تدوین الگوی کیفی مدیریت فرآیندهای یاددهی– یادگیری در دوره ابتدایی

The aim of study was to develop a qualitative model of teaching-learning processes management(QMTLPM)for the elementary school classrooms .According to the study, criteria and indicators for QMTLPM through in-depth study of available sources and interviews with focus groups were identify.in term of design is qualitative and in term of strategy is qualitative case study research. Potential study participants, were academic experts, and 20 faculty members as participants in the study were selected by purposeful sampling method and techniques of theoretical saturation. In the study, two instruments "semi-structured interviews with focus groups" and "mining documents" were used for data collection. In the interview section with focus groups, 20 experts in educational Science and Psychology were selected and received their opinion by open and close ended questions. In the mining documents section, various sources such as books, dissertations, journal articles were used. Using data triangulation, validation of the data was approved. To analyze the collected data, Grounded theory analysis was carried out .The results showed that in the QMTLPM model,6 factors that should be considered are: 1 - Physical environment 2- Psycho-social environment 3 - Preparation 4 – Instruction 5 -Integration 6 – Evaluation. In the model, the physical environment and psycho-social environment acts as a context to meet the basic needs of learners, that in the physical environment must meet the physiological needs of students to "survival" as well as other physical factors that influenced students learning Should be considered. In the psycho-social environment the meet of psychological needs related to survival should be noted. In addition, in the psycho-social environment the meet of students' needs for "love and belonging", "power", "freedom" and "fun" should be considered. Also, in the model, the instruction cycle divided into four stage , include "preparation", "Instruction", "Integration" and "Evaluation" that formed on physical environment and psycho-social environment and in each stage the meet of learners' needs should be considered and satisfied.