کاربرد نمایش خلاق در آموزش مهارتهای کلامی: مطالعه موردی پسران 15-13ساله در رباط کریم، ایران (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف از این پژوهش تبیین تأثیر نمایش خلاق در آموزش مهارت های کلامی به نوجوانان 1۳ تا 1۵ سال است. پژوهش به روش توصیفی - تحلیلی و با استفاده از منابع کتابخانه ای و اینترنتی صورت پذیرفت. تحقیقِ حاضر مطالعه ای نیمه تجربی با رویکرد کمی است. جامعه آماری شامل ۹۵ دانش آموز پسر از دو مدرسه در شهرستان رباط کریم است که به دو گروه آزمون (۵۵ نفر) و شاهد (۴۰ نفر) تقسیم شدند. برای جمع آوری داده ها، از پرسشنامه بومی شده سنجش مهارت ارتباطی بارتون استفاده شد. پس از برگزاری ۱۲ جلسه آموزش نمایش خلاق برای گروه آزمون، پیش آزمون و پس آزمون از هر دو گروه اخذشده و به کمک نرم افزار SPSS-21 داده ها در سطح توصیفی و تحلیل کوواریانس مورد تجزیه وتحلیل قرار گرفتند. نتیجه پژوهش نشان می دهد که نمایش خلاق تأثیر مثبت و معناداری بر توسعه مهارت های کلامی در نوجوانان دارد. مهارت هایی نظیر اعتمادبه نفس، رعایت ادب در کلام، پرهیز از به کاربردن تکیه کلام، کوتاهی و وضوح کلام، کنترل صدا، توجه به زبان بدن، گوش دادن فعال و سکوت هوشمندانه؛ در گروه آزمون پذیر به صورت چشمگیری نسبت به گروه شاهد بهبود یافت. در نهایت یافته های پژوهش نشان می دهد که نمایش خلاق می تواند به عنوان رویکرد آموزشی مؤثری برای تقویت مهارت های کلامی و ارتباطی نوجوانان در نظام آموزشی مورد استفاده قرار گیرد.Creative Drama in Verbal Skill Training: A Case Study of 13–15-Year-Old Boys in Robat Karim, Iran
Adolescence is a period that has been recognized in recent decades as a special age group, and is generally referred to as a transitional period between childhood and adulthood. Adolescence is the second period of life and one of the important stages in life. This period starts with biological changes and signs of puberty and transition and ends with youth and choosing a social role. The purpose of this research is to investigate the effects of verbal training in order to improve this skill in 13 to 15 year-old teenagers. By using creative drama which is a purposeful and improvisational process, the role-players participate in improvisational situations with the supervision of a teacher. The aim of the research is to prove the hypothesis that teaching verbal skills in a creative performance manner, improves verbal skills in teenagers aged 13-15. The research is descriptive, using analytical method and library and internet resources during which the characteristics and tools of creative performances were studied. We worked with a group of 55 main and 40 control participants consisting of two boys' schools of the secondary level in Rabat Karim city. The main group was trained for 12 sessions and the control group did not receive any training. The effects of training in this way during the two stages of the pre-test and post-test using Barton's Communication Skills Questionnaire, the covariance analysis method and SPSS software were quantified and analyzed. Quantitative and qualitative analysis of the obtained results shows that teaching verbal skills in a creative way can be an effective way to improve this skill in the age group of 13-15-year-olds. We have concluded that this is an effective method in teaching communication skills, the ability for an individual to accurately convey a message to another person or group of people. In addition, this is an important skillset to have in life because the exchange of information is an act that is constantly occurring in everyday life. Also, our findings cover verbal skills (the ability to effectively speak, understand, and respond to messages. They encompass both the ability to express oneself clearly and concisely, and the ability to comprehend what others are saying)The qualitative and quantitative analyses of the results obtained from the questionnaires show and confirm the effectiveness of creative teaching. For example, in the analysis of the changes in the parameters of the first group of verbal skills (self-confidence, honesty, etc.), there is a significant difference between the average growth of the main group (0.84) and the control group (0.08) in two stages before and after the test. Using this method can be effective in diversifying and improving the quality of education.
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