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بررسی اثربخشی روش آموزش خواندن براساس نظریه یادگیری مغز محور | ||
تدریس پژوهی | ||
مقاله 7، دوره 7، شماره 4، دی 1398، صفحه 149-132 اصل مقاله (1.18 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): https://doi.org/10.34785/J012.2019.112 | ||
نویسندگان | ||
غلامعلی سلیمانی داودلی* 1؛ فرهاد خرمایی2؛ بهرام جوکار2؛ مسعود حسین چاری3 | ||
1روانشناسی و علوم تربیتی، دانشگاه فرهنگیان مشهد، مشهد، ایران | ||
2گروه علوم تربیتی و روانشناسی دانشگاه شیراز. استاد دانشگاه شیراز | ||
3گروه علوم تربیتی و روانشناسی دنشگاه شیراز. استاد دانشگاه شیراز | ||
چکیده | ||
چکیده هدف: مطالعه حاضر ارائه روش تدریس آموزش خواندن در دبستان، بر اساس نظریه یادگیری مغزمحور و مقایسه اثربخشی آن با روش رایج کلی کلمه آموزی است. روش: طرح تحقیق، طرح آزمایشی از نوع پس آزمون با گروه کنترل معادل بود. جامعه مورد مطالعه فراگیران پایه ی پیش دبستانی، شهر مشهد بودند. نمونه پژوهش 50 نفر بودند که به صورت هدفمند انتخاب شدند پس از اجرای تست هوش وکسلر ِکودکان و بررسی پرونده بهداشتی آنان جهت اطلاع از سلامت بینایی، شنوایی و تاریخ تولد آنها، در دو گروه همگن قرار گرفتند. گروهها بهصورت تصادفی در دو گروه آزمایش و کنترل انتساب شدند. سپس روش آموزش مغزمحور برای شروع خواندن با استفاده از بستهی آموزشی محققساخته بر روی گروه آزمایش و روش کلی کلمهآموزی (روش رایج) بر روی گروه دیگر به اجرا درآمد. برای جمعآوری اطلاعات، از آزمون تشخیصی خواندن نیلیپور و شیرازی ) (Nilipour& Shirazi, 2011 و برای تحلیل دادهها از آزمون تحلیل واریانس چند متغیره استفاده گردید. یافتهها: نتایج نشان داده است که روش آموزش خواندن بر اساس روش مغزمحور نسبت به روش رایج، به طور معنیداری بر بهبود عملکرد خواندن (05/0≥P، 04/74=F)، دقت خواندن (05/0≥p، 19/94=F)، سرعت خواندن (05/0≥p ، 16/17=F) و همچنین در درک مطلب خواندن فراگیران (05/0≥P، 26/11=F) تاثیر داشته است. بنابراین روش آموزش مغزمحور میتواند بر بهبود روشهای آموزش خواندن در مرحله شروع خواندن تاثیر بیشتری داشته باشد. واژگان کلیدی: یادگیری مغزمحور، روش خواندن، روش آموزش خواندن | ||
کلیدواژهها | ||
یادگیری مغزمحور؛ روش خواندن؛ روش آموزش خواندن | ||
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