Akhrintu waa xirfad ay carruurtu ku koraan fasal kasta oo cusub. Inkasta oo arday badani ay bartaan farsamooyinka akhriska iyo awood u leeyihiin inay wax ka qabtaan macluumaadka, carruur badan ayaa ku adkaata fahamka akhriska. Ardayda leh naafonimada barashada caadiga ah waxay leeyihiin caqabado aasaasi ah oo akhristayaasha wanaagsani isticmaalaan. Istaraatiijiyadu waxay kaalin muhiim ah ka qaadataa in dhammaan carruurta ay bartaan oo ay qabtaan shaqooyinka akhrinta qaarkood.
Labo istaraatajiyad oo waxtar u leh fahamka akhriska ee wax-ku-oolka ah waa wacyi-gelinta fahamka iyo istiraatiijiyada garashada Awoodda faham la'aanta waa akhristaha karti u lahaanshaha naftiisa-inuu qiimeeyo hanaanka waxbarashadiisa iyo waxa lagama maarmaan u ah in lagu gaaro natiijooyin la jecel yahay oo ku saabsan shaqada gaarka ah ee waxbarashada. Istaraatajiyadaha fahamka waa qalab khaas ah oo faa'iido leh oo ka caawinaya ardayda inay kor u qaadaan fahamka akhriska.
Marka lagu daro marxalado akhris ah oo adag, waxaa jira saddex weji oo horumarinaya fahamka: akhrinta hore (akhriyuhu wuxuu abuurayaa qorshe ama istaraatijiyad akhriska marin gaar ah), aqriyaha (akhristuhu wuxuu isticmaalayaa xeelado gaar ah si loo caddeeyo fahamka qoraalka iyo kormeerkiisa / fahankeeda) iyo akhrinta dambe (akhristuhu wuxuu ka tarjumayaa marinka, wuxuu faahfaahinayaa faahfaahinta muhiimka ah ee xasuusta mudada dheer, oo wuxuu ka dhigayaa wixii ku saabsan marinka). Nasiib wanaag, waxaa jira istaraatiijiyado gaar ah oo carruurta carqaladeyneysa fahamka akhriska waxay ka faa'iideysan karaan kor u qaadista fahamka akhriska ee mid kasta oo ka mid ah saddexdaan waji.
Tilmaamaha tooska ah
Istaraatijiyadaha ugu wax ku oolka ah ee lagu muujinayo kor u qaadida fahamka akhriska ee ardayda, gaar ahaan kuwa curyaamiinta ah, waa tilmaamaha tooska ah oo ay la socdaan istaraatijiyadda istaraatiijiga ah . Tilmaamaha tooska ah ee fahamka akhriska waxaa ku jira macallinka bixinaya istiraatiijiyad talaabo tallaabo ah iyo qaabeynaya istaraatijiyado wax ku ool ah si loo fahmo marxalad akhris gaar ah.
Waxaa ku jira macluumaad ku saabsan sababta iyo goorta la istimaalayo istaraatiijiyada iyo bixinta habka nidaamsan ee ardayda isticmaalaya tusaalooyin kala duwan. Macallimiintu waxay wadahadal la galayaan ardayda iyagoo weydiiya su'aalo deg-deg ah waxayna dhiirigeliyaan ardayda inay su'aalo weydiiyaan. Isbedelka waxaa laga sameeyaa barista macallinka si loo akhriyo madax banaanida.
Tilmaamaha Istaraatiijiyada
Tababarka Istaraatiijiyadu waa hab ujeeddo ardayeed oo ku lug leh qorshaynta qorshe ama istaraatiijiyado kala duwan si loo aqoonsado nidaamyada erayada iyo marinnada muhiimka ah, iyo sidoo kale aqoonsashada fikirka ugu muhiimsan ee qoraalka. Macallimiintu waxay kala soocaan hawlo kala duwan oo loogu talagalay ardayda bilawga sahlan iyo horumarinta maareynta. Tusaale ahaan istaraatijiyad sahlan ayaa noqonaya macallin u sheegaya ardaydiisa / ardaygeeda inay dhagaystaan sheeko oo ay doortaan midka ugu fiican ee liiska magacyada suurtogalka ah. Tusaale ahaan hawl culus ayaa noqonaya ardayga si uu si madaxbannaan u akhriyo marinka una ka jawaabo su'aasha dhamaadka, kaas oo laga yaabo inuu weydiisto isaga / iyada inuu ka soo baxo macnaha guud. Carruur badan oo leh naafonimada barashada ayaa ka faa'iideysanaya helitaanka akhristaha si ay u barbareeyaan ereyada habboon ee ereyada oo ay ka caawiso inay sii wadaan diiradda sheekada. Marka la dhammeeyo, macalinku wuxuu dib ugu laabanayaa sheekada bilawga oo weydii su'aalo taxadar leh si uu ardaygu uga caawiyo in uu go'aamiyo jawaabta su'aasha dhamaadka sheekada.
Tababarka Istaraatiijiga ah wuxuu ardayda siinayaa ficillooyin gaar ah oo nidaamsan oo ku saabsan fahamka akhriska. Tusaale ahaan, waxqabadyo gaaban oo taxadar ah, sida dib u eegista erayada kooras hore oo ay ku xigto ereyo cusub oo dhexdhexaad ah iyo isku dhafan, ayaa loo sameeyaa si gaar ah loogu bartilmaameedsado xirfadaha si loo hagaajiyo fahamka akhriska. Marka la baranayo sida loo aqoonsado waxyaabaha muhiimka u ah macnaha guud, carruurta leh naafonimada barashada waxay awood u yeelan doontaa inay xeeladaha u isticmaasho hawlaha kale ee akhriska.
Tixgelinno
Waa muhiim in macallimiintu ka fogaadaan in ay ardayda siiyaan jawaabta saxda ah su'aasha fahamka akhrinta, laakiin halkii ay ku celcelinayso sharaxaad, weydii su'aalo ama soojeedin istaraatiijiyadeed ee ardaydu isticmaali karaan si ay u soo saaraan jawaabta iyaga u gaar ah.
Ku dhiirigeli carruurta inay dib u akhristaan jumlado aysan fahmin ayna raadiyaan tilmaamo sharraxaad si ay uga caawiyaan si wax ku ool ah qoraalka. Ardaydu waa ineey bartaan tallaabo kasta oo ku saabsan habka akhriska si xirfadaha fahamka akhriska ugu fiican.
> Ilo:
> McCallum, RS, Krohn, KR, Skinner, CH, Hilton-Prillhart, A., Hopkins, M. Waller, S., & Fanke, F. (2010). Hagaajinta fahamka akhriska ee ardayda dugsiga sare ee halista ah: Farshaxanka barnaamijka akhriska. Cilmi-nafsiga ee Dugsiyada, 48 (1), 78-86.
> Pressley, M., & Wharton-McDonald, R. (1997). Fahamka xirfadeed iyo horumarkiisa iyada oo loo marayo waxbarid. Dib u Eegista Cilmi-nafsiga Dugsiyada, 26 (3), 448-467.
> Williams, JP (2000). Qorsheynta Istaraatiijiga ah ee Qoraalka: Hagaajinta Wax Akhrinta Akhriga ee Ardayda leh Naafonimo Waxbarasho. ERIC Clearinghouse on Naafada iyo Waxbarashada Hibada. Golaha Carruurta Gaarka ah.