استفاده از مدل آموزشی STAD برای تقویت عمومی فراگیران: دستاورد و خلاقیت

Subject Areas : All areas of language and translation

َAbolhassan  Nazari ¹ (Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran)
امید  طباطبایی ² (گروه زبان انگلیسی، واحد نجف آباد، دانشگاه آزاد اسلامی، نجف آباد، ایران)
Mohammad Ali  Heidari Shahreza ³ (Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran)

Received: 2022-01-23 Accepted : 2022-01-23 Published : 2022-01-01

Keywords: خلاقیت, یادگیری مشارکتی, پیشرفت, STAD, زبان آموزان ایرانی زبان انگلیسی,

Abstract :

 این مطالعه تلاشی برای بررسی تأثیر بخش‌های پیشرفت تیم دانش‌آموزی (STAD) بر دستاوردها و خلاقیت کلی زبان‌آموزان زبان انگلیسی دوره متوسطه ایرانی بود. برای تحقق هدف این مطالعه، 142 دانشجوی زبان انگلیسی بر اساس عملکردشان در آزمون قرار دادن سریع آکسفورد (OQPT) انتخاب شدند. دانش‌آموزان به دو گروه آزمایشی دریافت‌کننده درمان از طریق الگوی یادگیری مشارکتی STAD و گروه کنترل بدون درمان بیان شده تقسیم شدند. برای تشخیص رفتار ورودی، پیش آزمون اجرا شد. در طول یک ترم آموزشی، همان محتوای آموزشی به EG و CG آموزش داده شد. برای افشای تأثیر درمان، یک پس آزمون خلاقیت مشابه پیش آزمون اما به ترتیب تغییر در گزینه ها و آیتم ها و همچنین یک پس آزمون پیشرفت در محتوای آموزش داده شده برای دانش آموزان هر دو گروه در پایان آموزش اجرا شد. همچنین میانگین نمرات آزمون‌های پیشرفت و خلاقیت به‌ترتیب از طریق آزمون t نمونه‌های مستقل و ANCOVA یک‌طرفه مقایسه شد. نتایج نشان داد که هر دو فرضیه صفر رد می شود و در نتیجه نتیجه گیری می شود که یادگیری مشارکتی تأثیر معناداری بر پیشرفت کلی زبان آموزان ایرانی زبان انگلیسی و خلاقیت دارد.

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