تأثیر روش تدریس همیاری بر رشد مهارت‌های اجتماعی در درس مطالعات اجتماعی دانش‌آموزان دختر پایه پنجم ابتدایی

محورهای موضوعی : آموزش و پرورش

زهرا زادسیرجان ¹ , حمید سینا ²

1 - دانشگاه آزاد اسلامی واحد فسا- ایران
2 - استادیار گروه آموزش ابتدایی و روان‌شناسی، واحد فسا، دانشگاه آزاد اسلامی، فسا، ایران

تاریخ دریافت : 1400/02/17 تاریخ پذیرش : 1400/09/04 تاریخ انتشار : 1400/11/01

کلید واژه: روش تدریس همیاری, مهارت‌های اجتماعی, درس مطالعات اجتماعی,

چکیده مقاله :

هدف: هدف از انجام این پژوهش بررسی تأثیر روش تدریس همیاری بر رشد مهارت‌های اجتماعی در درس مطالعات اجتماعی دانش‌آموزان بوده است.روش شناسی پژوهش: برای دستیابی به این هدف، دانش‌آموزان دختر پایه پنجم ابتدایی شهرستان استهبان (2019-2020) موردپژوهش قرارگرفته‌اند. این پژوهش به‌صورت نیمه آزمایشی و با استفاده از طرح پیش‌آزمون_پس‌آزمون با گروه آزمایش و کنترل صورت گرفته است. جامعه آماری پژوهش را کلیه‌ دانش‌آموزان دختر پایه پنجم ابتدایی شهرستان استهبان (2019-2020) تشکیل داده که از بین آن‌ها ۵۹ نفر به روش نمونه‌گیری در دسترس انتخاب‌شده است. قبل از آموزش در هر دو گروه پرسشنامه مهارت‌های اجتماعی گرشام_الیوت (فرم معلم و دانش‌آموز) (1990) به‌عنوان پیش‌آزمون اجراشده است. تجزیه‌وتحلیل داده‌ها با استفاده از آزمون‌های تحلیل کوواریانس در نرم‌افزار SPSS انجام‌شده است.یافته ها: نتایج این تحقیق نشان می‌دهد که روش تدریس همیاری، در سطح خطای ۰٫۰۵ تأثیر معناداری در رشد همه مؤلفه‌های مهارت‌های اجتماعی دانش‌آموزان که شامل همیاری، قاطعیت، خویشتن‌داری و همدلی است، داشته و نسبت به روش تدریس سنتی در رشد مهارت‌های اجتماعی دانش‌آموزان مؤثرتر است.بحث و نتیجه گیری: از آن جا که روش تدریس همیاری، تأثیر به‌سزایی در رشد مهارت های اجتماعی دانش آموزان دارد، جایگزین مناسبی برای روش تدریس سنتی است.

چکیده انگلیسی:

Introduction: The purpose of this study was to investigate the effect of cooperative teaching method on the development of social skills in students' social studies course.Research Methodology: To achieve this goal, fifth grade elementary school female students in the city of Estahban (2019-2020) have been studied. This is a quasi-experimental study with a pre-test post-test design and it has experimental and control groups. All of the fifth grade elementary school female students in Estahban (2019-2020) were the statistical population of this study, among which 59 students were selected through convenience sampling method. Before the process of learning, a Gresham and Elliott Social Skills Questionnaire (teacher and student form) (1990) was run as a pre-test in both groups. The data was analyzed using a covariance analysis in SPSS.Findings: The results of this study show that the Collaborative Teaching Method, with an error tolerance of 0.05, has a significant effect on the development of all components of the students’ social skills, including cooperation, assertiveness, self-control and empathy, and this method is more effective than other traditional teaching methods on the students' social skills.Conclusion: Since the collaborative teaching method has a great impact on the development of student’s social skills, it is a good alternative to the traditional teaching method.

منابع و مأخذ:

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