نوآوری آموزشی،یادگیری و ارزشیابی

نوآوری آموزشی،یادگیری و ارزشیابی

اثربخشی خواندن هدایت‌شده متون ادبی کلاسیک فارسی بر هوش فرهنگی و حس تعلق ملی دانش‌آموزان دوره متوسطه دوم شهرستان شهریار

نوع مقاله : مقاله پژوهشی

نویسندگان
1 اموزش و پروزش شهرستان شهریار استان تهران ایران
2 اموزش و پرورش شهرستان شهریار ،ااستان تهران ،شهریار
چکیده
پژوهش حاضر با هدف بررسی اثربخشی خواندن هدایت‌شده متون ادبی کلاسیک فارسی بر هوش فرهنگی و حس تعلق ملی دانش‌آموزان انجام شد. این مطالعه با رویکرد کمی و به شیوه نیمه‌آزمایشی از نوع پیش‌آزمون ـ پس‌آزمون با گروه گواه طراحی شد. جامعه آماری پژوهش را دانش‌آموزان دوره متوسطه تشکیل دادند که از میان آنان نمونه‌ای به شیوه خوشه‌ای چندمرحله‌ای انتخاب و در دو گروه آزمایش و گواه جای‌دهی شدند. گروه آزمایش طی 10 جلسه در معرض برنامه خواندن هدایت‌شده متون ادبی کلاسیک فارسی قرار گرفت، در حالی که گروه گواه آموزش معمول را دریافت کرد. داده‌ها با استفاده از پرسشنامه‌های هوش فرهنگی و حس تعلق ملی گردآوری و با روش‌های آماری توصیفی و تحلیل کوواریانس چندمتغیری تحلیل شدند. یافته‌ها نشان داد که خواندن هدایت‌شده متون ادبی کلاسیک فارسی تأثیر مثبت و معناداری بر افزایش هوش فرهنگی و حس تعلق ملی دانش‌آموزان دارد. همچنین بین هوش فرهنگی و حس تعلق ملی رابطه مثبت و معناداری مشاهده شد. بر این اساس، می‌توان نتیجه گرفت که بهره‌گیری هدفمند از متون ادبی کلاسیک فارسی در فرایند آموزش، افزون بر ارتقای فهم فرهنگی، می‌تواند به تقویت پیوند هویتی و تعلق آگاهانه دانش‌آموزان به جامعه و فرهنگ ملی یاری رساند.
کلیدواژه‌ها
موضوعات

 
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