تدوین بسته آموزشی مبتنی بر فرایندهای تعبیری شناختی منظر و نگاره‌زمینه و تاثیر آن بر مهارت نگارش توصیفی دانش‌آموزان پایه ششم دبستان

مقدمه: نوشتار توصیفی یکی از پیچیده ‌ترین تکالیف کتاب فارسی نگارش پایه ششم دوره دبستان است. هدف اصلی پژوهش، افزون بر طراحی بسته آموزشی فرایندهای تعبیری شناختی منظرگزینی و زمینهنگاره، بررسی تاثیر آموزش آن بر مهارت نگارش دانش‌ آموزان پایه ششم دبستان بود.روش کار: پژوهش حاضر شبه‌ آزمایشی با طرح پیش‌ آزمون_پس ‌آزمون با گروه کنترل بود. جامعه آماری پژوهش کلیه دانش ‌آموزان دختر و پسر پایه ششم دوره ابتدایی شهر رشت در سال تحصیلی 14001399 بودند که از میان آنان 40 دانش ‌آموز به روش نمونه ‌گیری تصادفی ساده انتخاب و در گروه ‌های 20 نفره آزمایش و کنترل جای گرفتند. ابزار پژوهش بسته آموزشی محقق ‌ساخته شامل محتوای آموزشی بود که اجرای آن با کاربست رویکرد تکلیف ‌محور روی گروه آزمایش صورت پذیرفت و گروه کنترل با داده ‌های آموزشی آموزگار آموزش دیدند. 13 جلسه به صورت 6045 دقیقه ‌ای، هفته ‌ای دو بار برگزاری شد. برای ارزیابی اثربخشی بسته آموزشی، یک آزمون ده پرسشیِ محقق ‌ساخته در اختیار دانش ‌آموزان قرار گرفت و نتایج با نرم ‌افزار spss26 تجزیه و تحلیل شدند. یافته‌ ها: یافته ‌ها نشان داد بسته آموزشی فرایندهای تعبیریِ منظر و نگاره_زمینه بر نگارش توصیفی دانش ‌آموزان تاثیر دارد. به عبارت دیگر، نگارش دانش ‌آموزانی که در جلسات آموزشیِ این دو فرایند شناختی شرکت کرده بودند، در مقایسه با گروه کنترل افزایش معناداری داشت (01/0p<). نتیجه ‌گیری: با توجه به نتایج، می ‌توان بسته آموزشیِ فرایند تعبیریِ شناختیِ منظر و نگاره_زمینه را در شمار الگوهای توسعه دانش ساختاری و توسعه دانش راهبردها جای داد و آن را به عنوان تسهیل ‌کننده در امر یادگیری و عاملی موثر بر افزایش توانش نگارش توصیفی دانش ‌آموزان دبستان پیشنهاد داد.

development of an educational package based on the cognitive construal operations of perspective and figure-ground and its effect on the sixth-grade primary school students’ descriptive writing skill

introductionwriting can be narrowly viewed as a particular kind of verbal production skill where text is manufactured to meet a discourse demand, or more broadly, as a complex, integrated performance that cannot be understood apart from the social and cognitive purposes it serves. cognitive models consider writing as a problemsolving activity that involves coordinating multiple cognitive processes like other complicated intellectual ones. the findings of daneshgar in the academy of persian language and literature revealed that iranian students possess limited writing ability in comparison with reading, speaking, and listening skills (18). this approach provided the basis for the research’s main question: how can the iranian primary school students’ descriptive writing skills be improved by teaching construal operations like perspective and figureground?. the research aimed at developing an educational package consists of perspective and figureground construal operations and investigating its effect on the sixthgrade primary school students writing skills. the research questions were: (1) in describing a scene, what is the ground and what factors influence the choice of perspective; (2) how is it possible to teach the offered educational package to the students; and (3) how can the effectiveness of the educational package on the student writing skill be evaluated.methodsthe present study was mixed (qualitativequantitative) in terms of research paradigm, applied in terms of purpose, and quasiexperimental with a pretestposttest design with a control group in terms of method. the statistical population included all sixthgrade male and female students of the primary school in rasht in the academic year 20202021, of which 40 students were selected by random sampling method and assigned to the experimental and control group (20 people in each group). since there was no writing test corresponding to the present research purpose, the research instrument included the 10item researchermade questionnaire in which cognitive skills of creative thinking, information processes, reasoning, decision making, memory thinking, awareness, information assessment, problemsolving, research, and perception were evaluated concerning the construal operations of perspective and figureground. to assess the validity of the test, it was given to four experts in the fields of cognitive linguistics, cognitive psychology, cognitive education, curriculum planning, and a sixthgrade teacher. its content validity was determined to be 80% by content validity index (cvi). the reliability of the tests was measured by reference to the retest method. specifically, the test was conducted twice on the same samples over the period of ten days. the correlation between their different sets of results was then calculated. a correlation assured the reliability of the test of 86%. for designing and compiling a training package, the theoretical concepts of construal operations of perspective and figureground were studied in reliable sources, and the affecting factors on choosing perspective or figure were identified. the experts assessed the designed package, and the revised version was then applied in the training sessions. the experimental group received the training package, while the control group was trained by the usual method based on the curriculum of the ministry of education. the revised form of the training package was developed by the tblt method during 13 4560minute sessions in two sessions per week for the experimental group. due to the coronavirus outbreak, the training was conducted virtually using adobe connect application. after completion of the instructional program, a posttest was given to both experimental and control groups under the same condition. data were analyzed using the analysis of covariance in spss26. resultsthe result showed that the utilization of theoretical concepts of construal operations, including perspective and figureground, made the production of writing educational packages possible. to adequately fulfilling this aspiration, theoretical concepts of cognitive linguistics and cognitive education were closely integrated. this educational package established a basic framework of key components of perspective and figureground to promote students’ descriptive writing skills. students acquired familiarity with the ground and the influence factors on choosing perspective in a scene. moreover, the findings of the research introduced tblt as a practical method for teaching the offered educational package to the students. through the task cycle, generating, organization and goalsetting occur. in addition, the result revealed that the education package of cognitive construal operations affected students’ descriptive writing (p<0.01). in other words, the writing score of students participating in cognitive construal operation training sessions increased significantly compared to the control group. conclusionin line with mcgutchen (2007) (9) and bazerman (2009) (12), writing is a problemsolving task. therefore, designing writing educational package based on cognitive construal operations introduces greater transparency to the trainers at primary school. this package accurately determines the cognitive components that are relevant for descriptive writing. teaching educational package using the tblt method, which aligns with hayes and flower’s (2017) three stages of planning, translation, and reviewing facilitate students’ writing skills. consequently, implementing an educational writing package makes the students perform better in writing descriptive texts. as a result, the educational package of cognitive construal operations can be suggested as a facilitator in teaching descriptive writing to both teachers and students. ethical considerationscompliance with ethical guidelinesamong the ethical principles observed were not violating the rights of individuals participating in the research, respecting human rights, and keeping the results of their research confidential. before the intervention, the participants explained the study’s objectives, and informed consent was obtained from them. also, after completing the training sessions on the training groups and performing the posttest, the treatment sessions were intensively performed on the control group to observe the ethical principles. this research has been carried out following the ethical principles of the journal of advances in cognitive sciences and the ethical codes of the international committee on publishing ethics (cope). authors’ contributionsthe article’s author article has not received any contribution to the writing process. fundingthe article’s author is taken from the research project entitled the effect of teaching construal operations such as perspective and figureground on the sixthgrade primary school students, written  the code number 7756. the research was funded by a grant from the cognitive sciences and technologies council.acknowledgmentsthe researcher expresses her profound gratitude to the cognitive sciences and technologies council for its financial support. in addition, she would like to thank all the students and school officials for their cooperation. conflict of interestthe study did not have any conflict of interest.