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تدوین بسته قصه گویی مبتنی بر قصه های کهن و تأثیر آن بر مهارت های شناختی و اجتماعی کودکان دیرآموز | ||
| پژوهش در آموزش زبان و ادبیات فارسی | ||
| دوره 6، شماره 3، مهر 1404، صفحه 143-166 اصل مقاله (517.8 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/rpllp.2025.4530 | ||
| نویسندگان | ||
| نرجس رضائی کوچی1؛ مریم اساسه* 2؛ لیلا کاشانی وحید2؛ مریم برزگر* 3 | ||
| 1دانشجوی دکتری روانشناسی و آموزش کودکان استثنایی، گروه روانشناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران. | ||
| 2استادیار، گروه روانشناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران. | ||
| 3استادیار، گروه زبان و ادبیات فارسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران. | ||
| چکیده | ||
| پژوهش حاضر با هدف تدوین بسته‌ای از قصه‌گویی مبتنی بر قصه‌های کهن و بررسی تأثیر آن بر مهارت‌های شناختی و اجتماعی کودکان دیرآموز انجام شد. این مطالعه با رویکرد آمیخته صورت گرفت؛ در بخش کیفی، از مصاحبه نیمه‌ساختاریافته با ۱۰ نفر از اساتید روانشناسی و متخصصان ادبیات کودک استفاده شد و در بخش کمی، ۳۰ دانش‌آموز دیرآموز ابتدایی در شهرستان جهرم به روش نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون شرکت کردند. آموزش بسته قصه‌گویی طی ۳۰ جلسه برای گروه آزمایش اجرا شد. ابزار گردآوری داده‌ها شامل آزمون هوش وکسلر ۵ (WISC-V) و پرسش‌نامه مهارت‌های اجتماعی گرشام و الیوت (1990) بود. در بخش کیفی، مضامین اصلی و فرعی مرتبط با رشد مهارت‌های کلامی، شناختی و اجتماعی استخراج شد. یافته‌ها نشان داد آموزش بسته قصه‌گویی بر بهبود خرده‌مقیاس‌های مهارت‌های شناختی (درک مطلب کلامی، استدلال، حافظه فعال، سرعت پردازش) و مهارت‌های اجتماعی (خودکنترلی، همدلی، ابراز وجود، همکاری) اثر معناداری دارد. در نتیجه، بسته قصه‌گویی مبتنی بر قصه‌های کهن می‌تواند رویکردی مؤثر برای ارتقای توانایی‌های شناختی و اجتماعی کودکان دیرآموز در دوره ابتدایی باشد. | ||
| کلیدواژه‌ها | ||
| بسته قصه‌گویی؛ قصه‌های کهن؛ مهارت‌های شناختی؛ مهارت‌های اجتماعی؛ کودکان دیرآموز | ||
| عنوان مقاله [English] | ||
| Developing a storytelling package based on ancient tales and its impact on the cognitive and social skills of slow-learning children | ||
| نویسندگان [English] | ||
| Narjes Rezaei Kochi1؛ Maryam Asaseh2؛ Leila Kashani Vahid2؛ Maryam Barzegar3 | ||
| 1PhD student in Psychology and Education of Exceptional Children, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran. | ||
| 2Assistant Professor, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran | ||
| 3Assistant Professor, Department of Persian Language and Literature, Science and Research Branch, Islamic Azad University, Tehran, Iran | ||
| چکیده [English] | ||
| The present study aimed to design a storytelling program based on ancient tales and to examine its effect on the cognitive and social skills of slow-learning children. The research used a mixed-methods approach: in the qualitative phase, semi-structured interviews were conducted with 10 university psychology professors and children’s literature experts from Jahrom, selected through purposive sampling. In the quantitative phase, 30 slow-learning primary school students from Jahrom participated in a quasi-experimental design with pre-test and post-test control groups. The storytelling program was implemented for the experimental group over 30 sessions. Data collection tools included the Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V) and the Social Skills Rating System by Gresham and Elliott (1990). The qualitative analysis identified main and subthemes related to the development of verbal, cognitive, and social skills. Findings showed that the storytelling program significantly improved subscales of cognitive skills (verbal comprehension, reasoning, working memory, and processing speed) and social skills (self-control, empathy, assertiveness, and cooperation). Overall, the storytelling package based on ancient tales proved to be an effective approach for enhancing the cognitive and social abilities of slow-learning primary school children | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 48 تعداد دریافت فایل اصل مقاله: 41 |
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