تأثیر داستان‌های مثنوی معنوی بر رشد مهارت‌های تفکر انتقادی دانش‌آموزان دورۀ دوم متوسطه
محورهای موضوعی : پژوهش در برنامه ریزی درسی
کبری زارعی سفید دری
1
(استادیار گروه علوم تربیتی. دانشگاه پیام نور. تهران. ایران.)
وحیده علیپور
2
(کارشناس ارشد رشته برنامه ریزی آموزشی. واحد کرج. دانشگاه آزاد اسلامی. کرج. ایران)
سهیلا حسین پور
3
(استادیار گروه علوم تربیتی. واحد سنندج. دانشگاه آزاد اسلامی. سنندج. ایران.)
کلید واژه: مثنوی معنوی, داستان, تفکر انتقادی, دانش‌آموزان,
چکیده مقاله :
پژوهش حاضر با هدف شناسایی میزان اثربخشی استفاده از داستان‌های مثنوی معنوی بر رشد مهارت‌های تفکر انتقادی دانش‌آموزان دورۀ دوم متوسطۀ منطقۀ 3 شهر کرج انجام پذیرفت. روش پژوهش از نوع شبه‌‌آزمایشی و طرح پیش آزمون ـ پس آزمون با گروه آزمایش است. جامعۀ آماری را کلیۀ دانش‌آموزان دورۀ دوم متوسطه منطقۀ 3 شهر کرج در سال تحصیلی 96-97 تشکیل داده است. برای انجام پژوهش در شرایط یکسان هر دو گروه پیش‌آزمون با استفاده از پرسشنامه تفکر انتقادی واتسون ـ گلیزر(1994) به عمل آمد که روایی آن به صورت روایی محتوایی توسط متخصصان تأیید و پایایی با استفاده از ضریب آلفای کرونباخ 87/0 محاسبه شد. بستۀ آموزشی (داستان‌های مثنوی معنوی) طی 16 جلسۀ 90 دقیقه‌ای در 8 هفته به گروه آزمایش ارائه شد، درحالی که در این مدت گروه کنترل هیچ مداخله‌ای دریافت نکردند. پس از اتمام جلسات آموزشی بر روی گروه آزمایش، از هر دو گروه در شرایط یکسان پس‌آزمون به عمل آمد. برای تجزیه و تحلیل داده‌ها از آزمون تحلیل کوواریانس تک‌متغیره و چندمتغیره از نرم افزار SPSS25 استفاده شد. پس از تعدیل نمرات پیش‌آزمون، تفاوت بین گروه آزمایش و کنترل در متغیر تفکر انتقادی در سطح آلفای 01/0 معنادار و میانگین تعدیل شدۀ گروه آزمایش (95/33) بیشتر از میانگین تعدیل شده گروه کنترل (07/25) بوده است. نتایج نشان داد که آموزش داستان‌های مثنوی معنوی در رشد تفکر انتقادی و مؤلفه‌های آن (استباط (sig=0.83)، شناسایی مفروضات (sig=0.47)، استنتاج (sig=0.64)، تفسیر (sig=0.71) و ارزیابی (sig=0.28) مؤثر بود.
school students in District 3 of Karaj in the academic year of 1996-97. To conduct the research in the same conditions, both pretest groups were performed using the Watson-Glaser (1994) Critical Thinking Questionnaire, whose validity was confirmed by content validity by experts and reliability was calculated using Cronbach's alpha coefficient of 0.87. The training package (Masnavi Manavi stories) was presented to the experimental group in 16 sessions of 90 minutes in 8 weeks, while during this period the control group did not receive any intervention. After the training sessions on the experimental group, both groups underwent post-test under the same conditions. Univariate and multivariate analysis of covariance were used to analyze the data using SPSS25 software. After adjusting the pre-test scores, the difference between the experimental and control groups in the critical thinking variable was significant at the alpha level of 0.01; The adjusted mean of the experimental group (33.95) was higher than the adjusted mean of the control group (25.07). The results showed that teaching Masnavi spiritual stories in the development of critical thinking and its components (inference (sig = 0.83), identification of assumptions (sig = 0.47), inference (sig = 0.64), interpretation (sig = 0.71) and evaluation (sig = 0.28) ) Was effective.
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