بررسي رابطه برنامه درسي زبان آموزي با مولفه هاي هوش اجتماعي دانش آموزان ابتدايي

Study of the relationship between language learning curriculum and elemental elements of social intelligence of elementary students

ﻫﺪف اﺻﻠﯽ اﯾﻦ ﭘﮋوﻫﺶ، ﺑﺮرﺳﯽ راﺑﻄﻪ ﺑﺮﻧﺎﻣﻪ درﺳﯽ زﺑﺎنآﻣﻮزي ﺑﺎ ﻣﺆﻟﻔﻪﻫﺎي ﻫﻮش اﺟﺘﻤﺎﻋﯽ داﻧﺶآﻣﻮزان اﺑﺘﺪاﯾﯽ ﺷﻬﺮ، ﺷﻬﺮﮐﺮد ﺑﻮد. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ازﻧﻈﺮ ﻧﻮع ﺗﺤﻘﯿﻖ، ﺗﺮﮐﯿﺒﯽ ﺑﻪ ﻫﻢ ﺗﻨﯿﺪه اﺳﺖ. ﺑﻪﻣﻨﻈﻮر ﮔﺮدآوري دادهﻫﺎ از ﻣﻘﯿﺎس ﻣﺤﻘﻖﺳﺎﺧﺘﻪ اﺳﺘﻔﺎده ﺷﺪ، رواﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ از ﻃﺮﯾﻖ ﻧﻈﺮات ﻣﺘﺨﺼﺼﺎن و ﮐﺎرﺷﻨﺎﺳﺎن، ﺑﺮرﺳﯽ و ﭘﺎﯾﺎﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮماﻓﺰار PLS و روش ﭘﺎﯾﺎﯾﯽ ﻣﺮﮐﺐ 0/85 و ﻣﻘﺪار رواﯾﯽ ﻫﻤﮕﺮا 0/83 ﺑﺮآورد ﮔﺮدﯾﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري در ﺑﺨﺶ ﮐﻤﯽ، ﻣﺸﺘﻤﻞ ﺑﺮ 13682 ﻧﻔﺮ داﻧﺶآﻣﻮز دﺧﺘﺮ و ﭘﺴﺮ دوره اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﺷﻬﺮﮐﺮد اﺳﺖ. ﺑﺎ اﺳﺘﻔﺎده از ﺟﺪول ﻧﻤﻮﻧﻪﮔﯿﺮي ﻣﻮرﮔﺎن 375 ﻧﻔﺮ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ آﻣﺎري اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺑﺨﺶ ﮐﯿﻔﯽ ﺑﻪ روش ﭘﺪﯾﺪارﺷﻨﺎﺳﯽ، ﺑﺎ ﺣﻀﻮر 40 ﻣﺸﺎرﮐﺖﮐﻨﻨﺪه از ﻣﯿﺎن ﻣﻌﻠﻤﺎن ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ و ﺑﺎ اﻧﺠﺎم ﻣﺼﺎﺣﺒﻪﻫﺎي ﻧﯿﻤﻪ ﺳﺎﺧﺘﺎرﯾﺎﻓﺘﻪ ﺑﺮاي ﮔﺮدآوري دادهﻫﺎ اﺳﺘﻔﺎده ﺷﺪ. ﻋﻤﺪهﺗﺮﯾﻦ ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ در ﺑﺨﺶ ﮐﻤﯽ ﻧﺸﺎن داد ﺑﯿﻦ ﺑﺮﻧﺎﻣﻪ درﺳﯽ زﺑﺎنآﻣﻮزي و ﻣﺆﻟﻔﻪﻫﺎي ﻫﻮش اﺟﺘﻤﺎﻋﯽ داﻧﺶآﻣﻮزان ارﺗﺒﺎط ﻣﻌﻨﺎداري وﺟﻮد دارد. ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ ﺑﺨﺶ ﮐﯿﻔﯽ ﺣﺎﮐﯽ از آن ﺑﻮد ﮐﻪ ازﻧﻈﺮ ﻣﻌﻠﻤﺎن ﺑﺎﻻﺗﺮﯾﻦ اوﻟﻮﯾﺖ اﺛﺮ ﻣﺮﺑﻮط ﺑﻪ »ﺑﺮﻧﺎﻣﻪ درﺳﯽ زﺑﺎنآﻣﻮزي ﺑﺎﻋﺚ اﻓﺰاﯾﺶ ﻣﻬﺎرتﻫﺎي ﺧﻮدآﮔﺎﻫﯽ، دوﺳﺖﯾﺎﺑﯽ و ﺗﺼﻤﯿﻢﮔﯿﺮي ﻣﯽﺷﻮد«.

The main purpose of this study was to investigate the relationship between language learning curriculum and elementary components of social intelligence in elementary school students in Shahrekord.The present study is interdisciplinary in terms of research type. A researcher-made scale was used to collect data. The validity of the questionnaire was evaluated through experts 'and experts' opinions, and the reliability of the questionnaire was estimated using PLS software and composite reliability method of 0.85 and convergent validity was 0.83. The statistical population in the quantitative section consists of 13682 elementary school students in Shahrekord. Using a Morgan sampling table, 375 people were selected through cluster random sampling as a statistical sample. The qualitative part of the phenomenology method was used by 40 contributors among teachers through targeted sampling and semi-structured interviews for data collection. The main results of the research in the quantitative part showed that there is a significant relationship between linguistic curriculum and social intelligence components of students. Also, the results of the qualitative section indicated that, according to teachers, the highest priority of the effect of "linguistic curriculum enhances the skills of dating, decision making and self-awareness.