ارائه الگوی برنامه درسی تربیت دینی مبتنی بر یادگیری هیجانی-اجتماعی در دوره متوسطه از دیدگاه معلمان

محورهای موضوعی : روانشناسی تربیتی

مرضیه رجبی‌زاده ¹ , بدرالسادات دانشمند ² , اصغر سلطانی ³

1 - کارشناس ارشد برنامه‌ریزی درسی، دانشگاه شهید باهنر کرمان، کرمان، ایران
2 - گروه علوم تربیتی دانشکده ادبیات و علوم انسانی دانشگاه شهید با هنر کرمان ،کرمان ایران
3 - دانشیار برنامه درسی، گروه علوم تربیتی، دانشگاه شهید باهنر کرمان، کرمان، ایران

تاریخ دریافت : 1397/07/24 تاریخ پذیرش : 1398/02/21 تاریخ انتشار : 1398/03/01

کلید واژه: معلمان, برنامه درسی, تربیت دینی, دوره متوسطه, یادگیری هیجانی اجتماعی,

چکیده مقاله :

هدف از پژوهش حاضر، ارائه الگوی برنامه درسی تربیت دینی مبتنی بر یادگیری هیجانی- اجتماعی از دیدگاه معلمان زن ناحیه‌ی یک کرمان بود. این پژوهش از بعد هدف کاربردی و از نظر روش گردآوری داده ها توصیفی- پیمایشی است. جامعه ی آماری پژوهش را دبیران زن درس دینی دوره ی متوسطه دخترانه که در سال تحصیلی 95-96 در مدارس ناحیه ی یک شهر کرمان مشغول به تدریس بوده اند (188 نفر) تشکیل می دادند. نمونه ی پژوهش برابر با 126 نفر بود که با نمونه گیری تصادفی خوشه ای تک‌مرحله‌ای مدارس و سپس معلمان دینی زن انتخاب شدند. ابزار پژوهش پرسشنامه ی محقق ساخته بود که پایایی آن با روش کرونباخ 95% محاسبه شد. روایی صوری ابزار نیز با نظر متخصصان علوم تربیتی تایید شد. تجزیه ‌و تحلیل داده های پژوهش در سطح آمار توصیفی و آمار استنباطی با استفاده از نرم‌افزار SPSS23 و روش الگو یابی معادلات ساختاری با استفاده از نرم‌افزار AMOS23 انجام گرفت. نتایج پژوهش نشان داد که قدرت رابطه بین عامل(برنامه درسی تربیت دینی مبتنی بر یادگیری هیجانی- اجتماعی) و متغیرهای قابل‌مشاهده آن (اهداف، محتوا، فعالیت‌های یاددهی- یادگیری و ارزشیابی مبتنی بر یادگیری هیجانی- اجتماعی) مطلوب است. لذا می‌توان گفت این چهار مؤلفه توانسته‌اند متغیر پنهان را به‌خوبی بسنجند. در این میان از بین چهار مؤلفه، فعالیت‌های یاددهی- یادگیری، با بیشترین ضریب مسیر (95/0) و اهداف با کمترین ضریب مسیر (51/0) تبیین کننده مدل است

چکیده انگلیسی:

The aim of the present study is to provide a pattern of religious training curriculum the aim of this paper is study of attributes curriculum based on the Social-Emotional learning from the perspective of female teachers in region one in Kerman city. This study is an applied research which has been performed with descriptive-survey method. The statistical population of this study included female teachers of religion in high schools during 95-96 in Kerman (188 persons). The study samples equal to 126 persons. Schools were selected by random single-stage cluster sampling. Research tools included curriculum researcher-made questionnaire based on Social-Emotional learning that is acceptable reliability of 0.94. Validity of the instrument confirmed through experts’ point of views. Research data analysis in descriptive statistic and inferential statistic level was done by using SPSS23 software and structural equation modeling method was administered by using AMOS23 software. The results of this study indicate that the strength of relation between factor (religious curriculum based on Social-Emotional intelligence) and perceptible variable (goals, contents, teaching-learning activities and assessment) are optimum. There fore it can be said that these four components were well capable of measuring hidden variable. Among these four components, teaching-learning activities with the highest process coefficient of 0.95 and goals with lowest process coefficient of 0.51 and among four sun-components are model explaining.

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Polikarpos, K. (2011). Religiosity and education: The views of Greek student teachers on the religious education. Religious Education,106(3), 312-331.

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Saideipour, B., Islampanah, M., & Mohammadi, S. (2009). Presenting a conceptual model for curriculum based on the ICT and examining its appropriateness with the curriculum development system. Curriculum studies,10, 65-93 [In Persian].

Samari, A. (2007). The study of correlation between emotional intelligence and academic achievement among university students. Journal of Fundamentals of Mental Health, 9(36), 75-80. doi: 10.22038/jfmh.2007.1782 [In Persian].

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Zeinaddini meimand, A., Naderi, E., Shariatmadari, A., & Seif Naraghi, M. (2010). Presenting a model for curriculum development based on the perspectives of faculty members of Kerman Branch of Islamic Azad University on curriculum development. Educational Leadership and management, 14, 128-99 [In Persian].

Abdolhoseini, A., Naderi, E., & Seif Naraghi, M. (2015). Designing a model for religious and moral education curriculum for lower secondary students based on the blending the rational and faith from perspective of Quran. Moral Research, 6(2), 101-116 [In Persian].

Adriana, D. M. (2014). Influences of religious education on the formation moral consciousness of students. Procedia - Social and Behavioral Sciences 149, 518 – 523.

Aghamohammadi, J. (2014). Examining the place of religious education and its components in the curriculum of secondary schools from teachers’ point of views. Journal of cultural engineering, 78, 91-107 [In Persian].

Aghazadeh, K. (2016). The school and its role in students’ religious education. The second national conference of strategies for the development and promotion of educational sciences, psychology, counseling and education in Iran. Tehran [In Persian].

Arbuckle, J. L. (1994). IBM SPSS Amos 21 User's Guide. Presented at the RMD Conference on Causal Modeling, West Lafayette, IN.

Askari, P., & et al. (2010). Relationship between Religious beliefs and goodness with spiritual health among students of Ahvaz Islamic Azad University. New Findings in Psychology, 4(10), 27-39 [In Persian].

Aysem, S., & Fatma, N. (2014). The effect of the emotional intelligence level of high school students on their study attitudes. Prosedia- Social and Behavioral Science, 191, 2351- 54.

Baharami Mashouf, A. (1993). Examining the relationship between worship and psychological health between students of teacher college of Hamedan. Unpublished master’s thesis, Teacher Education University [In Persian].

Bayat, Y., & Talkhabi, M. (2009). Examining the awareness of Zanjan’s female and male students of religious orders. Research project of Education Organization of Zanjan Province [In Persian].

Cheragh Cheshm, A. (2007). The pathology of religious education in schools. Quarterly of book of Critique, 42. 155-168 [In Persian].

Chung, S., & McBride, A. M. (2015). Social and emotional learning in middle school curricula: A service learning model based on positive youth development, Children and Youth Services Review. 53, 192-200.

Coelho, V. A., Marchante, M., & Sousa, V. (2015). Positive attitude: A multilevel model analysis of the effectiveness of a social and emotional learning program for Portuguese middle school students. Journal of Adolescence,43, 29-38.

Corcoran, R. P., Cheng, A., Kim, E., & Xie, C. (2017). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56-72.

Delavar, A. (2014). Research method in psychology and educational sciences. Tehran: Virayesh Publication [In Persian].

Elliot, S. N., Davies, M. D., Frey, J. R., Gresham, F., & Cooper, G. (2018). Development and initial validation of a social emotional learning assessment for universal screening. Journal of Applied Developmental Psychology. 55,39-51.

Ellis, A. (1981). Science religiosity, and rational Eemotive psychology, and rational emotive psychology theory, Research & Practice, 18, 155-150.

Feinberg, M. (2008). Classification as communication: Properties and design. a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Washington: Unevercity of Washington.

Fouji, A., & Naderi, F. (2016). Relationship of Social Skills and Religious Beliefs with Emotional Divorce on Client Women Referring to Ahvaz Psychological Consultant Centers. Scientific Research Quarterly of Woman and Culture, 8(27), 23-36 [In Persian].

Ghaderi, M. (2004). Contexts for curriculum understanding. Tehran: Yadvareh Ketab [In Persian].

Goleman, D. (2008). The secret to success: New research says social-emotional learning helps students in every way. Greater Good Magazine/SharpBrains Guest Blog Post. Retrieved from http://greatergood.berkeley.edu/article/item/ secret_success/

hoseini, S., fathi, K., arefi, M., & zarafshani, K. (2015). Designing a model for assessment the scrape curriculum in Iranian higher, Quarterly journal of Research in Educational systems 8(27), 149-174 [In Persian].

Ionel, E., & Luliana. B. (2015). Religious education and teachers’ role in students’ formation towards social integration. The 6th International Conference Edu Word, Educsation Facing contemporary Word Issues, 30-35.

Karami, H. (2005). Examining the effectiveness of education, attention to math performance and level of social adjustment of Araks’ 5th graders elementary students. Unpublished master’s thesis, Islamic Azad University of arak [In Persian].

Kazempour, E., & Shah Bahrami, N. (2015). Presenting a model for eliminating the disadvantages teacher education curriculum. Educational Psychology, 7(1), 24-36 [In Persian].

Kemp, J., & Toperoff, D. (1998). Guidelines for portfolio assessment in teaching English. Retrieved from English Inspectorate. Ministry of Education. http.//wwwctni.org. Il/ Ministry Portfolio/ Default. Html.

Kermatai, M. (2002). Investigating the effect of collaborative learning on the development of social skills and learning the mathematical course of 5^th graders elementary Students. Unpublished doctoral Dissertation, Teacher Education University [In Persian].

Kuenzi, M. (2018). Education, religious trust, and ethnicity: The case of Senegal. International Journal of Educational Development, 62, 254-263.

Mcneil, D. (2006). Contemporary curriculum in thought and action. Hobokaen, Nj: John Wiley & Sons, Inc.

Nateghi, f., Yusefi, A., & Yarmohammadian, M. (2017). Designing a Model for Evaluation of ChemistryCourses in Iran High Schools. Research in Curriculum Planning, 1(20), 21-48 [In Persian].

Parsa, M. (2004). A new context of psychology (general psychology). Tehran: Besat Publications [In Persian].

Polikarpos, K. (2011). Religiosity and education: The views of Greek student teachers on the religious education. Religious Education,106(3), 312-331.

Raahnamaa, A., & Abdolmalekee, J. (2009). Academic achievement as a function of emotional intelligence and creativity. The Journal of New Thoughts on Education, 5(2), 55-78. doi: 10.22051/jontoe.2009.176 [In Persian].

Saideipour, B., Islampanah, M., & Mohammadi, S. (2009). Presenting a conceptual model for curriculum based on the ICT and examining its appropriateness with the curriculum development system. Curriculum studies,10, 65-93 [In Persian].

Samari, A. (2007). The study of correlation between emotional intelligence and academic achievement among university students. Journal of Fundamentals of Mental Health, 9(36), 75-80. doi: 10.22038/jfmh.2007.1782 [In Persian].

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Allyn & Bacon/Pearson Education.

Zeinaddini meimand, A., Naderi, E., Shariatmadari, A., & Seif Naraghi, M. (2010). Presenting a model for curriculum development based on the perspectives of faculty members of Kerman Branch of Islamic Azad University on curriculum development. Educational Leadership and management, 14, 128-99 [In Persian].