تأثیرآموزش راهبردهای حل مسأله جورج پولیا بر خودپنداره و پیشرفت تحصیلی ریاضی دانش‌آموزان پسر پایه پنجم ابتدایی
الموضوعات : پژوهش در برنامه ریزی درسیحسین مومنی مهموئی 1 , اسدالله زنگویی 2 , محمدرضا دهقانی 3
1 - 1دانشگاه آزاد اسلامی، واحد تربت حیدریه، باشگاه پژوهشگران جوان و نخبگان، تربت حیدریه، ایران
2 - 2استادیار گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران
3 - 3دانشجوی کارشناسی ارشد علوم تربیتی، واحد قاینات، دانشگاه آزاد اسلامی، قاینات، ایران
الکلمات المفتاحية: خودپنداره, پیشرفت تحصیلی ریاضی, آموزش راهبردهای حل مسأله,
ملخص المقالة :
این پژوهش با هدف بررسی تأثیر آموزش راهبردهای حل مسأله بر خودپنداره و پیشرفت تحصیلی ریاضی دانش‌آموزان پسر پایه پنجم ابتدایی از طریق شبه آزمایشی به انجام رسیده است. ویژگی بارز برنامه مذکور، تأکید بر پیشرفت تحصیلی ریاضی و بهبود خوپنداره کودکان است. نمونه انتخاب شده از بین دانش‌آموزان پسر پایه پنجم یکی از مجتمع‌های روستایی شهرستان تریت حیدریه بود. پس از انتخاب دو گروه آزمایش و گواه که هر کدام 15 نفر بودند، گروه آزمایشی به مدت 7 جلسه 45 دقیقه‌ای از راهبردهای حل مسأله برخوردار شد و گروه دیگر به عنوان گروه گواه محسوب گردید. برای پیشرفت تحصیلی ریاضی و بهبود خودپنداره کودکان آزمودنی‌ها، از دو نوع آزمون پیش آزمون و پس آزمون ( 18 سؤال پیش آزمون و 18 سؤال پس آزمون پیشرفت تحصیلی ریاضی و 80 سؤال خودپنداره کودکان) بود، تهیه شد. پیش آزمون و پس آزمون دارای سطح دشواری یکسانی بودند، نمرات حاصل از اجرای پیش آزمون و پس آزمون در دو گروه با استفاده از تحلیل کوواریانس نشان داد که اثر گروه و آزمون معنادار است. میانگین نمرات گروه آزمایشی در پس آزمون نسبت به پیش آزمون افزایش قابل توجهی داشت؛ حال آن که میانگین نمرات پس آزمون و پیش آزمون در گروه گواه تفاوت قابل توجهی نداشت. تفاوت قابل توجه پیش آزمون و پس آزمون گروه آزمایش نشان می‌دهد که آموزش راهبردهای حل مسأله باعث پیشرفت تحصیلی ریاضی و بهبود خودپنداره کودکان می‌گردد.
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