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امیدی شال, ماجده, بندعلی, بهار, ابوالقاسمی, محمود, سعادتی, سیما. (1403). مقایسه تأثیر تدریس مبتنی بر داستان دیجیتال و داستان سنتی بر مهارت خواندن و نوشتن دانش‌آموزان اول ابتدایی. فناوری آموزش, (), 885-900. doi: 10.22061/tej.2024.10763.3055
ماجده امیدی شال; بهار بندعلی; محمود ابوالقاسمی; سیما سعادتی. "مقایسه تأثیر تدریس مبتنی بر داستان دیجیتال و داستان سنتی بر مهارت خواندن و نوشتن دانش‌آموزان اول ابتدایی". فناوری آموزش, , , 1403, 885-900. doi: 10.22061/tej.2024.10763.3055
امیدی شال, ماجده, بندعلی, بهار, ابوالقاسمی, محمود, سعادتی, سیما. (1403). 'مقایسه تأثیر تدریس مبتنی بر داستان دیجیتال و داستان سنتی بر مهارت خواندن و نوشتن دانش‌آموزان اول ابتدایی', فناوری آموزش, (), pp. 885-900. doi: 10.22061/tej.2024.10763.3055
امیدی شال, ماجده, بندعلی, بهار, ابوالقاسمی, محمود, سعادتی, سیما. مقایسه تأثیر تدریس مبتنی بر داستان دیجیتال و داستان سنتی بر مهارت خواندن و نوشتن دانش‌آموزان اول ابتدایی. فناوری آموزش, 1403; (): 885-900. doi: 10.22061/tej.2024.10763.3055

مقایسه تأثیر تدریس مبتنی بر داستان دیجیتال و داستان سنتی بر مهارت خواندن و نوشتن دانش‌آموزان اول ابتدایی

فناوری آموزش
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 01 مرداد 1403    اصل مقاله (1.36 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2024.10763.3055
نویسندگان
ماجده امیدی شال؛ بهار بندعلی* ؛ محمود ابوالقاسمی؛ سیما سعادتی
گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران
تاریخ دریافت: 26 اسفند 1402،  تاریخ بازنگری: 08 تیر 1403،  تاریخ پذیرش: 01 مرداد 1403 
چکیده
پیشینه و اهداف: خواندن و نوشتن، علاوه بر آن که از ضروریات بشر برای زندگی امروز محسوب می‌شود، از ارکان حیطه سوادآموزی و از مهارت‌های پایه‌ای در آموزش و یادگیری است. یکی از اهداف درس فارسی در برنامه درسی مصوب نظام آموزش‌وپرورش، ایجاد و تقویت مهارت خواندن و نوشتن در دانش‌آموزان است؛ اما برخی پژوهش‌های داخلی و ارزیابی‌های بین‌المللی، ضعف دانش‌آموزان ایرانی را در این دو مهارت نشان داده‌اند. مضاف بر آن، ضعف در خواندن و نوشتن، مشکلاتی را در فهم سایر دروس نیز، ایجاد می‌کند. ازاین‌رو، بنابر نقش مهم مهارت خواندن و نوشتن بر یادگیری و پیشرفت تحصیلی دانش‌آموزان و همچنین، ضرورت بررسی عوامل اثرگذار بر عملکرد تحصیلی و کارایی نظام آموزشی، بررسی این مسأله در این پژوهش مدنظر قرار گرفت. با توجه به اجزای مهارت خواندن و نوشتن، همچنین به‌کارگیری روش‌های تدریس ناکارآمد به‌عنوان یکی از دلایل ایجاد این ضعف، یکی از فعالیت‌هایی که می‌تواند در رفع مسأله نقش مؤثری ایفا کند، فن داستان‌سرایی است. با توسعه فناوری در حوزه‌های مختلف، داستان‌سرایی به شکل دیجیتال نیز در آموزش مورد استفاده قرار گرفته است. پژوهش‌های پیشین تأثیر مثبت استفاده از داستان سنتی و دیجیتال در آموزش موضوعات درسی مختلف و شایستگی‌ها و مهارت‌های گوناگون در یادگیرندگان را نشان داده‌اند؛ اما مقایسه‌ای میان آن‎ها صورت نگرفته بود. ازاین‌رو هدف از انجام این پژوهش، مقایسه تأثیر دو روش تدریس مبتنی بر داستان دیجیتال و داستان سنتی بر مهارت خواندن و نوشتن درس فارسی دانش‌آموزان پایه اول ابتدایی بود.
روش‌ها‌: این پژوهش، از نوع کاربردی است و با رویکرد کمّی و روش شبه‌آزمایشی انجام شده است. 50 نفر از دانش‌آموزان پایه اول یک دبستان دولتی پسرانه واقع در شهر رشت در سال تحصیلی 1402- 1401 از طریق نمونه‌گیری در دسترس برای شرکت در این پژوهش انتخاب شدند و در دو گروه آزمایش و کنترل قرار گرفتند. پنج مورد از نشانه‌های کتاب فارسی اول ابتدایی در گروه آزمایش با ارائه داستان دیجیتال تدریس شد. در گروه کنترل همان نشانه‌ها با همان داستان‌ها به‌صورت سنتی و توسط معلم روایت و تدریس شد. داستان‌ها با تأیید متخصصان علوم تربیتی و معلمان پایه اول مدرسه برای آموزش نشانه‌ها انتخاب شدند. پس از تدریس هر نشانه، هر دو گروه در آزمون پیشرفت تحصیلی در خواندن و نوشتن که توسط سرگروه معلمان پایه اول ناحیه یک آموزش‌وپرورش شهرستان رشت تدوین شده بود، شرکت کردند. روایی آزمون‌ها به تأیید متخصصان علوم تربیتی و معلمان همکار رسید. برای اطمینان از پایایی، فرایند اندازه‌گیری برای پنج نشانه از حروف الفبای فارسی تکرار شد، تمامی فرآیندهای پژوهش مستندسازی و شرایط عادی آزمودنی‌ها در فرآیند ارزشیابی حفظ شد. داده‌های حاصل از ارزشیابی گروه‌ها با آزمون‌های آمار استنباطی شامل آزمون اندرسون- دارلینگ، آزمون یو من- ویتنی و t مستقل مورد تجزیه‌وتحلیل قرار گرفت.
یافته‌ها: یافته‌های این پژوهش نشان داد میانگین نمرات هر دو گروه در تمامی آزمون‌ها بالاتر از 3 و در حد مطلوب بوده و علی‌رغم عملکرد بهتر گروه آزمایش نسبت به گروه کنترل در ارزشیابی خواندن و نوشتن، تفاوت معناداری بین میانگین دو گروه وجود نداشت.
نتیجه‌گیری: با توجه به ظرفیت‌هایی که داستان‌سرایی در بهبود نتایج یادگیری دارد، می‌توان گفت استفاده داستان چه به‌صورت سنتی و چه به‌صورت دیجیتال، می‌تواند به‌عنوان روشی کارآمد در آموزش درس فارسی و ارتقای مهارت خواندن و نوشتن دانش‌آموزان اول دبستان به‌کار رود. همچنین دقت در طراحی آموزشی و فعالیت‌های یادگیری مناسب می‌تواند استفاده از داستان سنتی و دیجیتال در فرایند آموزش را غنی‌تر سازد.‌
کلیدواژه‌ها
داستان دیجیتال؛ خواندن؛ داستان سنتی؛ روش تدریس؛ نوشتن
موضوعات
فناوری آموزش- دوره ابتدایی
عنوان مقاله [English]
Comparison of the Effect of Teaching Methods Based on Digital and Traditional Storytelling on Farsi Reading and Writing Skills among the First Graders in Primary Schools
نویسندگان [English]
M. Omidi Shal؛ B. Bandali؛ Mahmood Abolghasemi؛ S. Saadati
Educational Sciences Department, Education and Psychology Faculty, Shahid Beheshti University, Tehran, Iran
چکیده [English]
Background and Objectives: Reading and writing, in addition to being considered as the human necessities for today life, are one of the pillars of literacy and basic skills in education and learning. One of the goals of the literacy is to develop and strengthen the reading and writing skills of students. However, some national and international studies have shown the weakness of Iranian students in these two skills. In addition, weakness in reading and writing causes problems in understanding other subjects as well. Therefore, due to the important role of reading and writing skills in the learning and academic progress of students, as well as the need to investigate the factors affecting the academic performance and the efficiency of the educational system, the investigation of this issue was considered in this research. Given the components of reading and writing skills, as well as inefficient teaching methods resulting in this failure, one of the activities that can play an effective role in solving the problem is storytelling. With the development of technology in different fields, digital storytelling has also been used in education. Previous research revealed the positive effect of using traditional and digital stories in teaching different subjects, competencies and skills among learners, but no comparison was made between them. Therefore, the purpose of this research was to compare the effect of two teaching methods based on digital and traditional storytelling on the reading and writing skills of first-grade primary school students.
Methods: This was an applied study carried out with quantitative approach and quasi-experimental design. A sample of 50 students of the first grade of an all-boys primary public school in Rasht, Iran in the academic year of 2022-2023 were selected through convenience sampling method to participate in this research. They were assigned to experimental and control groups. Five letters of the first primary Persian Literacy were taught in the experimental group by presenting a digital story. In the control group, the same letters were taught through the same stories in a traditional way by the teacher. The stories were approved by educational experts and first grade school teachers as well. After teaching each letter, both groups took part in a test developed by the team leader of first grade teachers district 1 of education department in Rasht. The validity of the tests was confirmed by educational experts and elementary teachers. To ensure reliability, the measurement process was repeated for five letters of the Persian alphabet, all research processes were documented and the subjects' normal conditions were maintained in the evaluation process. The data were analyzed via inferential statistics methods including Anderson-Darling test, the Mann-Whitney U test and independent samples t-test.
Findings: Results showed that the mean scores of both groups in all tests were similarly above the theoretical mean and no significant difference was found considering the performance of the two groups.
Conclusion: Considering the capabilities that storytelling has in improving learning outcomes, it can be said that using stories, both in traditional and digital form, can be used as an effective method in teaching Persian and improving the reading and writing skills of primary school students. Also, accuracy in educational design and appropriate learning activities can enrich the use of traditional and digital stories in the education process.
کلیدواژه‌ها [English]
Digital Story, Reading, Traditional Story, Teaching Method, Writing
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