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تاثیر برنامه‌درسی مدارس هوشمند بر علائم بیشفعالی دانشآموزان دوره ابتدایی | ||
| فناوری آموزش | ||
| مقاله 5، دوره 11، شماره 4 - شماره پیاپی 44، مهر 1396، صفحه 337-346 اصل مقاله (1.95 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/jte.2017.732 | ||
| نویسندگان | ||
| سمیه سلاجقه تذرجی1؛ اصغر سلطانی* 2؛ سید محمد حسین موسوی نسب3 | ||
| 1گروه علوم تربیتی،دانشکده علوم انسانی، دانشگاه شهید باهنر کرمان ، کرمان، ایران | ||
| 2گروه علوم تربیتیدانشکده علوم انسانی،، دانشگاه شهید باهنر کرمان ، کرمان، ایران | ||
| 3گروه روان‌شناسی،دانشکده علوم انسانی، دانشگاه شهید باهنر کرمان، کرمان، ایران | ||
| تاریخ دریافت: 19 مهر 1395، تاریخ بازنگری: 17 آبان 1396، تاریخ پذیرش: 11 آذر 1396 | ||
| چکیده | ||
| اختلال کمبودتوجه / بیشفعالی بر اساس وجود مشکلاتی در توجه، بازداری و جلوگیری از تکانشگری و سطح فعالیت تعریف می‌گردد. اغلب اوقات مشکلات دانشآموز مبتلا به این اختلال، در تمامی حیطه‌های تحصیلی، اجتماعی و رفتاری او تبلور می‌یابد. مدارس هوشمند از جمله مدارسی هستند که می‌توانند بسترهای آموزشی متفاوتی را برای دانشآموزان دارای این اختلال فراهم آورده به گونه‌ای که باعث بهبود وضعیت تحصیلی آنان بشوند. بر این اساس، هدف اصلی این پژوهش بررسی اثربخشی برنامه‌درسی مدارس هوشمند بر علایم بیشفعالی دانشآموزان مقطع ابتدایی بوده است. روش این پژوهش از نوع شبهآزمایشی و جامعه آماری شامل تمام دانشآموزان مقطع ابتدایی شهر کرمان (68325 نفر) در سال تحصیلی 94-93 بود. نمونه‌‌ای 162 نفره شامل 84 دانشآموز تحت آموزش مدارس هوشمند و 78 دانشآموز عادی از دو ناحیه شهر کرمان انتخاب شدند. علائم اختلال بیشفعالی به‌وسیله پرسشنامه کمبودتوجه سوانسون، نولان و پلهام (SNAP) مورد ارزیابی قرار گرفت. نتایج نشان داد که تفاوت معنی‌داری میان مدارس هوشمند و عادی در تاثیرگذاری بر علائم بیشفعالی دانشآموزان وجود داشت. بر این اساس، برنامه‌درسی مدارس هوشمند بر کاهش علایم بیشفعالی، علایم کمبودتوجه و تکانشگری دانشآموزان اثر مثبتی داشت به‌طوری که این علائم در این دانشآموزان بهبود پیدا کرد. | ||
| کلیدواژه‌ها | ||
| علایم اختلال کمبودتوجه / بیشفعالی؛ برنامه‌ریزی درسی؛ مدرسه هوشمند؛ آموزش ابتدایی | ||
| موضوعات | ||
| آموزش الکترونیکی- مجازی؛ تهیه و تدوین محتوای الکترونیکی | ||
| عنوان مقاله [English] | ||
| The effect of Smart Schools' Curriculum on Elementary ADHD Students | ||
| نویسندگان [English] | ||
| S. Salajeghe Tazarji1؛ A. Soltani2؛ S.M. Mousavi Nasab3 | ||
| 1Department of Educational science, Faculty of Humanities,, Shahid Bahonar University of Kerman, Kerman, Iran | ||
| 2Department of Educational science, Faculty of Humanities,, Shahid Bahonar University of Kerman, Kerman, Iran | ||
| 3Department of Psychology, Faculty of Humanities,, Shahid Bahonar University of Kerman, Kerman, Iran | ||
| چکیده [English] | ||
| Attention Deficit Hyperactivity Disorder (ADHD) is defined based on the existence of some implications in attention, inhibition, impulsivity curbing, and the activity level. Often, the problems of children with ADHD in the executive functions may be reflected in all educational, social, and behavioral areas. Smart school is a different educational area that can affect the elementary ADHD students. Accordingly, the main purpose of this study was investigating the effectiveness of smart school curriculum on the hyperactivity symptoms of elementary students. The research method was quasi – experimental and the population included all elementary students of Kerman city (68325 students). The sample includes 162 students (84 student from smart schools and 78 students from public schools) from 2 districts of Kerman. The symptoms of ADHD were evaluated by the parents through Swanson, Nolan and Pelham Questionnaire (SNAP). The results showed that there is a significant difference between the hyperactivity symptoms of the students of smart schools and that of normal schools. Accordingly, smart school curriculum has a positive impact upon the reduction of hyperactivity symptoms, so that it improves the symptoms in these students. | ||
| کلیدواژه‌ها [English] | ||
| Symptoms of ADHD, Curriculum development, Smart school, Elementary education | ||
| مراجع | ||
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