مقايسه تأثير شيوه هاي آموزشي (كودك محور و معلم محور) بر تحول مهارت هاي حركتي كودكان

Comparison of the Effect of (Child-oriented and Teacher-oriented) Educational Methods on the Motor Skills Development of Children

زمينه و هدف: مهارت‌هاي حركتي بنيادي، پايه مهارت‌هاي پيشرفته ورزشي است و اين مهارت‌ها بايد در سنين پيش‌دبستاني و دبستاني مورد توجه قرار گيرند. هدف از پژوهش حاضر مقايسه تأثير شيوه‌­هاي آموزشي كودك­م حور و معلم­ محور بر تحول مهارت‌هاي حركتي درشت كودكان پيش‌دبستاني بود. روش: اين پژوهش از نوع علي -مقايسه‌اي است. جامعه آماري پژوهش شامل تمامي كودكان مهدكودك‌هاي شهرستان كاشان در 92-93 بود كه تعداد 78 كودك از سه مهدكودك (49 دختر و 29 پسر) به روش نمونه­ گيري خوشه ­اي به عنوان نمونه انتخاب شدند. كودكان بر حسب روي­ آورد آموزشي در حال اجراي مهد كودك­ها به دو گروه كودك ­محور و معلم ­محور تقسيم شدند. در گروه معلم ­محور، مربي مركز فعاليت­ هاي خود را به صورت برنامه ­هاي رايج و سيستماتيك؛ و در گروه كودك­ محور، مربي مركز با دادن آزادي عمل و فرصت بازي به كودكان، فعاليت آموزشي خود را اجرا كردند و پژوهشگر بعد از مشاهده و ارزيابي شيوه­ آموزشي هر دو شيوه، به اندازه­گيري مهارت­ هاي حركتي پايه كودكان پرداخت. ارزيابي و پايش مهارت هاي حركتي كودكان به مدت 3 هفته و هر هفته 3 جلسه يك ساعته، ادامه پيدا كرد. از آزمون تحول حركتي درشت-2 اولريخ (2000) براي اندازه ­گيري مهارت‌هاي حركتي بنيادي استفاده شد و براي مقايسه بين دو گروه، تحليل واريانس چندمتغيره به كار گرفته شد. يافته‌ها: نتايج نشان داد گروه آموزش كودك‌محور در تحول مهارت‌هاي دستكاري، برتر از گروه معلم ­محور بوده ولي در مهارت‌هاي جابجايي، تفاوتي بين دو گروه مشاهده نشد (0/05

Background and Purpose: Basic motor skills are the basis of advanced sports skills which should be considered in pre-school and primary school ages. The purpose of this study was to compare the effect of (child-oriented and teacher-oriented) educational methods on the motor skills development of children. Method: This was a causal- comparative research. The statistical population of the study consisted of all kindergarten children in Kashan in 2013-2014. In this study, 78 children (49 girls and 29 boys, aged 5-7) were selected from three kindergartens by cluster sampling in two stages. They were divided into two child-centered and teacher-centered groups based on educational approach. In the teacher-centered group, the instructor conducted his activities based on a common and systematic program; whereas in the child-centered group, the center coach performed his training by giving the children the freedom of acting and the opportunity of playing. After observing and assessing the educational method of both methods, the researcher measured the basic motor skills of children. Evaluating and monitoring the motor skills of children continued for 3 weeks; including three one-hour sessions per week. The development of gross-motor -2 test of Ulrich (2000) was used to measure the basic motor skills, and multivariate analysis of variance was used for comparing between the two groups. Results: The results showed that the child-centered learning group was superior to the teacher-oriented group in the development of motor skills, but there was no difference between the two groups in terms of mobility skills (p <0.05). Conclusion: The results of the study showed that in a child-oriented educational approach, conditions are created that increase physical activity and children's play, which ultimately facilitate the development of manipulation skills in pre-school children. As a result, it can be said that adoption of a child-centered teaching method meets children's need for encouragement, opportunity to practice, and play.