پديد آورندگان :
جباري ظهيرآبادي، علي دانشگاه آزاد اسلامي واحد تهران مركزي - گروه مديريت آموزشي , شريعتمداري، مهدي دانشگاه آزاد اسلامي واحد تهران مركزي - گروه مديريت آموزشي , دلگشايي، يلدا دانشگاه آزاد اسلامي واحد تهران مركزي - گروه مديريت آموزشي , كردستاني، فرشته دانشگاه آزاد اسلامي واحد تهران مركزي - گروه مديريت آموزشي
كليدواژه :
ﻃﺮاﺣﯽ , اﻋﺘﺒﺎرﯾﺎﺑﯽ , اﻟﮕﻮي آﻣﻮزش ﻣﻬﺎرتﻫﺎي زﻧﺪﮔﯽ , داﻧﺶ آﻣﻮزان اﺑﺘﺪاﯾﯽ
چكيده فارسي :
ﻫﺪف از اﺟﺮاي اﯾﻦ ﭘﮋوﻫﺶ ﻃﺮاﺣﯽ و اﻋﺘﺒﺎرﯾﺎﺑﯽ اﻟﮕﻮي آﻣﻮزش ﻣﻬﺎرتﻫﺎي زﻧﺪﮔﯽ ﺑﻪ داﻧﺶ آﻣﻮزان اﺑﺘﺪاﯾﯽ ﺑﻮده اﺳﺖ. اﯾﻦ ﭘﮋوﻫﺶ از ﻧﻈﺮ اﻫﺪاف، ﮐﺎرﺑﺮد ي ﺗﻮﺳﻌﻪ اي و از ﻧﻈﺮ ﻧﻮع ﻣﻄﺎﻟﻌﻪ و ﻣﺎﻫﯿﺖ ﭘﮋوﻫﺶ در ﺑﻌﺪ ﮐﯿﻔﯽ، اﮐﺘﺸﺎﻓﯽ و از ﺑﻌﺪ ﮐﻤّﯽ، ﭘﯿﻤﺎﯾﺸﯽ ﻣﻘﻄﻌﯽ و ﺟﺎﻣﻌﻪ آﻣﺎري در ﺑﺨﺶ ﮐﻤّﯽ ﻣﻌﻠﻤﺎن اﺑﺘﺪاﯾﯽ ﺷﺎﻏﻞ ﺑﻪ ﺗﺪرﯾﺲ در ﺷﻬﺮﺳﺘﺎن رﻓﺴﻨﺠﺎن ﺷﺎﻣﻞ 1457 ﻧﻔﺮ ﻣﯽ ﺑﺎﺷﻨﺪ ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از ﻓﺮﻣﻮل ﮐﻮﮐﺮان ﺗﻌﺪاد ﻧﻤﻮﻧﻪ ﺣﺪاﻗﻞ 304 ﻧﻔﺮ ﺑﺮآورد ﮔﺮدﯾﺪو ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺳﺎده اﻧﺘﺨﺎب ﺷﺪه اﻧﺪ. ﺑﻪ ﻣﻨﻈﻮر ﺗﺒﯿﯿﻦ ﺑﻬﺘﺮ ﻧﺘﺎﯾﺞ و آﺷﮑﺎر ﺷﺪن ﻣﻮارد ﻣﻐﻔﻮل در ﻓﺎز ﮐﻤّﯽ، 13 ﻣﺼﺎﺣﺒﻪ ﻋﻤﯿﻖ در ﺑﺨﺶ ﮐﯿﻔﯽ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ و ﺑﻪ ﺻﻮرت ﮔﻠﻮﻟﻪ ﺑﺮﻓﯽ اﻧﺠﺎم ﺷﺪه اﺳﺖ. اﺑﺰار ﺟﻤﻊ آوري داده ﻫﺎ در ﺧﺼﻮص ﻣﺆﻟﻔﻪ ﻫﺎي آﻣﻮزش ﻣﻬﺎرتﻫﺎي زﻧﺪﮔﯽ و ﻋﻮاﻣﻞ ﺳﻪ ﺷﺎﺧﮕﯽ، ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ اﺳﺖ ﮐﻪ رواﯾﯽ آن ﺑﻪ وﺳﯿﻠﻪ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺄﯾﯿﺪي و ﻫﻤﭽﻨﯿﻦ رواﯾﯽ ﺻﻮري و ﭘﺎﯾﺎﯾﯽ ﺗﻮﺳﻂ ﻣﺤﺎﺳﺒﻪ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﺑﻪﺗﺮﺗﯿﺐ ﺑﺎ ﻣﻘﺎدﯾﺮ 0/830 و 0/81 ﺳﻨﺠﯿﺪه و اﻟﮕﻮي ﺗﺤﻘﯿﻖ ﺑﺎ اﺳﺘﻔﺎده از داده ﻫﺎي ﺟﻤﻊ آوري ﺷﺪه از ﻃﺮﯾﻖ ﭘﺮﺳﺸﻨﺎﻣﻪ و ﻫﻤﭽﻨﯿﻦ ﺑﻬﺮه ﮔﯿﺮي از ﻓﻨﻮن آﻣﺎر ﺗﻮﺻﯿﻔﯽ، اﺳﺘﻨﺒﺎﻃﯽ و ﻣﺪﻟﺴﺎزي ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﻣﻮرد ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. اﻟﮕﻮي ﭘﮋوﻫﺶ ﺑﺎ 15 ﻣﺆﻟﻔﻪ ﻣﻬﺎرت زﻧﺪﮔﯽ ﺷﺎﻣﻞ ﻣﻬﺎرتﻫﺎي ارﺗﺒﺎط، ﻣﻬﺎرتﻫﺎي ﻗﺎﺑﻞ ﻋﺮﺿﻪ، ﺧﻮد ﻣﺴﺌﻮﻟﯿﺘﯽ، اﺧﻼق ﮐﺎري، ﻣﺪﯾﺮﯾﺖ، ﻣﻬﺎرتﻫﺎي زﻧﺪﮔﯽ ﺳﺎﻟﻢ، ﺗﻔﮑﺮ اﻧﺘﻘﺎدي، ﻫﻤﮑﺎري، ﺗﺼﻤﯿﻢ ﮔﯿﺮي، ﺗﻔﮑﺮ ﺧﻼق، ﺧﻮدآﮔﺎﻫﯽ، ﻫﺪف ﮔﺬاري، ﺣﻞ ﻣﺴﺄﻟﻪ، ﺗﻮﺟﻪ ﺑﻪ دﯾﮕﺮان، ﻋﺰت ﻧﻔﺲ و 10 ﻣﺆﻟﻔﻪ از ﻋﻮاﻣﻞ ﺳﻪ ﺷﺎﺧﮕﯽ ﺷﺎﻣﻞ ﮐﺘﺎب درﺳﯽ، ﺗﻠﻮﯾﺰﯾﻮن، ﮐﺎرﮔﺎه آﻣﻮزﺷﯽ، ﺧﺎﻧﻮاده، ﻫﻤﺴﺎﻻن، ﺟﺎﻣﻌﻪ، ﻓﻀﺎي ﻣﺠﺎزي، ﻣﺸﺎور، ﮐﺘﺎب ﻏﯿﺮدرﺳﯽ و ﻣﺪرﺳﻪ اراﯾﻪ ﺷﺪه اﺳﺖ. آﻣﻮزش ﻣﻬﺎرتﻫﺎي زﻧﺪﮔﯽ ﺑﺎﻋﺚ ارﺗﻘﺎي ﻋﺰت ﻧﻔﺲ، ﺳﻼﻣﺖ، ﺧﻮدﻣﺴﺌﻮﻟﯿﺘﯽ، ﺧﻮدآﮔﺎﻫﯽ و ﺗﻔﮑﺮ اﻧﺘﻘﺎدي در داﻧﺶ آﻣﻮزان اﺑﺘﺪاﯾﯽ ﻣﯽﮔﺮدد.
چكيده لاتين :
The purpose of this study was to design and validate a model for teaching life skills to elementary students. This research in terms of applied development goals and in terms of the type of study and the nature of research in the field of exploratory quality and quantitatively cross-sectional survey and the statistical population in the quantitative section of primary teachers teaching in Rafsanjan include 1457 people using the formula Cochran estimated the number of samples to be at least 304 and selected using a simple random sampling method. In order to better explain the results and reveal the neglected cases in the quantitative phase, 13 in-depth interviews in the qualitative section were conducted using purposive sampling method in the form of snowballs. Data collection tool on life skills training components and triangular factors, a researcher-made questionnaire whose validity was measured by confirmatory factor analysis as well as face validity and reliability by calculating Cronbach's alpha with values of 0.830 and 0.81, respectively. and the research model were analyzed using data collected through a questionnaire as well as descriptive statistics, inferential statistics and structural equation modeling. Research model with 15 components of life skills including communication skills, deliverable skills, self-responsibility, work ethic, management, healthy living skills, critical thinking, collaboration, decision making, creative thinking, self-awareness, goal setting, problem solving, attention to others, Self-esteem and 10 components of three-pronged factors including textbook, television, workshop, family, peers, community, cyberspace, counselor, non-textbook and school are presented.Life skills training promotes self-esteem, health, self-responsibility, self-awareness and critical thinking in elementary students.
