ‪.‬‬ ‫‪ .2‬ﻳﺎﺩﮔﻴﺮﻱ ﺟﻤﻌﻲ ‪:‬‬ ‫ﺩﺭ ﺍﻳﻦ ﺩﺳﺘﻪ ﺷﺮﺍﻳﻄﻲ ﺑﺮﺍﻱ ﺍﻓﺮﺍﺩ ﻣﻬﻴﺎ ﻣﻲ ﺷﻮﺩ ﺗﺎ ﺑﺎ ﻳﻚ ﺩﻳﮕﺮ ﻭﻣﻌﻠﻤﺎﻥ ﺧﻮﺩ ﺍﺭﺗﺒﺎﻁ ﺑﺮ ﻗﺮﺍﺭ ﻛﻨﻨﺪ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﺍﻳﻦ ﺍﺑﺰﺍﺭ‬ ‫‪ Forum‬ﻭ ‪ chat‬ﻭ ﻏﻴﺮﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺭﻭﺵ ﻣﻌﻤﻮﻻ ﺯﻣﺎﻥ ﺷﺮﻭﻉ ﻭ ﺧﺎﺗﻤﻪ ﺩﻭﺭﻩ ﺁﻣﻮﺯﺷﻲ ﻭ ﺍﻣﺘﺤﺎﻧﺎﺕ ﺑﺮﺍﻱ ﻫﻤﻪ ﺁﻥ ﮔﺮﻭﻩ‬ ‫ﻳﻜﺴﺎﻥ ﺍﺳﺖ‪.‬‬ ‫‪ .3‬ﻛﻼﺱ ﻫﺎﻱ ﻣﺠﺎﺯﻱ ‪:‬‬ ‫ﺩﺭ ﺍﻳﻦ ﺩﺳﺘﻪ ﺷﺮﺍﻳﻂ ﻛﺎﻣﻼ ﻣﺎﻧﻨﺪ ﻛﻼﺱ ﺩﺭﺱ ﺍﺳﺖ ﻭ ﺣﺘﻲ ﺩﺭ ﺑﻌﻀﻲ ﺍﺯ ﻣﻮﺍﺭﺩ ﺩﺭ ﻛﻼﺱ ﻫﺎﻱ ﻓﻴﺰﻳﻜﻲ ﺑﺮﮔﺰﺍﺭ ﻣﻲ‬ ‫ﺷﻮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺟﺎ ﺍﺯ ﻭﻳﺪﺋﻮ ﻛﻨﻔﺮﺍﻧﺲ ﻭ ﺑﻪ ﺟﺎﻱ ﺗﺨﺘﻪ ﺳﻴﺎﻩ ﺍﺯ ﻳﻚ ﻭﻳﺪﺋﻮ ﭘﺮﻭژﻛﺘﻮﺭ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﺷﻮﺩ‪ .‬ﮔﺎﻫﻲ ﺍﺯ ﺍﻭﻗﺎﺕ ﺑﺮﺍﻱ ﻫﺮ‬ ‫ﻓﺮﺩ ﻳﻚ ﻛﺎﻣﭙﻴﻮﺗﺮ ﺩﺭ ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﻣﻲ ﺷﻮﺩ ﻭ ﺍﺭﺗﺒﺎﻁ ﻭﻳﺪﺋﻮﻳﻲ ﺍﺯ ﻃﺮﻳﻖ ﺻﻔﺤﻪ ﻧﻤﺎﻳﺸﮕﺮ ﻭ ﺩﻭﺭﺑﻴﻦ ﻳﺎ ﻭﺏ ﻛﻢ ﺧﻮﺍﻫﺪ ﺑﻮﺩ ﻭ ﻫﺮ‬ ‫ﻛﺴﻲ ﻣﻲ ﺗﻮﺍﻧﺪ ﺍﺯ ﻃﺮﻳﻖ ﻛﺎﻣﭙﻴﻮﺗﺮ ﺑﺎ ﺍﺳﺘﺎﺩ ﺍﺭﺗﺒﺎﻁ ﺑﺮﻗﺮﺍﺭ ﻛﻨﺪ‪ .‬ﺍﻳﻦ ﺭﻭﺵ ﻣﺨﺼﻮﺻﺎ ﺑﺮﺍﻱ ﺑﺮﮔﺰﺍﺭﻱ ﻛﻼﺱ ﻫﺎﻳﻲ ﻛﻪ ﺍﺳﺘﺎﺩ‬ ‫ﻣﺮﺑﻮﻁ ﺑﻪ ﺁﻥ ﺩﺭﺱ ﺑﻪ ﺗﻌﺪﺍﺩ ﻛﺎﻓﻲ ﻣﻮﺟﻮﺩ ﻧﻴﺴﺖ ﻭ ﺍﻣﻜﺎﻥ ﺟﺎﺑﻪ ﺟﺎﻳﻲ ﺍﺳﺎﺗﻴﺪ ﻫﻢ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ ﻣﻔﻴﺪ ﻣﻲ ﺑﺎﺷﺪ ﺑﻪ ﻭﻳﮋﻩ ﺑﺮﺍ ﻱ‬ ‫ﺩﺍﻧﺸﮕﺎﻩ ﻫﺎ‪ .‬ﺷﺎﺧﻪ ﺍﻱ ﺍﺯ ﺍﻳﻦ ﺩﺳﺘﻪ ﺩﺭ ﭘﺰﺷﻜﻲ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ ﻧﻴﺰ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲ ﺷﻮﺩ‪.‬‬

‫ﻣﻘﺎﻳﺴﻪ ﻳﺎﺩﮔﻴﺮﻱ ﺍﺯ ﻃﺮﻳﻖ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﺩﺭ ﻛﻼﺱ ﻫﺎ ﻓﺰﻳﻜﻲ ﻣﻌﻤﻮﻟﻲ‬ ‫ﺳﻌﻲ ﺷﺪﻩ ﺍﺳﺖ ﻛﻼﺱ ﻫﺎ ﻣﺠﺎﺯﻱ ﻫﻤﺎﻧﻨﺪ ﻛﻼﺱ ﻫﺎﻱ ﻭﺍﻗﻌﻲ ﺍﻳﺠﺎﺩ ﺷﻮﺩ ﺍﻣﺎ ﺑﺮﺍﻱ ﺍﻫﺪﺍﻑ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺗﻐﻴﻴﺮ ﻳﺎﻓﺘﻪ ﻭ‬ ‫ﻣﻨﻌﻄﻒ ﺗﺮ ﺷﺪﻩ ﺍﻧﺪ‪.‬ﻧﺤﻮﻩ ﺍﺭﺍﺋﻪ ﺩﺭﺱ ﺑﺎﻋﺚ ﺗﻐﻴﻴﺮ ﺩﺭ ﻧﺤﻮﻩ ﻳﺎﺩﮔﻴﺮﻱ ﻭ ﻣﻄﺎﻟﺐ ﺁﻣﻮﺯﺷﻲ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﻣﺘﻮﻥ ﺩﺭﺳﻲ‪ ،‬ﻧﺤﻮﻩ‬ ‫ﺍﻧﺘﺨﺎﺏ ﺁﻥ ﻫﺎ ﻭ ﺁﻣﻮﺯﺵ ﺁﻥ ﻫﺎ ﺑﺎ ﺁﻣﻮﺯﺵ ﺳﻨﺘﻲ ﻣﺘﻔﺎﻭﺕ ﺍﺳﺖ‪.‬‬

‫ﻣﺰﻳﺖ ﻫﺎﻱ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ‬ ‫‪ .1‬ﻧﻴﺎﺯﻱ ﺑﻪ ﺻﺮﻑ ﻭﻗﺖ ﻭ ﺣﻀﻮﺭ ﺩﺭ ﻛﻼﺱ ﻧﻴﺴﺖ‪.‬‬ ‫‪ .2‬ﺑﺮﺧﻮﺭﺩﺍﺭﻱ ﺍﺯ ﻳﻚ ﺭﻭﺵ ﻣﻄﺎﻟﻌﻪ ﺍﻧﻌﻄﺎﻑ ﭘﺬﻳﺮ ﻛﻪ ﻣﻄﺎﺑﻖ ﻧﻴﺎﺯ ﺩﺍﻧﺸﺠﻮ ﺍﺳﺖ‪.‬‬ ‫‪ .3‬ﺳﺮﻋﺖ ﻣﻄﺎﻟﻌﻪ ﺩﺳﺖ ﺩﺍﻧﺸﺠﻮ ﺍﺳﺖ‪.‬‬ ‫‪ .4‬ﻣﺎﻧﻨﺪ ﻛﻼﺱ ﻫﺎﻱ ﺩﺭﺳﻲ ﺑﺮﻧﺎﻣﻪ ﺁﻣﻮﺯﺷﻲ‪ ،‬ﺭﺍﻫﻨﻤﺎﻳﻲ ﺩﺭﺱ ‪ ،‬ﺩﺭﻭﺱ ﻣﺮﺟﻊ ﻭ ‪ ...‬ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫‪ .5‬ﺩﺭ ﻣﻄﺎﻟﻌﻪ ﺑﻪ ﺻﻮﺭﺕ ‪ online‬ﺍﺯ ﻣﺰﺍﻳﺎﻱ ﻛﺎﺭ ﮔﺮﻭﻫﻲ ﺑﻬﺮﻩ ﻣﻨﺪ ﻣﻲ ﺷﻮﻳﺪ‪.‬‬ ‫‪ .6‬ﻛﻨﺠﻜﺎﻭﻱ ﻭ ﺍﺑﺘﻜﺎﺭ ﺑﻴﺸﺘﺮ ﻭ ﺩﺳﺘﺮﺳﻲ ﺑﻪ ﺗﻜﻨﻮﻟﻮژﻱ ﻫﺎﻱ ﺟﺪﻳﺪ‪.‬‬ ‫‪ .7‬ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﺭﻭﺯ ﺍﺳﺖ ﻭ ﺍﺯ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﺭﻭﺯ ﻣﻲ ﺗﻮﺍﻧﻴﺪ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﻴﺪ‪.‬‬ ‫‪ .8‬ﺍﺭﺯﻳﺎﺑﻲ ﺑﻪ ﺻﻮﺭﺕ ‪ online‬ﺍﺳﺖ‪.‬‬ ‫‪ .9‬ﻣﻲ ﺗﻮﺍﻧﻴﺪ ﻫﺮ ﻛﺠﺎ ﻛﻪ ﺑﺎﺷﻴﺪ ﻣﺪﺭﻙ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﻃﺮﻳﻖ ﺍﻳﻨﺘﺮﻧﺖ ﺑﻪ ﺩﻳﮕﺮﺍﻥ ﻭ ﺭﻳﻴﺲ ﺧﻮﺩ ﻧﺸﺎﻥ ﺩﻫﻴﺪ‪.‬‬ ‫‪۸‬‬

‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫‪ .10‬ﻣﻲ ﺗﻮﺍﻧﻴﺪ ﺑﻴﺶ ﺍﺯ ﻳﻚ ﺩﺭﺱ ﻳﺎ ﺭﺷﺘﻪ ﺭﺍ ﻓﺮﺍ ﮔﻴﺮﻳﺪ‪.‬‬ ‫‪ .11‬ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ﺭﺍ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻫﺮ ﻓﺮﺍﻫﻢ ﻛﻨﻨﺪﻩ ﺧﺪﻣﺎﺕ ﺍﻳﻨﺘﺮﻧﺘﻲ ﻭ ﺑﺪﻭﻥ ﻣﺤﺪﻭﺩﻳﺖ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﻛﺎﺭ ﺑﺮﺩ‪ .‬ﺍﻣﺎ‬ ‫ﺍﺭﺍﺋﻪ ﺩﻫﻨﺪﻩ ﺩﺭﻭﺱ ﻣﻲ ﺗﻮﺍﻧﺪ ﺍﺯ ﻳﻚ ﺍﻳﻨﺘﺮﺍﻧﺖ ﺑﺮﺍﻱ ﺍﻳﻦ ﻛﺎﺭ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﺪ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﻣﺤﺪﻭﺩﻩ ﺁﻣﻮﺯﺵ ﻣﺤﻠﻲ ﺧﻮﺍﻫﺪ‬ ‫ﺑﻮﺩ‪.‬‬ ‫‪ .12‬ﻣﻲ ﺗﻮﺍﻥ ﺍﺯ ﻫﺮ ﻣﺮﻭﺭﮔﺮﻱ ﺑﺮﺍﻱ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩ ﺑﻪ ﺷﺮﻃﻲ ﺍﻳﻨﻜﻪ ﺑﺮﻧﺎﻣﻪ ﻫﺎﻱ ﺳﺎﻳﺖ ﺑﺎ ‪ plug in‬ﻫﺎﻱ‬ ‫ﻣﺮﻭﺭﮔﺮ ﻣﻄﺎﺑﻘﺖ ﻧﻤﺎﻳﺪ‪ .‬ﻣﺜﻼ ﺣﻤﺎﻳﺖ ﻣﺮﻭﺭﮔﺮ ﺍﺯ ﻛﺪﻫﺎﻱ ﺟﺎﻭﺍ‪.‬‬ ‫‪ .13‬ﺩﺭ ﻫﺮ ﺯﻣﺎﻥ ﻣﻴﺘﻮﺍﻥ ﻳﺎﺩ ﮔﺮﻓﺖ‪.‬‬ ‫‪ .14‬ﺩﺭ ﻫﺮ ﻣﻜﺎﻧﻲ ﺍﻣﻜﺎﻥ ﻳﺎﺩﮔﻴﺮﻱ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬ ‫‪ .15‬ﻫﺰﻳﻨﻪ ﻫﺎﻱ ﻳﺎﺩﮔﻴﺮﻱ ﻛﺎﻫﺶ ﻣﻲ ﻳﺎﺑﺪ‪.‬‬ ‫‪ .16‬ﺩﺍﻧﺶ ﻭ ﺍﻃﻼﻋﺎﺕ ﺭﺍ ﻋﻤﻮﻡ ﻣﺮﺩﻡ ﻣﻲ ﺗﻮﺍﻧﻨﺪ ﺑﺪﺳﺖ ﺁﻭﺭﻧﺪ‪.‬‬ ‫‪ .17‬ﻧﺘﻴﺠﻪ ﺁﻣﻮﺯﺵ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﺷﻤﺎ ﺳﺮﻳﻌﺘﺮ ﻣﺸﺨﺺ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫‪ .18‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻣﻜﺎﻧﺎﺕ ‪ Multimedia‬ﻣﻄﺎﻟﺐ ﺑﻴﺸﺘﺮ ﺩﺭ ﺫﻫﻦ ﻣﻲ ﻣﺎﻧﺪ‪.‬‬ ‫‪ .19‬ﺗﺒﻌﻴﺾ ﻭ ﭘﺎﺭﺗﻲ ﺑﺎﺯﻱ ﻛﻤﺘﺮ ﺍﺗﻔﺎﻕ ﻣﻲ ﺍﻓﺘﺪ‪.‬‬

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‫ﭼﻨﺪ ﻧﻜﺘﻪ ﻛﻪ ﺩﺭ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺑﺎﻳﺪ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﻗﺮﺍﺭ ﮔﻴﺮﺩ‬ ‫‪.1‬ﺯﻳﺮ ﺳﺎﺧﺖ ﻫﺎﻱ ﻣﺨﺎﺑﺮ ﺍﺗﻲ‪ :‬ﺯﻳﺮ ﺳﺎﺧﺖ ﻫﺎﻱ ﻣﺨﺎﺑﺮﺗﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﻫﻨﻮﺯ ﻣﻬﻴﺎ ﻧﻴﺴﺖ ﺍﻣﺎ ﺑﺎﻋﺚ ﻧﻤﻲ ﺷﻮﺩ ﺍﺯ ﺁﻣﻮﺯﺵ‬ ‫ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ﺻﺮﻑ ﻧﻈﺮ ﺷﻮﺩ‪.‬‬ ‫‪ .2‬ﻣﻔﺎﺩ ﺁﻣﻮﺯﺷﻲ‪ :‬ﻣﻔﺎﺩ ﺁﻣﻮﺯﺷﻲ ﺑﻪ ﺻﻮﺭﺕ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ﺑﺎ ﺭﻭﺵ ﻫﺎﻱ ﺁﻣﻮﺯﺵ ﺳﻨﺘﻲ ﻣﺘﻔﺎﻭﺕ ﺍﺳﺖ ﻭ ﺑﺎﻳﺪ ﻫﻢ‬ ‫ﻓﺮﻕ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ‪ 40‬ﺗﺎ ‪ 50‬ﺩﺭﺻﺪ ﻣﺘﻦ ﺁﻣﻮﺯﺷﻲ ﺍﺯ ﻃﺮﻳﻖ ﺍﺳﺘﺎﺩ ﻭ ﺑﻘﻴﻪ ﺍﺯ ﻫﻤﻜﺎﺭﻱ ﻭ ﺍﺭﺗﺒﺎﻁ‬ ‫ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺗﻌﻴﻴﻦ ﻣﻲ ﺷﻮﺩ‪.‬‬ ‫‪ .3‬ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻚ ﺑﺎﻳﺪ ﺩﻭﻃﺮﻓﻪ ﺑﺎﺷﺪ ﺗﺎ ﻛﺎﺭﺑﺮ ﺧﺴﺘﻪ ﻧﺸﻮﺩ‪ ،‬ﻣﺜﻼ ﻣﺎﻧﻨﺪ ‪ CD‬ﻫﺎ ﺁﻣﻮﺯﺷﻲ ﻛﻪ ﻓﻘﻂ ﺑﺎﻳﺪ ﺑﻴﻨﻨﺪﻩ ﺑﺎﺷﺪ‬ ‫ﻧﺒﺎﺷﺪ‪ .‬ﻛﺎﺭﺑﺮ ﺑﺎﻳﺪ ﺑﺎ ﺁﻥ ﺍﺭﺗﺒﺎﻁ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬

‫ﭘﻴﺶ ﺷﺮﻁ ﻫﺎﻱ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‬ ‫ﺳﺮﻋﺖ ﺗﻐﻴﻴﺮ ﻭ ﭘﻴﺸﺮﻓﺖ ﺩﺭ ﺟﻮﺍﻣﻊ ﺍﻃﻼﻋﺎﺗﻲ ﺍﻣﺮﻭﺯﻱ ﭼﻨﺎﻥ ﺍﺳﺖ ﻛﻪ ﻫﺮ ﺟﺎﻣﻌﻪﺍﻱ ﻣﻲﻛﻮﺷﺪ ﺧﻮﺩ ﺭﺍ ﺑﺎ ﺍﻳﻦ ﺗﻐﻴﻴﺮﺍﺕ ﺳﺮﻳﻌﺎً ﻭﻓﻖ‬ ‫ﺩﻫﺪ‪ .‬ﺑﺤﺚ ﺁﻣﻮﺯﺵ ﻧﻴﺰ ﺍﻳﻨﻚ ﺍﺯ ﺷﻜﻞ ﺳﻨﺘﻲ ﺧﻮﺩ ﺧﺎﺭﺝ ﺷﺪﻩ ﻭ ﺑﻪ ﺳﻤﺖ ﺁﻣﻮﺯﺵﻫﺎﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻭ ﻣﺠﺎﺯﻱ ﺭﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ‬ ‫ﻧﻮﻉ ﺁﻣﻮﺯﺵ‪ ،‬ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺍﺯ ﻃﺮﻳﻖ ﻭﺳﺎﻳﻞ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺻﻮﺭﺕ ﻣﻲﮔﻴﺮﺩ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ‪ ،‬ﻣﻲ ﺑﻴﻨﻴﻢ ﺁﻣﻮﺯﺵ ﺩﺭ ﻫﺮ ﻛﺠﺎ ﻭ ﻫﺮ‬ ‫ﺯﻣﺎﻥ ﻓﺮﺯﻧﺪ ﺯﻣﺎﻧﻪ ﻣﺎﺳﺖ‪.‬‬ ‫‪۹‬‬

‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫ﺩﺭ ﺍﻳﻦ ﻧﻮﻉ ﻳﺎﺩﮔﻴﺮﻱ ﻛﻪ ﺑﺮ ﺍﺳﺎﺱ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺍﺳﺖ ‪ ،‬ﻛﻴﻔﻴﺖ ﺁﻣﻮﺯﺵ ﺑﺴﻴﺎﺭ ﻣﻬﻢ ﺍﺳﺖ‪ .‬ﭼﺮﺍ ﻛﻪ ﺑﺮﺍﻱ‬ ‫ﺍﻓﺮﺍﺩﻱ ﻛﻪ ﺗﺤﺖ ﺗﻌﻠﻴﻢ ﺍﺯ ﻃﺮﻳﻖ ﺩﻭﺭﻩﻫﺎﻱ ﻣﺠﺎﺯﻱ ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﻧﺪ ﺍﻳﻦ ﻧﻮﻉ ﺁﻣﻮﺯﺵ ﺟﺎﻳﮕﺰﻳﻦ ﺁﻣﻮﺯﺵ ﺳﻨﺘﻲ ﺷﺪﻩ ﻭ ﺑﺎﻳﺪ ﺑﺘﻮﺍﻧﺪ‬ ‫ﺑﺎﺯﺩﻫﻲ ﻣﺸﺎﺑﻪ ﺑﺎ ﺁﻣﻮﺯﺵﻫﺎﻱ ﺳﻨﺘﻲ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬ ‫ﺩﺭﺗﻤﺎﻡ ﺩﻧﻴﺎ ‪ ،‬ﺍﻳﻦ ﻧﻮﻉ ﺁﻣﻮﺯﺵ ﻣﺤﻴﻂ ﻣﻨﺎﺳﺒﻲ ﺭﺍ ﺑﺮﺍﻱ ﺍﻓﺮﺍﺩﻱ ﻛﻪ ﺑﻪ ﺩﻟﻴﻞ ﺗﻌﻬﺪﺍﺕ ﺷﻐﻠﻲ ﻳﺎ ﺷﺨﺼﻲ ﻗﺎﺩﺭ ﺑﻪ ﺷﺮﻛﺖ ﻛﺮﺩﻥ ﺩﺭ‬ ‫ﻛﻼﺱ ﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺳﻨﺘﻲ ﻧﻴﺴﺘﻨﺪ ﻓﺮﺍﻫﻢ ﻛﺮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﺍﻳﻦ ﺭﺍﺳﺘﺎ ‪،‬ﻧﺨﺴﺘﻴﻦ ﺩﻭﺭﻩ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﻭﺭﻩﻫﺎﻱ ‪ ICDL‬ﻭﺯﺍﺭﺕ ﺍﺭﺗﺒﺎﻃﺎﺕ ﻭ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﺎ ﺣﻀﻮﺭ ‪ 182‬ﻓﺮﺍﮔﻴﺮ‬ ‫ﺍﺯ ﺑﻴﻦ ﻣﺪﻳﺮﺍﻥ‪ ،‬ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﻭ ﻛﺎﺭﻛﻨﺎﻥ ﻭﺯﺍﺭﺕ ﺩﺭ ﺣﺎﻟﻲ ﺑﺮﮔﺰﺍﺭ ﻣﻲﺷﻮﺩ ﻛﻪ ﻃﺒﻖ ﺍﻋﻼﻡ ﺭﺋﻴﺲ ﮔﺮﻭﻩ ﺁﻣﻮﺯﺵ ﻭﺯﺍﺭﺕ‪ ،‬ﺍﻳﻦ ﺩﻭﺭﻩ‬ ‫ﺗﻮﺍﻧﺴﺘﻪ ﻧﺘﺎﻳﺞ ﻣﻄﻠﻮﺑﻲ ﺑﻪ ﻫﻤﺮﺍﻩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﺑﻪ ﻃﻮﺭﻱ ﻛﻪ ﻣﻴﺎﻧﮕﻴﻦ ﻧﻤﺮﺍﺕ ﺍﺯ ﻫﺸﺘﺎﺩ ﺍﻣﺘﻴﺎﺯ ﭘﺎﻳﻴﻦ ﺗﺮ ﻧﺒﻮﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﺩﺭ ﭼﺸﻢﺍﻧﺪﺍﺯ ‪ 20‬ﺳﺎﻟﻪ ﻛﺸﻮﺭ‪ ،‬ﻭﺯﺍﺭﺕ ﺍﺭﺗﺒﺎﻃﺎﺕ ﻭ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﻪ ﻫﻤﺮﺍﻩ ﻭﺯﺍﺭﺕ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﺻﺪﺍ ﻭ ﺳﻴﻤﺎ ﻣﺘﻮﻟﻲ‬ ‫ﺍﺟﺮﺍﻱ ﺁﻣﻮﺯﺵ ﻣﺠﺎﺯﻱ ﺩﺭ ﻛﺸﻮﺭ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺑﺮﮔﺰﺍﺭﻱ ﺍﻳﻦ ﺩﻭﺭﻩ ﺑﺮﺍﻱ ﻭﺯﺍﺭﺗﺨﺎﻧﻪ ﺍﻱ ﻛﻪ ﻣﺘﻮﻟﻲ ﺗﻮﺳﻌﻪ ﺁﻣﻮﺯﺵ ﻣﺠﺎﺯﻱ‬ ‫ﺩﺭ ﻛﺸﻮﺭ ﺍﺳﺖ‪ ،‬ﺑﺴﻴﺎﺭ ﻣﻨﺎﺳﺐ ﻣﻲ ﺑﺎﺷﺪ‪.‬‬ ‫ﺩﺭ ﺣﻘﻴﻘﺖ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﻳﻦ ﻛﻪ ﻓﺮﺍﻳﻨﺪ ﺁﻣﻮﺯﺵ ﭘﻮﻳﺎﺳﺖ ﻭ ﺩﺍﻧﺸﺠﻮ ﺩﺭ ﻫﻤﺎﻥ ﺣﺎﻝ ﻛﻪ ﻣﻲﺁﻣﻮﺯﺩ‪ ،‬ﻣﻲ ﺁﻣﻮﺯﺍﻧﺪ‪ ،‬ﺍﺯ ﻧﻈﺮ ﻓﻨﻲ ﺍﮔﺮ ﻳﻚ‬ ‫ﻣﺤﻴﻂ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺑﺨﻮﺍﻫﺪ ﺳﻮﺩﻣﻨﺪ ﻭ ﻛﺎﺭﺍ ﺑﺎﺷﺪ ﺑﺎﻳﺪ ﺑﺘﻮﺍﻧﺪ ﺑﻪ ﺳﺎﺩﮔﻲ ﺍﺑﺰﺍﺭﻫﺎﻱ ﺍﻳﻦ ﻧﻮﻉ ﺁﻣﻮﺯﺵ ﺭﺍ ﺍﺯ ﺟﻤﻠﻪ ﺩﺳﺘﺮﺳﻲ ﺑﻪ‬ ‫ﺭﺍﻳﺎﻧﻪ ﻭ ﺍﻳﻨﺘﺮﻧﺖ ﺑﺎ ﭘﻬﻨﺎﻱ ﺑﺎﻧﺪ ﺯﻳﺎﺩ ﺭﺍ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﻓﺮﺍﮔﻴﺮﺍﻥ ﻭ ﻣﻌﻠﻤﺎﻥ ﻗﺮﺍﺭ ﺩﻫﺪ‪ ،‬ﺗﺎ ﻓﺮﺍﮔﻴﺮﺍﻥ ﺑﺘﻮﺍﻧﻨﺪ ﺑﻪ ﺭﺍﺣﺘﻲ ﺩﺭ ﻣﺤﻴﻄﻲ ﺗﻌﺎﻣﻠﻲ ﺑﻪ‬ ‫ﻳﺎﺩﮔﻴﺮﻱ ﺑﭙﺮﺩﺍﺯﻧﺪ‪.‬‬ ‫ﺑﻲ ﮔﻤﺎﻥ ﺍﻧﺘﺨﺎﺏ ﺍﻳﻦ ﻧﻮﻉ ﺭﻭﺵ ﺁﻣﻮﺯﺵ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻮﻉ ﻭﻇﺎﻳﻒ ﻭﺯﺍﺭﺗﺨﺎﻧﻪ ﺍﻧﺘﺨﺎﺏ ﺧﻮﺑﻲ ﺑﻮﺩﻩ ﺍﺳﺖ ﻭ ﭼﻪ ﺑﻬﺘﺮ ﻣﻲ ﺑﻮﺩ ﺑﺴﺘﺮﻫﺎﻱ‬ ‫ﺁﻥ ﺍﺯ ﻗﺒﻞ ﺁﻣﺎﺩﻩ ﻣﻲ ﺷﺪ‪ .‬ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ ﺑﺮﮔﺰﺍﺭﻱ ﻳﻚ ﺩﻭﺭﻩ ﻛﻼﺱ ﻫﺎﻱ ﺁﺯﻣﺎﻳﺸﻲ ﻭ ﻣﺤﺪﻭﺩ ﻛﻪ ﻣﻲ ﺗﻮﺍﻧﺴﺖ ﺩﺭ ﭘﺎﻳﺎﻥ ﺩﺭ ﺻﻮﺭﺕ‬ ‫ﺍﺳﺘﻘﺒﺎﻝ ﻓﺮﺍﮔﻴﺮﺍﻥ ﺍﺯ ﻧﺤﻮﻩ ﺍﺟﺮﺍﻱ ﺩﻭﺭﻩ ‪ ،‬ﺍﻳﻦ ﺩﻭﺭﻩ ﻫﺎ ﺍﺩﺍﻣﻪ ﭘﻴﺪﺍ ﻛﻨﺪ ﺑﺪ ﻧﺒﻮﺩ‪.‬‬ ‫ﺍﺷﺎﺭﻩ ﺑﻪ ﻣﺸﻜﻼﺕ ﻣﻮﺟﻮﺩ ﺩﺭ ﺑﺮﮔﺰﺍﺭﻱ ﺩﻭﺭﻩ ﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻭ ﺍﺯ ﺟﻤﻠﻪ ﺩﺭ ﺧﺼﻮﺹ ﺍﻳﻦ ﺩﻭﺭﻩﻫﺎ ﻧﺒﻮﺩ ﺍﻣﻜﺎﻧﺎﺕ ﺳﺨﺖ ﺍﻓﺰﺍﺭﻱ‬ ‫ﻛﺎﻓﻲ ﺑﺮﺍﻱ ﺗﻤﺎﻡ ﻓﺮﺍﮔﻴﺮﺍﻥ ﺩﺭ ﻭﺯﺍﺭﺕ ﺍﻇﻬﺎﺭ ﺩﺍﺷﺖ‪ :‬ﻣﺸﻜﻞ ﻫﻤﻜﺎﺭﺍﻥ ﻣﺎ ﺁﻣﻮﺯﺵ ﻣﺠﺎﺯﻱ ﻧﻴﺴﺖ‪ .‬ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﻫﻤﻜﺎﺭﺍﻥ‬ ‫ﺁﻣﻮﺯﺵ ﺭﺍ ﻧﻪ ﺑﻪ ﻟﺤﺎﻅ ﺑﺎﻻ ﺑﺮﺩﻥ ﺳﻄﺢ ﺗﻮﺍﻧﺎﻳﻲﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺧﻮﺩ ﺑﻠﻜﻪ ﻓﻘﻂ ﺑﺮﺍﻱ ﮔﺬﺭﺍﻧﺪﻥ ﺩﻭﺭﻩ ﻭ ﭘﺮﻛﺮﺩﻥ ‪ 176‬ﺳﺎﻋﺖ‬ ‫ﺁﻣﻮﺯﺷﻲ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﺰﺍﻳﺎﻱ ﺁﻥ ﻣﻲﺑﻴﻨﻨﺪ‪ .‬ﺍﺯ ﺁﻥ ﺟﺎ ﻛﻪ ﺁﻣﻮﺯﺵ ﻣﺠﺎﺯﻱ ﺁﻣﻮﺯﺵ ﺭﺍﺣﺘﻲ ﻧﻴﺴﺖ‪ ،‬ﺑﻬﺘﺮ ﺍﺳﺖ ﺩﺭﺻﺪﺩ ﺭﻓﻊ‬ ‫ﻧﺎﺭﺳﺎﻳﻲﻫﺎﻱ ﺧﻮﺩ ﺑﺎﺷﻴﻢ ﻧﻪ ﻣﺤﻜﻮﻡ ﻛﺮﺩﻥ ﺑﺮﮔﺰﺍﺭﻱ ﺩﻭﺭﻩ ﻫﺎﻱ ﻣﺠﺎﺯﻱ‪.‬‬ ‫ﺍﻟﺒﺘﻪ ﺑﺨﺸﻲ ﺍﺯ ﮔﻔﺘﻪ ﻫﺎﭘﺬﻳﺮﻓﺘﻨﻲ ﺍﺳﺖ‪ .‬ﭼﺮﺍ ﻛﻪ ﻫﺴﺘﻨﺪ ﺍﻓﺮﺍﺩﻱ ﻛﻪ ﺑﻪ ﺻﺮﻑ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﭘﺎﺭﻩﺍﻱ ﺍﺯ ﻣﺰﺍﻳﺎ ﺩﺍﻭﻃﻠﺐ ﺷﺮﻛﺖ ﺩﺭ‬ ‫ﺩﻭﺭﻩﻫﺎﻱ ﺑﺮﮔﺰﺍﺭ ﺷﺪﻩ ﻫﺴﺘﻨﺪ‪ ،‬ﺍﻣﺎ ﺁﻳﺎ ﺍﻳﻦ ﺣﺎﻟﺖ ﻗﺎﺑﻞ ﺗﻌﻤﻴﻢ ﺑﻪ ﺗﻤﺎﻡ ﺩﻭﺭﻩﻫﺎ ﺍﺯ ﺟﻤﻠﻪ ﺁﻣﻮﺯﺵ ﻛﻼﺱﻫﺎﻱ‪ ICDL‬ﻫﻢ ﻣﻲ ﺷﻮﺩ‪ .‬ﺍﺯ‬ ‫ﺁﻥ ﺟﺎ ﻛﻪ ﻫﺮ ﻛﺎﺭﻣﻨﺪﻱ ﺗﻨﻬﺎ ﻳﻜﺒﺎﺭ ﻣﻲﺗﻮﺍﻧﺪ ﻫﺮ ﻛﺪﺍﻡ ﺍﺯ ﺍﻳﻦ ﻫﻔﺖ ﺩﻭﺭﻩ ﺭﺍ ﺑﮕﺬﺭﺍﻧﺪ ﭘﺮﺳﺸﻲ ﻛﻪ ﻣﻄﺮﺡ ﻣﻲﺷﻮﺩ ﺍﻳﻦ ﺍﺳﺖ ‪ ،‬ﺍﮔﺮ‬ ‫‪۱۰‬‬

‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫ﺷﺮﻛﺖ ﻛﻨﻨﺪﮔﺎﻥ ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﻫﺎ ﻫﻢ ﺗﻨﻬﺎ ﺑﻪ ﺩﻧﺒﺎﻝ ﭘﺮ ﻛﺮﺩﻥ ﺳﺎﻋﺎﺕ ﺁﻣﻮﺯﺷﻲ ﺧﻮﺩ ﻫﺴﺘﻨﺪ ﻋﻠﺖ ﮔﻼﻳﻪ ﺁﻧﺎﻥ ﻧﺴﺒﺖ ﺑﻪ ﻧﺤﻮﻩ‬ ‫ﺑﺮﮔﺰﺍﺭﻱ ﻛﻼﺱ ﻫﺎﻱ ﻣﺠﺎﺯﻱ ﺩﺭ ﭼﻴﺴﺖ؟ ﻫﺮ ﭼﻨﺪ ﺑﺨﺸﻲ ﺍﺯ ﭘﺎﺳﺦ ﺩﺭ ﻧﺒﻮﺩ ﺍﻣﻜﺎﻧﺎﺕ ﻓﻨﻲ ﻗﺎﺑﻞ ﺩﺳﺘﺮﺳﻲ ﺗﻤﺎﻡ ﻓﺮﺍﮔﻴﺮﺍﻥ ﻧﻬﻔﺘﻪ ﺍﺳﺖ‬ ‫ﺍﻣﺎ ﺑﺨﺶ ﺩﻳﮕﺮ ﺁﻥ ﺭﺍ ﺑﺎﻳﺪ ﺩﺭ ﺍﺣﺴﺎﺱ ﻋﺪﻡ ﺭﺿﺎﻳﺖ ﺁﻧﺎﻥ ﺍﺯ ﺩﺳﺖ ﻧﻴﺎﻓﺘﻦ ﺑﻪ ﺗﺨﺼﺺ ﻣﻄﻠﻮﺏ ﺟﺴﺖ؟ﻣﮕﺮ ﻧﻪ ﺍﻳﻦ ﻛﻪ ﺗﻮﻓﻴﻖ ﻫﺮ‬ ‫ﺁﻣﻮﺯﺵ ﻧﻬﺎﻳﺘﺎ ﺩﺳﺘﻴﺎﺑﻲ ﺍﻓﺮﺍﺩ ﺑﻪ ﻣﻬﺎﺭﺕﻫﺎ ﻭ ﺗﺨﺼﺺﻫﺎﻱ ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬ ‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﺗﺨﺼﺺ ﮔﺮﺍﻳﻲ ﻭ ﻧﻪ ﺗﻨﻬﺎ ﻣﺪﺭﻙ ﮔﺮﺍﻳﻲ ﺻﺮﻑ ‪ ،‬ﭘﻴﺪﺍ ﺍﺳﺖ ﺍﻳﻦ ﮔﻮﻧﻪ ﺁﻣﻮﺯﺵﻫﺎ ﻣﻲﺗﻮﺍﻧﺪ ﺟﻮﺍﺑﮕﻮﻱ ﺑﺴﻴﺎﺭﻱ‬ ‫ﺍﺯ ﻧﻴﺎﺯﻫﺎﻱ ﻛﺎﺭﻛﻨﺎﻥ ﺑﻪ ﺧﺼﻮﺹ ﺑﺤﺚ ﺁﻣﻮﺯﺵ ﺿﻤﻦ ﺧﺪﻣﺖ ﺁﻧﺎﻥ ﺑﺎﺷﺪ‪ ،‬ﺑﻪ ﺷﺮﻁ ﺁﻥ ﻛﻪ ﺑﺮﺍﻱ ﻛﺎﺭﻛﻨﺎﻥ ﺷﻨﺎﺳﻨﺎﻣﻪ ﺁﻣﻮﺯﺷﻲ‬ ‫ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻧﻴﺎﺯﻫﺎﻱ ﻛﺎﺭﻱ ﺁﻧﺎﻥ ﺗﻬﻴﻪ ﻛﺮﺩ ﺗﺎ ﻣﺸﺨﺺ ﺷﻮﺩ ﻫﺮ ﻓﺮﺩ ﺑﻨﺎ ﺑﻪ ﻧﻴﺎﺯ ﺗﺨﺼﺼﻲ ﺧﻮﺩ ﺩﺭ ﻣﺤﻴﻂ ﻛﺎﺭ ﺑﻪ ﻛﺪﺍﻡ ﺩﻭﺭﻩ ﺁﻣﻮﺯﺷﻲ‬ ‫ﻧﻴﺎﺯﻣﻨﺪ ﺍﺳﺖ ﻭ ﻃﺒﻴﻌﺘﺎ ﻫﻤﺎﻥ ﺩﻭﺭﻩ ﺭﺍ ﺑﮕﺬﺭﺍﻧﺪ‪ .‬ﻧﻪ ﺍﻳﻦ ﻛﻪ ﺩﻭﺭﻩ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻭ ﺑﻌﻀﺎ ﻧﺎ ﻣﺮﺗﺒﻂ ﺭﺍ ﻓﻘﻂ ﺟﻬﺖ ﭘﺮ ﻛﺮﺩﻥ ﺳﺎﻋﺎﺕ‬ ‫ﺁﻣﻮﺯﺷﻲ ﻃﻲ ﻛﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺭﺍﺳﺘﺎ ﺗﻮﺟﻪ ﺑﻪ ﻭﻳﮋﮔﻲﻫﺎﻱ ﻣﺤﻴﻂ ﺍﺩﺍﺭﻱ‪ ،‬ﺑﺮﺧﻮﺭﺩﺍﺭﻱ ﺍﺯ ﺍﻣﻜﺎﻧﺎﺕ ﻓﻨﻲ ﻭ ﺑﺮﺭﺳﻲ ﻧﻴﺎﺯﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ‬ ‫ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬ ‫ﺑﻪ ﻫﺮ ﺗﺮﺗﻴﺐ ﺩﺭ ﺟﻬﺎﻧﻲ ﻛﻪ ﺳﺎﻝﻫﺎﺳﺖ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﭘﻴﺎﺩﻩ ﺳﺎﺯﻱ ﺷﺪﻩ ﻭ ﻃﺮﻓﺪﺍﺭﺍﻥ ﺑﺴﻴﺎﺭﻱ ﻧﻴﺰ ﻛﺴﺐ ﻛﺮﺩﻩ ﺍﺳﺖ‪ ،‬ﺑﺎﻳﺪ ﺩﻳﺪ‬ ‫ﭼﺮﺍ ﺩﺭ ﻭﺯﺍﺭﺗﺨﺎﻧﻪﺍﻱ ﻛﻪ ﺧﻮﺩ ﺩﺍﻋﻴﻪ ﺭﺍﻫﺒﺮﻱ ﺍﻣﻮﺭ ‪ ICT‬ﺭﺍ ﺩﺍﺷﺘﻪ ﻭ ﻳﻜﻲ ﺍﺯ ﻣﺘﻮﻟﻴﺎﻥ ﺗﻮﺳﻌﻪ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ ﻛﺸﻮﺭ ﺍﺳﺖ‪،‬‬ ‫ﺑﺮﮔﺰﺍﺭﻱ ﺍﻳﻦ ﺩﻭﺭﻩ ﻧﺘﻮﺍﻧﺴﺘﻪ ﺭﺿﺎﻳﺖ ﻫﻤﻜﺎﺭﺍﻥ ﺭﺍ ﺑﻪ ﺩﻧﺒﺎﻝ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺁﻣﻮﺯﺷﻲ ﻛﻪ ﻗﺎﺩﺭ ﺍﺳﺖ ﺷﺮﺍﻳﻂ ﺁﻣﻮﺯﺵ ﻫﻤﮕﺎﻧﻲ ﺭﺍ ﻓﺮﺍﻫﻢ‬ ‫ﻛﻨﺪ‪.‬‬ ‫ﺍﮔﺮ ﻳﻚ ﻣﺤﻴﻂ ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺑﺨﻮﺍﻫﺪ ﺳﻮﺩﻣﻨﺪ ﻭ ﻛﺎﺭﺍ ﺑﺎﺷﺪ ﺑﺎﻳﺪ ﺑﺘﻮﺍﻧﺪ ﺑﻪ ﺳﺎﺩﮔﻲ ﺍﺑﺰﺍﺭﻫﺎﻱ ﺍﻳﻦ ﻧﻮﻉ ﺁﻣﻮﺯﺵ ﺭﺍ ﺍﺯ ﺟﻤﻠﻪ‬ ‫ﺩﺳﺘﺮﺳﻲ ﺑﻪ ﺭﺍﻳﺎﻧﻪ ﻭ ﺍﻳﻨﺘﺮﻧﺖ ﺑﺎ ﭘﻬﻨﺎﻱ ﺑﺎﻧﺪ ﺯﻳﺎﺩ ﺭﺍ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﻓﺮﺍﮔﻴﺮﺍﻥ ﻭ ﻣﻌﻠﻤﺎﻥ ﻗﺮﺍﺭ ﺩﻫﺪ‪ ،‬ﺗﺎ ﻓﺮﺍﮔﻴﺮﺍﻥ ﺑﺘﻮﺍﻧﻨﺪ ﺑﻪ ﺭﺍﺣﺘﻲ ﺩﺭ ﻣﺤﻴﻄﻲ‬ ‫ﺗﻌﺎﻣﻠﻲ ﺑﻪ ﻳﺎﺩﮔﻴﺮﻱ ﺑﭙﺮﺩﺍﺯﻧﺪ‪.‬‬ ‫ﺑﻲ ﮔﻤﺎﻥ ﺍﻧﺘﺨﺎﺏ ﺍﻳﻦ ﻧﻮﻉ ﺭﻭﺵ ﺁﻣﻮﺯﺵ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻮﻉ ﻭﻇﺎﻳﻒ ﻭﺯﺍﺭﺗﺨﺎﻧﻪ ﺍﻧﺘﺨﺎﺏ ﺧﻮﺑﻲ ﺑﻮﺩﻩ ﺍﺳﺖ ﻭ ﭼﻪ ﺑﻬﺘﺮ ﻣﻲ ﺑﻮﺩ ﺑﺴﺘﺮﻫﺎﻱ‬ ‫ﺁﻥ ﺍﺯ ﻗﺒﻞ ﺁﻣﺎﺩﻩ ﻣﻲ ﺷﺪ‪ .‬ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ ﺑﺮﮔﺰﺍﺭﻱ ﻳﻚ ﺩﻭﺭﻩ ﻛﻼﺱ ﻫﺎﻱ ﺁﺯﻣﺎﻳﺸﻲ ﻭ ﻣﺤﺪﻭﺩ ﻛﻪ ﻣﻲ ﺗﻮﺍﻧﺴﺖ ﺩﺭ ﭘﺎﻳﺎﻥ ﺩﺭ ﺻﻮﺭﺕ‬ ‫ﺍﺳﺘﻘﺒﺎﻝ ﻓﺮﺍﮔﻴﺮﺍﻥ ﺍﺯ ﻧﺤﻮﻩ ﺍﺟﺮﺍﻱ ﺩﻭﺭﻩ ‪ ،‬ﺍﻳﻦ ﺩﻭﺭﻩ ﻫﺎ ﺍﺩﺍﻣﻪ ﭘﻴﺪﺍ ﻛﻨﺪ ﺑﺪ ﻧﺒﻮﺩ‪.‬‬ ‫ﺭﻳﻴﺲ ﮔﺮﻭﻩ ﺁﻣﻮﺯﺵ ﻭﺯﺍﺭﺕ ﺑﺎ ﺑﻴﺎﻥ ﺍﻳﻦ ﻛﻪ ﺍﻳﻦ ﻧﻮﻉ ﺁﻣﻮﺯﺵﻫﺎ ﺑﺤﺚ ﺟﺪﻳﺪﻱ ﺩﺭ ﻛﺸﻮﺭ ﺍﺳﺖ‪ ،‬ﮔﻔﺖ‪ :‬ﺑﺮﮔﺰﺍﺭﻱ ﺍﻳﻦ ﺩﻭﺭﻩ ﻫﺎ ﺑﺎﻳﺪ‬ ‫ﺑﺮ ﺍﺳﺎﺱ ﺗﻮﺍﻧﺎﻳﻲﻫﺎ ﻭ ﺍﻣﻜﺎﻧﺎﺕ ﺗﺨﺼﻴﺺ ﺩﺍﺩﻩ ﺷﺪﻩ ﺑﺎﺷﺪ‪.‬‬ ‫ﻭﻱ ﺑﺎ ﺍﺷﺎﺭﻩ ﺑﻪ ﻣﺸﻜﻼﺕ ﻣﻮﺟﻮﺩ ﺩﺭ ﺑﺮﮔﺰﺍﺭﻱ ﺩﻭﺭﻩ ﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻭ ﺍﺯ ﺟﻤﻠﻪ ﺩﺭ ﺧﺼﻮﺹ ﺍﻳﻦ ﺩﻭﺭﻩﻫﺎ ﻧﺒﻮﺩ ﺍﻣﻜﺎﻧﺎﺕ ﺳﺨﺖ‬ ‫ﺍﻓﺰﺍﺭﻱ ﻛﺎﻓﻲ ﺑﺮﺍﻱ ﺗﻤﺎﻡ ﻓﺮﺍﮔﻴﺮﺍﻥ ﺩﺭ ﻭﺯﺍﺭﺕ ﺍﻇﻬﺎﺭ ﺩﺍﺷﺖ‪ :‬ﻣﺸﻜﻞ ﻫﻤﻜﺎﺭﺍﻥ ﻣﺎ ﺁﻣﻮﺯﺵ ﻣﺠﺎﺯﻱ ﻧﻴﺴﺖ‪ .‬ﺑﻪ ﻧﻈﺮ ﻣﻲ ﺭﺳﺪ ﻫﻤﻜﺎﺭﺍﻥ‬ ‫ﺁﻣﻮﺯﺵ ﺭﺍ ﻧﻪ ﺑﻪ ﻟﺤﺎﻅ ﺑﺎﻻ ﺑﺮﺩﻥ ﺳﻄﺢ ﺗﻮﺍﻧﺎﻳﻲﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺧﻮﺩ ﺑﻠﻜﻪ ﻓﻘﻂ ﺑﺮﺍﻱ ﮔﺬﺭﺍﻧﺪﻥ ﺩﻭﺭﻩ ﻭ ﭘﺮﻛﺮﺩﻥ ‪ 176‬ﺳﺎﻋﺖ‬

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‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫ﺁﻣﻮﺯﺷﻲ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﺰﺍﻳﺎﻱ ﺁﻥ ﻣﻲﺑﻴﻨﻨﺪ‪ .‬ﺍﺯ ﺁﻥ ﺟﺎ ﻛﻪ ﺁﻣﻮﺯﺵ ﻣﺠﺎﺯﻱ ﺁﻣﻮﺯﺵ ﺭﺍﺣﺘﻲ ﻧﻴﺴﺖ‪ ،‬ﺑﻬﺘﺮ ﺍﺳﺖ ﺩﺭﺻﺪﺩ ﺭﻓﻊ‬ ‫ﻧﺎﺭﺳﺎﻳﻲﻫﺎﻱ ﺧﻮﺩ ﺑﺎﺷﻴﻢ ﻧﻪ ﻣﺤﻜﻮﻡ ﻛﺮﺩﻥ ﺑﺮﮔﺰﺍﺭﻱ ﺩﻭﺭﻩ ﻫﺎﻱ ﻣﺠﺎﺯﻱ‪.‬‬ ‫ﺑﻨﺎﺑﺮﺍﻳﻦ ﺑﺎ ﺗﺎﻛﻴﺪ ﺑﺮ ﺗﺨﺼﺺ ﮔﺮﺍﻳﻲ ﻭ ﻧﻪ ﺗﻨﻬﺎ ﻣﺪﺭﻙ ﮔﺮﺍﻳﻲ ﺻﺮﻑ ‪ ،‬ﭘﻴﺪﺍ ﺍﺳﺖ ﺍﻳﻦ ﮔﻮﻧﻪ ﺁﻣﻮﺯﺵﻫﺎ ﻣﻲﺗﻮﺍﻧﺪ ﺟﻮﺍﺑﮕﻮﻱ ﺑﺴﻴﺎﺭﻱ‬ ‫ﺍﺯ ﻧﻴﺎﺯﻫﺎﻱ ﻛﺎﺭﻛﻨﺎﻥ ﺑﻪ ﺧﺼﻮﺹ ﺑﺤﺚ ﺁﻣﻮﺯﺵ ﺿﻤﻦ ﺧﺪﻣﺖ ﺁﻧﺎﻥ ﺑﺎﺷﺪ‪ ،‬ﺑﻪ ﺷﺮﻁ ﺁﻥ ﻛﻪ ﺑﺮﺍﻱ ﻛﺎﺭﻛﻨﺎﻥ ﺷﻨﺎﺳﻨﺎﻣﻪ ﺁﻣﻮﺯﺷﻲ‬ ‫ﻣﺘﻨﺎﺳﺐ ﺑﺎ ﻧﻴﺎﺯﻫﺎﻱ ﻛﺎﺭﻱ ﺁﻧﺎﻥ ﺗﻬﻴﻪ ﻛﺮﺩ ﺗﺎ ﻣﺸﺨﺺ ﺷﻮﺩ ﻫﺮ ﻓﺮﺩ ﺑﻨﺎ ﺑﻪ ﻧﻴﺎﺯ ﺗﺨﺼﺼﻲ ﺧﻮﺩ ﺩﺭ ﻣﺤﻴﻂ ﻛﺎﺭ ﺑﻪ ﻛﺪﺍﻡ ﺩﻭﺭﻩ ﺁﻣﻮﺯﺷﻲ‬ ‫ﻧﻴﺎﺯﻣﻨﺪ ﺍﺳﺖ ﻭ ﻃﺒﻴﻌﺘﺎ ﻫﻤﺎﻥ ﺩﻭﺭﻩ ﺭﺍ ﺑﮕﺬﺭﺍﻧﺪ‪ .‬ﻧﻪ ﺍﻳﻦ ﻛﻪ ﺩﻭﺭﻩ ﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻭ ﺑﻌﻀﺎ ﻧﺎ ﻣﺮﺗﺒﻂ ﺭﺍ ﻓﻘﻂ ﺟﻬﺖ ﭘﺮ ﻛﺮﺩﻥ ﺳﺎﻋﺎﺕ‬ ‫ﺁﻣﻮﺯﺷﻲ ﻃﻲ ﻛﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺭﺍﺳﺘﺎ ﺗﻮﺟﻪ ﺑﻪ ﻭﻳﮋﮔﻲﻫﺎﻱ ﻣﺤﻴﻂ ﺍﺩﺍﺭﻱ‪ ،‬ﺑﺮﺧﻮﺭﺩﺍﺭﻱ ﺍﺯ ﺍﻣﻜﺎﻧﺎﺕ ﻓﻨﻲ ﻭ ﺑﺮﺭﺳﻲ ﻧﻴﺎﺯﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ‬ ‫ﺿﺮﻭﺭﻱ ﺍﺳﺖ‪.‬‬

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‫ﻧﻘﺶ ﺣﻴﺎﺗﻲ ﻓﻨﺎﻭﺭﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ‪:‬‬ ‫ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺯﺍﻳﻴﺪﻩ ﭼﺮﺧﻪ ﺗﺤﻮﻻﺕ ﺳﺮﻳﻊ ﻭ ﺭﻭ ﺑﻪ ﮔﺴﺘﺮﺵ ﻓﻨﺎﻭﺭﻱﻫﺎﻱ ﻧﻮ ﺑﻪ ﻣﻔﻬﻮﻡ ﻭﺍﻗﻌﻲ ﺁﻥ ﺍﺳﺖ‪ .‬ﺗﺎﻛﻨﻮﻥ‬ ‫ﺗﻌﺎﺭﻳﻒ ﻣﺘﻔﺎﻭﺗﻲ ﺍﺯ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺍﺳﺖ ‪.‬ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺑﻪ ﻭﺳﻴﻠﻪ ﺍﻳﻨﺘﺮﻧﺖ ﺻﻮﺭﺕ ﻣﻲﮔﻴﺮﺩ‪ ،‬ﺑﺎ‬ ‫ﺟﺪﻳﺪﺗﺮﻳﻦ ﺍﻃﻼﻋﺎﺕ ﻫﻤﺮﺍﻩ ﺍﺳﺖ ﻭ ﻣﺠﻤﻮﻋﻪﺍﻱ ﺍﺯ ﺭﻭﺵﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺭﺍ ﺩﺭ ﺑﺮﻣﻲﮔﻴﺮﺩ )ﺁﻣﻮﺯﺵﻫﺎﻱ ﻣﺠﺎﺯﻱ‪ ،‬ﻫﻤﻜﺎﺭﻱ‬ ‫ﺩﻳﺠﻴﺘﺎﻝ‪ ،‬ﺷﺒﻴﻪﺳﺎﺯﻱ(‪ .‬ﻓﺮﺍﮔﻴﺮ ﻣﺤﻮﺭ ﺍﺳﺖ ﻭ ﺑﻪ ﻭﻳﮋﮔﻲ ﻓﺮﺩﻱ ﺍﻭ ﺗﻮﺟﻪ ﺩﺍﺭﺩ‪ .‬ﻧﻬﺎﻳﺘﺎً ﻗﺎﺑﻠﻴﺖ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻥ ﻓﺮﺍﻳﻨﺪﻫﺎﻱ ﺍﺩﺍﺭﻱ ﻭ‬ ‫ﻣﺪﻳﺮﻳﺘﻲ ﺍﺯ ﻗﺒﻴﻞ‪ :‬ﺛﺒﺖﻧﺎﻡ‪ ،‬ﭘﺮﺩﺍﺧﺖ ﺷﻬﺮﻳﻪ‪ ،‬ﻧﻈﺎﺭﺕ ﺑﺮ ﺭﻭﻧﺪ ﺍﺟﺮﺍﻱ ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﻳﺎﺩﮔﻴﺮﻧﺪﻩ‪ ،‬ﺗﺪﺭﻳﺲ ﻭ ﺍﺟﺮﺍﻱ ﺍﺭﺯﺷﻴﺎﺑﻲ ﺍﺯ ﺭﺍﻩ‬ ‫ﺩﻭﺭ ﺭﺍ ﻓﺮﺍﻫﻢ ﻣﻲﻛﻨﺪ‪.‬‬ ‫ﺑﻪﻃﻮﺭ ﻛﻠﻲ‪ ،‬ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺑﻪ ﺁﻥ ﻧﻮﻉ ﻳﺎﺩﮔﻴﺮﻱ ﮔﻔﺘﻪ ﻣﻲﺷﻮﺩ ﻛﻪ ﺩﺭ ﻣﺤﻴﻂ ﺷﺒﻜﻪ ﺑﻪ ﻭﻗﻮﻉ ﻣﻲﭘﻴﻮﻧﺪﺩ ﻭ ﺩﺭ ﺁﻥ‬ ‫ﻣﺠﻤﻮﻋﻪﺍﻱ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﭼﻨﺪﺭﺳﺎﻧﻪﺍﻱ‪ ،‬ﻓﺮﺍﺭﺳﺎﻧﻪﺍﻱ ﻭ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ ﺑﻪ ﺧﺪﻣﺖ ﮔﺮﻓﺘﻪ ﻣﻲﺷﻮﺩ ﻭ ﻧﻮﻋﻲ ﻳﺎﺩﮔﻴﺮﻱ ﺍﺳﺖ ﻛﻪ‬ ‫ﺩﺭ ﻣﺤﻴﻂ ﺍﻳﻨﺘﺮﻧﺖ ﺻﻮﺭﺕ ﻣﻲﮔﻴﺮﺩ ﻭ ﺑﺎ ﺑﻬﺮﻩﮔﻴﺮﻱ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﺷﺒﻜﻪ ﺗﺴﻬﻴﻞ ﻣﻲﺷﻮﺩ‪.‬‬ ‫ﺍﻳﻦ ﻧﻮﻉ ﻳﺎﺩﮔﻴﺮﻱ ﻛﻪ ﺑﻪ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﺁﻣﻮﺯﺷﻲ ﺍﺷﺎﺭﻩ ﺩﺍﺭﺩ ﺗﺄﻛﻴﺪ ﻣﻲﻛﻨﺪ ﻛﻪ ﺩﺭ ﻓﻀﺎﻱ ﻣﺴﻘﻒ ﻛﻼﺱ ﺩﺭﺱ‪ ،‬ﻣﻌﻠﻤﺎﻥ‬ ‫ﺍﺯ ﺭﺳﺎﻧﻪﻫﺎﻱ ﺳﻨﮕﻴﻦ ﺁﻣﻮﺯﺷﻲ ﺍﻋﻢ ﺍﺯ ﺭﺍﻳﺎﻧﻪﻫﺎﻱ ﻋﻤﻮﻣﻲ‪ ،‬ﺷﺨﺼﻲ‪ ،‬ﺳﻲ ﺩﻱﻫﺎ‪ ،‬ﺩﻳﺴﻜﺖﻫﺎ‪ ،‬ﺳﺎﻳﺖﻫﺎﻱ ﺍﻳﻨﺘﺮﻧﺖ‪ ،‬ﺍﻱﻣﻴﻞ ﻭ‬ ‫ﺣﺘﻲ ﻧﺎﻧﻮ ﻓﻨﺎﻭﺭﻱ ﺩﺭ ﻓﺮﺍﻳﻨﺪ ﻳﺎﺩﺩﻫﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﻨﺪ ﺗﺎ ﻳﺎﺩﮔﻴﺮﻱ ﺭﺍ ﺗﺴﻬﻴﻞ ﻛﺮﺩﻩ ﻭ ﻣﻮﺟﺒﺎﺕ ﺍﺭﺗﻘﺎﻱ ﺳﻄﺢ ﻋﻠﻤﻲ ﻓﺮﺍﮔﻴﺮﺍﻥ ﺭﺍ‬ ‫ﻓﺮﺍﻫﻢ ﺁﻭﺭﻧﺪ‪ .‬ﺍﻳﻦ ﺭﻭﺵ ﻳﺎﺩﮔﻴﺮﻱ ﺑﺮﺍﻱ ﺷﺎﮔﺮﺩﺍﻥ ﺍﺯ ﺁﻥ ﺟﻬﺖ ﻛﺎﺭﺁﻣﺪ ﻭ ﺍﺛﺮﺑﺨﺶ ﺍﺳﺖ ﻛﻪ ﺑﺎﺯﺩﻫﻲ ﺗﺤﺼﻴﻠﻲ ﻭ ﻓﻌﺎﻟﻴﺖ‬ ‫ﺁﻣﻮﺯﺷﻲ ﺁﻧﺎﻥ ﻭ ﻋﻤﻠﻜﺮﺩ ﻭ ﺗﺪﺭﻳﺲ ﻭ ﺭﻓﺘﺎﺭ ﻛﻼﺳﻲ ﻣﻌﻠﻤﺎﻥ ﺭﺍ ﺑﻬﺒﻮﺩ ﻣﻲﺑﺨﺸﺪ ‪.‬‬

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‫‪www.ParsBook.org‬‬

‫ﻣﻬﻢ ﺗﺮﻳﻦ ﺩﺳﺖ ﺁﻭﺭﺩ ﻫﺎﻱ ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‬ ‫ـ ﺍﻓﺰﺍﻳﺶ ﻛﻴﻔﻴﺖ ﻳﺎﺩﮔﻴﺮﻱ ﻭ ﺁﻣﻮﺧﺘﻪﻫﺎﻱ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﻭ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ‬ ‫ـ ﺳﻬﻮﻟﺖ ﺩﺳﺘﺮﺳﻲ ﺑﻪ ﺣﺠﻢ ﺑﺴﻴﺎﺭ ﺑﺎﻻﻳﻲ ﺍﺯ ﺍﻃﻼﻋﺎﺕ ﻭ ﺩﺍﻧﺶﻫﺎﻱ ﻣﻮﺟﻮﺩ ﺩﺭ ﺟﻬﺎﻥ‬ ‫ـ ﺩﺳﺘﺮﺳﻲ ﺳﺮﻳﻊ ﻭ ﺑﻪ ﻣﻮﻗﻊ ﺑﻪ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺯﻣﺎﻥ ﺑﺴﻴﺎﺭ ﺍﻧﺪﻙ‬ ‫ـ ﻛﺎﻫﺶ ﺑﺮﺧﻲ ﻫﺰﻳﻨﻪﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ‬ ‫ـ ﺑﺎﻻ ﺑﺮﺩﻥ ﻛﻴﻔﻴﺖ‪ ،‬ﺩﻗﺖ ﻭ ﺻﺤﺖ ﻣﻄﺎﻟﺐ ﺩﺭﺳﻲ ﻭ ﻋﻠﻤﻲ‬ ‫ـ ﺍﺭﺗﻘﺎﻱ ﻋﻠﻤﻲ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﻭ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ‬ ‫‪ ‬ﺑﺪﻭﻥ ﺷﻚ ﺩﺭ ﺍﻳﻦ ﺭﺍﺳﺘﺎ ﻣﺤﻴﻂﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺁﻳﻨﺪﻩ ﺑﻪ ﺻﻮﺭﺕ ﻫﺎﻱ ﺯﻳﺮ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪:‬‬ ‫‪ ‬ـ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﻣﺤﻮﺭ‬ ‫‪ ‬ـ ﺗﻌﺎﻣﻠﻲ ﻭ ﭘﻮﻳﺎ‬ ‫‪ ‬ـ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺍﺯ ﻗﺎﺑﻠﻴﺖ ﻛﺎﺭ ﮔﺮﻭﻫﻲ ﺩﺭ ﺧﺼﻮﺹ ﻣﺴﺎﺋﻞ ﺟﻬﺎﻥ ﻭﺍﻗﻌﻲ‬ ‫‪ ‬ـ ﻗﺎﺩﺭ ﺳﺎﺧﺘﻦ ﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﺑﻪ ﺗﻌﻴﻴﻦ ﺭﻭﺵﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻣﻮﺭﺩﻧﻈﺮ ﺧﻮﺩﺷﺎﻥ‬ ‫‪ ‬ـ ﺗﺄﻛﻴﺪ ﺑﺮ ﻛﺎﺭﻛﺮﺩﻫﺎﻳﻲ ﻧﻈﻴﺮ ﺩﺍﻧﺶ ﺍﻃﻼﻋﺎﺕ ﺑﺮﺍﻱ ﺣﻤﺎﻳﺖ ﺍﺯ ﺁﻣﻮﺯﺵ ﻣﺎﺩﺍﻡﺍﻟﻌﻤﺮ‬

‫ﺭﻭﺵ ﻫﺎﻱ ﻳﺎﺩﮔﻴﺮﻱ ﻭ ﺁﻣﻮﺯﺵ ﺩﺭﻣﺪﺍﺭﺱ ﻣﺠﺎﺯﻱ‬ ‫ﺍﻣﺮﻭﺯﻩ ﻧﻈﺎﻡﻫﺎﻱ ﻧﻮﻳﻦ ﺟﺎﻳﮕﺰﻳﻦ ﻧﻈﺎﻡﻫﺎﻱ ﺳﻨﺘﻲ ﻳﺎﺩﮔﻴﺮﻱ ﻭ ﻳﺎﺩﺩﻫﻲ )ﻳﻌﻨﻲ ﺭﻭﺵﻫﺎﻱﺗﺪﺭﻳﺲ ﺧﺼﻮﺻﻲ‪ ،‬ﺳﺨﻨﺮﺍﻧﻲ( ﺷﺪﻩﺍﻧﺪ‬ ‫ﻭ ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﻣﻲ ﺗﻮﺍﻥ ﺭﻭﺵ ﻫﺎﻱ ﺗﺪﺭﻳﺲ ﻭ ﻳﺎﺩﮔﻴﺮﻱ ﺩﺭ ﻣﺪﺍﺭﺱ ﻣﺠﺎﺯﻱ ﺭﺍ ﻣﻮﺍﺭﺩ ﺯﻳﺮ ﺩﺍﻧﺴﺖ‪:‬‬ ‫‪ ‬ﺩﺭﻭﺱ ﭼﻨﺪ ﺭﺳﺎﻧﻪﺍﻱ‪:‬‬ ‫ﺍﻳﻦ ﺩﺭﻭﺱ ﺑﻪ ﺻﻮﺭﺕ ﮔﺴﺘﺮﺩﻩ ﻭ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻋﻨﺎﺻﺮ ﺗﺼﻮﻳﺮﻱ‪ ،‬ﺍﺭﺗﺒﺎﻃﻲ‪ ،‬ﮔﺮﺍﻓﻴﻜﻲ ﻭ ﺍﺟﺰﺍﻱ ﺷﺒﻴﻪﺳﺎﺯﻱ ﺷﺪﻩ‪،‬‬ ‫ﻣﺘﺤﺮﻙﺳﺎﺯﻱ ﻭ ﻧﻴﺰ ﻋﻨﺎﺻﺮ ﺍﺭﺗﺒﺎﻃﻲ ﺑﺮﺍﻱ ﻫﺪﺍﻳﺖ ﻭ ﺭﺍﻫﻨﻤﺎﻳﻲ‪ ،‬ﺑﺎﺯﮔﺸﺖ ﻭ ﺑﺤﺚ ﺩﺭ ﺧﺼﻮﺹ ﺩﺭﻭﺱ ﻭ ﻣﻮﺿﻮﻋﺎﺕ ﺩﺭﺳﻲ‬ ‫ﺑﺮﮔﺰﺍﺭ ﻣﻲﮔﺮﺩﻧﺪ‪.‬‬ ‫‪ ‬ﺳﺎﺯﻭﻛﺎﺭﻫﺎﻱ ﺍﺭﺗﺒﺎﻃﻲ ﭘﻴﺸﺮﻓﺘﻪ‪:‬‬ ‫ﺍﻳﻦ ﺳﺎﺯﻭﻛﺎﺭ ﻫﺮ ﮔﻮﻧﻪ ﻣﺘﻮﻥ ﻫﻤﺰﻣﺎﻥ‪ ،‬ﻧﺎﻫﻤﺰﻣﺎﻥ ﻭ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺳﻤﻌﻲ ﻭ ﺑﺼﺮﻱ ﺭﺍ ﺣﻤﺎﻳﺖﻣﻲﻛﻨﺪ‪ .‬ﺍﻳﻦ ﻣﻮﺭﺩ ﺑﻪ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ‬ ‫ﺍﻣﻜﺎﻥ ﺗﻤﺮﻳﻦ ﺩﺭ ﻣﺒﺎﺣﺚ ﺁﻣﻮﺧﺘﻪ ﺷﺪﻩ ﺭﺍ ﻣﻲﺩﻫﺪ‪.‬‬ ‫‪ ‬ﺁﺯﻣﻮﻥﻫﺎﻱ ﻣﻜﺘﻮﺏ‪:‬‬ ‫ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ‪ ،‬ﺳﺆﺍﻝﻫﺎ ﻭ ﺁﺯﻣﻮﻥﻫﺎ ﺍﺯ ﻃﺮﻳﻖ ﺍﺭﺗﺒﺎﻃﺎﺕ ﺷﺒﻜﻪﺍﻱ ﺗﻮﺯﻳﻊ‪ ،‬ﺗﺼﺤﻴﺢ ﻭ ﻋﻮﺩﺕ ﻣﻲﮔﺮﺩﻧﺪ‪.‬‬ ‫‪ ‬ﺍﻣﺘﺤﺎﻥ ﺍﺯ ﺭﺍﻩ ﺩﻭﺭ‪:‬‬ ‫‪۱۳‬‬

‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫ﺍﻳﻦ ﺍﻣﺘﺤﺎﻧﺎﺕ ﺍﺯ ﻃﺮﻳﻖ ﻭﻳﺪﺋﻮ ﻛﻨﻔﺮﺍﻧﺲ ﭘﺸﺘﻴﺒﺎﻧﻲ ﻭ ﺍﺟﺮﺍ ﻣﻲﺷﻮﺩ‪.‬‬ ‫‪ ‬ﺳﻤﻴﻨﺎﺭﻫﺎﻱ ﻣﺠﺎﺯﻱ ﭘﻴﻮﺳﺘﻪ‪:‬‬ ‫ﺑﺪﻳﻦ ﻭﺳﻴﻠﻪ ﮔﺮﻭﻩﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﺩﺭ ﻣﺤﻴﻂﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺟﻐﺮﺍﻓﻴﺎﻳﻲ ﺭﺍ ﺑﻪ ﻫﻢﻣﺮﺗﺒﻂ ﻣﻲﺳﺎﺯﺩ‪.‬‬ ‫‪ ‬ﺁﺯﻣﺎﻳﺸﮕﺎﻩﻫﺎﻱ ﻣﺠﺎﺯﻱ ﻣﺸﺎﺭﻛﺘﻲ‪:‬‬ ‫ﺍﻳﻦ ﺁﺯﻣﺎﻳﺸﮕﺎﻩﻫﺎ ﺍﺯ ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﮔﺮﻭﻫﻲ ﺣﻤﺎﻳﺖ ﻣﻲﻛﻨﻨﺪ‪ .‬ﻣﺎﻧﻨﺪ ﻛﺎﺭﮔﺎﻩﻫﺎﻱ ﻣﻬﻨﺪﺳﻲﻧﺮﻡﺍﻓﺰﺍﺭﻱ‪.‬‬ ‫‪ ‬ﻋﻮﺍﻣﻞ ﺩﺍﻧﺸﮕﺎﻫﻲﻭﻣﺪﺭﺳﻪ ﺍﻱ ﻫﻮﺷﻤﻨﺪ‪:‬‬ ‫ﻋﻮﺍﻣﻞ ﺩﺍﻧﺸﮕﺎﻫﻲ ﻫﻮﺷﻤﻨﺪ ﻛﻪ ﺑﻪ ﺍﻃﻼﻉﺭﺳﺎﻧﻲ‪ ،‬ﭘﺸﺘﻴﺒﺎﻧﻲ ﻭ ﺭﺍﻫﻨﻤﺎﻳﻲ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﻭﺩﺍﻧﺸﺠﻮﻳﺎﻥ ﻣﻲﭘﺮﺩﺍﺯﻧﺪ‪.‬‬

‫ﻧﺘﻴﺠﻪ ﮔﻴﺮﻱ‪:‬‬ ‫ﺩﺭ ‪ 10‬ﺳﺎﻝ ﮔﺬﺷﺘﻪ ﺑﺎ ﺭﺷﺪ ﻭ ﺗﻮﺳﻌﻪ ﻧﻘﺶ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )‪ (IT‬ﺩﺭ ﻛﺸﻮﺭ ﻣﺎ ﻭ ﺑﺎ ﺗﻮﺟﻬﻲ ﻛﻪ ﺑﻪ ﺁﻣﺎﺩﻩ ﻛﺮﺩﻥ ﺑﺴﺘﺮﻫﺎﻱ‬ ‫ﻻﺯﻡ ﺑﺮﺍﻱ ﺗﻮﺳﻌﻪ ﺁﻥ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﺍﻳﻦ ﭘﺪﻳﺪﻩ ﺩﺭ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻧﻴﺰ ﺟﺎﻱ ﺧﻮﺩ ﺭﺍ ﺑﺎﺯ ﻛﺮﺩﻩ ﻭ ﺑﻪ ﺧﻮﺑﻲ ﺧﻮﺩﻧﻤﺎﻳﻲ ﻣﻲﻛﻨﺪ ‪.‬‬ ‫ﺍﻳﻨﻜﻪ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﭼﻪ ﻣﻘﺪﺍﺭ ﺗﺄﺛﻴﺮﮔﺬﺍﺭ ﺑﻮﺩﻩ‪ ،‬ﻗﺎﺑﻞ ﺍﻧﺪﺍﺯﻩﮔﻴﺮﻱ ﻧﻴﺴﺖ‪ .‬ﻭﻟﻲ ﻣﻲﺗﻮﺍﻥ ﺑﻪ ﺟﺮﺃﺕ ﮔﻔﺖ ﻛﻪ ﺍﺯ ﻣﻌﺪﻭﺩ ﭘﺪﻳﺪﻩﻫﺎﻳﻲ‬ ‫ﺍﺳﺖ ﻛﻪ ﺩﺭ ﻋﻤﺮ ﻛﻮﺗﺎﻩ ﺧﻮﺩ ﺗﻮﺍﻧﺴﺘﻪ ﺗﺄﺛﻴﺮ ﮔﺴﺘﺮﺩﻩﺍﻱ ﺑﮕﺬﺍﺭﺩ ﻭ ﺗﻮﺟﻪ ﺑﺴﻴﺎﺭﻱ ﺭﺍ ﺑﻪﺧﻮﺩ ﻣﻌﻄﻮﻑ ﻛﻨﺪ‪.‬‬ ‫ﻛﺸﻮﺭ ﻣﺎ ﻧﻴﺰ ﺑﻪﺩﻟﻴﻞ ﺗﻌﺎﻣﻠﻲ ﻛﻪ ﺑﺎ ﻣﺤﻴﻂ ﭘﻴﺮﺍﻣﻮﻥ ﺧﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﺍﺯ ﺗﺤﻮﻻﺕ ﺟﻬﺎﻧﻲ ﺑﻲﻧﺼﻴﺐ ﻧﻴﺴﺖ ﻭ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺭﻭﻳﻜﺮﺩ ﺟﻬﺎﻧﻲ‬ ‫ﺩﺭ ﻣﺒﺎﺣﺜﻲ ﻣﺜﻞ ﺁﻣﻮﺯﺵ ﺑﺮﺍﻱ ﻫﻤﻪ‪ ،‬ﺁﻣﻮﺯﺵ ﻣﺎﺩﺍﻡﺍﻟﻌﻤﺮ‪ ،‬ﺁﻣﻮﺯﺵ ﺑﺮﺍﻱ ﺯﻧﺪﮔﻲ ﺑﻬﺘﺮ‪ ،‬ﻣﻲﺑﺎﻳﺴﺖ ﺍﺯ ﺭﻭﺵﻫﺎﻱ ﺧﺎﺻﻲ ﺑﺮﺍﻱ‬ ‫ﺗﺤﺖ ﭘﻮﺷﺶ ﺩﺭﺁﻭﺭﺩﻥ ﻫﺮ ﭼﻪ ﺑﻴﺸﺘﺮ ﺟﻤﻌﻴﺖ ﻻﺯﻡ ﺍﻟﺘﻌﻠﻴﻢ ﻭ ﻳﺎ ﺍﻓﺰﺍﻳﺶ ﻛﻴﻔﻴﺖ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﻭ ﻳﺎ ﺣﺘﻲ ﻛﺎﻫﺶ‬ ‫ﻫﺰﻳﻨﻪﻫﺎﻱ ﺁﻣﻮﺯﺵ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﺪ‪.‬‬ ‫ﺩﺭ ﺣﺎﻝ ﺣﺎﺿﺮ ﺭﻭﻳﻜﺮﺩﻱ ﺑﻪ ﺳﻮﻱ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻓﻨﺎﻭﺭﻱ ﺩﺭ ﺁﻣﻮﺯﺵ )ﺗﺪﺭﻳﺲ ﺩﺑﻴﺮﺍﻥ( ﺑﻪﻭﺟﻮﺩ ﺁﻣﺪﻩ ﻛﻪ ﺁﻫﺴﺘﻪ ﻭ ﺍﻧﺒﻮﻩ ﻛﺎﺭ ﺧﻮﺩ‬ ‫ﺭﺍ ﺑﻪ ﭘﻴﺶ ﻣﻲﺑﺮﺩ‪ .‬ﻧﻤﻮﺩ ﺍﻳﻦ ﺭﻭﻳﻜﺮﺩ ﺑﺮﮔﺰﺍﺭﻱ ﺟﺸﻨﻮﺍﺭﻩﻫﺎﻱ ﺗﻮﻟﻴﺪ ﻣﺤﺘﻮﺍﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﺩﺭ ﺁﻣﻮﺯﺵﻫﺎﻱ ﻓﻨﻲ ﻭ ﺣﺮﻓﻪﺍﻱ ﻭ‬ ‫ﻫﻤﭽﻨﻴﻦ ﺟﺸﻨﻮﺍﺭﻩﻫﺎﻱ ﺭﻭﺵ ﺗﺪﺭﻳﺲ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ‪ IT‬ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺩﻭﺭﻩ ﻣﺘﻮﺳﻄﻪ ﻭ ﺩﺭ ﺩﺭﻭﺳﻲ ﻣﺜﻞ ﺷﻴﻤﻲ ﻭ ﺟﻐﺮﺍﻓﻲ‬ ‫ﺗﻮﺳﻂ ﻭﺯﺍﺭﺕ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺩﺭ ﺣﺎﻝ ﺍﺟﺮﺍﺳﺖ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﺍﻫﺪﺍﻑ ﻣﺸﺘﺮﻙ ﺍﺟﺮﺍﻱ ﺍﻳﻦ ﺟﺸﻨﻮﺍﺭﻩﻫﺎ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ‪ :‬ﺗﺮﻏﻴﺐ‪،‬‬ ‫ﺗﺸﻮﻳﻖ ﻭ ﺍﻳﺠﺎﺩ ﺑﺎﻭﺭ ﺩﺭ ﺑﻴﻦ ﻣﻌﻠﻤﺎﻥ ﺩﺭ ﺍﻣﺮ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻧﺮﻡ ﺍﻓﺰﺍﺭﻫﺎ ﻭ ﺗﻮﻟﻴﺪ ﻣﺤﺘﻮﺍﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‪ ،‬ﺗﻮﺳﻌﻪ ﻭ ﮔﺴﺘﺮﺵ ﻓﺮﻫﻨﮓ‬ ‫ﺗﻮﻟﻴﺪ ﻣﺤﺘﻮﺍﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ‪ IT‬ﺩﺭ ﻓﺮﺍﻳﻨﺪ ﻳﺎﺩﺩﻫﻲ ﻭ ﻳﺎﺩﮔﻴﺮﻱ‪ .‬ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﻣﻲﺗﻮﺍﻧﺪ ﻋﻼﺋﻤﻲ ﺑﺎﺷﺪ ﺑﺮﺍﻱ ﺍﻳﻨﻜﻪ‬ ‫ﻧﻘﻄﻪ ﺍﻭﺝ ﺗﻠﻔﻴﻖ ‪ IT‬ﺩﺭ ﺁﻣﻮﺯﺵ ﻭ ﺑﻪﻛﺎﺭﮔﻴﺮﻱ ﺧﺮﺩﻣﻨﺪﺍﻧﻪ ﺁﻥ ﺗﻮﺳﻂ ﻣﻌﻠﻤﺎﻥ ﻭ ﺩﺑﻴﺮﺍﻥ ﺍﺳﺖ‪ .‬ﭘﺲ ﻣﻌﻠﻤﺎﻥ ﺩﺭ ﺑﻪﻛﺎﺭﮔﻴﺮﻱ‬ ‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻧﻘﺶ ﻣﺤﻮﺭﻱ ﺩﺍﺭﻧﺪ‪.‬‬

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‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫ﺩﺭ ﻣﻮﺭﺩ ﺑﻪ ﻛﺎﺭﮔﻴﺮﻱ ‪ IT‬ﺩﺭ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺑﺤﺚﻫﺎﻱ ﺯﻳﺎﺩﻱ ﺷﺪﻩ ﻭ ﻋﻤﻮﻣﺎً ﺍﺯ ‪ IT‬ﺑﻪﻋﻨﻮﺍﻥ ﻳﻚ ﺍﺑﺰﺍﺭ ﺗﻜﻨﻴﻜﻲ ﺑﺮﺍﻱ‬ ‫ﺑﺎﻻﺑﺮﺩﻥ ﺳﻄﺢ ﺁﻣﻮﺯﺵ ﺳﺨﻦ ﺭﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺍﻣﺮ ﻧﻜﺘﻪ ﺭﻭﺷﻦ ﻭ ﻗﺎﺑﻞ ﺗﻮﺟﻬﻲ ﺭﺍ ﭘﻴﺶ ﺭﻭﻱ ﻣﺎ ﻗﺮﺍﺭ ﻣﻲﺩﻫﺪ ﻛﻪ ﻧﻴﺎﺯ ﻣﺒﺮﻡ ﺑﻪ‬ ‫ﭘﻴﺸﺮﻓﺖ ﻭ ﺣﺮﻓﻪﺍﻱ ﺷﺪﻥ ﻣﻌﻠﻤﺎﻥ ﺩﺭ ﺯﻣﻴﻨﻪ ‪ IT‬ﺩﺍﺭﺩ ‪.‬‬ ‫ﺑﺮﺍﻱ ﺍﻳﺠﺎﺩ ﻳﺎﺩﮔﻴﺮﻱﻫﺎﻱ ﻣﺆﺛﺮ‪ ،‬ﺟﺎﻳﻲ ﻛﻪ ﻓﻨﺎﻭﺭﻱ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺍﻫﺪﺍﻑ ﻳﺎﺩﮔﻴﺮﻱ ﺩﺭ ﻣﺪﺭﺳﻪ ﺍﺳﺖ‪ ،‬ﺗﻨﻬﺎ ﻣﻌﻠﻤﺎﻥ ﻫﺴﺘﻨﺪ ﻛﻪ ﺩﺭ‬ ‫ﻣﻮﺍﻗﻌﻲ ﺣﺴﺎﺱ ﻣﺒﺘﻨﻲ ﺑﺮ ﭘﺎﻳﻪ ﺍﺣﺘﻴﺎﺟﺎﺕ ﻭ ﺷﻴﻮﻩﻫﺎﻱ ﻳﺎﺩﮔﻴﺮﻱ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ‪ ،‬ﺗﻜﻨﻴﻚﻫﺎﻱ ‪ IT‬ﺭﺍ ﺩﺭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻱ ﺗﺤﺼﻴﻠﻲ ﺑﻪ‬ ‫ﻛﺎﺭ ﻣﻲﺑﺮﻧﺪ‪.‬‬ ‫ﺍﻳﻦ ﻣﻌﻠﻢ ﺍﺳﺖ ﻛﻪ ﺑﺮﺍﻱ ﺁﻣﻮﺯﺵ ﻭ ﺗﺪﺭﻳﺲ ﻣﻲﺑﺎﻳﺴﺖ ﺍﺯ ﻧﻤﻮﺩﻫﺎﻱ ﻓﻨﺎﻭﺭﻱ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﺪ‪ ،‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺑﺎﻳﺪ ﺭﻭﺵﻫﺎﻱ ﺗﺪﺭﻳﺲ ﺑﺎ‬ ‫ﺭﻭﻳﻜﺮﺩﻫﺎﻱ ﺟﺪﻳﺪ ﺭﺍ ﺗﺠﺮﺑﻪ ﻛﺮﺩ‪ ،‬ﺁﻧﻬﺎ ﺭﺍ ﻣﺴﺘﻨﺪ ﻛﺮﺩ ﻭ ﻧﺸﺮ ﺩﺍﺩ‪.‬‬ ‫ﺷﻮﺍﻫﺪ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﻭﻗﺘﻲ ﻛﻪ ﻣﻌﻠﻤﺎﻥ ﺩﺍﻧﺶ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺯﻣﻴﻨﻪ ﻣﻮﺿﻮﻉ ﺩﺭﺱ ﻭ ﺷﻴﻮﻩ ﻳﺎﺩﮔﻴﺮﻱ ﺩﺍﻧﺶﺁﻣﻮﺯ ﺑﻪ ﻛﺎﺭ ﻣﻲﺑﻨﺪﻧﺪ‪،‬‬ ‫ﺑﻪﻛﺎﺭﮔﻴﺮﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺑﻴﺸﺘﺮﻳﻦ ﺍﺛﺮ ﻣﺴﺘﻘﻴﻢ ﺭﺍ ﺑﺮ ﭘﻴﺸﺮﻓﺖ ﺷﺎﮔﺮﺩﺍﻥ ﺩﺍﺭﺩ‪ .‬ﻫﻨﮕﺎﻣﻲ ﻛﻪ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﺩﺭ ﻓﻬﻢ ﻭ ﺩﺭﻙ‬ ‫ﺧﻮﺩ ﺩﺭ ﺑﻪﻛﺎﺭﮔﻴﺮﻱ ﻧﺮﻡ ﺍﻓﺰﺍﺭﻱ ﺧﺎﺹ ﺩﺭ ﻛﺎﺭ ﻓﺮﺩﻱ ﻳﺎ ﮔﺮﻭﻫﻲ ﻳﺎ ﻛﻼﺳﻲ ﺑﻪ ﻛﻨﺠﻜﺎﻭﻱ )ﺗﺮﺩﻳﺪ( ﻛﺸﻴﺪﻩ ﻣﻲﺷﻮﻧﺪ‪ ،‬ﺷﺎﻫﺪ‬ ‫ﺍﻳﻦ ﭘﻴﺸﺮﻓﺖ ﺧﻮﺍﻫﻴﻢ ﺑﻮﺩ‪ .‬ﺩﺭ ﻣﻮﺭﺩ ﺍﺛﺮﺍﺕ ﺑﻪﻛﺎﺭﮔﻴﺮﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﻛﺎﺭ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﻭ ﺍﺭﺍﺋﻪ ﻛﺎﺭ ﺁﻧﻬﺎ‪ ،‬ﭘﮋﻭﻫﺶﻫﺎﻱ‬ ‫ﻛﻤﻲ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪.‬‬ ‫ﺩﺍﻣﻨﻪ ﻛﺎﺭﺑﺮﺩﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ‪ IT‬ﺑﺴﻴﺎﺭ ﻭﺳﻴﻊ ﺍﻟﺒﺘﻪ ﻣﺸﻜﻼﺕ ﺧﺎﺹ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﺑﺮ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﻳﻚ ﻃﺮﻑ ﺁﻥ ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﺑﺴﻴﺎﺭ‬ ‫ﻣﺤﺪﻭﺩ ﺍﺳﺖ ﻛﻪ ﻋﻤﺪﺗﺎً ﺑﺮ ﭘﺎﻳﻪ ﺭﻭﺵﻫﺎﻱ ﺳﻨﺘﻲ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﻭ ﺩﺭ ﻃﺮﻑ ﺩﻳﮕﺮ ﺁﻥ‪ ،‬ﺗﻐﻴﻴﺮﺍﺕ ﺍﺳﺎﺳﻲ ﺩﺭ ﺭﻭﻳﻜﺮﺩﻫﺎﻱ ﺗﺪﺭﻳﺲ‬ ‫ﻗﺮﺍﺭ ﻣﻲﮔﻴﺮﺩ‪ .‬ﺑﻪﻋﻨﻮﺍﻥ ﻣﺜﺎﻝ‪ ،‬ﺑﻌﻀﻲ ﺍﺯ ﻣﻌﻠﻤﺎﻥ ﺍﺯ ﻭﺍﻳﺖ ﺑﺮﺩ ﺗﻌﺎﻣﻠﻲ‬ ‫)‪(interactive whiteboard‬ﺩﺭ ﻧﻤﺎﻳﺶ ﺩﺍﺩﻥ ﻣﺤﺘﻮﺍ ﻭ ﻧﻈﺮﻳﺎﺕ ﺩﺭ ﻣﺒﺎﺣﺚ ﻛﻼﺳﻲ ﺑﻪ ﺭﻭﺵ ﺳﻨﺘﻲ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﻨﺪ‪،‬‬ ‫ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﻣﻌﻠﻤﺎﻥ ﺩﻳﮕﺮ ﺍﺟﺎﺯﻩ ﻣﻲﺩﻫﻨﺪ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﺑﺮﺍﻱ ﻧﺸﺎﻥ ﺩﺍﺩﻥ ﻧﻤﺎﻳﺸﻨﺎﻣﻪﻫﺎﻳﻲ ﻛﻪ ﺧﻮﺩﺷﺎﻥ ﻃﺮﺍﺣﻲ ﻭ ﻓﻴﻠﻤﺒﺮﺩﺍﺭﻱ‬ ‫ﻛﺮﺩﻩﺍﻧﺪ‪ ،‬ﺩﺭ ﻛﻼﺱ ﺍﺯ ﺍﻳﻦ ﻭﺳﻴﻠﻪ ﺍﺳﺘﻔﺎﺩﻩ ﻛﻨﻨﺪ ‪.‬‬ ‫ﻣﻄﺎﻟﻌﺎﺕ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﻣﺆﺛﺮﺗﺮﻳﻦ ﻛﺎﺭﺑﺮﺩ )‪ (IT‬ﺁﻥ ﺍﺳﺖ ﻛﻪ ﻣﻌﻠﻢ ﻭ ﺑﺮﻧﺎﻣﻪﻫﺎﻱ ﻧﺮﻡ ﺍﻓﺰﺍﺭﻱ‪ ،‬ﻓﻬﻢ ﻭ ﻓﻜﺮ ﺩﺍﻧﺶﺁﻣﻮﺯ ﺭﺍ ﺑﻪ‬ ‫ﭼﺎﻟﺶ ﻣﻲﻛﺸﺎﻧﺪ ﻭ ﺍﻳﻦ ﻛﺎﺭ ﺍﺯ ﻃﺮﻳﻖ ﺷﺮﻛﺖ ﺗﻤﺎﻣﻲ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﺩﺭ ﺑﺤﺚ ﻛﻼﺳﻲ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻭﺍﻳﺖﺑﺮﺩ ﺗﻌﺎﻣﻠﻲ ﻭ ﻳﺎ ﻛﺎﺭ‬ ‫ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﺑﺎ ﺭﺍﻳﺎﻧﻪ ﺑﻪﺻﻮﺭﺕ ﻓﺮﺩﻱ ﻭ ﮔﺮﻭﻩﻫﺎﻱ ﺩﻭﻧﻔﺮﻩ ﺻﻮﺭﺕ ﻣﻲﮔﻴﺮﺩ‪ .‬ﺍﮔﺮ ﻣﻌﻠﻢ ﻣﻬﺎﺭﺕ ﺳﺎﺯﻣﺎﻧﺪﻫﻲ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﺭﺍ‬

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‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫ﺑﺮ ﻣﺒﻨﺎﻱ ﻓﻌﺎﻟﻴﺖﻫﺎﻳﻲ ﻣﺒﺘﻨﻲ ﺑﺮ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﺁﻧﮕﺎﻩ ﻛﺎﺭﺍﻳﻲ ﻛﻼﺳﻲ ﻭ ﻓﺮﺩﻱ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﻣﻲﺗﻮﺍﻧﺪ ﺑﻪ‬ ‫ﻣﻮﺍﺯﺍﺕ ﻫﻢ ﻣﺆﺛﺮ ﺑﺎﺷﺪ‪.‬‬ ‫ﺑﻪ ﻛﺎﺭﮔﻴﺮﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )‪ (IT‬ﺗﻮﺳﻂ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﺑﻪﺻﻮﺭﺕ ﺩﻭﻧﻔﺮﻩ‪ ،‬ﮔﺮﻭﻫﻲ ﻳﺎ ﻛﻼﺳﻲ‪) ،‬ﻣﺜﻼً ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻭﺍﻳﺖﺑﺮﺩ‬ ‫ﺗﻌﺎﻣﻠﻲ( ﻣﻌﻠﻤﺎﻥ ﺭﺍ ﻗﺎﺩﺭ ﻣﻲﺳﺎﺯﺩ ﺗﺎ ﺍﺯ ﻃﺮﻳﻖ ﮔﻮﺵ ﺩﺍﺩﻥ ﺑﻪ ﺗﻮﺿﻴﺤﺎﺕ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ‪ ،‬ﺑﺎﺯﺧﻮﺭﺩﻫﺎﻱ ﻓﺮﺍﻭﺍﻧﻲ ﺭﺍ ﺑﻪ ﺩﺳﺖ‬ ‫ﺁﻭﺭﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﻧﻜﺘﻪ‪ ،‬ﻣﻌﻠﻤﺎﻥ ﻣﻲﺗﻮﺍﻧﻨﺪ ﺩﻳﺪ ﻋﻤﻴﻖﺗﺮﻱ ﺭﺍ ﺍﺯ ﭘﻴﺸﺮﻓﺖ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﻭ ﺷﻨﺎﺧﺖ ﺁﻧﻬﺎ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﻧﺪ‪ .‬ﻣﺸﺎﺭﻛﺖ‬ ‫ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﺑﻪﺻﻮﺭﺕ ﺩﻭﻧﻔﺮﻩ ﻳﺎ ﺗﻴﻤﻲ ﺩﺭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻨﺎﺑﻊ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ‪ ،‬ﺩﺭ ﻣﻮﺿﻮﻋﺎﺕ ﺑﻪﺧﺼﻮﺻﻲ ﺑﺎﻋﺚ ﻣﻲﺷﻮﺩ‬ ‫ﺁﻧﺎﻥ ﺑﺘﻮﺍﻧﻨﺪ ﻓﻬﻢ ﻳﻜﺪﻳﮕﺮ ﺭﺍ ﺍﺯ ﻳﺎﺩﮔﻴﺮﻱ ﺑﻪ ﭼﺎﻟﺶ ﺑﻜﺸﻨﺪ ﻭ ﺍﺯ ﻃﺮﻳﻖ ﻣﺸﺎﺭﻛﺖ‪ ،‬ﻣﻄﺎﻟﺐ ﺑﻴﺸﺘﺮﻱ ﺭﺍ ﻓﺮﺍﮔﻴﺮﻧﺪ‪.‬‬ ‫ﻣﺪﺍﺭﻙ ﺟﺎﻣﻌﻲ ﻣﺒﻨﻲ ﺑﺮ ﺗﺄﺛﻴﺮ ﻳﺎ ﻛﻤﻚ ﻛﺮﺩﻥ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ )‪ (IT‬ﺭﻭﻱ ﭘﻴﺸﺮﻓﺖ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﺍﻳﻦ‬ ‫ﻣﺪﺍﺭﻙ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﻛﻪ ﺍﻳﻦ ﻭﻳﮋﮔﻲ ﻭ ﻣﺰﺍﻳﺎ‪ ،‬ﺑﻪ ﺭﻭﺷﻲ ﻛﻪ ﻣﻌﻠﻢ ﺑﺮﺍﻱ ﺍﻧﺘﺨﺎﺏ ﻛﺮﺩﻥ ﺳﺎﺯﻣﺎﻧﺪﻫﻲ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻣﻨﺎﺑﻊ ﻓﻨﺎﻭﺭﻱ‬ ‫ﺍﻃﻼﻋﺎﺕ ﺍﺗﺨﺎﺫ ﻣﻲﻛﻨﺪ‪ ،‬ﺑﺴﺘﮕﻲ ﺩﺍﺭﺩ ﻭ ﺍﻳﻦ ﻓﻌﺎﻟﻴﺖﻫﺎ ﺑﺎ ﻛﺎﺭﻫﺎﻱ ﻛﻼﺳﻲ ﻭ ﻓﻌﺎﻟﻴﺖﻫﺎﻱ ﺧﺎﺭﺝ ﻛﻼﺱ ﺗﻠﻔﻴﻖ ﻣﻲﺷﻮﺩ ‪.‬ﺩﺭ‬ ‫ﺣﺎﻝ ﺣﺎﺿﺮ‪ ،‬ﺍﻧﻮﺍﻉ ﻣﻨﺎﺑﻊ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺗﻲ ﻣﻮﺟﻮﺩ ﻭ ﺩﺭ ﺩﺳﺘﺮﺱ ﻧﺸﺎﻥ ﻣﻲﺩﻫﺪ ﻛﻪ ﺑﻪﻛﺎﺭﮔﻴﺮﻱ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻫﻤﻴﺸﻪ ﺭﻭﻱ‬ ‫ﺍﻫﺪﺍﻑ ﻭﻳﮋﻩﺍﻱ ﺍﺯ ﺑﺮﻧﺎﻣﻪ ﺩﺭﺳﻲ ﻣﺘﻤﺮﻛﺰ ﺍﺳﺖ ‪.‬‬ ‫ﻣﻄﺎﻟﻌﺎﺕ ﺍﻧﺠﺎﻡ ﺷﺪﻩ ﺛﺎﺑﺖ ﻛﺮﺩﻩ ﺍﺳﺖ ﻭﺭﻭﺩ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺁﻣﻮﺯﺵ ﻧﻪ ﻳﻚ ﺟﺮﻳﺎﻥ ﺳﺨﺖﺍﻓﺰﺍﺭﻱ ﺑﻠﻜﻪ ﺭﻭﻧﺪﻱ‬ ‫ﻧﺮﻡﺍﻓﺰﺍﺭﻱ ﺍﺳﺖ‪ .‬ﺑﻪﻃﻮﺭ ﻛﻠﻲ ﻭﺭﻭﺩ ﺳﺨﺖ ﺍﻓﺰﺍﺭ ﺑﺪﻭﻥ ﺗﺪﺍﺭﻙ ﺗﻤﻬﻴﺪﺍﺕ ﻻﺯﻡ ﻛﻪ ﻣﻬﻢﺗﺮﻳﻦ ﺁﻧﻬﺎ ﺑﺴﺘﺮﺳﺎﺯﻱ ﻓﺮﻫﻨﮕﻲ ﺍﺳﺖ‪،‬‬ ‫ﻗﻄﻌﺎ ﺑﻪ ﻧﺎﻛﺎﻣﻲ ﻣﻨﺠﺮ ﺧﻮﺍﻫﺪ ﺷﺪ‪ .‬ﺗﻮﺳﻌﻪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺯﻣﻴﻨﻪﻫﺎﻱ ﻣﺨﺘﻠﻒ ﻭ ﺑﻪﺧﺼﻮﺹ ﺩﺭ ﻗﺴﻤﺖ ﺁﻣﻮﺯﺵ ﺍﺯ ﺟﻤﻠﻪ‬ ‫ﻣﺴﺎﺋﻠﻲ ﺍﺳﺖ ﻛﻪ ﺗﻤﺎﻣﻲ ﻛﺎﺭﺷﻨﺎﺳﺎﻥ ﺑﻪ ﺁﻥ ﺭﻭﻱ ﺁﻭﺭﺩﻩﺍﻧﺪ‪ .‬ﺍﻣﺎ ﺩﺭ ﻋﻴﻦ ﺣﺎﻝ ﺻﺎﺣﺐﻧﻈﺮﺍﻥ ﺍﻋﺘﻘﺎﺩ ﺩﺍﺭﻧﺪ ﻛﻪ ﺩﺭ ﺣﻴﻄﻪ ﺁﻣﻮﺯﺵ‬ ‫ﺍﮔﺮ ﻣﻌﻠﻤﺎﻥ ﺑﺎ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺍﺣﺴﺎﺱ ﻣﺸﺎﺭﻛﺖ ﻧﻜﻨﻨﺪ‪ ،‬ﻣﻄﻤﺌﻨﺎ ﺗﻮﺳﻌﻪ ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﺩﺭ ﺍﻳﻦ ﺯﻣﻴﻨﻪ ﺩﭼﺎﺭ ﻣﺸﻜﻞ ﺧﻮﺍﻫﺪ‬ ‫ﺷﺪ‪.‬‬ ‫ﺑﺮﺍﻱ ﺍﻳﻨﻜﻪ ﺑﺘﻮﺍﻥ ﺑﻪ ﻓﺮﺍﮔﻴﺮﺍﻥ ﻛﻤﻚ ﻛﺮﺩ ﺗﺎ ﺑﻪ ﺳﻄﻮﺡ ﻋﺎﻟﻲ ﺣﻴﻄﻪ ﺷﻨﺎﺧﺘﻲ ﻋﻠﻮﻡ ﺑﺮﺳﻨﺪ‪ ،‬ﻻﺯﻡ ﺍﺳﺖ ﻋﻼﻭﻩ ﺑﺮ ﺁﺷﻨﺎﻳﻲ ﺑﺎ ﺩﻳﮕﺮ‬ ‫ﺷﻴﻮﻩﻫﺎﻱ ﻧﻮﻳﻦ ﺗﺪﺭﻳﺲ‪ ،‬ﺯﻣﻴﻨﻪ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﺳﺎﻧﻪﻫﺎﻱ ﺳﻨﮕﻴﻦ ﺁﻣﻮﺯﺷﻲ ﻭ ﺷﺒﻜﻪﻫﺎﻱ ﻧﺮﻡﺍﻓﺰﺍﺭﻱ ﺩﺭﻭﻥ ﻛﻼﺳﻲ ﻭ ﺑﺮﻭﻥ ﻛﻼﺳﻲ‪،‬‬ ‫ﺍﻗﺪﺍﻣﺎﺕ ﺯﻳﺮ ﺻﻮﺭﺕ ﮔﻴﺮﺩ‪:‬‬ ‫‪(1‬ﺑﺮﮔﺰﺍﺭﻱ ﻛﻼﺱﻫﺎﻱ ﺁﻣﻮﺯﺵ ﺿﻤﻦ ﺧﺪﻣﺖ ﺑﺮﺍﻱ ﻣﻌﻠﻤﺎﻥ‪ ،‬ﮔﺮﺩﻫﻤﺎﻳﻲ ﻋﻠﻤﻲ‪ -‬ﺁﻣﻮﺯﺷﻲ‪ ،‬ﻫﻤﺎﻳﺶﻫﺎﻱ ﺗﺨﺼﺼﻲ‪،‬‬ ‫ﺑﺮﮔﺰﺍﺭﻱ ﺟﺸﻨﻮﺍﺭﻩﻫﺎﻱ ﺍﻟﮕﻮﻱ ﺗﺪﺭﻳﺲ ﺑﺮﺗﺮ ﻭ ﺟﻠﺴﺎﺕ ﺍﺩﻭﺍﺭﻱ ﺗﺨﺼﺼﻲ ﺣﻮﺯﻩﺍﻱ ﻭ ﺭﺷﺘﻪﺍﻱ‪ ،‬ﺗﺎ ﺁﻧﺎﻥ ﺑﺎ ﺭﻭﺵﻫﺎﻱ ﻓﻨﺎﻭﺭﻱ‬ ‫‪۱۶‬‬

‫‪www.ParsBook.org‬‬

‫‪www.ParsBook.org‬‬

‫ﺍﻃﻼﻋﺎﺕ )ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ( ﻭ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺗﻄﺒﻴﻘﻲ ﻛﺸﻮﺭﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ ﺁﺷﻨﺎ ﺷﻮﻧﺪ ﻭ ﺗﺮﺱ ﺁﻧﻬﺎ ﺑﺮﺍﻱ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﺍﻳﺎﻧﻪ‬ ‫ﺩﺭ ﻛﻼﺱ ﺩﺭﺱ ﻛﺎﻫﺶ ﻳﺎﺑﺪ ﻭ ﭘﺎﺳﺨﮕﻮﻱ ﺿﺮﻭﺭﺕﻫﺎﻱ ﻗﺮﻥ ﺑﻴﺴﺖ ﻭ ﻳﻜﻢ ﺩﺭ ﻋﺮﺻﻪ ﺁﻣﻮﺯﺵ ﻭ ﭘﺮﻭﺭﺵ ﺷﻮﻧﺪ‪.‬‬ ‫‪ (2‬ﺗﺸﻜﻴﻞ ﻛﻼﺱﻫﺎﻱ ﺯﺑﺎﻥ ﺍﻧﮕﻠﻴﺴﻲ ﻭ ﺭﺍﻳﺎﻧﻪ ﺑﺮﺍﻱ ﻣﻌﻠﻤﺎﻥ ﺗﺎ ﺑﺘﻮﺍﻧﻨﺪ ﺑﺎ ﺭﺍﻳﺎﻧﻪ ﻛﺎﺭ ﻛﻨﻨﺪ ﻭ ﺍﺯ ﻣﺘﻮﻥ ﻋﻠﻤﻲ‪ -‬ﺗﺮﺑﻴﺘﻲ ﻣﺆﻟﻔﺎﻥ‬ ‫ﺧﺎﺭﺟﻲ ﺑﻬﺮﻩﻣﻨﺪ ﺷﻮﻧﺪ ﻭ ﺍﺯ ﺁﺧﺮﻳﻦ ﺩﺳﺘﺎﻭﺭﺩﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﻭ ﭘﺮﻭﺭﺷﻲ ﻭ ﭘﮋﻭﻫﺸﻲ ﻣﻄﻠﻊ ﺷﻮﻧﺪ‪.‬‬ ‫‪ (3‬ﺗﺸﻜﻴﻞ ﻛﻼﺱﻫﺎﻱ ﺯﺑﺎﻥ ﺍﻧﮕﻠﻴﺴﻲ ﻭ ﺭﺍﻳﺎﻧﻪ ﺑﺮﺍﻱ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﺍﺯ ﺩﻭﺭﻩ ﺍﺑﺘﺪﺍﻳﻲ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺑﺎﺯﻱﻫﺎﻱ ﺭﺍﻳﺎﻧﻪﺍﻱ‪.‬‬ ‫‪ (4‬ﺗﻘﻮﻳﺖ ﻓﻨﺎﻭﺭﻱ ﻧﻮﻳﻦ ﺁﻣﻮﺯﺷﻲ ﺩﺭ ﻣﺪﺍﺭﺱ ﻭ ﺍﻋﻄﺎﻱ ﻛﺎﺭﺕﻫﺎﻱ ﺭﺍﻳﮕﺎﻥ ﺍﻳﻨﺘﺮﻧﺖ ﻭ ﺍﻱﻣﻴﻞ ﺑﻪ ﻣﻌﻠﻤﺎﻥ ﻭ ﺷﺎﮔﺮﺩﺍﻥ ﺗﺎ ﻫﻢ‬ ‫ﻧﻮﺷﺘﻪﻫﺎﻱ ﺧﻮﺩ ﺭﺍ ﺭﻭﻱ ﻭﺏﺳﺎﻳﺖ ﺑﻨﻮﻳﺴﻨﺪ ﻭ ﻫﻢ ﻣﺪﺍﺭﺱ ﺳﻨﺘﻲ ﺑﻪ ﻣﺪﺍﺭﺱ ﻫﻮﺷﻤﻨﺪ ﺗﺒﺪﻳﻞ ﺷﻮﻧﺪ‪.‬‬ ‫‪ (5‬ﺟﺎﻳﮕﺰﻳﻦ ﻛﺮﺩﻥ ﺳﻲﺩﻱﻫﺎﻱ ﺁﻣﻮﺯﺷﻲ ﺑﻪ ﺟﺎﻱ ﻛﺘﺎﺏﻫﺎﻱ ﺩﺭﺳﻲ ﻭ ﺩﻳﻜﺸﻨﺮﻱ ﺩﺭ ﻧﻈﺎﻡ ﺁﻣﻮﺯﺷﻲ‪.‬‬ ‫‪ (6‬ﺑﺮﮔﺰﺍﺭﻱ ﻣﺴﺎﺑﻘﺎﺕ ﺑﻴﻦ ﻣﻌﻠﻤﺎﻥ ﻭ ﻫﻤﭽﻨﻴﻦ ﺑﻴﻦ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﺩﺭ ﺯﻣﻴﻨﻪ ﺯﺑﺎﻥ ﺍﻧﮕﻠﻴﺴﻲ ﻭ ﺭﺍﻳﺎﻧﻪ‪.‬‬ ‫‪ (7‬ﺍﺟﺒﺎﺭﻱ ﻛﺮﺩﻥ ﺩﺭﺱ ﻣﺒﺎﻧﻲ ﻛﺎﻣﭙﻴﻮﺗﺮ ﻭ ﺍﻧﻔﻮﺭﻣﺎﺗﻴﻚ ﺩﺭ ﺩﻭﺭﻩﻫﺎﻱ ﺗﺤﺼﻴﻠﻲ ﺭﺍﻫﻨﻤﺎﻳﻲ ﻭ ﻣﺘﻮﺳﻄﻪ ﺑﻪ ﻓﺮﺍﺧﻮﺭ ﻇﺮﻓﻴﺖ ﺭﻭﺍﻧﻲ‬ ‫‪4‬ﻭ‪8‬ﻭ‪5‬‬

‫ﻭ ﻓﻜﺮﻱ ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ‪.‬‬

‫ﻭﺍژﮔﺎﻥ ﻛﻠﻴﺪﻱ‪:‬‬ ‫ﻳﺎﺩﮔﻴﺮﻱ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‪electronic learning.......................................................................................‬‬ ‫ﺩﺭﻭﻥ ﺧﻄﻲ‪online................................................................................................................................‬‬ ‫ﺻﺤﺒﺖ ﻭ ﮔﭗ ﺍﻳﻨﺘﺮﺗﻲ‪chat....................................................................................................................‬‬ ‫ﻣﻴﺪﺍﻥ‪forum..........................................................................................................................................‬‬ ‫ﺑﻪ ﺑﺮﻕ ﻭﺻﻞ ﻛﺮﺩﻥ ‪plug in ................................................................................................................‬‬ ‫ﭼﻨﺪ ﺭﺳﺎﻧﻪ ﺍﻱ‪Multimedia ..............................................................................................................‬‬ ‫ﺩﻭﺭﻩ ﻱ ﺁﻣﻮﺯﺷﻲ ﻧﺮﻡ ﺍﻓﺰﺍﺭﺁﻓﻴﺲ‪ICDL ................................................................................................‬‬ ‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ……………………………………………‪IT……………….……………….‬‬ ‫ﻭﺍﻳﺖ ﺑﺮﺩ ﺗﻌﺎﻣﻠﻲ‪interactive whiteboard ..............................................................................‬‬ ‫ﻓﻨﺎﻭﺭﻱ ﺍﻃﻼﻋﺎﺕ ﻭ ﺍﺭﺗﺒﺎﻃﺎﺕ‪ICT ........................................................................................................‬‬ ‫ﺭﻭﺵ ﻳﺎﺩﮔﻴﺮﻱ‪method learning................................................................................................‬‬ ‫ﺁﻣﻮﺯﺵ ﺍﻟﻜﺘﺮﻭﻧﻴﻜﻲ‪electronic education ..............................................................................‬‬ ‫‪۱۷‬‬

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‫ﻣﻨﺎﺑﻊ‬

1)http://etwebgroup.blogspot.com/2009/09/electroni 2) http://x ymcbmwmd4muat87hea2e3wdbib.iranictnews.ir/T2 3) www.OLC.ir 4) http://www.hamshahrionline.ir/News/?id=83178 5) http://www.iranpress.ir/banktejarat/template1/News.aspx?NID=76 6)http://technology-amozeshi.blogfa.com 7)www.ictnewes.ir 8) http://www.e-yadgiri.ir/post-103.aspx 9)oxford elementary dictionary englishe to persian

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