تاثير طراحي فعاليت هاي آموزشي مبتني بر نظريه ي ديالكتيك ويگوتسكي بر پرورش تفكر حين عمل

Practical thinking development by Designing Educational Activities Based on Vygotsky's Dialectical Theory

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺳﻨﺠﺶ ﺗﺄﺛﯿﺮ ﻃﺮاﺣﯽ ﻓﻌﺎﻟﯿﺖﻫﺎي آﻣﻮزﺷﯽ ﻣﺒﺘﻨﯽ ﺑﺮ ﻧﻈﺮﯾﮥدﯾﺎﻟﮑﺘﯿﮏ وﯾﮕﻮﺗﺴﮑﯽ ﺑﺮ ﭘﺮورش ﺗﻔﮑﺮ ﺣﯿﻦ ﻋﻤﻞ اﺳﺖ. در اﯾﻦ ﭘﮋوﻫﺶ از روش آزﻣﺎﯾﺶ و ﻃﺮح ﭘﯿﺶآزﻣﻮن ﭘﺲآزﻣﻮن ﭼﻨﺪ ﮔﺮوﻫﯽ اﺳﺘﻔﺎده ﺷﺪ. ﺟﺎﻣﻌﮥآﻣﺎري ﭘﮋوﻫﺶ را ﮐﻠﯿﮥداﻧﺶ آﻣﻮزان ﭘﺴﺮ ﻣﺘﻮﺳﻄﮥاول، ﭘﺎﯾﮥﻫﺸﺘﻢ ﮐﻪ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 96 95 در ﺷﻬﺮﺳﺘﺎن اﺳﺪآﺑﺎد ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ ﺑﻮدﻧﺪ، ﺗﺸﮑﯿﻞ ﻣﯽدادﻧﺪ. ﺟﻬﺖ ﻧﻤﻮﻧﻪﮔﯿﺮي از روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪاي ﭼﻨﺪﻣﺮﺣﻠﻪاي اﺳﺘﻔﺎده ﺷﺪ. در اﺑﺘﺪا از ﺑﯿﻦ ﻣﺪارس ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﮥاول، ﭘﺎﯾﮥﻫﺸﺘﻢ، 3 ﻣﺪرﺳﻪ، از ﺑﯿﻦ ﮐﻼسﻫﺎي ﻣﻮﺟﻮد در ﻫﺮ ﻣﺪرﺳﻪ، 1 ﮐﻼس و ﻣﺠﻤﻮﻋﺎً 3 ﮐﻼس اﻧﺘﺨﺎب ﺷﺪ. از ﺑﯿﻦ داﻧﺶ آﻣﻮزان ﻫﺮ ﮐﻼس ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ 20 داﻧﺶآﻣﻮز اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﻓﻌﺎﻟﯿﺖﻫﺎي آﻣﻮزﺷﯽ درس ﺗﻔﮑﺮ و ﺳﺒﮏ زﻧﺪﮔﯽ ﺑﻪ 3 ﺣﺎﻟﺖ ﻃﺮاﺣﯽ ﺷﺪ. ﻫﺮ ﮔﺮوه ﻣﺒﺘﻨﯽ ﺑﺮ ﯾﮏ ﺣﺎﻟﺖ از ﺳﻪ ﺣﺎﻟﺖِ ﻓﻌﺎﻟﯿﺖﻫﺎي ﻃﺮاﺣﯽ ﺷﺪه آﻣﻮزش را درﯾﺎﻓﺖ ﮐﺮدﻧﺪ. اﺑﺰار ﻣﻮرد اﺳﺘﻔﺎده ﺷﺎﻣﻞ آزﻣﻮن ﺗﻔﮑﺮ ﺣﯿﻦ ﻋﻤﻞ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﺷﺎﻣﻞ 47 ﮔﻮﯾﻪ ﺑﻮد. رواﯾﯽ آزﻣﻮن ﺗﻮﺳﻂ ﻣﺘﺨﺼﺼﺎن روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ ﺗﻌﯿﯿﻦ و ﭘﺎﯾﺎﯾﯽ آن ﺑﻪ روش آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ 0/70 ﻣﺤﺎﺳﺒﻪ ﺷﺪ. ﺑﻪﻣﻨﻈﻮر ﺗﺤﻠﯿﻞ دادهﻫﺎ از روش آﻣﺎري ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﯾﮏﻃﺮﻓﻪ اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﯾﮏﻃﺮﻓﻪ )F=123/336 و P<0/01( ﻧﺸﺎن داد ﮐﻪ ﻓﻌﺎﻟﯿﺖﻫﺎي آﻣﻮزﺷﯽ ﻃﺮاﺣﯽ ﺷﺪه ﮐﻪ در آن ﻣﺆﻟﻔﻪﻫﺎي ﻧﻈﺮﯾﻪ وﯾﮕﻮﺗﺴﮑﯽ ﺑﻪ ﺑﻬﺘﺮﯾﻦ ﺷﮑﻞ ﮐﺎرﺑﺮدي ﺷﺪه ﺑﻮد )ﺣﺎﻟﺖ 3( در ﭘﺮورش ﺗﻔﮑﺮ ﺣﯿﻦ ﻋﻤﻞ ﺑﻬﺘﺮ از ﺣﺎﻟﺖﻫﺎي 1 و 2 اﺳﺖ و ﻓﻌﺎﻟﯿﺖﻫﺎي آﻣﻮزﺷﯽ ﻃﺮاﺣﯽ ﺷﺪه ﮐﻪ در آن ﻣﺆﻟﻔﻪﻫﺎي ﻧﻈﺮﯾﻪ وﯾﮕﻮﺗﺴﮑﯽ در ﺣﺪ ﻣﺘﻮﺳﻂ ﮐﺎرﺑﺮدي ﺷﺪه ﺑﻮد )ﺣﺎﻟﺖ 2( در ﭘﺮورش ﺗﻔﮑﺮ ﺣﯿﻦ ﻋﻤﻞ ﺑﻬﺘﺮ از ﺣﺎﻟﺖ 1 اﺳﺖ.

Abstract The objective of the present study was to examine theeffect of designing educational activities based on the Vygotsky's dialectical theory on the development of Practical thinking. In this study, a multi-group with pre-test and pre-test design was used. The statistical population of the study consisted of all the male students at eight grade, first year of high school in the Asadabad City from 2016-2017. Two sampling methods including multistage cluster sampling and purposeful sampling were used in this study. For each of the groups, the educational activities of the thinking and life style were designed in a separate way. The distinctive components for designing of activity in each group based on the position and interaction of the elements of the position.The instrument used in this study was a researcher-made thinking in-action test. The validity of the test was determined by experts in the field of educational psychology and its reliability was calculated by Cronbach's alpha of 0.70. One-way analysis of variance was used to analyze the data. The results of one-way variance analysis((F=123,336 & P<0,001) indicated that the effect of the education through the 3rd educational activity designed to improve the students' Practical thinking of students was better than the one and the second activity and the effect of the training through second educational activities to develop Practical thinking better than first activity.