پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 11 |
| تعداد شماره‌ها | 213 |
| تعداد مقالات | 2,137 |
| تعداد مشاهده مقاله | 2,936,166 |
| تعداد دریافت فایل اصل مقاله | 2,148,470 |
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 | ||
|
[1] Kaplan. H. L. & Sadock, B. J. (2003). Kaplan and Sadock''s Synopsis of Psychiatry:Behavioralciences/Clinical Psychiatry (10th Ed.). Philadelphia, Pa.: Lippincott Williams & Wilkins. [2] Babaie, S. (2014). The Study on Attention Deficit Disorder and Hyperactivity Based on Brain Lesion. (Unpublished master’s thesis). Sistan and Baluchestan University, Zahedan. [In Persian [ [3] Brock, S. E., Jimerson, S. R., & Hansen, R. L. (2009). Identifying, Assessing, and Treating Attention-Deficit/Hyperactivity Disorder at School. New York: Springer. [4] Fathi Vajaregah, K. (2013). Curriculum toward the New Identity (A Commentary on Contemporary Theories of Curriculum). Tehran: Ayij Publications. [In Persian]. [5] Shariatmadari, A. (1996). The Principles & Philosophy of Education. Tehran: Tehran University Press. [In Persian]. [6] Attaran, M. (2004). Multimedia design & Implementation in the Classroom. (Unpublished master’s thesis). Teacher Training University, Tehran.[In Persian]. [7] Shafeipour Motlaq, F., & Yarmohammadian, M. H. (2011). A Model to Evaluate Factors Influencing Perceived Responsive Curriculum in Smart Schools. Research in curriculum planning, 8(28-29), 72-83. [In Persian]. [8] Zarei Zavaraki, E., & Molazadegan. A. (2014). The comparison between the motivations of fifth grade students in regular elementary schools & smart elementary Schools. Journal of Education Technology, 8 (3), 205-214. [In Persian]. [9] Jihad of Sanati Sharif University (2005). The Draft of Strategy Document of Smart Schools (Malaysia Smart Schools. [In Persian]. [10] Zentall, S. S. (2005). Theory and evidence based strategies for children with attentional problems. Psychology at Schools, 42, 821-836. [11] Dupaul, G., Barkley, R. A., & McMurray, M. B. (1991). Implications for school psychologist. School Psychology Review, 20, 203-219. [12] Sharifi, A. (2006). Approaches & Strategies of Information & Communication Technology in Universities. Journal of educational management, 7(3), 35-51.[In Persian]. [13] Nikayin, F. (2011). The Impact of Computer Based Instruction on Student Learning & Motivation. (Unpublished master’s thesis). Allameh Tabatabai Tehran University, Tehran. [In Persian]. [14] Manzari Tavakoli, H. (2014). To Evaluate the Effectiveness of the Software Based Education of Computerized Attention on the Attention of Children with Attention Deficit. (Unpublished master’s thesis). Shahid Bahonar University of Kerman, Kerman. [In Persian]. [15] Bahrami, A., Khalaji, H., & Dehghan, M. (2013). The Impact of a Displacement and Manipulated Training Program Course on Decreasing the Symptoms of Children with Attention Deficit/Hyperactivity Symptoms. Journal of Sport Management and Motor Behavior,17, 94-104. [In Persian]. [16] Azami, S., Moghadas, A., & Sohrabi, F. (2013). The Impact of Computer Assisted Cognitive Rehabilitation & Psychostimulant Drug on Improvement of Clinical Symptoms of Children with Attention Deficit Disorder/Hyperactivity. Psychology of Exceptional Persons,11, 21-39. [In Persian]. [17] Baghiyan, M. J., Pazhuhinia, Sh., & Rezazadeh, B. (2013). The Effectiveness of Empathy Training Program on Improving Relations between Their Personal and Emotional Adjustment of Students with Symptoms of ADHD. Journal of school psychology, 2(1), 155-163. [In Persian]. [18] David, L., Rabiner, D. W., Murray, A. T., Skinner, P., & Malone, S. (2010). A Randomized Trial of Two Promising Computer-Based Interventions for Children with Attention Difficulties. Journal of Abnormal Child Psychology, 38(1), 131–142. [19] Klingberg, T., Frenell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlström, K., Gillberg, C. G., Forssberg, H., & Westerberg, H. (2005). Computerized Training of Working Memory in Children with ADHD–A Randomized, Controlled Trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44(2), 177-86. [20] Swanson, J. M., Kraemer, H. C., Hinshaw, S. P., Arnold, L. E., Conners, C. K., Abikoff, H. B., et al. (2001). Clinical relevance of the primary findings of the MTA: Success rates based on severity of ADHD and ODD symptoms at the end of treatment. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 168-179. [21] Bussing, R., Fernandez, M., Harwood, M., Hou, W. Wilson-Garvan, C. & Swanson, J. M. (2008). Parent and teacher SNAP-IV ratings of attention deficit/hyperactivity disorder symptoms. Assessment, 20(10), 1-12. [22] Swanson, J., Schuck, S., Mann, M., Carlson, C., Hartman, K., Sergeant, J., et al (2005). Categorical and dimensional definitions and evaluations of symptoms of ADHD: The SNAP and the SWAN Ratings Scales [Draft]. Available at: http://www.adhd.net/SNAP_SWAN.pdf. [23] Mohammadi, E. (2010). Standardization of SNAP IV Rating Scale (Teacher Form) in primary school children in Isfahan. (Unpublished master’s thesis). Islamic Azad University of Khorasgan (Isfahan), Isfahan. [In Persian]. [24] Sadrossadat, L., Hooshyari, Z., Sadrossadat, S., Mohammadi, M., Rouzbehani, A., & Shirmardi, A. (2010). Determination of psychometrics indices of SNAPIV Rating Scale in teachers’ execution. Journal of Isfahan Medcal School, 28(110), 484-494. [In Persian]. [25] Roschelle, J., Abrahamson, L. A., & Penuel, W. R. (2004). Integrating classroom network technology and learning theory to improve classroom science learning: A literature synthesis. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA. Retrieved from AERA website, http://aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings [26] Niemann, H., Ruff, R. M., & Baser, C. A. (1990). Computer-assisted attention retraining in head-injured individuals: A controlled efficacy study of an outpatient program. Journal of Consulting and Clinical Psychology, 38(6), 811–817. [27] Sohlberg, M. M., & Mateer, C. A. (1987). Effectiveness of an attention training program. Journal of Clinical and Experimental Neuropsychology, 9(2), 117-130. [28] Sohlberg, M. M., McLaughlin, K. A., Pavese, A., Heidrich, A., & Posner, M. I. (2000). Evaluation of Attention Process Training and Brain Injury Education in Persons with Acquired Brain Injury. Journal of Clinical and Experimental Neuropsychology, 22(5), 656-676. [29] Sturm, W., Willmes, K., & Orgass, B. (1997). Do specific attention deficits need specific retraining? Neuropsychological Rehabilitation, 7(2), 81-103. [30] Sholberg, M. M., & Mateer, C. A. (2001). Cognitive rehabilitation: An Integrative Neuro-psychological approach. New York: The Guilford Press. [31] Kurtz, L. A. (2008). Understanding skills in children with Dyspraxia, ADHD, Autism, and Other Learning Disabilities (First Ed.). London and Philadelphia: Kingsley Publisher. [32]Tondeur, J. Van Braak, J., Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart? British Journal of educational technology,38(6), 962-976. [33] Mayer, R. E. (1990). The Promise of Educational Psychology. Upper Saddle River, N.J.: Prentice Hall. | ||
|
آمار تعداد مشاهده مقاله: 1,035 تعداد دریافت فایل اصل مقاله: 821 |
||