ﺗﺄﺛﯿﺮ روش ﺗﺪرﯾﺲ ﻫﻤﯿﺎري ﺑﺮ رﺷﺪ ﻣﻬﺎرتﻫﺎي اﺟﺘﻤﺎﻋﯽ در درس ﻣﻄﺎﻟﻌﺎت اﺟﺘﻤﺎﻋﯽ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﺎﯾﻪ ﭘﻨﺠﻢ اﺑﺘﺪاﯾﯽ

The Effect of Collaborative Teaching Method on the Development of Social Skills in the Social Studies Course of fifth Grade Elementary School Girls

ﻣﻘﺪﻣﻪ و ﻫﺪف: ﻫﺪف از اﻧﺠﺎم اﯾﻦ ﭘﮋوﻫﺶ ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ روش ﺗﺪرﯾﺲ ﻫﻤﯿﺎري ﺑﺮ رﺷﺪ ﻣﻬﺎرتﻫﺎي اﺟﺘﻤﺎﻋﯽ در درس ﻣﻄﺎﻟﻌﺎت اﺟﺘﻤﺎﻋﯽ داﻧﺶآﻣﻮزان ﺑﻮده اﺳﺖ. روش ﺷﻨﺎﺳﯽ ﭘﮋوﻫﺶ: ﺑﺮاي دﺳ ﺘﯿﺎﺑﯽ ﺑﻪ اﯾﻦ ﻫﺪف، داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﺎﯾﻪ ﭘﻨﺠﻢ اﺑﺘﺪ اﯾﯽ ﺷﻬﺮﺳﺘﺎن اﺳﺘﻬﺒﺎن )2020-2019( ﻣﻮردﭘﮋوﻫﺶ ﻗﺮارﮔﺮﻓﺘﻪاﻧﺪ. اﯾﻦ ﭘﮋوﻫﺶ ﺑﻪﺻﻮرت ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ و ﺑﺎ اﺳﺘﻔﺎده از ﻃﺮح ﭘﯿﺶآزﻣﻮن_ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﺻﻮرت ﮔﺮﻓﺘﻪ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ را ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﺎﯾﻪ ﭘﻨﺠﻢ اﺑﺘﺪاﯾﯽ ﺷﻬﺮﺳﺘﺎن اﺳﺘﻬﺒﺎن )2020-2019( ﺗﺸﮑﯿﻞ داده ﮐﻪ از ﺑﯿﻦ آنﻫﺎ 59 ﻧﻔﺮ ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي در دﺳﺘﺮس اﻧﺘﺨﺎبﺷﺪه اﺳﺖ. ﻗﺒﻞ از آﻣﻮزش در ﻫﺮ دو ﮔﺮوه ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﻬﺎرتﻫﺎي اﺟﺘﻤﺎﻋﯽ ﮔﺮﺷﺎم_اﻟﯿﻮت )ﻓﺮم ﻣﻌﻠﻢ و داﻧﺶآﻣﻮز( )1990( ﺑﻪﻋﻨﻮان ﭘﯿﺶآزﻣﻮن اﺟﺮاﺷﺪه اﺳﺖ. ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮنﻫﺎي ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ در ﻧﺮماﻓﺰار SPSSاﻧﺠﺎمﺷﺪه اﺳﺖ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ اﯾﻦ ﺗﺤﻘﯿﻖ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ روش ﺗﺪرﯾﺲ ﻫﻤﯿﺎري، در ﺳﻄﺢ ﺧﻄﺎي 0٫05ﺗﺄﺛﯿﺮ ﻣﻌﻨﺎداري در رﺷﺪ ﻫﻤﻪ ﻣﺆﻟﻔﻪﻫﺎي ﻣﻬﺎرتﻫﺎي اﺟﺘﻤﺎﻋﯽ داﻧﺶآﻣﻮزان ﮐﻪ ﺷﺎﻣﻞ ﻫﻤﯿﺎري، ﻗﺎﻃﻌﯿﺖ ، ﺧﻮﯾﺸﺘﻦداري و ﻫﻤﺪﻟﯽ اﺳﺖ، داﺷﺘﻪ و ﻧﺴﺒﺖ ﺑﻪ روش ﺗﺪرﯾﺲ ﺳﻨﺘﯽ در رﺷﺪ ﻣﻬﺎرتﻫﺎي اﺟﺘﻤﺎﻋﯽ داﻧﺶآﻣﻮزان ﻣﺆﺛﺮﺗﺮ اﺳﺖ. ﺑﺤﺚ و ﻧﺘﯿﺠﻪﮔﯿﺮي : از آن ﺟﺎ ﮐﻪ روش ﺗﺪرﯾﺲ ﻫﻤﯿﺎري، ﺗﺄﺛﯿﺮ ﺑﻪﺳﺰاﯾﯽ در رﺷﺪ ﻣﻬﺎرت ﻫﺎي اﺟﺘﻤﺎﻋﯽ داﻧﺶ آﻣﻮزان دارد، ﺟﺎﯾﮕﺰﯾﻦ ﻣﻨﺎﺳﺒﯽ ﺑﺮاي روش ﺗﺪرﯾﺲ ﺳﻨﺘﯽ اﺳﺖ.

Introduction: The purpose of this study was to investigate the effect of cooperative teaching method on the development of social skills in students' social studies course. Research Methodology: To achieve this goal, fifth grade elementary sch ool female students in the city of Estahban (2019-2020) have been studied. This is a quasi-experimental study with a pre-test post-test design and it has experimental and control groups. All of the fifth grade elementary school female students in Estahban (2019-2020) were the statistical population of this study, among which 59 students were selected through convenience sampling method. Before the process of learning, a Gresham and Elliott Social Skills Questionnaire (teacher and student form) (1990) was run as a pre-test in both groups. The data was analyzed using a covariance analysis in SPSS. Findings: The results of this study show that the Collaborative Teaching Method, with an error tolerance of 0.05, has a significant effect on the development of all components of the students’ social skills, including cooperation, assertiveness, self-control and empathy, and this method is more effective than other traditional teaching methods on the students' social skills. Conclusion: Since the collaborative teaching method has a great impact on the development of student’s social skills, it is a good alternative to the traditional teaching method.